DEBRE BERHAN UNIVERSITY

COLLEGE OF BUSINESS AND ECONOMICS

DEPARTMENT OF MANAGEMENT
THE ROLE OF TRAINING ON EMPLOYEES’ PERFORMANCE: THE
CASE OF COMMERCIAL BANK OF ETHIOPIA IN TEBASSIE
BRANCH
A RESEARCH PAPER SUBMITTED TO THE DEPARTMENT OF
MANAGEMENT IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF BACHELOR OF ARTS
DEGREE IN MANAGEMENT

PREPARED BY:
1. Sosena Teka…………………..3409/12
2. Hailu Fantaw …. ……………. 2817/12
3. Sosina Mekonnen.……………..3266/12
4. Wuletaw Jemaneh…………….3548/12
5. Filawor Terfessa……………...3161/12
6. Kebron Kiflu…………….2857/12
ADVISOR: Mr. Delelegn M.

MAY, 2023

DEBRE BERHAN, ETHIOPIA

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Contents
CHAPTER ONE.......................................................................................................................4
Introduction...........................................................................................................................4
1.1 Background of the study.................................................................................................4
1.2. Statement of the problem..............................................................................................6
1.3. Research questions.........................................................................................................7
1.4. Objectives of the study...................................................................................................8
1.4.1. Specific Objectives..................................................................................................8
1.5. Significance of the study................................................................................................8
1.6. Scope of the study...........................................................................................................8
1.7. Limitation of the study..................................................................................................9
1.8. Definition of operational terms.....................................................................................9
1.9. Organization of the Study.............................................................................................9
CHAPTER TWO....................................................................................................................10
REVIEW OF RELETED LITERATURE............................................................................10
Introduction.........................................................................................................................10
2.1. Theoretical review........................................................................................................11
2.1.1 Training definitions................................................................................................11
2.1.2 The Concepts and Definition of Training............................................................11
2.2 Training and development philosophy........................................................................14
2.2.1 Types of training....................................................................................................15
2.2.2. Training and development policy........................................................................19
2.2.3. Benefits of training and development..................................................................20
2.2.4. Training program.................................................................................................21
2.2.5. Designing effective training program..................................................................21
2.2.6 Training process.....................................................................................................22
2.2.7. Training needs assessment...................................................................................22
2.2.8. Training design......................................................................................................23
2.2.9. Training delivery/implementation.......................................................................23
2.2.11 Stages of training program evaluation...............................................................25
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 2.2.12 Problems of training implementation................................................................25
2.3. Empirical Research......................................................................................................29
2.4. Conceptual Framework...............................................................................................32
CHAPTER THREE................................................................................................................33
RESEARCH METHODOLOGY..........................................................................................33
Introduction.............................................................................................................................33
3.1. Research Approach..........................................................................................................33
3.2. Research Design...........................................................................................................33
3.3. Population and sampling technique...........................................................................33
3.3. Source of Data..............................................................................................................34
3.3.1. Primary source of data.........................................................................................34
3.3.2. Secondary source of data......................................................................................34
3.4. Research Instrument....................................................................................................34
3.5. Method of Data Analysis.............................................................................................35
3.5.1. Descriptive Statistical Analysis............................................................................35
3.6. Ethical Considerations.................................................................................................35
Reference..................................................................................................................................36
APPENDICES.........................................................................................................................38
Time plan.................................................................................................................................42
Budget plan..............................................................................................................................43

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 CHAPTER ONE

Introduction
This chapter consists of background of the study, statement of the problem, research question,
objective of the study, significance of the study, delimitation of the study, definition of terms,
and organization of the paper are explained here under.

1.1 Background of the study

Employee is a blood stream of any business. The accomplishment or disaster of the firm
depends on its employee performance (Enlaga & Emran, 2013). Employee performance is
influenced by many factors like company’s overall policies, working conditions, training and
development of employees, relations between employee and employer etc. (Aktaret al., 2012
cited in Khan et.al.,2016). Workforces are a crucial but expensive resource and therefore in
order to sustain the economic and effective utilization of this resource, it is significant to
optimize their contribution to the achievement of the aims and objectives of the organization
through training and development. Training is therefore necessary to ensure an adequate
supply of employees that are technically and socially competent for both departmental and
management positions (Mullins, 2017).

Human resources are the most dynamic resource of all the resources at disposal of the
organization and thus, the human resource needs to be given a considerable attention from
managements to enable this resource realize their full potential in their work. For this reason,
managements must address motivation, leadership, communication, work restructuring,
payment systems and training and development (Cole, 2014).

According to Dessler (2018), training the means of giving new or current employees the skills
they need to perform at their various jobs. Further, he argues training as the hall mark of good
management and thus when managers ignore training; they are doing so to the great
disadvantage of the organizations they are managing. This is because having high potential
employees do not still guarantee they will perform on the job. This is why every employee
must know what management wants him to do and how he must do it. Training therefore has
had a fairly impressive record of influencing organizational effectiveness. Organization is
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responsible to enhance the performance of the employees and certainly implement training
program as one of the major steps of human resource to achieve organizational objectives.
Thus, employees are a crucial resource of the organization, then employer need to maintain
and use wisely to increase the performance of employees and to reach aim and goals of
organization. According to Sahinidis (2018), the role of training programs is seen as a
measure of improving employee capabilities and organizational capabilities i.e when the
organization invests in improving the knowledge and skill of its employees, the investment
returned in the form of more productive and effective employees.

1.2. Statement of the problem

As various studies indicate, organizational goals and objectives can be effectively achieved
with an active and responsible contribution of its employees. Falolaet al. (2014) asserts that
employees are the indispensable asset and key element of gaining competitive advantage of
any organization, and training is essential tool for its actualization. That is, training and
development are believed to be indispensable strategic tools for effective individual and
organization’s performance. For this reason, organizations have been spending money on it
with confidence that it will earn them a competitive advantage in the world of business (ibid).
Accordingly, this study is aimed at analyzing the staff development programs conducted by
the Bank. Both developing and developed countries have suffered from the ineffectiveness of
their training programs. There is a significant body of literature which discusses the reasons
why training programs in developing countries do not lead to the desired outcomes.

Many studies argue that most of the training and development programs in developing
countries have failed to achieve their expected results mainly due to their inability to design a
training program that targets specific objectives (Healy, 2001: cited in Ahmad Al-
NuseiratandMhamed). Healy (2001) states that various training programs will be offer in
private organizations in some developing countries, but they will be very ineffective in the
sense that they were very theoretical and too broad, and will not directed towards achieving
any specific objectives.

