THE EFFECT OF TRAINING ON EMPLOYEES JOB

PERFORMANCE: THE CASE OF WOLAITA SODO DISTRICT

A Research Project Submitted to Arba Minch University

School of Graduate Studies in Partial Fulfillment of the
Requirements for the Degree of Master of Business
Administration (MBA)

By: BISRAT GEBREAB

Advisor: SOLOMON MARKOS (PhD)

: BINYAM ZEWIDE

May, 2016

Arba Minch

Ethiopia
Declaration

I, the undersigned, officially declare that this study is my original work and has not been
presented for a degree in any other University or educational institution, and all the sources
of materials used for the study have been duly acknowledged

Name: _______________________________________________
Signature: ________________________________________
Date: __________________________________________

i
 Letter of Certification

This is to certify that Bisrat Gebreab Kidane has carried out his project work on the topic of
“Effect of training on employee job performance”, the case of Commercial Bank of Ethiopia
under my supervision. This work is original in its nature and it is suitable for submission in
partial fulfillment of the requirement for the award of master degree in business
administration (MBA).

Solomon Markos (PhD) Signature……………………….

Advisor date ………………………..

ii
 Arba minch University

School of Post Graduate

Examiners Approval Sheet

THE EFFECT OF TRAINING ON EMPLOYEES JOB PERFORMANCE, THE CASE

OF COMMERCIAL BANK OF ETHIOPIA WOLAITA SODO DISTRICT.

BY: Bisrat Gebreab

APPROVED BY:

External Examiner signature Date

Internal Examiner signature Date

Chair Person signature Date

iii
Acknowledgment

First and for most Thank God for the wisdom and perseverance that he has been bestowed
upon me during this thesis, and indeed, throughout my life: “I can do everything through him
who gives me strength,”

My deepest appreciation and thanks go to my research adviser Dr. solomon markos, and coo
advisor Ato Binyam Zewede as they provided me with all the necessary support, guidance,
and constructive criticisms.

Thank you to Ato Solomon Abirha and w/rt Tihtina Abebe, for making this thesis possible.
Your support, guidance, advice in all chapters, throughout the study is greatly appreciated.
Indeed, without your guidance, I would not be able to put the topic together. Thank you so
much.

Last but not least, I would like to thank my parents for their unconditional support, both
financially and emotionally throughout my degree. In particular, my sister Samrawit Gebreab
and her husband Ato dawit all I can say is may God bless you marriage.
.

iv
Acronym

CBE: commercial bank of Ethiopia

PMS: performance management system
TNA: training need assessment

v
Abstract

The purpose of this paper is to assess the effect of training dimensions, level of performance
and to identify other factors affecting employees’ job performance in CBE wolaita sodo
district. A well-structured questionnaire was used to collect the primary data. Secondary
data for the study were collected from CBE wolaita sodo district bank record. Total sample
size for this study was 230 respondents. The respondents were selected using stratified
random sampling technique. The researcher then analyzed the data using descriptive and
inferential statistical where logistic regression analysis was used to establish the
associations of the study variables. The study finding suggests that a proper training content,
training delivery approach, training evaluation, management subordinate relationship,
attitude towards the importance of training and work experience were significantly affect
employees’ job performance.

Hence the research has confirmed that providing need driven training; good delivery
approach,; clear training purpose and with good informational contents and evaluation;
making use of expertise of senior employees; strengthening positive attitude about the
importance of training and further improving the management subordinate relationship helps
to raises the performance level of employees.

Key words: CBE wolaita sodo district, training dimension, employees job performance

vi
Contents page no
Declaration ........................................................................................................................ i

Letter of Certification ....................................................................................................... ii

Examiners Approval Sheet .............................................................................................. iii

Acknowledgment............................................................................................................. iv

Acronym ...........................................................................................................................v

Abstract ........................................................................................................................... vi

List of Table ......................................................................................................................x

List of Figure ................................................................................................................... xi

Chapter One: Introduction .....................................................................................................1

1.1 Background of the Study..............................................................................................1

1.2 Statement of the Problem .............................................................................................2

1.3 Objective of the Study .................................................................................................5

1.4 Significance of the Study .............................................................................................5

1.5 Scope of the Study .......................................................................................................6

1.6 Organization of the paper .............................................................................................6

Chapter Two: Review of Related Literature ...........................................................................7

2.1. Introduction ................................................................................................................7

2.2 Components of Training ..............................................................................................8

2.2.1 Training Needs Assessment .............................................................................................. 8

2.2.2 Training Contents and Delivery Approaches ..................................................................... 9
2.2.3 Training Evaluation ........................................................................................................ 11
2.3 The Other Factors Affecting Employee Performance ................................................. 13

2.3.1 Reward and Benefit ........................................................................................................ 13

2.3.2 Management – subordinate relationship .......................................................................... 13
2.4 Employee’s Job Performance ..................................................................................... 14

vii
 2.5 Summary of International Studies about Training and Other Factor Affecting
Performance .................................................................................................................... 15

Chapter Three: Research Methodology ................................................................................ 31

3.1 Research Design ........................................................................................................ 31

3.2. Source and Study Population .................................................................................... 31

3.2.1 Inclusion and Exclusion Criteria...................................................................................... 32

3.3 Data Collection Procedure ......................................................................................... 32

3.4 Sampling Techniques and Procedure.......................................................................... 33

3.5 Sample size Determination ........................................................................................ 33

3.6 Variables and measurement ....................................................................................... 36

3.7 Brief Concept about the Model Used ......................................................................... 37

3.8. Statistical Analysis.................................................................................................... 37

3.9 Operational Definition ............................................................................................... 40

3.10 Ethical Considerations ............................................................................................. 40

3.11 Dissemination of Results ......................................................................................... 40

4.0 Chapter Four: Result and Discussion ............................................................................. 41

4.1 Introduction ............................................................................................................... 41

4.2 Descriptive analysis ................................................................................................... 41

4.2.1 Socio demographic characteristics of the study population .............................................. 41

4.2.2 Aspects Related to Training and Magnitude of Employees Performance .......................... 44
4.2.3 Aspects Related to Other Factor Affecting Performance and Magnitude of Employees
Performance ............................................................................................................................ 45
4.3 Inferential Analysis .................................................................................................... 50

4.3.1 Predictors of Good Performance...................................................................................... 50

4.3.2 Bivariate Analysis (N=200)............................................................................................... 50
4.3.3 Bivariate analysis for training dimension variable (N =159).............................................. 51
4.3.4 Multivariable Analysis (N=200) ........................................................................................ 51
4.3.5 Multivariable Analysis (N=159) ........................................................................................ 52

viii
 4.4 Discussion ................................................................................................................. 55

Chapter Five: Conclusion and Recommendation.................................................................. 58

5.1 Conclusion................................................................................................................. 58

5.2 Recommendation ....................................................................................................... 59

5.3 Limitations of the study ............................................................................................. 59

Reference ............................................................................................................................ 60
Appendix 1 .......................................................................................................................... 66
Appendix 2 .......................................................................................................................... 71

ix
List of Table

Figure page

Table 3.1 Sample Determinations ........................................................................................ 34

Table 3.2 sampling procedure .............................................................................................. 35
Table 4.1: Socio-demographic characteristics of CBE employees, Wolaita sodo District;
2015/16 (N=200) ................................................................................................................. 43
Table 4.2: Training dimension and other factors related with of CBE employees, Wolaita
District; 2015/16 (N=200..................................................................................................... 47
Table 4.3 Cross Tab Result .................................................................................................. 48
Table 4.4: Association of socio-demographic characteristics, training dimensions and other
factors with Employees Performance, Wolaita District; 2015/16 (N=200) ........................... 53

x
List of Figure

Figure page

Figure 2.1 conceptual frame work ....................................................................................... 30

Figure 3.1 Schematic representation of the sampling procedure. .......................................... 35

xi
 Chapter One

Introduction

1.1 Background of the Study

Every organization strives to be the strongest company in its industry. This competitive edge
is dependent upon the availability of resources and their most effective usage. Organization
assets may fall in various categories, like physical, financial and human resources. Human
resource is considered to be the most vital and useful asset, as other assets can be exploited
with the proper use of human resources (Ahmed, et al, 2010).

However, simply having this resource (human) is not guarantee for the organization to be
successful unless and until the organization improves the performance of the people time to
time. There are factors that may affect the employees’ performance such as their abilities,
motivations, the support they receive, the nature of the work they are doing, and their
relationship with the organization. Generally, the human resource manager must design
different techniques that enables the organization to improve the performance of the work
force; among which training is the one. But, too often, training is done without any thought
of measuring and evaluating it later to see how well it worked and how much an organization
is effective from training, as training is both time consuming and expensive, the organization
must be effective in terms of the specified objective that a company planned to realize
(Laoledchai et al., 2008).

Whenever training takes place, performance of the employee must be improved unless and
otherwise the objective of the training will not be achieved. Many factors can affect the
performance of individual employees; therefore the role of human resource department is to
improve the organization’s effectiveness by providing employees with knowledge, skills and
attitudes that will improve their current or future job performance. Therefore, any
organization that wants to succeed, and to continue to succeed, has to maintain workforce,

1
who are willing to learn and develop continuously. As Training and developing human
capital is very important in the effective management and maintenance of a skilled workforce
(Alipour et al, 2009). As organizations strive to compete in the global economy,
differentiation on the basis of the skills, knowledge, and motivation of their workforce takes
on increasing importance (Kraiger et al, 2009). Training leads to an increase in the quality
of labor, by equipping employees with greater skills and knowledge (and possibly fostering
greater effort) (Laplagne, 1999). And it is also one of the ways of improving organization’s
effectiveness ( Alipour et al, 2009) by making workers to improves their skills, enabling
them to undertake more complex tasks or complete tasks better or faster ( Laplagne ,et al,
1999).

In the Banking industry, human resources, skills and expertise are crucial assets that
drive productivity and performance. This is because, as a service industry, the service
provided by the bank is delivered through its personnel and it is consumed at the same
time by the client. The bank personnel (human resource) stand for the service and
portray to the customer the value and quality of the bank’s service (Aryee, 2009). As such,
banks need exceptional human resources to present their services to customers in a
manner that will win more customers and sustain profitability. So, it will be good and
reasonable to measure training in CBE wolaita sodo district whether it is valuable or not in
respect to employee performance and to identify other factor that have significant effect on
employees job performance.

1.2 Statement of the Problem

Recruiting and selecting potential employees does not guarantee that they will perform
effectively (Dessler, 2009, p.268). In most cases, there may be gap between employee
knowledge and skill and what the job demands. The gap must be filled through training and
development programs. Hence, personnel training and retraining is one of the major ways
that organizations attempt to maintain the competency levels of their human resources and
increase their adaptability to changing organizational demands (Scarpello and Ledvika, 1998)

2
In today’s changing global context, both individuals and collective skills are the most
important assets for organizations, and determine their productivity, competitiveness and
ability to adapt and be proactive when faced with an uncertain environment. Training is a key
strategy for generating skills in people, since it enables them to both learn and unlearn skills.
In other words, to acquire new skills and change inappropriate skills (pineda, 2010, p.674)

As cited in the work of Tamirat Getahun (2010,p,14) the delivery of efficient and effective
training is required to enhance the productivity of employees and improve their performance.
However, the problem in training is that people usually like the training and learn the
material taught, but behavior and performance do not always reflect the extent of training
delivered and supposedly learned.

In Commercial Bank of Ethiopia the need of training recognizes and annually all department
have a plan to train its employees regarding particular job as part of the annual plan.
Although the management of Commercial Bank of Ethiopia recognize the need to train staff
it seems to have failed to recognize the significance of evaluation of the impact of training on
employee performance. In this regard previously and presently there is no considerable effort
made by human resource team and line managers to measure the training effect on
employee’s performance. Specifically, in Commercial Bank of Ethiopia- Wolaita district, the
researcher conducted preliminary interview with the district HR manager and officers
regarding the training practice of the district and the result of the interview shows there is
actual problem while executing training practices/process starting from the need assessment
to evaluation of training. As intended in the plan all trainings are not given after the required
need assessment is done and not inconsistence manner means that for some training need
assessment is done before delivery and for some training they skipped it due to cost and
schedule issues. Although evaluation of training success is the most important phase of
training in order to assess the performance of the trainees as the evaluation of training
compares the post training results to the objectives expected by employees there is no
assessment done except, some Human Resource Officers and Human Resource Manager
informally discussed the benefit /outcome of the training. Sometimes, training is given to the
employees when the quarter schedule going to be finish. So that, no one is concerned about

3
the effect of the training in employee’s performance but achieving the training schedule.
Because of this reason some employees take training as a leave from their regular job and
focuses on refreshment side rather than the intended objective of the training.

Despite the increasing effects on training of organizational employees by

organizations, there is still limited literature on human resource development issues in
developing countries (Debrah & Ofori 2006, 440) and increasing concerns from
organizational customers towards low quality services in the banking sector. It is
further worth noting that while much is known about the economics of training in the
developed world, studies of issues associated with training in less-developed countries are
rarely found. The existing studies in this relation (Harvey 2002; Harvey, Matt & Milord
2002; Jackson 2002; Kamoche 2002; Kamoche, Debrah, Hortwiz & Muuka 2004; Kraak
2005, mengistu 2011 and Tazebachew 2011) have taken a general human resource
management (HRM) focus creating a gap on issues such as the effect of training on
employee performance.

This study will contribute in minimizing this gap in the literature and thereby establish the
basis to understanding of some aspects of human resource management in general and
training and performance in specific.

