Assessment of Human Resources Training Programs

Provided by the Federal Prison Administration

(Alleltu Correctional Training Center).

ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDIES

BY

ASAYEHEGNE BOGALE

JUNE 2016

ADDIS ABABA

i
 ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES

Assessment of Human Resources training programs

Provided by Federal Prison Administration
(Alleltu Correctional Training Center).

A Thesis Presented to the School of Graduate Studies

Addis Ababa University

In Partial Fulfillment of the Requirements for the Degree of Masters of Arts

in Human Resource and Organizational Development in Education

By

ASAYEHEGNE BOGALE

JUNE 2016
ADDIS ABABA

ii
 ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDIES

Assessment of Human Resources training programs

Provided by Federal Prison Administration
(Alleltu Correctional Training Center).

By

ASAYEHEGNE BOGALE

Approved by the Examining Board

______________________________ _________________
Chairman, Department Graduate Committee Signature

_______________________________ ________________
Advisor Signature

____________________________________ _____________________
Internal Examiner Signature

iii
Acknowledgments

First of all I am grateful to The Almighty God for establishing me to complete this thesis.

“The word ‘teacher’ represents knowledge; transfer of the knowledge from the teacher to the

taught. In fact, the foundation that builds a person in life is too great extent based on the

knowledge he gets from his teacher. If there is somebody other than our parents who plays an

important role in our mental development, it’s our teachers”

My Appreciation is expressed to my thesis advisor and instructor Yekunoamlak Alemu (PhD),

for his instruction and critical view of in every dimension, comments to upgrade my skill in

conducting research and equipped my career regarding professional capability and also in

creating a valuable confidence for the future ability of presenting.

With folded thanks to my friend Mr. Birhanu Kasa, Mr. Million Denku and Dr.Hagos

W/Kidan,Ato Dawit instructor of psychology etc. Last but not least Departement of

Philosophy Instructors Those have been a source of inspiration in throughout my research

period and always remain with me in ups and downs with their pain staking efforts and

luminary guidance.

At the end of my thesis, it is a pleasant task to express my thanks to all those who are not

listed the name but contributed in many ways to the success of the study and made it an

unforgettable experience for me.

iv
Table of Contents’
Acknowledgments i
Table of Contents’ ii
List of Tables v
Acronyms and Abbreviations vi
Abstract vii
The Problem and its Approach 1
1.1 Background of the Study 1
1.2. Statement of the Problem 4
1.3. Objectives of the Study 6
1.3.1. GeneralObjective.............................................................................................................6
1.3.2. SpecificObjectives...........................................................................................................7
1.4. Significance of the Study 7
1.5. Delimitation of the Study 8
1.6. Limitation of the Study 8
1.7. Definition of Terms9
1.8. Organization of the Study 9
2.1 Overview of Employee Training and Development Program 11
2.1.1 Conceptual Frameworks.................................................................................................11
2.1.2 The concept of Human Resource Training......................................................................12
2.1.3 Definition of Training.....................................................................................................12
2.1.4 Effective training practice...............................................................................................14
2.2 The process of Human Resource Training 15
2.2.1 Training Need Assessment (TNA)...............................................................................................16
2.2.1.1 Organizational Analysis....................................................................................................17
2.2.1.2 Person Analysis.................................................................................................................18
2.2.1.3 Task Analysis....................................................................................................................19
2.3 Design Training programs..............................................................................................................20
2.3.1 Training objectives..........................................................................................................20
2.3.2. Training and Development Contents..............................................................................22

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 2.3.3. Training and Development Program..............................................................................22
2.3.4 Trainers and Trainees......................................................................................................23
2.3.4.1 Selection of Trainers.........................................................................................................23
2.3.4.2 Selection of Trainees.........................................................................................................23
2.3.5 Preparing a lesson plan...................................................................................................25
2.3.6 Selecting training methods..............................................................................................25
2.3.7 Preparing training materials............................................................................................26
2.3.8. Training Facilities and Environment..............................................................................26
2.4. Implementing Training and Development Program 27
2.5. Evaluating Training Programs 28
2.5.1 Purpose of evaluation of training programs....................................................................28
2.5.2 Selecting Criteria for Training Evaluation......................................................................30
2.5.3 Approaches to evaluation of training programs...............................................................30
2.5.4 Stages of training program evaluation.............................................................................30
2.6. Constraints of Training and Development Program 31
2.6.1 Management Capacity and Attitude................................................................................31
2.6.2 Availability of Resources................................................................................................32
2.6.3. Financial Problem..........................................................................................................32
3.1 Research Design 33
3.2 Sources of Data 34
3.2.1 Primary Data Sources.....................................................................................................34
3.2.2 Secondary Data Sources..................................................................................................34
3.3 Population 34
3.4 Samples and sampling techniques 35
3.4.1 Sampling Techniques......................................................................................................36
3.5 Data Gathering Instruments 37
3.6. Pilot Testing 38
3.7. Data Collection Procedures 39
3.8 Method of Data analysis 39
4.1. Characteristic of the Respondents 40
4.2. Analysis and Interpretation of the Findings 42
4.2.1. The practice of conducting training needs assessment (TNA)....................................................42

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 4.2.1.1. Prioritization of Identified Needs.....................................................................................47
4.2.1.2. Training Objectives..........................................................................................................48
4.2.2. Training Design..........................................................................................................................51
4.2.2.1. Training Contents.............................................................................................................51
4.2.2.2. Training Aid Selection.....................................................................................................58
4.2.3. Selection of Trainees and Trainers..............................................................................................60
4.2.3.1 Trainees’ Selection............................................................................................................60
4.2.4. Delivery of Training...................................................................................................................65
4.2.5. Training Evaluation....................................................................................................................71
5.1. Summary 81
5.1.1. Issues Related to Training Needs Assessment and Training Objectives.....................................81
5.1.2. Training Design..........................................................................................................................82
5.1.2.1. Training Contents.............................................................................................................82
5.1.2.2. Training Facilities, Premises, and Training Aid...............................................................83
5.1.2.3. Selection of Trainees........................................................................................................83
5.1.2.4. Selection of Trainers........................................................................................................83
5.1.3. Delivering of Training................................................................................................................84
5.1.4. The Practice of Training Evaluation...........................................................................................84
5.1.5. Major Constraints.......................................................................................................................85
5.2. Conclusion 87
5.3. Recommendations 90
References 93

Appendix…A
Appendix…B
Appendix…C
Appendix…D

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List of Tables

Table1: samplesize determination……………………………….……….…………….….…..36

Table 2: Characteristics of the Respondents………………………………….……………... 42
Table 3: A Percentile Result on Training Need Assessment (TNA) -A……………………...44
Table 4: The Practice of TNA Techniques as Perceived by respondents –B………….….... 45
Table 5: Sources used in the Analysis of Training Needs………………………………….....47
Table6: Respondents’ Rank Order on Factors of Prioritization of Identified TNA……….48
Table 7: Training Objective as perceived by respondents………………………………..… 50
Table 8: Training Contents as perceived by respondents……………………………….……53
Table 9: Respondents’ Rank Order of Training Design……………………………………..56
Table 10: Trainers’ Ratings of Training Design……………………………………………….58
Table 11: Training Facilities and Premises as perceived by respondents……………………59
Table 12: Respondents’ Mean Ratings of Training Aid Selection…………………………....61
Table 13: Respondents’ Rating on the Selection of trainees……………………………….62/63
Table 14: Selection of Trainers as Perceived by Trainers……………………………….……66
Table15: Delivery of Training Programs as perceived by trainers……………………….....68
Table 16: A t-test result on the Delivery of Training Programs………………………………68
Table 17: Trainers’ mean Ratings on the Selection of Training Methods…………….……..71
Table 18: A Chi-square Result on Training Evaluation-A……………………………………72
Table: 19 Respondents’ Perception of Training Evaluation-B……………………………….73
Table: 20 Training Evaluation mechanisms as Perceived by Trainers-C……………………74
Table 21: Respondents’ Perception of Training Evaluation-D……………………………….75
Table 22: Respondents’ Perception of Training System………………………………………76
Table 23: Respondents’ Perception of the Outcome of Training Programs…………..……..77
Table 24: Respondents’ Ratings of the Constraints of Training Programs………………….78

viii
Acronyms and Abbreviations

FPA Federal Prison Administration

ACTC Alleltu Correctional Training Center

TP Training Program

TNA Training Need Assessment

TE Training Evaluation
TNA Training Need Assessment
TPs Training Programs
T&D Training and Development
SAT Systematic Approach to Training
SPSS Statistical Package for Social Science
HR Human Resource

ix
Abstract
The main purpose of this study was to assess the human resource training programs provided by the
Federal Prison Administration. The study was conducted in the Alleltu Correctional Training Center
and under Federal Prison three branch Prison Center that were selected using simple random sampling
technique. A descriptive survey method was employed for this study. Data were gathered using
questionnaires, interview and direct observation of the training sessions. The sources of the data were
trainees, trainers, training Center director, Deputy General Director, training experts, and some related
documents. Sample respondents in the study were selected using simple random sampling techniques.
The results obtained were analyzed using percentage, mean, mean rank, t- test, and Chisquare (χ2).
The quantitative data analysis was processed by the use of SPSS software 20 version.

The result of this study indicated that Training Need Assessment conducted by the Alleltu Training
Center has not been done in a scientific and appropriate manner. It was based on subjective data
without identification of the true needs of the Prison Administration and analysis of gaps. In the
processes of designing training programs necessary stakeholders such as trainees, respective working
unit leader or supervisors were not consulted. The study further discussed that training facilities like
training room and catering were not conducive except training environment.

The finding also indicate that the selection of trainees and trainers were not based on clear criteria.
Training evaluation was made only at the end of the training program; efforts were not made to
evaluate the changes in job performance and the impacts on the organization as results of training.
Lack of clear training policy and structure, lack of knowledge and awareness about the need and the
importance of TNA, lack of providing training based on training policy and training need assessment,
lack of linkage between training and career development or promotion were some of the major factors
that hinder the achievement or the practice of training programs.

The study suggested that to make training programs, strategic and systematic, TNA, training design,
selection of trainees and trainers, delivery and evaluation of training programs have to be carefully
executed by involving necessary stakeholders in line with the prison administration demands. Besides,
clear training policy, guidelines, manuals, procedures, and structure should be developed or revised
with clear accountabilities and responsibilities.

Key words: Training Need Assessment, Training Design,Selection Critiria and Training Evaluation

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 CHAPTER ONE

The Problem and its Approach

This Chapter deals with the problem and its approach. It Contains background of the study, a statement
of the problem, objectives of the study, the significance of the study, delimitation of the study,
limitation of the study, research design, and methods, and organization of the study .

1.1 Background of the Study

Training and development has become increasingly vital to the success of organizations. It
plays a central role in nurturing and strengthening employees’ competencies and major
strategy in the implementation of organizational goals. In addition, rapidly changing
technologies requires employees continually improve their knowledge, skill, abilities to cope
up with the changes. This is because in rapidly and ever changing world, organizations need
different kinds of resources (material, financial, information and human) for the achievement
of organizational goals. Among these, human resource is the most important and decisive for
any organization to remain competent as well as to meet the current and future need of the
organizations (Wossenu, 2001:47).

In relation to this, Harris and DeSimone (1994:2) state that in order to meet the current and
future needs organizations should begin training and development activities when an
employee joins an organization and continue throughout his/her career’s whether he/she is an
executive or not. This indicates that employee training and development is a continuous
process where employee knowledge and skills are enhanced to perform their job effectively
and efficiently and improve the achievement of organizational goals. Harris and DeSimone
(1994:2) further state that those programs that are designed to develop people in organizations
should be integrated into long-term plans and strategies of the organization.

The success and effectiveness of training and development programs, among others, depends
on genuine analysis of training and development needs as well as the match between overall
organizational objectives and contents of the program. Therefore, to be effective and achieve
the intended goals, the training and development programs should consider the objectives of
the organization and the needs of the employees.

1
Thus, the above statements state that training and development program needs to be designed
in a systematic, realistic and logical ways and should start with a complete understanding of
training and development needs of the organization to bring the desired results. Ithelps the
organization to grow, adapt to economic, social, political and technological developments.
Moreover, it is crucial to employees’ personal growth in enlarging their capacity to
successfully handle greater responsibilities and fosters greater satisfaction to employees and
managers (Mondy and Noe, 1990:270).

The process and result of training and development programs should be evaluated
continuously by the organizations. Evaluation is not a one shot activity which is performed at
the end of the program. It is a continuous and cyclical process which is conducted at each
phase throughout the training and development program. Evaluating the success of training
and development program is an important element in training and development programmes.
It is an important tool by which the degree or level of effectiveness of a program is
determined in reaching out its target (Harris and DeSimone, 1994).

Organizations, both profit and nonprofit, are established for achieving pre specified goals.
Toaccomplish these goals human, financial, material, etc. resources are required. Among
theseresources, human resources are very crucial because human resources are the most
valuableassets of any organization. Machines, materials, money and even with the
advancement ofrobots and software, nothing can replace human thinking, skills, and talent.
However thecompetitive pressure facing organizations today require that staff members’
knowledge and ideasbe current and that they have skills and abilities that can deliver results
(Mathis and Jackson,2008: 260).

Different writers like Noe and others (2008: 266) and Graham (1983: 166) identified
thebenefits of training as follows: increase productivity, improves the quality of work;
improveskills, knowledge, understanding and attitude; enhance the use of tools and machine;
reduceswaste, accidents, turnover, lateness, absenteeism and other overhead costs, eliminates
obsolescein skills, technologies, methods, products, capital management etc. However, it is

2
logical tosuggest that these benefits can be realized if only training program is administered
properly andsystematically.

Generally, training programs improve the competency of employees and the overall
performance of organizations. It is a means of achieving effective performance and hence
must be seen as an integral and vital part of the whole system of work.

So this is therefore, access to sufficient training for criminal justice sector agencies, are
extremely important to strengthen the administration of justice and the rule of law. Adequate
training is particularly important for prison staff in order to ensure human rights are being
upheld, to drive reforms and raise professional standards. This training should include training
before becoming a prison warden (guard), as well as in-service training to maintain and
enhance knowledge and skills.

The Ethiopian Government established the Federal Prisons Administration via Proclamation
No. 365/2003 to “admit and ward prisoners, and provide them with reformative and
rehabilitative service in order to enable them to make attitudinal and behavioral changes, and
become law-abiding, peaceful and productive citizens”. According to Proclamation No.
365/2003 – section 6.9 and 6.10 The establishing law further indicates that training is a very
important component of the mandate of the Federal Prisons Administration, referring to it in
several sections: ‘Recruit, employ, train and administer the necessary prison wardens and
other necessary staff.’ And ‘Facilitate opportunities for training in Ethiopia or abroad in
order to upgrade the professional competence of the Administration's employees'.’

The Management Council of the Administration is mandated to prepare training plans of the
Administration. One of the functional relations of the Federal Prisons Administration with
Regional Prison authorities is to facilitate training opportunities for prison guards and other
staff of the regions. The Joint Council, made up of representatives from the Federal Prisons
Administration and Regional Prison Authorities, has a specific responsibility in relation to the
training of prison wardens :(Proclamation No. 365/2003 – section 34(4)(c) ) and‘The Joint

3
Council shall… jointly devise the direction, content and standard of prison wardens'
training.’

In this regard, the Federal Prison Administration has a central training center at Aleltu, which
is located 62 kms outside of Addis Ababa. The Alleltu training center was established in 1976
as part of the Federal Prisons Administration. The school provides training for new recruits to
both federal and regional prison administration, a course for middle managers and specialist
courses. Now serves as the sole prison training center for Ethiopia. Unlike the other justice
sector training center, there is no training center for prison staff established by any of the
regions.

Structurally the Training Center is organized under The Deputy Director General in charge of
planning, human resources and finance has responsibility for training provision, Head office
in Addis Ababa (planning, funding and delivery through the Alleltu Training School). Day-to-
day management of training rests with the Head of the Training School, who is responsible for
submitting training proposals and seeking funding to deliver them. Therefore, this study
intends to assess how new recruits and the short term in service training is carried out in a
systematic and a rational manner in the Alleltu training center.

1.2. Statement of the Problem

In a systematic approach to training, each phase of the process produces results needed by
thenext phase. For example, the training need analysis phase provides learning goals which
are usedby the next phase, training design. Training design references the goals to design
methods and Materials from which learners can reach the goals and objectives. Typically,
each phase provides ongoing evaluation feedback to other phases in order to improve the
overall systems process.Therefore, in the processes of training activities each phase has a
positive or negative impact onthe other phases.

Noe and others (2008: 267) identified the reasons why training fails to achieve its
expectedobjective. According to them, an organization may lose money on training because it
is notlinked to a performance problem or business strategy, or because training needs are not

4
properlyidentified or because its outcomes are not properly evaluated. This shows that
organizations havebeen investing money in training simply because of beliefs, it is a good
thing to do. Therefore,from these we can understand that like any other business process,
training can be very wastefulinstead of investment, if it is not designed and administered in a
systematic manner.

The Federal Prison Administration has beenengaged in Training and Development activities
with the main objective of building thecapacity of its employees, particularly, managerial
level in officer status as well as to improve the performance of the Prison Administration staff
by giving special course. The Administration invests a significant amount of money every
year to undertake various in house (Alleltu Training Center) and external Training and
Development programs.

But the issue is whether or not the Administration or Training Center usesa systematic
approach to trainingand how appropriately each component of the training: like, identifying
training needs,designing training, delivering and evaluating training is formulated and
translated into actionsbased on specific needs of the Administration to address the mission and
vision of the correction center. Otherwise the training cost could be wastage insteadof
investment, if training is not systematically planned and administered to satisfy the needs
ofthe Administration as well as the needs of employees.

Therefore, training is being evaluated not on the basis of the number of programs offered
andtraining activities in the organization or the amount of budget on training but on how
trainingaddresses business needs related to learning, behavior change, skills acquired, and
performanceimprovement (Noe and others, 2008: 267).

Annual evaluation report of 2015 implies that, correctional training center was affected by the
lack of well trained trainers and lack of facilities.While there are many factors that might
affect the effectiveness and efficiency of training,2015 report indicated that lack of clear
duties and responsibilities between the activities of thetwo entities is that, the Training and
EducationTeam under Human Resource Directorate at head office, the teaching learning

5
 process also were not in systematic manner and Federal Prison Correctional Training Center,
the effectiveness and efficiency of the training programs were affected due to
structuralproblem and unclear duties and responsibilities between these two entities.

Although various writers for instance, Noe and others (2007: 209, Mathis and Jackson
2008:267) stated that the concept of systematic training refers to all activities that range from
assessingneeds to evaluating the results, as far as the knowledge of student researcher is
concerned,systematic research had not been conducted on the practice of an overall training
system of Aleltu training center.

