Cogent Education

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Impact of training on employees performance: A

case study of Bahir Dar university, Ethiopia

Mohammed Hassen Yimam |

To cite this article: Mohammed Hassen Yimam | (2022) Impact of training on employees
performance: A case study of Bahir Dar university, Ethiopia, Cogent Education, 9:1, 2107301, DOI:
10.1080/2331186X.2022.2107301

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Yimam, Cogent Education (2022), 9: 2107301
https://doi.org/10.1080/2331186X.2022.2107301

PROFESSIONAL EDUCATION & TRAINING | RESEARCH ARTICLE

Impact of training on employees performance:
A case study of Bahir Dar university, Ethiopia
Mohammed Hassen Yimam1*

Received: 31 January 2022

Accepted: 25 July 2022
*Corresponding author: Mohammed
Hassen Yimam, Ethiopian Institute
Textile and Fashion Technology, Bahir
Dar University, Bahir Dar 6000,
Ethiopia
E-mail: mohammedhassen14@g­
mail.com
Reviewing editor:
May Cheng, Education University of
Hong Kong, Hong Kong
Additional information is available at
the end of the article
Abstract: Training is a continuous process to improve the caliber of employees. The
main objective of this study is to assess and investigate the impact of training on
employees’ performance in the technology focused academic institution.
Methodology: This study used a quantitative approach and the cross-sectional
survey was used to collect data from a sample population of administrative
employees of Bahir Dar University, Ethiopia who took training in 2019 chosen by
simple random sampling. 316 questionnaires were distributed and collected for the
study. Data were analyzed using both descriptive and inferential statistics. Findings:
Results show that training design, training needs assessment, training delivery style
and training evaluation have significant positive effect on employees’ performance.
Finally, the study recommended that human resource management should engage
in increasing the qualities and quantities of the training program and properly apply
the four phases of the systematic training processes to increase the performance of
administrative employees of Bahir Dar University, especially the technology insti­
tutions. Originality: This manuscript is written from the raw data collected by the
author of this manuscript. So, it’s original work.

Subjects: Teaching & Learning - Education; Higher Education; School Leadership,

Management & Administration; Sustainability Education, Training & Leadership

Keywords: Training; training needs assessment; training design; training delivery style;
training evaluation; the performance of administrative employees

ABOUT THE AUTHOR PUBLIC INTEREST STATEMENT

Mohammed Hassen Yimam
Mohammed Hassen Yimam is PhD student of
Marketing Management studies at Bahir-Dar
University, Ethiopia, Horn of Africa. He holds
a Master’s of Business Admiration and Bachelor’s
of degree in Management from Bahir Dar
University. His research interests are including
customer relationship marketing, strategic mar­
keting and human resource management. He is
working as a lecturer at the Ethiopian Institute of
Textile and Fashion Technology, Bahir-Dar
University, Ethiopia. In addition to this, He had
been head of human resource management with
a responsibility of coordinating and leading the
HR administrating function of the institution for 5
years and registrar director for 1 year in Ethiopian
Institute for Textile and Fashion Technology of
Bahir Dar University, Ethiopia.
The main purpose of this study is to investigate the
impact of training on employees’ performance in
the academic institution. Training is the blood
stream of any organization since the success of an
organization to achieve its objectives and goals
highly depends on its employee’s performance. For
this reason, organizations should invest in employ­
ees’ training based on their goals to sharpen
employees’ knowledge, skills, abilities (KSAs) and
motivations for current and future job roles. Thus,
enhance the employee’s performance with proper
practice of the four phases of the systematic train­
ing processes such as training needs assessment,
training design, delivery style, and training evalua­
tion. The result revealed that training improves
employee’s performance in the academic institu­
tions, technology institutes, and industries to
achieving organizational goals and success.

© 2022 The Author(s). This open access article is distributed under a Creative Commons
Attribution (CC-BY) 4.0 license.

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1. Introduction

1.1. Background of the study

Training is the most basic function of human resources management. It is the systematic applica­
tion of formal processes to help people to acquire the knowledge and skills necessary for them to
perform their jobs satisfactorily (Armstrong, 2020). These activities have become widespread
human resource management practices in organizations worldwide (Hughes et al., 2019). In
today’s business world, training is the main strategy to perform the institutional objectives. It
helps to improve employee and employer performance (R. A. G. Khan et al., 2011; Ruttledge &
Cathcart, 2019). Employees are the most precious asset for any organization in building up or
destroying its reputation and profitability (Elnaga & Imran, 2013). Some of the factors that
determine the performance of employees are training of employees, organizational policies, work­
ing situations, job satisfaction, interactions with in the organization (Aktar et al., 2012;). Thus,
training is one of the most effective tools to enhance the employee performance and to achieve
the organizational objectives and goals effectively and efficiently (Afroz, 2018; Garavan et al.,
2020).