With this in mind this study tried to answer the following basic questions that related to the
issue mentioned above.

 How is the performance level of wolaita sodo district employees?

 What is the effect of training dimensions on performance level of wolaita sodo
district employees?
 What are other factors associated with the performance level of wolaita sodo district
employees?

4
1.3 Objective of the Study
The general objective of the study is to assess the training effect on employees’ performance
on CBE wolaita sodo district. The specific objectives of the study are:

 To assess the performance of level of Wolaita sodo District CBE Employees (or
proportion of those with good/not good performance)
 To determine the effect of training dimensions on performance level of Wolaita sodo
district CBE Employees
 To identify other factors associated with performance level of Wolaita district CBE
Employees

1.4 Significance of the Study

This study was conducted to assess the effect of training, level of performance and other
factor on employee performance in CBE wolaita sodo district with the belief that it will help
both the CBE wolaita sodo district office and employees of the district in understanding the
importance of training programs and enabling them structure their training programs to
make them more effective in terms of helping to improve the efficiency of the
workforce and lead to better performance and will contribute a lot in employees and line
manager’s awareness in relation to connecting training and performance.

Finally it paves way for other researcher who wants to undertake similar study and also
encourage features to undertake more widely and deep study on the problem.

5
 1.5 Scope of the Study

Commercial bank of Ethiopia has fifteen/15 district offices of which 4 are city districts and
11 are outline districts. wolaita sodo district is one of outline district office located in south
region wolaita sodo town so the study is restricted in w/sodo district.

The study was limited to the role and effects that training and other factors have played on
the performance of employees of commercial bank of Ethiopia wolaita sodo district limited
within 9 (arbaminch, w/sodo, hossana, durame, dicha, tona, secha, seleme and wachamo)
branches as representative of sixty/60 branches as the focal point because it is practically
unattainable to assess more than selected branches due to lack of time and financial
resources.

The study used causal research design which covered two hundred respondents drawn from
the above-mentioned branches. The respondents were employees from sample branches who
fulfilled the selection criteria of the study. The study was conducted within a limited period
of one (1) year.

1.6 Organization of the paper

The study was organized in to five chapters. Accordingly, the first chapter deals with the
introductory part of the study: the second chapter discusses the details of related literature of
the study: the third chapter deals with research methodology and the fourth chapter
discusses data presentation and analyses and finally at the last chapter, chapter five
conclusions and recommendation are forwarded by the researcher based upon findings.

6
 Chapter Two

Review of Related Literature

2.1. Introduction

Human resource is a key to determining organizational success (Abdul - Aziz et al, 2011).
The effectiveness and success of an organization therefore lies on the people who form and
work within the organization. It follows therefore that the employees in an organization to be
able to perform their duties and make meaningful contributions to the success of the
organizational goals need to acquire the relevant skills and knowledge (Olaniyan et al, 2008;
Armstrong, 2010). The overall purpose of HRM (or people management) is to ensure that
the organization is able to achieve success through people and it aims to increase
organizational effectiveness and capability to achieve its goals by making the best use of the
resources available to it (Armstrong, 2010,).

Many factors can affect the performance of individual employees; therefore the role of
human resource department is to improve the organization’s effectiveness by providing
employees with knowledge, skills and attitudes that will improve their current or future job
performance. Therefore, any organization that wants to succeed, and to continue to succeed,
has to maintain workforce, who are willing to learn and develop continuously.

Training and developing human capital is very important in the effective management and
maintenance of a skilled workforce (Alipour et al, 2009). As organizations strive to compete
in the global economy, differentiation on the basis of the skills, knowledge, and motivation
of their workforce takes on increasing importance ( Kraiger et al , 2009). Training leads to
an increase in the quality of labor, by equipping employees with greater skills and knowledge
(and possibly fostering greater effort) (Laplagne, 1999). And it is also one of the ways of
improving organization’s effectiveness ( Alipour et al, 2009) by making workers to improves
their skills, enabling them to undertake more complex tasks or c omplete tasks better or faster
( Laplagne ,et al, 1999). Equipping employees with greater skills and knowledge (and
possibly fostering greater effort) (Laplagne, 1999). And it is also one of the ways of

7
improving organization’s effectiveness ( Alipour et al, 2009) by making workers to improves
their skills, enabling them to undertake more complex tasks or complete tasks better or faster
( Laplagne ,et al, 1999).
Usually, before training programs are organized efforts are being made through individuals
and organizational appraisals to identify the training needs (Olaniyan, et al, 2008; Mathis, et
al, 2008). After the training programs, an evaluation is carried out to ascertain the
effectiveness of the organization from the training in line with the need, which had been
identified earlier (Olaniyan et al, 2008).

2.2 Components of Training

Based on the previous researchers, the training has some components,

such as
Components
Training needs assessment
Training contents
Training delivery approached
Training evaluation
Author
Goldstein and Ford [22],
Poon and Othman [49]
Poon and Othman [49]
Kirkpatrick [34] Goldstein[22]

2.2.1 Training Needs Assessment

Training Needs Assessment (TNA) refers to developing a composite impression of the

professional setting and includes inquiries regarding short and long term business strategies,
the physical work environment, departmental culture, performance capabilities and the
personalities of the employees. Also known as Training Objectives or Terms of Reference,
which need to be achieve after conducting the training program. However, conducting a
systematic TNA is a crucial initial step to design a training program and can substantially
influence the overall effectiveness of training programs (Goldstein and Ford, 2002), which
also affected the performance of employees (Wagonhurst, 2002). According to Buckley and
Caple (2000), there are five major benefits by having and stating TNA in the training, which
are (1) prevention in teaching too much or too little, which too little training indicates

8
inadequate training may not provide a stimulus for improvement, while overload training can
lead to overtraining syndrome . (2) guidelines for the training course design and are the basis
for producing enabling objectives and learning points; (3) clarification of what are the goals
in the training for the reference to the trainers and for the trainees; (4) effectiveness of the
training in terms of knowledge, skills and attitudes expected of the trainees, the minimum
acceptable performance standards and the conditions under which the performance is
measured and (5) validation of the training which providing the link between training needs
and the training. A systematic needs assessment can guide and serve as the basis for the
design, development, delivery and evaluation of the training program; it can be used to
specify a number of key features for the implementation and evaluation of training programs.
The expectation of the training objectives to be achieve at the end of the program; the
conditions under which the trainees able to demonstrate their learning and the standards that
must be reached to confirm level of competence and understanding are another dimensions of
TNA, which have been discussed by previous researchers (Bersin, 2006 and Buckley and
Caple, 2000). Moreover, the presence and comprehensiveness of TNA should be related to
the overall effectiveness of training because it provides the mechanism whereby the
questions central to successful training programs can be answered. So, in the design and
development of the training programs, systematic attempts to assess the training needs of the
organization, identify the job requirements to be trained and identify who needs training and
the kind if training to be delivered should result in more effective training (Wagonhurst,
2002).

2.2.2 Training Contents and Delivery Approaches

An outcome of the TNA is the specification of the training objectives that, in turn, identifies
or specifies the skills and tasks to be trained. For a specific task or training contents, a giving
training delivery approaches may be more effective than others because all training delivery
approaches are capable and intended to communicate specific skills, knowledge, attitudinal
or task information to trainees, so different training delivery approaches can be selected in
order to deliver different training contents (Hamid, 1987). According to Wexley and Latham
(2002), the need to consider skill and tasks characteristics in determining the most effective

9
training delivery approaches should be highlighted. A number of typologies have been
offered for categorizing skills and tasks (Gagne, Briggs and Wagner, 1997; Rasmussen,
1982), which can be categorized into two broad categories: people or technical skills (Poon
and Othman, 2000), is crucial in designing training programs. Many organizations fail
because their employees not trained well enough in skills that truly matter in the age of
information. However, people skills are typically hard to observe; quantify and measure as
much as it needed for everyday life and in work because it’s have to do with how people
relate to each other: communicating, listening, engaging in dialogue, giving feedback,
cooperating as team member, solving problems and resolving conflicts (Coates, 2004). The
benefits of people skills training are (Menguin, 2007): (1) providing a platform to showcase
technical skills; (2) helping in the fast lane; (3) bring out the leadership qualities; and (4)
helping personal growth. To provide the desired motivation and accountability, it is a good
idea to assess people skills in advance of the training programs by employing executives who
able to coach their supervisors and subordinates in ensuring frequent feedback,
encouragement and reinforcement. So, organizations can achieve the desired return on a
considerable investment in people skills training. Organizations should acknowledge that
their employees have the latest technical skills training, which are designed and offered by
organizations in updating their existing skills and acquiring new technologies that will best
suit with organization’s technical training needs, goals and budgets. Employees need to learn
specific skills for assessing a comprehensive new hiring training programs and able to
perform specific job tasks (Hamid, 1987). Positive effects of technical skills training have
been evaluated in several studies: technical skills training leads to the performing of more
skills on the organizations higher scores on written skills test (Remmen, Scherpbier, Van Der
Vleuten, Denekens, Derese, Hermann, Hoogenboom, Kramer, Van Rossum, Van Royen and
Bossaert, 2001); and improved employees performance (Bradley and Bligh, 1999). The
technical skills training played by tutor or trainer projected a positive attitude towards the
method of role playing, which achieved better results in employee’s commitment and
performance (Nikendei, Zeuch, Dieckmann, Roth, Schafer, Volkl, Schellberg, Herzog and
Junger, 2005).
The training delivery approaches used are as varies as the training content areas (Poon and
Othman, 2000). Organizations conducted training programs used one or more types of the

10
approaches for delivering training objectives and developing their management employees.
Teams have become increasingly popular in organizations of all sizes and industries because
most of managers believe that teams often provide better outcome such as improving
productivity, enhancing creativity, reducing response times and improving decision making
(Lawler, 1988; Hartenian, 2003), rather than individuals. Team training is one of delivery
approach of training by which people learn how to work effectively in problem – solving
groups, where direct observation and feedback is needed in the process of training
(Rasmussen, 1982; Forbush and Morgan, 2004). Most of the organizations need ongoing, real
time training which constantly raises the bar for performance standards for individuals, teams
and the organization as a whole, where the real time training learn from the successes and
failures of current practices . Mentoring is a delivery approach of training, which mentors are
the person who have more firm – specific of knowledge, skills and abilities (KSAs) in
problem solving, conflict resolution, communication, goal setting and planning (Hartenian,
2003).
Traditionally, mentoring meant helping others learn business –related lessons quickly with
less risk and also based on chemistry between two people who had a lot in common.
However, nowadays mentoring involves everything that is done to support career
advancement and professional development in order to maximize learning and development
(Miller, Devaney, Kelly and Kuehn, 2008). Mentoring relationships have been proved with
many positive outcomes, including improved socialization (Ostroff and Kozlowski, 1993),
promotions (Dreher and Ash, 1990), reduced turnover intentions (Viator and Scandurs,
1991), and career satisfaction (Fagenson, 1989). In addition, mentoring activities have great
value for building an organization with a strong culture that keeps it competitive in the battle
for talent and lays the foundation for addressing the succession issues that many
organizations face.

2.2.3 Training Evaluation

The choice of evaluation criteria is a primary decision that must be made when evaluating the
effectiveness of training (Hamid, 1987). However, training evaluation is a difficult and
complex task (Arthur and Bennett, 2003; Easterby – Smith, 1986) but the most important
activity in the training process because it is the final logical stage; and organizations should

11
assess their training efforts systematically. The main objective of training evaluation is to
prove that the training has actually taught what was intended and to improve the course
contents for future use (Goldstein, 1993). Although newer approaches to training evaluation
have been proposed by (Day, Arthur and Gettman2001), but four level model of training
evaluation continues to be the most popular (Winfrey, 1999; Salas and Canon – Bowers,
2001; Van Buren and Erskine, 2002). Based on Kirkpatrick’s model (1967, 1994) there are
four levels for categorizing training criteria and trainee reactions, which each level represents
a more precise measure of the effectiveness of the training program, but at the same time
requires a more rigorous and time-consuming analysis. These four levels are evaluation –
reactions, evaluation – learning, evaluation – transferring and evaluation – results. Evaluation
– reactions level can be defined by asking the employees how they liked and felt about the
training, which reactions are emotionally based on opinion. Every training program should at
least be evaluated at this level in order to provide for the improvement of a training program,
where the knowledge and skills contents as expressed in the training objectives. Also
evaluate the training methods used and trainer who delivered it; the general learning
conditions and environment; and the degree to attitudinal objectives of training programs
have been achieved (Hamid, 1987).The evaluation beyond the trainee satisfaction and
attempts to assess the extent trainees have advanced in skills, knowledge, or attitude.
Methods range from formal to informal testing to team assessment and self-assessment.
Some of participants take the test or assessment before the training (pre –test) and after
training (post-test) in order to determine the amount of learning that has occurred. There are
several strategies for ensuring training transfer, such as: link training objectives to the
strategic goals of the organization; maximize similarity between training content and work
environment; have supervisors encourage employees to use acquired skills; ensure
supervisors are accountable for reinforcing training transfer; select trainees who are already
committed to training transfer; and develop re – entry plans for trainees. It is application to
the work tasks that defines training success (Alliger, Tannenbaum and Bennett,
1995).Evaluation is never absolute truth as it is an attempt to provide credible evidence,
which can be useful to people in making decisions. So, most of companies unable to conduct
a systematic training evaluation with using only rating sheets completed by trainees at the
end of a training program (Saari, Johnson, McLaughlin and Zimmerie, 1998) because some

12
of the organizations not understand the importance of evaluating the training programs; some
may be incapable of evaluating; the awareness among trainees in giving negative feedback.

