CHAPTER I

THE PROBLEM AND ITS SETTING

1.1 INTRODUCTION.

This chapter highlighted a brief background of the study, the statement of the problem, study
objectives and research assumptions. Further to that, the chapter revealed the purpose and
significance of the study as well as outlining the limitations and delimitations of the study.
The key terms as used in the study were also defined.

1.2 BACKGROUND OF THE STUDY.

Timely, relevant and effective training is critical for preparing law enforcement officials to
deal with the operational complexities of modern policing (Armstrong and Clarke, 2013)

The Zimbabwe Republic Police Standing Orders Volume 1 also reveals the importance of
training in the Zimbabwe Republic Police by providing for the establishment of training
institutions in the police force.

Some of the training institutions given birth by the Standing Orders are Professional
Updating Centres which are provincial training centres scattered in all the police provinces in
the country. These centres are responsible for in-house training of police officers in an effort
to improve their efficiency and effectiveness in job performance. It is also important to
highlight that training provided is based on identified training needs.

One of the police provinces in Zimbabwe is Manicaland and it has its own centre charged
with the responsibility of providing in-house training to police officers in the province who
exhibit the need for training. According to records held by the centre the most prevalent
performance deficiency in the province is poor crime scene management. A number of
courses were rolled out by the centre during the period 1 January 2012 and 31 December
2013 in an effort to address this problem. The tables below reveal information taken from the
centre’s ‘Courses Conducted Register’ about the courses which were done during the
aforesaid period in an effort to address the deficiency of poor crime scene management
among others.

Table 1.1: Courses conducted at PUC Manicaland. 1 January to 31 December 2012.

Year 2012

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 Course Title Duration Deficiencies Participants
Scene Management 2 weeks -Scene 63
(off-the-job) Attendance
-Statement Recording
-Evidence Gathering
Crime Investigations 2 weeks -Crime Scene Management 35
(off-the-job) -Interviewing and interrogation
-docket compilation

Statement Recording 2 days -witness statements. 24

(on-the-job) -Handling of witnesses at the crime
scene
Sergeants Induction 2 weeks -Docket supervision 38
-Initial Crime investigations
-Leadership and supervision

Source: Courses Conducted Register.

Table: 1.2: Courses conducted between 1January 2012 and 31 December 2013

Year 2013
Course Title Duration Deficiencies Participants
Statement Recording 2 days -witness statement recording 10
(on-the-job) -Handling of witnesses at crime scene

Scene Attendance 2 days -Crime Scene investigations 20

(On-the-job) -witness statement recording

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 Docket Compilation - 2 days
(on-the-job)
Scene Attendance and 2 weeks
Crime Investigations
(Off- the- job)
-Compilation of charge sheet 25
-Arrangement of docket.
-Completion of relevant forms
-Initial crime scene enquiries 24
-Statement recording
-Docket compilation
-Docket accountability

Statement Recording 2 days -Witness Statement Recording 30

(On-the-job)

Docket Compilation 2 days -Statement Recording 39

(On-the-job) -Docket compilation

Crime and Docket 2 weeks -Docket Supervision 62

Management (Off- -Evidence gathering at crime scene.
the-job)
Source: Courses Conducted Register.

Training provided was basically based on training needs that had been identified by the centre
as well as other stakeholders prior to the conduct of training. Members trained in these
courses were those submitted by station supervisors and managers as having deficiencies in
the aforementioned areas.

According to the police standing Orders Volume 1 evaluation of training should be practical
and according to the information obtained from the Field Evaluation register at the centre,
practical field evaluations were conducted for the aforesaid courses.

However despite all the training efforts, field evaluation reports for the conducted courses
revealed that police officers who were trained continued to exhibit deficiencies in crime
scene management, the most prevalent deficiency which the courses sought to remedy.

Therefore a lot of questions began to be asked as to why training programmes being offered
by the centre were failing to address noted deficiencies. It was expected that the given

3
training would improve job performance among the trained police officers but practical
evaluations showed contrasting results and this prompted this researcher to carry out a study
in order to reveal reasons to the failure of these training programmes.

