AMITY UNIVERSITY DIRECTORATE OF DISTANCE AND
ONLINE EDUCATION
IMPACT OF TRAINING AND DEVELOPMENT ON
PERFORMANCE
A CASE STUDY OF WORLD FOOD PROGRAM SOUTH
SUDAN, OFFICE.
BY
IZAKARE RICHARD THOMSON
A1921914003 (el)
A PROJECT REPORT SUBMITTED IN PERTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE AWARD
OF POST GRADUATE DIPLOMA IN LOGISTICS AND SUPPLY
CHAIN MANAGEMENT OF AMITY UNIVERSITY
ABSTRUCT
Job training and development aims at improving the employees general perspectives of updating
their professional knowledge, developing their problem solving skills and changing their attitude
to enable them perform effectively and grow on their careers making them familiar with areas of
work and adjust themselves according to the changing circumstances in the organization or
company.
The study aims at finding the impact of job training and development on employees’ job performance in world food program, south Sudan office. The sample size of 50 respondents from
different units and categories of staff were selected to obtain the required data but 40
questionnaires were returned answered. The research was done from World food program, South
Sudan office. Questionnaires and interview guides were used in collection of primary data while
text books, internet and other publications were used in collection of secondary data. The data
collected were presented and analyzed inform of tables, frequencies and percentages for easy
understanding. The findings indicate that job training improves competitiveness, employees’ job commitment, and customer care services, flexibility in performing various tasks, employee and
management relationship, motivates employees to perform better and enables employees to
achieve the organization’s goals and objectives easily.
The findings further revealed that job training programs are essential and has direct positive impact
on improving employees’ job performance but for it to be effective, the program should be set
according to job requirements, the selection for training and development programs should be
based on individual merit, appropriate time set for this training programs and technology used
ACKNOWLEDGEMENT
I have taken efforts in this project despite my busy work schedule to complete it. However, it
would not have been possible without the kind support and help of many individuals, Amity
University Directorate of Distance and Online studies and my organization. I would like to extend
my sincere thanks to all of them.
I am highly indebted to Amity University Directorate of Distance and Online studies for their
guidance and providing necessary information regarding the project and also for their support in
completing the project.
I would also like to give my sincere gratitude to all my colleagues who filled in the questionnaires,
without which this research would be incomplete.
I would like to express my gratitude towards my friends, family & member of world food program
(Logistics cluster) for their kind financial support, co-operation and encouragement which help me
in completion of this project.
Finally, I most gratefully to my parents and my friends for all their support throughout the period
TABLE OF CONTENT
1.4.2 Specific objectives of the study ………..……….….15
2.3.0 Methods of job training ……….……….………...21
2.3.1 Off- the-job-training…………...……….…...………..………. 21
4.0 Introduction ………... 43
4.1 Results from the demographic data ………..………..….. 43
4.2 Respondents’ job position………..……… 43-44 4.3 Results whether the respondents underwent job training and development in WFP ..…. 44
4.4 The job training techniques used in world food program ………...….. 44-45 4.5 Why the techniques are used………. 45
4.6 Frequency of using job training and development techniques ………...… 45-47 4.7 The duration of job training programs ………...…. 47-49 4.8 Whether job training has direct positive impact ………...…………. 50
4.9 Setting job training and development programs ………..…………...…. 50
4.10 Rating assessment procedures ………..…….……. 50-51 4.11 Impact of job training and development in world food program ………51-52 4.12 Employee access for job training ………. 52
4.13 Employees’ qualification for Job training and development programs…..….…………. 53
4.14 Need for improvement of job training ……….……… 53
5.3 Analysis of results of whether the respondents underwent job training and development in World Food Program, South Sudan program …….………..………. 55
5.4 Analysis of the job training techniques used in world food program, South Sudan program ………..………... 55-56 5.5 Analysis of why the techniques are used ………..……….……….. 56
5.10 Analysis of rating the assessment procedures ……….………….…… 63
5.11 Analysis of the impact of job training and development in world food program, south Sudan program ….………...…… 63-65 5.12 Analysis of employee access for job training………..………. 65
5.13 Analysis of employees’ qualification for job training and development programs… 65-66 5.14 Analysis of need for improvement of job training……….……….…….. 66
5.15 Analysis of the problems faced in implementation of job training program …...….66-67 5.16 Analysis of the ways of improving job training programs ………...………67
CHAPTER SIX ……….. 68
DISCUSSION AND INTERPRETATION OF FINDINGS ………..………..68
6.0 Introduction ……….. 68
6.1 Discussions and interpretations ……….……...…….. 68-72 CHAPTER SEVEN ………...………... 73
CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS ………....…… 73
7.0 Introduction ……….…...… 73
7.1 Conclusions ……….………. 74
7.2 Implications ………...………... 74
7.3 Recommendations ……….. 74-75 7.4 Areas for further research …..……….…. 76 APPENDICES
LIST OF TABLES
Table I: Sex of respondents
Table II: Job positions of the respondents
Table III: Whether job training is undergone
Table IV: The job training techniques used
Table V: Frequency of using the techniques
Table VI: Duration of the job training and development programs
Table VII: Impact of job training and development
Table VIII: Setting job training programs
Table IX: Assessment procedures used
DECLARATION
I Izakare Richard Thomson do declare that this project report is my own work and has never been published and or submitted for any award in Amity University or any other higher institution
of learning.
The project report has now been handed over to Amity University in partial fulfilment of the
requirements for the award of post graduate diploma in logistics and supply chain management.
Signed………
IZAKARE RICHARD THOMSON
A1921914003 (el)
Date………..