2.3 The Other Factors Affecting Employee Performance

2.3.1 Reward and Benefit

The overall aim of reward systems is to attract and retain quality human resources. When the
pay conditions are perceived by the employee as equitable and fair it lead to their
performance improvement. Organizations can use non-financial rewards like transport fee,
incentive schemes to increase performance (Armstrong 2006). Additionally, organizations
should adopt reward systems that are similar to the industry in which they operate or
organizations can develop performance based pay systems in order to reward employees
according to the set performance standards and profitability goals. Therefore for performance
to improve, organizations need to create and maintain a sense of fairness equity and
consistence in their pay structures (Davar 2006). Employees expect that the employers will
purchase their labor at a certain price.

2.3.2 Management – subordinate relationship

As organizations strive for flexibility, speed and constant innovation, planning with the
people and not for the people ensures a positive relationship to performance improvement
When employees are given freedom to participate in organizational decision making for
example, there is are high chances of having mutual trust between management and
employees. Mutual trust and cooperation help to break the barriers between the two parties.

The employees will not resort to strikes and work stoppages without exhausting all the
available channels of resolving the dispute. Employees will be motivated because
management considers them as partners in contributing to organizational success instead of
being seen as mere subordinates and therefore will avoid engaging into counterproductive
behaviors hence improved performance through timely achievement of organizational goals
and objectives (Carrel, Kuzmits & Elbert 1989). Additionally, (Ichnniowski 1997) argues
that innovative human resource management practices improve performance like use of

13
systems related to enhance worker participation and flexibility in the design of work and
decentralization of managerial tasks and responsibilities.

2.4 Employee’s Job Performance

Job performance refers to the behaviors that are expected in the line of the organizations
goals and the purpose under control of individual employees (Campbell et al., 1993). Hunter
and Hunter (1984) pointed out that job performance is of interest to the organizations because
of the importance of high productivity in the workplace. Rudman (1998) on the other hand,
stated that performance is focused behavior or purposeful work.

14
 2.5 Summary of International Studies about Training and Other Factor Affecting
Performance

Studies Research Title Factors

(Nassazi, 2013) The impact training and  On job training
development on the
Pakistan  Delivery style
employee performance: “A
case study from different  Employee performance
banking sectors of north
Punjab”

Results: In this study there are two determinants of employee training and development which are on job Training
and Delivery style the research findings as a whole show that significant positive relationship exists between
employee training and development and the employee performance. Positive relationship between on job Training
and Employee Performance and also there is Positive relationship between Delivery style and Employee
Performance.
Studies Research Title Factors
(Serena Aktar, Assessing the Impact of  Training effectiveness
Muhammad Training on Employees’
 Investment in training
Kamruzzaman Sachu, & Performance in Commercial
Md. Emran Ali, 2012) Banks in Urban Lahore  needs assessment

Pakistan  Provision of training

 Evaluation of training

 Flexibility of training

 Social support

 Trainer’s knowledge

15
Results: This study has tested the significance of training-related variables that affect the performance of bank
employees in urban Lahore. The study finding suggests that a proper needs assessment, the extent of a training
program’s effectiveness, investment by the host organization, and the provision of training programs all
significantly affect employees’ job performance.

Studies Research Title Factors

(Karthikeyan K, Karthi R, Aspects of training program  Training inputs and application of training
& D. Shyamala Graf, and its effectiveness in inputs to the actual job
2010) selected public and private
 Employee’s attitude towards training inputs
sector banks in Tiruchirappalli
India
District, South India District,  Quality of training programs

Results: The research aim is to assess the effectiveness of the various facets of training i.e. employee’s attitude
towards training inputs; quality of training programs; training inputs and application of training inputs to the actual
job. Banks should take necessary steps in such a way that employees should feel training is essential to enhance the
productivity and customer satisfaction to meet the present business challenges in India. A well-structured
questionnaire was used to collect the primary data. Secondary data for the study were collected from reputed
journals, magazines, websites and bank records. Total sample size for this study is 512 respondents. It consists of
454 respondents of clerical cadre and 58 respondents of managerial cadre in banks. Statistical Package for Social
Sciences (SPSS) analysis was to calculate result and come to conclusion that training contributes for growth and
result of the banks.
Studies Research Title Factors
(Bhat, JUNE 2013) Impact of Training on Employee  Training
Performance: A Study of Retail
India  Compensation
Banking Sector in India
 performance appraisal

 organizational commitment

 Employee Performance

16
Results: The research findings show that training has significant influence on employee’s work commitment and
performance and employee’s compensation also has significant effect on the performance because the employees
which are not paid well often show poor performance. So it is important to reinforce and apply training as part of
organizational agendas in achieving organizational goals. The study finally conclusively Stated that training to a
big extent leads to an improved employee’s performance but still it is not the sole factor that leads to good
performance rather it is a combination of factors.
Studies Research Title Factors
(GUNU, ONI, TSADO, Empirical study of training and  Organizationa
& AJAYI, 2013) development as a tool for l commitment to training and development
organizational performance: case
NIGERIA  Employees exposure to modern training
study of selected banks
facilities

 Types of training method used

 Frequency of Training and Development

 Reward for best performance

Results: The objective of the study was to examine whether employees’ training and development enhances work
efficiency in the banking industry. Primary data were used for the study, which were generated through the use of
questionnaires. The study took a sample of 395 respondents from a population of 35,386 from the five banks used as
case study. Simple random technique was used to select the respondents. Data collected were analyzed using descriptive
statistics, and Pearson’s moment correlation. Multiple regressions were employed to test the hypothesis.
Major findings indicated that there is a positive correlation among all the variables. Result of model summary shows
that the independent variables account for 39.1% of the variation in organizational performance. The result in the
coefficient table however, indicated that only three variables were significant: organizational commitment to Training

17
and Development, frequency of Training and Development and reward for best performance.
The study therefore concluded that for training and development to have significant impact on organizational
performance, employees need to be motivated during training programs.
Studies Research Title Factors
(Tahmina Ferdous & Importance of Training Needs  Training need assessment
B.M. Razzak, 2012) Assessment in the Banking Sector
 Training design
of Bangladesh: A Case Study on
Bangladesh
National Bank Limited (NBL)  Training evaluation

Results: The study was an attempt to see if assessment and evaluation needs really matter to training success and
help answer why more and better needs assessment and evaluation is not taking place. The data of this study was
collected via email and over telephone interview of 50 respondents of NBL which analyzed and presented in terms
of charts and graphs. The result shows that most of the banks in Bangladesh have their own training institute,
management attitude is very positive for training support and budget, incentives are given for trainees, and overseas
training opportunity. However, there is a lack of needs assessment before training and the most important finding is
that NBL is not giving more importance for TNA. Finally the study concluded the training needs assessment is
prerequisite for an effective training that helps for organizational growth and development.
Studies Research Title Factors
(Neelam Tahir, Israr The Impact of Training and  Training and development
Khan Yousafzai, Dr. Development on Employees
 enhancement
Shahid Jan, & Performance and Productivity A
Muhammad Hashim, case study of United Bank  Morale
2014) Limited Peshawar City, KPK,
 Job knowledge
Pakistan
 Techniques
Pakistan
 Skills

 Ability

 competency

18
  Employee performance

 Employee Productivity

Results: The study main objective was to investigate whether training and development has impact on employees’
performance and productivity. Primary data were used for the study, which were generated through the use of
questionnaires. . The study took a sample of 80 respondents from the eight branches of UBL. The result produced
by linear regression demonstrates Training and Development, has significant relationship with dependant variable
of the study, Employees’ Performance and productivity.

Studies Research Title Factors

(BENEDICTA THE IMPACT OF TRAINING  Training
APPIAH, 2010) ON EMPLOYEE
 Employee performance
PERFORMANCE: A CASE
GHANA
STUDY OF HFC
BANK(GHANA) LTMITED

Results: The study main objective was to identify existing training programs and to evaluate the effectiveness of these
training programs at HFC Bank. investigate whether training and development has impact on employees’ performance
and productivity. Primary data were used for the study, which were generated through the use of questionnaires.
The study took a sample of 30 respondents using the convenience sampling selection method .The result shows
Training in HFC Bank, has significant relationship with dependant variable of the study, Employees’ Performance.

Studies Research Title Factors

(Muhammad Ikhlas The Impact of Training and  Training
Khan, 2012) Motivation on Performance of
 motivation
Employees
Pakistan
 employee performance

19
Results: This research aim is to study the impact of training on performance of employees. There are various
factors like training, motivation, technology, management behavior, working environment, where each factor
contributes to overall employee performance. Highly contributing factors are those having relative importance
given by employees. This study finding revels that training contributes greatly to employee's performance in
comparison with other .factors like motivation, technology, management behavior, working environment. Hence
there is positive relationship between the employee's performance and training and motivation. This study
concludes that organization having good training plans for employees can enhance the performance of employees
All the organization that wants to enhance their employee performance should focus on training as it also motivate
employees to achieve higher performance levels.

Research Title Factors

(Ashikhube Humphrey
Otuko, Dr. KimaniChege
G, & Dr. Musiega Douglas,
2013)
Effect Of Training Dimensions  training need assessment
On Employee’s Work
 training content and delivery approach
Performance: A Case Of
Mumias Sugar Company In  training evaluation
Kakamega County

Kenya

Results: This paper assesses the effect of training dimensions on employee performance, a case of Mumias Sugar
Company, Kenya. The study sought to find out; the effects of training needs assessment on employee performance,
the effects of Training contents on employee performance and the effects of Training evaluation on employee
performance. The study targeted a total of 150 employees and 6 departmental heads. Questionnaires and interview
schedules were used. The departmental heads were selected using purposive sampling while the employees were
selected through simple random sampling. The researcher used content validity; internal consistency was achieved
through the use of a Cronbach’s Alpha coefficient which yielded an alpha of 0.86 implying that the instruments
were reliable. The researcher then analyzed the data using descriptive and inferential statistical where regression

20
analysis was used to establish the associations of the study variables. Results show that there was a positive and
significant effect between training needs assessment and employee performance. Training contents has a positive
and significant effect on the employee performance and training evaluation and employee performance were
positively and significant.

Studies Research Title Factors

(Anupama Narayan &
Debra Steele-Johnson,
2007)
RELATIONSHIPS BETWEEN  goal orientation
PRIOR EXPERIENCE OF
 training attitude
TRAINING, GENDER, GOAL
ORIENTATION AND  gender
TRAINING
 prior experience

Results: The participants were 174 undergraduate students from a Midwestern university. Participation in the study
was voluntary and participants received extra credit points that could be applied to their course grade. So total 165
participants were taken for the analysis (men, and = 71; women, and = 94) with a mean age of 20.5 years (SD =
3.14). Hence, results from regression analysis indicated that mastery-approach goal orientation had a beneficial
effect on training attitudes of men but not for women.

Studies Research Title Factors

(TRANG, 2014) TRAINING AFFECTS THE  TRAINING NEED ASSESSMENT
EMPLOYEE’S PERFORMANCE
 TRAINING COMMITMENT
Vietnam
 TRAINING CONTENTS

 TRAINING DELIVERY APPROACHES

 TRAINING EVALUTION

 EMPLOYEES’ PERFORMANCE

21
Results: This paper assesses the effect of training dimensions on employee performance, a case of companies in
HCMC. The research sought to find out; the effects of training needs assessment, training commitment, training
contents and delivery approaches and the training evaluation on employee performance. The 350 questionnaires
and interview schedules were used; the sampling and the employee also were selected in simple random sampling.
The researcher used content validity; internal consistency was achieved through the use of a Cronbach’s Alpha
coefficient which yielded an alpha to implying that the instruments were reliable. The researcher then analysed the
data using descriptive and inferential statistical where regression analysis was used to establish the associations of
the research variables. This research attempted to contribute additional empirical evidence on the influence of
training on employee’s work commitment and performance. In particular, this research examined the role of
training in determining the employee’s work commitment and performance in HCMC. The results of this research
revealed that training commitment, training needs assessment, training contents and delivery approaches, and
training evaluation positively and significantly influence the employee’s work commitment and performance.
Training commitment and training evaluation were found to be more important dimensions of training in affecting
employee’s work commitment and performance.

Studies Research Title Factors

Nagar Effectiveness of training program  course duration
in commercial banks in public as
2009  library facilities
well as in the private sector.
 trainer

 teaching & computer aided program

Results: study the effectiveness of training programmes being conducted by the commercial banks in public as well
as in the private sector. The area of study is limited to the staff training centers of State Bank of Bikaner & Jaipur
and The Bank of Rajasthan Ltd. The data is collected through a structured questionnaire containing several
questions relating to various aspects of training programme. The focus of the study is mainly the opinions of the
trainees regarding various aspects of training like course duration, library facilities, trainer, teaching & computer
aided programme and other infrastructural facilities and the calculated t values are less than table value of t, hence

22
null hypothesis is accepted or hence there is no significant difference in the opinion of respondent at the two staff
training centers.