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Sanyal and Hisam (2018) stated training is imparting a specific skill to do a particular job
while development deals with general enhancement and growth of individual skill and
abilities through conscious and unconscious learning. The main purpose of training and
development is by improving the employee competencies so that organizations can maximize
efficiency and effectiveness of their human assets. Employees with effective training will
possess better opportunities to acquire more new knowledge and skills, as well as competence
(Mozael, 2015). Armstrong (2009) clearly stated in his book that organizations could benefit
from training and development through winning the “heart and minds of” their employees to
get them to identify with the organization, to exert themselves more on its behalf and to
remain with the organization.

The success of the banking sector is highly depending on its employees that facilitate financial
transactions to its customers locally as well as globally. Lack of necessary skills competencies
and qualities to perform banking transactions would result into poor performance that creates
customer dissatisfaction. They must have the necessary skills and competencies required to do
their jobs through training. Training is the tonic employees need to enhance their performance
and potentials that will in turn enhance organization effectiveness.

The main reason of the researcher motivates to conduct on the impact of training on
employee’s performance in CBE in Tebassie branch found in Addis Ababa will the researcher
informal gathering of preliminary survey data revealed that, currently CBE in Tebassie branch
in Ethiopia has been doing a lot in training its employees. So, the researcher motivates to
know the role of training dimensions (training design and training delivery methods) on
employees’ performance. In addition to this, there is no study that reports on the role of
training on employees’ performance in CBE in Tebassie branch. So, the research will be
conducted on this area to filling this gap.

1.3. Research questions

The study tried to answer the following research questions;
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  What does the training practice look like at the CBE in Tebassie branch?
 What is the role of Training practice on employee performance at CBE in Tebassie
branch?
 What is the nature of training program in CBE in Tebassie branch?
 What is the role of on-the-job and off-the-job training on employee performance?

1.4. Objectives of the study

The main objective of the research was to appraise the role of training and development on
employee performance of CBE in Tebassie branch.

1.4.1. Specific Objectives

 To assess the practice of training at CBE in Tebassie branch.
 To examine the role of Training on employee performance in the CBE in
Tebassie branch.
 To identify the nature of training program in CBE in Tebassie branch.
 To assess the role of on-the-job and off-the-job training on employee
performance.

1.5. Significance of the study

This study may serve as a source of information for further study that will be made on related
topics. Besides, it will contribute time-being information to the organization about the effect
of its staff training and development programs. In turn, the staff management may use the
findings of this study to grasp the role of the trainings on its employee’s performance, and to
determine the areas where improvements through training can be done. Hence, the
management of the
Institution could use the findings of this study in designing training and development
programs depending on mission and needs of its staffs. In addition to this, it will gave the
researcher the opportunity to gain deep knowledge in the area and it may be used as a ground
for further study.

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1.6. Scope of the study
The scope of the study will be delimited only to employees located in CBE in Tebassie
branch. There are two broad training types, on-the- job and off-the-job training. The effect of
all types of training and methods cannot be addressed in this study. Therefore, the research
mainly focused on induction/orientation training, job rotation method and job instruction
method from on-the-job training and lecture (class room training) method from off the job
training.

1.7. Limitation of the study

The researcher traveled to others alike financial institutions to find relevant sources which
serves as a clue for the basis of the study. Unfortunately, due to the lack of willingness, some
respondents were unable to return the questionnaires on time.

1.8. Definition of operational terms

Training: - is consists of planned programs designed to improve performance at the
individual, group and/ or organizational level (Casio and Nambudin, 2010).
Training design:-Training design process refers to a systematic approach for developing
training programs (Noe.et al, 2015).
Training delivery (Implementation) is a multitude of methods of training that is used to
train employees (Decenzo and Robbins, 2010).
Performance:-is the achievement of specified task measured against predetermined or
identified standards of accuracy; completeness, cost and speed. In contract, performance is
deemed to be fulfillment of an obligation in a manner that release the performer from all
liabilities laid down under the contract (Ekundayo, 2015).
Employee performance:-is defined as the outcome or contribution of employees to make
them attain goals. (Herbert, John & Lee 2014) cited by (Nassazi, 2013).

1.9. Organization of the Study

The study is organized into five chapters. The first chapter discusses background information,
the research problem, objectives, and significance of the study, delimitation and limitation of
the study. Chapter two is concerned with the various literatures reviewed in order to enhance
the knowledge about the area. Chapter three discussed the research methodology that is
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adopted for the study with relevant justifications. Chapter four presents the findings on the
effect of training on employee performance in Dashen Bank S.C. Chapter five consist
findings, conclusions and recommendations.

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 CHAPTER TWO

REVIEW OF RELEATED LITERATURE

Introduction
This chapter reviewed literature on training and performance that has been organized under
two major separate sections namely theoretical literature and empirical literature. The
theoretical literature states what different human resource book authors discussed about
training, performance and their relationship. On the other hand, empirical literature section
discusses different contemporary research findings on training, performance and the
relationship between them. Hereunder, first the theoretical literatures discussed and then look
at what contemporary researchers find out training, performance and the relationship between
them.

2.1. Theoretical review

2.1.1 Training definitions

Training defined by many authors as follows.
Training consist an organizations planned efforts to help employees acquire job related
knowledge, skills, abilities and behaviors, with the goal of applying these on the job. A
training program may range from formal classes to one-on-one mentoring, and it may take
place on the job or at remote locations (Noe.et al, 2014). According to Armstrong (2009,
2010) training is the use of systematic and planned instruction activities to promote learning.
Training involves the application of formal processes to impart knowledge and help people to
acquire the skills necessary for them to perform their jobs satisfactorily. DeCenzo and
Robbins (2010) they defined employee training is a learning experience: it seeks a relatively
permanent change in employee that improves job performance. Thus, training involves
changing skills, knowledge, attitudes, or behavior. Rothwell and Kazanas (2013) stated that
training consists of organized learning activities capable of improving individual performance
through changes in knowledge, skills or attitudes. In abroad sense, it includes experience
intended to meet essential job requirements, update skills, prepare people for career

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movement of any kind, rectify knowledge or skill deficiencies, and evoke new insight or even
create new knowledge. It is thus an important tool for changing individual by giving them
new knowledge and skill

