CASE OF PUNTLAND CIVIL SERVICE COMMISSION
MOHAMED AWIL JAMA
A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OFTHE REQUIREMENT FOR THE AWARD OF THE MASTERS DEGREE IN PUBLIC ADMINSTRATION AND MANAGEMENT OF MOUNT KENYA UNIVERSITY
DECLARATION
Student Declaration
I declare this is my original work and it has not been presented for any degree in any other university.
Signature: Date: 05/03/2017 MOHAMED AWIL JAMA
MPAM/2014/62653
SUPERVISOR’S DECLARATION
This research project has been submitted with our approval as the Mount Kenya University Supervisors.
Signature: --- Date: --- Dr. Evans Mwiti
First Supervisor
Signature: --- Date: --- MS.GRACE KAREMU
DEDICATION
ACKNOWLEDGEMENT
LIST OF FIGURES
Figure2.3: Conceptual Framework………....14
Figure 4.1 Gender of the respondents………25
Figure 4.2 Job rotations and employees performance………...31
Figure 4.3 Job rotations help employees to learn………..32
Figure 4.4 Job rotation improves employee’s skills and experiences………....33
Figure 4.5 Achievement of institutional goals through workshops………...35
Figure 4.6 impacts of workshops on employee’s skills………...37
Figure 4.7 Committee assignment and teamwork……….38
Figure 4.8 Committee assignment creates employees interaction……….39
Figure 4.8 on the-job-training and the public service delivery………..41
Figure 4.9 Investing Public Sector training improves public service delivery………..42
LIST OF TABLES
Table 3.2: population size of the study...……….……….……..18
Table 3.3: Sample size of the Study...18
Table 4.1: Response Rate………...24
Table 4.2: occupation of respondents…………...25
Table 4.3 Ages of the Respondents………...26
Table 4.4 Level of Education……….27
Table 4.5 Duration of stay in the institution………..27
Table 4.6 New skills and employees’ performance………...28
Table 4.7 work tasks and employees performance………29
Table 4.8 Mentorship inspires employee’s performance………...29
Table 4.9 Use of mentorship training method……….. 30
Table 4.10 In-adequate Mentorship and performance………...31
Table 4.11 Job Rotation and Employees performance………. 32
Table 4.12 Organization’s job rotation plan………..33
Table 4.13 Workshops and employees performance………...34
Table 4.13 Workshops and organizational performance………...35
Table 4.14 Satisfaction of organization’s workshop methodology………...37
Table 4.15 Committee assignment and the team sprit………...40
Table 4.16 Relevancy of committee assignment on your work……….41
TABLE OF CONTENTS
2.2.3 Capital Theory of Employee Effectiveness and Improvement:...7
2.2.4 Effective event theory ...8
2.3 Empirical Review ...9
2.3.1 Job rotation...9
2.3.3 workshops/seminars... 12
2.3.4 Departmental management Committee... 13
CHAPTER THREE ... 17
3.4 Sample and sampling procedure ... 18
3.5 Data Collection Instruments ... 18
3.6 Data collection Procedures ... 19
3.7 Piloting Testing ... 19
3.7.1 Validity of Research Instruments ... 19
3.7.2 Reliability of Research Instruments... 20
3.8 Data Analysis and Presentation ... 21
3.9 Ethical Consideration ... 21
3.9.1 Ethical consideration related to research ... 21
3.9.2 Ethical consideration concerning research participants ... 22
CHAPTER FOUR ... 23
FINDINGS AND DISCUSSION ... 23
4.1 Introduction: ... 23
4.2 Demographic characteristics and background information of the respondents ... 23
4.2.1 Gender of the respondents... 23
4.2.2 Age of the respondents ... 24
4.2.3 Level of Education of the respondents ... 25
4.2.4 Duration of stay in the institution ... 25
4.2.5 Position of respondent in the organization ... 26
4.3 Mentorship and employee’s performance ... 27
4.4 Job rotation ... 33
4.5 Workshops and seminars ... 37
4.6 Departmental Committee assignments ... 43
4.7 Service delivery at Public Service Commission ... 47
4.8.1: Significant relationship between on job training and Employees’ performance. ... 51
4.9 Regression Analysis to test the degree of relationship between the variables ... 52
CHAPTER FIVE ... 55
CONCLUSION, SUMMARY AND RECOMMENDATION ... 55
5.1 Introduction... 55
5.2 Summery of the findings ... 55
5.2.1 Mentorship and employee’s performance ... 55
5.2.2 Job Rotation and Employees performance ... 56
5.2.3 Workshops/Seminars and Employees performance ... 56
5.2.4 Departmental Committee assignment and the employee’s performance ... 57
5.2.6 Service Delivery ... 57
5 .3 Summary ... 58
5.4 Recommendations ... 59
5.4.1Policy Recommendations... 59
5.4.2 Areas for Further Research ... 59
REFERENCES ... 60
APPENDICES ... 64
APPENDIX 1: INTRODUCTORY LETTER ... 64
APPENDIX 2: QUESTIONNAIRE ... 65
APPENDIX 3: PROPOSED RESEARCH BUDGET ... 70
OPERATIONAL DEFINITIONS OF TERMS
Employee training: Employee training is basically a systematic procedure for transferring technical know-how to the employees so as to increase their knowledge and skills for doing particular jobs (Beebe et al, 2012)
Employees Performance: This is defined as the outcome or contribution of employees to make them attain goals (Herbert, John & Lee 2000). It is also what an organization has accomplished with respect to the process, results, relevance and success or the achievement of specific tasks measured against predetermined or identified standards of accuracy, completeness, cost and speed (Afshan et al, 2012)
ABSTRACT
The main aim of this study is to carry out an analysis of on-the- job trainning on employees performance. The specific objectives of the study are to analyse the influence of workshops on the performance of employees of the puntland civil service commission, to analyse the influence of mentorship on the performance of employees of Puntland civil service commission, to find out the influence of job rotation on performance of employees of Puntland civil service commission and to determine the influence of committee asignments on the performance of employees of Puntland civil service commission. Literature review of the independent variable, critical review and identification of research gaps will extensively be covered in chapter two. Theories which will be used in this study include: Social learning theory, reinforcement theory, capital theory of employee effectiveness and improvement and the effective event theory. A descriptive research design will be used in the study where respondents will be drawn from departments of the public civil service commission, in Puntland. The target population will be the employees of the puntland civil service commission who are fifty (166) in number, and the sample size will be (50), taking 30% of the total population. Data will be collected by the use of questionnaires. The questionnaire on the other hand will be pre-tested on pilot respondents who will not be part of the study respondents but knowledgeable in the study aspects in order to ensure their validity and relevance. Cronbach’s alpha coefficient will be used to measure the reliability of the scale, which will also be used to assess the interval consistency among the research instrument items. Collected data will be edited, coded and entered into SPSS version 21 for analysis. Data will be analyzed using quantitative technique and both descriptive and inferential statistics will be used in the data analysis and Descriptive statistics output will be presented in cumulative frequency table. Regression analysis model will also be used to show the relationship between the independent and the dependent variable.