1.3 STATEMENT OF THE PROBLEM

Training programmes tailor-made to address noted deficiencies among police officers in

Manicaland province were ushered in by the Professional Updating Centre Manicaland.
Despite these training programmes, trained members continued to exhibit the same
performance deficiencies as revealed by the documented evidence. This study therefore
sought to find out why these training programmes had failed to address the problem they
were intended to address.

1.4 OBJECTIVES OF THE STUDY

The study was guided by the following objectives:-

 To establish if police officers being seconded for training at ZRP P.U.C Manicaland
are the actual police officers with performance deficiencies.
 To investigate if trainers involved in the delivery of instructions at ZRP P.U.C
Manicaland have the requisite skills, knowledge and experience in the training of
adults.
 To ascertain if the prevailing conditions in Manicaland province promote the transfer
of learning from the learning environment to the work environment.

1.5 RESEARCH QUESTIONS

The research sought to find answers for the following questions:-

 Are police officers being seconded for training at Z.R.P P.U.C Manicaland the actual
police officers with performance deficiencies?
 Do trainers involved in the delivery of instructions at ZRP P.U.C Manicaland possess
the requisite skills, knowledge and experience in training adults?
 Does the current environment in Manicaland Province promote transfer of learning
from the learning situation to the job situation?

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1.6 ASSUMPTION

Training programmes in Z.R.P Manicaland province are failing to address noted deficiencies
because training is not being seriously taken as a remedy to performance problems by
commanders.

1.7 SCOPE OF THE STUDY

The study was restricted to police officers in Manicaland Province which is one of the police
provinces in Zimbabwe. It was centred on the in-house courses which were conducted by
ZRP .P.U.C Manicaland as from 1 January 2012 to 31 December 2013. The researcher chose
Manicaland Province because he is stationed at ZRP Professional Updating Centre
Manicaland province thus it was easy for him to collect data as he is familiar with the
Province. The researcher also targeted the period 1 January 2012 to 31 December 2013
because it was during this period that the highest number of courses intended to remedy poor
crime scene management were conducted.

1.8 JUSTIFICATION OF THE STUDY

The study would highlight factors which cause failure of training programmes within ZRP
Manicaland Province and this information is of great importance to ZRP P.U.C Manicaland
in the design and adjustment of training programmes.

The study also would reveal factors to be considered in the formulation of strategies to
implement effective training thus directly benefitting the policy makers within Z.R.P.

This research would also provide future researchers with new insights for looking at training
in police organisations and other organisations of similar environment. This study would also
make the researcher debunk misconceptions generally held about failure of training
programmes.

1.9 PROJECT OUTLINE

Chapter One

This chapter looked at the problem and its setting. The background of the failure of training
programmes conducted by Zimbabwe Republic Police Professional Updating Centre
Manicaland province was highlighted dating back to the year 2012 up to 2013. A statement
precisely outlining the problem to be investigated was also given under this chapter. Three

5
study objectives which guided this research were categorically stated. The first objective was
to establish the basis for selecting participants to undergo training whilst the second objective
was to investigate the ability of trainers to deliver quality instructions basing on their
knowledge, skills and experience. The last objective was to establish if the working
environment to which participants were subjected to after training was enabling enough for
them to transfer knowledge gained to the job situation. The study was also based on
answering three research questions which emanated from the study objectives. The
assumption of the study, scope of the study and justification of the study were also heighted
in this chapter.

Chapter Two

This chapter will review literature that is related to the study. Terms that are relevant to this
study will be defined first before reviewing literature that seeks to address the study
objectives. After the definition of terms, the researcher will review theoretical literature to get
an insight on what other authorities say about the selection of employees to undergo training,
the ability of trainers in the delivery of instructions as well as the working environment to
which participants are posted after training. Empirical literature will also be reviewed after
theoretical review. This review will also be guided by study objectives and it will be aimed at
establishing what researchers of yesteryear have already done in areas similar to the area
under study. The major aim will be to establish a knowledge gap between these previous
researches and the current study.