Therefore, it was timely and important to assess whether or not the training program was
carriedout in a systematic manner in line with standard literatures that help to identify the gap
betweentheory and practice of training. Besides, this study intended mainly to assess some of
thepractices and problems of training programs offered by the Aleltu training center and to
come up with necessarypolicy alternatives.

The study was primarily concerned with assessing the training practices conducted by Aleltu
Prison Correctional Training center. To this effect, the following Basic research questions
were raised and answered.
1. Does Correctional Training center conduct training needs assessment? If they do, how do they
assess such needs?
2. How training is designed and delivered in Federal Prison Training Center /Aleletu/?
3. To what extent clear selection criteria for trainees and trainers exist?
4. What look like the mechanisms of evaluation takes place in training program?
5. What are the major constraints that hinder the practice oftraining programs?

1.3. Objectives of the Study

1.3.1. GeneralObjective
The overall objective of this research was to assess the extent to which assessment of the
trainingneeds, planning or designing of the training program, selection of trainees and
trainers,delivering and evaluation of the training program were practiced systematically

6
 andappropriately. And also to identify problems related to the activities and to recommend a
feasible solution for the problems.

1.3.2. SpecificObjectives
The general objective was achieved by attaining the following specific objectives
 To examine if there is effective training practice;
 To identify how training needs assessed;
 To explore the training design practice.
 To investigate if trainees and trainers have clear selection criteria;
 To assess how training is delivered and to examine mechanism used in evaluation of Training
programs
 To identify major constraints that hinder the achievement and the practice of the Training
programs

1.4. Significance of the Study

This study was thus, supposed to be worthwhile in serving the Correctional training system
byproviding first hand and valuable information regarding the practice and problems of the
trainingprograms provided by the Alleltu Training Center that help in assessing, designing,
delivering andevaluating the training programs systematically. Moreover, the study had
significance for the Training center coordinator and officers or experts in indicating their role
in the processes ofproviding effective and efficient training program to the new recruit and
special course in short term training as well as upgrading managerial level in demands of
society and constitutional perspective.

The other significance of this study is that the Federal Prison Administrationat national level
currently working on the process of upgrading the training center to college level to make
excellence training center which requires systematic trainingprograms and extensive training
of employees. Thus, it is timely for this study to be conductedthat will be a valuable input to
develop clear training policy or to revise the existing one or todesign systematic training
program that will help for implementation of upgrading processin relation to training
activities. Finally, it is believed that thisstudy will add a piece of information to enrich the
existing literature on the topic.

7
1.5. Delimitation of the Study
This study was delimited to an assessment of training programs offered by the Aleltu
Correctional Training Center. The first reason was the researcher working for the Federal
Prison Administration as Change Management Coordinator and part time teacher in the
training center.

Therefore, since most of trainings mainly focus on /basic training for new staff and short term
for senior staff / have been provided by the Alleltu correctional training center, training for
those who are working in Federal Prison Administration those are at Addis Ababa Prison
Sector, Zeway Prison Center, Shewa Robi Prison Center, Dire Dawa Prison Center and Head
office. In Addis Ababa the center has also served as a central traininginstitution, it is logical to
delimit the study to thistraining center because it serves as more of a Prison center under
Federal Prison Administration.

Moreover, this study wasfocused on the trainings that are most recently provided by Aleltu
Training Center,i.e. in the year 2007 E.C. Because it is the most recent and appropriate, access
to different dataor information. In addition to this, respondents did not face difficulty to
remindhow training had been conducted.

1.6. Limitation of the Study

Reluctance of respondents to fill and return the questionnaires on time, unavailability of
Deputy General Director in charge of Planning, Finance and Human Resource Sector for
interview and absence of organized documents related to training practices were the major
limitations of the study. Moreover, lack of relevant and adequate references related to training
in thecontext of Correctional training center and lack of experience and skills of conducting
such relatively comprehensive study on the part of the researcher were other challenges that
probably affect the findings of the research. However, the researcher has been able to manage
the resource limitations by making an extensive use of library materials in and outside of
Addis Ababa University and Federal Prison Administration.

8
1.7. Definition of Terms
 Administration means the Federal Prison Administration.
 Training is a systematic and planned activity or processes through which employees
acquire knowledge, skills, abilities, attitudes, and behavior that are critical to perform
present and future job effectively and efficiently, including modifying attitude of
trainees and capacities, (Noe and others 2008: 267).
 Assessment To analyze critically and judge definitively the nature, significance,
status, merit, importance, size or value of something (Gove, 1972:131)
 Training institution /Training Center/ means a training school or an institution
where regular professional training is given to prison wardens.(Regulation Number
137,Federal Prison Wardens)
 Systematic training is the process of identifying what training is needed, planning
ordesigning appropriate training programs to meet this need, implementing the training
and ensuring that employees are assisted to acquire skill and knowledge they need in
the most efficient manner and finally evaluating as far as possible the effectiveness of
the particular training program satisfying any residual training requirement, (Kenney
1979: 7-8; Mathis and Jackson, 2008: 267).
 Designing a training program involve determining and sequencing the content of the
training programs, selecting appropriate facilities and premises, selecting, training
equipment or aid, deciding training environment and selecting the appropriate trainers
and trainees, (Zaccarelli, 1997 :19).

1.8. Organization of the Study

The study consists of five chapters. The first chapter deals with the problem and its approach.
The nature of the problem and its magnitude, the importance and urgency of the study, and the
areas to which the conclusions will be confined are briefly discussed in the chapter. The
review of the related literature is treated in the second chapter. This chapter presents the
conceptual frameworks or a brief review of related studies that serve as grounds and evidence
to support the basic questions about the study. Chapter three addresses research design and
methodology. It explains the methods, approaches, procedures and tools that were used to
achieve the purpose of the study. The fourth chapter focuses on the analysis and interpretation

9
of the data collected. In the chapter the data collected from the field were organized,
processed and interpreted. The last chapter treats summary, conclusion and recommendations.
It briefly discusses the major findings, the researcher’s judgment drawn from the major
findings and the suggestions forwarded to alleviate the existing problems in conducting
training and development programs.

10
 CHAPTER TWO
Review of the Relatated Literature
This chapter deals with the review of related literature to support the study with relevant
evidences.

2.1 Overview of Employee Training and Development Program

2.1.1 Conceptual Frameworks

A conceptual framework that shows the variables under study can be presented as follows.

Figure 1. The conceptual framework that shows the variables under study:

11
Source: Researcher’s own framework

2.1.2 The concept of Human Resource Training

Different scholars defined the term training in different ways.However; all these definitions
have similar connotations. Training is the process of providing employees with specific skills
or helping them to correct deficiencies in their job performance.(Gomez-Mejila, Blain and
Cady, 1995), it is those activities that serve to improve individuals’ performance on currently
held a job or on one related to it.It is also a process by which people acquire knowledge or
skill to attain organizational goals (Mathis and Jackson, 1997; Wills, 1993).

Training is a continuous process and systematic development and purposeful method of

improving employees’ knowledge, skills and attitudes. It is designed to maintain or improve
current job performance .Mostly training is directed at helping employees perform better in
their current jobs. In doing this it ensures that the organization has the workers with skills and
knowledge it needs to achieve its strategic objectives. Besides, this training programs help to
train new employees to the level of performance required in their jobs quickly and
economically. Moreover, training makes employees ready to take responsibility in the future
(Armstrong, 2001; Stonner and Freeman, 1989).

2.1.3 Definition of Training

An organization that values, knowledge as a competitive implements should develop and
introduce mechanisms to guarantee constant learning. One of these mechanisms is training
.Training has been defined by many authors in different ways. Some of the definitions are
listed below.

Training is considered to be one of the most significant processes within the strategic
management of human resources. According to Gomez,Lorente and Cabrera, (2003) training,
first, play a critical role in maintaining and developing capabilities.Both individual and
organizational. And also substantially contributes towards the process of organizational
change, it improves the retention capacity of qualified employees, it implies the organization’s
long term commitment as regards its employees and reinforces the individual’s motivation
.All this lead to greater levels of competitiveness. In 2001,Campbell and Kuncel found that
one of the most frequently encountered human capital development interventions is training

12
,defined as “ a planned intervention that is designed to enhance the determinants of individual
job performance”

According to Armstrong, (2006) training is the use of systematic and planned instruction
activities to promote learning. As jobs evolve and change, ongoing retraining is necessary to
accommodate technological changes. Training may also be defined as the “planned effort by a
company to facilitate employees’ learning of job-related competencies. These competencies
include knowledge, skills or behavior that is critical for successful job performance” (Noe,
2006)

Training is related to the skills deemed necessary by the management of an organization that
must be acquired by the members of that organization, in order to improve the probability of
achievement of its goals. Training offered to employees, may help them reduce their anxiety
or frustration, brought on by work demands, that they are not familiar with, and they are
lacking the skills to handle effectively (Sahinidis and Bouris, 2007). From a company
perspective, training of company employees is essential for organizational operation and
organizational advancement. From an employee perspective, these same factors are both
crucial and critical for skill development and for career advancement (Acton and Golden,
2003).once the comparison of the “gap” between capabilities needed in the organization and
those existing in employees are identified, and then training and development activities must
be designed.

A comprehensive definition of training formulated by the Manpower Services Commission as

cited in Wilson (2005: 4) is that training is a planned process to modify the attitude,
knowledge or skill behavior through the learning experience to achieve effective performance
in an activity or range of activities. Its purpose, in the work situation, is to develop the
abilities of the individual and to satisfy the current and future needs of the organization.

DeCenzo and Robbins (1999: 56) and some other authorities' definitions include changes of
attitude as part of training. They state that training can involve the changing of attitudes. On

13
the contrary, wills (1993: 97) argue that apart from being incredibly difficult to measure
altitude, it is the environment and culture of a business that primarily determines it.
The writer further explains that even though it has an important part to play in this, and can
help update the environment for the change of attitudes, training alone will not change
anybody's long-term attitude.

Harris and DeSimone (1994: 124) describe training starts when a person joins an organization
in the form of orientation. Mathis and Jackson (1997: 103) also see orientation as a special
kind of training and they define it as the planned introduction of new employees to their jobs,
coworkers, and the organization.

From those definitions “training” is much more in line with this study because, training
becomes specialized and practical means of learning and is directly associated with the jobs
and tasks which a person performs in an organization. In short, training is job centered and
concerned with performance; hence, it is basic to performance improvement through
enhancing job related knowledge, skills and attitudes in a person.

2.1.4 Effective training practice

For training programs to be effective, percipients should believe that participating in learning
would lead to desired rewards (Goldstein and Ford, 2002). Trainees with higher training
motivation would, therefore, believe that participation in the program and the subsequent
knowledge gain will lead to valued outcomes (Noe, 1986) the purpose of the training should
be clearly defined in terms of the behavior required as a result of training .defining expected
behaviors will provide the basis for evaluation, which is an essential element in the
achievement of successful training (Armstrong,2009) .the content of the training should be
related to the work contents of the participants .ideally, their work should be made a central
feature of the subject matter. Generally for training programs to be effective, training need
assessment, design, delivery and evaluation should be well applied throughout training
practices.

14
 2.2 The process of Human Resource Training
The process of HRT must be systematic and directed towards the accomplishment of some
organizational objectives, such as efficient production method, improved quality of products
or services and reducing operational costs. Systematic training is likely to make organization
efficient and progressive. In the systematic approach to training first the job is analyzed and
defined(Rue and Byars, 1992). Then the employees being considered for training are studied
whether they satisfy the required standard. Next, training should be given and an appropriate
record has to be kept. After that, the performance achieved must be measured and an attempt
should be made to evaluate the cost of training compared with the benefits gained by the
improved performance of employees.
Evaluati
on
Assessment Design Implementation

Assess needs

Define
objective Select
Prioritizes
needs evaluation
criteria
Develop lesson
plan
Determine
evaluation
Develop / acquire
design
materials

Deliver the
Select Conduct
HRD
trainer/lead evaluation of
program or
er program or
intervention
intervention
Select methods
and techniques
Interpret
Schedule the
results
program/interven
tion

Source: RANDY L.DESIMON@2002

Figure2: Training and Human Resource Development Process Model

15
2.2.1 Training Need Assessment (TNA)
Training Need Assessment is defined as a process of identifying a problem, collecting,
analyzing, and interpreting data and then using this to select or design an appropriate human
resource training and development intervention to address the problem (Opperman and
Meyer, 2008: 35). The TNA process should answer questions that relate to “what, where,
when and who” should be trained (Goldstein and Ford, 2002: 220).

According to Noe and others (2008: 270-271), training needs assessment refers to the process
used to determine if training is necessary. There are many different “pressure points” or
reason suggests that training is necessary. These include performance problems, new
technology, internal or external customer request for training, job redesign, new legislation,
and change in customer preference, new product, or employees’ lack of basic skills as well as
support for the company’s business strategy. However, these writers stress that it is important
to note that these pressure points do not guarantee that the training is the correct solution; only
the lack of knowledge can be addressed by training. They added that the other pressure points
require addressing issues related to consequence of good performance (pay system) or the
design of the work environment or other means than training.

Therefore, from the above idea one can understand that training needs assessment is not only
identifying, or determine the gap between the desired and the actual practices, but also
analyzing or ensuring whether or not the gap is saved through training. It means that the
performance gap can be solved through training if the gap is because of lack of knowledge,
skill, abilities, and behaviors.

Concerning the person who conducts training needs assessment, Cowling and Mailer (1981:
55) stated that training needs analysis for an organization will normally be undertaken by
training managers with the cooperation of line mangers, but sometimes happens that a line
manager with no specialty training knowledge is asked to undertake the exercise with his or
her own department or section. Where this is the case the training services division and
appropriate industry training needs can be of help.

16
Goldstein and Ford (2002), as well as Gupta and others (2007) agreed that training programs
should start with a needs assessment process. In line with this concept Goldstein (1974: 27)
explains training needs assessment from a medical perspective “A doctor diagnoses illness
using x-ray and laboratory tests before he or she attempts to prescribe a cure though
medication, surgery, or other techniques. The training analysis also makes a diagnosis using
organizational analysis, task analysis and person analysis to determine if a cure is
necessary and which cure is most likely to produce the desired results.” Therefore, since
training needs assessment is a foundation for other trainings stages, it requires an appropriate
diagnosis before intervention is made. In supplementing of this idea most writers agreed that
training needs can appropriately assess by accomplishing analysis at three levels,
organizational, task and person analysis (Mathis and Jackson, 2008: 267, Gemez-Mejia and
others, 1995: 293), Goldstein, 1974: 27) and others. While each of these three analyses is
discussed separately, they all interact with each other, for example, information for task
analysis often results from organizational analysis (Goldstein, 1974: 27).

2.2.1.1 Organizational Analysis

According to Truelove (1998: 50) analysis of organizational training needs (AOTN) is a
process of taking an overview of the performance of the organization. Its purpose is to
identify where training can make a major contribution to improving organizational
performance. It sets out to answer the following questions about the way the organization is
functioning now and is expected to function in the future: what? When? Where? Who? And
How? In organizing and ensuring these questions the process will allow issues and problems
which the organization currently faces to be identified.

Training needs can be diagnosed by analysis, organizational outcomes and looking at future
organizational needs. A part of planning for training is the identification of the Knowledge,
Skill, Attitudes that will be needed now and in the future as both jobs and the organization
change. Both internal and external forces will influence training and must be considered when
doing organizational analysis (Mathis and Jackson, 2008: 267-268). Sources of information
used in training need assessment for organizational analysis circumstances, accidents, waste
or scrape training observation, observation complaints, exist interviews and equipment use.

17
Organizational analysis is a process for determining the appropriateness of training (Noe and
others, 2007: 212). To this effect, managers need to consider three factors before choosing
trainings as a solution to any pressure points; the company’s strategic direction, the training
resources available, and support of managers and peers for training activities. In other words,
if peers and managers’ attitude and behavior are not supportive, employees are not likely to
apply the training content to their job.

In addition to this, it is necessary to identify whether the organization has the budget, time,
and expertise for training. Even if training fits the organization’s strategy and budget, it can be
viable only if the organization is willing to support their investment in training (Noe and
others, 2007: 212). Therefore, the organizational analysis looks at training needs in light of the
organizational strategy, resource available for training and management support training
activities.

2.2.1.2 Person Analysis

Following the organizational assessment, needs assessment turns to the remaining areas of
analysis: person and tasks. The person analysis is a process for determining individual need
and readiness for training. It involves answering several questions: Does performance
deficiencies result from a lack of knowledge, skills, or ability? (If so, training is appropriate; if
not, other solutions are more relative). Who needs training? The answers to these questions
help the manager identify whether training is appropriate of a new technology or services, all
employees may need training. However, when needs assessment is conducted in response to
performance problems, training is not always the best solution (Noe and others, 2007: 212).
The person analysis also should determine whether employees are ready to undergo training.
In other words, the employees to receive training not only should require additional
knowledge and skills, but must be willing and able to learn (Noe and others, 2007: 213).
The person analysis is therefore, critical when training is considered in response to a
performance problem. In assessing the need for training, the manager should identify the
entire variable that can influence performance. The primary variables are the person’s ability
and skills, his or her attitude and motivation, the organizations input (including clear
direction), performance feedback (including praise and performance standards), and positive
consequences to motivate good performance.

18
Of these variables, only ability and skills can be affected by training. Therefore, before
planning a training program, it is important to be sure that any performance problems results
from a deficiency in knowledge and skill. Otherwise training dollars will be wasted, because
the training is unlikely to have much effect on performance.

Sources of information that used in training needs assessment for person analysis are tests,
records, assessment centers, questionnaires, survey, job repeated, and performance appraisal
(Mathis and others, 2008: 267). The most common approach for making that individual
analysis is to use performance appraisal data. Generally, person needs are identified by
determining what skill, knowledge and attitudes an employee must develop to perform the
duties and tasks of the current and future job in the organization (Tracey, 1984: 61).

2.2.1.3 Task Analysis

The third area of needs assessment is tasks analysis, the process of identifying the tasks,
knowledge, skills, and behaviors that training should emphasize. The organizational analysis
and the task analysis provide a picture of the task and the environment setting. However, the
task analysis provides a specification of the required behaviors regardless of the individual
performing the task (Goldstein, 1974: 38).

Usually, task analysis is conducted along with person analysis. The understanding
shortcoming in performance usually requires knowledge about the tasks and work
environment as well as the employee. To carry out the task analysis, the human resource
professional looks at the condition in which task is performed. These conditions include the
equipment and the environment of the job, time constraint (eg. Deadline), safety consideration
and performance standards.