Studies Research Title Factors

(Mekonnen, 2014) Determinant factors affecting  Employee demographic characteristics
employees performance in Ethio
Ethiopia  Motivation
telecom zonal offices: The Case of
Addis Ababa Zonal Offices  Ability

 Training

 Individual Performance

Results: The paper tried to explain the determinants of employees’ performance in Ethio telecom within Addis
Ababa city by examining the determinant factors of motivation, ability and some bio data variables in Ethio
telecom six Zonal offices. The quantitative research approach used through primary data collected from 140
respondents, individual performance, an ordered categorical variable, was regressed on motivation, ability, and
certain bio data variables. The respondents were selected using stratified sampling technique. Statistical analyses
were performed with the data in order to test the four main research hypotheses. An ordered logistic regression
model was employed in the research. The main findings from results of the STATA routine indicate that, in Ethio
telecom, ability has no significant effect on employees’ performance. On the other hand, motivation positively
determines performance until some stage of experience, beyond which performance declines with experience.
Performance increases with age until some point and beyond that point performance declines with an increasing
age. Training also significantly determines the performance of employees.

Studies Research Title Factors

(FALOLA, A. O. Effectiveness of training and  On the job training
OSIBANJO, & S. I. OJO, development on employees
 Off the job training
2014) performance and organization
effectiveness in the Nigerian  Employee performance

23
Nigeria banking industry

Results: The main objective of this study is to examine the effectiveness of training and development on
employees’ performance and organization competitive advantage in the Nigerian banking industry. Descriptive
research method was adopted for this study using two hundred and twenty three valid questionnaires which were
completed by selected banks in Lagos State, South-West Nigeria using simple random sampling technique. The
data collected were carefully analyzed using descriptive statistics to represent the raw data in a meaningful manner.
The results show that strong relationship exists between training and development, employees’ performance and
competitive advantage. Summary of the findings indicates that there is strong relationship between the tested
dependent variable and independent construct.
Studies Research Title Factors
(SILA, 2014) RELATIONSHIP BETWEEN  Attitude
TRAINING AND
Kenya  Job Satisfaction
PERFORMANCE:A CASE
STUDY OF KENYA WOMEN  Service Delivery
FINANCE TRUST EASTERN
NYANZA REGION

Results: this study intended to investigate the relationship between training and performance in the MFIs
narrowing down to attitude, service delivery and job satisfaction. The specific objectives were to investigate
whether attitude, job satisfaction and service delivery affects the performance of the employees. Questionnaires
were used by the researcher in data collection. The study made use of descriptive statistics to analyze the data. The
study found out that the three variables of training investigated were key in determining employee performance
especially in service firms under which MFIs fall. The study has confirmed that training has a big influence on
performance with attitude, job satisfaction and service delivery equally getting the same weight.

Studies Research Title Factors

(Abid Hussain, Shahzad The impact of training and  Training and development
Sardar, Muhammad development on worker
 performance
Usman, & Ashar Ali, performance and productivity in

24
2012) public sector organization: A
case study of Ghana ports and
Ghana
harbors authority(GPHA)

Results: The study was intended to determine the role and impact of training on employees with emphasis on the
lower, middle level staff and the administrators of GPHA, who were randomly selected. The study assessed the
training and development process of GPHA and whether training has improved employee performance. A
questionnaire was designed using structured questions to collect primary data from employees of GPHA. Personal
interviews were held with some management staff of the organization. The results indicated that GPHA’s
employees were not well informed about training and development programs in the organization. Most of the
employees were of the view that training and development were effective tools for both personal and organizational
success. The findings revealed that training practices, methods and activities at GPHA are not in line with the best
practices regarding the planned and systematic nature of the training process as is generally known.

Studies Research Title Factors

(Abid Hussain, Shahzad Factors affecting the job  Gender
Sardar, Muhammad performance: In case of
 Job Involvement
Usman, & Ashar Ali, Pakistani banking sector
2012)  Job Performance

Pakistani

Results: The purpose of this study was to investigate gender differences on job performance, examine the effect of
job involvement on the job performance and to determine if gender played a role in this effect. A sample size of 80
was selected for the purpose of study. The sample was selected using non-probability sampling and the design used
is quota sampling .Measurement for the variables has been done through questionnaires . The results show that the
correlation between Job Involvement and Job Performance is positive with a magnitude of 0.705. The confidence
level is 99%, which shows that the chances of error in the results are only 1%.The group statistics for males and
females show that there is not a significant difference between the performance of males and females. The results
show a high level of significance, thus a low confidence level.

25
Studies Research Title Factors
(Nassazi, 2013) DOMINANT FACTORS  Individual factors
AFFECTING THE
Indonesia  Ability
PERFORMANCE OF BANK
MARKETING EMPLOYEES  Expertise

 Demography

 Psychological factors

 Perception

 Attitude

 Personality

 Organizational factors

 Resources

 Leadership

 Recognition

 Organization Structure

 Job Design

Results: This study aims to find out what are the most dominant role of variable from the factors that affect the
performance of employees consisting of individual factors, psychological factors and factor organization The
quantitative research approach used through primary data collected from 64 marketing employees at PT. Bank
Muamalat,Tbk Buah Batu Bandung branch. The results showed, overall psychological factor is the factor that
most affect the performance of the marketing employees at Bank Muamalat Buah Batu Bandung branch. Ability
variable is the most dominant role from individual factors; motivation variable is the most dominant role of
psychological factors and job design variable is the most dominant role of organizational factors that affect

26
employee performance marketing Bank Muamalat Buah Batu Bandung branch.

Studies Research Title Factors

(Serena Aktar, The Impact of Rewards on  Intrinsic rewards
Muhammad Employee Performance in
 Extrinsic rewards
Kamruzzaman Sachu, Commercial Banks of
& Md. Emran Ali, Bangladesh: An Empirical Study
2012)

Bangladesh

Results: The study explored factors determining extrinsic and intrinsic rewards and their impact on employee
performance and actions to influence the commercial banks for a consideration of a more systematic and
structured approach to acknowledge employee’s efforts which would in turn prosper high performance culture in
commercial banks of Bangladesh. Descriptive statistics based frequency tables and graphs were used in the study
to provide information on demographic variables. The results are investigated in terms of descriptive statistics
followed by inferential statistics on the variables. A total of 200 questionnaires were distributed to employees of
the commercial bank and a total of 180 employees completed the questionnaire properly. The result indicate that
there is a statistical significant relationship between all of the independent variables with dependent variables
employee work performance and all the independent variables have a positive influence on employee work
performance.
Studies Research Title Factors
(McEvoy,Glenn, Cumulative evidence of the  Age
Cascio, Wayne F relationship between
 Job performance
,1989) employees age and job
performance

27
Results: The results showed that age and job performances generally were unrelated. Furthermore, there was little
evidence that the type of performance measure (rating vs productivity measure)or type of age moderated the
relation between age and performance significantly.
Studies Research Title Factors

(Nassazi, 2013) FACTORS AFFECTING  Leadership

EMPLOYEE
PAKISTAN  Organizational culture
PERFORMANCE
EVIDENCE FROM  Working environment
PETROVIETNAM
 motivation
ENGINEERING
CONSULTANCY J.S.C(PVE)  training

Results: This study aims to identify and measure the level of factor affecting the effectiveness of the job
performance of the employees working at petro Vietnam engineering consultancy. The results showed, leadership,
motivation and trainings have direct effect towards employees’ performance but Organizational culture and
Working environment have no relationship with employees’ performance at the case company PVE.

Studies Research Title Factors

(Tazebachew, 2013) Impact of training on worker
performance in public sector
Ethiopia
organization: a case
Ethiopian ministry of health
 Training and development
 Employee performance
of

Results: The primary objective of this research was to examine the impact of training on worker performance in
the form of employee effectiveness, efficiency, and commitment of public sector organizations a case of EMoH.
The key findings indicated that employees training positively and significantly correlate and influence employees
work effectiveness, efficiency and commitment collectively employee performance.

28
Studies Research Title Factors
(mengistu beyazen, Effect of training on  Training
2013) employee’s performance and
 Organization effectiveness
organization effectiveness: a
Ethiopia
survey of private banks and
leather industry
Results: The main focus of this study was to examine how much organizations are effective from employees’
training expenditure. The results indicates the emphasis given for training by majority of the firm is still low
especially in leather industry and the result of the evaluation could be insufficient to make decision in different
aspect of training for the future.

Studies Research Title Factors

(Banjo haasan, 2013) Demographic variables an job  Gender
performance
Nigeria  Marital status

 Age

 Qualification

 Year of experience

Results: This paper examines the relationship between socio-demographic backgrounds of insurance salesman on
the job performance. The result of the study shows that only marital status and year of service are mostly
predictive of performance of insurance salesman.

In general, it can be concluded that even though there have been studies on the relationship
between training and employee performance in developed and some developing nations, as
per the knowledge of the researcher, there is few studies that examine the relationship
between training and job performance of employees in Ethiopian context in general and the
banking sector in particular.

29
 In this context, the purpose of this study will be to investigate the effects of training on
employees’ job performance in the banking sector in Ethiopian context in general and CBE
Wolaita Sodo district in particular

Figure 2.1 conceptual frame work

Training Dimension/process
1. Need Assessment
2. Method of delivery
approach Employees job
3. Training content Performance
4. Training Evaluation
raining process

Other factors related with Employees Performance

1. Age
2. Level of education
3. Work experience
4. Management subordinate relation
ship
5. Reward and benefit
6. Attitude towards importance of
Training

30
 Chapter Three

Research Methodology

This section consists of research design, source and study population, data type and source,
sampling technique and procedure, sample size determination, variable and measurement,
statistical analysis, data quality control and management, operational definition, ethical
consideration and dissemination of results.

3.1 Research Design

As stated in cooper and schindler, (2008, p.140), research design constitute the blue print for
the collection, measurement and analysis of data. Hence, the researcher has made use of the
causal research design (cause and effect relationship between known variables of interest) in
order to investigate the effect of training on the performance of CBE wolaita sodo district
employees. Causal research design is more preferable for this study because the study
objective is to determine how training dimensions and other factors affects the performance
of the employees and the choice of the most appropriate design depends on largely up on the
objective of the research hence this paper objective is to study the effect of independent
variables (training dimensions, socio demographic data and other variables) on outcome or
dependent variable in this study employees job performance.

3.2. Source and Study Population

The source populations of this study were all clerical CBE Wolaita sodo District employees
while employees working in the selected branches of the district constitute the study
population.

31
 3.2.1 Inclusion and Exclusion Criteria

Newly deployed employees specifically who served the bank for less than 3 month were
excluded from the study. This is because the performance appraisal data could be missing as
the bank evaluates its employees on a quarterly basis (source: human resource department).
Similarly staff transferred from other districts and branches to the sample branches were
excluded due to difficulty of getting their performance appraisal results also employees who
are on managerial posts such as branch manager and customer service manager were
excluded since management subordinate relationship used in the study as a variable and due
to the fact that they were the coordinator for the data collection.

3.3 Data Collection Procedure

In this study, the researcher collected both primary and secondary data as it is helpful to
extract multitude of data. Primary data were gathered through pretested self-administered
questionnaires using email for distant branches and physically for nearby branches and the
questionnaire was developed after reviewing related literatures. Data was collected on socio
demographic characteristics such as age, level of education, work experience, Position,
Management subordinate relationship, attitude towards importance of Training, the
satisfaction level on reward and benefit and training dimensions such as training need
assessment, training contents, training delivery approach, training evaluation. The secondary
data on dependent variable regarding the performance of the sample population were
collected by the researcher from district human resource department after checking for
completeness of the data.
The completeness and consistency of the collected data was checked by the researcher on a
daily basis. The questionnaire was pretested using 5% of the sample size among employees
working in one branch (Gununo branch) that was not part of the study to test the reliability
and validity of the tools.

32
3.4 Sampling Techniques and Procedure

Stratified random sampling method which is on the basis of the branch grade was used to get
information from CBE wolaita sodo district employees. Stratification was used as the
performance level is expected to vary among employees working in branches with various
grades and branches in each of the four grades are somehow to be homogeneous in addition
this technique was preferred because it is used to assist in minimizing bias when dealing with
the population. With this technique, the sampling frame can be organized into relatively
homogeneous groups (strata) before selecting elements for the sample. According to Janet
(2006:94), this step increases the probability that the final sample will be representative in
terms of the stratified groups.

The district has 60 branches with different grades, these grade classification ranges from
grade 1(smallest branches) up-to grade 4 the biggest branch). In w/sodo district there is only
one branch with grade four level, two branches with grade three level and one branch with
grade two level and the remaining fifty six (56) branch are grade one level with a total of
1305 clerical employees. The strata are selected based on the grades of the branches.
Therefore from all grades the researcher selects a total of nine branches. In order to select
grade one sample branches the researcher used simple random sampling method while using
this method due to the cost and time constraints branches which were found within the radius
of 150 km from the district office were included then among them randomly select five
branches. For grade 2, 3 and 4 branches the researcher select all branches in order to kept the
representativeness of the sample since the total branch of these three grades were four.

3.5 Sample size Determination

The sample size was determined using the recommendation by Malhorta Naresh, Marketing
Research: an applied approach, 2007 were used. This recommendation provides the
minimum, medium and highest sample size depending on the size of the source/target
population as displayed in the table below (Table 1).There were a total of 1305 employees
currently working in the 60 branches of CBE, Woliata Sodo District. Based on the
recommendation, the corresponding minimum, medium and maximum sample sizes for the

33
stated source population (1305) are 50, 125 and 200 employees respectively. To get a reliable
estimate measure of performance of employees and to increase representativeness of the
sample the maximum sample size was used. In addition taking the maximum sample size
reduces the sampling error as compared with taking either the medium or low sample size.
After considering the self-administered nature of the data collection technique used in this
study and the nature of working environment 15% non-response rate was added. Hence, the
final sample size of this study constitutes 230 CBE employees of Woliata Sodo District.