Ethiopia as one of the fast-growing economies in Africa focuses on human resource develop­
ment. The increasing blooming business organizations both large and small require competent
personnel. As a result, Ethiopian universities play a vital role in providing competent manpower
needs to both public and private sectors of the country. One of them is Bahir Dar University which
focuses on all academic and research disciplines to enhance the economy of the country. Bahir Dar
University is now among the oldest and biggest universities in Ethiopia, with more than 53,000
students in its approximately 366 academic programs of 104 undergraduates, 176 masters, and 86
PhD programs in five colleges, four institutions, two faculties and one school. Bahir Dar University
consists of three types of staff, namely, academic, technical supporting, and administrative staff
(BDU-HRM, 2019). Although each staff has got its own defined duties and responsibilities, their
performance determines the accomplishments of the goal of the University. To enhance their
performance human resource development must be the strategic focus of the University. Bahir Dar
University provides various long-term and short-term training programs plan to its administrative
staff. But its effect was not investigated so far.

Several studies and research findings indicate that training has a positive effect on the business
outcomes through increased productivity, improved management skills, reduced production costs,
easy access to profitability, and expanded market (Kessy & Temu, 2010). Similarly, studies in the
case of industries in Karachi, Pakistan (Hafeez & Akbar, 2015), in the case of banking sector in
Lesotho (Motlokoa et al., 2018) and in the case of Arusha Municipality in Tanzania (Nassary, 2020)
show a positive relationship between training and employee performance.

Most of the empirical studies on the impact of training on employee performance focused on the
private sector and companies that are profit-oriented and foreign countries. Therefore, limited
studies are conducted in the case of Ethiopia, particularly in technology-focused higher education.
On the other hand, in most organizations training availability is low. Many companies’ try to hire
and retain skilled and educated employees because work-specific training can become a burden in
time and resources (Anam et al., 2013).

Bahir Dar University with its growing capacity accommodates nearly 5200 administration
employees in its 8 campuses. Among these around 2440 administrative employees were
recruited, selected and promoted in 2019 and the majority is from technology institutes (BDU-
HRM, 2019). BDU-HRM (2019) shows human resource management is not given attention and
there are problems with training. However, there is an importance in improving employee’s
performance in BDU for the efficiency of technologists in the academic institution and indus­
tries. Additionally, no enough research had been conducted so far to investigate the effect of
training on the performance of administrative employees of BDU. This shows that there is a gap

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in empirical knowledge in that area. Bahir Dar University like any other organization needs to
be engaged in continuous employee training programs. Hence, this study focuses on investi­
gating the effect of training programs so far provided by the University on the performance of
its’ administrative employees and similar organizations can improve their employees perfor­
mance for organizational development.

1.2. Objectives of study

1.2.1. General objectives

The general objective of the study is to investigate the impact of training on the performance of
the administrative employees of Bahir Dar University.

1.2.2. Specific objectives

The specific objectives include:

(1) To investigate the impact of training needs assessment with the performance of the
administrative employees in Bahir Dar University.
(2) To examine the effect of training design with the performance of the administrative employ­
ees in Bahir Dar University.
(3) To observe the impact of training delivery style with the performance of the administrative
employees in Bahir Dar University.
(4) To identify the impact of training evaluation with the performance of the administrative
employees in Bahir Dar University.

2. Literature review

2.1. Training
Training is consists of an organization’s planned efforts to help employees acquire job-related
knowledge, skills, abilities, and behaviors, with the goal of applying on the job (Noe & Hollenbeck,
2019). Training is the systematic modification of behavior through learning processes, which
enable individuals to upgrade the levels of knowledge, practice, and qualification needed to
carry out their tasks efficiently. It improves the performance of both employees and employers
(R. A. G. Khan et al., 2011). In addition, according to A. Khan et al. (2016), training helps the
workforce adapt flawlessly to new technology thereby increasing the efficiency and productivity of
individuals and organizations.

As cited on Abeeha and Bariha (2012), while considering a training process it is essential to know
who is to be trained, the method and program of training and also whether the main goals of the
trainings are being achieved or not. Formal training is indeed only one of the ways of ensuring that
learning takes place (Armstrong, 2014).