These observations form the basis for a description of work activities, or the task required by
the person’s job. Logically, training is most needed for tasks that are important, frequent, and
at least moderately difficult. The analysis of these tasks must identify the knowledge, skills,
and abilities required to perform the task. This information usually comes from interview with
subject matter expert, such as employees who currently had the job (Noe and others 2007:
213).

19
According to Noe and others (2008: 277) a task analysis identifies the conditions in which
tasks are performed. In line with this, there are four steps in task analysis, firstly, select the job
(s) to be analyzed. Secondly, develop a preliminary list of tasks performed on the job by
interviewing and observing expert employees and their managers and talking with others who
have performed a task. Thirdly relate or confirm the preliminary list of tasks and finally
intensify the knowledge, skills, or abilities necessary to successfully perform each task (Noe
and others, 2008: 277).

The other way of doing training needs analysis is to review the jobs involved and the
tasksperformed in these jobs. By comparing the requirement of the job with KSAs of
employees,training needs can be identified. Current job specification can be a source for
analysis, (Mathis and Jackson, 2008: 268).

To sum up, different literatures indicate various methods for determining specific training
needs such as, observation, interview, questionnaire, job description, the difficulty analysis
and appraisal review etc. However, it is noted in various literature that whatever the method
used to identify training needs, at least the following three points must be kept in view: a)
these methods should be used in combination, that is there should never be reliance on one
method because none of these methods can stand alone b) they may be used to identify
training needs of each of the varies groups of employees c) they should be applied to
individual employees since training needs will vary with individual employee.

Thus, training needs assessment is a critical component of the training system because it
provides data to determine who is to be trained, what training programs are needed, and how
the results of training programs are to be evaluated. In sum, training needs assessment is
considered as one of the fundamental prerequisites of an effective training program.

2.3 Design Training programs

2.3.1 Training objectives

After identifying training needs the next step is defining objective of training .in the process
of training activities, the needs assessment phase should provide set of objective for programs
that might be designed (Gomez-Mejia, Blakin and Cardy, 1995).

20
It should come up with precise and clearly defined objectives. This is because, it is the
objectives that express the purposes to be achieved, provide the basis for planning of program
contents, and selection of training methods, and permit control and evaluations of results
(Heneman, et.al, 1996).objectives are statements, which stated intended outcomes of a training
program. They state what trainees should accomplish when a program is over. They guide the
selection of the program content and to some extent guide selection of methods and
techniques .They also serve as the criteria against which a program can be evaluated when it is
over. In other words, they also serve as criteria against which the ultimate success of a
program is evaluated (Heneman,et.,1996).

The objective of the training should be related to the training needs identified in the need
analysis phase, without clearly set objectives it is not possible to design a training program.
Moreover, after it has been executed it will direct the other way of measuring its effectiveness
(Aswathappa, 2002; Getahun, 1990). The success of training should be measured in terms of
the objectives set. Good objectives are measurable objectives or training can be set in any area
by using following four dimensions (Mathis and Jackson, 1997) of quantity of work after
training ,resulting from training .of quality of work after training times lines of work after
training and cost saving as a result of training.Training objectives are essential for a successful
training of HRTP and they are used by the organization to evaluate the program’s success. In
this regard, Werther et al., (1985). Stated that an evaluation of training needs results in
training objectives and these objectives should state the desired behavior and the conditions
under which it is to occur. They served as the standard against which individual performance
and the program can be measured.

After a manger or human resource development professional has identifies the program
objective, a series of decisions must be made regarding the development and delivery of the
program .one of the decisions is whether to design the program internally or purchase it (or
portions of it) from an outside vender or consultant or use some combination of the two
.outside vendors or consultant provide the services which includes assisting with conducting
needanalysis, guiding internal staff to design or implement a program ,designing the program,

21
providing supplemental training material, presenting a previously designed program and
conducting a train – the trainer program to build the instructional skill of internal content
experts.Werther and other (1985):

Organizations decide to purchase a program or part of a program from an outside source a

vendor must be chosen based on the match between the vender’s product or capability with
the organization’s needs and objectives.

2.3.2. Training and Development Contents

Training and development contents are very essential for the effectiveness of the program.
They are very much influenced by the purpose and need for training and development
(Saiyadain, 2003:242). The most appropriate contents would be those that are close to the
actual job to be performed by the employees. Contents of training and development would
vary according to the level of participants. For instance, for managers at executive level
probably conceptual abilities are more important hence one should focus on theories,
frameworks and concepts. Where as, for those at lower levels the emphasis may be on
technical skills and their applications (Saiyadain, 2003:249).

In developing training and development programs sequencing of contents is also another

important point that needs consideration. Contents have to follow some logical and acceptable
sequences usually from simple to complete or from known to unknown to help participants
easily understand and apply in their day to day activities.

2.3.3. Training and Development Program

There are different kinds of training and development programs that could be developed based
on the identified training and development needs analysis. In relation to this Saiyadain
(2003:249) lists four types of standard training and development programs. The first one is
induction Training: This kind of training is conducted when new recruit is introduced to the
organization, conditions of service rules and regulation, etc., which helps to familiarize the
new employee with the content of the job and context of the work environment. The second is
Supervisory Training: Supervisors train for skills, leadership qualities, and for properly
handling and supporting employees. The third is Technical Training: This type of training
program helps to induct new entrants to the operational requirement of the units in improving

22
the skills of existing employees, forth is Management Development: This kind of training is
for mangers it emphasizes on attitude and values, conceptual Knowledge, analytical and
decision making abilities.

2.3.4 Trainers and Trainees

In any training and development program trainers and trainees plays an important role in its
effectiveness. Trainers are important because they provide appropriate guidance and support
for trainees. They also provide the subject matter knowledge. On the other hand, trainees are
important in that they can actively participate in the design of the content of instruction and
also receive and apply the whole training and development program (Tracey, 1984:344).
Therefore, selecting the appropriate trainer and trainee are vital for the efficient and effective
implementation of the training and development programs.

2.3.4.1 Selection of Trainers

Selecting an appropriate trainer is one important element in the provision of effective training
and development program, trainers is expected to enhance and foster the training activity that
helps to achieve the organizational goals. In addition, they shoulder greater responsibility to
ensure that the outcomes of training and development programs are worth enough to the
organization.

Therefore, to select the appropriate and capable trainers from within or outside the
organization that can fulfill the above condition, emphasis should be given to those who are
best qualified through education, experience, technical and pedagogical knowledge and skills.
In addition, good communication skills, and personal qualities should also consider since they
are useful in the process of delivering effective training and development programs (Tracey,
1984:346).

2.3.4.2 Selection of Trainees

The selection of trainees is another important factor that influences the effectiveness of
training and development programmes. In selecting the appropriate trainee's attention should
be given to the responsibility and level of the trainees, educational background, wore
experience, openness to new ideas and perceived need for self improvement (Watson,
1979:117).

23
In addition, Tracey (1984) states that the selection and screening of trainees should seriously
consider the following points:
 Nomination: In nominating trainees for training and development programs different
factors need to be considered. The extent to which the employees need the training;
employee’s potential for advancement; the efforts of the employee towards self-
improvement; the extent to which employee is judged to be willing and able to apply
the new skills up on return to the job; the extent to which the employee’s knowledge,
skills, attitudes or performance are likely to be improved by the training; the degree to
which the organization elements expect to benefit from the employees’ new or
improved knowledge and skill are the major factors that needs due consideration.
 Application: This is the request forwarded by the employee to be admitted in a
training and development programs based on the information provided for the
program.
 Records: Proper screening and selection of personnel for training and development
can take place according to the recorded information available.
 Tests: This method is used for measuring knowledge and skills of employees to be
trained.
 Self Report: This is biographical information and a good source of data with which to
predict success.
 Interview: When training is expensive or involves a high risk method interview will
part of the screening and selection process.
So this is therefore as I mentioned on the above criteria. It is advisable to select the correct
trainees that make training program most achievable, with regard to securing the necessary
information source for selecting the appropriate trainees, as Tracey stated in the above the first
source is nomination by immediate supervisor ,but should reflect consideration of the factor
like the extent to which employee need the training, desire or motivation for training
,willingness and abilities to apply what he/she learns the job, level of knowledge, skill and
attitudes or performance and benefits after training, the second is personal profile, the third is
tests, fourth is application by trainees, finally self report and interview.

24
However, research found by Southiseng and Walsh (2008) revealed that most of the time
employees whom had good networking with immediate supervisor were allowed to join the
available training. Therefore, for an effective training program trainee and trainers should be
selected based on clear criteria and appropriate sources, otherwise training program will be
affected.

2.3.5 Preparing a lesson plan

Program objectives are necessary for pinpointing desired outcomes of a training program, but
these statements alone are insufficient for determining the content of the training program, as
well as the training methods, techniques, and materials.To translate program objectives into an
executable training session, the development of a lesson plan is recommended.

A lesson plan is a trainer’s guide for the actual delivery of the training content, creating a
lesson plan requires the trainer to determine what is to be covered and how much time to
devote to each part of the session. Some organizations have program designers whose
responsibilities may include defining training objectives and developing lesson plans.
Individuals with education backgrounds in instructional design (usually from colleges of
education) are often hired for such positions. The kind of assistance that program designers
can provide is particularly important for subject matter experts who have limited training
skills. Some organizations include a section on lesson planning in their train the trainer
programs.

2.3.6 Selecting training methods

To have a positive resultofthe training program, organizational commitments to training must
tie in closely with appropriate effective training methods and training delivery mechanisms.
Training methods can also be grouped into two broad categories: on the job training methods,
which typically occur in the employee’s normal work setting, and classroom methods, which
typically take place away from the job(such as in a conference room or lecture hall ) or relying
on specific training institutions methods such as demonstration, coaching, job rotation and
planned experiences and technology base training ,are some of the training methods that could
be used if an organization decides to use on the job training approach. Lectures, case studies,
role play discussion group, action learning, project and business games are some of the

25
training methods that could be used if the organization decides to use off job training
approach.

The selection of the training method or methods to be used requires that program designers
have knowledge of different HRT techniques, and then use sound judgment in their decision
making .HRT professionals should investigate all training methods available, and when in
doubt, consult experienced colleagues, instructional designers, and consultants.

2.3.7 Preparing training materials

After the training methods have been selected, the next logical step is to prepare or purchase
the training materials, depending upon whether the program is purchased or designed by the
organization.If a training program is purchased from an outside vendor, training materials
such as books, handouts, and videos will usually be part of the package. Programs designed in
house will require the preparation of the materials. If the program is similar to past training
programs, those materials may simply need to be modified to fit the current program.

2.3.8. Training Facilities and Environment

Appropriate training facilities and good training and development environment are another
crucial factor for the effectiveness of training and development programs. In selecting
appropriate training and development facilities and environment the following questions need
to be answered. What physical facilities are required/available, what training media and
support services are required, what training and recreational facilities are available, where
should training events take place and where should participants being accommodated.
Moreover, training aids must be relevant to the purpose and contents of the training and
development and trainee levels of understanding.

Moreover, Watson (1979:131) explains that seating arrangements and layouts of the training
rooms as well as the location of the training sites are extremely important aspects of effective
training. Thus, for effective training and development program appropriate training facilities
and proper training environment (rooms and seating condition) should be carefully planned
and selected in advance. This indicates, appropriate training facilities and environment
increase the rate of retention of the contents and improve effectiveness of the training and
development program.

26
2.4. Implementing Training and Development Program
This is the phase where training and development program is put into practice. Once training
and development has been thoroughly designed the next stage is to implement it. According to
Harris and DeSimone (1994: 86 - 87), the primary responsibility for implementing the
program lies with the trainer. Implementation phase involves choice of participant and where
training and development is offered. Site of the program is determined by availability of
relevant programs, number of people to be trained, duration for which trainees could be taken
off the job, timings of training programs, and cost (Saiyadain, 1994: 101).

As Harris and DeSimone (1994: 58) point out, because the nature of physical facilities and
general comfort of the participants make a substantial difference in training effectiveness,
decisions must be made in the arrangement of physical environment to make it conductive.
Carefully arranged facilities concerning classroom, accommodation, and arrangements for
travel and commuting, food and medical care, lighting arrangements, materials and
equipment, ventilation, etc. contributes much for effective implementation of the program
(Saiyadain, 1994: 267).

Seating arrangement, comfort, and physical distractions are the major factors that should be
considered when arranging the physical environment in a classroom setting. Seating
arrangement plays an important role in the phase of implementation. It should be arranged in a
way that establishes a spatial relationship between the trainer and the trainees. There must be
conformable situation and location for training to be effective. Any physical distractions like
noise, poor lighting and physical barriers which interrupt training activities should be avoided.
Having all elements needed to implement the program, the final step is to do it.

A trainer should establish clear expectations by preparing a course outline that explains the
purpose, objectives, and topics, requirement, and establish class norms for relevant issues like
punctuality, participation, participants’ interaction and the like. Finally, the trainer should
make every effort to build a climate characterized by mutual respect and openness to put
trainees at ease, enabling them seeks help when they need it (Harris and DeSimone,1994: 98).

27
2.5. Evaluating Training Programs
Evaluating training program is not a onetime process. It is an ongoing throughout the entire
stages of training program. Evaluation is a process of obtaining information and using it to
make judgment and decisions. Evaluation of the training program is performed during the
assessment, design and implementation. It includes determining participant reaction to the
training program, how much participants learned and how well the participants transfer the
training back to the job. The information gathered from the training evaluation is then
included the net cycle of training needs assessment. Silberman (1990), also states that one can
design his/her active training program to provide for obtaining feedback and evaluation data
on an ongoing basis so that he/she can make adjustments earlier one time.

The implementation of training serves as transformation process. Untrained employees are

transformed into capable workers and present workers may be developed to assume new
responsibilities. To verify the program’s success, personnel managers increasingly demand
that training activities be evaluated systematically .Lack of evaluation may be the most serious
problem with most training efforts.

Any education is said to be efficient if the quality and quantity at maximum from the use of a
given resource input. It is obvious that the educational products are the outputs of a system
measured in terms of skills, attitudes transmitted to students. The wish of every country is to
expand education to get a maximum cost benefit return. To reach this goal, institutions should
train their employees. In addition to training the content of the subject, the quality of trainers,
the materials used, training process, the efficiency of trainees should have to be evaluated
continuously, because evaluation is the total value of training course and program in the
context of improving effective performance towards organizational objectives.

2.5.1 Purpose of evaluation of training programs

The main purpose of the evaluation is to collect and document learner performance in a
training course, in a training course, as well as on the job (Tracey,1984; Silberman,1990).
Training program evaluation can serve for many purposes within an organization. According
to Phillips, Harris and Desimone, (1984).

28
Evaluation can contribute to the organization to: determine whether a program is
accomplished its objectives which is correcting the employees performance deficiency,
identify the strength and weakness of the program, determine the cost/benefit ratio of a
program, decide who should participate in the future program, identify the change brought in
participant ‘s capability, reinforce main points to be made to participants, gather data to assist
in making future program, determine if the program was appropriate and establish data base
to assist management in making decisions.

Moreover, evaluations help in the continual process of training. It can measure how far the
process of learning and teaching is running correctly. Evaluation can give feedback about the
objective of training.Errors in training can be corrected immediately based on the feedback.
This in turn helps to control wastage of resources.

The evaluation process is to be done continuously to examine the appropriateness and

reliability of the training program and make the necessary correction. So as to maintain the
progress of the institution or objectives set to attain. The main objectives of evaluating the
training programs is to determine if they are accomplishing specific training objectives,
which are, correcting performance deficiencies. A second reason for evaluation is to ensure
that any changes in trainee capabilities are due to the training program and not due to any
other conditions. Training programs should be evaluated to determine their cost
effectiveness.

On the other hand, Clark2000 identified five main purposes of the training in development
programs, evaluation control, research, intervention, power games and feedback.
However, according to Kirkpatrick (2000), there are three main reasons or evaluating training
programs: to indicate how to improve future programs, to determine whether a program
should be continued or dropped, and to justify the existence of the training department .But
the overall goal of evaluating the training program is to identify and fix problems and makes
the system work better.

29
2.5.2 Selecting Criteria for Training Evaluation
Effectively evaluating training requires the systematic collection of information from a variety
of sources. As organizations use training to achieve a variety of organizational goals, there is
universal approach to evaluating training. Each organization must select the criteria that are
most relevant to their organizational objectives. When choosing evaluation criteria, it is
critical to identify what questions need addressing in the evaluation ,within the training
community ,the dominant approach to training evaluation categorizes in to four levels, these
are: reactions level, learning, and transfer and results level, Sitzman et al,(2008).
All these criteria help us to answer “effective training in terms of what? Reactions, learning,
transfer or results? “Thus, the objectives of training determine the most appropriate criteria for
assessing the effectiveness of training.

2.5.3 Approaches to evaluation of training programs

Training programs should always be evaluated using various techniques. Typically evaluation
approaches include measuring one or more relevant criteria, such as attitudes or performance
before and after the training and determining whether or not the criteria changed Griffin,
(2000); Kirkpatrick,(1997) also suggested four approaches to the evaluation of training and
development .these include the systems approach, which concerned with the improvement of
training approach, the trainees oriented approach, which focuses on the training effects that
are evaluated by trainees, the cost effective or statistical approach, which is concerned with
measurement and the analysis of data in ways that support administrative decision making
about training ,and the research approach in to ,which is concerned with both carrying out
research in to the training and systematically evaluating the effect of training program.

2.5.4 Stages of training program evaluation

It is important to evaluate training in order to assess its effectiveness in producing the learning
output was planned and to indicate where improvements or changes are required to make the
training even more effective Armstrong; (2001).Hence ,the evaluation of training should be an
in built activity that starts from the beginning .These are:-
A. Formative evaluation: these phase includes all the evaluation of the needs and
justification for the training, adequacy of preparation of work, participates’
background and appropriateness, the availability of the necessary resources for the
training in both quality and quantity for the training and development.

30
 B. Process evaluation: - this is the evaluation of the training while it is in operation. This
is mainly done on the form of daily review. It mostly focuses on whether daily
activities are begun accomplished according to plans.
C. Summative evaluation: - at the end of the training event the whole program is
evaluated to find out if it has achieved its immediate objectives. Participants’ opinions
are gathered through employing different data collection approaches and instruments.

2.6. Constraints of Training and Development Program

Training and development is a process of improving the capacity and competencies of
employees through the acquisition of knowledge, skill and attitude using various methods.
However, this process is likely to be constrained by various factors. Among others, the
following are the major ones.

2.6.1 Management Capacity and Attitude

Top level management commitment to support training and development program is one of
the major factors that influence the process and the expected results of the program. The
knowledge and attitude of management are crucial for the success and effectiveness training
and development program (Coacheu, 1989:59, Ethiopian Management Institute, 1998:17(Part
I); Pigors and Myers, 1981: 282). Pigors and Myers(1981) future state that managers at all
levels, particularly top level management should provide real support for training and
development activities in their organizations.