Table 3.1 Sample Determinations

Population size
Sample size
Low Medium High
51-90 5 13 20
91-150 8 20 32
151-280 13 32 50
281-500 20 50 80
501-1200 32 80 125
1201-3200 50 125 200
3201-10000 80 200 315
10001-35000 125 315 500
(Source: Malhorta Naresh, Marketing Research: an applied approach, 2007)

Study participants were selected from the sample branches and all employees fulfilling the
inclusion and exclusion criteria within the sample branches were includes in this study.

34
 Table 3.2 Sampling Procedure
No Branches Grades No of clerical Sample
employees (fulfilled
the selection criteria)
1 Arbaminch 4 42 35
2 w/sodo 3 40 34
3 Durame 2 24 22
4 Hossana 3 37 31
5 Seleme 1 16 15
6 Secha 1 18 16
7 Dicha 1 17 15
8 Wachamo 1 20 17
9 Tona 1 16 15
Total 230 200
(Source: w/sodo district human resource offices

Figure 3.1 Schematic representation of the sampling procedure.

Commercial Bank of Ethiopia, Wolaita Sodo

District (60 Branches)

Stratification
Grade 4
Grade One (56 (1 Branch)
Grade Two Grade 3
branches)
(1 Branch) (2 Branches)

Randomly Selected

5 Branches included One branch One branch

Two Branches
1. Seleme 1. Durame 1. ArbaMinch
1. W/Sodo
2. Secha 2. Hosana
3. Wachamo
4. Dicha
5. Tona

35
3.6 Variables and measurement

Dependent Variable
 Performance of employees (Good and Poor)
Independent variables
 Socio demographic variables (Age, sex, educational status, experience)
 Job Training taken or not
 Number of job related trainings
 Training Dimensions (training Need assessment, training Content, delivery
approach and training evaluation)
 Attitude towards training
 Management subordinate relationship
 Employees satisfaction level with the reward and benefit

Data on age, experience and number of job related trainings were collected using open ended
questions. Likert scale questions were used to collect data on training dimensions, attitude
towards the importance of training in improving performance, management subordinate
relationship and employees’ satisfaction level with the reward and benefit.
Data on training content, training delivery approach, training evaluation and attitude towards
training were collected using Five questions for each with five scales (strongly disagree,
disagree, neutral, agree and strongly agree). Similarly training need assessment data were
collected by four questions using the same scale.

Employee’s performance data were collected from secondary data sources. The bank uses
performance management system to measure the performance of its employees on a quarterly
basis (performance appraisal). This system uses similar scales to measure employees’
performance though the target varies with employees post.

36
The results fall in one of the four measurement scales. These are:

1. below expectation: Performance fails to meet job requirements on a frequent basis

2. Meet expectation: Performance is regularly competent and dependable
3. Above expectation: Performance is routinely above job requirements
4. Exceptional: Performance is consistently superior

The four categories dichotomized as:

1. Good performance =meet expectation + above expectation + exceptional
2. poor performance= below expectation

3.7 Brief Concept about the Model Used

Regression is a statistical tool to predict the value of a dependent variable based on the value
of one or more independent variable and it explain the impact of change in an independent
variable on the dependent variable.

Logistics regression is an extension of multiple regression method used to find the best
fitting model that describe the relationship between an outcome and independent variables
and it is used to determine the predicted probability of the outcome based on a set of
independent variables.
Used when the dependent variables is categorical; in particular, it is a dichotomous (binary).
A dichotomous variable is a variable that can assume only one of two mutually exclusive
values. The basic principle of logistic regression is much the same as for ordinary multiple
regression.

3.8. Statistical Analysis

The collected data was entered, cleaned and analyzed by using SPSS Version 20 software.
After data entry was completed frequency was run to check for completeness and consistency
of the data. Then variables were recoded and computed. Open ended questions were recoded.

37
Training dimension variables (Training Need assessment, Training Content, training delivery
approach and training evaluation) were generated using the respective likert scale questions.
The reliability test was run for each dimension of training and attitude towards the
importance of training out of 5% pretest result. The need assessment reliability statistics
result shows Cronbachs alpha of 0.803 since Cronbach alpha = 0.803 is greater than 0.7
Hence, factors in training needs assessment can be considered as well-designed items and
data are trustworthy. Corrected item – total correlations of variables of these dimensions are
mostly higher than 0.3, smallest factor is 0.588. Similarly training content reliability statistics
result shows Cronbachs alpha of 0.898 since Cronbachs alpha = 0.898 is greater than 0.7
Hence, factors in training content can be considered as well-designed items and data are
trustworthy. Also for training delivery approach questions reliability statistics result shows
Cronbachs alpha of 0.868 since Cronbachs alpha = 0.868 is greater than 0.7. Hence, factors
in training delivery aproach can be considered as well-designed items and data are
trustworthy. The reliability statistics for training evaluation questions result shows Cronbachs
alpha of 0.877 since Cronbach alpha = 0.877 is greater than 0.7 Hence, factors in training
evaluation can be considered as well-designed items and data are trustworthy. Corrected
item – total correlation of variables of these dimensions are mostly higher 0.3, smallest factor
is 0.543. finally the reliability statistics result of attitude towards the importance of training
shows Cronbachs alpha of 0.925 since Cronbach alpha = 0.802 is greater than 0.7 Hence,
factors in attitude towards the importance of training can be considered as well-designed
items and data are trustworthy. (See Appendix 2)

Then the respective questions were treated as continuous variable and summed, and then the
respective sum was categorized.
A dichotomous performance variable was treated using the four categories of performance
appraisal. Employees with below expectation performance appraisal score was considered as
having poor performance. While with expectation, beyond expectation and Extraordinary
were considered as good performance.

Frequencies and proportions were computed for description of the study population in
relation to selected socio-demographic variables, training dimension variable and other

38
variables also Chi-square was carried out for the descriptive analysis and results were
presented in the form of table. Since Chi-square analysis provides the number of employees
with good and bad performance that fall in the various categories of predictor (independent)
variable used (cross tabulation). The p value from chi square test provides additional
information whether there was a difference in employees’ performance level across the
various categories of the independent variables.

To see the association of outcome variable (employees job performance) and independent
variable, bivariate and multiple logistic regressions analysis was carried out. Results were
presented in the form of odds ratios (OR) with 95% confidence intervals. Statistical
significance was declared at a p-value of 0.05. Those variables with p value less than 0.05
were in included in the multi variable regression analysis model,

To assess which training dimension has significant effect on employees’ job performance
those employees who took job related training were included in the bivariate and multiple
logistic regression analysis. In order to see the effect of demographic characteristics and
other variable on employees’ job performance another bivariate and multiple logistic
regression analysis were run.

Variables with p value less than 0.05 from both bivariate logistic regression analyses were
included in the respective multiple logistic regression analysis. Furthermore, in order not to
miss important predictors, variables with p value up to 0.2 were included in the multiple
logistics regression analysis.

Multi collineriaty diagnostic test was run to check whether the regression model has a
correlation among independent variables. It was found that the multiple logistic regression
tests has no collinearity problem since the VIF shows a value lower than a value of 10 for
each variable and the value of tolerance statistics being well above 0.1

39
3.9 Operational Definition

 Training dimensions variable: includes training need assessment, training content,

training delivery approach and training evaluation.

 Grade: the standard commercial bank of Ethiopia set to the branches under
jurisdiction depending on customer base, deposit, and volume of activity.

 Branch: entity which the bank use to deliver all activity and serve its customers(point
of service)

3.10 Ethical Considerations

Informed verbal consent was sought from study participants after explaining the purpose of
the study.

3.11 Dissemination of Results

The results of this study will be disseminated to school of post graduate studies, College of
business and economics, AMU as a partial fulfillment of Master’s degree in MBA. It will
also be communicated to CBE, wolaita Sodo District office. Finally, it will be sent for
publication in peer reviewed journals and effort will also be made to disseminate findings in
conferences.

40
 4.0 Chapter Four

Result and Discussion

4.1 Introduction

The results of data analysis and discussions are presented in this chapter. Data was analyzed
as per the study objectives. A total of 230 CBE employees working in selected branches of
Wolaita Sodo district were included in this study. The questionnaire return rate stood at 87%,
since 200 out of a total of 230 questionnaires issued were returned.

To facilitate ease in conducting the empirical analysis, the results of descriptive analyses are
presented first, followed by the inferential analysis. The descriptive analysis made use of
tools such as mean, percentage, standard deviation and chi-square test. To identify important
predictors of employees’ performance the study employed multiple logistics regression.

4.2 Descriptive analysis

4.2.1 Socio demographic characteristics of the study population

A total of 200 CBE employees working in selected branches of Wolaita sodo district were
included in this study. Of those 41 (20.5%) were females and the remaining 79.5 %( 159)
were male (table 4.1). Among those 159 male employees 123(77.4%) of them had good
performance whereas 36(22.6%) of them had poor performance and among 41(20.5%)
female participants’29(70.7%) had good performance and the remaining 12(29.3%) had poor
performance (table 3.1).

Regarding the age of the study population, the age of participant’s ranges between 21-34
years and the result indicates that almost half 94(47%) of the respondents were within the age
group of 25-27 and the mean age with standard deviation was 25.7 ± 2.4 years (table
4.1).Among those 94 respondents with the age group of 25-27 74(78.7%) of them had good
performance whereas 20(21.3%) had poor performance (table 4.3).

41
In terms of their educational status, the respondent tends to be educated as the majority
197(98.5%) of the participants’ achieved Bachelor’s degree level of education and the rest
respondents 3(1.5%) holds postgraduate degree (table 4.1).

Concerning work experience of the study population, the experience of participant’s ranges
between 1-9 years and the result indicates that 93(46.5%) were tenured for two years. The
mean with standard deviation lifetime service tenured was 2.4 ± (1.4) years (table 4.1).
Among 93 respondents who served the bank for two years 69(74.2%) had good performance
whereas 24(25.8%) had poor performance (table 4.3).

Out of the study population 78(39%) employees were selected from grade one branches , 22
(11%) employees were selected from grade two branch , 65 (32.5%) employees were
selected from grade three branches and 35(17.5) employees were selected from grade four
branches with a total of nine branch and 200 participants’(table 4.1). Among 78 grade one
branch employees 62(79.5%) had good performance whereas 16(20.5%) had poor
performance, among 22 grade two branch employees 20(90.9%) had good performance
whereas 2(9.1%) had poor performance, among 65 grade three branch employees 50(76.9%)
had good performance whereas 15(23.1%) had poor performance and from 35 grade four
branch employees 20(57.1%) had good performance whereas 15(42.9%) had poor
performance(table 4.3).
Respondents were also asked to indicate their current position. CBE as an organization
involved in bank and finance related activities over the years and developed its own
organizational structure that flows onto various job positions. Among 200 participants’
4(2%) of the respondent were junior officer,166(83%) of the respondents were customer
service officers and 9 (4.5%) of the respondents were accountant, auditor and chief cashier as
the branches need necessarily one post for each branch and the remaining 3(1.5%) of the
respondents were customer relationship officer from grade three and four branches. Hence
when we see the distribution customer service officer covers the majority and customer
relationship officer were the fewest because the position is available only on grade three and
grade four branches (Table 4.1).

42
Table 4.1: Socio-demographic characteristics of CBE employees, Wolaita sodo District;
2015/16 (N=200)

Variables Frequency Percent

Age (in completed years)
21-24 69 34.5

25-27 94 47

>28 37 18.5

Sex
Male 159 79.5
Female 41 20.5

Position
Junior officer 4 2.0
Customer service officer 166 83.0
Accountant 9 4.5
Customer relationship officer 3 1.5
Auditor 9 4.5
Chief cashier 9 4.5

Level of education
First Degree 197 98.5
Master’s Degree 3 1.5

Experience (in years)

1 48 24.0
2 93 46.5
3-9 59 29.5

Grade/branch
Grade 1 78 39.0
Grade 2 22 11.0
Grade 3 65 32.5
Grade 4 35 17.5
GOOD PERFORMANCE 152 76.0
POOR PERFORMANCE 48 24.0

43
4.2.2 Aspects Related to Training and Magnitude of Employees Performance

This section attempts to ascertain whether the participants’ involve (took part) in training or
not. Respondents were asked the role of training dimensions on their job performance.
In this study, the proportion of employees with good performance was 152 (76%) whereas
employees with the proportion of poor performance was 48 (table 2). Concerning the
participation on job related training, from the total of 200 respondents 159(79.5%) of them
took part at least in one training whereas 41(20.5%) of them did not take training (table 2).
Among 159 respondents who took training 134(84.3%) had good performance whereas
25(15.7%) employees had poor performance and of those 41 employees who did not took
any training 18(43.9%) had good performance whereas the majority 23(56.1%) had poor
performance (table 3).
Concerning number of job related training taken 71(35.5%) respondents were took just one
training and the maximum number of training taken was 10(table 2). Among 71 respondents
who took just one training 55(77.5%) of them had good performance whereas 16(22.5%) of
them had poor performance (table 3).
Among the respondents who took job related training 153(96.2%) took the training just one
year before and 6(3.8%) of employees took the training after one year.

Concerning the need assessment questions out of 159 respondents 93(58.49%) of them says
there was appropriate need assessment practice in the bank (table 2). Among 93 respondents
who says there was appropriate need assessment practice in the bank 82(88.20%) of them
had good performance whereas 11(11.8%) had poor performance (table 3).