2.2. Systematic approach to training process

Organizations need to exercise a systematic training approach to ensure the outcome of the
training. A systematic approach to training often includes identifying training needs, training
design, delivery style and training evaluation (Mathis & Jackson, 2016). Careful implementation
of each element of the training process determines its success. From the employee perspective,
training can be effective if it is related to a high level of motivation, create better ability to perform
their job, and also makes them feel positive toward their work (Balogun, 2011). Armstrong (2014)
explained that training should be systematic in that it is specifically designed, planned, and
implemented to meet defined needs. It is provided by people who know how to train and the
impact of training is carefully evaluated.

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According to Mondy and Martocchio (2016) and Mathis and Jackson (2016), a systematic training
process is made up of four phases, namely, training needs assessment, training design, training
delivery style and training evaluation.

2.2.1. Training needs assessment

Since training is a need-oriented effort, determining the level, type and duration of the training is
the prime importance at this stage of the process. Consequently, assessing organizational training
need shows the diagnostic phase of planning training aims. As cited on Khan and Masrek (2017);
Priyadarshini and Dave (2013), training needs assessment is a strategic process that involves
identifying the organization, industries goals, competency gathering, and analyzing the informa­
tion, determining the gaps between the present situation and the future condition. The assess­
ment phase includes employee and employer performance issues to know if training is needed.
During the assessment, it is important to consider non-training factors such as compensations,
organizational structure, job design, and physical work plans.

According to Mondy and Martocchio (2016), a systematic approach of training needs assessment
activity focuses on the firm’s strategic mission, goals and corporate plans are studied, along with
the results of strategic human resource planning. A training needs assessment helps companies or
organizations determine whether training is necessary. Similarly, Training needs assessment is the
process of analyzing the difference between what is currently occurring within a job or jobs and
what is required either now or in the future-based on the organization’s operations and strategic
goals (Lussier & Hendon, 2020).

There are three training needs analysis (organizational analyses, task /job analysis, person
analysis (Armstrong, 2014; Lussier & Hendon, 2020; Mathis & Jackson, 2016; Mondy &
Martocchio, 2016; Noe & Hollenbeck, 2019), and (Hartoyo & Efendy, 2017).

2.2.2. Training design

Once the training needs assessment is identified, it is required to develop the training design that
includes learning concepts and a wide range of different approaches to training (Mathis & Jackson,
2016). Researchers reported the major independent variables affecting the training. One of the
factors is training design (Abeeha & Bariha, 2012). Effective training design considers the learners
and instructional strategies, as well as how to maximize the transfer of training from class to the
job site (Mathis & Jackson, 2016).

According to Mondy and Martocchio (2016); Noe and Hollenbeck (2019); Mathis and Jackson
(2016) and Lussier and Hendon (2020) and Abu Daqar and Constantinovits, (2021), training
methods as include instructor-led training, e-learning, case study, behavior modeling, role-
playing, training games, in-basket training, on-the-job training, and apprenticeship training.

2.2.3. Training delivery style

According to Mathis and Jackson (2016), once training has been designed, the actual delivery of
training can begin. It is generally agreed that the training is pilot-tested or delivered on a trial basis
to ensure that the training meets the needs assessed. The delivery style is vital because it is the
method of changing an employee, which is expected of the trainee. The delivery style will facilitate
the type of training, many approaches and methods can be used to deliver:—adult learning
principles, learning styles, and training materials.

According to Mondy and Martocchio (2016), the corporate training institution’s focus is on
creating organizational change that involves areas such as company training, employee develop­
ment, and adult learning. It aims to achieve its goals by conducting activities that foster individual
and organizational learning and knowledge.

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2.2.4. Evaluation of training

Evaluation is the final phase of the training program. It is a means to verify the success of the
program, i.e. whether employees in the program do their jobs effectively for which they have been
trained. As Balogun (2011) noted, the concept of evaluation is most commonly interpreted in
determining the effectiveness of a program to its objectives. Mathis and Jackson (2016), also
reported that training evaluation compares post-training results to the pre-training objectives of
managers, trainers, and trainees.

Human resource development is an investment in people. The major reason for investing in the
training program is to help employees to perform better in the achievement of organizational
objectives. Hence, evaluation is a means to assess the cost/benefit of the training program to the
organization. However, evaluation is like brushing teeth after every meal. Even though everyone
advocates evaluation, only a few do it. Evaluation is an integral feature of training activities.
Evaluation compares the change after training with the set objectives of training (Armstrong,
2014). Mondy and Martocchio (2016) explained the possible metrics for evaluating training.
These include participants’ opinions, the extent of learning, behavioral change, the accomplish­
ment of training objectives, return of investment from training and benchmarking.