Top management support for training and development is also related to the allocation of
adequate resources, integrating training and development activities in the strategic process,
establishing and periodically reviewing training and development policies and objectives,
organizing and dealing with their own developmental needs of the training and development
program (Mondy, et al., 1999:158).

This indicates that management at any level need to be committed to provide the necessary
resource and consider the cost of training as an investment which has returnedto the
organization through improved performance of employees.

31
However, management tends to consider training and development as an operating cost rather
than an investment which reduces the support, commitment and overall effectiveness of the
program (Wong,and other, 1997:46).

2.6.2 Availability of Resources

The other factor which affects the effectiveness of training and development programmes is
the availability of adequate resources. Training and development program is an expensive
activity which demands different kinds of resources like human, materials, financial, time and
information. Lack of such resources may affect the effectiveness of the training and
development programs of the organization.

2.6.3. Financial Problem

Financial problem is the major constraint that hampers the implementation and effectiveness
of the training and development program of the organization. It is mainly occurred due to
budgetary problems. Most organizations do not allocate separate budget for training
development programs. With regards to this, Bramham (1994: 32) states the amount of
funding available for training and development will clearly affect the quality of training and
development program that can be undertaken. This shows that lack of adequate budgets has
great influence on the effectiveness of the overall training and development program of the
organization.

In general, the implementation of effective and proper training and development programs are
influenced by various factors.Among these, inadequate planning, lack of coordination of the
various efforts, inadequate needs analysis and lack of training among those who lead the
training and development activities are the common constraints that affect the effectiveness of
training and development programs of the organization (Mathis and Jackson, 1997: 326).

32
 CHAPTER THREE
Research Design and Methodology

3.1 Research Design

Research design is the general plan for collecting data for the purpose of answering research
questions. Research methodology refers to the general approach the researcher takes in
carrying out the research project (Leedy and Ormrod, 2001).

As the study mainly focused on describing and assessing the training situation in Aleletu
Correctional Training Center, the descriptive research designwas appliedto obtain pertinent
information concerning the topic of the study. This is because the descriptive method tries to
give a pictorial account of an event, behavior, or the situation (Best, 2005: 114).

The type of research undertaken wasmixed. Bothqualitative and quantitative research

approaches wereused so that the shortcomings of one would be counterbalanced by the other
one. Survey method using questionnaires and semi-structured interview with the training and
development coordinators was also conducted.As it has been stated by Creswell (2003) a
quantitative approach is one in which the investigatory primarily uses postpositive claims for
developing knowledge (i.e... cause and effect thinking)

According to Jonker and Pennink, (2010) the aim of qualitative research is to discover
characteristics in a particular situation and initiated by an open question. It is one in which the
inquirer often makes knowledge claims based primarily on constructivist perspectives,
advocacy / participatory perspectives (i.e. Political, issue-oriented, collaborative, or charge
oriented) or both (Creswell, 2003).

A mixed approach is one in which the researcher tends to base knowledge claims on
pragmatic grounds (e.g. consequence-oriented, problem-centered, and pluralistic).the data
collection involves gathering both numeric information as well as text information (e.g..on
interviews ) so that the final data base represents both quantitative and qualitative information
(Creswell, 2003).

33
3.2 Sources of Data
To obtain data concerning the practice of HR training programs provided by the Alleltu
Correctional Training Center, theprimary and secondary data sources were used.

3.2.1 Primary Data Sources

The primary data were gathered from the response of the subject of the study
throughquestionnaires, interview, and observation. Accordingly, the first set of questionnaires
weredisseminated to 125 trainees found in theCentral Prison Center under Federal Prison
AdministrationDire Dawa Prison Administration (Dire Dawa),Shewa Robi Prison
Administration (SHEWA ROBI), and Addis Ababa Prison Sector (Addis Ababa) those
trainees whoparticipated in training programs that were offered by the Alleltu Correctional
Training Center in the year 2007 E.C.

While thesecond set of questionnaires were distributed to 20 instructors or trainers within and
outside the Training Center toobtain pertinent information regarding training activities.
Moreover, General Deputy Director for Planning, finance and Human Resource,Alleltu
Correctional Training Center Directorate Director, Education and Training Coordinator in the
training center andone Training Experts in the head office were interviewed in order to get
important information that might not be fully secured throughquestionnaire. Furthermore, the
student researcher has conducted direct observation of thetraining session to obtain additional
information about the topic being studied.

3.2.2 Secondary Data Sources

Books, Journals, policy manual, internet, and previous research conducted on this topic,
differentliterature and documents that are more related to the issue were used as secondary
data sources.
3.3 Population
The population under study in Alleltu correctional training center both new trainee (warder)
and officers trainee (middle managerial level) which accounts to 835 who are received
training offered by Alleltu Correctional Training Center for the year 2007 E.C.however
because of the difficulty in distributing and collecting questionnaires from all trainees and the
limited amount of time and budget available, only limited amount of trainee were selected for
the study.

34
3.4 Samples and sampling techniques
It is typically not practical to include every member of the population of interest in a research
study. Time, money and resources are the most common limiting factors for not including
every member of a population (DeMatteo and Festinger, 2005).Determining sample size is a
very important issue. A researcher should make sure that whether the sample drawn is a true
representative of the study population or not. In addition, in order to have confidence that the
results are representative, it is advisable to have a large number of randomly-selected
participants.

Concerning the determination of the sample size the researcher was trying to consider some
important factors and theoretical truths such as the larger the sample size the more precise the
estimatewere used the variance in the characteristics of the population, the complexity of the
research, and the time and financial constraints. The preliminary survey undertaken by the
researcher indicates that there are 835 totaltrainees in the training center as of 2007 E.C.As to
the sample size determination, from among different methods, the one which is developed by
Carvalho(1984) .Cited by Biniyam (2003 E.C) was used considering the above critical factors
to be considered in sample size determination.

Therefore, the study has taken those factors into account and took on the largest sample size,
which is a guarantee for a good sample representation and more precise result. In addition, the
moderate nature of the complexity of the research and the relatively insignificant stage of the
time and financial constraints are also considered in the sample size selection decision and the
sample became 125, the maximum sample size of the population 835, asthe target populations
of the research were determinedby the following rule.
Table 1: sample size determination
Population size Sample size
Low Medium High
51-90 5 13 20
91-150 8 20 32
151-208 13 32 50
281-500 20 50 80
501-1200 32 80 125
1201-3200 50 125 200
3021-10000 80 200 315
1001-35000 125 315 500
35001-15000 200 500 800
Source : Carvalho(1984)

35
According to the rule of Carvalho, for population which ranges from 501 up to 1200,125 of
the population were representatives. Aleltu Correctional Training Center trainee are generally
classified as new trainee (new staff) and officer trainee (middle managerial level).

3.4.1 Sampling Techniques

The respondents (trainees)125 out of 835were selectedfrom the sample prison center using
simple random sampling techniques.Random sampling technique wereconsidered in order
selecting participants’. This is because it increases the likelihood that a sample and the data it
generates are representative of the population, since all the populations have equal chance of
being selected. Random sampling is considered to be the best method; because it works to
ensure representativeness on all characteristics of the population, even those that the
researcher may not have considered (Marczyk et al, 2005).

Selection of equal number of respondents from each prison center made the sample more
representative.Moreover, all trainers or instructors who involved in providing training with in
the /Alleltu Correctional Training Center/was alsoincluded in the study because they were few
(20) in number.

In addition to this, Alleltu Correctional Training Center where training designed and
delivered, and Head office where trainingcoordinated, facilitated, and training needs compiled
were included in the study, i.e. Alleltu TrainingCenter Director,Human Resourcefinance and
Planning Deputy General Director and two Training Experts (Training Center training
Coordinator and Head office Training expert). These officials (4 innumber)wereselected using
purposive sampling techniques for interview. This was because asstudent researcher believed
that they were the high source of information in relation to thepractice of training activities
which help to get enrich and pertinent information.

Therefore, the sample size of the study was125 trainees, which is selectedfrom a total
population of 835 trainees in 3 prison center out of 4 prison centers. This is because one of
them was used for pilot test and all total trainers within and without Alleltu Training Center
(20) and 4 participants (Alleltu Training Center Director, Deputy General Director for Human

36
Resource and planning and finance, two TrainingExperts those who are working atthe
Training Center and Head office). Totally the sample sizes will149 participants.

3.5 Data Gathering Instruments

To obtain the current and primary information from respondents, questionnaire and
unstructuredinterview were used as the main instrument of gathering quantitative and
qualitative data. Inaddition, analyses of related documents were the secondary source of data
for the study.A questionnairewas used to collect information for trainees and trainers because
it is useful tocollect data from large population within short time.

The questionnaire included both close ended and open ended questions. Close ended
questionswere used to reduce burden from the respondent. In addition to this, closed ended
questionsoffered many advantages in time and money; it is easy to calculate percentages and
otherstatistical data over the whole group or over any subgroup of participants. The closed
endedquestions that were related to basic questions were classified in to five parts such as
needassessment, design, deliver, mechanism to evaluate and constraints of training programs.
The items in thequestionnaire included both optional response and five point likert scales
(5=Strongly Agree toStrongly Disagree=5) which helped to measure the opinion of
respondents on the given item.

On the other hand, the open-ended questions require respondents to answer in their own
words,meaning that the participant is free to answer however he or she chooses. This increases
thelikelihood of receiving unexpected and insightful suggestions. Moreover, questionnaire end
withopen ended question helps to ask the respondent for his/her unashamed ideas for changes
orimprovements. This elicits in-depth responses, as opposed to limited responses.

Thequestionnaire specifically for trainees and trainers wereprepared in English then to

increase the clarity of thequestion for respondents; it can be translated in to Amharic which is
mostly a working languageof Federal Prison Administration. And then while Unstructured
Interviews wereconducted with key individuals (Aleletu Training Center director, Human
Resource Planning and Finance Deputy General Director, and one training experts from head

37
office and one training coordinator from Aleltu Training Center ) in order to exploit
exhaustive information.

Moreover, the researcher has good opportunity to direct observation to gather live information
while training was delivered.Because direct observational evidence, is often useful in
providing additional information aboutthe topic being studied. Data gathered through the
direct observation as the researcher observed what look like the training was.Andthe
interviewwas used totriangulate and compromise, controversial responses collected from
questionnaires. Documentssuch as training policy, annual training, planning and report
documents wereconsulted to see the status oftraining.

3.6. Pilot Testing

After the questionnaires were prepared, pilot testing of the instrument was made on one purposely
selected prison center those who trainee in the Alleltu Correctional training center in 2007 and 2008
E.C. The Zeaway Prison Center was selected for pilot testing.The pilot test was conducted on ten (10)
respondents. Based on the pilot test, then I was given for one well experienced lecturer in the
department of psychology so that comments mainly on content validity of the tools were
gathered. Based on accepted suggestion from the instructor, the researcher removed some
unrelated items and ambiguous words and sentences were corrected and then the numbers of
items of the questionnaire were minimized.Finally, pilot testing of the instrument was
conducted with 10 trainees working in Zeway and 5 part time trainers which was not included
in final research of the study.

The reliability of the items in the instruments were calculated using cronbach alpha reliability
coefficient and it was found r=0.78 for trainees. Reliability estimation for the trainers was
calculated in the same fashion as it was to trainees and was found r = 0.86. The literature
showed that the nearer to one the reliability test result, the more it is reliable. Hence, a 0.7 test
result and above is generally accepted as reliable.

38
3.7. Data Collection Procedures
Data were collected by reviewing different books, articles and publications .The
questionnaireis prepared in English and Amharic version distributed by the researcher and
semi-structured interview was conducted by the researcher. In order to understand the major
issue under study consideration, primarily relevant literatureswere examined to look into what
has so far been done in relation to the subject of the study.Moreover, attentions also given to
ethical issues that was required in the process of researchactivities. After all improvement and
reliability the test wascompleted, the tools werefinalized,duplicated, and organized for
distribution. Then directly going to the Federal Prison Administration (Dire Dawa, Shewa
robit, Addis Ababa Prison Sector, Head Office) already the respondents had taken the
training.

Finally, after permission was obtained from the concerned authorities and once objective of
the studywasexplainedto respondents, the final copies weredistributed to the voluntary
respondentsensuring that they fell at convenient time but withinthe schedule.
3.8 Method of Data analysis
Data collections through questionnaire werecategorized and present in the table form.
Theresponse of each item was tabulated, analyzed, and interpreted using both descriptive
andinferential statistics. In descriptive statistics percentage, frequency counts, mean,
standarddeviation and rank order were used, whereas; in inferential statistics, Chi-square and
t-test were used. Regarding data interpretation for rating scales the following approach was
followed: responses tovarious questions, the five point Likert rating scales (i.e., 1=Strongly
Disagree, 2=Disagree,3=Undecided/Neutral, 4=Agree and 5=Strongly Agree) were provided
to respondents because ofits simplicity.

However, to interpret in a clear way these rating values were categorized into three groups or
classes. Accordingly, the calculated mean value that was greater than the neutral value (x=3)
was categorized and further interpreted as “Agree” for each specific question in the item,
whereas the mean value which was less than the neutral value (x=3) was grouped and
interpreted as “Disagree.” if not, neither of the two, it was termed as “Neutral.” This
category works for all calculated mean value and computed t-test in the analysis of this study.
Moreover, the test was made with 95% (alpha/α=0. 05) Level of significance.
39
 CHAPTER FOUR
Presentation, Analysis and Interpretation of Data
This chapter deals with presentation, analysis and interpretation of data collected from
respondents through questionnaires, interview and document analysis. The data collected from
questionnaires were organized in tabular form and analyzed using percentages, mean scores,
and t-test to see the difference between the mean scores. The information collected through
interview and document analyses were analyzed in relation to the responses obtained through
the questionnaires. Besides, information was also gathered through direct observation.

Moreover, as indicated in the methodology regarding responses to various question, the five
pointLikert rating scales (i.e.,1= Strongly Disagree, 2= Disagree, 3= Undecided/ Neutral,4=
Agree and 5= Strongly Agree) were provided to respondents because of its simplicity.

To make the analysis more clear, the data were categorized into seven parts based on the
leading question and major components of the practice of the training programs (TPs). These
include characteristics of respondents, training needs assessment (TNA) and training
objective, designing training program, selection of trainees and trainer, delivery of training
program, evaluation of TPs and lastly major constraints or problems countered were included
in this chapter.

4.1. Characteristic of the Respondents

There were two sets of questionnaires; the first set of the questionnaire was distributed to 125
trainees that are found in three Prison center (Dire Dawa, Shewa Robi, and AddisAbaba
Prison Sector). These people were the one who recently participated in the training program
offered by the Alleltu Correctional Training Center. Out of these questionnaires 122 (97.6%)
were completely filled in and returned. The second set of the questionnaire was distributed to
20 trainers who were involved in providing training in the Alleltu Correctional Training
Center. Out of these questionnaire, 20 (100%) were filled in and returned. Similarly,
interviews were conducted with Deputy General Director of Human Resource, Planning and
Finance/Head Office/, Training Expert /Head Office/ Alleltu Correctional Training Center
Director, Training and Education Coordinator/Alleltu/ Hence, out of the total number of 149

40
sample size 146 (98%) provide the required data for the study. Concerning the characteristic
of the respondents two groups of participants were examined in terms of sex, age, experience,
and level of education.

Table 2: Characteristics of the Respondents

Variables Characteristics Respondents
Trainees (n=122) Trainers (n=20) Total
Categories
No % No % No %
Sex F 29 23.8 1 5 30 21.1
M 93 76.2 19 95 112 78.9
Subtotal 122 100 20 100. 142 100
Age <=25 65 53 - - 65 45.8
26-35 31 25.4 16 80 47 33
36-45 16 13.1 2 10 18 12.7
>=46 7 5.7 2 10 9 6.3
No Response 3 2.4 - - 3 2.1
Subtotal 122 100 20 100 142 100
Experience <=5 92 75.4 3 15 95 66.9
6-10 15 12.2 14 70 29 20.4
* as a
11-15 10 8 2 10 12 8.4
trainer
16-20 3 2.4 1 5 4 2.8
>=21 2 1.6 - - 2 1.4
Subtotal 122 100 20 100 142 100
Level of Grade 10 60 49.1 2 10 62 43.7
Education completed
Certificate 20 16.4 2 10 22 15.5
Diploma(10+3) 38 31.1 2 10 40 28.2
B.A/B.Sc 4 3.3 12 60 16 11.3
M.A/M.Sc 0 0 2 10 2 1.4
Subtotal 122 100 20 100 142 100

As it can be observed from table 2, even though the majority of the respondents were male,
the number of female respondents are less in number. The reason for small number of female
respondents can be many but the main one is due to the fact that they are still few to be
assigned for trainee and trainer out of the total number of trainee and trainer in Correctional
Training Center. In observing the statistical report of the Training Center, 2007 out of the total
number of trainee, females accounted only about 14.4 % or 120. The age of 78.4% of trainees
and 80% the trainers are under 35 years old. This implies that most of the respondents were

41
young. With regards to work experiences, 107(87.6%) of trainees less than 10 years and 70 %
of trainers had beteween 6 and 10 years of work experience working on different positions in
their organizations. This implies respondents had better experience and knowledge about
their organization and familiar with practices and problems of training and development
programs that enable them provide dependable and reliable data for this study.

Even though the nature of training offered by ACTC requires trainees from different
background, the majority (65.5%) of the trainee respondents were above 10th grade and
Certificate holders. Regarding the trainer respondents, 59 % are BA/Bsc holders. Therefore,
the qualifications of all trainers were first degree. This implies that trainers are good enough
in academic background. However, their experience was relatively low, implying the need for
practical experience and training for trainers.

The bio data of the respondents was becoming worthwhile as the information suggested above
and the suggestions, opinion, and comments in the collected data were corresponding .so that
it is possible to say that the respondents were mature enough to reply on the information they
have supplied.

4.2. Analysis and Interpretation of the Findings

4.2.1. The practice of conducting training needs assessment (TNA)
As discussed in the review of related literature, TNA is a process of identifying a problem,
collecting, analyzing, and interpreting data and then using this to select or design an
appropriate human resource training and development intervention to address the problem
(Opperman and Meyer, 2008: 35). The training analysis also makes a scientific diagnosis
using organizational analysis, task analysis and person analysis to determine desired
results.” Besides, properly conducting TNA (in scientific manner) will have positive
implication on over all training activities or training effectiveness.With this assumption, the
techniques and the efforts being made by the organization in conducting TNA was assessed.
Accordingly, trainees and trainers were asked to give their opinion whether TNA had been
conducted and their responses were summarized in Table 3.