Concerning the training delivery approach among 159 respondents 89(56%) of them says
there was appropriate training delivery approach whereas 70(44%) of the respondent says
there was inappropriate training delivery approach in the district (table2). Among 89
respondents who says there was good training delivery approach 85(95.5%) of them had
good performance whereas only 4(4.5%) of them had poor performance (table 3).

With regard to training content among 159 respondents 93(58.49%) of them says the content
was appropriate whereas 66(41.50%) of them says the content of training was not as such
good (table 2). Among 93 respondents who says the content of the training they took was

44
good 87(93.5%) of them had good performance while only 6(6.5%) 0f them registered poor
performance.

Concerning the training evaluation among 159 respondents who took training 92(57.86) of
them says there was evaluation and it was appropriate whereas 67(42.13%) of them say the
evaluation was inappropriate (table 2). Among 92 respondents who back the training
evaluation of the bank 88(95.7.7%) of them had good performance whereas 4(4.7%) had
poor performance (table 3).

4.2.3 Aspects Related to Other Factor Affecting Performance and Magnitude of

Employees Performance

This section attempts to identify the effect of other factors that affect performance other than
training and to ascertain whether this factor have significant influence to the participants’.
Respondents were asked their attitude they have towards training towards performance, the
relationship they have with the management and their satisfaction level regarding the reward
and benefit schemes of the bank.

Concerning the attitude they have towards training, among 200 respondents 138 (69%) had
positive attitude and they believed taking training would help them to maximize their job
performance and the remaining 62(31%) had negative attitude mean that rather than training
there are other factor that affects their performance(table 4.2). Out of 138 respondents who
believed involving in training would help job performance 118(85.5%) of them had good
performance whereas 20(14.5%) of them had poor performance and out of 62 respondents
who did not support training role to performance surprisingly 28(45.2%) of them had
registered poor performance while 34(54.8%) of them had good performance (table 4.3).

With regard to management subordinate relationship out of 200 respondents 130(65%) of

them had good relationships with their bosses whereas 70(35%) of them were not enjoying
with the relationship they had (table 4.2). Among 70 respondents who were not enjoying with
the relationship they have with their bosses 30(42.9%) had poor performance whereas
40(57.1%) had good performance (table 4.3).
Concerning the satisfaction level with the reward and benefit and its effect on job
performances out of 200 respondents majority of them 128(64%) were not satisfied with the

45
benefit they are getting and only 72(36%) of the respondents found to be satisfied (table 4.2).
And out of 128 respondents who were not satisfied 37(28.9%) of them had poor performance
whereas 91(71.1%) of them registered good performance (table 4.3).

46
 Table 4.2: Training dimension and other factors related with of CBE employees, Wolaita
District; 2015/16 (N=200)

Variable Frequency (Number) Percentage

Have you ever took job related training
Yes 159 79.5
No 41 20.5
Number of job related training taken
No 41 20.5
1 Training 71 35.5
2 training 37 18.5
>3 training 51 25.5
When did you took the last job related training (159)
1 year 153 76.5
2 years 6 3.0
Need Assessment (159)
Appropriate need assessment 93 58.49
Inappropriate need assessment 66 41.50
Method of Delivery (159)
Appropriate delivery 89 56
Inappropriate delivery 70 44
Training Content (159)
Appropriate content 93 58.49
Inappropriate content 66 41.50
Evaluation as part training process(159)
Appropriate evaluation 92 57.86
Inappropriate evaluation 67 42.13
Other factors related with training
Attitude towards the importance of training (200)
Positive attitude towards training 138 69
Negative attitude towards training 62 31
Management subordinate r/ship(200)
Good relationship 130 65
Not Good relationship 70 35
Reward AND benefit system(200)
Satisfied 72 36
Not satisfied 128 64
Performance level(200)
Good performance 152 76
Poor performance 48 24

47
 Table 4.3 Cross Tab Result
Variables Employees Performance Total P value
Under (N, %) Good (N, %)
Age (in years)
21-24 22 (31.9%) 47 (68.1%) 69 (100.0%) 0.138
25-27 20 (21.3%) 74 (78.7%) 94 (100%)
>28 6 (16.2%) 31 (83.8%) 37 (100%)
Sex
Male 36 (22.6) 123 (77.4) 159 (100) 0.376
Female 12 (29.3) 29 (70.7) 41 (100)
Experience (in years)
1 20 (41.7) 28 (58.3) 48 0.0001
2 24(25.8) 69 (74.2) 93
3-9 4 (6.8) 55 (93.2) 59
Training participation
No 23(56.1) 18(43.9) 41(100) 0.0001
Yes 25(15.7) 134(84.3) 159(100)
Number of job related training
taken
0 23(56.1) 18(43.9) 41(100) 0.0001
1 16(22.5) 55(77.5) 71(100)
2 7(18.9) 30(81.1) 37(100)
3-10 2(3.9) 49(96.1) 51(100)
NEED ASSESSMENT
Appropriate need assessment 14(20.9) 52(78.8) 66(100) 0.109
Inappropriate need assessment 11(11.8) 82(88.2) 93(100)

Method of Delivery
Appropriate delivery 21(30) 49(70) 70(100) 0.0001
Inappropriate delivery 4(4.5) 85(95.5) 89(100)

Training Content

48
Appropriate content 19(28.8) 47(71.2) 66(100) 0.0001
Inappropriate content 6(6.5) 87(93.5) 93(100)
Evaluation as part training
process
Appropriate evaluation 21 (31.3) 46 (68.7) 67 (100) 0.0001
Inappropriate evaluation 4 (4.3) 88 (95.7) 92 (100)
Other factors related with training
Attitude towards the
importance of training
Positive attitude towards training 28(45.2) 34(54.8) 62(100) 0.0001
Negative attitude towards training 20(14.5) 118(85.5) 138(100)
Management subordinate
r/ship
Good 18(13.8) 112(86.2) 130(100) 0.0001
Not Good 30(42.9) 40(57.1) 70(100)
Reward and benefit
Satisfied 37(28.9) 91(71.1) 128(100) 0.030
Not satisfied 11(15.3) 61(84.7) 72(100)

49
4.3 Inferential Analysis

4.3.1 Predictors of Good Performance

The association between socio-demographic and training related characteristics was assessed using logistic
regression.
Since including all variables in one model is not feasible as training dimension assessing questions were not
answered by study participants who did not took part in any training. Hence two separate multiple logistic
regression were run. The first multiple logistic regression were run for variables which all study participants
provided response(N=200) while training dimension assessing variables were included in second logistic
regression with the sample size of (N=159)

First the association between each predictor variables was assessed using bivariate analysis. Then all
variables with p value less than 0.05 were included in the multiple logistics regression analysis for each
model.
Two multiple logistics regression was run. Socio demographic characteristics of participants such as year of
experience; attitude towards training, number of job related trainings, management subordinate relationship
and reward and benefit were included in the first analysis. Variables included in the second analysis were
training dimensions (need assessment, training content, training delivery and training evaluation).

4.3.2 Bivariate Analysis (N=200)

During bivariate analysis experience, Management subordinate relationship, reward and benefit, attitude
towards training, ever took job related training and number of job related training were significantly
associated with good performance among those variables included in model.
The odds of good performance was higher among those who serve the bank for more than three years,
[OR=9.82 (3.06, 31.52)] compared with those employees who served the bank for one year. The odds of
good performance was also higher among those who had good relation with their boss [OR= 4.667(2.348,
9.275)] compared with employees who had poor boss subordinate relation counterparts. Similarly, those
employees who reported they were satisfied by the reward and benefit were more likely to perform well

50
[OR= 2.255(1.068.4.760)] as compared with those who were not satisfied. The likelihood of good
performance was higher among employees with positive attitude towards the importance of training in
improving performance [OR=4.859 (2.439, 9.678)] as compared with those who held negative attitude. The
odds of good performance was higher among those who took part in job related training programs [OR=6.85
(3.23, 14.5)] as compared with employees who did not took part in job related training programs. Similarly
the odds of good performance was higher among those who took job related training at least three times
[OR=11.306(6.694, 46.405)] as compared with the employees who did not took job related training at all.

4.3.3 Bivariate analysis for training dimension variable (N =159)

During bivariate analysis training content, delivery method and training evaluation, were significantly
associated with good performance among those variables included in analysis.
The odds of good performance was higher among those who says the delivery method was appropriate
[OR=9.107 (2.955, 28.068)] as compared with the employees who says the delivery method of the training
they took was inappropriate. Concerning training content the odds of good performance was higher among
those who says the content of the training they took was appropriate [OR=10.043(3.254, 31.002)] as
compared with the employees who says the content of the training they took was inappropriate. The odds of
good performance was higher among those who says the training evaluation was appropriate [OR=6.058
(2.263, 16.217)] as compared with the employees who says the evaluation of the training they took was
inappropriate.

4.3.4 Multivariable Analysis (N=200)

From the multivariate logistic regression analysis work experience, ever took job related training, number of
job related training, attitude towards training and management subordinate relationship were found to be
significantly and positively associated with good performance among those variables included in model.
The odds of good performance was higher among those who serve the bank for more than three years,
[OR=5.844(1.268, 26.929)] as compared with those employees who served the bank for one year.
Concerning the involvement in to training program the odds of good performance was higher among those
who took at least one training [OR=3.987(1.021, 15.561)] as compared with the employees who did not took

51
training. Similarly the likelihood of good performance was higher among employees who took three and
more training [OR 9.579(1.314, 69.816) as compared with those who did not took training at all. Also positive
attitude towards the importance of training in improving performance [OR=2.463(1.041, 5.827)] as
compared with those who held negative attitude. Finally The odds of good performance was also higher
among those who had good relation with their boss [OR= 3.031(1.225, 7.502)] as compared with those
employees who were not satisfied with the relation they had.

4.3.5 Multivariable Analysis (N=159)

From the multivariate logistic regression analysis training content, delivery method and training evaluation
were found to be significantly and positively associated with good performance among those variables
included in model.
The odds of good performance was higher among those who says the delivery method of the training was
appropriate [OR=6.239(1.903, 20.453)] as compared with the employees who says the delivery method of
the training they took was inappropriate. Concerning training content the odds of good performance was
higher among those who says the content of the training they took was appropriate [OR=3.743(1.119,
12.513)] as compared with the employees who says the content of the training they took was inappropriate.
Similarly the odds of good performance was higher among those who says the training evaluation was
appropriate [OR=4.892(1.465, 16.334)] as compared with the employees who says the evaluation of the
training they took was inappropriate.

52
Table 4.4: Association of socio-demographic characteristics, training dimensions and other factors with
Employees Performance, Wolaita District; 2015/16 (N=200)

Variables Employees Performance Crude Odds Ratio Adjusted Odds Ratio P value
Under (N, %) Good (N, %) (COR (AOR with 95% CI) for AOR
With 95% CI)
Socio demographic characteristics and other variable(200)
Experience
1 20 (41.7) 28 (58.3) 1 1
2 24(25.8) 69 (74.2) 2.05 (0.98,4.3) 1.565(0.609, 4.018)
3-10 4 (6.8) 55 (93.2) 9.82 (3.06,31.52)* 5.844(1.268,26.929)* 0.024
Training
Ever took training
No 23(56.1) 18(43.9) 1 1
Yes 25(15.7) 134(84.3) 6.85 (3.23, 14.5)* 3.987(1.021, 15.561)* 0.047
Number of job related
training taken
No training 23(56.1) 18(43.9) 1 1
1 training 16(22.5 ) 55( 77.5) 4.392(1.914, 10.082) * 3.599(1.425, 9.087) 0.026
2 training 7( 18.9) 30( 81.1) 5.476(1.958, 15.312) * 2.914(0.904, 9.398)
3-10 training 2(3.9 ) 49( 96.1) 11.306(6.694, 46.405) * 9.579(1.314, 69.816) *
Attitude towards the
importance of training
Negative 28(45.2) 34(54.8) 1 0.040
Positive 20(14.5) 118(85.5) 4.859 (2.439,9.678) 2.463(1.041, 5.827)
Other factors
Management subordinate
r/ship
Good 18(13.8) 112(86.2) 4.667(2.348,9.275) 3.031(1.225, 7.502) 0.016
Not Good 30(42.9) 40(57.1) 1 1
Reward and benefit
satisfaction
Not Satisfied 37(28.9) 91(71.1) 1 1
Satisfied 11(15.3) 61(84.7) 2.255(1.068.4.760) 1.441 (.534, 3.888) 0.470

53
 Training dimension(N=159)
Need Assessment
Appropriate NA 14(20.9) 52(78.8) 1 1
Inappropriate NA 11(11.8) 82(88.2) 2.00(0.847,4.756) 0.719(0.237,2.181) 0.560
Method of Delivery
Appropriate delivery 21(30) 49(70) 1 1
Inappropriate delivery 4(4.5) 85(95.5) 9.107(2.955,28.068) 6.239(1.903,20.453) 0.003
Training Content
Appropriate content 19(28.8) 47(71.2) 1 1
Inappropriate content 6(6.5) 87(93.5) 6.058(2.263,16.217) 3.743(1.119,12.513) 0.032
Evaluation as part
training process
Appropriate evaluation 21 (31.3) 46 (68.7) 1 1
Inappropriate evaluation 4(4.3) 88(95.7) 10.043(3.254,31.002) 4.892(1.465,16.334) 0.010

54
4.4 Discussion

The skill and expertise of human resources are crucial assets that drive productivity and success of any
industry. Evidences showed that need based training play a vital role in improving employees’ performance
which consequently increases organizational productivity and performance. This is true in the banking
industry. As a service industry, the service provided by the bank is delivered through its personnel and it is
consumed at the same time by the client. The bank personnel (human resource) stand for the
service and portray the value and quality of the bank’s service to the customer (Aryee, 2009). As such,
banks need exceptional human resources to present their services to customers in a manner that will
win more customers and sustain profitability. Hence, determining the performance level of Commercial
bank of Ethiopia, Wolaita District employees, assessing the effect of training on employees’ performance,
identifying which training dimension has more effect on employees performance by controlling other
characteristics of respondents can serve as baseline for future endeavor of CBE, Wolaita Sodo District.