Chapter Three

This chapter will focus on the methodology to be used in the collection of data. In this study,
the research approach to be used will be qualitative research and this approach will be used as
it suits well with the exploratory nature of the study. The chapter outlines the framework
within which data will be collected and the research design to be used in the study is the
descriptive research design. This design will be used because the study intends to explore the
views and opinions of respondents in their natural settings. The population for the study will
comprise of police officer who received training on Crime Scene Management at Z.R.P
P.U.C as from 1 January 2012 and 31 December 2013, Trainers at Z.R.P P.U.C Manicaland
and Supervisors at operational police stations in Manicaland province. A sample of 30
respondents will be drawn from the target population. Data for the study will be collected
from the study respondents and also from records held at the training centre. Questionnaires

6
will be used in the collection of data and will be distributed through the internal system in the
Zimbabwe Republic Police. Research ethics which include validity and reliability of research
instruments will also be discussed under this chapter. Limitations which were relevant to the
study will also be deliberated upon.

Chapter Four

This chapter will touch on data presentation and discussion. Response rate for the distributed
questionnaires will be highlighted followed by the presentation of demographic data. Only
those demographic variables relevant to this study will be discussed. Data which sought to
address objectives will be presented in the form of tables and charts. Data will be explained
and implications for this data will be drawn. The data will also be discussed in relation to
theories which guided the study.

Chapter Five

This chapter will highlight conclusions and recommendations from the study. Conclusions
will be drawn in relation to the findings of the study and they will be presented according to
the study objectives. The conclusions will also stand to approve or disapprove the study
assumption. Recommendations will be given according to each study objective and they will
be directed to the Zimbabwe Republic Police in general and the police commanders in
Manicaland Province in particular. This chapter will lastly recommend other areas which
future researchers seek should dwell upon.

1.11 SUMMARY

This chapter gave a brief background of the study as well as a statement of the problem. The
objectives of the study, research questions as well as research assumption were also outlined
under this chapter. Further to that, the scope of the study and justification of the study were
revealed. Lastly the chapter gave an outline of the project or organisation of the study.

CHAPTER II

LITERATURE REVIEW

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2.1 INTRODUCTION

This chapter focused on the review of literature that was relevant to the study. Both
theoretical and empirical literature was reviewed in order to come up with a conceptual
framework that guided the study. The difference or a gap between the basis of research in the
previous studies and the current study was also established as a result of literature review.

2.2 DEFINITION OF TERMS

Training

Training is that part of learning which essentially improves job related knowledge, skills and
attitudes in a person and is concerned with work life of human beings (Sah, 1992).

In this study training will refer to off the job courses that are conducted by ZRP P.U.C
Manicaland.

Trainer

Typically trainers are seen as people who instruct others in the ways in which a job, activity,
process or operation should be carried out (Bennet, 1988).

In this study trainer refers to an internal presenter or facilitator who is stationed at Z.R.P
P.U.C Manicaland.

Trainee

A police officer who received training at Z.R.P P.U.C Manicaland.

Training Need

It is a shortage of skill or abilities which can be eliminated or reduced by training and

development (Garavan et al, 2003).

Transfer of Training

Broad and Newstrom (1992) hold that transfer of training is the effective and continual
application by trainees to their jobs of the knowledge and skills obtained during training
whether the training is on the job or off the job.

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In this study transfer of training refers to the correct application of learnt skills, knowledge
and attitudes to the job situation.

Professional Updating Centre or the Centre

According to the Zimbabwe Republic Police Standing Orders Volume 1 Professional

Updating Centre refers to the training centre established in each province where non-
commissioned police officers receive training based on training needs. In this study,
Professional Updating Centre refers to the training centre in Z.R.P Manicaland province.

ABBREVIATIONS

Z.R.P : Zimbabwe Republic Police

P.U.C : Professional Updating Centre

THE CONCEPT OF TRAINING

Training is that part of learning which essentially improves job related knowledge, skills and
attitudes in a person and is concerned with work life of human beings (Sah, 1992). This
assertion is supported by Nadler and Nadler (1994) who hold that when training is the
purpose of the design, the model should relate to individuals and their present jobs. This
follows that training is concerned with imparting knowledge, skills and attitudes for
immediate application to an individual’s current job.

Training is called into operation when a discrepancy is perceived between the current
situation and a preferred state of affairs (Friedman and Yarbrough, 1985). This means that
training should take place after a performance gap of deficiency has been identified between
the employee’s current performance and the expected performance.