Generally, there are four levels of evaluation such as reaction, learning, behavior, and results
(Kirkpatrick and Kirkpatrick (2016); Lussier and Hendon (2020); Mondy and Martocchio (2016); Noe
and Hollenbeck (2019); Mathis and Jackson (2016),(Dessler, 2020) and (Kirkpatrick, 2020).

2.3. Employee performance

Employee performance is achieving and accomplishing specific and well-determined tasks in the
organization, these tasks will be measured with well-planned and predefined goals, objectives (Safitri
& Lathifah, 2019). Armstrong (2020), stated that Employee Performance management is the con­
tinuous process of improving performance by setting individual and team goals that are aligned to
the strategic goals of the organization, planning performance to achieve the goals, reviewing and
assessing progress, and developing the knowledge, skills, and abilities of people (Armstrong, 2020).
Some of the main performance measurements are productivity, efficiency, effectiveness, quality and
profitability (Aidan, 2013; Armstrong, 2020). Employee performance demonstrated the improvement
in production by perfect use of new technology with the help of highly aggravated employees (Al-
Omari et al., 2020). Manger used to set high standards for individual in order to measure the
performance of employees for the betterment of organization (Buchanan. & Badham, 2020).

2.4. Impact of training on employee performance

According to Landa (2018), training has a significant positive relationship with employee performance.
Training is considered as a fundamental tool in the organizational capacity building to improve its
performance and achieving its goals (Sasidaran, 2018). As cited in Afroz (2018), training and devel­
opment is the organization's strategic instrument to improve employee performance by acquiring and
equipping employees with the cutting-edge skills and knowledge along with the right organization
attitude by the best practice to do their tasks within the planned goals and objectives. Training is the
main pillar that is significantly predicting employees’ performance, it enhances their capabilities,
capacities, competencies, and their recognition for their works and duties (Kenny & Nnamdi, 2019).

Some studies indicate that training and the employee’s performance are inter-connected with
several variables. For instance, Luo et al. (2021)investigated the relationship among training,
supervisory mentoring, job satisfaction, and task performance, with the consideration of interper­
sonal helping’s moderating role. The results show that training and supervisory mentoring have
significant effects on job satisfaction and task performance; job satisfaction has a positive effect
on task performance and along with supervisory mentoring, interpersonal helping has
a moderating effect on task performance. As stated by Melian Gonzalez and Bulchand Gidumal
(2017) on the investigation of the relationship among front office employee performance, informa­
tion technologies (IT), service encounter, and critical incidents, IT takes part heavily in the task

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performance of front office workers, who rely on IT to get their job done. On the other hand, in
service encounters, the value of the human presence is still high, and in most critical incidents IT
do not participate. Sendawula et al. (2018) in the investigation of training and employee engage­
ment on employee performance using evidence from Uganda’s health sector considered the
relationship among training, employee engagement, and employee performance.

Therefore, training and the employee’s performance are inter-connected with several variables.
However, the study of impact of training on employee performance: A case study of Bahir Dar
University, Ethiopia focused on relationship between employee’s performance with the four phases
of the systematic training processes/training dimensions, such as training needs assessment,
training design, delivery style, and training evaluation. This is one novelty of the study.

2.5. Theoretical framework

There are two main theoretical approaches towards employee training, namely, the human capital
approach and the technology-based approach. According to Luo (2000), the human capital
approach regards training as investment in human capital. Thus, training is provided only when
the benefit from productivity gains is greater than the cost of training.

According to Armstrong (2020), human capital is the knowledge, skills, and abilities of the people
employed in an organization, human capital theory regards people as assets and stresses that
investment by organizations in people will generate worthwhile returns. The concept of human
capital is associated with the concept of intellectual, social capital, and organizational capital.
Intellectual capital is defined as stocks and flow of knowledge available to an organization and
regarded as the intangible asset associated with people, and also as cited on (Mathis & Jackson,
2016), human capital is the collective value of the capabilities, knowledge, skills, life experiences,
and motivation of an organization’s workforce, intellectual capital to reflect the thinking, knowl­
edge, creativity, and decision-making that people in organizations contribute.

On the other hand, the technology-based approach regards training as a skill formation process.
According to this approach, the expanded training in the contemporary period is driven by the
rapidly changing technologies and work reorganization. Thus, training is provided because it
satisfies the functional needs of an organization and equally contributes to human capital accu­
mulation or skill formation. These approaches, however, to a large extent overlooked the content
of employee training, which could be a resultant effect of training design and training delivery style
(Luo, 2000).