Approved by;
Dr. MANO SHARMA
Supervisor
DEDICATION
This research work is dedicated to my parents; Mr. Drambgi Simon (Late) and Asienzo Cizela, my
CHAPTER ONE
INTRODUCTION
This chapter encompasses the background to the study, statement of problem, research
questions, objectives of the study, scope of the study, definition of terms and limitations
1.0 Background of the study
Human resources are considered by many to be the most important asset of an organization,
yet very few employers are able to harness the full potential from their employees
(Radcliffe, 2005). Human resource is a productive resource consisting of the talents and
skills of human beings that contribute to the production of goods and services (Kelly,
2001). Lado and Wilson (1994) define human resource system as a set of distinct but
interrelated activities, functions, and processes that are directed at attracting, developing,
and maintaining a firm’s human resources. According to Gomez-Mejia, Luis R., David B. Balkin and Robert L. Cardy, (2008), it is the process of ensuring that the organization has
the right kind of people in the right places at the right time. The objective of Human
Resources is to maximize the return on investment from the organization’s human capital and minimize financial risk. It is the responsibility of human resource managers to conduct
these activities in an effective, legal, fair, and consistent manner (Huselid, 1995).
There is a need in every organization to enhance the job performance of the employees.
The implementation of training and development are one of the major steps that most
having better trained and developed employees organizations are able to avoid wasteful
spending and improved performance.
In today’s environment employees or staffs are increasingly demanding change, choice,
flexibility, as well as variety in their work. The value of the organization increases with
better trained employees and also employees trained properly are highly motivated and
have a sense of responsibility as captivating the organization as their own.
1.1 Background to World Food Program, South Sudan program
South Sudan world food program office was opened 2011 when South Sudan was officially
declared independence on 9 July 2011 through referendum to become the United Nations
193rd member state. The country has more than 1200 world food program staffs working
in the different parts of the country.
WFP is the food aid arm of the United Nations system. Food aid is one of the many
instruments that helps to promote food security, which is defined as access of all people at
all times to the food needed for an active and healthy life. The policies governing the use
of World Food Programme food aid is oriented towards the objective of eradicating hunger
and poverty. The ultimate objective of food aid is the elimination of the need for food aid.
WFP plans to provide food and nutrition assistance to 2.9 million internally displaced
people in South Sudan in 2014 caused by fighting that erupted in Juba, the capital city, in
mid-December 2013 and rapidly spread to other parts of the country. Jonglei, Upper Nile
and Unity states are the most affected by the conflict. In May 2014, results of the Integrated
has pushed the country towards a hunger crisis. It projected that an estimated 3.9
million people in South Sudan will face pressure on their food security in 2014, including
at least one million who are severely food insecure.
Food insecurity is persistent in South Sudan, with at least 10 percent of the population
experiencing severe seasonal food insecurity since the country got independence,
regardless of the performance of the agricultural season.
1.2 Statement of the problem.
Training is the process of enhancing the skills, capabilities and knowledge of employees
for doing a particular job. Training process molds the thinking of employees and leads to
quality performance of employees. It is continuous and never ending in nature. In an "on
boarding training" program, usually the employees are trained to be familiar with the
systems and processes of the company. In a developmental training, workers are trained
for a specific skills set. Training programs are not necessarily always about work, it can
also be about things related to work such as fire drills, first aid training for the office,
earthquake drills and much more.
Employee development is the future oriented training focusing on the personal growth of
employees. Encouraging employees to acquire new or advanced skills, knowledge, and
viewpoints, by providing learning and training facilities, and avenues where such new ideas
can be applied. Many companies and organizations seem to view employee training and
development as more optional than essential...a viewpoint that can be costly to both
short-term profits and long-short-term progress.
However, in recent days World food program South Sudan office has embarked on job
massive recruitment to handle the humanitarian crisis that came as a result December 2013
war that broke out in South Sudan but there seems to be high employee turnover.
According to David B. Muhlhausen, Ph.D. and Paul Kersey 1998, job training and employee development in Dark federal training in US also had a record of failure.
Also according to Dinesh V Divekar, a soft skills training and management consultant
Bangalore, employees training and development programs of a company or an organization are far more ineffective if the investment on the training is not linked to their
performance, training is bound to fail.
It is therefore of interest to investigate and find out the effectiveness of the training methods
on employee performance in world food program, South Sudan office.
1.3.0 Research questions
1.3.1 General question
What is the impact of job training and development on employee performance in World
food programme, South Sudan Office?
1.3.2 Specific questions
The researcher was guided by the following specific questions
1. What training and development techniques does World food program give to its employees
2. What procedure is used for selecting employees for training and development programs
3. What is the impact of training and development on employees job performance in world
food program
5. What are some of the problems faced in implementing job training and development
programs in WFP
1.4.0 Objectives of the study
1.4.1 General objective of the study
The study was aimed at finding out the impact of training and development on employees’ performance in WFP, South Sudan office.
1.4.2 The specific objectives are;
To investigate how effective the employee training and development is for the
organization.
To discuss the current practices in organizations for training and development that are
supposed to contribute to the enhancement of the employees’ skills and employee
performance
To evaluate the views of management personnel on effective employee training
and development program as enhancing the employee performance.
To discuss the different training methods used by the organization
To evaluate the different methods used by the organization in selecting the employees for
training
1.5 Scope of the study
management and employees of WFP, text books, periodicals, journals and related research
report.
1.6 Significance of the study
The findings of the research will be significant in the following ways;
The result of this finding will help the organization to improve on its training and
development programs to so as to improve employee’s performance.
The study will help managers of the organization to select better procedures for selecting
employees for training and development.
It will sensitize top management of the WFP about the importance of employee’s job
training and development in improving employee’s job performance.
