AN ASSESSMENT OF THE PROCESS OF EMPLOYEES
TRAINING AND DEVELOPMENT PROGRAMMES IN LOCAL
GOVERNMENT IN TANZANIA
A Case Study of Bukoba Municipal Council
By
Editha Mugurubi
A Dissertation Submitted in the Fulfillment of the Requirements for the Degree of
Masters of Business Administration (HRM) of the University of
Dar es Salaam
University of Dar es Salaam
November, 2010
i
CERTIFICATION
The undersigned certifies that he has read and hereby recommends for acceptance
by the University of Dar es Salaam a dissertation entitled: An assessment of the
Process of Employees Training and Development Programmes in Local
Government in Tanzania, in fulfilment of the requirement for the degree of Master
of Business Administration of the University of Dar es Salaam.
………………………………..
DR. Benjamin Mutagwaba
(Supervisor)
Date…………………………………………
ii
DECLARATION
AND
COPYRIGHT
I, Editha Mugurubi, declare that this dissertation is my original work and that it
has not been presented and will not be presented to any other University for a
similar or any other award.
Signature……………………
This dissertation is copyright material protected under the Berne Convention, the
copyright Act of 1999 and other international and national enactments, in that
behalf, on intellectual property. It may not be reproduced by any means, in full or
part, except for short extraction fair dealings, for research or private study, critical
scholarly review or discourse with an acknowledgement, without written
permission of the Directorate of Postgraduate Studies, on behalf of both the author
and the University of Dar es Salaam.
iii
ACKNOWLEDGEMENTS
I am highly indebted to a number of individuals and organisational institutions that
were involved in the compilation of this study. Although it is not easy to mention
them all, the direct and indirect contribution of each individual and organisation
that led to the completion of this dissertation is highly appreciated. I found it is
necessary to thank the following few on behalf of the rest.
I would like to thank
my research supervisor Dr. Benjamin Mutagwaba of the
University of Dar es Salaam Business School (UDBS), for his brilliant guidance,
valuable and critical remarks during the whole course of the study. His support,
suggestions and comments inspired and assisted me in producing this dissertation. I
also thank the lecturers of UDBS who trained me in various subjects as well as my
classmate of MBA full time 2008-2010 for their cooperation.
I also extend my sincere thanks to all employees of Bukoba Municipal Council for
their help and cooperation during the data collection. Special thanks are due to all
Heads of Departments and the Head of Zamzam Dispensary.
My beloved family deserves special mention for their support and understanding.
This goes to my lovely daughters: Nancy, Irene and Dorothy. I also appreciate the
tolerance of my lovely husband and best friend on earth Mr. Baganda, Elpidius. At
various stages of the study when I despaired and had some stresses, he took care of
iv
me without any complaints, exasperation and with a lot of affection and
commitment.
His contribution towards my achievement of this work is
indescribable. To him, I am very grateful.
Lastly, I will not forget my mother, Mrs Winifrida Mugurubi for her prayers.
Many thanks go to my nephew Dennis Kiliba and the family of Mr and Mrs Fundi
for helping me to process the application forms. I will always remember my late
father Mr Stanslaus Mugurubi, the late sister Lydia Mugurubi and the late brother
Titus Lwebandiza Mugurubi for everything they had done to me during the time of
my studies may their souls rest in peace. Amen.
While acknowledging the assistance of those mentioned above, I am solely
responsible for all the views and any other shortcomings in this study.
v
DEDICATION
This work is dedicated to my lovely daughters, Nancy, Irene and Dorothy. Let it
be the challenge to their academic endeover.
vi
ABSTRACT
This study examines the process of Employees Training and Development
Programmes in Bukoba Municipal Council. Four questions guided the study: What
are the criteria used to select an employee for Training and Development (T&D)?
What are the challenges facing employee during the process of Training and
Development programmes in Bukoba Municipal Council? To what extent is the
Human Resource Department involved in the whole process of employees Training
and Development programmes? And lastly, what are the views of the stakeholders
about the effect of Training and Development programme in Bukoba Municipal
Council?
The study involved Municipal Executive Director, Heads of Departments and
subordinate employees. Quantitative and qualitative approaches were used. Data
were collected through questionnaire, interview guides and documentary review.
The study used qualitative approach in data analysis and interpretation. On the
other hand, quantitative data collected from the field were statistically analyzed
using SPSS for Windows and percentages, frequencies, tables, graphs, and charts.
Findings indicated that T&D is accorded low status. The criteria for selecting
employees for training were not clear. The training programme was facing a lot of
challenges like lack of funds and top management of the council were not
transparent to the subordinate employees. That is to say: internal politics and
favouritism existed. The involvement of Human Resource Department into the
whole process was questionable. These were some of the challenges that led the
(T&D) programme to be ineffective.
This study recommends that in order to attain the effectiveness of the whole
process of Training and Development programme, the challenges aforementioned
have to be ameliorated.
vii
TABLE OF CONTENTS
Certification ................................................................................................................ i
Declaration And Copyright......................................................................................... ii
Acknowledgements ...................................................................................................iii
Abstract..................................................................................................................... vi
Table of Contents ..................................................................................................... vii
List of Figures ............................................................................................................ x
List of Tables ........................................................................................................... xii
List of Abbreviations ............................................................................................... xiii
CHAPTER ONE: NTRODUCTION ....................................................................... 1
1.1
Background to the Problem .......................................................................... 2
1.2
Local Government Reform ........................................................................... 4
1.3
Bukoba Municipal Council ........................................................................... 6
1.5 ...................................................................................... Statement of the Problem
7
1.6 .............................................................................................. Research Objectives
8
1.6.1
General Objective ..................................................................................... 8
1.6.2
Specific Objectives ................................................................................... 9
1.7
Research Questions ...................................................................................... 9
1.8
Significance of the Study............................................................................ 10
CHAPTER TWO : LITERATURE REVIEW ...................................................... 11
2.1 ........................................................................................................... Introduction
11
2.2 ............................................................ The Concepts of Training and Development
11
2.2.1
Training .................................................................................................. 11
viii
2.2.3
Training Needs Assessment .................................................................... 13
2.3 ................................................................................................. Types of Training
2.3.1
Academic Training (Formal Training) ................................................. 14
2.3.2
In-service Training (Informal Training) ............................................... 14
2.4 Theoretical Framework....................................................................................... 17
2.4.1
Classical Conditioning Presumption .................................................... 17
2.4.2
Operant Conditioning Theory .............................................................. 19
2.4.3
Social Learning Theory ....................................................................... 20
2.4.4
Human Capital Theory ........................................................................ 22
2.4.5
Experiential Learning Theory .............................................................. 23
2.4.6
Cognitive Theory ................................................................................ 24
2.4.7
Wormell Model on Training and Development .................................... 25
2.4.8
Systematic Training Model ................................................................. 27
2.5
Empirical Literature Review....................................................................... 28
2.5.1
United Kingdom.................................................................................. 28
2.5.2
Australia ............................................................................................. 29
2.5.3
Zimbabwe ........................................................................................... 29
2.5.4
Uganda................................................................................................ 31
2.5.5
Tanzania ............................................................................................. 33
2.6
Critical Literature Review .......................................................................... 36
2.7
Conceptual Framework .............................................................................. 37
CHAPTER THREE : RESEARCH METHODOLOGY ...................................... 40
3.1
Introduction................................................................................................ 40
3.2
Research Approaches ................................................................................. 40
14
ix
3.3
Study Area ................................................................................................. 41
3.4
Sample and Sampling Technique ................................................................ 42
3.4.1
Sample ................................................................................................ 42
3.4.2
Sampling Techniques .......................................................................... 43
3.5
Data Collection Methods ............................................................................ 45
3.5.1
Documentary Analysis ........................................................................ 45
3.5.2
Questionnaire ...................................................................................... 46
3.5.3
Interview ............................................................................................. 47
3.6
Data Analysis Plan ..................................................................................... 49
3.7
Ethical Consideration ................................................................................. 50
3.8
Limitation to the Study ............................................................................... 50
CHAPTER FOUR: PRESENTATION OF RESEARCH FINDINGS ................. 52
4.1
Introduction................................................................................................ 52
4.2
Data Analysis Strategy ............................................................................... 52
4.3
Demographic Characteristics of Respondents ............................................. 52
4.3.1
Gender of Respondents ....................................................................... 53
4.3.2
Age of Respondents (Subordinate Employees) .................................... 53
4.3.4
Education Level and Job Experience ................................................... 55
4.4
Presentation of Research Findings .............................................................. 57
4.4.1
Knowledge on Training and Developments ......................................... 57
4.4.2
Selection Criteria ................................................................................ 59
4.4.3
Advantages of Training and Development ........................................... 63
4.4.4
Challenges Facing Training and Development..................................... 66
4.4.5
Are the Procedures Followed? ............................................................. 72
x
4.4.6
Provision of Subsidies ......................................................................... 74
4.4.7
Status of Training and Development.................................................... 77
4.4.9
Challenges Facing the Municipal Council ........................................... 81
4.4.10
Involvement of Human Resource Department .................................. 83
4.4.11
How to Improve Training and Development .................................... 84
4.5
Summary.................................................................................................... 86
CHAPTER
FIVE
:SUMMARY,
CONCLUSION
AND
RECOMMENDATIONS
5.1
Introduction................................................................................................ 88
5.2
Summary of Findings ................................................................................. 88
5.2.1
Involvement of Human Resource Department ..................................... 90
5.2.2
Views of Stakeholders on Training and Development ......................... 90
5.3
Conclusion ................................................................................................. 90
5.4
Recommendations ...................................................................................... 92
REFERENCES ....................................................................................................... 93
APPENDICES ........................................................................................................ 98
A: QUESTIONNAIRE ............................................................................................. 98
APPENDIX B: INTERVIEW GUIDE .................................................................... 103
LIST OF FIGURES
xi
Figure 2.1: Wormell Model on Training and Development .............................................. 26
Figure 2:2 A Framework for Understanding T & D Programmes ..................................... 39
Figure 4.1: Education Level Histogram ............................. Error! Bookmark not defined.
Figure 4.2: Response from Council Management Team ................................................... 61
xii
LIST OF TABLES
Table 4.1:Gender of Respondents .................................................................................... 53
Table 4.2: Age of Respondents(subordinate employees) .................................................. 54
Table 4.3: Age of Respondents ........................................................................................ 54
Table 4.4: Education Level of Respondents ..................................................................... 55
Table 4.5: Job Experience ............................................................................................... 56
Table 4.6: Knowledge on Training and Development ...................................................... 57
Table 4.7: Existence of on Job Training and Development .............................................. 58
Table 4.8: Response from Subordinates Employees ......................................................... 59
Table 4.10: Advantages of Training and Development .................................................... 63
Table 4.11: Openness and Clarity of T& D Programme (Response from
Subordinates) .................................................................................................................. 66
Table 4.12: Openness and Clarity of T& D Programme (Response from CMT) .............. 67
Table 4.13: Selection of Employee for T & D Follows the Criteria .................................. 70
Table 4. 14: Are the Procedures Followed?...................................................................... 72
Table4. 15 Provision of Subsidies ................................................................................... 75
Table 4.16: Response of Subordinates on the status of T & D .......................................... 77
Table 4.17: Why Training not Given the Status it Deserves? ........................................... 78
xiii
LIST OF ABBREVIATIONS
CMT
Council Management Team
ERP
Economic Recovery Program
ESAP
Economic and Social Action Program
HRM
Human Recourse Management
MBA
Master of Business Administration
NSSF
National Social Security Fund
OPRAS
Open Performance Review and Appraisal System
SAP
Structural Adjustment Program
TNA
Training Need Assessment
T&D
Training and Development
UDBS
University of Dar es Salaam Business School
UNDP
United Nations Development Program
URT
United Republic of Tanzania
1
CHAPTER ONE
INTRODUCTION
Employees Training and Development plays a significant role in achieving high
performance and productivity. In a competitive environment, for example, the effort
of training and retraining of organization human resources is a vital weapon in order
to gain a competitive advantage. The main source of competitive advantage includes
efficient, well-informed and equipped staffs who respond proactively to situations to
achieve high performance, leading to high productivity. That is probably one of the
reasons as to why training is tailored to suit particular needs of the organisation
(Rothwell and Kazanas, 1994). Sigh et al. (2003) for example, argues that Training
and Development have been geared towards improving quality of workers and solving
peculiar problems. Subsequently, the knowledge and skills acquired are peculiar. Such
a system of staff development in Tanzania Local Government aims to keep high
standard of work performance which results in high productivity of the organization.
It has also been observed that the staff would like to be trained as they move from one
stage to another (Heyes and Stuart, 1996). Employees expect to earn promotion. Such
motivation is likely to boost their morale to work hard so as to achieve both personal
and organizational goals as well as putting them into their career path (Human
Technology, Inc., 1993). Through Training and Development, workers may be made
to remain with their employers and consequently the win-win situations may
encourage the employer to invest more in training staff. Meanwhile workers would
2
eventually benefit from development of such conscious efforts of Training and
Development. In addition, the policy and Standing Order for the public sectors directs
Local Government Authorities to establish training programme and make sure that
there are sufficient trained and skilled human power for the Council‟s development
(URT, 2008). However, since what is written in the Standing Order might differ
significantly from what takes place on the ground, the study seeks to assess the
Process of Employees Training and Development Programmes focusing on Bukoba
Municipal Council as a case study.
1.1
Background to the Problem
Since the inception of the independence, enormous changes have taken place in
almost all spheres of Tanzanian society and have placed public services employees in
a totally new working culture and environment.
In Tanzania, such changes are
evident at national, regional and Local Government levels. These changes demand a
totally new “work ethos” from each public services employee and are likely to be met
by knowledgeable skilled and motivated employees at various levels within the
councils. Some of the changes which have occurred since independence include:
Africanization or localization of the civil service and public enterprises in early
1960‟s; nationalization of major means of production in 1967, and decentralization of
government administration to the regions in 1972 (Abdi, 2005). In 1980s Tanzania
experienced economic liberalization which was brought by different programmes
3
including Structural Adjustment Program (SAP), Economic Recovery Programmes
(ERP), as well as Economic and Social Action Programme (ESAP). As a result of
economic liberalization the government considers financial reforms, privatization and
decentralization of government to districts as the main development agenda in
Tanzania (Wangwe and Arkadie, 2000).