Luo (2000) stated that organisations face challenges with trainings as a result of four different
factors. First, trainings that are conducted are not essentially tied to the technicality of the role.

Figure 1. Conceptual frame­

work model.

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Second, prior needs assessments are rarely performed, despite suggestions to do so in most
training guides. Third, training instructors and organizations rarely evaluate outcome(s) resulting
from trainings. Evaluation, when one is done, is often focused on how trainees feel about the
training and not what was learnt. Feedback forms often referred to as “smile sheet”, as the
response from trainees to determine the impact of the training. Fourth, the rapid expansion of
personal development and training has taken place with little or no consideration of scientific
evidence that may link such training with improvements in organizational goals.

Raja and Mohammed (2011) stated that training has a positive and significant with level of
performance. This indicates that the trainees will reach at the desired level of performance if the
training is well designed. Well-designed training can be indicated by clearly defined objective,
relevant and updated content, effective selection of training method and trainer.

As cited in Young (2009), the onceptual ramework(Figure 1)refers to a diagrammatical repre­

sentation that depicts the relationship between a dependent variable and independent variable. In
this study, a conceptual framework is used to explain the interrelationship between the variables,
that is, employee performance is a dependent variable and employee training is an independent
variable.

3. Research methodology

3.1. Research design

The research design and approach of this study were cross-sectional survey in which data were
collected once across the population through sampling. A quantitative approach was used to
answer questions through a controlled deductive hypothesis process. As shown in Table 1, the
target populations of the study were 1508 administrative employees of Bahir Dar University with in
8 different campuses including the two technology institutes participated in the training program
of 2019 (BDU-HRM, 2019). So the research took 316 samples of administrative employees of BDU
respondents who took training in 2019 by using a simple random sampling method. A consent
form that included ethical guidelines that explained the rights of the participants, the right to
discontinue their participation at any time, and the confidentiality of their responses was signed by
the participants themselves. On the scheduled data collection day, participants were reminded of
the purpose of the study and their rights too. Employees who declined participation were thanked
and dismissed and no reasons were sought as to why they declined participation while those who
opted to participate were each handed a paper survey, asked to read it carefully and complete the
survey in a given time. Data were analyzed using both descriptive and inferential statistics includ­
ing Pearson correlation and multiple regressions. SPSS version 23 was used as statistical tool in
analyzing the data. In order to reach at statistically valid conclusion, the researcher selected 316
sample of employee based on the following formula (Israel, 2013):

N
n¼
1 þ NðeÞ2

where n is the sample size, N is total population, and e is desierd level of precision.

1508
Based on this formula n ¼ 316
1 þ 1508�0:052

3.2. Reliability of research instrument

The reliability of the questionnaire was measured by calculating Cronbach’s Alpha Value
through SPSS 23. Sekaran (2003) explains as Cronbach’s Alpha is a reliability coefficient that
indicates how well items in an instrument are positively correlated to one another. According

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Table 1. Population and sample size participated in training program of 2019

Institutions/campus Population sample size Remark
Bahir Dar Technology 301 63
Institute/BiT
Business and Economics 153 32
Collage
Ethiopian Institute of 134 28
Textile and Fashion
Technology/EiTEX
Main campus 424 89
Medical and Health 100 21
Science Collage
University Administration 81 17
Campus
Yibab Campus 162 34
Zenzelima Campus 153 32
Total 1508 316
Source: BDU-HRM (2019)

Table 2. Reliability test

Pre test Post test
Variables No Items No of Cronbanch’s No of Cronbanch’s
samples alpha samples alpha
Training needs 4 40 0.845 316 0.878
assessment
Training design 14 40 0.922 316 0.947
Delivery style 6 40 0.932 316 0.956
Training 4 40 0.832 316 0.895
evaluation
Employee’s 8 40 0.931 316 0.968
performance
Over all 36 40 0.906 316 0.969
Source: Author own conception based on SPSS v-23 software, 2020

to Lombard (2010), the Cronbach's alpha coefficients of 0.9 or greater are nearly always
acceptable, 0.8 or greater is acceptable in most situations, and 0.7 may be appropriate in
some exploratory studies for some indices. As indicated in Table 2, the reliability of the whole
items is Pretest 0.906 and Posttest 0.969. This shows that the questionnaire used to gather
data is valid and highly reliable.