Training could be a very expensive way of attempting to remedy a human performance

problem if it is not the most appropriate strategy to use (Buckley and Caple, 1995). This
follows therefore that before embarking on a training programme those responsible for
training should ensure that indeed training is the most suitable antidote to the performance
deficiency. This position is strengthened by Mager and Pipe (1970) when they say,

“ solutions to problems are like keys in locks, they don’t work if they don’t fit, and if
solutions aren’t the right ones, the problem doesn’t get solved.”

9
This means that training must only be employed if it is the best solution to the performance
problems lest it will fail to address the problem it is brought up to address.

There are basically two types of training which are on-the-job training and off-the-job
training. Off-the-job training involves taking employees away from their usual work
environment (Obisi, 2011). This means that off- the -job training takes place away from an
individual’s working environment at places like colleges, training centres or any other places
specifically put up for the provision of training away from the work environment.

On the other hand on-the-job training consists of teaching or coaching by more experienced
people or trainers at the desk or one’s job environment Buckley and Caple (1995). Acording
to Obisi (2011) on- the- job training has the advantage of actuality and immediacy as the
individual works, learns and develops expertise at the same time.

According to the Police Standing Orders Volume 1 Provincial Training Centres can use both
off –the-job and on-the-job courses. In this study the researcher will focus on both on-the-job
and off- the- job training programmes being done by the Zimbabwe Republic Police
Professional Updating Centre, Manicaland.

THEORETICAL LITERATURE REVIEW

2.3 THE BASIS FOR SELECTING EMPLOYEES TO UNDERGO TRAINING

The selection of employees to undergo training should be guided by training needs which are
inherent in those employees. Two theoretical models for training needs analysis are common
in literature and these are the Organisation-Task-Person analysis theory and the Performance
Analysis Theory. Training needs analysis as a process is a series of activities conducted to
identify problems or other issues in the workplace to determine what kind of training is an
appropriate response (Pagurari, 2012). In other words training needs analysis specifically
defines the gap between the current and the desired individual or organisational
performances. Therefore what it means is that no training should take place before training
needs analysis.

2.3.1 The Organisation-Task-Person Analysis Theory

This theory is mainly centred on the views of Mc Gehee and Thayer (1961) who portray the
framework for training needs analysis by organising it into three separate analyses.
According to this theory training needs are viewed as present at three different levels of the

10
organisation. The highest level at which training needs can be analysed is at the
organisational level. At this level examination is done to the organisation’s mission, goals,
resource levels and efficiency. A close analysis of these variables will indeed reveal areas in
which the organisation needs to train its work force in order to achieve its goals and
objectives. Goldstein and Gessner (1988) recommend that training needs should also take on
board future needs of an organisation instead of just looking the present job requirements.
The second highest analysis is done at the job or task level. The aim at this level is to set job
performance standards and establish how tasks should be performed in order to meet the set
standards. This will assist in establishing the level of skills and knowledge that are required
for one to effectively perform the job. Kenny et al (1992) support this by stating that
employee’s performance is measured against the performance standards set by the
organisation. It is against this background that performance standards for specific tasks
should be put in place before any performance of any employee or organisation can be
measured. The lowest level at which training needs analysis is done according to this theory
is at the person or individual level. At this level, major focus will be on how individual
employees are performing in relation to the performance standards set at the task level.

For the purpose of this study, concentration will be made to the person or individual analysis
level as the study intends to establish the basis for the selection of individual employees to
undergo training. In other words this study intends to establish if there is proper person
analysis that is being done before an individual is seconded for training.

In highlighting the importance of analysing training needs at the individual level Laird (1993)
asserts that there is no sense in training people to do what they already can do thus training is
an appropriate solution to job related problems for people who have deficiencies of
knowledge or performance. This shows that if wrong people are brought to a training
programme, performance problems are likely to recur as the actual people with deficiencies
will have been left out of the training programme.

Rae (1986) holds that it can be stated with authority that the line manager and the individual
are in the best positions to identify training needs at the individual level as they are on the
spot, know the work and are able to identify quickly and easily any problems which may
need a training solution. In this study therefore the researcher seeks to establish the persons
who are involved in the identification performance deficiencies among police officers in

11
Manicaland Province. Further to that the study seeks to establish if trainees are given the
opportunity to identify or reveal their own performance deficiencies.