CHAPTER ONE 1.0 Introduction
The main purpose of the study was to analyze the influence of the on-the-job training on employee performance of the public employees in the Puntland civil service commission. Chapter one outlines the background, problem statement, main and specific objectives of the study. The chapter will highlights the research questions, significance of the study, scope of the study, and the limitations of the study.
1.1 Background of the Study
According to UNDP`s report Somali Institutional Development Project, the Puntland public civil service employees requires professionalization which can be achieved through training for capacity building to improve skills (Christine, Ayan and Muse, 2013). The Puntland public civil service has embarked on on-the-job training methods to improve skills of its employees. Puntland public civil service was formed as an autonomous body by the Puntland government in 2003 to carry out a special mandate of attracting and retaining a high caliber professional government sector workforce and to ensure that government sector recruitment and selection processes comply with the merit principle and adhere to professional standards providing efficient, reliable and quality consulting and training services to the Puntland public with exemption of the armed forces (Alan Johnston, 2015).Puntland civil Service Commissionis also entrusted with human resource planning and the oversight of public staff, planning and implementing civil service reformsto right-size/downsize some selected ministries, as well as the training of civil servants.
fulfill such a mandate, its personnel must also be well advanced in various skills and knowledge. After breaking away from the larger Somalia, Puntland was faced with acute shortage in terms of the critical skills required by most of the Public institutions. There was a significant deficiency of knowledge and skills to the directors of the departments, middle level employees and the lower level employees in Puntland public civil service, as well as in the public civil service commission. This shortage threatened to obstruct public service delivery unless training programs for civil servants were instituted (TNAReport, 2012). Puntland public civil service commission embarked on a series of on-the-job trainings for its employees to enhance knowledge and skills. This study will analyze the influence of such trainings on the performance of public civil service commission employees.
According to (FarLand ,2006), training is the term used to describe the process through which organization build the skill and abilities of non-managerial employee, employees’ development on the other hand includes the process by which manager and executives acquire not only the skill but competence in their present job but also capacity for future managerial task increasing scope.
1.2 Statement of the Problem.
1.3 Purpose of the study
The purpose of the study was to analyze the influence of on-the-job training on employees` performance at the Puntland public civil service commission.
1.4 Objectives of the Study
1.4.1 General Objective:
The main objective of this research was to analyze the influence of the on-the-job training on employees` performance at the Puntland public civil service commission. 1.4.2 Specific Objectives:
The specific objectives which were considered in this study include:
i) To analyze the influence of the mentorships on the employee’s performance in the Puntland public Civil Service Commission
ii) To determine how job rotation affects employees’ performance in the Puntland public Civil Service Commission
iii) To analyze the impact of workshops on the employee’s performance in the Puntland public Civil Service Commission.
iv) To find out how committee assignments has influenced employees’ performance in the Puntland Public Civil Service Commission.
1.5 Research Questions
i) How has workshops impacted on the employee’s performance in the Punt land public Civil Service Commission?
ii) To what extent have mentorships influenced employee’s performance in the Punt land public Civil Service Commission?
iii) How has job rotation affected employees’ performance in the Punt land public Civil Service Commission?
iv) To what extent have Departmental committee assignments influenced employees’ performance in the Punt land public Civil Service Commission?
1.6 Significance of the Study
effective to their employees` performance. Other future researchers can use the findings of this study for reference as a source of secondary data.
1.7 Justification of the Study
This study was important as it will generate more information about the correlation between on-the-job training and the employees` performance. It was also shed highlights on the most suitable on-the-job training methods of the Puntland Public civil service commission employee’s.
1.8 Assumptions of the Study
The study was based on the following assumptions: That the respondents were provided accurate responses and give back filled questionnaires within the expected time period, and that there was a relationship between the on-the-job training and employees` performance.
1.9 Limitations of the Study
The limitations of this study were included lack of cooperation from respondents where some fail to return filled questionnaires and other respondents may fail to give correct information. To overcome these limitations, the researcher was protected the privacy and confidentiality of the respondents by using coded names instead of their real names so that they don`t worry that the information will be leaked. This is to encourage them to respond honestly.
1.10 Scope of the Study
CHAPTER TWO LITRATURE REVIEW 2.1 Introduction
This chapter was reviewed the literature related to the study to the on-the-job training methods and their effects on employee in Puntland Civil Service commission. Literature will be reviewed according to the study objectives. A theoretical and conceptual
2.2.1 Theory of Social learning:
learning theory have been used to predict which subordinates will imitate the behavior of their supervisors. It is against this background that the current study seeks to adopt this theory as it relates to the study topic.
2.2.2 Reinforcement theory
The study was be based on Behaviorist B.F. Skinner derived the reinforcement theory, one of the oldest theories of motivation, as a way to explain behavior and why we do what we do. The theory may also be known as Behaviorism, or Operant Conditioning, which is still commonly taught in psychology today. The theory states that "an individual’s behavior is a function of its consequences" (Management Study Guide, 2013). Behaviorism evolved out of frustration with the introspective techniques of humanism and psychoanalysis, as some researchers were dissatisfied with the lack of directly observable phenomena that could be measured and experimented with. In their opinion, it would make the discipline of Psychology more "scientific" and on par with the core sciences. These researchers turned to exploring only the behaviors that could be observed and measured, and away from the mysterious workings of the mind (Funder, 2010).