2.1.2 The Concepts and Definition of Training

Training been defined in several ways by different authors. The main idea that each one of
them highlighted in their studies is the workforce capability enhancement.
Training is a planned effort to enable employees to learn job related knowledge, skills, and
behavior. Development involves acquiring knowledge, skills, and behavior that improve
employees’ ability to meet the challenges of a variety of new or existing jobs, including the
client and customer demands of those jobs. Development programs often focus on preparing
employees for management responsibility (Noe, 2011).
Training and development is defined as a process of systematically developing work related
knowledge and expertise in people for the purpose of improving performance (Richard,
Swanson Elwood- and Holton III, 2008). Training is the process through which skills are
developed, information is provided, and attributes are nurtured, in order to help individuals
who work in organizations to become more effective and efficient in their work. Training
helps the organization to fulfill its purposes and goals, while contributing to the overall
development of workers. Training is necessary to help workers qualify for a job, do the job, or
advance, but it is also essential for enhancing and transforming the job, so that the job actually
adds value to the enterprise. Training facilitates learning, but learning is not only a formal
activity designed and encouraged by specially prepared trainers to generate specific
performance improvements.
Learning is also a more universal activity, designed to increase capability and capacity and is
facilitated formally and informally by many types of people at different levels of the
organization. Training should always hold forth the promise of maximizing learning (Richard,
Swanson, Elwood and Holton III, 2008).
According to Mahapatro (2010) training is an organized activity for increasing the knowledge
and skills of the people for a definite purpose. It involves systematic procedures for
transferring technical knowhow to the employees so as to increase their knowledge and skills
for doing specific jobs with proficiency. In other words, the trainees acquire technical
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knowledge, skills and problem solving ability by undergoing the training program. Mahapatro
(2010) stated that training refers to the teaching, learning activities carried on for the primary
purpose of helping to the members of an organization to acquire and reply the knowledge,
skills, and abilities and attitudes needed by that organization. It is the act of increasing the
knowledge and skill of an employee for doing a particular job.
Training and development constitute an ongoing process in any organization. ‚ Training is the
formal and systematic modification of behavior through learning which occurs as a result of
education, development and planned experience (Armstrong, 2001).
Training is the systematic development of the knowledge, skills and attitudes required by an
individual to perform adequately a given task or job (Armstrong, 2001).The term “training
“indicates the process involved in improving the aptitudes, skills and abilities of the
employees to be performed specific jobs (Aswathappa, 2000). Training helps in updating old
talents and developing new ones. Successful candidates placed on the jobs need training to
perform their duties effectively. The principal objective of training is to make sure the
availability of a skilled and willing workforce to the organization (Kulkarni, 2013). In
addition to that, there are four other objectives: Individual, Organizational, Functional, and
Social. Training objectives tell the Trainee that what is expected out of him at the end of the
training program (Karthik, 2012).
Training objectives are of great significance from a number of stakeholder perspectives;
trainer, trainee, designer, evaluator. According to Dessler (2005) defines training as methods
used to give employees’ skill they need to perform their jobs. Therefore, training implies
preparing an employee for an occupation or specific skills. In this case, it has to be narrow in
its focus and be for the job, rather than personally oriented. Training is usually provided to
adults and is aimed at producing an improvement in performance at work, by addressing
weaknesses in knowledge, skills, or attitudes. It tends to be more practically focused and can
take place in a variety of environments and concerned with the acquisition of knowledge,
skills and attitudes.
According to Kulkarni (2013) employees development programs are designed to meet specific
objectives, which contribute to both employees and organizational effectiveness. These
include reviewing organizational objectives, evaluating the organization’s current

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management resources, determining individual needs, designing and implementing
development programs and evaluating the effectiveness of these programs and measuring the
impact of training on the participants’ quality of work life. Mathis and Jackson (1997) have
explained that, there is the existence of distinction between training and development.
Training is defined as a short-term process utilizing a systematic and organized procedure by
which non-managerial personnel learn technical knowledge and skills for a definite purpose
(Samson and Timothy, 2014).The term development in this context refers broadly to the
nature and direction of change induced in employees as a result of educational and training
programs and It is managerial in nature and is a career focused.
Table 2.1 Training vs. Development

2.2 Training and development philosophy

The training philosophy must describe the overall considerations and beliefs of the
organization towards knowledge acquisition and the sensible utilization of all knowledge
media available. The scope and general practices should be presented in concise statements by
the training systems unit and should be agreed up on by the executives of the company.
According to, Ghosh&Kumar (2003), some of the main statements of any training philosophy
would include the following.

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  Training is the responsibility of the company and of every employee of the
organization, training system is as much a part of the company’s operation as any man,
machine, or method.
 A training system must be implemented through the active involvement of the
mangers and they will be responsible for its continuation.
 A training system must provide training opportunities for all employees.
 A training system must offer a wide variety of courses and subject matter and have
reasonable, logical beginning point for each employee to enter in to the system.
 The training system must not be limited in the use of any source of knowledge or
information.
 The acquisition of knowledge by every employee must be a continuing process.
 The true measurement of any knowledge is the performance of the employee in
utilizing this knowledge on the job.
 The organization must recognize the achievement of each and every employee.
 The training system must not in any way be involved in the use of pressure or forced
participation. It must be voluntary.

2.2.1 Types of training

There are two broad types of training available to the businesses: on-the-job and off-the-job
techniques. Individual circumstances and the “who,” “what” and “why” of your training
program determine which method to use (Armstrong, 2013).
On-the-Job Training
On-the-job training is one way in which an employer may invest in human capital needed for
strategic advantage. Such investments may be made by structuring a job so that employees
learn while they work. For example, employees’ skills may be increased by learning how to
perform new tasks or operate new equipment. Employers may structure jobs so that these
skills may be learned from other employees. They may also give employees time to learn new
procedures or how to operate new equipment through self-instruction, such as by reading
technical manuals, or by learning new software through self-instruction. Employers may also
absorb the costs of lower productivity while workers lacking relevant skills learn through
interaction with skilled employees or through trial-and-error processes (Armstrong, 2010).
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On-the-job training is delivered to employees while they perform their regular jobs. In this
way, they do not lose time while they are learning. After a plan is developed for what should
be taught, employees should be informed of the details. A time-table should be established
with periodic evaluations to inform employees about their progress. On-the-job techniques
include orientations, job instruction training, apprenticeships, internships and assistantships,
job rotation and coaching (Aidah, 2013).
According to Michael Armstrong (2010), Managers have a vital role in helping their people to
learn and develop. Most learning takes place on the job but it will be more effective if
managers provide the coaching, guidance and support people need.
Induction/Orientation
Induction/orientations is carried out for new entrants on the job to make them familiar with
the total corporate requirements like norms, ethics, values, rules and regulations (Armstrong,
2010).
Orientation formats are unique to each firm. However, almost all emphasize these areas: the
employment situation (job, department, and company), company policies and rules,
compensation and benefits, corporate culture, team membership, employee development and
dealing with change and socialization (Noe, et al, 1999).
The first several days on the job are crucial in the success of new employees. This point is
illustrated by the fact that 60 per cent of all employees who quit do so in the first ten days
(Armstrong, 2010).
• According to Armstrong (2010), orientation training should emphasize on the company’s
mission, the key members of the organization, the departments and how the department helps
fulfill the mission of the company.
This involves getting new employees familiarized and trained on the new job within an
organization. During this process, they are exposed to different undertakings for example the
nature of their new work, how to take on their identified tasks and responsibilities and what is
generally expected of the employees by the organization. They are further given a general
overview of the organizational working environment including for example working systems,
technology, and office layout, briefed about the existing organizational culture, health and
safety issues, working conditions, processes and procedures (Aidah, 2013).