Table 3: A Percentile Result on Training Need Assessment (TNA)-A

42
No Item Respondent
Trainees(n=122) Trainers(n=20)
No % No %
1 Does ACTC Conduct (TNA)? Yes 30 24.6 4 20
No 77 63.1 15 75
not sure 15 12.3 1 5
2 If your answer in item ‘1’ is ‘Yes’ Semi annually 8 26.7 0 0
How often TNA Conducted in Annually 12 40 3 75
ACTC? In two years 4 13.3 0 0

No specific 6 20 1 25
time
3 Have Training needs analyses been Yes 10 8.1 0 0
No 97 79.5 18 90
conducted in scientific manner in
Not sure 15 9.8 2 10
ACTC?
As can be seen from item l of table 3, the finding revealed that, 63.1% of trainees and 75% of
trainers disagreed that TNA had not been carried out by the ACTC. However, 24.6% of
trainees and 20% of trainers reflected their agreement on the same issue. The remaining
12.3% of trainees and 5% of trainers were not sure whether there was a practice of TNA or
not. Thus, the majority of the respondents disagreed that TNA has not been conducted in FPA.
This implies that both respondent belive that the TNA had not been carried out by ACTC .

As it has been indicated in Table 3 item1, trainees and trainers who disagreed on the view that
TNA had not been carried out by FPA were also asked the frequency of TNA (Table 3, item
2). Accordingly, the majority of trainees (40%) and trainers (75%) confirmed that TNA was
conducted annually. Hence, based on the data showed that there is no agree TNA between the
trainees and trainer the frequencies at which it is assessed.
Similarly, both trainees and trainers who gave positive responses regarding the existence of
TNA were also requested whether it was being conducted in scientific manner. As it can be
seen in Table 3 item 3 about 79.5% of trainees and 90% of trainers agreed that the TNA was
not conducted in scientific manner. The interview held with training center director and
training and education coordinator also revealed that TNA practice in ACTC was not
scientific.
Table 4: The Practice of TNA Techniques as Perceived by respondents –B
No Item Trainees Trainers

43
 (n=122) (n=20)
1. If your answer in Table 3 item3 is ‘No’ what would be Mean Rank Mean Rank
the major reason that TNA have not been practiced in Value Value
scientific manner in ACTC?
1.1 Understatement of the need to do the analysis 2.74 1 4.0 1
1.2 Lack of interest on the part of concerned individual in 2.0 4 3.0 3
the organization
1.3 Lack of adequate budget 1.9 5 2.2 4
1.4 Lack of knowledge and awareness on the part of 2.5 2 4.0 1
working unit mangers
1.5 Lack of expertise to undertake training need 2.1 3 3.5 3
Assessment

No Item Trainer(n=20) Rank

N %
frequency
2 Which technique does ACTC use to conduct TNA?
2.1 Analyzing overall organizational performance 3 11.5 3
2.2 Analyzing how individual perform the job 2 7.7 4
(analyzing individual capacity)
2.3 Analyzing how organizational task are performed 1 3.8 5
(task analysis)
2.4 Feedback of higher authorities 8 30.8 2
2.5 Judgment or comment of top managers 12 46.1 1
Total *26 100
* Multiple Responses

Trainees and trainers who agreed on the view that TNA has not been practiced in scientific
manner were also asked to rate the reasons for unscientific practice. As it was indicated in the
Table 4 item 1.4, both trainees and trainers agreed that Understatement of the need to do the
analysis as the highest priority and main reason and ranked with mean values 2.74 and 4.0
respectively. Lack of knowledge and awareness on the part of working unit mangers and Lack
of expertise to undertake TNA in the organization were found to be the second and the third
important reasons ranked with mean values of 2.5 and 2.1 respectively by trainees, (item 1.4
and 1.5). Lack of expertise to undertake TNA and Lack of interest on the part of concerned
individual in the organization were ranked with mean values of 3.50 and 3.0 respectively by
trainers, as second and third important reasons for unscientific practice of TNA. However,
lack of adequate budget was found to be less important reason for trainees as well as trainers.

44
This implies that lack of adequate budget was not a major reason for unscientific practice.
Generally, there was no major variation in the ranking of item of the two group respondents.

As reviewed in chapter two of this study, there are different techniques of TNA. These are
organizational analysis, task, and person analyses which are the important methods used for
identifying TNA. To this effect, trainers were requested to rate the techniques that has been
being practiced in their organization. Accordingly, Table 4, item 2.5, 46.1% of trainer agreed
that the practice was based on judgment or comment of top management, and 30.8% of trainer
agreed that it was based on feedback of higher authority. However, only 11.5%, 7.7%, and
3.8% of trainers agreed that organizational analysis, task, and person analysis were applied
respectively.

This indicates that the practice was done haphazardly and based on subjective information
from immediate boss or supervisor. Moreover, it was deviated from scientific approach and
what was recommended by literature. This is supported by interview that was held with
training coordinator and training director in the training center and training expert and deputy
general director in the head office that the practice has been done by sending a letter to the
region prison center and then the respective working region administration and top
management here in federal fills their and our demand randomly without a clear knowledge
about the true needs. It was also further explained the reason for unscientific practice is
because of the fact that the immediate supervisors or top management have no clear awareness
and knowledge about importance of TNA. In relation to this, Cowling and Mailer (1981: 55)
stated that training needs analysis for an organization will normally be undertaken by training
managers with the cooperation of immediate boss but sometimes happens that a boss with no
specialty training knowledge is asked to undertake the exercise with his or her own
department.

As indicated in the literature, there are various methods or sources for determining specific
training needs such as, questionnaire, performance appraisal data, analysis of reports or
records, analysis of future strategic needs of the organization, interview with concerned
individual, observation of actual performance, job description, feedback or recommendation

45
from immediate Supervisor, etc. are some of the important sources of information that needs
attention during TNA, (Mathis and others, 2008: 267).

However, it is noted in various literature that whatever method is used to identify training
needs, at least the three point must be kept in view: a) these methods should be used in
combination, b) to identify training needs of each of the various groups of employees c) they
should be applied to individual employees since training needs will vary with individual
employee, Accordingly, related questions were forwarded to trainers those who gave negative
responses regarding the existence of TNA.

Table 5: Sources used in the Analysis of Training Needs

Item Trainers (n=20)
No %
What are the sources a) Analysis of reports or records 3 12.5
b) Analysis of future strategies and needs of FPA 3 12.5
that ACTC used in the
c) Interview 1 4.1
analysis of TNs? d) Observation 1 4.1
e) Questionnaire 2 8.3
f) Performance Appraisal data 1 4.1
g) Judgment or comments of top management 13 54.1

Total *24 100

* Multiple Responses
As illustrated in Table 5, 54% of trainers responded that the source of information used for
TNA was based on judgment from top management. However, literature indicates that
gathering information from different sources using different tools or methods help the
organization to make the TNA more objective and accurate,
(http://www.dirjournal.com/guides/how-to-conduct-a-training-needs-analysis, June, 2007).
Only 12.5% of trainers indicated that analysis of reports or records were used as a source of
information for TNA whereas 12.5% of the trainers confirmed that analysis of the strategic
needs of the organization and finally 21% of trainers indicated that interview, observation,
questionnaire and performance of appraisal data were used as the sources of information to
conduct TNA. Therefore, it is possible to infer that inappropriate technique and high
subjectivity of data or information were frequently utilized in identifying employees’ training
needs.

46
4.2.1.1. Prioritization of Identified Needs
Since resources are limited, it is difficult to satisfy all needs at the same time. Therefore,
criteria need be set to prioritize the training needs. Besides, the criteria should maintain the
current and future demands of the organization. It also needs to balance the interest of both
employee and organization. Accordingly, an attempt was made to assess the practice of
training needs prioritization in the organization.

Table 6: Respondents’ Rank Order on Factors of Prioritization of Identified TNA

No Items Trainer Rating Scales Rank

n=20 5 4 3 2 1 Mean

1 Availability of resource N 2 14 2 1 1 3.75 2

% 10 70 10 5 5

2 Urgency or seriousness of the N 16 2 2 0 0 4.7 3

problem
% 80 10 10

3 Interest of top management N 17 2 1 0 0 4.8 1

% 85 10 5 0 0

4 Long term needs of FPA N 1 1 2 6 10 1.85 4

% 5 5 10 30 50

After the necessary data were collected and analyzed a number of training and development
needs could be identified. However, it could be difficult to address all needs at a time due
resource (financial, material, human and time) and other constraints. Therefore, needs have to
be prioritized based on certain criteria.

Each of the items in table 6 were scored from 1-5: 1 indicating low agreement and 5
refelecting higher level of agreement. The interpretation is based on the use of cut-off mean
values, with expected mean value of 3 and mean values ranging 1 to 2 are classified as low
and mean values ranging from 4 to 5 classified as high.

As illustrated in table 6, trainers who gave negative responses regarding the existence of TNA
were asked the criteria that have been used in ACTC to prioritize the identified needs. As a
result, the interest of top management and the Urgency or seriousness of the problem with mean
values 4.80 and 4.70 were the first and the second criteria respectively to decide the type of

47
 training. However, the long term needs of the administration with mean value 1.85 (less than
the expected mean jvalue) were not given due consideration which is believed that very much
important in the administration. In line with this, the interview result has also revealed that
training need prioritization was mostly based on the urgency or seriousness of the problem or
simply fire fighting rather than pre- planned.

4.2.1.2. Training Objectives

As it has been described in the related literature, providing training for employees has many
objectives, however, the major objective of training is to bridge the gap between the required
and actual skill, knowledge, abilities, and attitudes which enable employees to improve their
efficiency and satisfaction. Thus, the training objectives are important elements of a program.
Quality objectives are not only indicators, of course action, but also motivators of the trainee.
Hence, objectives should be specific, measurable, achievable, realistic and time bounded.
Moreover, objectives have to be understandable and relevant with TNA, (Mathis and Jackson,
(2008: 269).

Therefore, a precise training objective provides a clear direction for trainers as well as trainees
or other stakeholders what is expected at the end of training. However, these can be realized if
only these objectives are clearly explained and communicated to all concerned individuals or
necessary stakeholders. Accordingly, the respondents were asked questions related to training
objective and their responses indicated in the next table.

Table 7: Training Objective as perceived by respondents

N Items Respondents Rating Scales t-test
o
5 4 3 2 1 Mean t p-
value

1 Training objective are Trainee N 20 67 16 14 5 3.68 /-.908/ .371

understandable
% 16.4 54.9 13 11.5 4

Trainer N 1 16 - - 3 3.60

% 5 80 - - 15

2 Training objectives are Trainee N 10 20 7 55 30 2.38 /-.418/ .681

related with TNA
% 8 16.4 5.7 45 24.6

48
 Trainer N 1 5 4 5 5 2.60

% 5 25 20 25 25

3 Training objective are Trainee N - 63 6 11 42 2.73 /-.238/ .801

explained for trainees
% - 51.6 4.9 9 34.4
and other stakeholders
Trainer N - 4 2 11 3 2.35

% - 20 10 55 15

* expected mean 3, >3 high , <3 low

As it can be seen form Table 7 item 1, 71% of trainees and 85% of trainers confirmed that
objectives were understandable. Moreover, at 95% confidence interval, the mean values of
3.68 and 3.6 for trainee and trainer respondents respectively show that there is an agreement
of both groups on the stated issue. Moreover, the associated p-value of the same test is greater
than 0.05 level of significance. This indicates that there is no significant statistical difference
between opinions of both groups. This implies that the training objectives were relatively well
prepared.

Trainees and trainers were also requested to rate their level of agreement on the relevance
between training objective and TNA. Consequently, 69.6% of trainees and 50% of trainers did
not believe that training objectives were related with TNA. However, about 24.4% of trainees
and 30% of trainers agreed on the same issue. Moreover, at 95% confidence interval both
trainee and trainer respondents disagreed on the item with calculated mean values 2.38 and
2.60 for trainees and trainer respectively, which is less than the neutral value ( x=3).
Furthermore, the p value in the same test is greater than of significance. This implies that both
groups of respondents show their disagreement on the relevance of training objective with
TNA.

In connection with training objectives, the final question forwarded to respondents was that
whether objectives were clearly communicated and explained for trainees and others
necessary stakeholders. Accordingly, 43.4% of trainees and 70% of trainer disagreed that they
were communicated for trainees and other stakeholders. On the other hand, about 51.6% of
trainees and 20% of trainers agreed on the same issues. Moreover, at 95% confidence interval,

49
the mean values of 2.73 and 2.35 for trainee and trainer respondents respectively (which are
found to be less than neutral value x=3) showed that there was a disagreement of both groups
on the item stated. Besides p-value is greater than 0.05 it indicates that there is no statistical
significance between the opinions of both groups.

Therefore, from the finding of item 2 and 3, of Table 7, it is possible to deduce that the
practice of setting training objectives were not encouraging and were not communicated to
necessary stakeholders. Item 2 of table 8, regarding the relevance of objective with TNA, the
results revealed that inappropriate practice of TNA affects setting training objective.
Moreover, the same question concerning the relevance of training objective and TNA were
forwarded to training expert, he replied that, there is a lack of relevance because setting
objective and TNA were done independently by different section meaning that there was a
lack of Coordination between these two sections which is head office and training center.
Thus, even if the objectives are relatively understandable and attainable, their relevance with
TNA was not encouraging.

The interview result has also shown that communication of training objectives for concerned
individuals and stakeholders (i.e. Operational working unit managers/supervisors, trainees
etc.) were limited or none. This implies that setting training objectives require re-adjustment
and well coordination among concerned individuals and working units.

4.2.2. Training Design

Designing training program is a comprehensive process that includes different factors.
Carefully designed training programs guide the use of more efficient and effective manner.
However, the design of the program should not be used as restricted and rigidly of the action
to be done with training session rather as a map or compass to direct the activities along the
desired means and towards the intended end of the process. In fact, in the process of training
design, there are some of important factors that need to be considered, these include, the
relevance with TNA and organizational strategic plan, determining the content of the training
programs, selecting appropriate facilities and premises, selecting training equipment or aid,
deciding training environment and selecting the appropriate trainers and trainees, (Zaccarelli,

50
1997). Hence, based on these facts, attempt was made to assess the practice of training design
in the following sections.

4.2.2.1. Training Contents

In order to assess the relevance of the content, one can raise the question as criteria, what must
be learned? To achieve the objective, what should be included? If possible and what could be
included? (Truelove, 1998: 16). Therefore, it is helpful to consider how to cover the objective,
how to link the entry behavior, and how to transfer the learning unit to the job situation when
deciding the content. Accordingly, some questions were forwarded to both trainees and
trainers and their responses indicated in the next table.

Table 8: Training Contents as perceived by respondents

No Items Respondents Rating Scales t-test

5 4 3 2 1 Mean t p-valu

1 Training contents Trainee N 6 60 8 36 12 3.09 /-430/ .614

of ACTC were well
% 4.9 49 6.5 30 10
planned
trainer N 0 6 2 10 2 2.6

% 0 30 10 50 10

2 Training contents Trainee N 11 30 1 70 10 2.68 /-.891 .365

of ACTC is /
% 9 25 1 57 8
relevant with the
TN and objective trainer N 1 5 2 12 0 2.75
of FPA
% 5 25 10 60 0

3 Training content Trainee N 7 33 7 54 21 2.62 /.275/ .766

51
 consider the reality
of FPA
% 35 27 5.7 44.2 17.2

trainer N 2 4 2 10 2 2.7

% 10 20 10 50 10

4 Training contents Trainee N 8 30 5 59 20 2.56 .701 .450

consider the ability
% 6.5 24.6 4 48.3 16.4
and interest of
trainees
trainer N 1 4 3 9 3 2.5

% 5 20 15 45 15

5 The contents of Trainee N 8 61 7 40 6 3.20 .610 .526

training are logically
% 6.5 50 5.7 32.7 4.9
sequenced
trainer N 2 8 3 5 2 3.1

% 10 40 15 25 10

Degree of freedom = 139

* expected mean 3, >3 high , <3 low
As can be seen in table 8 item 1, 53.9% of trainees and 30% of trainers indicated that training
contents of ACTC were well planned. However, 40% of trainees and 60% of trainers
disagreed to the same issue. Moreover, mean values of 3.09 and 2.6 both trainee and trainer
respondents respectively preferred more closely to neutral that training contents were well
planned. Furthermore, the p-value of both respondents is greater than 0.05 levels of
significance. This confirms that both groups of respondents wanted not express clearly their
agreement or disagreement on the item stated. This implies that planning, training contents
require improvement.

Regarding the relevance of training contents with training needs and objective of ACTC Table
8, item 2, 65% of trainees and 60% of trainers disagreed that training contents were relevant
with TNA and objectives of FPA although 34% of trainees and 30% of trainers agreed to the
same issue. Moreover, at 95% confidence interval, the mean values of 2.68 and 2.75 for
trainee and trainer respondents, respectively which are found to be less than the neutral value
(x=3) indicated that there was a disagreement of both groups on the item stated. Besides, p-
value is greater than 0.05.
52
Therefore, it would be fair to conclude that there is no statistical significance difference
between the opinions of both groups. This implies that due attention was not given for the
relevance of training contents with TNA and organizational objectives while training is
designed. However, the nature of the organization requires training design in line with the
current and future demand of FPA and continuous amendment or adjustment.

As per the response of item 3 of the table 8, the trainees and trainer respondents were
requested whether training contents consider the reality of FPA, it was found that 61.4% of
trainees and 60% of trainers disagreed that training contents consider the reality of FPA. On
the contrary, 62% of trainees and 30% of trainers agreed, 5.7% of trainees and 10% of trainers
preferred not to give any comments to the statement.

In addition to this, with mean values of 2.62 and 2.7 both trainees and trainer respondents,
respectively disagreed that training contents consider the reality of FPA. At significant level
of 0.05 p-values greater than 0.05, it indicates that there is no statistical significance between
the opinions of both groups. It was found out from the interview with training coordinator and
training expert there was discrepancy between the demand of FPA and the content of training,
even if there are efforts to compromise training contents with the new curriculum. Therefore,
the dynamic nature of the organization (like excellence training center) requires continuous
amendments of trainings in line with technological changes and the existing situation.

As per the responses of item 4 of Table 8, 64.7% of trainees and 60% of trainers disagreed
that training contents were prepared to consider the ability and interest of trainees. On the
other hand, 32% of trainees and 25% of trainers agreed to the same issue. Furthermore, with
mean values of 2.56 and 2.5 both trainee and trainer respondents, respectively said that
training contents were set without considering the ability and interest of trainees. Besides, at
significant level of 0.05, p-value is greater than 0.05 which revealed that there is no statistical
significance between the mean responses of the two groups. This implies that the ability and
interest of trainees were forgotten in designing training contents. However, these are
important factors for effectiveness of training.