The science of psychology that is often associated with the current era may be considered inadmissible to those that follow Skinner’s beliefs. Psychology has frequently been associated with the human mind and the evolution of cognitive awareness, causing Skinner to move in a different direction. By applying his thoughts on adjusting motivation through various stimuli, industries such as business, government, education, prisons, and mental institutions can gain a broader understanding of human behavior. "In understanding why any organism behaves the way it does, Skinner saw no place for dwelling on a person’s intentions or goals” (Banaji, 2011). For him, it was outward behavior and its environment that mattered. His most important contribution to psychological science was the concept of reinforcement, formalized in his principles of operant conditioning. This was in contrast to Ivan Pavlov’s principles of classical conditioning, which along with J.B. Watson’s extreme environmentalism, strongly influenced his own thinking.
Reinforcement theory is a form of operant conditioning and focuses on the environmental factors that contribute to shaping behavior. Simply put, reinforcement theory claims that stimuli are used to shape behaviors. There are four primary approaches to reinforcement theory: positive reinforcement, negative reinforcement, positive punishment, and negative punishment, which will be covered in a later paragraph. By analyzing the various components of the Law of Effect and the primary approaches, we can achieve desired results, otherwise known as consequences, through its application within the workplace.
2.2.3 Capital Theory of Employee Effectiveness and Improvement:
The study was based on Capital Theory of Employee Effectiveness and Improvement. Hargreaves (2001) developed a theory of employee effectiveness and improvement based on: outcomes, both cognitive and moral; leverage, which is the relation between teacher input and education output; intellectual capital, which is the sum of the company‟s knowledge and experience; and social capital, that is, networks of trust and collaboration. Hargreaves (2001) argues that the conventional model of measuring organizational effectiveness (and improvement) is an inadequate tool for the analysis of organizational success and failure. The concept of „company ethos‟ helped to make sense of the correlation between a number of organization processes, but it did not allow one to test the model in detail, or to predict the performance of an employee from any close analysis of identifiable factors. He proposes a new theoretical model of employee training, which provides a working model both of effectiveness and improvement. The theory has four master concepts: outcomes, and (both intended and unintended) of two kinds: cognitive and moral.
High levels of social capital in a company strengthen its intellectual capital (through sharing). Unlike financial capital, social and intellectual capital are increased rather than depleted by passing on to others (Hargreaves, 2001). He uses this model to present definitions of effective and improving company, stating that an effective company mobilizes its intellectual capital (especially its capacity to create and transfer knowledge) and its social capital (especially its capacity to generate trust and sustained networks) to achieve the desired performance outcomes of intellectual and moral excellences, through the successful use of high leverage strategies grounded in evidence-informed and innovative professional practice. The applicability of the theory in the study can be seen in the fact that all the theoretical concepts – Outcomes, Leverage, Intellectual capital, and Social capital – have a bearing on the quality of employee performance.
2.2.4 Effective event theory
According to (Thompson & Phua, 2001) the affective event theory was developed by Psychologist Howard M. Weiss & Russell Cropanzano to explain how emotions and moods influence job satisfaction. The theory explains the linkages between employees’ internal influences - cognitions, emotions, mental states etc and their reactions to incidents that occur in their work environment that affect their performance, organizational commitment, and job satisfaction (Wegge, et. al, 2006).
The theory further proposes that affective work behaviors are explained by employee mood and emotions, while cognitive-based behaviors are the best predictors of job satisfaction. In addition, the affective events theory emphasized that positive-inducing and negative-inducing emotional incidents at work are distinguishable and have a significant psychological impact upon workers’ job satisfaction. This resulted in lasting internal and external affective reactions exhibited through job performance, job satisfaction and organizational commitment. Rolland & Fruyt (2003) research findings on personality in support of affective events theory shows that there are a number of factors that influence the theory. These are: consciousness, agreeableness, neuroticism, openness to experience, and extraversion.
performance and job satisfaction (Fisher & Ashkanasy, 2000). Closely related to this theory is Locke’s (1976) Range of Affect Theory. The major premise of this theory is that satisfaction is determined by a discrepancy between what an employee wants in a job what he has.
2.3 Empirical Review
This is the review of related literature from published research work of other scholars and other published materials on the relationship between on-the job training employee performance:
2.3.1 Job rotation
According to (Mccourt & eldridge,2003) job rotation involves training of employees while on their jobs and it involves the movements of employees from one official responsibility to another as a way of enhancing employee skills for instance getting on higher rank position by way of promotion within the same department in the organization,one branch of the organization to another within organization.According to (Edward, 2005) describes job rotation as “the process of switching a person from job to job” which increases an employee’s performance and value to an organization. Job rotation can be defined as the performance by an employee of a new assignment on a temporary basis for an agreed period of time. Job rotation can either be task rotation or a position-oriented rotation, with management determining the need for a specific job.
limited promotion prospects (Ference, et al 1977) and it was also analyzed by Cosgel&Miceli (1999).
Traditionally, job rotation is usually addressed at an organizational level. From the employers’ point of view, organizational theorists have advocated frequent rotation as a means of reducing fatigue and boredom on jobs so as to maintain productivity (Miller, et al 1973). And fairly frequent rotation after the initial hiring as a means of orientation and placement (Wexley& Latham, 1981). Job rotation enables the training of workers to be backups for other workers so that managers have a more flexible work force and a ready supply of trained workers (Rothwell et al, 1994). When rotation occurs at longer intervals, it has been thought as a practice of progressive human resource development or a means of enhancing the value of work experience for career development (Campion, et. al, 1994).
According to (Ortega, 2001), there are different reasons an organization may choose to utilize job rotation such as using job rotation as a learning Mechanism, he suggests that there are significant benefits that may outweigh the costs involved with training employees for diversified positions. As a learning mechanism, employees are given the opportunity to learn necessary skills which can help them to advance within a company. 2.3.2 Mentorship
you decide the type of mentorship that best matches your organization. For mentorship program to succeed, executive-level support must be secured, the program planned well, communicate to all employee on mentorship; provide upfront training for mentor and mentee and designed in a way such that employees are simply encouraged to participate, but no one is forced (Schooley, 2010).