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Job Rotation
In job rotation, employees move from one job to another to broaden their experience. This
breadth of knowledge is often needed for performing higher level tasks. Rotational training
programs help new employees understand the variety of jobs and their interrelationships. Job
rotation has much potential as a T&D method, but it also has some potential problems. The
new hires may have such short assignments that they feel more like visitors in the department
that a part of the workforce. Because they often do not develop a high level of proficiency, the
new hires can lower the overall productivity of the work group. In addition, employees who
observe or have to work with an individual rotation through their department may resent
having to help a fast-track employee who may in time become their boss (Noe, et al, 1999).
Job rotation and transfers (Aidah, 2013) as a way of developing employee skills within
organization involves movements of employees from one official responsibility to another for
example taking on higher rank position within the organization, and one branch of the
organization to another. For transfers for example, it could involve movement of employees
from one country to another. These rotations and transfers facilitate employees acquire
knowledge of the different operations within the organization together with the differences
existing in different countries where the organization operates.
Job Instruction
When people learn specific tasks, especially those involving manual skills, the learning will
be more effective if job instruction techniques are used.
According to Michael Armstrong (2010), Job instruction techniques should be based on skills
analysis and learning theory. The sequence of instruction should follow six stages:
1. Preparation for each instruction period means that the trainer must have a plan for
presenting the subject matter and using appropriate teaching methods, visual aids and
demonstration aids. It also means preparing trainees for the instruction that is to follow.
They should want to learn. They must perceive that the learning will be relevant and useful to
them personally. They should be encouraged to take pride in their job and to appreciate the
satisfaction that comes from skilled performance.

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2. Presentation should consist of a combination of telling and showing – explanation and
demonstration.
3. Explanation should be as simple and direct as possible: the trainer explains briefly the
ground to be covered and what to look for. He or she makes the maximum use of films,
charts, diagrams and other visual aids. The aim should be to teach first things first and then
proceed from the known to the unknown, the simple to the complex, the concrete to the
abstract, the general to the particular, the observation to reasoning, and the whole to the parts
and back to the whole again.
4. Demonstration is an essential stage in instruction, especially when the skill to be learnt is
mainly a ‘doing’ skill. Demonstration takes place in three steps:
• The complete operation is shown at normal speed to show the trainee how the task should be
carried out eventually.
• The operation is demonstrated slowly and in correct sequence, element by element, to
indicate clearly what is done and the order in which each task is carried out.
• The operation is demonstrated again slowly, at least two or three times, to stress the how,
when and why of successive movements.
5. Practice consists of the learner imitating the instructor and then constantly repeating the
operation under guidance. The aim is to reach the target level of performance for each element
of the total task, but the instructor must constantly strive to develop coordinated and
integrated performance, that is, the smooth combination of the separate elements of the task
into a whole job pattern.
6. Follow-up continues during the training period for all the time required by the learner to
reach a level of performance equal to that of the normal experienced worker in terms of
quality, speed and attention to safety. During the follow-up stage, the learner will continue to
need help with particularly difficult tasks or to overcome temporary setbacks that result in a
deterioration of performance. The instructor may have to repeat the presentation for the
elements and supervise practice more closely until the trainee regains confidence or masters
the task.

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Off-the-job Training
Off-the-job techniques include lectures, television conferences or discussions, case studies,
role playing, simulation, group exercise, and laboratory training. Most of these techniques can
be used by small businesses although, some may be too costly. On- the-job training has also
been argued to be the most useful but equally the most abused and most unsuccessful method
of training (Tobin and Daniel, 1998).
Lecture
A lecture is a talk with little or no participation except a question-and-answer session at the
end. It is used to transfer information to an audience with controlled content and timing.
When the audience is large, there may be no alternative to a ‘straight lecture’ if there is no
scope to break it up into discussion groups (Armstrong, 2010).

Many training techniques are created almost every year by the rapid development in
technology. Deciding among methods usually depends on the type of training intended, the
trainees selected, the objectives of the training program and the training method. Training is a
situational process that is why no single method is right for every situation. While some
objectives could be easily achieved through one method, other objectives could necessitate
other methods. Many training programs have learning objective in more than one area. When
they do, they need to combine several training methods into an integrated whole (Alipour, et
al., 2009).

2.2.2. Training and development policy

Policies are formulated to provide guides to action and to set limits to decision making; what
should be done in certain circumstances and how particular requirements and issues must be
dealt with, (Armstrong & Stephens, 2005). In human resource management practice, there
could policies on training and development, recruitment and selection and salary
administration and compensation; just to mention a few. Such organizational policies (human
resource policies) are either formally expressed in manuals or informally as haven grown
from customs and traditional practices over the years. However, to avoid ambiguity, it is very
important that all major policy statements are formally expressed in manuals. This makes it
possible and easier for managers, supervisors, union/association executives to familiarize

18
themselves with relevant policies and how they should be interpreted. Again, there is the need
for senior management to communicate policies if they have not been written. The attend time
taken that could be used on more pressing issues and the confusion that comes with oral
traditions could be avoided with a formally expressed policies in a manual.
Human resource development policy (HRDP) can be defined broadly as the policies or
administrative regulations that governments and firms implement to improve the employees’
performance. As such, HRDP can be distinguished from more socially oriented terms such as
workforce development policy (WDP), which have very diffuse outcomes. It is also
distinguished from narrow terms such as human resource development or strategic human
resource development, which are specifically used to encompass corporate policies designed
to govern employment condition in a specific firm (Willey, 2014).