Within the same period, in 1989 the government of Tanzania requested the donor
community to provide assistance in carrying out a civil service reform programme
(Dominic, 2004). United Nations Development Programme (UNDP) responded
positively through the project for “Strengthening Management in the Public Sectors”
which was executed directly by the Government. One of the objectives was to study,
recommend a National Training Policy and conduct training for those civil servants
whom the government retains in its service to fulfil its stated role (UNDP, 2005). This
training policy was designed to assist civil servants in updating their skills so as to
make them more efficient, effective as well as industrious.
Likewise, the need to strengthen the public sectors was due to the identified problems
such as overstaffing, declines in real wages, non-transparent pay systems and limited
capacity in skills and administrative technologies (Dominic, 2004). All these changes
required massive Training and Development of employees in the public sectors.
However, the changes were not preceded by planned, concerted efforts to ensure that
the present personnel becomes adequately trained and developed so as to assume more
complex responsibilities and to increase employees‟ efficiency and effectiveness in
their job performance (Fjeldstad et al., 2002). Unfortunately, due to economic and
4
budgetary constraints, the sponsored trainings were inadequate (Gupta, 2007).
Tanzanian government initiated programmes which did not address themselves
concretely to a specific training need of public enterprises (United Republic of
Tanzania (URT), 2004). This conflicts the required practice which contends that
employers should change their attitude in favour of training their employees otherwise
they would continue to give the training practices minimal consideration (URT, 2003).
Such a practice would imply that there is no comprehensive policy to guide and
design appropriate training programme. Consequently, there has been uncoordinated,
fragmented and ad-hoc approach to training and utilization of human and financial
resources resulting into poor service delivery to the public. In addition to that, there
was weak team spirit among managers, which has, to a greatest extent, led to the lack
of understanding of the requirements and the pressures to maintain momentum in their
own activities (Braathen et al., 2005). Thus, this study investigates the process of the
employees Training and Development programmes in the Local Government in
Tanzania, by focusing Bukoba Municipal Council.
1.2
Local Government Reform
Local Government Reform may refer to the process by which control over locally
provided service is transferred to locally accountable, democratically elected council.
Traditionally, Local Authorities in Tanzania had little role in planning of services
according to local priorities as the planning and decision making power were held
5
centrally (Baganda, 2008). The Local Government reform programme phase one of
2002- 2005 directs to transfer the financial and Human Resource Management to the
Local Authorities through the introduction of block grants, the transfer of district staff
to their employment and the right to employ, training and discharge staff locally
(URT, 2003). In this case, Local Government is basically accompanied with some
changes. The major component of any change process is the requirement for training
to equip employees with the skills they require, coping with new role and adopting
new behaviour. Some training requires external assistance, while other training can be
designed and delivered in house (URT, 2004). Skills that are needed by Local
Government employees and management during this reform process includes but are
not limited to: change in management skills, finance management skills, general
management skills, information management skills, computer skills, team building
skills and Human Resource Management skills (URT, 2003). The reform programme
phase II of 2006-2009, was based on political devolution and decentralisation of
functions and finances within the framework of a unitary state. Decentralisation by
Devolution policy aims to deliver improved governance and service delivery within
the social economic and institutional context in Tanzania.
Local Government
Services Act No.10 of 1982, which governs staff management in Local Government
in Tanzania, gives power to a local authority to plan and engage Human Resource
Training and Development for better provision of services and hence better
performance of these authorities.
6
1.3
Bukoba Municipal Council
Bukoba Municipal Council is a town in northwest Tanzania on the western shore of
Lake Victoria. It is the capital town of the Kagera Region with a population of about
100,000 according to the national and housing census which was conducted in 2002.
The Municipality is served by Bukoba Airport and regular ferry connections to
Mwanza, as well as ground transport to Uganda's Rakai District.
Bukoba Municipality has an area of 80 square kilometres out of which 30 sq. km is
the Urban Area proper (about 37.5%) and the rest 50 square kilometres covers the
surrounding urban villages the area commonly referred to as "Green belt". These
urban villages are within the township boundaries with a substantial area of coverage
of about 62.5%.
1.4
Administration
The Municipality is administratively divided into 14 wards of Kahororo, Buhembe,
Nshambya, Nyanga, Kagondo, Kibeta, Ijuganyondo, Kitendaguro, Bilele, Kashai,
Miembeni, Hamugembe, Bakoba and Rwamishenye. The first eight include the urban
villages whereas the last six covers the urban proper area.
The Municipal Director is the Chief executive officer while the council chairman is
the political head. Bukoba Municipal Council is divided into the following
departments: Urban Planning, Education, Heath, Community, Finance, Administration
and Personnel, Agriculture and Livestock as well as Construction.
7
1.5
Statement of the Problem
Training and Development in Local Government Authorities in Tanzania may be
considered as one of the key aspects for employees to improve their daily
performance. The 2008 government document on Training and Development in Local
Government in Tanzania states clearly that Training and Development is an important
tool which is supposed to be provided frequently to enable the employees to overcome
the current socio-economic challenges taking place worldwide (URT, 2008). In this
case, the document directs all the employers in Tanzania to prepare the in-service
training programme which will enable them to identify and provide training to their
respective employees. According to this document, Training and Development should
aim at increasing employee‟s efficiency and effectiveness so that the organizational
goals can be realized. At the same time, the document states that the aim of the
Training and Development is to empower employees through provision of the relevant
skills and knowledge needed to enable an organization to achieve its goals (URT,
2008).
Likewise, the Policy and Standing Order for the Public Service (1994) directs Local
Government Authorities in Tanzania to establish training programme and make sure
that sufficient trained and skilled human power for the Councils‟ development are in
place. In short, both documents emphasize the importance of employees Training and
Development.
8
However, it has been learnt that most of the Local Government Authorities in
Tanzania lack research and /or Training Needs Assessment (URT, 2008). As the
result, most of the employees for example have attended in-service training courses
which do not lead to improvement of their daily performance (ibid). Sometimes,
certain employees who need training have been left and their chances have been
offered to the ones who are not in need of the training at that particular time (URT,
2008). Such practices may not only lead to the loss of time, financial and human
resources but also contributes to the rise of complaints from the employees in the
Local Government Authorities. From the two contradicting practices above, one
would fairly argue that what is written in the Standing Order/government document
might differ significantly from what takes place on ground. Thus, within such a
context, this study seeks to explore the process of the employees Training and
Development by using Bukoba Municipal Council as a case study.
1.6
Research Objectives
1.6.1 General Objective
The general objective of this study is:
To assess the process of employees Training and Development Programmes in the
Local Government Authorities in Tanzania.
9
1.6.2 Specific Objectives
i.
To examine the criteria used to select employees for Training and
Development in Bukoba Municipal Council.
ii.
To explore the challenges facing employees Training and Development
programmes in Bukoba Municipal Council.
iii.
To investigate the extent to which Human Resource Department is involved in
the whole process of employees Training and Development Programmes in
Bukoba Municipal Council.
iv.
To explore views of the stakeholders such as teachers, doctors, nurses on the
effects of Training and Development programmes in the Bukoba Municipal
Councils.
1.7
Research Questions
This study is guided by the following research questions.
i.
What are the criteria used to select an employee for Training and Development
in Bukoba Municipal Council?
ii.
What are the challenges facing employees Training and Development practice
in Bukoba Municipal Council?
iii.
To what extent is the Human Resource Department involved in the process of
employees‟ Training and Development programmes in Bukoba Municipal
Council?
10
iv.
What are the views of the stakeholders such as teachers, doctors, nurse about
the effects of Training and Development programmes in Bukoba Municipal
Council?
1.8
Significance of the Study
The study is expected to help decision makers in Local Government especially to
review the theory and practice of Training and Development programmes in order to
achieve high performance and productivity of the concerned organisation.
The findings of this study are anticipated to add value to the bank of useful
information to both Local and Central Government in an effort to create an attractive
environment on employees Training and Development to meet the millennium goal to
be attained by the year 2025 as a worldwide move toward poverty alleviation.
As a matter of fact, this study is expected to raise employees‟ awareness on their
rights to Training and Development. Employees ought to know and understand their
chances for Training and Development as well as being able to question whenever
there are gaps related to the training/learning sessions and to make self-evaluation
after being trained.
This study will also be expected to inspire other researchers to carry out research
related to Training and Development in various sectors in Tanzania.
11
CHAPTER TWO
LITERATURE REVIEW
2.1
Introduction
This chapter presents a literature review. Literature reviews used in this chapter are
from various documents related to this study. Lufumbi (2009) defines literature
review as the way of discovering and documenting of all the available literature on the
subject or problem at hand.
The sources of this literature are previous studies,
archives and various kinds of publications. Literature review may be conceptual or
empirical (ibid). Conceptual literature review is the one which deals with subject
matter at a more theoretical level and this is normally found in standard text reference
while empirical literature review is concerned with past studies on the subject matter
(Kothari, 2005). Usually, past studies are published in journals, dissertations, research
monographs and company research reports.
2.2
The Concepts of Training and Development
2.2.1 Training
Training may refer to plan and systematic modification of behaviour through learning
event, programme and instructions which enable individuals to achieve the level of
knowledge, skills and competence needed to carry out their work effectively.
12
Armstrong (2001) defines training as the learning process for people to acquire
knowledge, skills, experience and attitudes that they need to perform their job well in
order to achieve their organizational and individual goals. As Ngirwa (2005) puts it,
training is the important machinery for the systematic development of attitude,
knowledge and skills patterns required by a person to perform a given task or job
adequately.
On the other hand, Singer (1990) views training as the use of prepared programmes
which reinforce employees existing competencies or facilitate acquisition of new
knowledge, skills and abilities in the interest of improving job performance. Singer
(1990) further contends that human Resource Training can be compared to machinery
maintenance in an organization. For the machinery to operate at peak efficiently, they
normally require an initial adjustment period followed by regular servicing. It is on
the same basis that human resources need to be trained and retrained in order to make
them highly innovative, adaptive and accommodative to new changing needs.
2.2.2 Human Resource
Human Resource is now a common term and a better alternative to the word
manpower. Manpower is a word with sexist connotation and it is not acceptable in the
contemporary gender sensitive world. It also places human being in the same class as
other means of production. For example labour as one of the inputs in production
while it is known that human beings are complex and are the only thinking resource.
13
The word power and resource also have different meanings. Manpower can at certain
times and for convenience be equated to people‟s power and militancy (McKenna and
Beech, 1995).
2.2.3 Training Needs Assessment
In elaborating the concept Armstrong, (2001) considers training needs assessment as
identification of the gap between what is happening and what should happen. This is
what has to be filled in by training. Training gap is what is happening in the
organization in terms of corporate or functional results, and knowledge as well as
skills possessed by individual employees which reflect individuals‟ actual
performance. On the other hand, the training gap indicates what should be in the
organization in terms of corporate or function standards and knowledge as well as
skills that individual employees require in order to achieve target and standards of
performance (Goldstein and Gilliam, 1994).
In this case, Training Need Assessment (TNA) is an aspect that is partly concerned
with defining the gap between what is happening and what should happen. This is
what has to be filled by training, the difference between what people know, what they
can do, what they should know and be able to do (Armstrong 2001). According to
Ngirwa (2005) there are two main types of analysis of training needs. First, the
organizational needs, that is wide or macro TNA. Macro is broad based to the
organization training objectives. The second type is the job-related TNA. Job-related
14
need assessment, in contrast to macro TNA, aims to investigate the training
requirement of specific job in the organization.
2.3
Types of Training
The primary objective of staff training is to facilitate changes. To achieve this
objective, there are some basic components of the staff training plan that take place.
Organisations‟ training plan is driven by a number of considerations such as:
2.3.1 Academic Training (Formal Training)
Academic training or formal training, also known as qualifying training, is training at
the educational institution (school, college, technical, and university) where a person
obtains a qualification to enable him/her to enter the workplace. (Public service
training policy, 2003)
2.3.2 In-service Training (Informal Training)
In services training sometimes referred to as informal training involves personnel
receiving training directly or indirectly from their employer in order to qualify and
equip them for their particular task or occupation. In service training includes the
following aspects:
15
2.3.2.1 Induction Training
The goal of an induction programme is to help the new incumbent to identify with the
new workplace and is therefore aimed at the introduction and familiarization of staff
to their immediate physical work environment. The programme can be conducted by
the supervisor and should focus on issues like the purpose, structures, functions and
ethical code of the relevant directorates.
2.3.2.2 Orientation Training
Orientation training complements the induction process by exposing the new
incumbent to information on his/her total work environment. Areas that can be
covered in this programme could include, among others, the vision, mission,
structures, mandates, systems, procedures and programmes of the organization, as
well as the role of the organization in the broader government sector.
2.3.2.3 Occupation – Specific Training
Occupation-specific training aims to equip each individual staff member with all the
necessary knowledge, skills and attitude needed to fulfil the employee duties
efficiently on the different levels within the organization.
16
2.3.2.4 Functional/Line Functional Training
Functional training is a specific training on job related functions and should be
performed within the organisations and official‟s specific working environment by
studying and interpreting specific applicable measures, as contained in relevant
statutory documentation. It deals with familiarization with broad policy matters, as
contained in circulars, minutes and submissions applicable to the functions of the
council officers. It is also to do with mastering all the requirements as spelled out in
the job description.
2.3.2.5 Management Training
Management training programmes focus on the structured Training and Development
of the managerial skills on specific management levels, in this case, the Municipal
Executive and Heads of the Departments.
2.3.2.6 Neutral Skills Training
Neutral skills refer to the training in the supporting skills required by personnel in the
execution of their tasks. Supporting skills are those that cannot readily be classified as
functional /line function or management skills but are supportive thereof (Public
Service Training Policy, 2003).