The Zimbabwe Republic Police Standing Orders Volume 1 supports the assertion by Rae
(ibid) by stating that police managers or supervisors, external stakeholders, trainees
themselves and the trainers are the ones who are to be involved in the identification of
training needs.

2.3.2 Performance Analysis Theory

Another theory of training needs analysis is the Performance Analysis Model by Mager and
Pipe (1984). This theory focuses on the ability to identify why job performance falls short of
set performance standards (Rummler and Brade, 1990) Mager and Pipe (1984) assert that
training needs are present only when performance discrepancies are attributed to lack of
knowledge or skills. This theory calls for judgements about performance discrepancies and
their causes based on a number of questions which are commonly known as ‘Mager’s
Questions’ (Rummler and Brade, 1980).

“What is the discrepancy? In answering this question effort must be made to describe
the actual and desired performance”

“Is it worth pursuing? What evidence suggests that it is worthy? If it is not worthy
drop it.

“Are the expectations for performance clear? If not clear, make them clear.”

“Are the resources for job performance adequate? If not, provide resources.”

“Is the performance quality visible? If not then provide visibility.”

“Is the desired performance punishing? If yes, remove punishment.”

“Are performance consequences used effectively? If not provide consequences.”

“Is there a genuine skill deficiency? Have they done it in the past? Do they use it
often? Where there is no genuine skill deficiency, training is not the solution.”

“Can the task be made easier? If yes, simplify it.”

“Does the person have the potential to do the work?”

12
The performance analysis model actually reveals that not all performance deficiencies are as
a result of lack of skill or knowledge hence the need to critically analyse each performance to
ascertain if training is really the solution.

In realising the importance of performance analysis Sah (1992) holds that many organisations
are not serious in selecting officers for training and do not define in clear terms what qualities
they want to develop in them. The same authority goes on to say that many organisations
depute for training those officers who are most dispensable, old and rogue and reluctant
employees having a negative attitude towards learning and training. It is therefore important
for organisations to second for training those individuals identified to be displaying training
needs if training is to meet its objectives. Further to that organisations should desist from the
habit of just referring those employees who are readily available at the station at the expense
of those with performance deficiencies.

As a result of pressure from line managers to implement a training solution to whatever

performance problem, those in the training department usually undertake insufficient needs
analysis to determine whether or not training is an appropriate solution to a shortfall in
performance (Buckley and Caple, 1995). This would entail that those in the training
department should closely coordinate with supervisors on the ground to ascertain the actual
members with performance deficiencies. This would assist to ensure that training
programmes do not become resting places for those who are seconded for training yet not
displaying any performance deficiencies.

In line with the above proposition Sah (ibid) holds that organisations that fail to support
needs analysis most often make costly mistakes, they use so much or little training or use
training but fail to follow up on it. This study will establish if Manicaland province is
supporting efforts of selecting appropriate members for training.

Further to that Sah (1992) states that often reluctant employees are forced to attend among
whom an almost antagonistic resistance to training have been exposed. This authority asserts
that trainees’ negative and biased attitudes act as mental blocks to receptivity of new ideas
and ensure failure of the training programme. This means that those participants who attend
courses unwilling and not based on training needs are unlikely to effectively acquire the
needed skills, knowledge and attitudes. Furthermore those with deficiencies should also be
motivated to undergo training if they are identified to be displaying performance deficiencies
lest they would undergo training with negative perceptions about training.

13
2.4 THE TRAINER’S KNOWLEDGE, SKILLS AND EXPERIENCE.

Typically trainers are seen as people who instruct others in the ways in which a job, activity,
process or operation should be carried out (Bennet, 1988). In other words trainers lead or
facilitate the process of learning thus trainees being led by trainers who lack effectiveness are
likely to fail in acquiring the necessary skills ,knowledge and attitudes. To understand the
type of knowledge and experience which those involved in the training of adults should have,
two theoretical perspectives will be reviewed. These perspectives are the Humanistic
Philosophy of Adult Education and the theory of Andragogy. From the onset it is important to
note that these theoretical frameworks draw from each other with the theory of Andragogy
being the more contemporary.