2.2.3. Benefits of training and development

According to Mahapatro (2010) employee training and development initiatives can transform
organizations by providing extra skills to your employees not only increase safety and
productivity but also training leads to higher job satisfaction, which shows up in better
organizational performance. Valuable training also includes situational training that provides
personnel the skill sets that allow them to make timely, knowledgeable decisions that benefit
both the customer and the organization.
The major benefit of employees training is to enhance and improve knowledge, skills, and
attitudes in order to higher employees’ performance. According to Cole (2002), cited in
Mozael (2015), the foundation stone for human resources management is training as it can be
of immense benefit to the individuals as well as organization, in the short and long term.
Some of the benefits from employees training are: firstly, enhances and increases the quality
and ability of employees toward work related tasks, and eventually achieve change
management - for instance, increasing new skills and information which lead to better
understanding among employees.
Secondly, training program provides the possibility for employees to upgrade their career,
including enhanced safety and security at the workplace which could lead to reduced
employee turnover. Thirdly, one of advantages of training is the reduced cost and time
because a well-trained employee will be able to achieve tasks within a shorter period of time
19
and with minimum cost. Finally, training helps employees to enhance their morale and
motivate them to perform their tasks easily.
According to Athar&Shah (2015) stated that training has important role in the achievement of
organizational goal by integrating the interest of the organization and the workforce. The
employees are the assets and the most important resources for organizations so that
organizations that provide training to their employees increase their productivity. Therefore,
the training and development is an important function for the survival of any organization.
According to Kum, Cowden and Karodia (2014) again stated that effective employee training
leads to an increase in quality of goods and service as a result of potentially fewer mistakes.
Consequently, accuracy, effectiveness, good work, safety practices and good customer service
can be expected. The researchers concluded in their study effective employees training led to
an increase in quality as a result of potentially with fewer mistake. Moreover, effective
development program allows for the organization to maintain a workforce that can adequately
replace employees who may leave the company or who are moved to other areas.

2.2.4. Training program

According to Elnaga and Imran (2013) concluded that training program is the stimulant that
workers require to improve their performance and capabilities, which consequently increase
organizational productivity. Therefore, training should be designed on the basis of
organizations specific needs and objectives. Effective training is the thoughtful intervention
designed at attaining the learning necessary for upgraded employee performance. The
research affirmed the proposition that training has a positive impact on employee
performance.

2.2.5. Designing effective training program

According to Wendy (2007), cited in AberashJenberu (2013), when training design to be
effective, training needs to follow a systematic process as can be seen in the following figure
 Assessing needs- identify the type of training needed; this may be through an
organizational analysis, a person analysis or a task analysis.
 Trainee acceptance- involves the employee accepting the need for training, and
having the motivation and basic skills to be able to master the raining content.

20
  Learning environment- refers to identifying whether the factors are available to enable
learning to occur. This will identify the learning aims and objectives to be achieved,
the materials available, feedback, evaluation process and other administrative
processes.
 Training method- identify how the training will take place, such as on or off the job.
The training method needs to be appropriate for the learning environment.
 Application of new skills - ensures that trained employees are able to apply their new
skills to the job and should involve self-management strategies and peer and
management support.
 Evaluation - determines whether training has achieved its objectives of changed
behavior and improved performance.
Figure 2.1 Designing effective training program

Source:-Aberash, (2013) adopted from Wendy (2007)

2.2.6 Training process

Training needs analysis is sometimes assumed concerned only with defining the gap between
what is happening and what should happen as argued by (Armstrong, 2000). This is what has
to be filled by training: the difference between what people know and can do, and what they
should know and be able to do.

2.2.7. Training needs assessment

Needs assessments consist of various components different authorizes argued that it is
essential to identify the team competencies that are needed. These competencies may include
the requisite knowledge, skills, behaviors, or attitudes necessary to improve performance.
Other competencies might also be considered before training, such as goal setting, planning,
and problem solving.

21
The competencies developed as part of needs assessment can be applied on either an
individual or team level. According to Ellis (2005), cited by Fayez (2012), researchers have
identified five categories of task-and team-generic competencies, three of which are
considered important: planning and task coordination, collaborative problem solving, and
communication. The results of the studies described above indicate that the success of any
training program depends on the training need assessment and how it was designed (Fayez,
2012).
Training would be designed to help the organization accomplish its objectives. Consequently,
assessing organizational training needs represents the diagnostic phase of setting training
objectives. The assessment phase considers employee and organizational performance issues
to determine if training can help. When doing the training needs assessment, it is important to
consider non-training factors such as compensations, organization structure, job design, and
physical work settings. Mathis and Jackson (2004), further note that organizational analyses,
job analyses and individual analyses could be used to identify training needs. After training
needs have been identified using appropriate analyses, then training objectives and priorities
must be established by identifying a skill gap or training need, which is the distance between
where an organization is with its employee capabilities and where it needs to be. Training
objectives and priorities are set to close the gap.
In general training need assessments (TNAs) are a popular and valuable tool for the human
resource development professional in determining an organizations’ skill, knowledge and
talent base. At the same time it provides information on areas where training programs can be
effectively implemented with greatest impact (Dahiya&Jha, 2011).

2.2.8. Training design

Once training objectives have been identified, the next stage is to develop the training design.
Training must be designed to address the assessed needs. Effective training design considers
learning concepts, legal issues, and different approaches to training (Dahiya&Jha, 2011).

22
 2.2.9. Training delivery/implementation
After the development of the training design, then begins the actual delivery of training. It is
generally recommended that the training be pilot-tested or conducted on trial basis in order to
ensure that the training meets the needs identified.