17
2.3.2.7 Coaching and Mentoring
This entails person-to-person training and development on finer aspects of operational
matters, by means of direct contact between the mentor and his protégé. Coaching and
mentoring are very effective development tools to increase performance in a
promising subordinate. It is a dynamic sharing of life experiences to help the protégé
through an accelerated process of career growth (Public Service Training Policy,
2003).
2.4 Theoretical Framework
This section describes relevant theories and models that document the process of
employees‟ Training and Development in Local Government Authorities in Tanzania.
Specifically, in this study, theoretical framework shows the frame/grounds in which
this piece of work is rooted. The section offers Training and Development literature
on several Theories and Models as follows:
2.4.1 Classical Conditioning Presumption
A Russian physiologist, Ivan Pavlov built an experiment to teach dogs to salivate in
response to the ringing bell. The experiment was conducted at the turn of the 20th
century. As a simple surgical procedure, Pavlov intended to measure accurately the
amount of saliva secreted by a dog. When Pavlov presented the dog with a piece of
18
meat, the dog exhibited a noticeable increase in salivation. When Pavlov withheld the
presentation of meat and merely rang a bell the dog had no salivation. Pavlov
proceeded to link the meat with the ringing bell. After repeatedly hearing the bell
before getting the food, the dog began to salivate as soon as the bell rang. After a
while, the dog would salivate merely at the sound of the bell even if there was no food
offered. In effect, the dog had learned to respond to salivate to the bell. The classical
conditioning is indicated below.
Meat
salivation
Unconditioned stimulus
unconditioned
response.
Bell + meat
Conditioned + unconditioned stimulus
Bell
Conditioned stimulus
salivation
unconditioned response
salivation
conditioned response
The theory is very useful as the trainer needs to be familiar with it. A learner can
respond positively by repeatedly conditioned stimulus. However, trainers and
psychologists see classical conditioning as passive. When something happens, we
reciprocate by acting in a certain manner as long as we are able to associate our action
to a specific conditioning event. The main weakness of the theory is that it is suitable
19
to explain simple reflexive behaviour. It cannot be used to account for complex
learning processes in modern organization life.
2.4.2 Operant Conditioning Theory
Skinner, in 1971, modified the Pavlov classical conditioning theory to come up with
Operant Conditioning Theory. The theory states that behaviour is the function of its
consequences (Weiss and Wilson, 2003). People can learn through behaviour so long
as they get something they want or avoid something they do not want (ibid). Operant
means learned behaviour in contrast to reflexive or unlearned behaviour. The
tendency to repeat such behaviour is influenced by the result of reinforcement or lack
of reinforcement brought about by the consequences of the behaviour. Reinforcement,
therefore, strengthens behaviour and increases the likelihood that it will be repeated.
Skinner argues that by creating pleasing consequences to follow specific forms of
behaviour, the frequencies of that behaviour will increase. For that case, people will
possibly engage in desired behaviour if they are positively reinforced to do so.
Rewards, for example, are most effective if they immediately follow the desired
response (Staddon, 2003). If behaviour is not rewarded or punished, it is less likely to
be repeated. The model maintains that „when behaviour is rewarded repeatedly, it
becomes permanent part of one‟s personality (Mazar, 2006). That is to say, stimuli are
things that the trainee has to learn to like or dislike. An example includes school
grades. A slip of paper with an “A” or an “F” written on it has no meaning to a person
20
who has never learned the meaning of the grade. Yet, students work hard to get “A”s
and to avoid “F”s. Training should have proper reinforcements to continuously
improve the performance capability of an individual employee. Something good or
bad can start or be presented and something good or bad can end or be taken away
(Staddon, 2003). The theory will help the present study so as to know whether the
organisations are giving priorities for the Training and Development of their
employees based on this theory. For that matter, the researcher considered the theory
useful in this study.
2.4.3 Social Learning Theory
Bandura, (1977) as cited in Smith, (2009) argues that individuals can learn by
observing what is happening to other people just by being told about something as
well as by direct experience. Bandura suggests that one can learn through both direct
experience and observation. People learn through observing others‟ behaviour,
attitudes, and outcomes of those behaviours. “Most human behaviour is learned
observationally through modelling from observing others, one forms an idea of how
new behaviours are performed, and on later occasions this coded information serves as
a guide for action” (Bandura 1977: 35). Social learning theory explains human
behaviour in terms of continuous reciprocal interaction between cognitive,
behavioural, and environmental influences.
21
According to Bandura, (as cited in Smith, 2009) there are necessary conditions for
effective modelling. These include things such as;
Attention: Various factors increase or decrease the amount of attention paid. These
include distinctiveness, affective valence, prevalence, complexity and functional
value. One‟s characteristics (e.g. sensory capacities, arousal level, and perceptual set
and past reinforcement) affect attention.
Retention: Remembering what you paid attention to. It includes symbolic coding,
mental images, cognitive organization, symbolic rehearsal and motor rehearsal
Reproduction: Reproducing the image. This includes physical capabilities and selfobservation of reproduction.
Motivation: Having a good reason to imitate. This involves motives such as past (i.e.
traditional behaviourism), promised (imagined incentives) and vicarious (seeing and
recalling the reinforced model)
Bandura (1977) believed in “reciprocal determinism”, that is, the world and a person‟s
behaviour cause each other, while behaviourism essentially states that one‟s
environment causes one‟s behaviour. Bandura who was studying adolescent
aggression found this too simplistic, and so in addition he suggested that behaviour
causes environment as well. Later, Bandura (1977) soon considered personality as an
interaction between three components: the environment, behaviour and one‟s
psychological processes (one‟s ability to entertain images in minds and language).
22
Social learning theory has sometimes been called a bridge between behaviourist and
cognitive learning theories because it encompasses attention, memory and motivation.
Social learning theory can be useful in training and development programmes. For
example, a person who watches a public service announcement that encourages HIV
testing may model the observed behaviour because they are sufficiently attentive,
motivated and able to replicate the observed behaviour. By getting tested, this person
influences the environment by making HIV testing more salient or by influencing
others to model this behaviour.
2.4.4 Human Capital Theory
The theory has viewed training as the way of increasing the commitment of
employees. In this theory, training appears as one of the strategies for managing
human resource flow in order to produce the „4c‟ of human resource outcomes, which
are commitment, competence, congruence and cost effectiveness (Smith and Hyton,
1999).
The assumption underlying this theory is that education and training are the forms of
investment the same as investment in terms of stocks or property in human capital
(Heyes and Stuart 1996). Galabawa (1989) argues that “every dollar or shilling
invested in educational activity yields a certain rate of return or interest in the future”.
The theory sees that the increase in investment in human capital increases individual
productivity and income and concurrently lays the technical base for the type of
23
labour force necessary for economic growth in the modern industrial society
(Kanukisya, 2008). The theory assumes that owners of means of production treat
education and training as an investment and therefore the perspective expenditures in
training is not treated as it is an investment which is in practice not in case. The theory
is useful in this study as it treats education like other goods. In this case, training of
human beings is treated as an input so as to produce better output.
2.4.5 Experiential Learning Theory
This theory has resulted in a great deal of attraction to such theories in organization
pursuing Human Resource Development policies.
Kolbs (1984) provides an
integrated theory in which learning is prompted through the interaction between
learner and environment. The theory stresses the central role of individual needs and
goals in determining the type of experience sought and the extent to which all stages
of learning are completed. For learning to occur, all stages of a learning cycle should
be completed, which are concrete experience, reflective observation, abstract
conceptualization and active experimentation (Kolbs and Kolbs, 1999). According to
(Kolbs and
kolbs, 1999) learning occurs through grasping an experience and
transforming it. The transformation of the impact of experience on the sense, through
internal reflection, allows the emergence of ideas that can be extended into the
external world through new actions. Unless the process can be extended into full,
24
learning cannot occur and individual may not begin the journey to qualitatively finer
and higher forms of awareness, which may be called development.
It is provided by Kolbs (1984) that people are active agent of their own learning.
Learning takes place when people learn from their experience by reflecting on it so
that it can be understood and applied. Kolbs & Kolbs (1999) noted that experiential
learning will be enhanced through facilitation that is creating an environment in which
people can be stimulated to think and act in ways that help them to make good use of
their experience. In this case, therefore, trainers are required to reflect on environment
and other training aspects so as to be conducive to trainees who in return will enable
them to think, act and more specifically use their experience in the process of
learning.
Experiential learning theory helps us to understand learning and to be flexible at a
deeper and more comprehensive than previously. The theory also provides guidance
for applications to help people improve their learning and designing better processes
in Training and Development. The researcher adopted the theory in this study.
2.4.6 Cognitive Theory
The theory is based on information-processing and is more concerned with what goes
on in the heads of learners (Bobby, 2005). This perspective stresses the importance of
learner‟s motivation and individual needs. Again, the theory recognizes that an
25
individual has some control of what is learned. The theory further identifies feedback
as an important aspect of learning.
The weakness of the theory is that, it views learning as something neutral and
unproblematic. The major implication of the theory is related to the way in which
employees are paid in organizations. The theory requires that intrinsic motivation such
as achievement, responsibility and competency are to be recognized and valued so as
to influence positive attitude of employee towards job satisfaction (Bobby, 2005).
Training and Development can be sources of employee‟s competence and
achievement. The theory has direct impact to individuals‟ pay and hence job
performance. This theory is relevant to the present study as it is explains the needs of
each individual in an organisation so as to achieve the organisation goals as well as
individual goals.
2.4.7 Wormell Model on Training and Development
The model can be used in enhancing the Training and Development efforts of staff.
The model is considered as information system development teamwork of experts
(Wormell, 1998).
26
User
Developer
Builder
developer
Architect
Figure 2.1: Wormell Model on Training and Development
User represents staff members who have training needs. Developer stands for the
employer or Human Resource Department which provides financial and material
supports to employees. The architect represents persons responsible for the designing
and putting the relevant training and development course. Architects are training
managers who design what is needed at various levels of personnel.
On the other hand, a builder represents a trainer and training programme itself and has
direct impact to user. The model is useful in training and development as it can be
used by training and development stakeholders who are responsible for training and
development especially during the preparation for training need assessment. For that
reason, the model was adopted in this study as guidance.
27
2.4.8 Systematic Training Model
The systematic training model is an approach that emerged during the 1960s under the
encouragement of the Industrial Training Board (Allen and Dobbs, 2007). The model
neatly matched the conception of what most organizations would regard as rationality
and efficiency, a consistent theme in many Human Resource Management process.
There is an emphasis on cost-effectiveness throughout. Training needs is identified so
that wasteful expenditure can be avoided, objectives involving standards are set, and
programmes are designed and implemented based on the objectives. Outcomes are
evaluated or more precisely validated to ensure that the programme meets the
objectives originally specified and the organization criteria.
According Allen and Dobbs (2007) systematic model has four stages: identifying
training needs and specifying objectives stage, designing activities stage,
implementing activities and evaluating activities. Training need assessment and
analysis is concerned with identifying gaps between work performance and a standard
of work or performance criteria that has a training solution. Once these have been
identified, a clear and specific objective that can be used to design learning events and
evaluate the outcomes can be established.
Taylor (1991) argues that it is possible to present two views with regard to why
systematic training model may not match organizational reality. The first is referred to
as the rehabilitative critique. It is argued that the systematic model concepts are sound
and can be used as an approximation to reality, serving to highlight the problems to be
28
overcome at each stage by refining techniques. However, in the identification of
training needs, a trainer may not have the access to the real learning needs of the
organization due to lack of access to information and low credibility with senior
managers. The second view is the radical critique, where Taylor (1991) argues that the
systematic model is based on flawed assumptions and is merely a legitimizing myth.
The model will be useful in this study despite the stated weaknesses as it still has
something to learn from as an organization. For example, the model may have helped
to professionalize the training activity and provide a simple and easily understood
explanation of training procedures.
2.5
Empirical Literature Review
This section describes relevant literature that documents a well functioning Training
and Development system both to individual and to organisation. The reviewed studies
were from United Kingdom, Australia, Zimbabwe and Uganda while other studies
were drawn from Tanzania. These are described below:
2.5.1 United Kingdom
Some studies have given emphasis to the importance of the employees Training and
Development programmes in improving the performance of the employees and
eventually the organisation as whole. A study was conducted by Soltan et al. (2004) in
29
Scotland in UK, on 150 organisations to investigate the main issue of current Human
Resource Management. The study revealed that 89% of the organisation structure
ranked employees Training and Development as most important in performance
management. According to the finding of that study human resource management
practice and the performance appraisal were regarded as one of the main instruments
for identifying Training and Development needs at individual level.
2.5.2 Australia
In Australia, a study was conducted by Stephen Choo and Bowley (2007) on 135
frontline staff at one of Australia‟s largest bakery retail franchise. The study
investigates the effectiveness and efficacy of employees Training and Development
programmes. It found that the effectiveness and efficacy of employees Training and
Development programmes were dependent upon evaluation of training quality, course
design and learning experience. The author concluded that the findings of the study
had important managerial implication on how to enhance the job satisfaction of
employer by provision of the effective Training and Development programmes.
2.5.3 Zimbabwe
Training in Zimbabwe public sector as given out by Heally (2001) revealed that
Zimbabwe got independence in 1980. The country inherited a dual system of Local
30
Government. The system consisted of Rural Councils on the one hand and District
Councils on the other hand. Resources from rural councils were drawn and serviced
for the white owned commercial farming sector which was dominated by more than
4000 large scale commercial farmers who controlled 11.2 million hectares of prime
farm land. The Rural Councils attracted qualified and the staff whereby Councils were
paid to retain them since their revenue was directly derived from the rich agricultural
sector. District councils, on other hand, represented the interest of one million
communal families settled on 16.3 million hectares of poor land and dry unproductive
natural regions. According to Heally (2001), the viability and effectiveness of the
District Councils were always constrained by lack of a strong resource base, weak
local revenue capacity and reliance on Central Government transfer in form of tied
grants.