53
In the final item 5, Table 8 both trainees and trainers were requested whether the contents of
training is logically sequenced. As a result, 56.5% of trainee and 50% of trainer respondents
agreed that the contents of training were logically sequenced. On the other hand, 37.6% of
trainees and 35% of trainers confirmed that the contents of training were not logically
sequenced.

Moreover, the mean values for both groups of respondents were calculated at 95% confidence
interval. The test revealed that the mean values are 3.20 and 3.1 for trainee and trainer
respondents respectively. This shows that both groups agreed that the contents of training
were logically sequenced. Moreover, The student researcher also tried to see the course
outline contents prepared by the ACTC; accordingly they were logically sequenced from
simple to complex.

Table 9: Respondents’ Rank Order of Training Design

No Items Trainers

1. On what basis training programs designed? Mean Std.Dev Mean

Rank

1.1 Designed based on the objectives of Training Program 3.65 1.08 1

1.2 Designed based on the availability of necessary facilities 3.65 .93 1

1.3 Designed based on the availability of trainer or expert 3.60 1.53 2

1.4 Training contents consider the ability and interest of trainees 2.45 1.23 4

1.5 Designed based on the training environments 3.25 1.11 3

1.6 Designed in related to FPA future demand and strategic plan 2.40 .99 5

As it can be seen table 9 item 1, trainers were asked that on what basis training program was
designed with in their training center. As a result, trainer respondents agreed that the first
basis for designing training program were the objective of training program and availability of
necessary facilities with mean value of 3.65 and 3.65 respectively which is greater than
neutral value (x=3). They also agreed that the availability of trainer or expert were the second

54
factors in designing training program, with mean value 3.60. According to trainers, the
training environments were the third factors for designing training with mean values 3.25.

However, the trainers disagreed to the issue stated in item 1.4 and 1.6 of table 9 that training
programs were designed in relation to FPA strategic plan and TNA. In other words, they
expressed their agreement that the process of designing training programmes, FPA strategic
plan and TNA were not considered as an input. Because the mean values of two factors were
2.45 and 2.40 respectively, which are less than the neutral value (x=3). This implies that
efforts were not made to relate the training programs with strategic plan or future demands of
FPA which is dynamic in nature.

In the process of designing a training program, the involvement of different stakeholders and
users is required for its effectiveness. Even if once a training program was designed it needs to
be evaluated by independent individuals or organization those who have expertise knowledge
about the program and there should be a discussion with stakeholders and users for comment.
Accordingly the student researcher had set some questions and collects responses to identity
individuals those who involved in designing training programs.
Table 10: Trainers’ Ratings of Training Design
No Items Trainers

1. Who should be involved in designing TP? Std.Dev Mean Mean

Rank

1.1 Training is designed with participation of trainers and experts 1.25 4.1 2

1.2 Training is designed with participation of training coordinator 1.03 3.85 1

1.3 Training is designed with participation of working department 1.57 2.5 3

supervisor or manager

1.4 The training is designed with the participation of a trainee 1.18 1.65 4

1.5 The training is designed with the participation of all .68 1.4 5
stakeholders

As it can be seen in Table10, item 1.1, the majority of trainers 80% agreed that training was
designed with the participation of trainers and experts with mean value 4.1 similarly, 70% of

55
trainers agreed that training was designed with the participation of training coordinator with
mean value 3.85. On the other hand, 25% and 10% of trainers agreed that working department
supervisor or managers and trainees respectively did not participate in the process of training
design with mean value 2.5 and 1.65, respectively (Item 1.3, 1.4 and 1.5 of Table 10).
Therefore, this implies that the design of training was done by only trainers and training
coordinator without involvement of working unit managers, trainees and other necessary
stakeholders. Meaning these stakeholders had no say in training design, although they are the
main users. Moreover, it was found out from interview with training director and training
expertise that there is no way for working unit supervisors or managers, trainees and other
stakeholders to participate in the process of training design.

Regarding training facilities and premises, Watson 1979: 131) explains that site or location,
seating arrangement and layout of the training rooms or size or training environment in
general were extremely important aspects of effective training. Accordingly, related questions
were forwarded to both trainees and trainers.
Table 11: Training Facilities and Premises as perceived by respondents
N Items Respondents Rating Scales Mean
o
5 4 3 2 1

1 Size of training room is Trainee N 2 20 20 30 50 2.13

convincing
% 1.6 16.4 16.4 24.6 40.9

trainer N 1 3 2 8 6 2.25

% 5 15 10 40 30

2 Location of training center Trainee N 2 5 23 55 37 2.01

is accessible to transport
% 1.6 4 18.8 45 30

Trainer N 1 3 3 11 2 2.5

% 5 15 15 55 10

3 Facilities (coffee service, Trainee N 4 20 28 40 30 2.40

lunch, toilet etc ) are
% 3.2 16.4 22.9 32.8 24.6
comfortable
Trainer N - 1 3 4 12 1.65

56
 % - 5 15 20 60

4 The training environment Trainee N 41 54 19 6 2 4.03

helps trainees to learn one
% 33.6 44.2 15.6 4.9 1.6
from another
Trainer N 4 12 3 1 - 3.95

% 20 60 15 5 -

Degree of freedom (df)=1121

Concerning the training facilities and premises, as it can be seen in table 11, item1, 65.5% of
trainees and 70% of trainers confirmed that the size of training were not convincing.
However, only 18% of trainees and 20% of trainers agree to the same statement. Moreover,
the calculated mean value 2.13 and 2.25 for trainees and trainers respectively, revealed that
both groups disagreed that the size of training room were not convincing.
Regarding the accessibility of the training center, Table, 11 items 2, 75% of trainees and 65%
of trainer disagreed that the location of the training center was accessible to transport, while
5.6% of trainees and 20% of trainers agreed to the same issue. In relation to this item, 19% of
trainees and 15% of trainers did not give any comments. According to the calculated mean
value of 2.01 and 2.50 for trainees and trainers respectively showed that both respondents
disagreed to the item which is less than the neutral value (x=3). In other words, trainees (mean
value 2.01) were relatively showing disagreement in their response more than trainers (mean
value 2.50).

Facilities related to catering services like coffee, lunch etc, two groups of respondents were
asked to give their opinion (Table 11, item 3). Accordingly, 57.4% of trainees and 80% of
trainers disagreed that the services were not comfortable. Only 19.6% of trainees and 5% of
trainers gave their agreement to the same issue, 22.9% of trainees and 15% trainers preferred
not to give any comment on the stated issue. The calculated mean values 2.40 and 1.65 for
trainees and trainers respectively shows that there were disagreements between two groups
that the services were not comfortable. In other words, trainers (mean value 1.65) were
relatively showing disagreement in their response more than a trainee (mean value 2.40). This
implies that there is no statistically significance difference between the two groups. It was also
found by the researcher through observation that the services were not comfortable to users.

57
Question about training environment were forwarded for trainees and trainers. As a result,
77.8% of trainees and 80% of trainers agreed that the training environment help trainees to
learn not only from their trainer but also from one another. Despite of the fact that only 6.5%
of trainees and one trainer disagreed to the same issue, 15.6% of trainees and 15% of trainers
did not give comment. Therefore, the finding revealed that facilities like the training
environment in general were in encouraging and appropriate except the training room,
catering services and accessibility of training center to transport service. It means that even
though the location of the center was free from any pollution and attractive environment, it is
far from the main road, the way to Shewa Robit which is not easily accessible to transport
service.

4.2.2.2. Training Aid Selection

There are a number of factors that determine the selection of appropriate training aid. Such as
its relevancy to the subject matter, interest of the trainees, the availability of training aid, the
objectives of training etc. However, its relevance to the subject matter should be the main
factor in the selection of training aid. Moreover, in line with this, Bell (1997 : 375) explains
that training aids must be relevant to the purpose for which they were created and to the
trainee’s level of understanding so that the knowledge and skills that a trainee has to gain is
the central issues to be given due attention.

Truelove (1998 : 164) on his part indicates that the basic for selecting any medium that
accompany the method range from simple black board to audio visual equipment including
film must be the help and support it provides for learning. The use of training media should
always support the learning event rather than determine the shape and nature of learning unit.
Accordingly, trainers were asked to give their view on what basis training aid were selected in
ACTC.
Table 12: Respondents’ Mean Ratings of Training Aid Selection
No Items Respondents Rating Scales Std.D Mean
ev Rank
On what basis training Aid is selected in ACTC? 5 4 3 2 1 Mean
T= (n=20)

1.1 Training Aid is selected Trainer N 4 8 1 4 3 3.50 1.192 2

based on its relevance to

58
 the subject matter

1.2 Training Aid is selected Trainer N 2 6 2 5 5 2.60 1.142 4

based on the interest of the
trainees

1.3 Training Aid is selected trainer N 5 5 2 5 3 3.25 1.551 3

based on the interest of the
trainers

1.4 Training Aid is selected trainer N 10 6 1 2 1 3.85 1.225 1

based on its availability

1.5 Training Aid is selected trainer N 4 10 2 2 2 2.15 1.136 5

based on technology

As indicated in the Table 12, majority of trainers agreed that training aids were selected based
on their availability with mean value 3.85 as a first factor. The second factor with mean value
3.50 was its relevance to the subject matter, while the third factor was the interest of the
trainers with the mean value 3.25. This indicates that the relevancy of training aid which
needs to be the first requirement for the selection of training aid was not given main concern
whereas the availability were given priority. The interest of trainees which is very important
for the effectiveness of training was ranked last with mean value 2.60 which is below the
neutral value (x=3), while the interest of trainers were given priority than the interest of
trainees (Table 14).

Moreover, the student researcher was trying to see the relevance of training aid that was used
by trainers through live observation during training session at the training room. Accordingly,
it was observed that instructors were using chalk and talk for technical type of training instead
of using demonstration and practical application.

4.2.3. Selection of Trainees and Trainers

4.2.3.1 Trainees’ Selection
One of the important issues of the successes of the training program is the selection of the
right trainees and trainers. Unless appropriate employees are selected for proper training

59
program, the training provided by the organization would be only wastage of resources.
Hence, clear trainees’ selection criteria should be stated.

Table 13: Respondents’ Rating on the Selection of Trainees

No Items Respondents Rating Scales

Mean
What are the selection criteria of 5 4 3 2 1
trainees?
1.1 by using Trainee N 2 13 12 71 24 2.16
transparent and % 1.6 10.6 9.8 58 19.7
clear criteria Trainer N - 3 - 11 6 2.0

% - 15 - 55 30

1.2 based on personal Trainee N 20 82 8 11 1 3.89

relationship % 16.3 67.2 6.5 9 0.8

Trainer N - 10 6 1 3 3.15

% - 50 30 5 15

1.3 based on good will Trainee N 18 77 17 5 5 3.84

of top management % 14.7 63 13.9 4 4

Trainer N 3 11 5 1 - 3.80

% 15 55 20 10 -

1.4 Based on the Trainee N 2 20 27 69 4 2.56

60
 demand of the % 1.6 16.3 22 56.5 3
training program trainer N 1 3 4 12 - 2.65

% 5 15 20 60 -

1.5 There are no clear Trainee N 26 61 25 3 7 3.78

selection criteria % 21.3 50 20.4 2.4 5.7

Trainer N 2 9 5 4 - 3.45

% 10 45 25 20 -

Degree of freedom (df) =142

As can be seen in Table 13, item 1.1, 77.7% of trainees and 85 % of trainers disagreed that
trainees’ selection criteria were transparent and clear. However, only 12.2% of trainees and
15% of trainer agreed to the same issue. Moreover, at 95% confidence interval the mean
values 2.16 and 2.0 for trainees and trainers respectively (which are found to be less than the
neutral value x=3) showed that both groups disagreed on the existence of clear trainees’
selection criteria. That means the level of disagreement with the statement among the trainers
(mean 2.0) is relatively higher than the trainees (mean 2.16).

Furthermore, from the interview that held with training director and training coordinator, it
was found out that even if the selection criteria was stated by FPA, it was easily interpreted by
respective work offices and individuals. According to them, this was because of the fact that
criteria setting and delivering of training were done by different regional prison center
independently. Besides, usually training has not been seen as an investment by respective
work offices. In addition to this, the response by trainers in open-ended question depicts that
majority of instructors faced the problem during training (in the instruction process) due to
different academic back ground of trainees those are from Afar and Somalia region prison
center. This is may be the reason that statistical significance difference between trainees and
trainers was observed regarding the selection criteria of trainees.

According to Table 13, item 1.2, 83.5 % of trainees, and 50% of trainers agreed that the
selection criteria were based on personal relationship. However, 9.8% of trainees and 20% of

61
trainers disagreed, 6.5% of trainees and 30% of trainers were nothing comments on the same
issue. At 95% of confidence interval, the calculated mean values 3.89 and 3.15 for both
trainees and trainers respectively which is more than neutral value (x=3). In other words,
trainees’ level of agreement (mean value 3.89) on the item is relatively stronger than trainers
(mean value 3.15).

Similarly, research conducted by Southiseng and Walsh (2008) revealed that most of the time
employees whom had good networking with immediate supervisor were allowed to join the
available training. Moreover, research’s which was conducted by Malaku (2004: 92) showed
that the selection of trainees and trainers were based on personal relationships and
organizations do not have clear criteria of selection.

As indicated in Table 13 item 1.3, 77.7% of trainees and 70% of trainers agreed that the
selection was based on good will of immediate supervisor or boss. Whereas, 8% of trainees
and 10% trainer disagreed, 13.9% of trainees and 20% of trainer commented nothing. Besides,
the calculated mean values 3.84 and 3.80 for trainees and trainers respectively are found to be
greater than the neutral value (x=3). This implies that it was very common for instructors to
see and identify wrongly placed trainees during training.

Therefore, however, selecting trainees through the boss has the advantage that the capacity of
trainees can easily be identified or stated by the boss without wasting time in setting criteria, it
has disadvantage that the choice of getting training could be based on the good will of
immediate boss. Hence, it might be better or preferable to set clear criteria for each specific
training program.

Furthermore, from the interview that was held with training officials, it was found out that
immediate supervisor sent employees to the training center by their own interest and
perception; however, the training requires the criteria like education and related experience.
That is why it was common to find wrongly placed trainees in the training program.
According to these officials this is because of the fact that most of the time managers have

62
seen training as beneficial or getting the next rank for trainees instead of filling knowledge
and skill gap.

In the same manner, Table 13, item 1.4 both trainees and trainers were asked if the selection
criteria were based on the demand of the training program. As a result, 59.5% of trainees and
60% of trainers disagreed that the selection criteria were based on the demand of the training
program. However, 17.9% of trainees and 20% of trainers agreed to the same issue. On the
other hand, 22% of trainees and 20% of trainers commented nothing in the statement stated.

The calculated mean values 2.56 and 2.65 for trainees and trainers respectively, which are
found to be below neutral value (x=3) indicates that both groups of respondents showing
disagreement in their response regarding the selection criteria that were based on the demand
of the training program. Moreover, p-value is greater than the 0.05 level of significance. This
represents that there is no statistical significance between the opinions of the two groups. In
the final item of table 13,71.3% of trainee and 55% of trainers agreed that there is no clear
trainee selection criterion. However, only 8% of trainees and 20% of trainers disagreed with
the same issue, 20.4% of trainees and 25% of trainers preferred not to give comment. The
mean values of both trainees and trainers 3.78 and 3.45 respectively, revealed that there is an
agreement between the two groups concerning the statement. Besides, p-value is greater than
0.05 values of significance.

To sum up, from this finding it is possible to infer that in one way or another there was lack of
clarity and uniformity of the selection criteria that were influenced and biased by personal
relationship , good will of immediate supervisors or wrongly interpreted by individuals.

4.2.3.2. Trainers’ Selection

Similar to selection of trainees, selection of trainers also have a great impact on the
effectiveness of training program because they are an important resource persons. There are a
number of criteria to be used to select trainers, among these educations, related experience,
and knowledge of subject matter, knowledge in pedagogical, training or teaching experience,
communication skills etc. are some criteria that mostly used to select trainers.
Table 14: Selection of Trainers as Perceived by Trainers

63
 Trainers(n=20)
No % Rank frequency
What are selection criteria of trainers?
a) Educational level 8 40 5
b) Experience in training or teaching 5 25 6
c) Knowledge and skill in subject matter 15 75 3
d) Experience within FPA 16 80 2
e) Their knowledge in pedagogical science 1 5 7
f) Informal relationship 10 50 4
g) There is no clear criteria in selection of trainers 20 100 1
Total *75 100
* Multiple Responses

With this assumption in table 14, trainers were asked to reflect their response. Accordingly,
100% of trainers replied that there was no clear criteria in selection of trainers, while 80% of
trainers responded that experience with in FPA were used as a criteria, 75% of trainers
confirmed that knowledge and skill is subject matter. Informal relationship, educational level,
experience in teaching or training and knowledge in Pedagogical science were 50%, 40%,
25%, and 5% respectively by trainers. From these data it is possible to conclude that similar to
trainees there is also a lack of clear training criteria in selection of trainers. Knowledge in
pedagogical science, experience in training and education which are very important in training
and education system were not given due consideration.

It was also discovered from interview held with training center director, he replied that
trainers were usually selected based on top level management to save the time of selection
process and setting criteria. According to him some time employees who have related
experiences in the field work and have knowledge in the subject matter in the area of skill
were selected for the trainer.

Moreover, he replied that experience of teaching or training and pedagogical knowledge was
not considered to select trainers however, most of the time, trainees complain on the way
instructors teach them because of this, there is a plan to train trainers in teaching methodology
and training for trainer in the future as the training expert in the head office also agree that and
he replied that we are now in the process to give TOT collaboration with Sendafa police
collage .

64
The same question also forwarded for training experts in the form of an interview they replied
that there was criteria in the past (like education, experience, performance evaluation) that
used as similar to other promotion criteria. But according to them currently there are no as
such clear selection criteria for trainers.

4.2.4. Delivery of Training

Delivery of training is a direct response to the needs or problems identified. During the
delivery of training program (TPs) the three elements trainees, trainers and the course
prepared for the training should interact each other towards the attainment of objectives. There
are activities executed with in the training session before the training begins. These include
clarification of objectives, introduction of participants, setting ground rules, getting the
expectation of trainees and making trainers knows each other are some of activities. These
activities should be used as an instrument for the achievement of the objective of the TPs.

Table 15: Delivery of Training Programs as perceived by trainers.