2.2.10. Evaluating training program

This stage compares the post-training results to the objectives expected by managers, trainers
and trainees. Often times, training is conducted with little thought of measuring and
evaluating it later to see how well it worked. Mathis and Jackson (2014) suggest that because
training is both time-consuming and costly, it is imperative that there is evaluation after
training.
This is final step in the training and development process is the evaluation of the whole
training program. The evaluation process is very important because, the training had at it set
of some objectives to achieve and thus the evaluation process at the end of the training
program.
The evaluation gives an opportunity to take a look and make a cost-benefit analysis of the
training program. This is done by comparing the results of the training with the objective of
the training and development program that were set before the commencement of the
program. The criteria used to evaluate training and development program depend on the
objectives set (Mathisand Jackson, 2004). Ivancevich (2010) indicated that it is more effective
to use multiple criteria to evaluate training. There are also others who argue that a single
criterion such as the extent of transfer of the training to the job performance is enough or
satisfactory approach to evaluation.
According to Mahapatro (2010) the evaluation and validation of any training process is a very
important key element not to be overlooked or treated lightly in the development of any
training and development process. Because of it becomes the tool used to tell us if we reached
our intended goals or objectives. Training refers to the teaching, learning activities carried on
for the primary purpose of helping members of an organization to acquire and reply the
knowledge, skills, and abilities and attitudes needed by that the organization. It is the act of
increasing the knowledge and skill of employees for doing a particular job. Evaluating

23
training and development program is not a one-time process. It is an ongoing throughout the
entire stages of training program. The implementation of training and development serves as
transformation process.
Untrained employees are transformed in to capable workers and present workers may be
developed to assume new responsibilities. To verify the program’s success, personnel
managers increasingly demand that training and development activities be evaluated
systematically. Lack of evaluation may be the most series problem in most training and
development efforts.
Figure 2.2 Model of Training Process

Source: Armstrong, (2000)

2.2.11 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),YacobUloro cited in (2011). Hence, the
evaluation of training and development should be an inbuilt activity that starts from the
beginning. These are:-
Formative evaluation- this 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.
Process evaluation- this is the evaluation of the training while it is in operation. This is
mainly done by the form of daily review. It mostly focuses on whether daily activities are
begun accomplished according to plan.

24
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.

2.2.12 Problems of training implementation

HRTD activities in organizations can be influenced by different factors. HRTD efforts are
subject to certain common mistakes and problems. Most of the problems were resulted from
inadequate planning and lack of coordination of efforts. According to (Mathis and Jackson,
1997) cited in YacobUloro (2011), the common problems in HRTD are inadequate needs
analysis, trying outdated programs or training methods, abdicating responsibility for
development to staff, trying to substitute training for selection, lack of training among those
who lead the development activities, using “courses as the road to development”,
encapsulated development attitude of managers, availability of resources and financial
problems.
Management capacity and attitude:-
The attitude of top management is mainly the primary problems for training and development
success in the organization. Top level management commitment to support training and
development program’s one of the major factors that influences the process and expected
results of the program. The knowledge and attitude of managements are crucial for the
success and effectiveness of training and development program (Gumez, 1995). Therefore
Managers ‘at all level of particularly top managements should provide real support for
training and development of the employees in the organization’. In addition to managers
should be committed to involve in the HRD process which are crucial in integrating the
training and development activities in the strategic process.
Availability of resources:-
The other factor which affects the effectiveness of training program is the availability
adequate resources include materials, facilities, personnel, time. Inadequate time and resource
allocated amount would affect the amount and quality of training and education (Monday,
1990).
Therefore, organizations that consider shortage of one or more of these resources would face
the problem of training and development of its human resources.
25
Financial problem:-
Financial problem is the major constraints that hamper the implementation of effectiveness of
training and development program of the organization. Most organizations do not allocate
separate budget for training and development programs. In addition, the implementation of
effective and proper training and development programs are influenced by various factors.
Such as in adequate planning, lack of coordination various efforts, in adequate need analysis
and lack
of training among those who lead the training and development activities are some of the
common constraints that affect the effectiveness of training and development programs
(Mathis & Jackson, 2013).

2.2.13. Training and Development Related Employees’ Performance

According to Mathis & Jackson (2013), training is a planned and systematic effort to modify
or develop knowledge, skill, attitude through learning and experience, to achieve effective
performance in an activity or range of activities. Its purpose, in the work situation, is to enable
an individual to acquire abilities in order that he or she can perform adequately a given task or
job and realize their potential. Buckley &Caple (2016) on the other hand argued, training is
the process through which skills are developed, information is provided, and attributes are
nurtured, in order to help individuals who work in organizations to become more effective and
efficient in their work. Training helps the organization to fulfill its purposes and goals, while
contributing to the overall development of Employees in the organization.

There is a positive relationship between training and development and employee

performance. Training creates benefits for the employee as well as the organization by
positively influencing employee performance through the development of employee
knowledge, skills, ability, competencies and behavior (Sri divya&Gomathi, 2015). Moreover,
employee performance is an important building block of an organization and factors which
lay the foundation for high performance must be analyzed by the organizations. Since every
organization cannot progress by one or two individuals’ effort, it is collective effort of all the
members of the organization. Performance is a major multidimensional construct aimed to

26
achieve results and has a strong link to strategic goals of an organization (Mwita, 2013).
According to Amisano (2014), employee performance may be related to numerous factors
within the workplace, such as overall job satisfaction, knowledge, and management. But there
is a definite relationship between training and performance, as training programs can address
numerous problems that relate to poor performance.
Satisfaction:-
Job satisfaction can come from feeling comfortable within the organization, job proficiency
and even from the knowledge that an employee can work hard and get promoted. Training
programs can contribute to all of these factors and lead to more satisfied employees who
perform at exceptional levels.
Knowledge
Training programs increase an employee's job knowledge. An increase in job knowledge
means that the employee will feel more comfortable doing his job and will perform at a high
level.
Employee Commitment
Employee commitment is the feeling of loyalty that employees have towards the organization
that they work for, which largely depends on the extent to which they believe in the values
and aims of the organization and feel personally involved in the task of making the
organization successful (Brum, 2007).

2.2.14. Employee performance

Employees Performance means employee productivity and output as a result of employee

development. Employee performance will ultimately affect the organizational effectiveness,
(Hameed&Waheed, 2011). Employee training plays an important role as it enhances
efficiency of an organization and helps employees to boost their performance in an efficient
manner.
There are many reasons that create the barriers to perform the task, such as organization
culture and politics. Some of the employees lack skills, abilities, knowledge and competencies
due to this they will be failed to accomplish task on timely basis (Athar& Shah, 2015).