The result of this research will help the organization’s HR personnel’s and managers to
build good relationship with other employees which may enhance future performance
improvement.
The researcher will get more knowledge and skills in training and development, conducting
research and above all receive the award of Post Graduate Diploma in Logistics and Supply
chain Management
Other researchers interested in finding more study about the impact of training and
development on employees performance will also use the findings to guide them in their
research
1.7 Definition of key terms and abbreviations
Development; the improvement of employee conceptual and human skills in preparation for future jobs
Performance; the level of individual’s work achievement that comes after only efforts has been exerted
Employees; these are the workers of an organization
Organization; any structured group of people brought to achieve certain goals that the individuals could not reach alone
Competence; the ability to perform the activities within an occupational area to the levels of performance expected in employment
WFP; world food program
1.8 Limitations
The following were some of the limitations the researcher encountered during the study
process
Time schedule; the researcher had to balance his little time between the routine office demands and the research study, this made the whole exercises tedious and affected
performance on job
Financial constraint; the research was costly which was due to printing, binding the research report and many other expenses.
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
In this chapter, the researcher has defined independent and dependent variables, reviewed
the related literature studied both empirically and theoretically on training and development
and its relationship with job performance. The researcher also gave the importance of
independent variables in the organization
Training and development is a subsystem of an organization that emanate from two
independent yet interdependent words training and development. Training is often
interpreted as the activity when an expert and learner work together to effectively transfer
information from the expert to the learner (to enhance a learner’s knowledge, attitudes or
skills) so the learner can better perform a current task or job. Training activity is both
focused upon, and evaluated against, the job that an individual currently holds (Learner R.,
1986).
Training and development ensures that randomness is reduced and learning or behavioral
change takes place in structured format. In the field of human resource management,
training and development is the field concerned with organizational activity aimed at
bettering the performance of individuals and groups in organizational settings. It has been
known by several names, including employee development, human resource development,
As the generator of new knowledge, employee training and development is placed within
a broader strategic context of human resources management, i.e. global organizational
management, as a planned staff education and development, both individual and group,
with the goal to benefit both the organization and employees. To preserve its obtained
positions and increase competitive advantage, the organization needs to be able to create
new knowledge, and not only to rely solely on utilization of the existing (Vemic, 2007).
Thus, the continuous employee training and development has a significant role in the
development of individual and organizational performance. The strategic procedure of
employee training and development needs to encourage creativity, ensure inventiveness
and shape the entire organizational knowledge that provides the organization with
uniqueness and differentiates it from the others.
According to Casse and Banahan (2007), the different approaches to training and
development need to be explored. It has come to their attention by their own preferred
model and through experience with large Organizations. The current traditional training
continuously facing the challenges in the selection of the employees, in maintaining the
uncertainty related to the purpose and in introducing new tactics for the environment of
work and by recognizing this, they advising on all the problems, which reiterates the
requirement for flexible approach. Usually the managers have the choice to select the best
training and development programme for their staff but they always have to bear in mind
that to increase their chances of achieve the target they must follow the five points
highlighted by Miller and Desmarais (2007). According to Davenport (2006), mentioned
Some of the Training theories can be effective immediately on the future of the skill and
developments. The “content” and the “access” are the actual factors for the process. It is a
representation itself by the Access on main aspect what is effective to the adopted practice
in training development. As per the recent theories to access the knowledge is changing
from substantial in the traditional to deliver the knowledge for the virtual forms to use the
new meaning of information with electronic learning use. There is a survey confirmation
for using classroom to deliver the training would drop dramatically, (Meister, 2001).
A manager is that what the other members of the organization wants them to be because it
is a very popular trend of development training for the managers in the training for the
management (Andersson, 2008, Luo, 2002). Most of the managers seems to reject a
managerial personality in support of the other truth for themselves (Costas and Fleming,
2009). It has been.
2.1 Employee job training
Employee training can be conducted through either on-the-job or off-the-job training
practices. On-the-job training allows employees to work within the firm, while learning
about their job and the company, while off-the-job training removes the employee from the
company. Off-the-job training can include technology-driven e-learning programs, formal
classroom training, and external training conducted by suppliers or formal educational
institutions. The results of employee training include higher productivity, enhanced
creativity and increased employee confidence. Furthermore, this investment ensures
qualified applicants for "hire from within" policies. Fitz-enz (2000) suggests that training
workplace. Training employees increases employee loyalty, as many workers will
recognize that the firm is working to help them attain their career goals (Stovel and Bontis,
2002).
McGhee (1997) stated that an organization should commit its resources to a training
activity only if, in the best judgment of managers, the training can be expected to achieve
some results other than modifying employee behavior. It must support some organizational
goals, such as more efficient production or distribution of goods and services, product
operating costs, improved quality or more efficient personal relations is the modification
of employees behavior affected through training should be aimed at supporting
organization objectives.
2.2 Performance
Performance is the level of individual’s work achievement that comes only after efforts
have been exerted.
2.3.0 Methods of job training
2.3.1 off-The-Job Training Methods
Training which takes place in environment other than actual workplace is called off-the job
training. Off-the-job training is usually designed to meet the shared learning needs of a
Off-the-job training is conducted in a location specifically designated for training. It may
be near the workplace or away from work, at a special training center or a resort conducting
the training away from the workplace minimize distractions and allows trainees to devote
their full attention to the material being taught- However, off-the-job training programs
may not provide as much transfer of training to the actual job as do on-the-job programs.
2.3.1.1 Methods of off job training
Lectures/Conferences: This approach is well adapted to convey specific information,
rules, procedures or methods. This method is useful, where the information is to be shared
among a large number of trainees. The cost per trainee is low in this method.