According to (McQuerrey, 2015) articulates that in staff performance appraisal, the Key performance indicators are several. Firstly, employee’s meeting of goals. This involves measuring whether an employee has met pre-established goals during the assessment period. Secondly, it involves an assessment of employee’s participation in teamwork. In this case, an employee is rated on his/her involvement in participation of teamwork. Thirdly, employee’s skill acquired is assessed. In this case, an assessment on the employee’s job skill is done to establish whether he/she has the necessary skills to perform any assigned tasks or not.
Leadership mentorship should focus on building the mentee’s cognitive/functional, personal and social competencies (Milanet et.al 2008). Innovative mentorship practice will be implemented by the mentee being able to search for and test new technologies, create new paths for company goals and use new work methods (Thediech et.al, 2015). Knowledge transfer mentorship practice will be implemented in firms by ensuring mentor /mentee transfer of tacit and explicit knowledge in which knowledge is preserved and socialized in employees (Blake-Beard 2012). Talent development mentorship practice can be implemented using effective relevant programs that enhance employee engagement and career advancement in firms (Duncan, 2012.)
firms. Furthermore, leadership and innovative competencies can be developed by an employee through mentorship. This study therefore endeavors to find out how leadership mentorship, innovative mentorship, Knowledge transfer mentorship and Talent development mentorship influence employee performance in small firms in Garissa County. According to (Coppola et. al, 2010) explains that mature and experienced organizations will see mentorship as another method to help the entity achieve its mission, objectives and goals as mentorship ensures that organizational skills, knowledge and best practices are transferred from the mentor to the mentee. As a result of this knowledge transfer mentorship, the organization benefits through the development of more highly trained and competent employees who are loyal, with enhanced efficiency; and, competence in their jobs. In this case mentorship is viewed as a method of developing strategic leaders (Zachary et al, 2012).
2.3.3 workshops/seminars
According to (Bernardin,, 2003) found a positive relationship between workplace training and organizational commitment. From an employee stand point, a training received is related to a significant portion of satisfaction experienced on the job, employee’s value training and job. Examined on another level, employees view training as an aspect that allow them to be better able to offer customer satisfaction since they are already satisfied them and will increase their performance levels.
According to (Schmidt , 2004) in his study on the relationship between workplace training and overall job performance found out that components of job training and time spent in training determined a significant relationship to employee performance on the job.
The quality of training has maximum impact on performance since work output of an employee would be dependent on the experience level that employee would have acquired (Sahu, 2000). The training impacts on performance in that it determines whether one will keep the job at hand or loose it altogether if not well done, a common cause of job dissatisfaction is that the staffs do not have the basic skills required for their job, The struggle to finish or accomplish an assigned work is seen and as a result the gap between their skill level and the expected performance keep them away from job satisfaction.
According to (Harrison, 2000) learning through training influence the organizational performance by greater employee performance, and is said to be a key factor in the achievement of corporate goals, however, implementing training programs as a solution to covering performance issues such as filling the gap between the standard and the actual performance is an effective way of improving employee performance (Swart et al., 2005). According to (Swart et. al,2005), bridging the performance gap refers to implementing a relevant training intervention for the sake of developing particular skills and abilities of the workers and enhancing employee performance. He further elaborate the concept by stating that training facilitate organization to recognize that its workers are not performing well and a thus their knowledge, skills and attitudes needs to be molded according to the firm needs.
According to (wright, 2001) he identifies that training program is used to change competency level of employees, It puts great impact on the employees performance, so that organizational performance also be improved with the performance of employees as well as .by the study of (swaret.al, 2005) training helps organizations to investigate that if there is a need for modeling their employees then performance gap is filled by effective training programs so that employees can be able to get knowledge about their job requirements.
it is said by(cooke,2000) employees need continuous training for doing their assigned tasks, well moreover he says presenting & functioning are also counted for performance of employee .he states that on the job training is very appropriate to discover provision of training by giving benefits to employees through skill development & quality services to customers also.
2.3.4 Departmental management Committee
2.4 Conceptual Framework
Figure 2.3: Conceptual Framework
Source: Researcher, (2016)
Source: Researcher (2016)
provides the evidences regarding the benefits of on-the- job training and its positive influence on employee performance, (Cheramieet et.al, 2007) argued that, management, mostly feel hesitant while investing in its human resource due to various reasons. Sometime, in spite of receiving effective and timely training programs, employee are intended to cash it for the sake of their own market value and employment opportunity , or willing to change job just because of higher salaries, and thus, firm investment in training results as a cost rather than profit. It is also observed that due to the resistance of the organization towards offering training, propels individuals to invest themselves for their career development and greater performance (Baruch, 2006).
Thus, this was what the researcher (or nature) manipulates a treatment or program or cause, it influences, predict, control and determine the dependent variables. The dependent variable is what is affected by the independent variable, the roles or outcomes and the moderating variables work with the independent variables to influence the dependent variables. For the purpose of this research, the independent variables are: mentorship, workshops, job rotation and committee assignment of relative to their ideals in terms of implementation and attitude of trainees towards specific attributes of the-jo training programs. The dependent variable in this research is the performance of on-the-job training program of which this factor depends on independent variables to occur. 2.5 Research Gap
CHAPTER THREE RESEARCH METHODOLOGY 3.0 Introduction
This study was used quantitative methodology approach where questionnaires will be used as the research instruments for data collection. The Quantitative research is that which tries to find answers to questions through analysis of quantitative data, that is, the data shown in figures and numbers (Taylor, 1998). More over Gay, M. & Airasian, (2009), explained that the strength of quantitative research is the opportunities that it provides researchers to interact and gather data directly from their research participants to understand a phenomenon from their perspectives.
3.1 Research Design
Descriptive research design was used in this study. A descriptive study ensured complete description of the situation, making sure that there is minimum bias in the collection of data to reduce errors in interpreting the data collected. The study adopted a case study design which is a form of descriptive research. This was preferred because it was concerned with answering questions which describe attitudes and feelings toward a program or process (Cooper & Schindler, 2011).