In 1993, the District Councils and the Rural Councils were amalgamated into a single
Rural District Council. Following the amalgamation, the task of blending the structure
of the former white as well as black Councils began. The new Councils administered a
District which in most cases combined constituencies of the former Rural and District
Councils. At another level, they assumed functions for which they were in most cases,
ill-equipped and were required by the government circular to absorb all personnel of
the two former Councils leading to bloated and ineffective establishments ( Heally,
2001).
For the process of capacity building for councils, both government and donor
resources were used to address imbalances in experience and skill levels inherited
31
from the racially divided pre-independent councils. The courses for Local Authority
personnel were thus developed at the public service training centre and the pilot
district support programme became one of the first experiments in council capacity
building.
The programme adopted a “process approach” to the task of preparing Rural District
Councils to take decentralized services. The approach avoided falling into the old trap
of trying to train everybody in sight in a drive to make councils greatly effective in the
core areas of planning and rural service provision. Features of the process were
transparent.
However, the experience from Zimbabwe public sector to train personnel in the Local
Government proved successful for training most employers. However there were
some weaknesses in terms of its effectiveness in provision of technical assistance by
donors, which had serious implications for the recipient institutions over the years
(Heally, 2001).
2.5.4 Uganda
Uganda‟s reforms to decentralise to the district level date back to the early 1990s. The
decentralisation policy launched in 1992 had implication for capacity building at the
local government levels. The new constitution adopted in 1995 devolved
responsibilities and power to local government. The Local Government Act of 1997
deepened reforms by giving authority to local councils at the sub country level to raise
32
revenue and initiate development projects. However, as explained by Corkery (2000),
there was a lack of adequate manpower to take the administrative and financial
responsibilities of decentralisation. As the result, training staff programme was
designed and launched to provide human resource with the necessary skills to respond
to and implement the reforms. In 2000, the public services programme provided a
framework to carry out a services-wide to further strengthen training capacity in order
to help overcome some of the identified problems of administrative and financial
management.
Deliberate efforts were taken to attract and promote human resource performance in
Uganda through training for better services delivery in local government areas. A
document from the Ministry of Health (Health Policies for Uganda 1997-2001) was an
instance that spelled out some of the capacity building components. These included
areas to develop training programmes for the directors of district health services to
enable them to fulfil their function as leaders planning in their district. The neat thing
was to build the capacity of the members of the district health team to enable it to give
administrative and technical support to the director. The other thing was to develop
training for medical superintendents of hospitals to enable them to fulfil their
management and planning functions (Corkery, 2000).
The above initiatives were taken due to the fact that administrative capacity in the
district was so low necessitating improvements in physical infrastructure, organisation
and training (ILO, 1995 as cited in Corkery, 2000). The training need of the District
Human Resource were colossal and indication of the need for speed up and well-
33
tailored managerial skills development in areas. With an increase in Local
Government Authorities bodies in the country, the need to improve their respective
capacities still prevails (Corkery, 2000).
2.5.5 Tanzania
In Tanzania, the policy on local government reform and administrative
decentralisation involves de-linking local authority staff from their respective
ministries (Baganda, 2008). The policy further states that Local Government
Authorities will be fully responsible for planning, recruiting, rewarding, promoting,
disciplining, developing and firing of their personnel. This is the drastic departure
from the current practice which gives the responsibility to a number of central
government agencies, including parent ministries and service commissions (Mmari,
2005). A paper on Local Government Reform (1998) spells out that the councils will
be the authorities and employers for all local government employees including
teachers, health, and agriculture staff. The reform programme phase two of 2008 also
directs the improved services delivery within the authorities. The Local Government
will therefore adopt staffing plans and budgets methods. Through the effective
Training and Development planning and implementation, the councils will gain
confidence that the emerging difficulties can be addressed to build capacity at local
government level. It was anticipated that the local government authorities would place
emphasis on training forecast to successfully continue to undertake a comprehensive
34
council restructuring programme in line with local needs. Due to the explanations
above, this study aims to assess the process of employees training and development in
local government in Tanzania. The following are some of the related studies which
were conducted in Tanzania in relation to training problems.
Dominic (2004) conducted a study on the effectiveness of training and development in
public services management office in Dar es Salaam. The objective of her study was
to assess how effective training and development function is carried out in the public
services management office,
its design, the whole process of planning,
implementation and evaluation. Dominic (2004) further sought to compare the real
situation with the ideal training and development function. The data were collected
through questionnaire, unstructured checklist and review of organisational documents.
The study found that there was poor allocation of training funds, unclear criteria for
trainee and trainee were considered as problem of implementing training programme
within the public service management office. The findings recommended that current
training programmes need to be improved to promote transparency as well as
implementation of training plans.
Japhet (2009) conducted a study on effectiveness of training programmes in the public
sector in Iringa Municipal Council. The study examined the criteria used to select
employees for training, the department responsible for the process, acceptability of the
training by the trainee and benefits accrued from training. Findings showed that the
training programme was unacceptable to the majority due to the unawareness about
the programmes that led to its ineffectiveness. The researcher recommended that, the
35
criteria must be open to all employees and human resource department have to be
involved in the whole process of training the employees.
Malimi (2009) conducted a study in Bagamoyo District Council on an assessment of
employees training practices focusing on local government. The focus was on
identifying the existing training implementation and evaluation of program and
problems facing the employees in local government. He found that many employees
were leaving the organization soon after training. He also found that there was no
management support, no readiness of employees and there were no replacements of
employee when one left for study. The readiness of employees to training programme
is achievable if the employees are motivated. The researcher recommended that the
Municipal Council have to motivate the employees accordingly after evaluation.
Gondwe (1987) studied the training and development as management tool of
increasing productivity in parastatal organizations in Tanzania. Her study‟s objectives
were to examine the factors which inhibit the contribution of training to productivity.
The study focused on management involvement in the process, employees‟ levels of
education training and experience. The findings of the research showed that
management involvement in training was inhibited by the organization structure. The
structure of organisation especially the top management was not supporting the
training. The researcher recommended that to achieve high productivity, the top
management has to invest in human resource training and development.
36
A study by Msangi (2008) was on assessment of staff training and development
programmes at the NSSF. The objective of the study was to establish how staff
training and development needs were met and factors which hindered it. The study
also examined how staff felt about the functions of human resource department. Data
were collected through questionnaire to NSSF staff and Heads of Departments and
interviews to managers.
The study found that there was lack of training policy as well as programme. No
training evaluation was carried out. Training budget was inadequate and there were
favouritism support to some employees and lack of top management support. Msangi
recommended that the criteria for sponsorship ought to be transparent. NSSF should
receive the feedback for training evaluation, and should workout to accumulate more
funds for training function.
2.6
Critical Literature Review
The studies reviewed above indicate what other scholars have done in the area of
training and development in the public services. Training needs assessment in the
public service, staff training in National Social Security Funds, and in Bagamoyo
Municipal Council. However, none of the studies have attempted to examine the
process of employees training and development programmes in Bukoba Municipal
Council. Therefore, this was thought to be a knowledge gap that this study sought to
investigate.
37
2.7
Conceptual Framework
Training and development is described as a process of enhancing an employee‟s
capacity to carry out greater responsibilities successfully (Singh and Vinnicombe,
2003). To conceptualize the scope of training, Gupta (2007) identifies the following to
be characteristics of an ideal training and development programme. First, it should be
designed with an understandable scope and objectives. That is to say, Training Needs
Assessment (TNA) should be conducted to establish skill gap. Second, it should have
proper reinforcements to continuously improve the performance capability of an
individual employee. This is supported by Skinner‟s behavioural modification model
(Kunder, 1998) which maintains that „when behaviour is rewarded repeatedly, it
becomes permanent part of one‟s personality‟. Third, it should be role-specific and it
should involve practice. The model assists employees to perform their current tasks
better. The model also insists that skills that are practiced often are better learned and
not easily forgotten. Fourth, an effective training and development programme should
involve carefully planning relevant reading materials, learning duration, and
instructors. Fifth, it should be transparent to all employees at all levels. Employees
should be aware of selection criteria of trainees and trainers, preparation of relevant
teaching materials, training room and accommodation of courses and actual
conduction of courses. Employees feel responsive to training programmes when they
are well informed (Gupta, 2007). Lastly, training should be evaluated. Since training
consumes both organisation‟s time and money, it is important to determine how well
it was conducted (i.e. trainee‟s feedback). Evaluation reports establish whether the
38
organisation has derived more-or-less the same value from the amount of money and
time invested in the programme. The conceptualization by Gupta (2007) highlights the
scope of an effective training programme. Through careful follow up of the provided
steps, an organization will provide training to required employees. This will enhance
the ability of employees to execute their daily activities in working place. Likewise,
human resource department can perform well if its training programmes have clear
scope and objectives; improve capability of an individual employee, are role-specific
and involve practice (Kunder, 1998). Thus, human resource department should
develop a programme that involves careful planning in terms of training materials,
learning duration and instructors. Proper mechanism of evaluation should also be
taken into consideration.
In order to assess the process of training and development in an organisation, the
study will consider four things namely selection criteria, involvement of Human
Resource Department into the whole process of training and development, challenges
facing the employees and the effects of the programme.
As shown in figure 2.2, selection criteria for employees training and development
should be transparent. The Human Resource Department must be aware of selection
criteria and it should be involved in the whole process from identifying the training
need analysis. HRM department have to participate in selection of employees for
training and development programmes, the transparency of the criteria to HRM can
make planning implementation and evaluation of the whole programme easier. On the
other hand, the employees have to know the criteria used to qualify for training
39
programme because unknown criteria can lead to low performance of the employees.
Also the employees might think the biasness at their work place and the transparency
can bring the accountability and high performance of the organization.
Selection
Criteria
EFFECTIVE TRAINING
Challenges to
employees
& DEVELOPMENT
HRM,
Department
PROGRAMMES
Overall effects
Figure 2:2 A Framework for Understanding T & D Programmes
If the four elements of the model are working properly, the model is expected to result
into situations such as increased capability, high responsibility and well performance
of individual employee to the well being of the organisation. However, the
implementation of the model will be possible if challenges to employees such as
corruption practices and inadequate funding are taken into consideration.
40
CHAPTER THREE
RESEARCH METHODOLOGY
3.1
Introduction
Kothari (2005) defines research methodology as the way to systematically solve the
research problem. This Chapter examines the research methods and procedures which
have been used in this study to assess the process of employees Training and
Development programmes in Local Government in Tanzania. The Chapter also
describes the area of study, population, sampling technique, data collection tools and
data analysis plan.
3.2
Research Approaches
The study was a multi-strategy research.
Bryman (2004) defines multi-strategy
research as the research which uses both quantitative and qualitative approaches. The
multi-strategy in this study was decided based on the fact that the two approaches
facilitate each other. For example, as Bryman (2004) observes, one of the main ways
in which quantitative facilitates qualitative research is that quantitative approach helps
in the selection of interviewees. Thus, quantitative method was used in the selection of
samples and in the analysis of questionnaire. On the other hand, qualitative research is
suitable in evaluating the programme because it tells the programmes story by
capturing and communicating the participants‟ stories. The qualitative approach is
41
suitable in the collection of in depth information, something which quantitative
approach lacks. Kothari (2005) argues that qualitative research is concerned with
subjective assessment of attitudes, opinions and behaviour. Thus, qualitative research
generates results either in non quantitative form or in the form which is not subject to
rigorous quantitative analysis. Since it was difficult to interview many respondents,
the use of questionnaire helped to get views from many respondents. The use of
questionnaire, therefore, helped to generalize the findings. The information which was
collected through questionnaire was presented quantitatively, while interpretation was
done qualitatively.
The second reason as to why a multi-strategy was thought useful is to assert the idea
of triangulation. Lufumbi (2009) defines triangulation as the process of crossreferencing insisting that in multi-strategy research approach the results of an
investigation with one research strategy are cross-checked against the results of using
a method associated with the other research strategy. The collected data in this study,
therefore, were cross-checked from one research approach against the other research
approach so as to enhance the validity and reliability of the data collected.
3.3
Study Area
The study was conducted in Bukoba Municipal Council. The researcher collected
data in only one municipality due to limited financial resources. It is estimated that
Local Government has large number of employees than Central Government in
42
Tanzania (URT, 2008). Hence, substantial Training and Development are more likely
to occur in large establishment than in small ones and have more challenges. The
Municipality of Bukoba was selected purposely because of its remoteness.
Remoteness would be considered among other reasons as to why very few studies
have been directed there. Moreover, it was easy for the researcher to access the data as
she has a number of relatives working there. Thus, time and financial resource
constraints were minimized and the work in the data collections was simplified
because the area is well known better by the researcher.
3.4
Sample and Sampling Technique
3.4.1 Sample
Cohen et al. (2007) defines a sample as a smaller or subset of a total population in
such a way that the knowledge gained is representative of the total population under
study. Patton (2002) recommends that the sample size depends on what a research
wants to know, the purpose of inquiry, what will be useful and what will have
credibility. The study included 132 respondents. The researcher collected data through
interviews with the Municipal Executive Director and interviewed 8 Heads of
Departments. The questionnaire was distributed to the municipal subordinate staff as
follows: 2 administration and human resource department staff, 8 finance and trade
staff, and 50 educational department staff. These involved primary school teachers;
Secondary school teachers were not included in this study. The reason why secondary
43
school teachers were not included was that Local Authorities in Tanzania have more
experience in primary schools than in secondary schools. Up to now, it is less than
two years since secondary education has been decentralized. Education and health
departments provided many respondents since they had many staff compared to other
departments like agriculture and livestock, urban planning and so forth. 40 health
department staff, 2 urban planning staff, 4 works and fire staff, 8 agricultural and
livestock staff, and 9 community development and social welfare staff were involved
in the study.
3.4.2 Sampling Techniques
Sampling technique refers to the method used in drawing sample from a population
usually in such a manner that the sample facilitates determination of some hypothesis
concerning the population (Saunders, 2007). Samples of the population were drawn up
while sampling technique was applied to select respondents who represented the
actual characteristics of the population. The two techniques used in this study were
simple random sampling and purposive sampling.