4. Result and discusions

4.1. Descriptive statistics

The descriptive statistics was analyzed using the mean and standard deviation of training
dimension independent variables (training needs assessment, training design, training delivery
style and training evaluation) and dependent variable (employee performance). Based on these
variables, the mean and standard deviation of the sample respondents of the administrative
employee of the University were examined. The higher the mean score means more respon­
dents agreed with the statement and the lower the mean score means more respondents
disagreed with the statement.

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Table 3. The mean and standard deviation of training and employee performance
N Mean Std. Deviation
Employee Performance 316 3.44 1.189
Training Needs 316 2.48 1.099
Assessment
Organizational Analysis 316 2.43 1.137
Job Analysis 316 2.65 1.365
Person Analysis 316 2.41 1.230
Training Design 316 3.12 0.900
Objectives of Training 316 2.85 0.918
Training Content 316 3.11 1.117
Training Methods 316 3.16 1.019
Selection of Trainers 316 3.28 1.075
Training Delivery Style 316 2.44 1.207
Adult Learning Principle 316 2.60 1.367
Learning Style 316 2.35 1.200
Training Materials 316 2.38 1.282
Training Evaluation 316 2.59 1.061
Reaction 316 2.85 1.248
Job Behavior 316 2.57 1.161
Learning 316 2.63 1.181
Ultimate Value 316 2.29 1.270
Valid N (list wise) 316
Source: Author own conception based on SPSS v-23 software, 2020

The mean score below 3.39 was considered as low, the mean score from 3.40 up to 3.79 was
considered as moderate and the mean score above 3.8 was considered as high illustrated by
comparing the means of score of 5-point Likert scale instrument (Zaidatol & Bagheri, 2009).

On this basis, the Training Need Assessment mean of 2.48 (the objectives of organizational
analysis, task (job) analysis and person analysis) shows a low mean score. The employees`
responses show that human resource management was not capable to conduct training need
assessment, which means, human resource management was not able to consider training on the
task (job) analysis and person analysis to improve employee performance.

The mean of training design is 3.12 (the mean of objectives of training, training content, training
method, and selection of trainer). This shows a low mean score. These indicate that the objective
of the training is not known, the contents are not relevant, methodology and the selected trainer
did not satisfy the trainees. The mean score of delivery style 2.44 (adult learning principle, learning
style and training material) is also low. These show that the training materials provided are not
adequate and the learning style did not fit with the adult learning principle.

As shown in Table 3, the mean score of training evaluation 2.59 (reaction, job behavior, learning,
and ultimate value) is low. These indicate that human resource management do not properly
evaluate training programs using trainees` reaction during and after the training, work behavior
change, the usefulness of skills and knowledge gained, as well as the benefit of training to
organizational success. As shown in Table 3, the mean score of employees’ performance is 3.44
with a standard deviation of 1.189 which is considered moderate. Therefore, this indicates that the
effect of the training on employees` performance so far delivered is moderate.

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Generally, it is possible to conclude that after the training, employees’ of BDU administrative
staff have an average employee performance. Also, the mean score result shows that there are
defects in training needs assessment, training design, delivery style, and training evaluation of the
training programs.

4.2. Inferential statistics

In this section, Pearson’s correlation coefficient and multiple regression analysis were computed.
With the help of these statistical tools, conclusions are drawn about the sample and decisions are
made to the research questions.

4.2.1. Pearson’s correlation coefficient

The correlation coefficient indicates the strength and direction of the relationship and the p-value
indicates the probability of significant relationships. As a result, Pearson’s Product Moment Correlation
Coefficient was used to determine the relationship between training dimensions such as training
needs assessment with employee performance, training design with employee performance, delivery
style with employee’s performance and training evaluation with employee’s performance.

Correlation analysis is used to show the strength of the association between the variables
involved. The value of coefficient relation between variables 0.70–1.00 very strong association,
0.50–0.69, substantial association, 0.30–0.49 moderate association, 0.10–0.29 low associations,
and 0.01–0.09 negligible association (Alwadaei, 2010).

As shown in Table 4, each of the training dimensions has a significant positive relationship with
employee performance. These are training needs assessment with employee performance
(r = 0.605, P < 0.001), training design with employee performance (r = 0.548, P < 0.001), training
delivery style with employee performance (r = 0.568, p < 0.001), training evaluation, and employee
performance (r = 0.593, p < 0.01) and training with employee performance (r = 0.683, p < 0.01). The
result shows that training has a significant positive relationship with employee performance that
validates the findings of Adeyi et al. (2018); Alwadaei (2010); Nassary (2020); Nzowa (2020); Shem
and Ngussa (2017), Landa (2018) and Kuruppu et al. (2021).