Case Studies: It is a written description of an actual situation in the past in same organization or somewhere else and trainees are supposed to analyze and give their
conclusions in writing. This is another excellent method to ensure full and whole hearted
participation of employees and generates good interest among them. Case is later discussed
by instructor with all the pros and cons of each option. It is an ideal method to promote
decision-making abilities within the constraints of limited data.
Films: Can provide information & explicitly demonstrate skills that are not easily presented by other techniques. Motion pictures are often used in conjunction with Conference, discussions to clarify & amplify those points that the film emphasized.
Simulation. Simulation activities include case experiences, experiential exercises,
vestibule training, management games & role-play.
Cases: - present an in depth description of a particular problem an employee might encounter on the job. The employee attempts to find and analyze the problem, evaluate
alternative courses of action & decide what course of action would be most satisfactory.
Experiential Exercises: Are usually short, structured learning experiences where
individuals learn by doing. For instance, rather than talking about inter-personal conflicts
& how to deal with them, an experiential exercise could be used to create a conflict
situation where employees have to experience a conflict personally & work out its
solutions.
Vestibule Training: Employees learn their jobs on the equipment they will be using, but
the training is conducted away from the actual work floor. While expensive, Vestibule
training allows employees to get a full feel for doing task without real world pressures.
Additionally, it minimizes the problem of transferring learning to the job.
Programmed Instructions: This involves two essential elements: (a) a step-by-step series of bits of knowledge, each building upon what has gone before, and (b) a mechanism for
presenting the series and checking on the trainee’s knowledge. Questions are asked in
proper sequence and indication given promptly whether the answers are correct.
Role Play: It’s just like acting out a given role as in a stage play. In this method of training,
Management Games: The game is devised on a model of a business situation. The trainees are divided into groups who represent the management of competing companies. They make decisions just like these are made in real-life situations. Decisions made by the groups are evaluated & the likely implications of the decisions are fed back to the groups. The game goes on in several rounds to take the time dimension into account.
In-Basket Exercise: Also known as In-tray method of training. The trainee is presented
with a pack of papers & files in a tray containing administrative problems & is asked to take decisions on these problems & is asked to take decisions on these within a stipulated time. The decisions taken by the trainees are compared with one another. The trainees are provided feedback on their performance.
experienced worker perform each step of the job. Job instruction technique consists of four steps, preparation, present, try out and follow up (Bland chard and Thacker, 1999:306).
2.3.2.1 Methods of on-job-training
Job rotation: Job rotation is the systematic movement of employees from job to job or project to project within an organization, as a way to achieve various different human resources objectives such as: simply staffing jobs, orienting new employees, preventing job boredom or burnout, rewarding employees, enhancing career development, exposing employees to diverse environments (Woods, 1995:188). Excellent job rotation program can decrease the training costs while increases the impact of training, because job rotation is a hand on experience. Job rotation makes individuals more self-motivated, flexible, adaptable, innovative, eager to learn and able to communicate effectively. One of the possible problems with the rotation programs is the cost, because job rotation increases the amount of management time to spend on lower level employees. It may increase the
workload and decrease the productivity for the rotating employee’s manager and for other
employees. Job rotation may be especially valuable for organizations that require firm-specific skills because it provides an incentive to organizations to promote from within (Jerris, 1999:329).
Orientation; Employee orientation training basics include showing new workers how to
perform their jobs safely and efficiently. But leading companies and organizations know
that it is important to go much further than that. Orientation is the perfect time to begin soft
skills training, and to introduce employees to the organization, its products, its culture and
checklist can greatly improve worker satisfaction and employee retention. Effective new
employee training leads to both professional and personal growth, which, in turn, leads to
increased productivity and to helping organizations achieve their long-term goals.
Coaching: Coaching is the process of one-on-one guidance and instruction to improve knowledge, skills and work performance. Coaching is becoming a very popular means of development, and often includes working one-on-one with the learner to conduct a needs assessment, set major goals to accomplish, develop an action plan, and support the learner to accomplish the plan. The learner drives these activities and the coach provides continuing feedback and support. Usually coaching is directed at employees with performance deficiencies, but also used as a motivational tool for those performing well. Coaching methods solve precise problems such as communication, time management and social skills. Executive coaching generally takes place on a monthly basis and continues over a period of several years. Often, coaches are brought in where there is a change in the structure of the company, when a team or individual is not performing well or where new skills are required. Coaching assumes that you are fine but could be even better (Kirwan, 2000).
Job Instruction: This method is also known as training through step by step. Under this method, trainer explains the trainee the way of doing the jobs, job knowledge and skills
and allows him to do the job. The trainer appraises the performance of the trainee, provides
feedback information and corrects the trainee.
concepts of management leadership. However, the person who delegated the work remains
accountable for the outcome of the delegated work. Delegation empowers a subordinate to
make decisions, i.e. it is a shift of decision-making authority from one organizational level
to a lower one. Delegation, if properly done, is not abdication. The opposite of effective
delegation is micromanagement, where a manager provides too much input, direction, and
review of delegated work. In general, delegation is good and can save money and time,
help in building skills, and motivate people.
Mentoring: This method is a powerful personal development and empowerment tool. It is an effective way of helping people to progress in their careers and is becoming increasing
popular as its potential is realized. It is a partnership between two people (mentor and
mentee) normally working in a similar field or sharing similar experiences. It is a helpful
relationship based upon mutual trust and respect. A mentor is a guide who can help the
mentee to find the right direction and who can help them to develop solutions to career
issues. Mentors rely upon having had similar experiences to gain an empathy with the
mentee and an understanding of their issues. Mentoring provides the mentee with an
opportunity to think about career options and progress.