Item Trainers(n=20)
No %
What are the a) Clarification of objectives 18 90
b) Introduction of trainer(s) 18 90
activities
c) Setting ground rules or norms 16 80
done d) Getting the expectation of trainees 9 45
before the e) Making trainees knowing each other 7 35

beginning of
training
Total *68 100
* Multiple Responses

In relation to these activities, the data in Table 15 indicated that major activities before
training; clarification of objective (90%), introduction of trainers (90%), and setting ground
rule or norms (80%) were executed fairly, while getting expectation of trainees (45%) and
making trainees know each other (35%) were not executed as expected before training begins.

65
Table 16: A t-test result on Delivery of Training Programs
No Items Respondents Rating Scales

Activities to be done while training is 5 4 3 2 1 Mean t-test

delivered?

1.1 Training spaces are Trainee N 20 65 12 15 10 3.46 3.621

arranged during % 16.4 53.3 9.8 12.3

training
Trainer N 5 11 1 3 0 3.70

% 25 55 5 15 0

1.2 The role of the training Trainee N 30 45 12 20 15 3.26 -1.161

expert and trainer is % 24.6 36.9 9.8 16.4 12.4

defined Trainer N 6 8 1 2 3 3.95

% 30 40 5 10 15

1.3 Training is delivered Trainee N 24 46 2 30 20 3.32 -1.382

according to pre-set % 19.7 37.7 1.6 24.6 1.6

schedule
Trainer N 5 7 2 3 3 2.5

% 25 35 10 15 15

1.4 Training materials Trainee N 37 24 4 32 25 2.76 -1.321

(handout, notebook, % 30.3 19.7 3.3 26 20.5

pen, etc.) are available Trainer N 5 5 3 3 4 3.3

% 25 25 15 15 20

1.5 Training aids Trainee N 20 21 20 30 31 2.75 2.241

( overhead projector or % 16.4 17.2 16.4 24.6 25.4

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 LCD,etc) are available Trainer N 3 5 2 5 5 2.3

% 15 25 10 25 25

Degree of freedom=139

There were other questions that related to activities that have been executed during training.
Accordingly, as it can be seen from table 16 items 1.1, it was revealed that trainees with mean
values 3.46 and 3.7 both group respondents respectively agreed that training spaces were
arranged during training. This implies that there was no significant statistical difference
between the opinions of the two groups on the item stated.

As per the table 16, item 1.2, it was found out that with mean values 3.26 and 3.95 both
groups of respondents respectively agreed that the role of training experts and trainers were
clearly defined. This implies that there is an agreement between the two groups of
respondents. This shows that there was no significant statistical difference between the two
groups of respondents.

As indicated in Table 16 item 1.3, 57.4% of trainees and 60% of trainers agreed that the
training is delivered according to pre set schedule. Whereas, 26.2% of trainees and 30%
trainer disagreed, 1.6% of trainees and 10% of trainer commented nothing. Besides, the
calculated mean values 3.32 and 2.25 for trainees and trainers respectively. This implies that
there was significant statistical difference between the opinions of the two groups on the item
stated. That means the level of agreement on the statement among the trainee (mean 3.32) is
higher than the trainer (mean 2.25).

In the same manner, Table 16, item 1.4, 46.5% of trainees and 35% of trainers agreed that the
training is delivered training material. Whereas, 50% of trainees and 50% trainer disagreed,
3.3% of trainees and 15% of trainer commented nothing. Besides, the calculated mean values
2.76 and 3.3 for trainees and trainers respectively. This implies that there was significant
statistical difference between the opinions of the two groups on the item stated. That means
the level of disagreement on the statement among the trainer (mean 3.3) is higher than the
trainer (mean 2.76).

67
In the same manner, it can be seen from Table 16 item 1.5, revealed that the mean values 2.75
and2.3 for trainees and trainer respectively which are less than the neutral value (x=3). This
implies that training aid not delivered in the training center.

It would be concluded that there was no statistical difference between the opinions of the two
groups regarding the issues that were indicated.

Regarding trainees’ readiness for training, training director and training experts clearly stated
that there was no way of checking the readiness and interest of the trainees for specific
training rather than only assuming.

To summarize, from these data, it is possible to infer that defining the role of trainer and
training expert, which are important for effectiveness of training were relatively appropriate
and well prepared except delivering training according to per-set schedule, availability of
training material and training aid.

However, according to trainers the arrangements of training spaces need improvement Since
each training methods and aids has advantage and disadvantage, it is pointless to try to
evaluate any training techniques without considering the context in which it is employed
(Cowling and Mailer, 1981: 66). Therefore, one has to look in to the context in which training
is conducted rather than the method itself.

Regardless of the type of training done, Noe and others (2008: 273) stated that a number of
approaches and methods can be used to deliver it. Whether the approaches used a variety of
consideration must be balanced when selecting training delivery method. Major variables are
nature of training, subject matter, number of trainees, resources, locations etc. Accordingly
trainers were asked the following questions and reported as follows.

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Table 17: Trainers’ mean Ratings on the Selection of Training Methods
No Items Respondents Rating Scales Mean
(n=20) Rank
Mea
On what basis training methods are selected? 5 4 3 2 1 n

1.1 Based on needs and Trainer N 20 24 8 40 30 2.8 6

abilities of trainees
1.2 Based on ability of the Trainer N 33 37 10 22 20 4.15 2
trainers
1.3 Based on the content Trainer N 36 30 6 34 16 3.65 4

1.4 Based on objectives or Trainer N 23 67 12 12 8 4.65 1

purpose of the training
1.5 Based on size of the Trainer N 38 45 7 15 17 2.65 7
trainees
1.6 Based on seating Trainer N 10 20 4 44 40 2.9 5
arrangement
1.7 Based on time Trainer N 11 39 7 30 35 3.8 3

1.8 Based on size and shape Trainer N 10 15 7 72 18 1.7 8

of the room
N.B.TMs=Training Methods

Regarding the appropriateness of the methods used, table 17, trainers agreed that the methods
of the training that had been used were moderately appropriate with the objectives of the
training (mean value 4.65), selection of training methods in relation to ability of trainer (mean
4.15), time (mean 3.8), the contents of training (mean 3.65), seating arrangement (mean 2.9),
abilities of trainees (mean 2.8), size of trainee (mean 2.65) and size and shape of room (mean
1.7).Therefore, the data of this table indicates that selection of training methods in relation to
the objective of training, abilities of trainers, time, were moderately and relatively appropriate,

69
while the contents of training program, seating arrangement, ability of trainee, size of trainee
and size and shape of the room were relatively less appropriate with the selection of training
methods that have been applied.

4.2.5. Training Evaluation

One of different practice that should be done after assessing training needs, designing training
program and delivery of TPs is evaluation. Evaluation can be used as special source of the
knowledge that will help one to have a comprehensive view the issue to be evaluated. Hence,
it must not be seen as supplementary but as compulsory processes of an acquisition of
knowledge and skills. It is useful not only to gather information or feedback but also to learn
about the content and the methods of effective program.
Table 18: A Chi-square Result on Training Evaluation-A
No Item Respondent Chisquare df P-
Trainees Trainers
(χ2) Value
(n=122) (n=20)
No % No %
Does ACTC Yes 66 54 18 90 21.12 2 .000
No 36 29.5 2 10
evaluate its
not sure 20 16.4 0 0
Training
Program?
*Significant at 0.05 level of significance (P<.05), df =degree of freedom

Accordingly, both trainees and trainers were asked whether there was an evaluation of training
Program exists (Table 18). As a result, 54% of trainees and 90% of trainers agreed that there
was a practice of training evaluation. However, 29.5% of trainees and only 10% of trainers
disagreed and 16.4% of trainees did not give any comments. Hence, further statistical test
showed that there is significant difference between the opinion of the trainees and trainers on
the existence of training evaluation (χ2=21.12, df=2 & p=.000). However, the responses
among trainee respondents could not clearly show the status, the interviews with key
informants in the training center indicated that there was an evaluation practice however it
focused on measuring the immediate reaction of trainees through test

Table: 19 Respondents’ Perception of Training Evaluation-B

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Item Trainees Trainers
(n=122) (n=20)
No % No %
If your answer a) Before the training program started 0 0 0 0
b) when the training is on going 7 19.4 1 5.5
in Table 20 is
c) At the end of training program 26 72.2 16 88.9
‘yes’ when f) The evaluation is made when the problem 0 0 0 0
ACTC arises
evaluates its g) post training evaluation 3 8.3 1 5.5

training
Program?
Total 36 100 18 100

As per the data in Table 19, both trainees and trainers who gave positive response in Table 19
regarding the existence of training evaluation were also asked when evaluation was
conducted. As a result, 72.2% of trainees and 88.9% of trainers confirmed that training
program evaluation was done at the end of training while only 19.4% of trainees and one
trainer replied that evaluation was conducted during training, 8.3% of trainees and one trainer
responded that there was a post training evaluation. Therefore, it is possible to conclude that
training program evaluation was conducted at the end of the training program. Meaning that,
post-training and pre-training evaluations were almost none at all. However, it was found
from the training director of ACTC in the form of an interview that once a time there was a
post training evaluation which was used to measure the job performance after training. But
training expert of head office disagreed with the view of the training director.

As it has been discussed in the review of related literature, different models have been
developed over the years to evaluate effectiveness of training programs. One of the most
widely discussed models is the Kirkpatrick evaluation model (Aragon-Sanchez and others,
2003; Mathis and Jackson 2008: 282). This model consists of four levels, namely, reaction,
learning evaluation, behavior or performance and business impact or results.
With regards to the person who is concerned with conducting evaluation, Kenney (1979: 100)
makes the point that evaluation must be cooperative. He added that all who are parts of the
process of appraisal or who are affected by must participate in the process. Hence, attempt

71
was made to assess the ACTC training evaluation system in accordance with this model and
assumption.

Table: 20 Training Evaluation mechanisms as Perceived by Trainers-C

Item Trainers(n=20)

1 What are the mechanism that used to evaluate the training No % Rank
programs that provided by ACTC?
A Measures the reaction of trainees at the end of training 20 100 1
B Measures what trainees are learnt from the training through test 16 80 2
C Measures the behavior and performance change on the jobs 11 55 3
D Measures the impact of training on organizational performance. 5 25 4
Total *52 100
2 Who does evaluate training programs in ACTC?
A Trainers 16 42 1
B Trainees 8 21 3
C Training director 14 37 2
*38 100
* Multiple Responses

As indicated, in table 20 item 1, 100% and 80% of trainers replied that the evaluation
mechanism were used to measure and see the reaction of trainees and what trainees learn from
training (level 1 and level 2 type of evaluation), 55% and 25% of trainers replied that the
evaluation mechanism were used to measure the performance change and the impact on the
organization, respectively. Therefore, the data implied that commonly and mostly used
evaluation mechanism were the first two levels (i.e. reaction and learning).

Besides, training director and training experts admitted that not much has been done in terms
of training evaluation which is only limited to immediate assessment of trainers and training
program after completion. However, they stated that there is a plan to conduct evaluation of
the change on job performance and the impact on the organization in the future.

In line with this, Mathis and Jackson (2008 : 282) stated that the most frequently used type of
measurement is level one because it is the easiest to measure. However, it provides the least
valuable data. On the other hand, they explained that learning enough to pass a test does not

72
guarantee that trainees will remember the training content months later or will change job
behaviors.

Concerning the people who are involved in the processes of training evaluation, trainers
(42%), training director (37%), and trainees (21%), are those who have been participated in
process of measuring the reaction and learning of trainees (Table 20). Therefore, the data
indicates that trainers, training director and trainees involved in evaluation. However, the
participation of other necessary stakeholders was none at all.

This implies that other stakeholders of the training program including operational working
unit managers, training officer or experts and others concerned individuals have not been
given a chance to evaluate training program. However, they are the main users.

Table 21: Respondents’ Perception of Training Evaluation-D

Item Trainees Trainers (n=20)
(n=36)
No % No %
Data gathering tools that are Observation 1 2.77 2 10
Questionnaire 36 100 26 130
mostly used to get feedback
Interview 7 19.44 0 0
to evaluate training Discussion 16 44.44 6 30
Programs Test 30 83.33 14 70
Total *90 100 *48 100
* Multiple Responses
Regarding the data gathering tools that mostly used to evaluate training, as it is stipulated on
Table 21, 100% of trainees and 130% of trainers replied that the most used data gathering
tools were questionnaires, 83.33% of trainees and 70% of trainer responded that the most used
data gathering tools were tests and 44.4% of trainees and 30% of trainers confirmed that
through discussion with trainees. However, only 10% of trainers responded that it was done
using interview. From the finding, it is possible to conclude that questionnaire were relatively
the most used tool for gathering feedback in the training center to evaluate training.

It was also discovered from interview held with training experts that questionnaire were
commonly used tools to gather feedback from trainees and others. However, according to

73
these experts the feedbacks that were gathered from trainees and trainer through questionnaire
were kept somewhere and sometimes without taking any action or correction. For detail
information about the contents of the training evaluation and the format that are commonly
used in ACTC for measuring the immediate reaction of trainees regarding training program
and trainer.

Systematic approach to training generally follows a logical sequence of activities involving

conducting training needs, designing the training program, delivering and finally evaluating
the training program. Accordingly, the related question was forwarded to both trainees and
trainers whether the training program offered by ACTC it seems like were planned and
systematic but the researcher observe and had opportunity to investigated evaluation of
training program and that much not well organized and systematically.
Table 22: Respondents’ Perception of Training System
Item Respondents
Trainees Trainers
(n=122) (n=20)
No % No %
Are Training Programs that provided by Yes 30 24.6 1 5
No 86 70.5 18 90
ACTC Planned and Systematic?
Not sure 6 4.9 1 5
Total 122 100 20 100

As indicated in Table 22, 70.5% of trainees and 90% of trainers disagreed that the training
programs were planned and systematic. On the other hand, 24.6% of trainees and 5% trainees
agreed, about4.9 % of trainees and one of trainers were not sure whether the programs were
systematic and planned. Moreover, these responses, together with the study revealed in the
assessment of the training programs add up to the conclusion that training programs offered
by ACTC indeed might be unplanned and unsystematic as proposed in the background of this
study. In relation to this, (Noe and others 2008; Mathis and Jackson, 2008) indicate that
unsystematically designed training will affect the expected results and benefits of training.

Table 23: Respondents’ Perception of the Outcome of Training Programs

Item Trainees(n=122)

74
1 Have you got benefits or changes from the No %
training that you involved?
Yes 80 65.6
No 32 26.2
Not sure 10 8.1
Total 122 100
2 If your answer in item 1 is Yes what are these benefits or changes?
2.1 Knowledge and skill enhanced after training 36 45
2.2 Job performance improved after training 24 30
2.3 The benefit are below expectation 16 20
2.4 Enjoyed and relaxed during training 4 5
Total 80 100

In relation to the benefit or changes perceived as a result of training, trainees were asked
whether they got benefits or changes perceived from the training they involved. Accordingly,
table 23 shows that 65.6 % of trainees replied that they got benefits and changes that were
perceived from training by trainees. However, only 26.2% of trainees disagreed to the same
issue, 8.1 % of trainees were not sure about the changes, or benefits of training.

This implies that majority of trainees were benefited from training even though the changes or
benefits that perceived need investigation.

For those who responded positively for item 2 Table 23, one question was forwarded, what
were the benefits or changes acquired as a result of training? As indicated, 45% of trainees
replied that their knowledge and skill were enhanced after training while 30% of trainees
responded that their job performances were improved after training, 20% and 5% of trainees
confirmed that the benefits or changes were below their expectation and relax respectively.

Therefore, from this it is possible to infer that the major benefits or changes that are acquired
or perceived by trainees were knowledge and skills changes than the change on performance.
However, the primary objectives of providing training for employees were to improve their
performance and to solve performance gap, if the gap is due to knowledge, kills, abilities, and
attitude.

75
Table 24: Respondents’ Ratings of the Constraints of Training Programs
No Items Respondents Rating Scales Mean Std. Mean
Rank
5 4 3 2 1 Dev

1 Lack of clear training policy Trainees N 20 60 12 30 10 3.89 1.41 2

and structure
Trainer N 10 8 0 1 1 4.7 .47 1

2 Lack of good working Trainees N 15 25 2 60 20 2.36 1.34 8

relationship between trainers
and management Trainer N 5 7 2 3 3 2.7 1.08 7

3 Lack of providing training Trainees N 30 70 3 10 9 4.19 1.23 1

based on the training policy
and need assessment Trainer N 7 7 2 1 3 3.95 .887 3

4 Training objectives, content Trainees N 32 28 6 19 37 2.98 1.75 5

and programs are not relevant
with actual needs of FPA Trainer N 10 8 0 1 1 2.7 1.080 7

5 Trainees and trainers are not Trainees N 25 20 7 40 30 2.80 1.23 6

competent
Trainer N 3 4 1 6 6 1.7 .656 8

6 Lack of adequate training Trainees N 3 7 12 60 40 2.11 1.22 9

budget, materials, aids and
Trainer N 4 6 0 5 5 3.05 .887 5

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 trainers

7 Catering service, training Trainees N 10 20 4 43 45 2.45 1.01 7

classroom, training
environment and other Trainer N 4 4 1 5 6 2.75 1.019 6
services are not appropriately
allocated

8 The absence of incentive or Trainees N 45 41 6 19 11 3.46 1.46 3

promotion after completed
training Program Trainer N 9 6 1 2 2 4.35 .670 2

9 Lack of knowledge and Trainees N 35 35 2 25 25 3.24 1.13 4

awareness towards the
importance of need Trainer N 6 12 0 1 1 4.7 .470 1
assessment and evaluation of
training

10 Lack of incentive package Trainees N 10 7 5 63 37 2.0 .995 10

and training for trainers
/TOT/ Trainer N 5 7 1 4 3 3.5 1.277 4

Concerning major factors that hinder the achievement of training program, indicated in Table
24, both trainees and trainers point out and ranked in terms of the degree of constraints.
Accordingly, lack of clear training policy and structure, and lack of knowledge and awareness
about the importance of TNA and training evaluation were found to be the first constraints
with equal mean value 4.7 respectively by trainers. Lack of providing training based on
training policy and training need assessment was found to be the first constraints with mean
value 4.19 by trainees.

Both trainees and trainers ranked Lack of clear policy and structure and the absence of
incentive or promotion for trainees after they successfully completed training program with
mean value 3.89 and 4.35 respectively as the second constraints.

The absence of incentive or promotion after completed training Program, and Lack of
knowledge and awareness towards the importance of need assessment and evaluation of
training were found to be the third and fourth constraints with mean value 3.46 and 3.24
respectively by trainees.

77
Lack of providing training based on training policy, training plan and TNA, and lack of
incentive and absence of training of trainer (TOT) were also ranked as third and fourth
constraints with mean value 3.95 and 3.5 respectively by trainers. The remaining constraints
were indicated in the table with corresponding mean value and ranked (Table 24). It can be
seen from the table, in some items there was no major variation in the ranking of the two
groups of respondents.