27
According to Zehra (2014) stated that an effective Human Resources Management gives
chance employees to contribute effectively and productively to the overall company direction
and the accomplishment of the organization's goals and objectives. In working life, the most
important value is employees. That is why Human Resources Management is the key factor
for success of a business. Being a global world and being a part of global competitive market
processes force businesses to manage human factors more truly for every level. As Mekdes,
(2015) cited from Armstrong (2010), and Kenney et al, (2012), employee performance is the
important factor and the building block which increases the performance of the overall
organization.
Employees’ performance depend on many factors like job satisfaction, knowledge,
Commitment and the management view but the most important factor of employee
performance is training and development. As Kenney.et al (2012) cited in Mekdes, (2015)
stated that employees’ performance is measured against the performance standards set by the
organization.
Employee performance is normally looked at in terms of outcomes. However, it can also be
looked at in terms of behavior. There are a number of measures that can be taken into
consideration when measuring performance for example using of productivity, efficiency,
effectiveness, quality and profitability measures are as follows.
 Profitability is the ability to earn profits consistently over a period of time. It is
expressed as the ratio of gross profit to sales or return on capital employed.
 Efficiency is the ability to produce the desired outcomes by using as minimal
resources as possible.
 Effectiveness is the ability of employees to meet the desired objectives or target.
 Productivity is expressed as a ratio of output to that of input.
 Quality is the characteristic of products or services that bear an ability to satisfy the
stated or implied needs. (Kotler& Armstrong, 2002 cited on Mekdes, 2015) it is
increasingly achieving better products and services at a progressively more
competitive price

28
2.3. Empirical Research
Most of the previous studies provide the evidence that there is a positive relationship between
training and development on employees’ performance.
Khan et al (2014) conduct a research study on, impact of training and development on
organizational performance. The focus of the study was to understand the effect of training
and development, on the Job training, training design and delivery style on organizational
performance. The back bone of this study is the secondary data comprised of comprehensive
literature review. Four hypotheses are developed to see the impact of all the independent
variables on the overall organizational performance. Results show that training and
development, on the job training, training design and delivery style have significant effect on
organizational performance and all these have positively affect the organizational
performance. Likewise, Sanyal and Hisam, 2018 on their study on the impact of Training and
Development practices on the employee performance in the select Omani Public and Private
sector banking organizations.
The aim of the paper is to analyze the impact of training and development practices on
employee performance. The study adopts descriptive research design and it imbibes both
primary and secondary data. Convenience sampling method is applied for collecting the data
through administering a structured questionnaire. The sample size for the study is 300.
Statistical tools like Pearson Correlation Analysis, Regression Analysis and ANOVA were
applied to test the proposed alternate hypothesis. The study concludes that Training and
Development Practices have a positive influence on employee performance in the Omani
Banking Industry.

According to Shakeel and Lodhi (2015) they conducted a research study on The Impact of
Training and Development on Employee Performance: A Case of Banking Sector of Pakistan
The study major objective was to examine the impact of training and development on
employee’s performance. The study is quantitative in nature. This research analyzed the four
hypotheses, by using the sampling techniques in which they selecting 200 employees of bank
sector of Karachi, Pakistan. For examining the data they applied correlation and regression
test on SPSS software. The data collected through primary source that are from questionnaires
and surveys. The finding proves that: There is positive link between training/development and
29
employee performance. The study suggests that organizations should arrange training
programs to their employees as a regular activity and develop their skills.

According to Hassan et.al (2017) they conduct a research study on The Effect of Training and
Development on Employee Performance of commercial banks in Jordan. Their Study aimed
to identify the training effects in its dimensions (preparing the training plan, implementing the
training plan, evaluating the training plan), as an independent variable on the employees
performance in its dimensions (innovation, accuracy in work, commitment to work, and
perseverance). The sample to study consists of (5) banks represented by (319) employees in
the functional levels of: manager, head of department, accountant and auditor in the
commercial banks in Jordan. Multiple regression analysis was used to test the impact of
employees training in terms of its three dimensions (preparation of training plan,
implementation of training plan, and the evaluation of the training plan) on the performance
of employees as a whole. The findings prove that the three training dimensions significantly
and positively affect the performance of employees.

Asfaw et.al (2015 they conduct a research study on the impact of training and development on
the employees’ performance and effectiveness at District Five Administration Office, Addis
Ababa, Ethiopia. In this study they employed cross sectional institutional based quantitative
research method. Data were collected using Likert’s scale tool from 100 employees after
selecting participants using systematic random sampling technique. Training and development
had positively correlated and claimed statistically significant relationship with employee
performance and effectiveness. It is recommended that District Five Administration Office
shall maintain providing employee training and development activities and ensure the
participation of employees in planning, need or skill deficit identification and evaluation of
training and development programs.

Generally, a number of other researchers also conduct a study regarding training and its effect
on employees and organizational performance as a whole which are not fully discussed here.
Their empirical findings almost show that training variables positively and significantly
correlated with employee as well as organizational performance.

30
2.4. Conceptual Framework
A conceptual framework is a set of broad ideas and principles taken from relevant fields of
enquiry and used to structure a subsequent presentation (Kombo &Tromp, 2009). Based on
many related literature reviews, the conceptual framework of this study is the role of training
on employee performance at CBE in Tebassie branch.

Figure 2.3 conceptual frame works

INDEPENDENT VARIABLES DEPENDENT VARIABLE

Objective of training

Training content

Employees’
performance
Selection of trainer

On the job training

Off the job training

Source:-Adopted from Abbas Q. and Yagoob.S (2009)

31
 CHAPTER THREE

RESEARCH METHODOLOGY
Introduction

The literature review in the previous chapter indicates the definition of the key terms of the
research as well as conceptual of the research.This chapter covers the research
methodemployed in this study.Research method is defined as techniques that are used for
conductingresearch such as in data collection, data analysis, and evaluation of the accuracy of
the researchresults (Sekaran, 2003)

3.1. Research Approach

The study will be using qualitative research approach. Large samples and designed
questionnaires were used in quantitative research, which is subsequently numerically and
statistically examined (Areeba et al., 2016).

3.2. Research Design

The study will be using descriptive research design. Descriptive research design is those
studies for which the purpose is to produce an accurate representation of persons, events or
situations (Saunders et al., 2009).

3.3. Population and sampling technique

The population or universe for a study is any group of individuals or institutions which have
one or more characteristics in common (Cooper, 1996). As mentioned above the total
population in the study area Commercial Bank of Ethiopia in Tebassie branch 30 permanent
employees. Researchers used census method than limited sample size to have numbers of
respondents. The reason that researchers used census is to get detail information from each
respondent.

32
3.3. Source of Data

Both primary and secondary data were used in the research. The primary method of data
collection was using a 5-point Likert scale questionnaire. Secondary data was collected from
the books, publications, articles, journals, and websites etc. that are also used.

3.3.1. Primary source of data

When we see primary data, it is originated by the researcher for the specific purpose of
addressing the research problem (Malhotra, 2006). In this study, the primary data was obtained
through a survey questionnaire. Surveys are the most common method of primary data
collection. A structured questionnaire was given to a sample of a population to elicit specific
information from respondents.