In this study, the overall magnitude of good performance was 156 (76%) and of those who took job related
training 84.3% (134/159) had good performance. Similarly, from those who did not take job related training
(41), 18(43.9%) of them had good performance whereas 23(56.1%) had poor performance.

Work experience, taking job related training, number of job related training, attitude towards training and
management subordinate relationship were found to be significantly and positively associated with good
performance.

Concerning the effect of training dimensions on employees performance, content of the training that
employees took; mode of delivery and training evaluation were found to improve employees’ performance.

The level of good performance 152 (76%) is found to be lower than the banks expectation as the bank needs
all employees to perform 100% to achieve the corporate vision of becoming world class commercial bank
in 2025. Hence, in order to fulfill this vision the bank should have world class employees who perform very
well. The possible explanation for the observed discrepancy might be most of the employees were not
satisfied with the reward and benefit they get from the bank as the performance measurement system of
CBE is far from what the literature said (Holzer and Kloby, 2005; Greiling, 2005). That is, CBE hardly

55
rewards the right performance behavior. In maintain and further improving employers performance was
documented in some litreture(Holzer and Kloby, 2005; Greiling, 2005)
The finding that more experienced employees perform well is in lines with other studies (banjo hassan &
olufemi ogunkoya, 2014 Anupama Narayan & Debra Steele-Johnson, 2007 and Mekonnen, 2014).
Similarly, in line with findings form other studies the level of performance is higher among those employees
who held positive attitude towards the importance of training (Karthikeyan K, Karthi R, & D. Shyamala
Graf, 2010 and SILA, 2014). Moreover good performance was higher among employees who had
harmonious relationship with their bosses (Nassazi, 2013 and Carrel, Gebre Sorsatakaro 2014 and Kuzmits
& Elbert 1989)

Concerning training content, in agreement with finding of other studies the level of good performance was
higher among employees who reported that the content of training they took was appropriate (Ashikhube
Humphrey Otuko, Dr. KimaniChege G, & Dr. Musiega Douglas, 2013, TRANG, 2014, ).

Concerning training delivery , in agreement with finding of other studies the level of good performance was
higher among employees who reported that the delivery mode was appropriate(Nassazi, 2013, Ashikhube
Humphrey Otuko, Dr. KimaniChege G, & Dr. Musiega Douglas, 2013 and TRANG, 2014,)

Concerning evaluation of training, in agreement with finding of other studies the level of good performance
was higher among employees who reported that the evaluation was appropriate(Tahmina Ferdous & B.M.
Razzak, 2012, Ashikhube Humphrey Otuko, Dr. KimaniChege G, & Dr. Musiega Douglas, 2013 and
TRANG, 2014)

The result on need assessment shows that presence of need assessment does not significantly determine
employees’ job performance but In the theoretical point of view, need assessment is one of the major
predictors of individual performance among training dimension variables. However, in this research the
finding indicates that presence and appropriateness of need assessment does not significantly determine
employees’ job performance in CBE wolaita sodo district.

Most reviews have generally concluded that the effect of gender on job performance are slight (davies et al,
1991; Rhodes, 1983; war, 1994) .The effect of gender to employee’s performance result implies that the

56
“man” and the “woman” are not different in employee’s performance.

The effect of age to employee’s performance shows that age does not affect employee’s performance.
Rather the experience the employees have matter and this result is in line with ( McEvoy,et al,1989; davies
et al, 1991;Rhodes, 1983; war, 1994; banjo Hassan, olufemi ogunkoya,2014 )

57
 Chapter Five

Conclusion and Recommendation

5.1 Conclusion

The purpose of this research was to assess the effect of training, level of performance and other factors
affecting employees’ job performance in CBE wolaita sodo district.
Even Though the level of good performance among those who took training (84.3 %) was higher than
overall magnitude of good performance (76%) it is lower than the banks expectation (100%). The overall
level of good performance was significantly higher among those who took training, held positive attitude,
senior employees and those who maintain harmonious relationship with their bosses.

Similarly, training content, training delivery approach and training evaluation had a positive influence on
the employees’ job performance since the result of the research shows that when the training delivery
approaches try to find the way to transfer the clear training purpose and with good informational contents
and evaluation employees understanding on new knowledge and skills into their work tasks increase and
improve performance.

Most reviews have generally concluded that the effect of gender and age on job performance are slight or
none (Davies et al, 1991; Rhodes, 1983; war, 1994 & Mc Evoy,et al,1989; Davies et al, 1991;Rhodes, 1983;
war, 1994; banjo Hassan, olufemi ogunkoya,2014 ) the study result was in accordance with the reviews.

In contrast with various reviews the result on need assessment shows that presence of need assessment does
not significantly determine employees’ job performance. In the theoretical point of view, need assessment is
one of the major predictors of individual performance among training dimension variables. This might came
from absence of consistency in assessing employees need before the training program as the human resource
manager and officer’s told when the preliminary interview was study.

Finally This research is considered to make a contribution in creating understanding by the development of
a theoretical framework in order to see clearly the relationship between the dimensions of training and other
factor affecting employees’ job performance.

58
5.2 Recommendation

It is better if CBE wolaita sodo district Provides need driven training, make use expertise of senior
employees, strengthening positive attitude about the importance of training and further improving the
management subordinate relationship as they are expected to raises the performance level of employees.

Effort should be made to improve the training content, mode of delivery and training evaluation since these
training dimensions improve employees’ job performance significantly.

In addition Maintaining systematic and consistent need assessment before training delivery should be made
in manner which participate employees of the bank.

Finally It is recommendable for future research to develop and investigate further the core concepts of
training and other training dimension such as training commitments. Also It would be interesting to perform
similar tests, including other variables such as team work; job autonomy; work environment as a
determinant of JOB performance in employees.

5.3 Limitations of the study

.
 The population size is finite which requires sample size determination formula but the sample size
determined through the formula made the collection of data unmanageable, hence the study utilized
standardized table which is representative.
 Failure to address all factors that affect the performance of employees.
 The study was self-sponsored which makes the whole process difficult in terms of cost and time
 The study utilizes cross-sectional in the sense that all relevant data was collected at a single point in
time and results depends on that specific timing.
 The data may not show the actual trend
 Recall bias since some of the questions needs recalling the past.

59
Reference

 Abid Hussain, Shahzad Sardar, Muhammad Usman, & Ashar Ali. (2012). Factors affecting the job
performance: In case of Pakistani banking sector. Elixir International Journal, vol 12(1), 8726-8730.

 Alliger, G.M., Tannenbaum, S.I. and Bennett, W. (1995), “Transfer of training: Comparison of
paradigms in “Searching for solutions to the transfer of training problem: A multi – disciplinary
approach (Smith, K.A. and Salas, E.),” in Symposium conducted at the 10th Annual Conference of the
Society for

 Arthur, W.J. and Bennett, W.J. (2003), “Effectiveness of training in organizations: A meta – analysis of
design and evaluation features,” Journal of Applied Psychology, Vol. 88, No. 2, pp. 234 – 245.
Goldstein, 1993

 Armstrong, M. (2006).A Handbook of Human Resource Management practice. (10th Ed.). London,
England: Kogan Page Ltd.

 Anupama Narayan, & Debra Steele-Johnson. (2007). RELATIONSHIPS BETWEEN PRIOR

EXPERIENCE OF TRAINING, GENDER, GOAL ORIENTATION AND TRAINING. Serbian Journal
of Management, 6(1), 85-96.

 Ashikhube Humphrey Otuko, Dr. KimaniChege G, & Dr. Musiega Douglas. (2013). Effect Of Training
Dimensions On Employee’s Work Performance: A Case Of Mumias Sugar Company In Kakamega
County. International Journal of Business and Management Invention, vol 2(4), 138-149.

 BENEDICTA APPIAH. (2010). THE IMPACT OF TRAINING ON EMPLOYEE PERFORMANCE:

A CASE STUDY OF HFC BANK(GHANA) LTMITED. volume 19(issue 3), 102-112.
 Bersin, J. (2006). “Companies still struggle to tie training to business goals,” JournalofTraining, Vol. 43,
No. 10, pp. 22.
 Bradley, P. and Bligh, J. (1999), “One year‟s experience with a clinical skills resource center,” Medical
Education, Vol. 33, pp. 114 – 120.

 Bhat, Z. H. (JUNE 2013, nov). Impact of Training on Employee Performance: A Study of Retail
Banking Sector in India. INDIAN JOURNAL OF APPLIED RESEARCH, 58-67.

 Buckley, R. and Caple, J. (2000), The Theory and Practice of Training, KoganPageLtd. 4th Edition.
 Campbell, J.P, M., R.A, O., & S.H, S. (Eds.). (1993). A Theory of Performance: San Francisco: Jossey-
Based.

60
 Carrell, R.M., Kuzmits, F.E. & Elbert, N.F. 1989. Personnel: Human Resource Management. Columbus:
Merrill Publishing Company.

 Coates, D. (2004), “People skills training: Are you getting a return on investment?,” Performance
Support System.

 Cronbach, L.J. (1946), “Responses sets and test validating,” Educational and Psychological
Measurement, Vol. 6, pp. 475 – 494.

 Day, E, Arthur, W and Gettman, D. (2001). “Knowledge structures and theacquisition of a complex
skill,” Journal of Applied Psychology, Vol. 86, pp. 1022 – 1033.

 Dreher, G. and Ash, R. (1990), “A comparative study of mentoring among menand women in
managerial, professional and technical positions,” Journal of Applied Psychology, Vol. 75, pp. 539 –
546.

 D. A. Olaniyan, and Lucas. B. Ojo, (2008). Staff Training and Development: A Vital Tool for
Organizational Effectiveness (online).Available at http://www.eurojournals.com/ejsr.htm Accessed on
20/3/2011.European Journal of Scientific Research. Vol.24 No. 3, pp.326-331

 Fagenson, E. (1989), “The mentor advantage: Perceived career / job experiences of protégées vs. non –
protégées,” Journal of Organizational Behavior, Vol. 10, pp. 309 -320.

 FALOLA, H. O., A. O. OSIBANJO, & S. I. OJO. (2014, june). EFFECTIVENESS OF TRAINING

AND DEVELOPMENT ON EMPLOYEES’ PERFORMANCE AND ORGANISATION
COMPETITIVENESS IN THE NIGERIAN BANKING INDUSTRY. Bulletin of the Transilvania
University of Braşov, volume 2, 161-170.

 Gagne, R, Briggs, L. and Wagner, W. (1997), “Selecting and using media: Principles of instructional
design,” Orlando: Harcourt, Brace and Javanovich

 Goldstein, I.L. and Ford, J.K. (2002), “Training in organizations: Needs assessment, development and
evaluation (4th Ed.),” Belmont, CA: Wadsworth.

 GUNU, U., ONI, E., TSADO, E., & AJAYI, O. (2013). EMPIRICAL STUDY OF TRAINING AND
DEVELOPMENT AS A TOOL For ORGANIZATIONAL PERFORMANCE: CASE STUDY OF
SELECTED BANKS. Kuwait Chapter of Arabian Journal of Business and Management Review, 3(6),

61
 78-87.

 Hamid, A.A., Mohd. Salleh, A.H., Muhammad and Ismail, J.Z. (1987), Management education in
Malaysia, in Tan, J.H. and You, P.S. (Ed.), Developing Managers in Asia, Singapore: Addison –
Wesley.

 Hartenian, L.S. (2003), “Team member acquisition of team knowledge, skills andabilities,” Journal of
Team Performance Management, Vol. 9 No. 1 / 2, 2003, pp. 23– 30.

 Herman Aguinis and Kurt Kraiger(2009). Benefits of Training and Development for Individuals and
Teams, Organizations, and Society: Annual Rev. Psychol. 2009.60:451-474.

 Hunter, J.E. & Hunter, F.R. (1984). Validity and utility of alternative predictor of job performance,
Psychology Bulletin, 96, 72-98

 Ichniowski, C., Shaw, K. & Prennushi, G. 1997, The effects of human resource management practices
on productivity: a study of steel finishing lines. ,American Economic Review 87,3, 291–313.

 Ishfaq Ahmed, Muhammad Musarrat Nawaz, Ahmad Usman, Muhammad Zeeshan Shaukat, Naveed
Ahmed, and Wasim-ul-Rehman, (2010). How organizations evaluate their trainings? An evidence
from Pakistani organizations

 Karthikeyan K, Karthi R, & D. Shyamala Graf. (2010). Aspects of training program and its
effectiveness in selected public and private sector banks in Tiruchirappalli District, South India. Vol
2(Issue 2).

 Kirkpatrick, D.L. (1967), Evaluation of training, New York: Training and Development Handbook, pp.
87 – 112.