3.4.2.1 Purposive Sampling
Patton (2002) argues that the logic and power of purposive sampling lie in selecting
information rich cases for study in depth. Information rich cases are those from which
one can learn from a great deal about issues of central importance to the purpose of
44
inquiry (ibid). Cohen et al. (2000) note that purposive sampling is a technique which
enables the researcher to pick the case to be included in the sample on the possession
of particular characteristics being sought.
Purposive sampling was used to get
officials like Municipal Executive Director and all 8 Heads of Departments at the
Municipal Council concerning the process of employees Training and Development
programme in Local Government. Since the Municipal contains only eight (8)
departments, the researcher interviewed all of them.
3.4.2.2 Simple Random Sampling
Bryman (2004) observes that simple random sampling is the most basic form of
probability sampling in which each member has an equal chance to be included in the
sample. With random sampling therefore, there is no opportunity for human bias that
can manifest itself. The selection of who to be included in the sample is entirely
mechanical. Patton (2002) noted that the power of random sampling is derived from
statistical probability theory. The simple random sampling was used to select the staff
from each department in the council to fill the questionnaire. Since Heads of
Departments were selected purposively, the subordinate staffs of each department in
the Municipal Council were also selected randomly to fill the questionnaire.
45
3.5
Data Collection Methods
Data collection included three techniques, namely: documentary analysis, interview
and questionnaire.
3.5.1 Documentary Analysis
The documentary review method included the use of existing secondary information
that have been written or collected by previous scholars but which are relevant to this
study. The documentary method, as Bryman (2005) notes, covers different kinds of
sources and thus it allows researchers to collect interesting information about the
study.
Since documentary method covers a very wide range of different sources, this study
reflected only written documents. The types of written documents which were used in
this study included official documents and studies related to this research. Some of
these studies were in form of written articles in journals, reports, papers, books and
dissertations.
As Cozby (2007) points out, the use of secondary data allows researchers to study
interesting questions which could not be studied in any other way. Cozby also adds
that secondary data can be valuable supplements to more traditional data collection
methods. Apart from National documents such as Standing Order, the study makes the
use of various documents and literature related to the topic at hand. This is due to the
46
fact that these global forces, as Carnoy (1999) argues, are affecting education system
all over the world.
Patton (2002) contends that documents prove valuable not only because of what can
be learned directly from them but also as stimulus for paths of inquiry that can be
pursued only through direct observation and interviewing.
3.5.2 Questionnaire
According to Cozby (2007), questionnaires are questions presented in written format
for respondents to write their answers. Questionnaire was used in this study due to the
following reasons. First, the nature of the study which covers wide range. That is the
Municipal Council employees who include: health department staff, education
department staff, agricultural department staff to mention but few. The researcher
found that it was difficult to draw conclusion based on the interviews and the existing
literature alone. As such, the questionnaire was used to help not only to fulfil the task
of data collection cost effectively, but also they helped to elicit respondents‟ view
from a wider range of school teachers, nurses etc more than it would have been
utilized in other methods used in this study. Second, as Bryman (2004) argues,
questionnaire helped to enhance comparability of answers and to reduce variability.
The use of questionnaire in this study enabled the researcher to make generalization of
results found. Questionnaire were also used as way to enhance reliability and validity
as the data collected were also crosschecked with the data from other research
47
methods. In using questionnaires, researchers become aware of their weaknesses (see
for example Cohen et al., 2007; Bryman, 2004). These include low response rates,
non response to some items and also the respondent may read the whole questionnaire
(have clues) and then have a room to escape some of the items. Moreover,
questionnaires have been proved weak in probing further and it is difficult to know if
the intended respondent is the one who answered the questionnaire. Furthermore,
questionnaires are also biased to the literate population hence discriminating some
segments of the population (the illiterate). Despite these weaknesses, the researcher
took all necessary measures to ensure that the weaknesses were minimized by first
piloting the questionnaires, administering the questionnaires in-person and using the
language which is simple, clear and precise. Fortunately, the respondents in this study
were all literate.
3.5.3 Interview
Cohen (2007) defines a research interview as a two-person conversation initiated by
the interviewer for the purpose of obtaining research-relevant information, and
focused by him/her on content specified by research objectives of systematic
description, prediction, and explanation.
In this study, interviews were used in order to allow the researcher to enter into the
respondents‟ perspectives. The assumption was that the perspectives of respondents
are meaningful, knowable, and able to be made explicit. Interview method was used to
48
collect data from Municipal Executive Director and all eight (8) Heads of
departments. Also, interview was meant to compliment and cross check information
from questionnaires in order to maximize validity and reliability in this study.
In this study, the respondents were voluntarily asked in advance to participate and also
arrange for the interview date and venue. Some respondents were ready to be
interviewed on the same day. Here, the researcher went to make arrangements. For
some, due to tight schedules they had, the other day was arranged for the exercise. In
most cases, interview sessions were carried out in the respondents‟ offices.
Data from interviews were recorded directly in a special notebook and later on data
were transcribed. According to Cohen et al. (2007) transcription is a very crucial step
in interviews, for there is potential for massive data loss, distortion and the reduction
of complexity. To minimize data loss, distortion and reduction of complexity,
transcription was done immediately after the interview session to avoid forgetting.
Also, the researcher ensured that the transcribed data reflected what happened during
interview transaction.
After transcription, data were organized and analyzed according to the research
questions. This formed a basis for data presentation, analysis, interpretation and
discussion. Although interview method was employed in this study, it does not mean
that it is free from weaknesses. Interviews have been criticised for being expensive,
unreliable, biased, and time consuming in terms of data collection and analysis. They
are also said to endanger anonymity and the inevitability of researcher effects. As a
49
means to minimize the limitations inherent to the use of interview, note taking was
used. Also, the sample to be interviewed was reasonably small, only nine respondents
(9) interviewed. The researcher effect was exploded by giving clear explanation on
the objectives of the study and assurance of anonymity. As noted earlier, a researcher
prepared the guiding questions so as to stick to the themes under study. Moreover,
other methods were used to collect data so as to minimize biases.
3.6
Data Analysis Plan
Data analysis is the process of making sense of one‟s data. It implies editing, coding,
classification and tabulation of collected data. The collected data from the research
field were analyzed quantitatively and qualitatively. Quantitative data which were
obtained through questionnaires were analyzed statistically using SPSS for window
and percentage, frequencies, tables, graphs, ratios and charts. Qualitative data which
were obtained from interviewing the Council Management Team were analyzed into
four stages. First, the data were categorized into two levels namely; municipal level
and ward / school/hospital levels. Secondly, the raw data were amplified to suit the
themes of the study. Thirdly, the researcher assessed whether the data corresponded
with the research questions in order to meet the research objectives. Lastly, the
researcher organized findings into proper order and then wrote a comprehensive
report.
50
3.7
Ethical Consideration
It is argued that ethical consideration is important when planning, conducting and
evaluating research ( Cozby, 2007). The researcher got the research clearance letter
from the University of Dar es Salaam. The letter introduced the researcher to the
Kagera Regional Administrative Secretary and then got the letter from there to
District Administrative Secretary, who introduced the researcher to the Director of
Bukoba Municipal Council. The Director of Bukoba Municipal Council introduced
the researcher to various respondents. The researcher requested the respondents to
attend interview or to fill in the questionnaire. In this case, the respondents were free
to agree or disagree. Then, the researcher discussed the research objectives with
them. The respondents were assured of their privacy, confidentiality and anonymity
for whatever was going to be discussed. After consensus, simple, polite and clear
language was used in both interview and questionnaire.
3.8
Limitation to the Study
The researcher had few sources of fund and as such she depended on her own pocket
money which was not enough to have a wide coverage. Moreover, the bureaucratic
nature of the organisation structure and official responsibilities at the work place
sometimes took very long time to meet with those officials who had pertinent
information required in this study. In that regard, the researcher fell into repeated
appointments from the respective respondents according to their schedules.
51
However, through the methodology used, the researcher was able to meet the
objective. The following chapter deals with presentation, analysis, interpretation and
discussion of the findings.
52
CHAPTER FOUR
PRESENTATION OF RESEARCH FINDINGS
4.1
Introduction
In this chapter, the research findings are presented by means of tables, graphs, and
narrations. Data has been presented according to the research questions and or themes
that emerged during the data collection. The emerged themes were merged together
with the already established research questions and formed the basis for data
presentation, analysis, interpretation and discussion.
4.2
Data Analysis Strategy
As noted in chapter three, the nature of research topic together with research questions
and the objectives of the study compelled the researcher to employ both qualitative
and quantitative data collection methods. Thus, the data presentation, analysis,
interpretation and discussion also took into account a mixed approach strategy.
4.3
Demographic Characteristics of Respondents
Respondents are discussed in order to provide a general picture of those who were
involved in the study. Respondents were asked to provide information about gender,
53
age, education level and duration of stay at a certain working place in order to know
their demographic characteristics.
4.3.1 Gender of Respondents
Data on sex of subordinate employee respondents shows that 30.89% were males and
69.10% were females. This shows that the total number of females who filled
questionnaires outweighed that of males. This could imply that most of the female
employees in Bukoba Municipal Council occupied subordinate posts. On the other
hand, the Council Management Team (CMT) in Bukoba Municipal Council was
composed of only males. This could signify that most of the higher posts were
occupied by males. Most women occupied subordinate positions such as technical and
or clerical positions.
Table 4.1:Gender of Respondents
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
male
38
30.9
30.9
30.9
female
85
69.1
69.1
100.0
Total
123
100.0
100.0
Source, Field data (2010)
4.3.2 Age of Respondents (Subordinate Employees)
Information was collected from heterogeneous respondents with their ages grouped as
follows: 18-20 years (2.44%), 21-30years (44.72%), 31-45years (47.96%) and 46+
54
years (4.88%). This indicates that most of the respondents who participated in this
study were aged between 31 and 45 years.
Table 4.2: Age of Respondents(subordinate employees)
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
18-20 years
3
2.44
2.44
2.44
21-30 years
55
44.72
44.72
47.16
31-45 years
59
48.96
48.96
95.12
46+ years
6
4.88
4.88
100.0
Total
123
100.0
100.0
Source: Field Data (2010).4.3.3
Table 4.3: Age of Respondents
Age of
Respondents
Frequency
Percentage
Valid percentage
Cumulative Percentage
31-45 years
5
55.56
55.56
55.56
46+ years
4
44.44
44.44
100
Total
9
100
100
-
Source: Field data (2010)
Information from the Table 4.3 above shows that 55.56% of all respondents (CMT)
fall under the age below 46 years. The rest who constituted 44.44 % of respondents
were aged above 46 years. The age of this group of respondents indicates that the
respondents had lived longer and so might have enough experience (though not
necessary and sufficient condition) on issues regarding training and development in
Bukoba Municipal Council.
55
4.3.4 Education Level and Job Experience
By referring to the human capital theory in Chapter two, education level of an
individual leads to employability. Training and Development programmes of an
organisation are affected by education level of the employees. Performance of any
organisation, in most cases, is affected by employees‟ level of education.
The
researcher found it is necessary to investigate the employees‟ level of education
because education level is the prime factor in determining what type of training is to
be provided to the staff. Based on the characteristics of respondents, their education
levels and experiences were tabulated as indicated in the following tables.
Table 4.4: Education Level of Respondents
Frequency
Percent
Valid Percent
Cumulative
Percent
Secondary Education
26
21.14
21.14
21.14
Certificate
54
43.93
43.93
65.07
Diploma
38
30.89
30.89
95.96
Degree
5
4.07
4.07
100.0
Total
123
100.0
100.0
Valid
Source: Field Data (2010)
56
4.3.4.1 Job Experience of the Respondents
Table 4.5: Job Experience
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
0-5 years
24
19.51
19.51
19.51
6-10 years
41
33.33
33.33
52.84
11-15 years
31
25.20
25.20
78.04
16+ years
27
21.96
21.96
100.0
Total
123
100.0
100.0
From the findings, the data above shows that a good number of employees (21.14%)
in Bukoba Municipality had the education level below certificates (any college
certificate an individual got after ordinary level education). Certificates holders were
43.90% while 30.89% were diploma holders. 4.07% of all respondents were degree
holders.
Employees with more than 16+ year job experience were 21.96%. At the same time,
the employees with 11-15years
job experience were 25.20%. Employees with job
experience ranging between 6 and10 years were 33.33% and those with job
experience between 1 and 5 years were 19.51%. This could mean that employees with
many years of working experience might have accumulated enormous knowledge on
Training and Development at their working place. Hence, the most experienced group
was very helpful in providing relevant answers to the research questions. Academic
wise, the interview to the management shows that all nine (9) Council Management
Team (CMT) were degree holders.
57
4.4
Presentation of Research Findings
As shown earlier in the methodology part, a total number of 123 respondents
participated in filling the questionnaire. Only nine (9) respondents were interviewed.
These included one Municipal Director and 8 Heads of Departments. Therefore, the
total population in this study were 132 respondents.
4.4.1 Knowledge on Training and Developments
The question in this section intended to find out the knowledge of respondents
pertaining to on job training and development in Bukoba Municipal Council.
Responses from questionnaires revealed information as shown on the Table 4. 6
Table 4.6: Knowledge on Training and Development
Valid
Frequency
Percentage
Valid percentage
Cumulative Percentage
No
87
70.73
70.73
70.73
Yes
31
25.20
25.20
95.93
Missing
5
4.07
4.07
100
Total
123
100
100
Source: Field Data (2010)
As can be noted from table 4.6 above, 70.73% respondents claimed to have
knowledge concerning on job Training and Development. 25.20% indicated that they
did not understand on job Training and Development. Those who did not answer the
58
question were 04.07%. On the other hand, 100% of the Council Management Team
claimed to understand what is meant by the term on job Training and Development.