3.2 Research Location
Table 3.1: Target Population
Source: Researcher (2016)
3.4 Sample and sampling procedure
The researcher will use simple random sampling technique as it offers every member of the population an equal chance of being included in the sample. A sample drawn at random is unbiased in the sense that no member of the population has any more chance of being selected than any other member (Mugenda and Mugenda, 2003).According to Sekaran, (2006), a sample size should be adequate for the study and adequacy means the sample should be large enough (i.e., at least 30 % of the population) to enable reasonable estimates of variables, and to capture response variability. The researcher therefore used 30% of the employees according to the guideline of Sekaran (2006). The study had a sample of 30% of the target employees (166) which is 50 employees of the Puntland public civil service commission as shown in the table below:
Table 3.2: Sample size
Category Percentage of the
Target population
Primary data was used in this study. The data was collected through a self-administered semi-structured questionnaire. The structured questionnaire was with closed- ended questions and a customized five-part likert scale which was used to collect data on the
Category of employees Number of employees
Lower level employees 98
Middle level employees 56
Department Directors 12
independent variables. Respondents were asked to indicate agreement with each item. Each item was have a five-point scale ranging from1=strongly agree, 2=agree, 3=Neutral, 4=disagree, and 5=strongly disagree. The questionnaires were preferred because personal administration of questionnaires to individuals helped to develop close relationships with the respondents. The questionnaire also provided the clarifications sought by respondents on the spot by collecting the questionnaires soon after they are filled. The data collected was edited to ensure consistency across respondents and detect omissions.
3.6 Data collection Procedures
The data collection instrument in this study was a questionnaire. The research instrument were conveyed to the respondents through the drop and pick technique. The researcher was approached each respondent by explaining to them the nature and purpose of the
The data collection instrument (questionnaire) was pre-tested on a pilot set of respondent employees for comprehension, logic and relevance. Five respondents in the pre-test will be drawn from a public services agency which has similar operations to those in the actual survey in terms of background characteristics. These respondents will comprised of 10% of the population that was studied. All the aspects of the questionnaire was pre-tested including question content, question difficulty, layout wording, sequence, and form and instructions. The feedback obtained was used to revise the questionnaire before administering it to the study respondents.
3.7.1 Validity of Research Instruments
Validity is the accuracy and meaningfulness of inferences, which are based on research results and it is the measure of how well a data collection instrument measures what it is supposed to, (Kombo and Tromp, 2006).
The researcher ensured the validity of the instrument by face validity analysis using research supervisors who went through checking if all the items constructed could help achieve the aim of the study. This was done by using this formula.
Content Valid Index CVI= valid items Total number of items
3.7.2 Reliability of Research Instruments
Cronbach’s alpha coefficient was used to measure the reliability of the scale, which was also used to assess the interval consistency among the research instrument items. The Alpha coefficient can take any value from zero (shows that no internal consistency) to one (complete internal consistency) according to Cronbach & Shavelson (2004). To check for reliability, Cronbach’s alpha was used to pre-test the questionnaire and to test the findings from the gathered data. If Cronbach’s Alpha value was ≥ 0.7, the researcher interpreted and took it to mean that the instrument was reliable.
The researcher ensured reliability or the degree of consistency and precision in which the measuring of instruments is demonstrated (Amin, 2005). In establishing the reliability of the instrument, a test-retest method was used, in which 10 respondents were used to ascertain the consistency of the instrument. Cronbanch’s (2004) alpha coefficient was used to assess the internal consistency. The instrument was considered reliable when its score was 0.70 and above thus reliable for the study.
Table 3.2: Cronbach alpha results (Reliability)
Variable Number Of
3.8 Data Analysis and Presentation
After the data was collected, the researcher was edited them to ensure their completeness and consistency. Coding and classification then was followed to ensure sufficient analysis. The data was entered and analyzed by using statistical package for social scientists version 16 (SPSS) computer software to generate cumulative frequencies and percentages. The software package was chosen because it was the most used package for analyzing survey data. Besides being the most used package, the software has the advantage of being user friendly (Mugenda, 2003). Descriptive statistics used to deduce any patterns, averages and dispersions in the variables. They include measure of locations (mean) and measure of dispersions (standard error mean). The study expects that the relationship between the study variables followed a correlation model of the nature:
Y = β0 + β1X1 + β2X2+ β3X3+ β4X4ε Where: Y = dependent variable (performance).
β0 = Constant or intercept which is the value of dependent variable when all the independent variables are zero.
β1-4 = Regression coefficient for independent variables. X1 = workshops as a method of on-the job training X2 = mentorship as a method of on-the-job training X3 = Job- rotation
X4 = committee assignments
ε = Stochastic or disturbance term or error term
After the data was analyzed using quantitative technique, both descriptive and inferential statistics were used in the data analysis. The results of data analysis which were included in results of regression analysis, descriptive and inferential statistics as well as the statistical output tables was presented with brief explanations. Descriptive statistics output was presented in cumulative frequency tables.
3.9 Ethical Consideration
3.9.1 Ethical consideration related to research
work was scheduled in such a way that includes the distribution of the questionnaire to the various participants.
3.9.2 Ethical consideration concerning research participants
The researcher ensured that the questionnaire was in an objective manner for the respondents to have confidence. The respondent’s privacy and psychological needs was ensured.
3.9.3 Ethical consideration concerning the research process
The research was out in an objective manner ensuring that in case in case of any interview, the researcher and the assistants were objective. The steps laid down in this thesis were flowed as honestly as possible till the findings were presented.
CHAPTER FOUR
FINDINGS AND DISCUSSION
4.1 Introduction:
This chapter presents the results and discussions of quantitative data analysis of the study. It is divided into two major sections. The first section describes the demographic characteristics of the empirical survey, covering the gender of the respondents, age of respondents, and work experience. The second section of the chapter provides results and discussions which were based on the four major research questions of the study. For the purposes of this preliminary analysis, Pearson Linear Correlation Co efficiency (PLCC) was used to look for the relationship between the variables and Regression Analysis was used to test the degree of relationship between variables.
4.2 Demographic characteristics and background information of the respondents This section explains the response rate, occupation of the respondents, gender and duration of the working in the institution, age and highest level of education attained. 4.2.1 Gender of the respondents
The response was 100%. All the 50 respondents who formed the sample size returned their questionnaire. The response rate is shown in the figure 4.2.1 below.