A mentor should help the mentee to believe in her/himself and boost her/his confidence. A
mentor should ask questions and challenge, while providing guidance and encouragement.
Mentoring allows the mentee to explore new ideas in confidence. It is a chance to look
more closely at yourself, your issues, opportunities and what you want in life. Mentoring
is about becoming more self-aware, taking responsibility for your life and directing your
Committee Assignments: 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.
Apprenticeship: Apprenticeship is one of the oldest forms of training which is designed to provide planned, practical instruction over a significant time span. Apprenticeship was
the major approach to learning a craft. The apprentice worked with a recognized master
craft person (McNamara, 2000).
Internship: Internship is one of the on-the-job training methods. Individuals entering industry in skilled trades like machinist, electrician and laboratory technician are provided
with thorough instruction though theoretical and practical aspects. For example, TISCO,
TELCO and BHEL select the candidates from polytechnics, engineering colleges and
management institutions and provide apprenticeship training. Apprenticeship training
programmes are jointly sponsored by colleges, universities and industrial organizations to
provide the opportunity to the students to gain real-life experience as well as employment.
Exhibit presents the benefits of apprenticeship training.
Induction training: Induction training is training given to new employees. The purpose of the induction period (which may be a few hours or a few days) is to help a new employee
settle down quickly into the job by becoming familiar with the people, the surroundings,
2.4.0 Employee Development: Employee development is often viewed as a broad, ongoing multi-faceted set of activities (training activities among them) to bring someone or an
organization up to another threshold of performance. This development often includes a
wide variety of methods, e.g., core training, personal development plans, mentor
development program, leadership training and forms of self-development. Some view
employee development as a life-long goal and experience. Development focuses upon the
activities that the organization employing the individual, or that the individual is part of,
may partake in the future, and is almost impossible to evaluate (Nadler Leonard, 1984).
Employee development is a joint, on-going effort on the part of an employee and the
organization for which he or she works to upgrade the employee's knowledge, skills, and
abilities. Successful employee development requires a balance between an individual's
career needs and goals and the organization's need to get work done.
Employee development programs make positive contributions to organizational
performance. A more highly-skilled workforce can accomplish more and a supervisor's
group can accomplish more as employees gain in experience and knowledge.
Employee development programs benefit both the company as a whole and the employees.
Well-developed employees with proper training and professional goals often perform
better than employees who receive little development or training through their employer.
Better performing employees will help companies succeed, and employees may enjoy their
work more when they work toward a goal.
A review of research literature in 2003 supported the commonly held belief that employee
highly skilled workforce can accomplish more as the individuals gain in experience and
knowledge.
In addition, retaining an employee saves the organization a great deal of money. One
method of retention is to provide opportunities to develop new skills. In research conducted
to assess what retained employees, development was one of the top three retention items.
2.4.1 Methods of employee development
Core Training: Core or fundamental training is the base of any good development plan. Core training includes teaching new employees the basics of their job, such as job duties,
how to work employee software, company expectations and both company-wide and
departmental goals. Many companies conduct this training for all new hires. Core training
helps get a new employee off on the right foot, by giving him the training he needs to do
his job.
Personal Development Plans: Personal development plans are a development method that focuses on the employee's professional life. With this method, the employer works with
the employee to set personal professional goals. The employer and employee will create a
list of goals and a plan for achieving them, such as raising to a higher level within the
company or meeting a higher sales quota. Personal development plans help keep employees
on track within the company, and encourage an employee to work harder.
Leadership Training: Leadership training is a development method used to help well performing employees raise to a leadership level. With leadership training, the best
they need to become team leaders or supervisors. These programs also often involve
creating personal goals. Leadership programs help companies promote from within, and
encourage employees to reach for higher levels.
Mentor Development Program: A mentor development program is a method of pairing a member of management with an employee to help the employee achieve more in her/his
professional life. For example, a supervisor may become a mentor to a team leader. The
supervisor will meet with the team leader on a regular basis, help the team leader develop
professional goals and create check points for making sure she meets those goals. Using
the mentor program helps a company develop stronger employees, and helps the employees
develop better relationships with management.
In summary the research literature related to the training and development reviewed that
the organizational learning and development of employee’s performance is continuous
learning methods either on the job or off the job training methods. Critically analyzing the
on the job and off the jobs training methods to Maldives Police Service is compromised.
Some of the trainings methods like off the training methods is not applicable because of
time limit of availability of the employee’s. The organization’s employee’s work in
systematic daily routine and patrolling the metropolitan areas and because of busy duty
time availability of the employee’s is not feasible. Beside off the job training the employees
can learn and develop their skills while on duty and by seniors experiences police officers
2.5 Importance of employee job training and development.
Operational effectiveness and efficiency; through good communication and teamwork skills, employees are better able to work across job functions, to apply information, and to
think critically and act logically. Trained employees are better able to adapt to change—a
must in today’s economy.
•Increased job satisfaction; a recent Walker Information study of employee loyalty found
that two areas that drive loyalty are the businesses’ focus on employees, and training and
development opportunities. Engaged, motivated employees are more likely stay in their
jobs, and reduction in employee turnover boosts the bottom line.
More attractive workplace; the national unemployment rate at the end of March 2007 was a low 4.4 percent, making recruiting qualified talent a challenge. Employees want a
place to work where they can hone their skills and better their lives, and the best employees
are more attracted to organizations that offer such programs.
Transfer of organizational knowledge; businesses must utilize job audits and other collection methods to document the tacit knowledge of employees who have been with the
organization for years, and they must train those longtime employees to share their
knowledge with others.