Therefore, from the finding, the student researcher deduced that Lack of clear training policy
and structure, lack of knowledge and awareness about the importance of TNA and training
evaluation, Lack of providing training based on training policy and TNA and absence of
incentive or promotion for trainees after they successfully completed training program were
the major constraints for trainers and trainees respectively.

Moreover, the existing training policy and structure of FPA is unclear and inappropriate to
administer or to implement training systematically. There was also interview held with
training expert that the absence of linkage between training and career development or
promotion negatively affects the motivation of trainees to attend training actively.
Consequently, these will have implication on the effectiveness of training directly or
indirectly. Besides, according to training center director, lack of appropriate TNA, selection of
wrong trainees and lack of coordination between respective working units here in training
center and head of FPA were also another major constrains.

However, regarding the importance of linkage between training and career development or
promotion, Bryn (1990: 19); Dencerzo and Robbins (2002: 216); and others stated that
training must be related to something which the trainee desires. This could be money, job
promotion, recognition and so on.

78
 CHAPTER FIVE
Summary,Conclusion and Recommendations
This chapter deals with the summary of the major finding of the study, conclusion, and
recommendation.

5.1. Summary
The main purpose of this study was to assess the current practice of human resources training
programs offered by ACTC and consequently to identify the strength and weakness of the
programs and to forward the possible solution and recommendation. To this effect the
descriptive survey method was employed and the following basic questions were raised.
1. Does Correctional Training center conduct training needs assessment? If they do, how
do they assess such needs?
2. How training is designed and delivered in Federal Prison Training Center /Alleletu/?
3. To what extent clear selection criteria for trainees and trainers exist?
4. What look like the mechanisms of evaluation takes place in a training program?
5. What are the major constraints that hinder the practice of training programs?

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The data were gathered through different data gathering tools, questionnaire, interview, and
careful live observation. Out of these questionnaires 122 (98%) were completely filled in and
returned. The second set of the questionnaire was distributed to 20 trainers who were involved
in providing training in ACTC. Out of these questionnaire, 20 (100%) were filled in and
returned.

The collected data were analyzed by using relevant statistical tools such as percentage, mean,
and mean ranking, Chi-square (χ2) and t-test. Moreover, SPSS was used for statistical
computation. Finally, analysis and interpretation of data were made. Consequently, the major
findings of the study were presented as follows:

5.1.1. Issues Related to Training Needs Assessment and Training Objectives

It was found out that even though the ACTC conducts TNA annually, the majority (79.5%) of
trainees and 90% of trainers reported that TNA practice has not be done in scientific and
appropriate manner. Moreover, TNA was based on subjective comments from working
supervisor or top management (46.1%) and feedback from higher authorities (30.6%) without
identification of true needs and analysis of gaps. This was also supported by data obtained
from interview with training expert and Deputy General Director in the head office.

Lack of knowledge and awareness on the part of working unit manager or supervisor, and
underestimate of the need to do the analysis were the major reasons that were reflected for
unscientific and inappropriate TNA practice. However, a resource like budget was not a major
reason. The prioritization criteria of identified needs were the interest of top management with
mean value 4.80 and, urgency or seriousness of the problems (mean 4.7). However, the long
term needs of FPA were not due consideration with mean value 1.8.

Regarding setting training objective, 71% of trainees and about 85% of trainers agreed that
training objectives were understandable. It was found that the training objectives were
unrelated to TNA with mean value 2.38 and 2.60 for trainees and trainers respectively, which
is less than the neutral value (x=3). Both trainees and trainers with mean value 2.49 and 2.42
respectively that there were disagreements regarding communication of training objective for
trainees and other necessary stakeholders. The interview result has also shown that

80
communication of training objectives for concerned individuals and stakeholders was limited
or none at all.

5.1.2. Training Design

5.1.2.1. Training Contents

Both trainees and trainers were not expressing clearly their agreement or disagreement
regarding planning, training contents with mean values 3.09 and 2.6 respectively. Concerning,
Training contents of ACTC were well planned, this implies that the training content planned
accepted by trainee and the mean value greater than the trainer but as expert, trainer not
believed the planned, majority of both groups of respondents disagreed on the statement with
mean values 2.68 and 2.75 for trainees and trainers respectively that training contents were
relevant to the TNA and objectives of the FPA. Besides, p-value is greater than 0.05. Both
trainees and trainers disagreed that the training contents were prepared considering the
abilities and interest of trainees, and the reality of the FPA, while 56.5% trainees and 50% of
trainers responded that the contents of training were not logically sequenced.

In connection with factors that considered in the process of training design, the objectives of
TP and availability of necessary facilities with mean value 3.65 and 3.65 respectively were the
first factors in designing training program, by trainers. While the availability of trainers or
experts and training environment in general were the second and third factors. On the other
hand, in the process of training design in relation to TNA (mean value 2.45) and FPA strategic
plan (mean value 2.40) implies that efforts were not made to relate the training programs with
TNA and strategic plan or future demands of the FPA which is dynamic in nature. It was also
found that the designing of training program were done independently by trainers and training
director with mean value 4.1 and 3.85 respectively. However, working unit managers or
supervisors and other necessary stakeholders were not participated.

5.1.2.2. Training Facilities, Premises, and Training Aid

The findings from the data indicated that facilities like training environment were encouraging
and appropriate except the size of training room, catering services, and accessibility of
training center to transport services.
In selection of training aid, its availability and its relevant to subject matter were considered as
first factors and second factors respectively. However, using technology were not given

81
priority.In addition that as researcher observed the raining also given in lecture method than
participatory.

5.1.2.3. Selection of Trainees

The selection of trainees It was discovered that about 81.7% of trainees and 70% of trainers
reported that based on personal relationship and good will of top management or immediate
boss. In the same manner, the researchfunded by Southiseng and Walsh (2008) revealed that
most of the time employees whom had good networking with immediate supervisor were
allowed to join the available training.

5.1.2.4. Selection of Trainers

According to data obtained, the majority (100%) of trainers replied that there are no clear
trainers’ selection criteria. However, 80% of trainers confirmed that experiences with in FPA
were used as criteria. Moreover, trainers reported knowledge and skill in subject matter
(75%), and that informal relationship (50%) were also used as criteria. But educational level,
experience in teaching or training and knowledge in pedagogical science which are believed
that very much important for training and educational system were not given due
consideration. Besides, it was discovered that interview with training expert and coordinator,
revealed that trainers were usually selected based on informal relationship to save time of
selection process and setting criteria. He added, sometimes related experience in FPA and
knowledge in subject matter in the area of study were considered for selection. Similarly,
research which was conducted by Malaku (2004: 92) found that the selection of trainees and
trainers were based on personal relationships and organizations do not have clear criteria of
selection.

5.1.3. Delivering of Training

Concerning activities executed before the training begins in the training session; it was
indicated that clarification of objectives, introduction of trainers and setting grand rules or
norms were done properly. However, activities like getting the expectation of trainees, and
making trainees know each other were not executed as expected. Regarding activities that
have to be done during delivery of training, both trainees and trainers replied that defining
role of trainer and training expert, delivery of training according to preset schedule, but
availabilities of training aid and material were not appropriate done. However, there is no

82
system of checking the readiness and interest of the trainees for specific training before
training is delivered.

On the other hand, the finding indicates that selection of training methods in relation to the
objective of training, abilities of trainers, time, were moderately and relatively appropriate,
while the contents of training program, seating arrangement, ability of trainee, and size and
shape of the room were relatively less appropriate with the selection of training methods that
have been applied.

5.1.4. The Practice of Training Evaluation

Both 29.5% of trainees and 90% of trainers agreed that there was a practice of training
evaluation. However, the responses among trainees’ respondents could not clearly show the
status, the interviews with training center director indicated that there was an evaluation
practice which measured the reaction of trainees and learning. Moreover, both 72.2% of
trainees and 88.9% of trainers agreed that the evaluation was done at the end of training.
However, pre training evaluation and post training evaluation were not applied at all.

Referring to the evaluation mechanism, 80% of trainers agreed that the evaluation mechanism
used to measure the reaction of trainees and what trainees learned during training. In other
words, the practice was the two level evaluations (i.e. level-1: reaction and level-2: learning).
Besides, the Training Experts admitted that not much has been done in terms of training
evaluation which is only limited to immediate assessment of trainers and training program
after completion.

Regarding data gathering tools, 100% of trainees and trainers agreed that the mostly used data
gathering tool was done by filling questionnaires. This was also supported through interview
with Deputy General Director. Trainers, trainees and training coordinator were involved in the
process of training evaluation. While the participation of other necessary stakeholders like
working unit supervisors or managers was very limited or none at all. Moreover, according to
training experts, the collected feedbacks were not utilized and corrections were not made in
taking actions as result of information gathered through questionnaire.

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Concerning the system of training program that provided by ACTC, 70.5% of trainees and
90% of trainers agreed that the training programs were unplanned and unsystematic.
Therefore, these responses, together with the earlier finding revealed in this study add up to
the conclusion that training programs offered by ACTC indeed might be unplanned and
unsystematic as supposed in the background of this study.
In relation to the outcome of training, majority of trainees agreed that the benefits or changes
that acquired by trainees were only knowledge and skill. However, these might not be direct
solution for the performance gap.

5.1.5. Major Constraints

In connection to major factors that hinder the practice of training program. Both trainees and
trainers point out and ranked in terms of the degree of constraints, lack of clear training policy
and structure, and lack of knowledge and awareness were found to be the first constraints with
equal mean value 4.70 by trainers. Lack of providing training based on training policy and
training need assessment was found to be the first constraints with mean value 4.19 by
trainees.

Absence of incentive or promotion for trainees after successfully completed the program with
mean value 3.89 and 4.35 for trainees and trainers respectively was ranked as the second
constraints. Therefore, the finding indicated that lack of clear training policy and structure,
lack of providing training based on training policy and TNA and the absence of incentive or
promotion for trainees after training completed were the major constraints for trainers and
trainees respectively. However, Kenney and other (1992:3) pointed out that a major reason to
have clear training policy was to provide guidelines for those responsible for planning and
implementing training.

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5.2. Conclusion
The following conclusion can be drawn from the findings of the study.
Obviously, dynamic organizations such as FPA require careful assessment of training needs,
delivering, and evaluating training program in a systematic and appropriate manner in line
with changing criminal type and behavior. However, the findings show that the TNA
conducted by FPA has been done without considering organizational, person and task
analysis. It was also found that TNA is conducted thourgh a request from regional and federal
prison center managers and supervisors. Therefore, it can be concluded that TNA scheme has
been implemented on an ad hoc basis rather than comprehensive and systematic analysis. This
may hinder the systematic identification of performance gap and the real needs of FPA.

As it has been found out in the study training objectives and training contents were directly
not related with TNA and at the same time were not well communicated to necessary
stakeholders. This could be the reason that the training center was unable to address the needs
of the organization in general and the needs of respective working unit in particular.
Therefore, lack of understanding the importance of TNA among the respective working units

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might lead to an improper planning of training activities, which could result in difficulties in
the implementation of training system (i.e. designing, delivering, and evaluating). In short,
inappropriate and unscientific practice of TNA would have negative implication on the other
practice of training activities.

According to the finding, training director and trainers are those who are involved in the
process of designing training program. However, necessary stakeholders like trainees,
respective working unit managers or supervisors were not included. Hence, this may be a
cause that hinders identifying the actual needs of the users timely. On the other hand, in
designing training program efforts were not made to relate the training programs with TNA
and strategic plan or future demands of FPA which is dynamic in nature. Therefore, the
overall practice of designing training programs was not done well as expected in light of
changing the prison administration system and demand of FPA. This may inhibit
identification of what kind of training will be needed in the future in line with change in the
prison system and organizational demands.

The physical facilities at the Training School are not suitable. The required accommodations
and several types of generic classrooms and simulation areas: canteen and kitchen;
gymnasium; dormitory facilities (for both trainers and trainees); internet and telephone
connections were not available.

The finding indicated that there was a lack of clear selection criteria in FPA and the personal
judgment and good will of immediate boss or supervisors were used for trainee selection. It
can be argued that such situation may reduce the quality or the success of a training program
unless resolved timely. Similarly, the finding shows that the practice of selecting trainers was
unclear and informal. Moreover, teaching or training experiences and knowledge in
pedagogical science that are believed to be important for effectiveness of the training were not
given due attention. This situation will create incompetent trainers and discourage or exclude
potential trainers to compete and also it will affect transferring of learning to work place.

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In relation to delivering training, the contents of the training program, time, and ability of
training, seating arrangement and size and shape of the room were not relatively appropriate
with the selection of training methods that have been applied. Moreover, during training or
before training begins activities such as getting expectation and interest of trainees, and
making trainee know each other were not properly executed. Therefore, directly or indirectly
these factors may have a negative effect on the effectiveness of training programs if not
properly executed. Moreover, when this research conduct the researcher observed that the
teaching method was heavily based on lecturing it is one way communication.

It was discovered that the FPA has done evaluation at the end of training program in order to
see or to identify the immediate reaction and the learning result of trainees. But efforts were
not made to evaluate the change on job performance and the impact on the organization. This
may hinder to see or check whether training is transferred to the workplace or not. Besides, it
is difficult to make sure adequate return on investment for the resource spent on training.
Finally, the study identified factors that hinder the practice of training programs. With respect
to this, lack of clear policy and structure, lack of knowledge and awareness about the need and
the importance of TNA, lack of providing training based on training policy and TNA, lack of
linkage between training and career development or promotion are some of the major factors
that hinder the achievement and practice of training programs. Moreover, the existing FPA
training policy, guidelines and structure is lacking the clarity of duties and responsibilities in
which the training center under take the training system. Thus, a combination of these
inhibiting factors can have the effect on assessing, planning, implementing and evaluating of
ACTC training programs which in turn might result in difficulties in the provision of well
trained and capable human resources in line with the demand of the FPA as well as region.
These might leads to inadequate and poor provision of good service to the inmate in general.
Therefore, from the findings of this study it can be possible to conclude that the training
programs offered by ACTC were unplanned and unsystematic.

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5.3. Recommendations
Based on the findings and conclusion of the study the following recommendations were
suggested.
As revealed by the study, TNA conducted by FPA was unscientific and inappropriate.
Therefore, FPA needs to learn how to make an effective and systematic training need analysis.
Particular attention should be paid to how effectively they translate their training plans and
needs into workable and measurable training programs within the organization context. Given
the great impact of TNA plan on the success of training function, the use of full training needs
assessment procedures are recommended rather than merely asking the individual managers or
immediate supervisor about training needs. In this context, it is worth stressing the importance
of relating TNA to organizational analysis, task analysis and person analysis.

Identification of training needs should be done more professionally in conjunction with the
line manager as well as HR personnel. Everyone involved should agree exactly to what the
trainees are lacking, for instance, what skill is needed, and what attitudes need to be changed
toward work performance. Furthermore, the researcher recommends that training director
should monitor effectively their training needs assessment plans and procedures collaborate

88
with the training expert in Head of FPA and with concerned regional prison administration
mangers. These plans should be related to the organization strategic needs analysis and to the
objective of FPA.

Setting training objectives and presenting them in understandable way is not an end by itself.
It should be communicated and explained to trainees and necessary stakeholders. Moreover, it
has to be ensured that the objectives are directly related with identified needs and actual
demands of the FPA. Similarly in designing training contents they also have to be based on
the needs of immediate users. The training content which is developed without consulting the
primary users and those who have either direct or indirect interest on the training program
may ultimately result in failure of the whole program. Therefore, there must be a discussion
and consultation with respective offices and concerned individuals to make the training
effective. In addition to that the current training delivery system at the Training School is
heavily based on lecturing and should be changed to a more modern methodology involving:
greater interaction between trainers and trainees; making trainees actively participate in the
training and think more; and encouraging them to apply their acquired skills and knowledge in
practical situations (simulations).

The physical facilities at the Training School should be upgraded urgently to provide suitable
living accommodation, several types of generic classrooms and simulation areas customized
to the work environment in Ethiopian prisons. All areas of the Training School’s physical
estate should be improved including: canteen and kitchen; gymnasium; dormitory facilities
(for both trainers and trainees); internet and telephone connections; construction of a large
generic theatre-shaped lecture hall; additional generic classrooms holding 25-30 seats and
desks; audio-visual equipment (projector; cd/dvd player; computer; loudspeakers);
whiteboards; lockable cabinet to store training materials; IT classroom and offices.

The findings indicated that there was lack of clear selection criteria in that personal judgment
and good will of immediate boss or supervisors were used for trainee selection. Thus FPA is
recommended to set clear selection criteria (like education, related experience, performance
evaluation, prerequisite training etc). In addition to this, the criteria should also need to be

89
revised in line with the demand of the training program and the needs of FPA. There must
also be transparent and equal treatment of employees. Besides since teaching is also an art
trainers should be selected not only based on documents and qualification, but also on their
motive, commitment, communication skill, and ability to motivate trainees.

The current arrangements for the monitoring and evaluation of training should be enhanced.
The process should focus on whether: the training met the expectations of the participants; the
effects of the training are visible in the work environment; the training continues to meet the
goals and current situation of the organization. Evaluation of training and its impact should be
undertaken at the Training School, by Federal Prisons Administration headquarters and by
external specialists (such as universities). But also evaluation of training programs should be
done at each level on a regular basis instead of only assessing the immediate reaction and
learning effect of trainees, such evaluation should also include both changes on individual and
organizational performance, which is useful and reliable to measure the effectiveness and
efficiency of training programs as well as for transferring of training to work place.

In order to make the training program effective and efficient the college (ACTC) needs to
have its own clear training policy guidelines, manual and procedures which can be derived
from FPA general training policy document with clear accountabilities and responsibilities.
As a result it would help the college and make easy to asses, design, deliver, evaluate and
generally to administer the training programs systematically. Besides, FPA should create a
linkage between training and career development or promotion or some incentive package that
motivate trainees to attend the training program actively.

The study also suggested that to make training programs strategic and systematic, TNA,
training design, selection of trainees and trainers, delivery and evaluation of training programs
have to be carefully executed by involving necessary stakeholders in line with the demands of
FPA and other regional prison center. Moreover FPA, and ACTC training director and
coordinator should try to take measures to solve limitations that found out during the study by
creating systematic training programs, otherwise it is unlikely for them to cope up with

90
changing technology as well as to provide quality service for inmate that require well trained
and capable human resources.

Concerning the future research, this study, particularly focused on the training programs
offered by ACTC however, the development program and its implication were not discussed.
Hence, the further research should explore more about development and learning practices
with clear explanation of their implication. Finally, this study was conducted by incorporating
the view of trainees, trainers and training officials; it is recommended that the researcher for
further study would get additional or different information if the views of line managers or
supervisors have been taken in to account.

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