Figure 4.2.1 showing the gender of respondents
Figure4.2. 1 shows that Puntland Civil Service Commission has employed both male and female employees though the gender difference still exists. This is shown at the response rate and the fact that the distribution of questionnaire was done with all employees having equal chance of being included in the sample, 40% were female which more than half were male i.e. 60% of the respondents. The above statics reveals that the research was not biased to only one gender.
The results mean that in order to cover the gender gap Puntland Civil Service Commission should consider to employ more females in the commission. 4.2.2 Age of the respondents
Figure 4.2.2 showing the age of respondents
Source: primary data 2016
4.2.3 Level of Education of the respondents
Figure 4.2.3 showing the education of respondents
Source: primary data 2016
Based on the results in figure 4.2.3, the results indicate that 38% of the respondents were degree holders, followed by a 28% Diploma level, 20% were secondary level holders and 16% were master’s holders’ level. The information reveals that Puntland Civil Service Commission has tried to recruit qualified personnel with considerable qualification. The researcher also noted that some secondary holders were holding some big positions and heading some leading departments. The researcher noted that there was need to fully professionalize the commission by recruiting doctorate holders and more masters holders to fill the qualification gap.
4.2.4 Duration of stay in the institution
Source: primary data 2016
Based on the results in figure 4.2.4, the results confirm that 32% of the respondents of this study had stayed in the institution between 3 to 5 years, followed by 30% who had stayed at the institution for 6-8 years, 20% of employees had stayed in the organization for less than 2 years and 18% had stayed for more than 9 years. This information shows that majority of the employees had stayed for considerably longer period and minority had been with the commission for fewer periods. This means that the study targeted employees who had worked for long and for a short period so as to cut across all the sections of the commission. The views they shared with the researcher were based on knowledge and experience in serving the commission.
Source: primary data 2016
Figure 4.2.5 reveal that 36% of the respondents of this study were heading the divisions, 28% were department directors, 24% were departmental assistants and 12% were in the general directors department. This means that the selection of the respondents was done well to represent the entire organization. The information obtained can be dependable because the officers who took part in the study were those who run the day to day activities of the commission.
4.3 Mentorship and employee’s performance
Source: primary data 2016
Figure 4.3.2 showing that mentorship gives employees necessary skills to work.
Source: primary data 2016
Figure 4.3.2 shows that 42% of the respondents in total agreed that mentorship gives employees necessary skills to work in the task from start to the end, 24% were neutral, 26% strongly agreed and 4% disagreed and another 4% disagreed strongly. This means that Puntland Civil Service Commission management should continue the mentorship activities if it’s on the ground currently or if not on the ground yet to come up a mentorship training program in order to inspire and increase the employee’s
Figure 4.3.3 showing that mentorship inspires employees’ performance
Source: primary data 2016
Figure 4.3.3 shows that 60% in total of the respondents agreed that the Puntland Civil Service Commission mentorship inspires employee performance, 22% strongly agreed and 10% are not sure, 6% disagreed and 2% strongly disagreed. This means that mentorship is responsible for employee performance. This also means that both new hires and employees being transferred to new positions benefit from on-the-job training, and virtually everyone needs training to keep abreast of market and technological developments. There are benefits to using employees and supervisors to handle training requirements. Outside trainers may be knowledgeable and preferred in some instances, but they will not be familiar with your company's practices and culture. Not all
Figure 4.3.4 showing that mentorship training is used at Public Service Commission
Source: primary data 2016
Figure 4.3.5 showing that without mentorship employees’ performance is less
Source: primary data 2016
4.4 Job rotation
Figure 4.4.1 showing that job rotation emboldens employees’ performance
Source: primary data 2016
Figure 4.4.2 showing that job rotation reduces employees’ turnover
Source: primary data 2016
Figure 4.4.2 indicates that 58% of the respondents agreed that job rotation reduces employee turnover at Puntland Civil service commission, 16% strongly agreed, 10% were neutral, 12% disagreed and 4% strongly disagreed. This means that job rotation should be encouraged at the commission since it helps to reduce the labour turnover. This means that after briefing, the manager typically watch another employee go about his daily tasks and have the opportunity to observe and ask questions. Using the pet store example, you may gradually begin assisting the employee you’re shadowing with minor tasks, working up to full-level responsibilities. This approach allows you to be useful and helpful while learning the ins and outs of your job functions.
Figure 4.4.3 showing that job rotation helps employees’ learn different departments
Source: primary data 2016
Figure 4.4.3 shows that 48% agreed that Job rotation helps employees learn about different department, while 28% of the respondents were neutral, 12% strongly agreed and another 12% disagreed. This means that rotation gives multi skills and knowledge to work in different departments. This makes the employees all round people with many skills for a better survival.
The findings agree with Mccourt & eldridge, (2003), who notes
that job rotation involves training of employees while on their jobs and it involves the movements of employees from one official responsibility to another as a way of enhancing employee skills for instance getting on higher rank position by way of promotion within the same department in the organization,
one branch of the organization to another within organization.
Source: primary data 2016
Figure 4.4.4 indicates that 38% of the respondents have strongly disagreed that the commission has job rotation plans, 28% disagreed, 16% were neutral, 10% agreed, and 8% strongly agreed. This means that the commission should put in place job rotation plans since they were important in boosting employee performance.
Source: primary data 2016
Figure 4.4.5 confirms that 46% of the respondents agreed that job rotation improves the skills, knowledge, and experience of the employees. This means that the commission should encourage the job rotation plans to boot performance.
The finding agree with Ortega, (2001), there are different reasons an organization may choose to utilize job rotation such as using job rotation as a learning Mechanism, he suggests that there are significant benefits that may outweigh the costs involved with training employees for diversified positions. As a learning mechanism, employees are given the opportunity to learn necessary skills which can help them to advance within a company.
4.5 Workshops and seminars
Source: primary data 2016
Figure 4.5.1 shows that 50% in total of the respondents strongly agreed that learning through workshops and seminars contributes to the understanding of employee areas of working and influences the organizational performance, on the other hand only 42% of the respondents agreed, and only 8% were neutral and undecided. This means that workshops and seminars were very important in influencing the performance of the employees at workplace.