To ascertain the responses provided above, then, a question was to be asked
requesting the respondents to comment whether training programmes existed in
Bukoba Municipal Council. The responses are shown in table 4.7
Table 4.7: Existence of on Job Training and Development
Response
Frequency
Percent
Valid percentage
Cumulative Percentage
No
78
63.41
63.41
63.41
Yes
45
36.59
36.59
100
Total
123
100
100
Source: Field Data (2010)
As shown in table 4.7 above 63.41% revealed that the Training and Development
programme did not exist in Bukoba Municipal Council. On the other hand, 36.59 %
indicated that Training and Development did exist. The conflicting responses on the
same question cannot be left untouched. One could interpret that most respondents
who said that Training and Development did not exist were the ones who had never
had an opportunity to join any training since they were employed. On the other hand,
the respondents who agreed that Training and Development existed might be the ones
who had had an opportunity for training.
59
4.4.2 Selection Criteria
To ascertain the information provided earlier, another probing question was asked
requesting the respondents to name the criteria used to select the employees to join a
certain training programme.
Table 4.8: Response from Subordinates Employees
Valid
Frequency
percentage
Valid percentage
Cumulative
Percentage
Resource
availability
24
19.5
19.5
19.5
On seniority
03
2.4
2.4
21.9
Organisation
16
13.0
13.0
34.9
Length of
service
07
5.7
5.7
40.6
New recruit
02
1.6
1.6
42.2
Missing
09
7.3
7.3
49.5
No biases
19
15.5
15.5
65.0
Personal
initiative
43
35.0
35.0
requirement
100
total
123
Source: Field data (2010)
100
100
60
Table 4.9: Response from Council Management Team
Valid
Frequency
Percentage
Cumulative Percentage
Resource availability
3
33.3
33.33
Organization
requirements
2
22. 2
55.56
Individual
performance appraisal
1
11.1
66.67
Career progression
2
22.2
88.89
Length of services
1
11.1
100
9
100
Source: Field data (2010)
Personal initiatives were frequently mentioned by 35.0% of subordinate employees
who filled the questionnaires as the criteria for joining a certain training programme.
Others (15.5%) argued that there was no any basis to join training. All of the two
groups (50.5%) did not mention correctly the criteria used to select employees to join
training programme. Those who escaped the question were 7.3 %. Another mentioned
criterion was the availability of resources
19.50 %. Those who mentioned that they select employee according to staff seniority
were 2.4%, organisation requirement were 13.0%, new recruit were 1.6% and length
of service were 5.7 %. At this juncture, it is important to note that a good number of
even those who claimed to have the training programme in place had difficulties to
mention correctly the criteria governing the selection of employees for training.
Hence, the researcher decided to group the responses in three categories. The first
category involved those who named the criteria correctly. The response was marked
61
„correct‟. Another category contained those with wrong answers. This was marked
„wrong‟. The respondents who failed to provide an answer to the question were
labelled as „missing‟. A full picture is presented on the pie chart bellow.
Figure 4.1: Response from Council Management Team
Comparatively, as one may notice from the pie chart above, more than a half of all
respondents named the criteria governing the selection of the employees for training
wrongly. The results concur with that of Jackson et al. (1998) who argue that despite
the government efforts to provide documents regarding training and developments,
only few staff are aware. This situation may not only reflect the negligence of
management to the Training and Developments programmes but also the reluctance
on the part of subordinates.
This situation, therefore, calls for the need to
62
continuously provide relevant information to the employees regarding the criteria for
selecting employees for Training and Development. On the other hand, during the
interview sessions, all (100%) of the CMT seemed to be aware of the criteria
governing the selection of employees to join a certain training programme. Perhaps,
this is because most of the CMT members have higher levels of formal education as
compared to other employees. The CMT also deal with the government policy
documents in almost every angle of their working lives.
From the above findings, it is clear that most of the subordinates who were supposed
to benefit from the training programmes had little knowledge about it. This could
mean that the „bosses‟ decide to hide certain relevant information on training so that
they are not disturbed by their subordinates who demand some training costs such as
fees and fare to attend trainings. This situation concurs with systematic model
discussed in Chapter two, where Taylor (1991) comments that “…a trainer may not
have access to real learning needs of the organisation due to lack of access to
information and low credibility with senior managers.” There is also a possibility that
the CMT regard training and development as a threat to their existence in power as
those who come back from the trainings may become critical to certain official issues.
But, it could also be possible that subordinates were not aware of training criteria due
to their low level of education especially on their rights as employees.
63
4.4.3 Advantages of Training and Development
One of the tasks of this study was to find out ways in which employees benefit from
Training and Development. The respondents mentioned the following as the benefits
for Training and Development programme.
Table 4.10: Advantages of Training and Development
Response
Frequency
Percentage
Valid percentage
Cumulative
Frequency
Work experience
12
9.76
9.76
9.76
Self confidence at work
16
13
13
22.76
Efficiency at work
03
2.44
2.44
25.2
Commitment at work
05
04.07
04.07
29.27
Competence
17
13.82
13.82
43.09
Raise salary scales
42
34.15
34.15
77.24
Updated with new technology
07
5.07
5.07
82.31
Self motivated
21
17.07
17.07
100
Total
123
100
100
Source: Field Data (2010)
Table 4.10 shows that, most of the employees were able to mention personal benefits
which come from the training. That is probably why most of the employees decided to
join certain trainings based on their personal interest and self sponsorship in order to
look for the training they needed without considering the organizational needs. On the
contrary, such practices may lead to organizational loss of both material and human
power.
64
The data above are in line with (Dominic and Kessy, 2009) who argues that
employees are the ones who forcefully inquire about the training programme
opportunity. If the employees do not request for training they might never attend.
The findings of this question seem also to concur with the cognitive theory which
relates to the ways in which employees are paid in the organisation. The theory
requires that intrinsic motivation like competence, achievement and responsibilit y
should be recognised and valued so as to influence positive attitude to the employees
(Bobby, 2005).
Although the benefits of Training and Development are difficult to quantify, most of
training analysts generally agree on the potential long- and short-term benefits of an
effectively planned and executed Training and Development system, both for
individual employees and for the organization. For individuals, potential short-term
benefits of successful Training and Development activities include being able to
perform current tasks well, acquiring new knowledge and skills to use on the job
immediately, increasing motivation and stimulation, commanding a higher salary, and
enjoying other incentives such as greater promotion opportunities (Buckley and Caple,
1990; Sibthorpe, 1994; Cascio, 1994). Potential short-term organizational benefits that
derive from employees‟ learning of new skills include improved employee
performance, greater productivity, lower turnover, less absenteeism, and greater client
satisfaction (Lynch and Black, 1996; Hale and Westgaard, 1995; Buckley and Caple,
1990; Kunder, 1998).
65
Several long-term organizational benefits can be realized through an effective
Training and Development system. One is the achievement of organizational
objectives, which in turn enables the organization to be more competitive. In a world
of growing global competition, this benefit is becoming increasingly more important
(Hale and Westgaard, 1995). The organization also benefits when training content
moves away from the immediacy of individual skills building and includes Training
and Development activities that enable employees to solve organizational problems
(Buckley and Caple, 1990). Training and development with a long-term perspective
can “. . . improve the individual‟s ability to identify, plan, implement, and/or monitor
changes the organization needs to make” (Cascio, 1994:13). According to Rothwell
and Kazanas (1994), training and development can also equip individuals with the
knowledge; skills and attitudes they need to think strategically and implement longterm organizational strategy. Another major benefit of effective training and
development, they argue, is that it can provide the organization with a pool of talents
for future promotion within the organization.
From findings as well as documentary review, one can conclude that the training and
development has more benefits to individual worker as well as the organization if
taken seriously.
66
4.4.4 Challenges Facing Training and Development
According to the findings, there are many challenges facing the Training and
Development in Bukoba Municipal Council. In the first place, the respondents were
asked to give their opinions regarding the challenges facing their municipality. The
responses were presented ranging from strongly disagree, agree, not agree to strongly
disagree. The number of the respondents who participated in answering the questions
is disclosed under each challenge. Importantly, it should be noted that the
questionnaires were meant to gauge and collect information regarding the challenges
facing Bukoba Municipal Council. The table 4.11 presents the results of the findings
on the question which inquired about whether if the selection of employees for
Training and Development was open and clear.
Table 4.11: Openness and Clarity of T& D Programme (Response from
Subordinates)
Sex
Frequency
Percentage
Valid Percentage
Cumulative
Percentage
Strongly agree
19
15.45
15.45
15.45
Agree
23
18.69
18.69
34.14
Disagree
51
41.46
41.46
75.06
Strongly disagree
24
19.51
19.51
95.11
Missing
6
4.89
4.89
100
Total
123
100
100
Source: Field Data (2010)
The findings, as seen on table 4.11 above, shows that 19 (15.45%) respondents
strongly agreed that Training and Development (T&D) programmes were open and
67
clear.
23(18.65%) of the respondent agreed that Training and Development
programme is open and clear. Also 51(41.46 %) of all respondents were those who
responded that they did not agree that T & D programmes were open and clear. This
was followed by 24(19.51 %) of respondents who responded that they strongly
disagreed that T& D programmes were clear. 6(4. 89 %) of
respondents did not
answer the question completely.
On the other hand, information from interview session shows that 88.89% of all
interviewed respondents agreed that Training and Development is open and clear.
More information can be read from the table below.
Table 4.12: Openness and Clarity of T& D Programme (Response from CMT)
Challenge
Frequency
Percentage
Valid
percentage
Cumulative
Percentage
Strongly agree
-
-
-
-
Agree
8
88.89
88.89
88.89
Disagree
-
-
-
-
Strongly disagree
1
11.11
11.11
100
Total
9
100
100
Source: field data (2010)
The findings from employees indicate that 60.9% of the all respondents were of the
view that Training and Development is neither clear nor open in Bukoba Municipal
Council. Based on the data above, it can be argued that selection of employees for
Training and Development was not open and clear for most of employees. As clearly
68
noted earlier, in the Government Standing Order, the aim of Training and
Development programme is to empower employees through provision of relevant
skills and knowledge needed to enable an organization to achieve its goals (URT,
2008).
In this respect, one can argue that when employees are unaware of training function,
it affects their participation in various training programmes. Furthermore, employees
may fail to relate the importance of training to other activities and therefore the whole
training programme may fail to play an appropriate role as well as effective role at
work places.
The interview administered by the researcher to the Council Management Team
revealed that the information about training is provided through meetings, minutes,
circular letters, rules and regulations. It is vivid that some of the above mentioned
documents
contain
information
about
regulations
regarding
Training
and
Development. For example, section G.2 in Standing Orders provides information in
relation to forms of training for public servants. The problem with the documents
which the researcher noted was that they were not readily accessible to all employees
especially those at low levels. Hence, the best approach would be to disseminate the
information regarding Training and Development during orientation and induction
training programmes.
The researcher asked the question if the selection of employee for Training and
Development follows the criteria given out without any bias.
69
In this theme, documentary review has revealed that
Mtumishi wa umma anatakiwa kuhudhuria mafunzo ya awali katika
chuo cha utumishi wa umma Tanzania katika kipindi cha miezi sita
tangu aajiliwe kwa gharama za mwajili wake. Hivyo ni jukumu la
mwajili kuhakikisha kuwa fedha ya kutosha inatengwa kulingana na
nafasi ambazo zinatarajiwa kujazwa katika mwaka wa fedha
unaohusika (URT 2005,cited in URT 2008).
Researcher‟s Translation
A government employee is supposed to attend basic training in any public workers’
college in a period of six months from the date of first appointment. The expenses are
met by the employer. Thus, it is the employer’s responsibility to make sure that
enough funds are budgeted accordingly (URT, 2005 cited in 2008).
According to the above quotations noted from documentary review, the government
documents puts clear on what an employer should do to employees with regard to
Training and Development. However, since what is stipulated in the standing order is
not necessarily translated in practice, respondents were asked to respond to the
question that sought to gather the information on whether or not the criteria given out
are followed by the top management to select employees for training and development
programme. A total of 118 respondents answered the questionnaire in responding to
this question. Five respondents did not answer the question. The table below
represents the findings from subordinate employees who filled the questionnaire.
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Table 4.13: Selection of Employee for T & D Follows the Criteria
Valid respondents
Frequency
Percentage
Valid Percentage
Cumulative Percentage
Strongly agree
15
12.20
12.20
12.20
Agree
34
27.64
27.64
39.84
Disagree
39
31.71
31.71
71.55
Strongly disagree
30
24.39
24.39
95.93
Missing
5
4.07
4.07
100
Total
123
100
100
Source: Field Data (2010)
From the findings, 31.71 % of respondents disagreed on the question that selection of
an employee for training and development programme followed the criteria without
any bias. 24.39% strongly disagreed. 27.64 % agreed, 12.20 % strongly agreed.
Those who did not answer the question were 4.07%. From this data, it was observed
that 56.1% of the employee who were asked revealed that selection of employees for
training does not follow the criteria given out. It was found that there was a lot of
biasness during the selection. The top management could choose any employee
according to ones willingness.
On the contrary, the interview conducted by the researcher to the CMT revealed that
they select employees according to the availability of funds to sponsor the training
programme. The response also revealed that inadequacy of resources for Training and
Development programmes made the programme to be ineffective.
In this respect, training information contained in the public service management and
employment policy includes different aspects that should be part of Training and
71
Development programmes. These are induction or entrants to familiarize with the
public service, to equip promoted employees with the relevant skills for their new
roles, technical and professional to maintain and constantly upgrade key skills. Others
include management and leadership so as to equip management skills and leadership
qualities (Gupta, 2007). A synthesis of findings from questionnaire, interview and
documentary review on the other hand shows that Training and Development policies
address criteria to be followed to a certain type of training but in practices it is not
followed. Thus, a claim from some of the respondents that there might be biasness
during selection of employees for training cannot be escapable.
Considering this situation and the findings which showed the biasness during the
selection of employees for training, it can be concluded that the training programme
can hardly be effective on such a situation. As it was noted in the literature review
section, most of the problems in training programme are due to the lack of training
need assessment which helps to identify the organizational needs. If this was in place,
it is obvious that appropriate employees would be selected to join the training based
on merit. Because training need assessment was lacking in Bukoba Municipal
Council, employees seemed to look for their own courses which would benefit
themselves on the long run without considering the need of the organization. All these
are likely to end up with the organization being poor in performance, high expenditure
and resource wasting.