3.3.2. Secondary source of data

Secondary data is defined as historical data structures of variables previously collected and
assembled for some research problem or opportunity situation other than the current situation
(Hair et al., 2006). A secondary source of data was come from the internet, books, journals,
unpublished research, and websites of the company. The secondary data was used to guide the
researcher on the background of the study and the literature review of the study.

3.4. Research Instrument

In order to answer the abovementioned objective of the study, the questioner method will be
used. The study will use a survey questioner when respondents are asked to rank their answers.
The study was dependent on the primary data collected through standard questionnaires.
Questionnaires are typically used for descriptive research, which identifies and describes
variability in various phenomena, or explanatory research, which investigates and explains
relationships between variables (Saunders, Lewis, and Thornhill, 2009).The questionnaire was
prepared in line with the objectives of the study mentioned above, and it was organized into
two sections. The first section was designed to obtain the demographic information of the

33
respondents. A five-point Likert scale questionnaire was distributed to company employees.
The response scale for each statement in the survey questionnaire ranges from 1 = strongly
disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree. For the purpose of the study,
respondents were asked to indicate the degree to which they agreed or disagreed with each
statement in every dimension of the questionnaire.

3.5. Method of Data Analysis

As the data analysis method is qualitative, the data analysis will perform by -descriptive
statistics. The data analysis will be processed by SPSS statistics (statistical Package for social
scientists) software version 25 which is purposefully prepared for helping the finding using
statistical analysis.

3.5.1. Descriptive Statistical Analysis

After the validity test and the data collection, the collected data was analyzed and the final
report was produced through central tendency measurements, cumulative percentage and mean
comparison. In addition to this, with the help of SPSS, figures and table explanations are used
to present and mean the results.

3.6. Ethical Considerations

According to Creswell (2012), "as the researchers’ anticipate data collectors, they need to
respect the participants and sites for the research." In the study, the researcher maintained
objectivity, courtesy, and high professional standards throughout the scientific process and no
falsification, alteration, or misrepresentation of data for biased or other purposes.

The study will conduct by considering ethical responsibility. This includes providing
information to the respondents about the purpose of the study and the use of the information as
well. Information obtained was held in strict confidentiality by the researcher. Respondents’
anonymity was kept so that participants feel free and safe to express their idea.

34
 Reference
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Business and Social Science Students. New Delhi: Sage Publications Ltd.
Admasu, B &Asayehegn, D. (2014). Banking Sector Reform in Ethiopia, International Journal
of Business and Commerce, Vol. 3, No.8: PP 25-38.
Ahmad Al-Nuseirat and MhamedBiygautane. (2014). The Impact of Effective Training on
Organizational Performance in Dubai’s Public Sector mohammed bin rashid school of
government.
Amyan, M.M. (2017). The Impact of Training on the Performance of Employees Case Study
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Babbies, E. (2013). The Practice of Social Research. 13thed. Canada: International Edition.
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291-293. 51
Casio, W.F and Nambudin, R. (2010). Managing Human Resources: Productivity, Quality of
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New York: McGraw-Hill

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Dabale et.al. (2014). the Relationship between Training and Employee Performance: The
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Training and Development of Employees on Employee Performance through Job
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Issue 03: PP 191-198.

36
 APPENDICES
Survey - Questionnaire (English)
DEBREBERHAN UNIVERSITY
College of Business and Economics
Department of Management

The purpose of this study is to assess the general Role of training on employees’ performance,
and it is an essential part to be used in a senior essay required for graduation. So you are
kindly. Requested to give the right answer you think, and put “√” mark in the boxes. Your
honesty and sincerity would be of great help, since some of the questions are subjective,
writing names is not necessary

Part I: General Questions

1. Gender

Female Male

2. Age

18 – 30 31 – 45 46 – 60

3. Education background

Diploma First Degree Masters Others

4. Year of Job Experience In your bank

1-5 Years 6-10 Years 11-20 Years 21-30 Years

37
Part II: employees performance Dimensions

For the below questions, please put checkmark (√) on the point that best suits your agreement level
from the adjacent choices.

1 = strongly disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = strongly agree

NO. Objectives of training 1 2 3 4 5

Training objectives helps participants to be focused

1
and to learn best.

2 Training objectives clarify for trainees precisely

I was given clear information on the objectives of

3
the training at the training program.

4 The objectives of the training were achieved.

NO. Training content 1 2 3 4 5

The training content was appropriate for my

5
specific work.

The training handouts are useful reference

6
materials for me

The topic of the training relevant to me.

7

The content of the training was well organized and

8
easy to follow.

38
 The time allocation of the training was adequate
9

NO. Selection of trainers 1 2 3 4 5

Trainers have sufficient knowledge on the topics of

10
the training.

The trainer’s presentation was clear for me

11

The trainers link the training topic with the actual

12
work by giving examples.

NO. On the job training methods 1 2 3 4 5

My company has a planned orientation training

13
program for new employees

The orientation program was conducted timely.

14

The time allocated for orientation training program

15
was sufficient.

The orientation program of my company provides

16
opportunity for new comers to learn.

39
NO. Off the job training methods 1 2 3 4 5

The lecture training programs are designed at the

17
level of abilities and education of participants

The type of training I have taken is applicable for

18
the job after training

Knowledge acquired from lecture during training

19 improves my performances.

NO. Effects of Training on Employee 1 2 3 4 5

Performance

Attending the training program has given me a

20
better understanding of my job responsibilities

Now, I know very well that what skills are to be

21
used to perform my job tasks.

The skills and knowledge gained through

23
Training enable me to deliver quality services to
the customers.

After training, I meet the target quantity and goal

24
sore easily than before.

The training provided by the bank helped me to

25
perform my work quickly and efficiently.

The job knowledge and skill gained during training

26
has increased my performance at work

40
 Time plane
The accompanying table shows the work breakdown of the examination or the time intends to do
this research.

Table 3:- schedule plan to do this research

Mar A May Ju Jul

p n y
e

Title
Investigation

Proposal writing

Data collection

Document
Preparation

Implementation

41
 Budget plane

The monetary arrangement is upheld by me and the table underneath shows the total cost of
assessment costs.

Table 1: budget plan of the research

Materials Quantity Price per Unite Total Price in

in ETB ETB

Paper 2 pack 200 400

Pen 10 10 100

USB flash disk 1 250 250

Printing 3 * 150page 1 450

Communication ------ --------- 500

cost

Computer 1 20,000 20,0000

Transportation cost --- ----- 2000

Other costs --- ----- 3000

Total cost 26,700

42
43