Figure 4.5.2 showing that workshops and seminars influence organizational performance
Source: primary data 2016
Figure4.5. 2 shows that 52% in total of the respondents agreed that learning through workshops and seminars influences the organizational performance, on the other hand only 40% of the respondents strongly agreed, and only 8% were neutral and undecided. The findings concur with Cooke, (2000) employees need continuous training for doing their assigned tasks, and well moreover he says presenting & functioning are also Counted for performance of employees.
Source: primary data 2016
Figure 4.5.3 shows that 42% in total of the respondents agreed that workshops and seminars could provide a solution to employee performance and a factor in achievement of the institution goals, on the other hand only 38% of the respondents strongly agreed, and only 18% were neutral and undecided as well as 2% of the respondents disagreed. This means that workshops are important and the commission should take advantage of them.
Figure 4.5.4 showing that employee are satisfied with workshops and seminars
Source: primary data 2016
Figure 4.5.4 shows that 52% in total of the respondents disagreed that they were satisfied with workshop methodology at the commission, on the other hand only 10% of the respondents strongly agreed, and only 26% were neutral and undecided, 24% agreed, and 12% strongly disagreed. This means that Public Service Commission was not using workshop methodology despite the factor that employees were encouraged to use the technology.
Figure 4.5.5 showing that workshops and seminars contribution to employees’ understanding their areas of working
Source: primary data 2016
4.6 Departmental Committee assignments
Figure 4.6.1 showing that committee assignments develop team work in Public Service Commission
Source: primary data 2016
Figure 4.6.1 shows that 34% in total of the respondents agreed that committee
assignments develop team work in the organization, on the other hand only 14% of the respondents strongly agreed, and only 26% were neutral and undecided, 22% disagreed and 4% strongly disagreed. This means that according to Raj Kumar, (2010), under the committee assignment, group of trainees are given and asked to solve an actual
organizational problem, the trainees solve the problem jointly, it develops team work.in this method trainees are asked to solve an actual organizational problem.
Source: primary data 2016
Figure 4.6.2 indicates that 28% in total of the respondents agreed that committee assignments help to develop team spirit and work in a united way towards achieving common goals, 16% of the respondents strongly agreed, and 44% were neutral and undecided, 10% disagreed and 2% strongly disagreed.
Figure 4.6.3 showing that committee assignments create a platform for sharing
Source: primary data 2016
Figure 4.6.3 the researcher was covering the aspect Committee assignment creates a platform where by the employees can share and exchange their expertise, skills and motives. Respecting the study respondents, 34% of the respondents agreed that Committee assignment creates a platform where by the employees can share and exchange their expertise, skills and motives while only 8% of the respondents have disagreed and 36% of the respondents were not sure. So these findings shows that almost half of the respondents have a reproach on this issue, so Puntland Civil service
commission needs to re-adjust the modality they are using in order to realize that the current committee assignment temple can create a platform where by the employees can share and exchange their expertise, skills and motives.
Source: primary data 2016
Figure 4.6.4 shows that 22% of the respondents agreed and 4% that committee assignments were relevant to their work, while only 30% of the respondents have disagreed that committee assignments were relevant to their work and 30% of the respondents were not sure. These findings are similar to the previous research findings by Raj-Kumar, 2010), the above on the job training method are cost effective. Employees actually produce and serve while they are learning. Since immediate feedback is
4.7 Service delivery at Public Service Commission
Figure 4.7.1 showing that on job training programs are the tools for improvement of service delivery at Public Service Commission
Source: primary data 2016
Figure 4.7.1 shows that 40% of the respondents agreed that On the-job-training as a tool for improving public service delivery, while 8% of the respondents disagreed that On the-job-training as a tool for improving public service delivery and 22% of the
respondents were not sure. Previous studies have found that, employee competencies changes through effective training programs as it not only improves the overall
performance of the employees to effectively perform the current job but also enhances the knowledge, skills and attitude of the workers necessary for the future job, thus contributing to superior organizational service delivery (Wright & Geroy, (2001). Through training, the employee competencies are developed and enable them to
Figure 4.7.2 showing that training is smart choice for improvement of service delivery at Public Service Commission
Source: primary data 2016
Figure 4.7.2 shows that 36% of the respondents agreed that On the-job-training as a tool for improving public service delivery, while 14% of the respondents disagreed that On the-job-training as a tool for improving public service delivery and 16% of the
respondents were not sure. Previous studies have found that, employee competencies changes through effective training programs as it not only improves the overall
performance of the employees to effectively perform the current job but also enhances the knowledge, skills and attitude of the workers necessary for the future job, thus contributing to superior organizational service delivery (Wright & Geroy, (2001). Through training, the employee competencies are developed and enable them to
Figure 4.7.3 showing that training and development programs are functions of service delivery at Public Service Commission
Source: primary data 2016
Figure 4.7.4 showing that on job training motivates public service delivery at Public Service Commission
Source: primary data 2016
Figure 4.7.4 shows that 40% of the respondents have agreed that effective training and development programs motivate good public service delivery and 20% of the respondents were not sure, while only 20% of the respondents disagreed effective training and development programs as a function in the public service delivery. These findings are similar to the previous research findings by Wright & Geroy (2001), employee competencies changes through effective training programs as it not only improves the overall performance of the employees to effectively perform the current job but also enhances the knowledge, skills and attitude of the workers necessary for the future job, thus contributing to superior organizational service delivery.
4.8 Significant relationship between the study Variables using Pearson Linear Correlation Co efficiency
4.8.1: Significant relationship between on job training and Employees’ performance.
The PLCC was used to determine if there was a significant relationship in the levels of on job training and Employees’ performance in Puntland Civil Service Commission at 0.05 level of significance and determine significance relationship in the variables to help the researcher accept or reject the null hypothesis and the alternative hypothesis. The results were;
Table 4.8:1 PLCC results for on job training and Employees’ performance
Results indicated that on job training is positively related to Employees’ performance (r value = 0.300, sig= 0.034) the r value was big enough and above 0.05 level of significance while the sig value was small enough and below 0.05 level of significance. Descriptive Statistics
Mean
Std.