2.4.1 The Humanistic philosophy of Adult Education

The origins of humanism can be traced to thinking of early Greeks and Romans whose views
attacked the religious teachings and thoughts of these societies (Elias and Merriam....). This
theory argues that the essential goodness of humans is that they have free will, moral
conscience, reasoning ability, sense of beauty religious instinct. In the same vein, humanism
as a philosophy of adult education supports liberation, freedom, independence, trust
participatory practice and self-guided or individualised learning (Nafukho et al, 2005). These
authorities go further to posit that humanism is concerned with the affective and emotional
domains of learning and also places much consideration on ethical values of participants.

From these assertions it can be argued that humanists advocate for learners having self-
control of their learning processes. In other words, the learner is supposed to be autonomous
during training and that personal freedom, choice and responsibility should be the focus of
the training programme.

According to Bwatwa (1990) humanists argue that the expected learning obtained from any
adult education programmes should be purposeful to the individual and his organisation. In
this regard where the individual sees no purpose in the training programme, he is unlikely to
have interest in it thus contributing to the failure of the training programme.

In bringing awareness Nafukho et al (2005) contend that adult educators using the humanistic
perspective need to know that learners enter the learning situation with well established ideas
and patterns of behaviour. This means that trainers working with this theory will seek to help
learners develop their own potential and capacity by listening to the learners’ demands and

14
developing a dialogue between the learners’ feelings and emotions so as to allow them to
participate freely in the learning process.

If trainers are concerned with how they are able to help others to learn, they should assess if
their training ideas are in step with learning demands of participants and if their skills to
handle adult learners are being improved or maintained (Rae, 1986). This means that trainers
should continuously advance their levels of knowledge to be in a position to adequately meet
the demands of adult learners. This is further supported by Sah (1992) who asserts that the
basic problem is that many trainers do not exercise their energy to plan their lessons and
make judicious use of training techniques and equipment. He argues that this affects or
reduces the effectiveness of any training programme. This translates to the fact that trainers
should carefully plan their work and be in a position to be able to appropriately use various
training techniques and aids if they are to assist adult learners in acquiring the relevant
knowledge, skills and attitudes.

Sah (1992) identifies four factors which hamper the trainer’s effectiveness in guiding a
training programme. The first one is the knowledge of the trainer. The authority asserts that
the effectiveness of any training endeavour depends on the congruence between the learner’s
objectives, the training objectives, expertise and knowledge of the trainer. He states that since
the trainer has to act as a change agent, his credibility and professional competence assumes
great significance. This therefore follows that for any training programme to be effective, the
trainer or the facilitator should possess great experience and knowledge in order to be able to
effectively guide the participants in the training programme.

According to Rae (1986) trainers have a number of needs both in the organisational and
trainee development areas which they have to satisfy. This authority goes further to indicate
that trainers need to know if they are satisfying these needs and only the trainee can give
advice on this. This means that trainees need to be consulted in order for them to indicate if
the training programme is indeed oriented to their specific jobs or current problems.

Sah (ibid) identifies lack of communication skills as another factor which affects the way in
which trainers perform their work. He holds that many trainers are not methodical in
communication and feel happy by dramatising their knowledge without caring for its effects
on training. This means that if trainers focus on showing off their knowledge instead of
trainees’ interests, the objectives of the training programme are not likely to be met. In other
words trainers should have an appreciation on how to deliver lessons to adults.

15
2.5 THE IMPACT OF WORKING ENVIRONMENT ON TRANSFER OF TRAINING

Baldwin and Ford (1988) assert that transfer of training usually fails not only because the
training is poorly conducted but also because of individual and organisational factors. This
means that the characteristics of the trainee can inhibit the transfer of whatever he learns
during training to his job on one hand whilst on the other hand the environment in which he
works after training can also bar the trainee from applying whatever he learnt during training
to his job. However in this study, the researcher will investigate how the environment to
which the trainee is exposed to after training inhibits the transfer of training.

Among the important models of transfer of training and related work environmental factors,
Holton et al (2000) came up with a conceptual model in the following points:-

 Secondary influences, including performance self-efficacy and learner readiness.

 Motivation, including motivation to transfer effort or performance.
 Environment, including feedback, peer support, supervisor support, openness to
change, positive personal outcomes, negative personal outcomes and supervisor
sanctions.
 Outcomes, including learning within individual performance and learning within
organization performance
 Ability, including content validity, transfer design, personal capacity to use transfer
opportunity.