4.2.2. Multiple regressions analysis

Multiple regression method used to investigate the effect of independent variables on dependent
variable, the regression coefficient value (R) is found 0.698 shows the relationship between
independent variables of training and employee performance. Multiple regressions indicate that
training dimensions contribute 48.7% of the variation in employee performance of the adminis­
trative staff of Bahir Dar University (see, Table 5). Similarly, each variable contributes (training
needs assessment is 24.7%, training design is 27.3%, delivery style is 19.1% and training evalua­
tion is 23.8%) on the performance of the administrative employees in BDU (see, Table 5).

Generally, the multiple regression results show that there is a significant positive effect of
training (training needs assessment, training design, delivery style and training evaluation) on
the performance of administrative employees in the organization (P = 0.000).

4.3. Hypothesis test

Based on the unstandardized coefficient of beta and p-value of the regression analysis, the
hypotheses (H1, H2, H3 and H4) of the study were tested and the results have presented below.

H1: Training needs assessment has a significant positive effect on the performance of the admin­
istrative employees in BDU.

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 Table 4. The correlation between training dimensions and employees performance
Yimam, Cogent Education (2022), 9: 2107301

Employee Needs Assessment Training Design Delivery Style Training Evaluation

https://doi.org/10.1080/2331186X.2022.2107301

Performance
Employee Performance Pearson Correlation 1
Sig. (2-tailed)
N 316
Training Needs Pearson Correlation .605** 1
Assessment
Sig. (2-tailed) .000
N 316 316
Training Design Pearson Correlation .548** .588** 1
Sig. (2-tailed) .000 .000
N 316 316 316
Training Delivery Style Pearson Correlation .568** .599** .497** 1
Sig. (2-tailed) .000 .000 .000
N 316 316 316 316
Training Evaluation Pearson Correlation .593** .656** .524** .636** 1
Sig. (2-tailed) .000 .000 .000 .000
N 316 316 316 316 316
**Correlation is significant at the 0.01 level (2-tailed).
Source: Author own conception based on SPSS v-23 software, 2020

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 Table 5. Model summary of regression analysis (model summary)
Yimam, Cogent Education (2022), 9: 2107301

Model R R Square Adjusted Std. Error of Change Statistics

https://doi.org/10.1080/2331186X.2022.2107301

R Square the Estimate

R Square F Change df1 df2 Sig. F Change
Change
1 0.698a 0.487 0.478 0.859 0.487 55.111 1 311 0.000
Source: Author own conception based on SPSS v-23 software, 2020

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 Yimam, Cogent Education (2022), 9: 2107301

Table 6. Determinants of training dimension over employee performance (Coefficientsa)

Model Unstandardized Coefficients Standardized t Sig. 95.0% Confidence Interval for B Collinearity Statistics
https://doi.org/10.1080/2331186X.2022.2107301

Coefficients

B Std. Error Beta Lower Bound Upper Bound Tolerance VIF

1 (Constant) 0.897 0.206 4.36 0 0.492 1.303

Training Needs 0.247 0.075 0.228 3.28 0 0.098 0.395 0.459 2.18
Assessment
Training Design 0.273 0.08 0.206 3.42 0 0.115 0.43 0.607 1.65

Delivery Style 0.191 0.064 0.194 2.99 0 0.065 0.317 0.526 1.9

Training 0.238 0.077 0.213 3.09 0 0.086 0.39 0.467 2.14

Evaluation

a. Dependent Variable: Employee Performance

Source: Author own conception based on SPSS v-23 software, 2020

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Yimam, Cogent Education (2022), 9: 2107301
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As indicated in Table 6, the beta-value and P-value of training needs assessment with employee
performance result is 0.247 and P < 0.05. It is statistically significant, because their significance (2-Tailed)
P-value is .001. Thus, the hypothesis that training needs assessment has a significant positive effect on
the performance of the administrative employees in BDU. Then the hypothesis is accepted.

The result of this study was in line with previous studies of Ali-Hamad and Zahir Irani (2014);
Mahmud et al. (2019); Raza (2014) and Rosemarie & Wacheke (2019) and Mishra and Panda
(2018), who stated that training needs assessment has a significant and positive relationship
with the level of employee performance.

H2: Training design has a significant positive effect on the performance of the administrative
employees in BDU.