Better managers; a 2006 Hudson survey found that while 92 percent of managers consider themselves to be an excellent or good boss, only 67 percent of employees rate their
for management, but they must be trained on effective coaching, discipline, and
performance-management skills.
Reduced compliance risk; government regulators across the countries are mandating compliance training on sexual harassment, Sarbanes-Oxley, and corporate ethics. By
implementing training on these issues, as well as on diversity and workplace conduct,
employers can reduce their risk of complaints, and, equally important, create a positive
work environment.
To achieve these results, businesses must establish a training program that includes the
following elements:
Needs analysis; training shouldn’t be done just for the sake of doing it. To ensure quantifiable results, it is essential to analyze what skills employees are lacking and what
business results are desired.
Defined, measurable objectives; an organization can measure its training program by whatever factors it wishes to improve: customer satisfaction, quality, productivity,
employee satisfaction, sales or revenue, retention, or overall profitability are a few
examples.
Resources; while some larger organizations retain in-house training staff, many outsource to training professionals. Look for experienced trainers who are able to assist with all
phases of the training cycle: analysis, setting measurable objectives, designing and
Results evaluation; it is possible to demonstrate the return on investment in training. Successful evaluation begins with knowing exactly what is to be accomplished before
designing the training program, then diligently measuring the results to establish transfer
of knowledge back to job.
2.6 Factors to consider when drawing job training and development programs
According to Stoner (2000), due to the difficulties of determining training needs of employees, managers need to use the following four procedures to determine the training
needs of individuals in their organization
Critical study of the job training needs; this is the most important aspect to consider if job
training programs are to achieve their objectives in an organization
Performance appraisal; each employee’s work is measured against the performance standards or objectives established for his or her job
Analysis of job requirement and the skills or knowledge; the skills or knowledge specified in the job description are examined and those employees without necessary skills
and knowledge become candidates for job training
Organizational analysis; the effectiveness of organization and its success in meeting its goals are analyzed to determine where difference exist. The areas of difference will be the
Employee surveys; managers and non-managers are asked to describe what problems they are experiencing in their work and actions they believe are necessary. After establishing
the training needs, the managers should employee appropriate job training approaches.
According to Donnelly (1998) effective job training programs must accomplish a number
of goals, and went on to state some points to consider when drawing job training programs
as below;
It must be based on organizational and individual needs
The objectives must be spelled out and which problems will be solved should be stated
clearly
It should be based on the sound theories of learning; this is a major reason that job training
programs are not task amateurs
It must be evaluated to determine whether the job training program is working and is cost
effective
According to Robert (2001), job training programs should be designed with the intention
of maximizing the retention and transfer of learning to the job. Successful skills learning
and factual learning both depend on goal setting, practice and feedback but these skills
should be modeled whereas factual information should be presented into logical and
meaningful manner.
Job training policy
Establish job training organization
Identify job training needs
Evaluate job training Plan job training requirements
Carry out job training
According to Cole (1997), it is systematic to start training activity with first designing
training policy to guide the training activities, the proceed to establish training organization
i.e. setting a body to conduct training activities, later identify training needs after which
training required can be planned and carried out, this is then evaluated to see its
effectiveness. If there is divergence from the set standards, the process can be followed as
above.
He then identified the following as benefits of systematic training;
The provision of skilled man power for the organization
Improvement of the existing skills
Improvement of job performance which results into improvement of job productivity
Improve services to customers
Personal growth opportunities for employees
Cole (1997), further reiterated that training and development plans are further designed to encompass the following;
What training and development program is to be provided?
How is it to be provided?
When is it to be provided?
By whom it is to be provided?
Where is it to be provided?
At what cost is to be provided?
2.7 Relationship between job training and job performance
Len and Ian (1997) reiterated that employee’s job training is skillful provision of and organization of learning experiences in the work place so that performance can be
improved, work goals can be achieved and that through enhancing the skills, knowledge,
learning ability and enthusiasm at every level, there can be continues organizational as well
as individual growth. This relates job training to performance by stating improvement that
results in performance through training programs.
West and Farr (1990), explained that the ability of a person to perform a job was bearing on productivity. Factors like knowledge and skills influence the level of higher
performance through training which motivates employees to work hard in order to
West and Farr identified that higher performance is possible through motivation of employees influenced by job training. Thus in order to perform highly, training is required.
Therefore training is part and parcel of higher performance.
According to Stoner (2000), job training is designed to maintain or improve job performance with the help of senior or experienced staff.
He further explained that job training is related to performance because it can influence the
level of performance either to remain at the current level or improve it depending on
organizational goals and objectives.
According to Robert (2001), no matter how careful job applicants are screened, typically
a gap remains what employees do know and what they should know, job training is
therefore needed to fill this gap. Job training been the factor that fills the gap between the
employees do know and what they should know to perform their jobs, it can be understood
that employees competence to perform relies on job training and development, hence their
relationship.
Len and Ian (1997), reiterated that job training is the planned process to modify attitude, knowledge or skills and behavior through learning experience to achieve effective
performance in an activity or range of activities. This therefore means that in order to
perform effectively; training is needed to instill the necessary attitude, knowledge, skills
and behavior, thus depicting the relationship between job training and job performance.
In conclusion, job training instills in the employees the relevant and necessary skills,
knowledge, attitude, behavior etc. needed for particular jobs and the organization’s future
their jobs, motivations and consequently either under perform their duties or quit the
organization. Therefore in order to attain and sustain the organization’s goals and objectives, management must invest in job training activities and must be relative to the
organizational and individual training needs and transferable of skills to the job in the
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction.
This chapter presents the research design, the study area, subject of the study, sampling
techniques, data collection instruments, data collection procedures and data analysis.