The above points can all affect the transfer of training in one way or the other but for the
purpose of this study, the point on environment is the one that will be investigated.

Baldwin and Ford (1988) assert that the work environment characteristics may affect transfer
of training. Peters et al (1985) also support this position when they hold that work constraints
such as lack of support from one’s supervisors or peers, lack of opportunity to use gained
knowledge and skills on the job and unfavourable scheduling of activities can affect the
transfer of training to the job. This therefore entails that in order for training not to be a
failure, the working environment to which trainees are posted should be conducive.
Supervisors should also support trainees by allowing them to apply whatever they will have
learnt to their work. On top of that the scheduling of duties for the trainees should not make

16
the trainees bear much pressure to the extent that they would withdraw from applying
whatever they will have learnt to their jobs.

According to Arthur et al (1998) skill decay is one of the elements which cause failure of
training transfer. These authorities define skill decay as the loss or decay of trained or
acquired skills and knowledge after periods of non-use. Their position is supported by
Bramley (1996) who holds that new ideas not applied within three months after the learning
experience risk being lost. In the context of the current study, it therefore means that trainees
should be allowed to practice whatever they will have learnt whilst the skills or knowledge
are still fresh in their minds.

Similarly Ford et al (1992) identify lack of opportunity to perform trained tasks on the job as
potential deterrent to transfer. This would translate to state that supervisors have to post
trainees directly to work assignments which relate to whatever they will have learnt.

The above authorities go further to indicate that factors such as supervisor’s attitude,
workgroup support and trainee’s characteristics such as self-efficacy and carrier motivation
may result in the trainees having differential opportunities to apply trained skills on the job.
This means that the attitude of supervisors at the work place should be positive towards
assisting trainees to gradually apply their learnt skills. The supervisors can do this by
revealing the importance of whatever trainees will have learnt to their job as well as regularly
referring to the concepts learnt during training. Further to that the trainee’s peers should
positively encourage the trainee as he applies what he learnt during training.

According to Rouiller and Goldstein (1993) organisational support and transfer climate can
affect training transfer effectiveness. These authorities define organisational support as
situations or consequences that inhibit or help trainees apply trained skills back on the job
and they include situational cues (prompting application at appropriate time) and linking
consequences (including feedback) to performance. It therefore follows that supervisors
should carefully fit individuals to tasks relevant to areas trained on and should also provide
feedback to the trainees on how they will be performing their jobs in relation to the new skills
and knowledge gained during training. Failure to do this would mean that trainees would
withdraw applying learnt knowledge and skills to their jobs thus making all the training effort
to go down the drain.

17
On the other hand Rouiller and Goldstein (ibid) define transfer climate in terms of trainee’s
perceptions of supervisors and peer support for newly learned behaviour. This means that
there is likely to be transfer of training when the trainee perceives the attitude of the
supervisor and workmates as supporting whatever he learnt during training. This is confirmed
by Tracey et al (1995) when they assert that climates that facilitate transfer of training
increase trainee focus, motivation and intentions to transfer. In this research, it is intended to
establish if supervisors and workmates in Manicaland province give support and
encouragement for trainees to apply learnt skills.

2.6. PREVIOUS RESEARCHES ON TRAINING NEEDS ANALYSIS

Yadapadithaya and Stewart (2003) carried out a study to find out why training and
development programmes were failing to address performance deficiencies in India and
British companies. The study revealed that lack of systematic and comprehensive training
needs analysis was one of the major causes of why training programmes fail.

Walker (2003) conducted a study in Texas in the United States of America in an effort to
establish how training needs analysis was being conducted for all training programmes done
by police district schools. The study revealed that most in-service training programmes done
in these schools in Texas were historically designed around the tasks of a generic police
officer’s needs instead of that officer’s specific needs. It was also evident that the training
needs analysis in Texas police did not take into cognisance the training needs analysis of
individual police officers.

According to the study conducted by Ghufli (2012) training needs analysis was not being
properly conducted in Abu Dhabi police. The research which sought to study the role of
current training needs analysis in Abu Dhabi police concluded that courses being conducted
were not based on training needs of each individual police officer but just on nominations of
who should attend.