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4.4.5 Are the Procedures Followed?
The municipal employees were asked if the procedures which guide the management
to choose the employee for training were followed properly. The responses are
presented in table 4.14.
Table 4. 14: Are the Procedures Followed?
Valid Responses
Frequency
Percentage
Valid percentage
Cumulative Percentage
Strongly agree
12
9.76
9.76
9.76
Agree
36
29.27
29.27
39.03
Disagree
43
34.96
34.96
73.99
Strongly disagree
22
17.89
17.89
91.88
Missing
10
8.13
8.13
100
Total
123
100
100
Source: Field Data (2010)
Research findings show that 34.96% disagreed that the procedure for selection was
not followed, while 17.89 % strongly disagreed. Those who agreed were 29.27%, and
those who disagreed were 9.76%.
Based on the data above, it can be argued that the management did not properly
follow the outlined procedures during the choice of an employee for training
programme. According to the findings, employees were chosen based on personal
interests. The data provided above seems to be in line with Gupta (2007) who
comments that whenever the management lacks transparency, employees may be
made to scramble for their own interests. For that case, the employees may no longer
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follow the procedures on place. In the final analysis, each individual may opt to attend
training according to one‟s initiatives.
In addition, Ngirwa (2001) argues that identification of employees for training
involves two factors. The first is identification of job categories. The task performed
by the training needs analyst is in response to the results of the organisation-wide
approach of training need analysis. Analyst will identify that trainees are from named
job categories, from named department or section. Secondly, it involves the actual
names of the employee who should participate in training programme. Employees‟
supervisor performs this task by using guidelines from human resource department.
The guidelines, according to Ngirwa (2001) are procedures to follow when selecting
an employee for Training and Development programmes. Ngirwa (ibid) outlines the
procedures as follows: The first one is the basic education of an employee. The
education of employee determines the admissibility to desired training programme.
The second one is the tenure of the service. Tenure in this case refers to how long the
employee has been working with an organisation. This can affect his or her selection
for training. If the employee is new, incumbent or is about to retire, he may not be
selected for training because financing such training may be regarded as wasteful
expenditure of the organisation training resources.
The third procedure is the
employee‟s loyalty and commitment. It is argued that an employee who is not loyal to
his or her employer and who is uncommitted to his or her work has no future in the
organisation. Thus, training him or her is wasting resources to develop performance
74
capabilities of ungrateful employee who might be leaving or discharged on the next
day.
The fourth procedure involves the government regulations. Selection for employees
for training can also be influenced by existing government laws and procedures
available. Fifth is the availability of employees. When, and how management is
prepared to release employee. Sixth is the employee interest to join the training
programme. Lastly is the carrier development programme. An organisation has the
commitment in the career development programme to provide the necessary training
to enable the employee advance in his or her career (Ngirwa 2001).
The above findings and documentary review show the procedures to be followed by
employees‟ supervisor to select an employee to join a certain training programme. The
municipal council top management must adjust and follow the procedures available
otherwise the municipality will be losing the manpower in form of labour turnover
due to biasness and selfishness during the selection procedures.
4.4.6 Provision of Subsidies
The respondents were asked to agree or disagree to the question whether the
municipality provides the subsidies in terms of things such as tuition fees, meal
allowances and accommodation fees during the training programme.
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Table4. 15 Provision of Subsidies
Respondents
Frequency
Percentage
Valid percentage
Cumulative
Percentage
Strongly agree
16
13.01
13.01
13.01
Agree
32
26.02
26.02
39.03
Disagree
44
35.78
35.78
74.81
Strongly disagree
23
18.70
18.70
93.51
Missing
7
06.49
06.49
100
Total
123
100
100
Source: Field Data (2010)
As shown in the Table above, findings from questionnaires showed that 13.01% of the
respondents strongly agreed that the Municipal Council provides subsidies during
training. Also 26.02 % agreed, while 35.78 % disagreed, 18.70 % strongly disagreed
and 06.49% did not give the answer.
The Council Management Team was also asked on if they provide their employees
with subsidies. About 70% of Heads of Departments answered that providing trainee
subsidies for training is one of the factors that affect the training effectiveness. The
respondents also said that fund allocated for the training programme did not suffice.
Most of the employees sponsor themselves for almost everything. It was said that,
only a few would be able to secure government sponsorships.
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One of the respondents interviewed from CMT argued that:
Moja wapo ya changamoto zinazotukabili sisi kama Manispaa ni
watumishi wengi kuomba kwenda kujisomesha tena kwa wakati mmoja.
Watumishi walio wengi wanapenda kwenda kusomea kitu wanachoona
kinalipa katika soko la ajira kwa wakati huo. Kwa mfano mwalimu
anaweza kuomba kwenda kusoma kumbe anakwenda kusomea uhasibu
au sheria. Kulingana na waraka wa serikali akirudi toka masomoni
hapati ongezeko lolote ya mshahara. Kwa hiyo mtumishi atakaa kidogo
alafu ataihama Manispaa na kutafuta shirika linalothamini masomo
aliyosomea ili apate malipo zaidi.
Researchers Translation:
One of the Challenges Bukoba Municipal Council is facing is that there is a situation
where a good number of employees apply for further studies at the same time. As that
is not enough, Most of the employees want to opt to study courses which are the
marketable at that particular time. For instance, a teacher asks for permission for
further training. Once the permission is given, the teacher decides to study other
courses such as laws or accountancy which he thinks pays. According to the
Government secular, when this teacher comes back from studies, he cannot be
promoted because he studied something irrelevant to his carrier. Finally the teacher
stays for a while and decides to quit to another organisation which he thinks respects
his profession and thus pays more.
The findings are in tune with URT (2008) which comments that most of the Local
Government Authorities in Tanzania lack research and /or Training Need Assessment.
As the result, most of the employees, for example, have attended in-service training
courses which do not lead to improve their daily performance. Thus, the input
invested in the employee courses does not bear the expected fruits to the
organisations. Likewise, the findings confirm Bishop‟s (1993: 9) argument that “. . .a
good deal of efforts need to be devoted to studies conducted at the organizational level
77
which examine how training fits into the organization‟s overall competitive strategy
and affects its profitability”.
4.4.7 Status of Training and Development
In order to get a clear picture of the status of training, another question was asked
demanding respondents to say whether Bukoba Municipal Council provided Training
and Development the status it deserved. From the questionnaire the following were
the results.
Table 4.16: Response of Subordinates on the status of T & D
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
NO
77
62.6
62.6
62.6
YES
46
37.4
37.4
100.0
Total
123
100.0
100.0
Source: Field Data (2010)
As the findings indicate, those who agreed were 37.04 %, disagreed respondents were
62.6 %. From the data above, it seems those who did not agree overweighed the
respondents who agreed.
4.4.8 Why T & D not Given the Status it Deserves?
In order to get the real picture on the status of Training and Development, another
question was asked concerning the reasons for the low status of T&D in Bukoba
Municipal Council. Some of the findings noted were as follows: The data from
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21.14% of the respondents revealed that low budget on the programme was
responsible for low status of T&D in Bukoba Municipal Council. The findings also
revealed that employees were not involved in selection process. This factor was
frequently mentioned (5.69%). The respondents also said that some of the Council
Management Team did not see the importance of the programme (10.57%). The
respondents (18.70%) also showed that the selection system was not clear. The
following were some of the reasons from the respondents in response to the question.
Table 4.17: Why Training not Given the Status it Deserves?
Response
Frequency
Percentage
Valid
percentage
Cumulative
percentage
Lack of fund
26
21.14
21.14
21.14
No good relationship
between employees and
management
20
16.26
16.26
37.4
The management does
not see the importance
of
the
training
programme
13
10.57
10.57
47.97
Management fear to lose
their
position
by
allowing training
21
17.07
17.07
65.04
Lack of transparency
23
18.70
18.70
83.74
Lack of employees
involvement
7
5.69
5.69
89.43
Favouritism
5
4.07
4.07
93.5
Individualism
8
6.50
6.50
100
Total
123
100
100
Source: Field Data (2010)
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When respondents from CMT were interviewed, they said that giving Training and
Development the status it deserves means the proportion of funds between or among
different levels of educational system. “It is a matter of equity and not inequality in
the distribution of funds in the education system. It is difficult to run a programme
when there are limited resources”. Thus, one would argue that training is at a
crossroad as it is allocated limited resources while there is a lot of client to serve.
One of the respondents argued:
Unajua bwana kama kitu kikipewa kipaumbele utakuta
kimetengewa fungu la kutosha la fedha. Lakini sasa mpango wa
mafunzo kazini unatengewa fungu dogo sana na mzigo mkubwa
unabebeshwa Manispaa ,lakini manispaa pekee bila fungu la
kutosha kutoka Serikali Kuu itaweza?
Researcher‟s translation
You know, if something is given a first priority, you will find that there is enough fund
allocated for it. But for employee Training and Development programme, the fund
allocated for it is very small and the large burden is left to Municipal Council to work
on it without enough subsidies from the Central Government.
Another respondent said:
Hakuna bajeti ya Halmashauri au idara inayoweza kupitishwa bila
baraka za madiwani. Hata hivyo, madiwani wanapenda kupitisha
bajeti ya vitu vinavyoonekana kwa macho kama
kujenga
barabara,kujenga shule,zahanati na kadhalika. Madiwani hawako
tayari kupitisha bajeti yenye fedha kubwa kwa vitu ambavyo
havionekani kwa macho kama vile mafunzo kazini. Madiwani
wanafahamu fika kuwa mwishoni wataulizwa kuonesha nini
walifanya katika kipindi chote cha uongozi wao. Kwa hiyo, kati ya
changamoto kubwa katika manispaa yetu ni wapi tutapata fedha
kufadhili mafunzo kazini?
80
Researches translation
No council or departmental budget can be passed without the blessings of the
councillors. However, the councillors prefer to pass budgets for visible projects such
as construction of roads, schools, dispensaries and so forth. Councillors are not
ready to approve budgets with big amount of money intended for abstract things such
as in-service training. Councillors know that at the end of five years, they will be
asked by voters to show what they have done during their leadership. So, one of the
big challenges to our Municipality is on where do we get funds to finance in-service
training.
According to the above findings, it is difficult to run a programme or plan when there
are limited resources allocated to it. Due to the lack of willingness from leaders, it is
just a small amount of funds which is budgeted for in-service training. Thus, Training
and Development programme in the Municipal Council can hardly be effective if
there are no enough resources. The findings reveal that there were limited funds
allocated for the training programme while there are a lot of clients to serve. The
findings also revealed that employee groups differed in terms of their perceptions of
the status, effectiveness and value of the Training and Development system.
In addition, findings from documentary review indicate that lack of support from the
top is also apparent in organizations in which the training component is viewed as
isolated or peripheral instead of being visible and central. In fact, most organizations
still treat the Training and Development function in this way: as an independent
entity, separate from its customers (Brinkerhoff, 1997). A training department‟s status
can be determined immediately by looking at the organizational chart. Usually,
81
training is far from the main operational functions of the organization and often is
subsumed under another personnel function. Also, the training manager is rarely on
the same level as other managers with whom he/she competes for resources and staff
(Buckley and Caple, 1990). There is no clear link between training and organizational
goals or plans. Other critics contend that another major problem with organizational
Training and Development systems is the lack of connection between training and the
organization‟s goals and mission (Brinkerhoff and Gill, 1994; Johnston and
McClelland, 1994). In many organizations, training is viewed as a nice-to- have
reward for well-behaved employees, or conversely, as a punishment for bad
behaviour. Instead of being seen as a key ingredient in the organization‟s ability to
achieve its goals, the training function is often relegated to a narrowly defined support
role (Kunder, 1998).
4.4.9 Challenges Facing the Municipal Council
The CMT were asked to give their view on the challenges they face concerning
Training and Development programmes. One of the respondents argued that,
Siku hizi, baadhi ya watumishi wanaoomba kwenda kujisomesha.
Mtumishi anatafuta chuo mwenyewe na anapata mfadhili wa
kumlipia. Utamuona mtumishi kama huyo anakuja kuomba
ruhusa ya kwenda masomoni. Wakati mwingine tunashindwa
kumzuia hata kama nafasi yake haitakuwa na mtu wa kuikaimu.
Hata ukimzuia anakuwa tayari kuacha kazi.
Researcher‟s Translation.
Nowadays, some of the employees apply for self sponsored in-service training. Such
employees find colleges themselves and they find their own sponsors. You will see
82
such an employee coming to ask for permission to attend training. Sometimes, we are
unable to refuse even if there is nobody to act when that employee is absent attending
training. Once the employees’ permission is rejected, some of them are ready to quit
the job completely.
Another respondent revealed that,
Kuna kesi nyingine ambapo kuna watumishi waliosomeshwa na
Manispaa. Manispaa imewalipia watumishi wa aina hii gharama
za vitu mbali mbali kama vile vitabu, chakula, nauli nakadhalika.
Baadhi ya watumishi wa aina hii wakirudi toka masomoni
wakaona mshahara hauwatoshi wanaanza kutafuta kazi nyingine.
Wakipata kazi nzuri inayowalipa kuliko Manispaa wanaikimbia
Manispaa yetu kabisa.
Researcher‟s translation:
There are cases where some employees were totally sponsored by the Municipal
Council to attend trainings. The Municipality provided them with requirements such
as books, food, fare and so forth. When employees are back from their studies and
notice that their salaries are not enough, they start looking for other vacancies in
other organisation which pay more than Municipal Councils. Once they succeed, they
quickly quit our municipality completely.
Another interviewee had this to say:
Watumishi wengine ni “untrainable”. Tunao baadhi ya watumishi
mbao hawana elimu ya kidato cha nne. Wameishia darasa la
saba. Kumbuka kuwa vyuo vingi kwa sasa havihitaji mtu aliye na
elimu chini ya kidato cha nne. Lakini, serikali iliagiza watumishi
wa aina hii wasifukuzwe kazi twende nao mpaka watakapo staafu.
Hiyo nayo ni changmoto kuwa na watumishi wa namna hiyo
katika ulimwengu wa kisasa.