3.1 Research design.
The research was conducted using the descriptive and analytical research designs where
both the qualitative and quantative methods were used in the collection and analyzing data.
3.2 The research area.
The research was carried in World food program, South Sudan office, Juba South Sudan,
about 10 kms from the city center. This place was chosen because it is the work place of
the researcher and therefore reliable information was sourced from the respondents who
were able to understand the purposes of the study.
3.3 Study population
The study population comprised of the employees of world Food Program irrespective of
their job title, supervisors and the management, this helped the researcher to obtain reliable
information from both the employees and the management.
3.4.0 Sampling methods.
The researcher used stratified random sampling technique in selecting the samples. This
techniques was selected because it gives unbiased data covering the entire sub-groups in
the organization i.e. the different departments of the organization, this ensured
3.4.1 Sample size
A total of up to 50 people were given questionnaires to answer but 40 questionnaires were
returned answered, among them the researcher interviewed 10 people who were among the
top management and lower level employees.
3.5 Data Collection methods:
In the study both primary and secondary data were collected
3.6.0 Data Sources 3.6.1 Primary data
This was collected from the employees and top management world food program, south
Sudan program. HR unit was the researcher’s main target and focused to generate relevant
information required in job training and employees’ development. 3.6.2 Secondary data
This was collected from books published, newspapers, journals etc. on the subject related
to training as a literature to this study.
3.7 Data collection procedures
The researcher got a letter of introduction from head of research which introduced him to
World food program, south Sudan office. When the researcher was permitted by the
management of the humanitarian organization to carry of the research, he personally
distributed the questionnaires to the respondents i.e. the lower level employees and the
management of the world food program after filling them. He also interviewed the top
management using interview guide and recorded the result.
3.8.0 Data collection instruments
3.8.1 Questionnaires
This was distributed to the respondents and they were collected after they were filled. The
questionnaires included close ended questions though few needed some explanations to the
respondents. The questionnaire was preferred because it was convenient and cost effective
to both the researcher and respondents, thus reliable information was gathered.
3.8.2 Interviews
The researcher mainly included the top management for interviews. This was because the
top management was capable of giving detailed, unbiased and reliable information about
job training and development in the organization. The fact that the researcher met the
respondents and interacted face to face enabled him to motivate them and obtain more
relevant data about the study in the organization.
3.9 Data analysis
The data the researcher obtained was analyzed using frequencies, tables and percentages.
The data was presented, interpreted and summarized to convert the large quantities into
simple and meaningful information. The researcher presented, analyzed, interpreted and
processed the data mainly to make it simple and easy to be understood by the beneficiaries
CHAPTER FOUR PRESENTATION OF DATA, 4.0 Introduction
This chapter presents the presentation of the findings of data on the impact of job training
and development on employee performance in World food program, south Sudan office.
Tables have been used to present the data.
4.1 Results from the demographic data.
The demographic result has been collected and analyzed using frequencies and percentages
as shown in the table below.
Table I: Sex of respondents.
Sex Frequencies Percentage
Male 26 65%
Female 14 35%
Total 40 100%
Sources: Primary data 4.2 Respondents’ job position
On finding out the job position of the respondents’, the below data was collected on the job position as shown in the table.
Table II: respondents’ job position.
Job position Frequency Percentage
Employee 34 85%
Management/Supervisor 6 15%
Sources: Primary data.
4.3 Results whether the respondents underwent Job training and development in world food program, south Sudan country office.
When the respondents were asked whether they undergo job training and development in
the humanitarian organization, their responses were as in the table III
Table III: Whether employees under went job training and development.
Response Frequency Percentage
Yes 36 90%
No 4 10%
Total 40 100%
Sources: Primary sources.
4.4 The job training techniques used in world food program
On finding out the kind of job training and development techniques used in world food
program, the following were discovered.
Table IV: Job training techniques used.
Technique Response Frequency Percentage
No 4 10%
4.5 Why the techniques are used?
On asking why the techniques/methods were used, the respondents said;
On-job training techniques is mostly used as it is cheaper since it does not require out of
pocket expenses and it is also convenient as the employees been trained remain productive
to the organization and avoids extra costs of replacement.
4.6 Frequency of using the above job training and development techniques
The respondents gave the following results when asked how frequent the above techniques
Table V: Frequency of using the techniques
Technique Occurrence Frequency Percentage
Orientation Very frequent
Technique Occurrence Frequency Percentage
Induction training Very frequent
Frequent
Technique occurrence Frequency Percentage
Mentoring Very frequent
Technique Occurrence Frequency Percentage
Uncertain 8 20%
Total 40 100%
Technique Occurrence Frequency Percentage
Job instruction Very frequent
Frequent
Technique Occurrence Frequency Percentage
Experiential exercise Very frequent
Frequent
Technique Occurrence Frequency Percentage
Internship Very frequent
4.7 The duration of the job training programs
Technique Duration Frequency Percentage
Orientation Less than 1 month
1 – 3 months
Technique Duration Frequency Percentage
Induction training Less than 1 month
1 – 3 months
Technique Duration Frequency Percentage
Mentoring Less than 1 month
1 – 3 months
Technique Duration Frequency Percentage
1 – 3 months
Technique Duration Frequency Percentage
Job instruction Less than 1 month
1 – 3 months
Technique Duration Frequency Percentage
Experiential exercise Less than 1 month
1 – 3 months
Technique Duration Frequency Percentage
Internship Less than 1 month
9 – 12 months Above 1 year
8
0
20%
0%
Total 40 100%
Sources: Primary data.
4.8 Whether job training has direct positive impact
When the respondents were asked to find out whether the job training attained has direct
impact on their performance, the result in the table below was got.