As indicated in Table 6, the beta-value and P-value of training design with employee perfor­
mance result are 0.273 and P < 0.05.It is statistically significant, because their significance
(2-Tailed) P-value is 0.001. Therefore, the training design has a significant positive effect on the
performance of the administrative staff in BDU and the designed hypothesis is accepted.

This result is supported by findings of previous studies of Febriani and Derek (2014);
R. A. G. Khan et al. (2011); Rosemarie & Wacheke (2019) and Bhatti et al. (2021), Kashif and
Tahir (2020), who stated that training design has a significant and positive relationship with the
level of employee performance.

H3: Training delivery style has a significant positive effect on the performance of the administrative
employees in BDU.

As indicated in Table 6, the beta-value and P-value of training delivery style with employee
performance result are 0.191 and P < 0.05.It is statistically significant, because their significance
(2-Tailed) P-value is 0.003. Thus, the hypothesis that training delivery style has a significant positive
effect on the performance of the administrative employees in BDU is accepted. This is confirmed by
previous studies of Naveed et al. (2014) and Kashif and Tahir (2020), which signify that there was
a positive and significant correlation between delivery style and employee performance.

H4: Training evaluations have a significant positive effect on the performance of the administrative
employees in BDU.

As indicated in Table 6, the beta-value and P-value of training evaluations with employee
performance resulted to 0.238 and P < 0.05. It is statistically significant, because their significance
(2-Tailed) P-value is 0.002. Thus, the training evaluations have a significant positive effect on the
performance of the administrative employees in BDU. Then the hypothesis is accepted. This again
was supported by the findings of the previous studies of Alyahya and Norsiah (2014); Borate et al.
(2014) and Rosemarie & Wacheke (2019), which stated that training evaluation by using
Kirkpatrick model, i.e. reaction, learning, job behavioral and ultimate value and conclude that
training evaluation has a significant and positive relationship.

5. Conclusion and recommendations

The primary objective of this study was to assess the impact of training on employee performance with
a particular reference to administrative employees of Bahir Dar University who participate in training
programs in 2019. The study is successful in accomplishing the four research objectives. Thus, based on
the findings of the study, the training dimensions (training needs assessment, design, delivery style and

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Yimam, Cogent Education (2022), 9: 2107301
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evaluation) have a significant positive effect on the performance of the administrative employees in BDU.
However, employees are not satisfied with the present training dimensions and elements of each
dimension. This study result can also be implemented in industries and engineering because the training
dimensions significantly influence the performance of employees in these organizations.

Based on the findings derived and conclusions of this study, the following recommendations are
advanced:-

Human resource management should conduct training need assessment to improve employees`
performance in academic institution, engineering, and industries. Prepare the training programs of
their employees as a continuous activity, planned and systematic way with clear firm’s strategic
mission, goals, and objectives along with the results of strategic human resource planning, while
keeping in mind the particular training needs of the individual, job, and the organization analysis.

Human resource management should give due attention to the design of the training program. There
are training design elements to enhance employee’s performance in an organization. These are objec­
tives of the training should be defined clearly to the trainees and coherent with their job needs; the
training contents should be relevant and should fit with their respective ability; and the training programs
should include different appropriate methods of learning such as classroom training, e-learning, case
study, behavior modeling, role-playing, training games, in-basket training, on-the-job training, and
apprenticeship training and the selection of trainers must be effective and appropriate.

Since delivery style is a good predictor of improved employee performance, training providers
should be conscious of it. Particularly, the trainers should focus on the applications of adult
learning principles. They should use different learning styles that provide practical and experiential
activities to trainees, as well as provide adequate and necessary training materials.

Human resource management should also conduct training evaluations to identify the level of reac­
tion, the changed behavior, the skill and knowledge acquired, and the overall benefit of the training
program to the University. Moreover, evaluation results could be a basis for future training decisions.

Finally, since training was found to be a positive predictor of employee performance in the
academic institution and industries, human resource management should engage in increasing
the qualities and quantities of the training program and properly practice the four phases of the
systematic training processes.

Funding Abu Daqar, M., & Constantinovits, M. G. (2021). The impact

The author received no direct funding for this research.
Author details
Mohammed Hassen Yimam1
E-mail: mohammedhassen14@gmail.com
ORCID ID: http://orcid.org/0000-0001-5723-640X
1
Ethiopian Institute Textile and Fashion Technology, Bahir
Dar University, Bahir Dar 6000, Ethiopia.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Citation information
Cite this article as: Impact of training on employees per­
formance: A case study of Bahir Dar university, Ethiopia,
Mohammed Hassen Yimam, Cogent Education (2022), 9:
2107301.
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