83
Researcher‟s translation:
Some of the employees are un-trainable. We have employees whose education level is
below Form Four. They just completed standard seven. Remember, most of the
training institutions do not want a person whose education level is below form four.
But, the government has ordered that such employees should not be fired until they
reach the retirement age. That is another challenge to have an employee of that kind
in the current world.
The researcher asked how the Municipal Council overcomes those mentioned
challenges. The respondent argued that the un-trainable employees were given the
duties according to their skills. The municipality was planning to make the contract
with employees which are sponsored by the municipal council so that after studies
they have to work for the municipality for not less than five years. One of the CMT
members also explained that by the implementation of OPRAS, the Municipal
Council will have the strong basis to identify the employees who are qualified for
training programme.
4.4.10 Involvement of Human Resource Department
The researcher asked the respondents about the extent to which human resource
department was involved in the whole programme of Training and Development. One
of the respondents argued,
84
Hapa ni lazima nikwambie ukweli. Kwa kiasi fulani idara yangu
inahusishwa katika masuala ya mafunzo kazini. Hata hivyo.
napenda nikiri tu kwamba idara yangu haijaratibu kazi hii
ipasavyo. Bado kunaudhaifu fulani. Tatizo kubwa ni kuwa serikali
inatuma fedha kwa kila idara. Kila mkuu wa idara anaweza
kusaini barua kwa niaba ya mkurugenzi. Kwa mantiki hivyo
imejitokeza mara kwa mara wakuu wa idara wameruhusu
watumishi kwenda masomoni bila ya afisa utumishi kuwa na
taarifa. Suala hili linatuletea matatizo hata kupata takwimu sahii
za kujua mtumishi yupi yupo wapi, akisoma nini, kwa muda gani?
Researcher‟s translation:
It is better to speak the reality. But, let me agree that to some extent my department is
involved in provision of in-service training. However, I want to admit that my
department has not done enough to coordinate this task. There are still some
weaknesses. The problem is that the government allocates money to each department.
Each head of department is able to sign a letter on behalf of the Executive Director.
For that matter, it has happened that several times where heads of departments
allowed employees to attend training without informing the human resource officer.
4.4.11 How to Improve Training and Development
This question aimed at collecting views and opinions from Municipal stakeholders on
the best way of making Training and Development more effective. The researcher‟s
role was to present the findings and raise the voice of these stake holders in the
municipal council.
The respondents gave out their views on what should be done in order to have
effective training and development at the work place. Respondents argued that the
world of work has changed and still changing at a high pace. Some of the respondents
suggested that to cope with changes especially in the ongoing globalization, training
85
and development programme should be considered as a window for acquiring new
skills to be applicable at the work place. As one of the head of department said, “If
the Municipal Council wants to benefit from competent staff, then, let Training and
Development be given enough weight”. According to this respondent, Training and
Development to the employees of Bukoba Municipal Council is among the panaceas
to cure critical problems.
The findings above have some connections with certain literature. Cascio (1994) for
example reports the following as indicators of Training and Development
effectiveness: top management commitment to Training and Development; a
demonstrated connection between training content and organizational strategy,
objectives, and results; a systematic approach to Training and Development; and
commitment to investing resources for training and development. The training and
development mission or strategy must according to Johnston and McClelland (1994)
include requirements for management education and training.
This is not only
because its absence is a crucial problem but also to send a message that training is
important for almost everyone in the organization.
It has also been argued that Training and Development system that meets today‟s
needs will not necessarily meet tomorrow‟s needs (Brinkerhoff, 1997). The Training
and Development system of any organization must be modified and continuously
improved as training managers get feedback on employee needs, the effectiveness of
strategies and programmes, and the impact of Training and Development on the
organization (Brinkerhoff and Gill, 1994). The critical success factors for continuous
86
improvement of the Training and Development system include: Management
commitment to the Training and Development system; a sense of importance of
Training and Development to the achievement of the organizational goals; Training
and Development system that is attuned to the needs of its users; Training and
Development activities that readily translate to on-the-job use; easy access to Training
and Development activities; clear evidence of the value added by Training and
Development (Human Technology,1993).
4.5
Summary
To sum up, in this chapter, the whole process of data presentation, analysis,
interpretation and discussion of research findings have been presented. The section of
presentation of research findings was preceded by a succinct description of
characteristics of research respondents. In this section, tables, charts and graphs were
employed to visualize all characteristics of the respondents.
This was, followed by the presentation, the interpretation and discussion of research
findings based on the research objectives, questions and themes drawn from the
respondent‟s voices.
The findings in this study suggest that most of employees in Bukoba Municipal
Council know less about Training and Development programme. Therefore, it is fair
to comment that there should be purposeful efforts among all stakeholders in the
87
municipality to make sure that training is conducted according to the Government
Standing Orders.
The findings show that the general status of the programme is low and various reasons
are responsible for that. The reasons include lack of funds, employees were not
involved and the management were not clear and transparent. Some of the CMT were
thought to be selfish because the respondents thought that they feared their position to
be taken by their subordinates after studies.
The little knowledge criteria governing the selection of employees for training can be
attributed to the bias of the Municipal Management towards the choice of the
employee to join the training. In the next chapter which is the last one, the summary
conclusion and recommendations of the study are presented.
88
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1
Introduction
This Chapter presents the major findings of the study, conclusion and
recommendations. The first section deals with summary of major findings whereas the
second section deals with conclusion of the study. The last section provides the
recommendation of the study.
5.2
Summary of Findings
The main research objective of this study was: To assess the process of employees
Training and Development programmes in the Local Government Authorities in
Tanzania. The study was conducted in Bukoba Municipal Council in Kagera region.
The specific objectives of this study were to investigate the criteria used to select
employees for Training and Development in Bukoba Municipal Council, to explore
the challenges facing employees Training and Development programmes in Bukoba
Municipal Council, to investigate the extent to which Human Resource Department is
involved in the whole process of employees Training and Development programmes
in Bukoba Municipal Council and to explore views of the stakeholders on the effects
of Training and Development programmes in Bukoba Municipal Council. The study
used both quantitative and qualitative strategies in data collection, presentation,
89
analysis, interpretation and discussion of the findings. The main data collection
methods were questionnaires, interviews, and documentary reviews.
A total of 132 respondents were involved in the study. Based on the research
questions and the data collected, presented, analyzed and interpreted, a summary of
findings can be presented as follows:
Starting with knowledge of criteria used to select trainee for training, most
respondents who filled the questionnaire claimed not to know the criteria, since 50.5
percent named the criteria wrongly compared to those who named it correctly.
The other objective aimed to investigate the challenge facing the employees
concerning Training and Development programme. According to the findings, there
were many challenges facing both the employees and the council management team
such as the criteria for selecting employees for further studies for example was not
open and clear especially for employees of low cadres. There was a lot of biasness
during selection. Most of the employees struggled on their own to look for further
studies, and they were not given subsidies like school fees, stationery or
accommodation allowances. According to findings, it took long to get increment to
their salaries after studies. This made some of the employees to quit the organisation.
On the other hand the Council Management lacked enough funds to pay for their
employees‟ training. That is to say the municipality budget for instance did not satisfy
the present training needs. From these findings, one could argue that the training
programme could hardly bring the expected results
90
5.2.1 Involvement of Human Resource Department
The findings indicate that the almost all 8 departments in the Municipality had the
same power, and each Head of Department could sign a release letter on behalf of the
Municipal Director. Due to that reason, some of the employees could be released by
his or her head of department for further studies without the knowledge of the human
resource manager. Accordingly, the involvement of Human Resource Department for
the whole programme was not well followed although it was supposed to be so.
5.2.2 Views of Stakeholders on Training and Development
Responses on that question indicated that the top management did not support the
programmes. Thus, it was not easy to get the release letter for long term training.
Findings also showed that the small funds available for training were given out by
using procedures which were not clear. The employees suggested the top management
to give Training and Development the high priority if the employer wanted high
productivity to achieve organisational goals.
5.3
Conclusion
Staff Training and Development has been identified to be very crucial to an
organization and its effectiveness. In the light of the above findings, organizations are
therefore encouraged to train and develop their staff to the fullest in order to enhance
91
effectiveness. Training can reduce the work of the management to supervise the
subordinates and improve the drive, initiative and quality of work of the employees.
Thus, Training and Development assist employees to be more committed to achieve
the goals and objective of the organization. However, for any organization to succeed,
training and re-training of all staff in form of workshops, conferences and seminars
should be vigorously pursued and made compulsory.
It must be emphasized that most of employees such as teachers have left school for a
long time and have not been offered the opportunity for re-training. Thus, such
employees should be encouraged to go for in-service training. This would brighten-up
their ideas and it would enable them to know more about the recent development in
their field of specialization. In other professions too, Training and Development
should be mandatory for their promotion in their areas of specialization.
Training and Development of employees has to be a continuous procedure and it is the
only meaningful and logical approach in the condition of knowledge obsolescence,
dynamic changes and increasing service innovations. One can therefore conclude that
an organization which fails to recognize the importance of training and development
to its employees in due time is headed to self-destruction.
92
5.4
Recommendations
Results of this study suggest that in order to initiate more effective Training and
Development programmes, organizations need to look at how the Training and
Development programme is aligned with the strategy of the organization.
The Municipal Executive Director and the overall management of the Municipal
Council have to ensure fair and equitable treatment for employees in all matters
related to employee Training and Development. The management should also ensure
that Training and Development activities for all employees are reported and updated
in the employee training data file, in compliance with prescribed policies and
procedures. Also, the Municipal Council must establish priorities for the Training and
Development of employees and provide appropriate funding for these activities to be
carried out.
The management has to provide orientation to new employees. They have to provide
on-the-job trainings as needed for all employees, organizational and individual needs.
Employees should be encouraged to seek self-development opportunities that will
result in improved individual and organizational performance.
On the other hand, the employees must assess the impact of changes in their unit
assignments, goals, and missions on the training needs of their organisation. The
employer has to assess employee Training and development needs. This will sustain
an optimum level of job performance. The employees also ought to comply with
prescribed criteria and procedures when requesting for Training and Development.
93
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98
APPENDICES
A: QUESTIONNAIRE
This questionnaire aims at seeking the information from Bukoba Municipal Council
stakeholders regarding the process of training and development in local government in
Tanzania.
Dear respondent, your participation in this study is of paramount importance so as to
make this study fruitful and achieve the desired objectives. Your responses will be
treated with strict confidentiality. Please do not write your name anywhere in this
paper.
[Questionnaire Number_______________ (To be filled by the researcher)]
Personal Particulars
1. Gender: (Tick whichever applicable)
Male
Female
2. Education level: (Tick whichever applicable)
Level
Tick
Primary Education
Secondary education
Certificate
Diploma
Degree
3. Age: (Tick whichever applicable)
Age Group
18-20 years
21-30 years
31-45 years
46+ years
Tick
99
4. Work Experience (If employed) (Please tick whichever applicable)
Years
Tick
No experience
0-5 years
6-10 Years
11-15 Years
16+ Years
5. In your understanding, do you know anything concerning on job training and
development in your organization?
YES [ ] NO [ ]
6. Does training and development programme exist in your organisation?
YES [ ] NO [ ]
7. If your answer in question (6) above is YES, please list down the criteria used
to select the employees to join training at your work place.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
8. Please, can you list down the ways in which employees benefit from training
and development at your work
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
100
In the following questions, you are requested to respond by ticking against the most
appropriate challenge for training and development.
9. In your organization, the selection of employee for training is open and clear?
(Please tick only one which is applicable)
Challenge
Tick
Strongly agree
Agree
I do not know
Disagree
Strongly disagree
10. The selection of employees for training and development follow the criteria
given out without any bias (Please tick only one which is applicable)
Challenge
Tick
Strongly agree
Agree
I do not know
Disagree
Strongly disagree
11. The management follow procedures during the choice of employee for
training and development? (please tick only one which is applicable)
101
Challenge
Tick
Strongly agree
Agree
I do not know
Disagree
Strongly disagree
12. The employer provides the subsidies during the training process in terms of
fees, accommodation, stationeries and meal allowance? (please tick only one
which is applicable)
Challenge
Tick
Strongly agree
Agree
I do not know
Disagree
Strongly disagree
13. The training provided helps the employees to perform their current tasks
better? (Please tick only one which is applicable)
Challenge
Strongly agree
Agree
I do not know
Disagree
Strongly disagree
Tick
102
14. Based on your own experience, does Bukoba Municipal Council provide to its
employees training and development the status it deserves?
YES [ ]
NO [ ]
15. If the answer for question number (15) is NO, the reasons for not giving the
status it deserves are:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
16. What is your opinion on what should be done in order to ensure effectiveness
of the process of employees training and development in Bukoba Municipal
Council?
103
APPENDIX B: INTERVIEW GUIDE
This interview guides aims at seeking the information from Bukoba Municipal
Council interviewee regarding the effectiveness of training and development in local
government in Tanzania.
Researcher‟s introduction
1. Would you kindly provide your brief historical background in Bukoba
Municipal Council?
2. Do you know anything about training and development in your organisation?
3. Please tell me, are you aware of the criteria governing the selection of
employees for training and development in Bukoba Municipal Council? (In
brief what are they?).
4. Please can you explain the challenges (problems) facing you as an employer
during the training
and development of an employee in your municipality?
5. Among the challenges mentioned in question 4, please can you rank them
according to the way they affect your organisation?
6. Can you elaborate the way(s) in which you overcome the challenges facing
training and development programme in Bukoba Municipal Council?
7. As I know, there are more than one department in this organisation. Which
department is mostly concerned with training and development? (Why?)
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8. To what extent human resource department is involved in the employees
training and development programmes in Bukoba Municipal Council?
9. Please, may you talk a bit about the relevance of the training and development
provided to the employees?
10. In which ways B
ukoba Municipal Council benefit from the employees
who undergo training and development programmes?
11. Do you have any suggestions concerning the whole process of the training and
development programme in your organisation?
12. Anything more which you think is important to this study but it has not been
touched by these questions?
13. Do you have any question(s) to the researcher in relation to this study?
Thank you.