Table VII: Impact of Job training.
Response Frequency Percentage
Yes 38 95%
No 2 5%
Total 40 100%
Sources: Primary data
4.9 Setting job training and development programs.
On finding out if the job training and development programs are set according to the job
description, the researcher found out the result in the table VIII below.
Table VIII: Setting training and development programs.
Response Frequency Percentage
Yes 36 90%
No 4 10%
Total 40 100%
4.10 Rating assessment procedures
The respondents were asked on how they rate the assessment procedure; the responses are
in the table IX.
Table IX: Assessment procedure.
Response Frequency Percentage
Excellent 0 0%
4.11 Impact of Job training and development in World food program.
On finding the impact of job training and development program in World food program,
south Sudan office, the respondents revealed the following as shown in the table below.
Table X: Impact of Job training
Impact Response Frequency Percentage
Improves competitiveness and
organization’s reputation.
Increases your job commitment Yes
No
34
6
85%
Total 40 100% Motivates you to perform better than
before
Improves customers care services Yes
No
Improves your relationship with
management
company’s goals and objectives
easily
4.12 Employees access for Job training
The result in the table below were given when the respondents were asked whether job
training is for every employee in world food program, south Sudan.
Table XI: Access for job training.
Yes 24 60%
No 16 40%
Total 40 100%
Sources: Primary data.
4.13 Employees’ qualification for job training and development programs.
When the respondents who said that job training programs are not for every employees of
the organization were asked to state what qualifies an employee for job training program?
They gave the following answers below;
An employee qualifies for job training programs;
If the employee is right from the school and has not been exposed to job environment.
It depends on the employee’s position and the type of training planned for the year. When the employee is recommended for promotion or take up another job.
When the employee’s performance does not meet the goals of and objectives of the
organization.
4.14 Need for improvement of job training
The respondents gave the responses in the table below when they were asked whether the
job training system they underwent needed improvement.
Table XII: improvement in Job training.
Response Frequency Percentage
Yes 14 35%
No 26 65%
Total 40 100%
CHAPTER FIVE ANALYSIS OF DATA 5.0 Introduction
This chapter presents the analysis of findings on the impact of job training and development
on employee performance in World food program, south Sudan office. Tables and other
analytical tools have been used to analyze the findings as shown below.
5.1 Analysis of respondents’ sex.
Sex Frequencies Percentage
Male 26 65%
Female 14 35%
Total 40 100%
Sources: primary data
From the table above table it was found out that majority of the respondents are males
scoring up to 65% of the total respondents while the minority were females who scored on
35%
5.2 Analysis of respondents’ job positions.
Job position Frequency Percentage
Employee 34 85%
Supervisor/Management 6 15%
Total 40 100%
Sources: Primary data.
The findings shows that majority of the respondents are lower level employees accounting
5.3 Analysis of whether respondents under went job training and development in world food program, south Sudan program.
Response Frequency Percentage
Yes 36 90%
No 4 10%
Total 40 100%
Sources: Primary data.
Form the data collected, 90% of the respondents said that they underwent job training and
development in world food program while 10% said that they did not undergo job training
and development.
5.4 Analysis of job training techniques used in world food program, South Sudan program
Technique Response Frequency Percentage
Delegation Yes
Out of the findings, 20% used orientation while 80% said they did not use orientation, 5%
said they used induction training while 95% said they have not used induction, 90% said
they have used mentoring while 10% said that they have not used mentoring, 15% said the
underwent delegation while 85% said they did not undergo delegation; 10% said they
underwent job instruction while 90% said they did not undergo job instruction; those who
said they used understudy program were only 20% while 80% said they did not used
understudy program and 5% said they used internship program 95% said they did not used
internships.
5.5 Analysis of why the techniques are used
On-job training techniques is mostly used as it is cheaper since it does not require out of
pocket expenses and it is also convenient as the employees been trained remain productive
to the organization and avoids extra costs of replacement.
5.6 Analysis of the frequency of using the techniques
Technique Occurrence Frequency Percentage
Orientation Very frequent
Technique Occurrence Frequency Percentage
Induction training Very frequent
Technique Occurrence Frequency Percentage
Technique Occurrence Frequency Percentage
Job instruction Very frequent
Frequent
Technique Occurrence Frequency Percentage
Experiential exercise Very frequent
Frequent
Technique Occurrence Frequency Percentage
Total 40 100%
The findings on orientation technique reveals that; 25% said it is used very frequent, 60%
frequent, 0% not frequent while 15% are uncertain; result on induction training revealed
that; 10% said it was very frequent used, 20% frequent, 50% not frequent and 20% said
they are uncertain; results on mentoring shows that; 50% said it is used very frequent, 20%
frequent, 30% not frequent while 0% were uncertain; results from delegation shows that;
10% said it is very frequently used, 40% frequent, 30% not frequent while 20% were
uncertain. Result from job instruction shows that; 0% said it is used very frequent, 50%
frequent, 25% not frequent and 25% remained uncertain. Result from under experimental
exercise shows that; 10% said that they used the program very frequently, 35% frequent,
50% not frequent while 5% were uncertain and results from internships shows that; 25%
said it is very frequently used, 50% frequent, 15% not frequent while 10% remained
uncertain.
5.7 Analysis of the duration of job training programs
To find out how long the training periods takes, the following are the responses.
Technique Duration Frequency Percentage
Orientation Less than 1 month
Technique Duration Frequency Percentage
Induction training Less than 1 month
1 – 3 months
Technique Duration Frequency Percentage
Mentoring Less than 1 month
1 – 3 months
Technique Duration Frequency Percentage
Delegation Less than 1 month
1 – 3 months