 Laplagne, P and Bensted, L, (1999). The Role of Training and Innovation in Workplace Performance:
Productivity Commission Working Paper No. 1609(online): Available at
http://ssrn.com/abstract=324760 Accessed on March 20/ 2011

 Lawler, E.E. III (1988), “High improvement: Participative strategies for improving organizational
effectiveness,” San Francisco, CA: Jossey – Bass
 Mehrdad Alipour, Mahdi Salehi, Ali Shahnavaz (2009). A Study of on the Job Training Effectiveness:
Empirical Evidence of Iran

 Mekonnen, M. M. (2014). Determinant factors affecting employees performance in Ethio telecom zonal
offices: The Case of Addis Ababa Zonal Offices. 12(18), 22-31. ADDIS ABEBA, ETHIOPIA.

62
 Michael Armstrong, 2010. Armstrong’s Essential Human Resource Management Practice: A Guide to
People Management: Published in Great Britain and the United States, by Kogan Page Limited.

 Menguin, J. (2007), “Why get people skills training?,” Worldpress.com Programmes.Meyer,

 Muhammad Ikhlas Khan. (2012). The Impact of Training and Motivation on Performance of
Employees. Business Review - Volume 7 Number 2.
 Mengistu Beyazen,2011 the effect of training on employees performance and organizational
effectiveness.(a survey of private banks and leather industry)

 Nassazi, A. (2013). EFFECTS OF TRAINING ON EMPLOYEE PERFORMANCE. 309-318. Uganda.

Retrieved from https://www.researchgate.net/publication/.

 Neelam Tahir, Israr Khan Yousafzai, Dr. Shahid Jan, & Muhammad Hashim. (2014). The Impact of
Training and Development on Employees Performance and Productivity A case study of United Bank
Limited Peshawar City, KPK, Pakistan. International Journal of Academic Research in Business and
Social Sciences, 5(6), 86-98.

 Nikendei, C., Zeuch, A., Dieckmann, P., Roth, C., Schafer, S., Volkl, M., Schellberg,D.,Herzog, W. and
Junger, J. (2005), “Role playing more realistic technical skillstraining,” Medical Teacher, Vol. 27, No.
2, pp.

 Ostroff, C. and Kozlowski, S. (1993), “The role of mentoring in the informationgathering processes of
socialization,” Journal of Vocational Behavior, Vol. 42, pp.170 – 183.

 Poon, J.M.L. and Othaman, R(2000), “Management training and development practices of Malaysia
organizations, “Malaysia Management Review, Vol.5,Nò,pp.77-85

 Rudman, R. (Ed.). (1998). Performance Planning and Review.Warriewood, Australi: Business &
professional publishing.

 Robert L. Mathis, John H. Jackson, (2008).Human Resource Management.12th edition, south west
publisher, USA.

 Rasmussen, R.V. (1982), “Team training: A behavior modification approach,” Group and Organization
Studies, pre – 1986, March 1982, pp. 51 – 66.

63
 Saari, L.M., Johnson, T.R., McLaughlin, S.D. and Zimmerie, D.M. (1988), “A survey of management
training and education practices in U.S. companies,” Personnel Psychology, Vol. 41, pp. 731 – 743

 Serena Aktar, Muhammad Kamruzzaman Sachu, & Md. Emran Ali. (2012). The Impact of Rewards on
Employee Performance in Commercial Banks of Bangladesh: An Empirical Study. Journal of Business
and Management (IOSR-JBM), vol 6(no 4), 09-15.

 SILA, A. K. (2014). RELATIONSHIP BETWEEN TRAINING AND PERFORMANCE:A CASE

STUDY OF KENYA WOMEN FINANCE TRUST EASTERN NYANZA REGION. European Journal
of Business and Social Sciences, 95-117.

 Siti Fardaniah Abdul Aziz, e. (2011). Stimulating training motivation using the right training
characteristic(online). Available at www.emeraldinsight.com, Vol. 43 No. 1, pp. 53-61.

 Tahmina Ferdous, & B.M. Razzak. (2012). Importance of Training Needs Assessment in the Banking
Sector of Bangladesh: A Case Study on National Bank Limited (NBL). International Journal of Business
and Management, 63-73.
 Tazebachew Achenef (2011) The impact of training on worker performance in public sector
organizations: a case of Ethiopia ministry of
 TRANG, D. N. (2014). TRAINING AFFECTS THE EMPLOYEE’S PERFORMANCE. VIETNAM
NATIONAL UNIVERSITY – HCMC, Volume 30 (6).

 Viator, R. and Scandura, T. (1991), “A study of mentor – protégé relationships inlarge public
accounting firms,” Accounting Horizons, Vol. 5, pp. 20 – 30.
 Van Buren, M. and Erskine, W. (2002), The 2002 ASTD state of the industryreport, Alexandria, VA:
American Society of Training and Development

 Wexley, K. and Latham, G. (2002), “Developing and training human resources in organization,” Upper
Saddle River, NJ: Prentice Hall 3rd Edition.
 Winfrey, E. (1999), Kirkpatricks‟ Four Levels of Evaluation, Encyclopedia of Educational Technology.
Salas, E. and Cannon – Bowers, J. (2001), “The science of training: A decade of progress,” Annual
Review of Psychology, Vol. 52, pp. 471 – 499.

 Yupawadee Laoledchai and Lesley Pek Wee L and Graham Low. (2008). Improving the Effectiveness
of End-User Training Outcomes

64
65
Appendix 1
QUESTIONNAIRE

ARBAMINCH UNIVERSITY

SCHOOL OF POST GRADUATE

MASTERS OF BUSINESS ADMINISTRATION (MBA) PROGRAM

QUESTIONNAIRE TO BE FILLED BY STAFFS

Researcher: BISRAT G/AB

Research topic: The effect of training on employees’ job performance in case of CBE wolaita
sodo district.

Dear respondents;

I would like to express my sincere appreciation for your generous time and honest prompt responses.

Objective:

This questionnaire is designed to assess the effect of training dimensions, performance levels and other
factors that affect employees’ job performance. The information shall be used as a primary data in my case
research which I am conducting as a partial requirement of my study at Arbaminch University for
completing my MBA under the collage of business and economics.

66
General information

 There is no need of writing your name

 In all cases where answer options are available please tick (√) in the appropriate box
 For open ended questions, please try to honestly describe as per the question on the space provided.

Confidentiality

I want to assure you that this research is only for academic purpose authorized by the Arbaminch
University. No other person will have access to data collected. In any sort of report I might publish, I will
not include any information that will make it possible to identify any respondent.

Section one: Demographic Information of the Respondents

Instruction I - put (√) mark in your choice

1. Age (in full years) ----------------------------------

2. Sex
Male □ Female □

3. Educational background of the respondent;

A. Diploma □
B. First Degree □
C. Master’s Degree □

Other, please specify -------------------

4. Please specify your position ---------------------------------------

5. How long have you been working…………………..................

67
Section two: General information regarding the training

Instruction II - Make circle for your choice

1. Have you ever participate in training program which is directly or indirectly related with your job?

A.YES
B. NO
2. If your answer is yes, number job related training taken……………….

3. When did you took the last job related training………………….

Instruction III -Please encircle the appropriate number against each statement, according to the scale
given below.

Strongly disagree Disagree Neutral agree Strongly agree

1 2 3 2 1

QUESTIONNER ON NEED ASSESSMENT

1. The bank conducts Need assessment for the trainer before

the training? 1 2 3 4 5

2. Training needs are identified through a formal

performance appraisal mechanism? 1 2 3 4 5

3. Do you think the training program designed based on the

requirements of the job? 1 2 3 4 5

4. Trainings needs identified are realistic, useful and based

on the organizational strategy. 1 2 3 4 5

68
QUESTIONNER ON TRANING CONTENTS

1. I think the training course match with the objective

1 2 3 4 5
2. The course content was appropriate to my role
1 2 3 4 5
3. Training contents, help me to increase my skills to
approach the new technology 1 2 3 4 5

4. Training contents provide the background knowledge, and

I can do the job in my specific skills. 1 2 3 4 5

5. Training contents, help me to improve the problem- solve

skill 1 2 3 4 5

QUESTIONNER ON TRAINING DELIVERY

1. The delivery method that the organization used is

convenient to get the necessary knowledge and skills. 1 2 3 4 5

2. The training time was appropriate to cover all the program

objectives. 1 2 3 4 5

3. My organization is good in providing training program

such as class room training, seminars, workshops etc
frequently. 1 2 3 4 5

1 2 3 4 5
4. The facility was suitable for training program
5. The trainers in my organization can transfer and
demonstrate the training appropriately 1 2 3 4 5

69
QUESTIONNER ON TRAINING EVALUATION

1. There are formal training evaluation methods to assess the

effectiveness of the training 1 2 3 4 5

2. Do you think the presence of Training evaluation makes

you committed to the training program? 1 2 3 4 5

3. The management request feedback from trainees after

training 1 2 3 4 5

4. Do you think the evaluation you fill improved the next

training program. 1 2 3 4 5

5. Do you think conducting training evaluation improve your 1 2 3 4 5

performance.
Section three:
QUESTIONNAIRE ON OTHER FACTOR AFFECTING PERFORMANCE
.
1 2 3 4 5
1. Training increase the skill of employees

2. Training enhances the quality of services being performed 1 2 3 4 5

by employees.

3. Training enhances the efficiency and effectiveness of the 1 2 3 4 5

work being performed by employees.

4. Training minimizes the faults in operations.

1 2 3 4 5

5. Training reduces the stress level of employees.

1 2 3 4 5

6. I believe the overall relationship with my supervisors is

1 2 3 4 5
good

7. I am satisfied with the reward and benefit package of my

1 2 3 4 5
organization.

70
Appendix 2

 Reliability test for need assessment

Reliability Statistics
Cronbach's Cronbach's N of Items
Alpha Alpha Based on
Standardized
Items
.807 .807 4

Item-Total Statistics
Scale Mean if Scale Variance Corrected Item- Squared Cronbach's
Item Deleted if Item Deleted Total Correlation Multiple Alpha if Item
Correlation Deleted
N205conductneedNA 10.37 7.266 .664 .482 .737
N206NIdentifiedperformance
10.55 7.497 .588 .427 .775
appraisal
N207basedonrequirmentofjo
10.11 7.574 .641 .471 .749
b
N208TNrelaisticusefulandba
9.87 7.818 .598 .441 .769
sedonorg

 Reliability test for training content

Reliability Statistics
Cronbach's Cronbach's N of Items
Alpha Alpha Based on
Standardized
Items
.898 .898 5

Inter-Item Correlation Matrix

71
 C209TCoursem C210Coursecon C211TCtoincrea C212Providebac C213Helpimpro
achwithobjective tentapropriatetor seskilltoapproch kgroundknowled veproblemsolve
ole newtech g skill
C209TCoursemachwithobjec
1.000 .675 .604 .594 .652
tive
C210Coursecontentapropriat
.675 1.000 .658 .608 .572
etorole
C211TCtoincreaseskilltoappr
.604 .658 1.000 .716 .672
ochnewtech
C212Providebackgroundkno
.594 .608 .716 1.000 .634
wledg
C213Helpimproveproblemso
.652 .572 .672 .634 1.000
lveskill

 Reliability test for training deliver approach

Reliability Statistics
Cronbach's Cronbach's N of Items
Alpha Alpha Based on
Standardized
Items
.868 .868 5

Item-Total Statistics
Scale Mean if Scale Variance Corrected Item- Squared Cronbach's
Item Deleted if Item Deleted Total Correlation Multiple Alpha if Item
Correlation Deleted
D214Deliverymethodconvein
12.82 14.728 .642 .423 .853
ent
D215trainingtimeappropriate
13.50 13.623 .626 .426 .857
tocoverobjectives
D216goodinprovidingtraining
13.23 11.665 .816 .669 .806
program
D217facilitysuitablefortrainin
13.13 12.753 .749 .580 .825
gcourse
D218trainerstransferanddem
12.96 14.614 .645 .442 .852
onstratetraining

 Reliability test for evaluation

72
 Reliability Statistics
Cronbach's Cronbach's N of Items
Alpha Alpha Based on
Standardized
Items
.877 .876 5

Item-Total Statistics
Scale Mean if Scale Variance Corrected Item- Squared Cronbach's
Item Deleted if Item Deleted Total Correlation Multiple Alpha if Item
Correlation Deleted
E219formaltrainingevaluatio
14.39 14.518 .616 .389 .871
nmethod
E220Evalutionimprovedthen
14.35 14.139 .698 .498 .853
exttraining
E221requestfeedbackaftertr
14.26 13.348 .725 .536 .846
aining
E222presenseofTEmakesco
14.14 12.833 .808 .689 .825
mmited
E223TEimprovesperformanc
13.95 13.972 .691 .564 .854
e

 Reliability test for training attitude towards job performance

Reliability Statistics
Cronbach's Cronbach's N of Items
Alpha Alpha Based on
Standardized
Items
.920 .920 5

73
 Item-Total Statistics
Scale Mean if Scale Variance Corrected Item- Squared Cronbach's
Item Deleted if Item Deleted Total Correlation Multiple Alpha if Item
Correlation Deleted
O301trainingrecivedimprove
14.64 13.359 .751 .584 .911
dskill
O302trainingrecivedhelpeda
14.78 13.024 .826 .689 .896
chivetarget
O303aftertrainingemployeei
14.75 13.083 .815 .689 .898
mrovedperformance
O304providedtrainingmakes
14.68 12.768 .833 .699 .894
mequickandefficent
O305becauseoftrainigacomp
14.67 13.948 .745 .559 .912
lishactivitywithminimalerror

74