Deviation r-value
Sig Interpretation Decision on Ho
On job training
Further the findings indicate that On job training in terms of mentorship, job rotation, workshops, and departmental committee assignments constructs of On job training positively did correlate with Employees’ performance constructs. The findings also indicate that the null hypothesis was Rejected while the alternative was Accepted because the r= value (r-value=0.300) were big enough and above 0.05 level of significance and the accompanying sig (sig=0.034) was small enough. Therefore, the null hypothesis stated which there is no significant relationship between on job training and Employees’ performance in Puntland Civil Service Commission was Rejected and the alternative hypothesis which stated that there is a significant relationship between on job training and Employees’ performance in Puntland Civil Service Commission was accepted. This means that when employees are trained on their jobs, they can increase their performance.
This study agrees with Onyango &Wanyoike (2014) who carried out a study on the effects of training on employee performance of health workers in Siaya County, Kenya and established a positive relationship between the variables.
4.9 Regression Analysis to test the degree of relationship between the variables The regression model below shows the predictive potential of on job training on Employees’ performance.
From chapter three of the methodology, the research proposed to use regression to test the degree of relationship of the variables. It was upon this background that this equation was drawn and pending proof from the data findings of the study. Thus;
Y = β0 + β1X1 + β2X2+ β3X3+ β4X4ε Where:
Y = dependent variable (performance).
β0 = Constant or intercept which is the value of dependent variable when all the independent variables are zero.
β1-4 = Regression coefficient for independent variables.
X1 = workshops as a method of on-the job training X2 = mentorship as a method of on-the-job training X3 = Job- rotation
X4 = committee assignments
ε = Stochastic or disturbance term or error term
From the empirical model above, the research summarized the equation into a simple and understandable and deduced:
EP = OJT 0.638 + 0.815 Where;
EP = Employees’ Performance
OJT = On Job Training
From the equation above it is revealed that 0.648% variations in employees’ performance of Puntland Public Service Commission is caused by on job training; which means that other factors contributes 0.815% variations. The others factors which influence employees’ performance include; motivation of employee, management styles, job security and management employee policy.
CHAPTER FIVE
CONCLUSION, SUMMARY AND RECOMMENDATION
5.1 Introduction
This chapter presents the summary of the findings of the study for the previous chapter four.
This chapter also includes conclusions, recommendations for the study, and areas of further research suggested.
5.2 Summery of the findings
5.2.1 Mentorship and employee’s performance
The study found out that mentorship gives the employees necessary skills to work in the task from start to the end, because majority of the of the employees have agreed that the mentorship gives the employees necessary skills to work in the task from start to the end and as well as inspires employees performance. The study also found that after employee mentorship, as an employee they got a new skills and ability to serve more. These
findings are in agreement with the Schooley, (2010), who noted that mentorship involves a formal or informal training partnership where employees receive information, basic skills, advice, and guidance from an experienced professional, usually within the organization, who has expertise and a motivation to help others grow in their jobs. In a traditional sense, mentorship involves a process that brings together the
inexperienced and the experienced in an attempt where the former will gain knowledge, self-confidence, skills and competencies from the later as they transit through the process Colky& Young, (2006).
However the study found out that Puntland Civil Service commission doesn’t use mentorship programs and 60% of the respondents have total disagree that the institution is currently using the mentorship as a training method to inspire the employee’s
It was also found out that Puntland civil service commission employees needs an adequate and continuous mentorship training programs in order to increase the employees performance and in overall the organizational performance.
5.2.2 Job Rotation and Employees performance
The study found out that Job rotation reduces the employee’s turnover from the organization, because when respondents were asked on this statement majority of the respondents agreed this idea. The study also found out that Job rotation helps employees to learn about different departments. The study was also found out that Puntland Civil Service commission doesn’t have an organizational job rotation plan because most the respondents of this study have disagreed that Puntland Civil service commission have an organizational job rotation plan followed.
Mccourt & Eldridge (2003), job rotation involves training of employees while on their jobs and it involves the movements of employees from one official responsibility to another as a way of enhancing employee skills for instance getting on higher rank position by way of promotion within the same department in the organization,
one branch of the organization to another within organization. Edward (2005) describes job rotation as “the process of switching a person from job to job” which increases an employee’s performance and value to an organization. Job rotation can be defined as the performance by an employee of a new assignment on a temporary basis for an agreed period of time. Job rotation can either be task rotation or a position-oriented rotation, with management determining the need for a specific job.
Findings further revealed that Job rotation improves the skills, knowledge, and experience of the organizational employees. Also the study found out that Job rotation positively emboldens employee’s moralities and performances and the majority of the study respondents have agree that Job rotation positively emboldens employee’s moralities and performances.
5.2.3 Workshops/Seminars and Employees performance
and as well as key factor in the achievement of institution’s goals. It was also found out that when the employees have asked that they are satisfied with the workshop methodology in the institution and some of the respondents have disagreed that they are satisfied with the organization’s workshop methodology.
5.2.4 Departmental Committee assignment and the employee’s performance
The study found out that Committee assignment develops team work in the organization, majority of the Puntland Civil Service Commission employees have agreed this statement that committee assignment develops team work in the organization, the study also found out that Departmental Committee assignment helps to the employees to develop team spirit and work in a united way towards achieving common goals.
Findings on how relevant were departmental committee assignment trainings employees received to their work indicated that almost the trainings that employees received were relevant to their work.
The study findings indicated that exercising departmental committee assignment can create a platform where by the employees can share and exchange their expertise, skills and motives because when respondents have asked this statement most of the respondents have agreed that Committee assignment creates a platform where by the employees can share and exchange their expertise, skills and motives.
These findings as well supported the argument of Raj Kumar, (2010), under the committee assignment, group of trainees are given and asked to solve an actual organizational problem, the trainees solve the problem jointly, It develops team work.in this method trainees are asked to solve an actual organizational problem. The trainees have to work together and offer solution to the problems, assigning talented employees to important committees can give these employees a broadening experience and can help them to understand the personality issues and processes governing the organization. 5.2.6 Service Delivery
The study found out that On-the-job training programs are the tools for improving basic public service delivery, since most of the Puntland Civil Service Commission employees had agreed this statement on-the-job training programs are the tools for improving basic public service delivery.