Anne-Appia Sampson (2011) carried out a research to evaluate training and development
practices in the Ghana Police Service. The study aimed at identifying challenges in the
implementation of training programmes in the said police organisation. The findings of this
study highlighted lack of systematic and comprehensive training needs analysis as one of the
factors that contributed to failure of training programmes.

18
2.7 PREVIOUS RESEARCHES ON TRAINERS’ KNOWLEDGE AND
EXPERIENCE.

Aidah Nassazi (2013) conducted a study in Uganda to investigate the effects of training on
employee performance in the Uganda Telecommunications Services. The aim of the study
was to investigate how trainers’ ability and training methods employed in the training
programmes impacted on trainees’ acquisition of skills, knowledge and attitudes. The study
revealed that trainers’ experience and knowledge in training played an important role in
facilitating learning. The study also recommended that trainers should balance between
knowledge on the given subject matter and knowledge on the training of adults.

A study conducted by Gatiti Sicily Muthoni in 2012 on the effects of leadership on the basic
training programme at Kenya Police College revealed that trainers’ knowledge and
experience in training had a very important role in facilitating training of police recruits. The
researcher concluded that the trainers at Kenya police Service were highly physical in their
training and heavily relied on didactic methods of training thus this approach impacted
negatively on the quality of trainees who were being churned out.

2.8 PREVIOUS RESEARCHES ON TRANSFER OF TRAINING

Three senior lecturers at Liverpool John Moores University, Mohamed Aboze, Yassine
Melaine and Carina Saci conducted a study in the year 2012 to investigate the influence of
work environmental factors on motivation to transfer of training in the Libyan Oil Industry.
The respondents for this study were employees in the Libyan oil industry. The study revealed
unfriendly environmental factors such as long working hours, non supportive supervisors and
lack of job security as stumbling blocks towards transfer of training.

Jenny Crips conducted a study during the year 2002 to explore factors affecting transfer of
training for Capacity Building courses conducted for various government departments in
Western Australia. The objective of the study was to explore factors that helped or hindered
transfer of training to the work places. The researcher targeted employees from various
government departments who had attended four courses conducted by the National Training
board. Both the employees and employers were made to complete questionnaires submitted
to them through the internet. The study discovered factors stated below as inhibiting or
facilitating the transfer of learning

19
  The department and function to which individuals were assigned to work.
 Work context factors such as supervisor’s attitudes, workgroup support and the pace
of workflow.
 Lack of time due to other priorities.
 Skills decay

After a review of the above previous researches, this researcher identified a knowledge
gap between these previous researches and the current study. The previous reaches sought
to evaluate the process of training needs analysis whilst the current study seeks to
establish if those identified to be having training needs are the ones being seconded for
training. In the previous studies the trainers who were studied delivered instructions to
police recruits while the current study seeks to investigate the trainers’ ability in
delivering instructions to already serving police officers. On the transfer of training, the
previous researches were conducted on civilian organisations whose environment was
different from the police environment which the current study seeks to investigate.

2.9 SUMMARY

This study reviewed literature which addressed all the objectives of the study. Both
theoretical and empirical literature was reviewed for the study and this review assisted in
coming up with a conceptual framework that guided the study. Chapter three of the study will
look at the research methodology employed in the study.

CHAPTER lll
20
 RESEARCH METHODOLOGY

3.1 INTRODUCTION

The purpose of the study was to investigate the reasons why training being offered at the
Zimbabwe Republic Police Professional Updating Centre Manicaland province was failing to
address noted deficiencies. This Chapter outlined the research design used in the study, the
target population, sample, sampling procedure, data gathering instruments, validity and
reliability of data collection instruments, sources of data, data collection procedure as well as
data presentation and data analysis.

3.2 RESEARCH DESIGN

According Bailey (1982) a research design is a plan providing the overall framework for
collecting data. It implies therefore that a research design maps the way to be used in
collecting, organising and presenting data.

3.2.1 Research Approaches

Kothari (2004) asserts that there are two basic approaches which are quantitative and
qualitative research. This authority holds that quantitative research involves the generation of
data in quantitative form which is then subjected to rigorous quantitative analysis in a formal
and rigid way. On the other hand Kothari (ibid) holds that qualitative research involves the
subjective assessment of attitudes, opinions and behaviours.

In this study the researcher used the qualitative approach because the study was exploratory
in nature and sought to establish the views and opinions of respondents on why training
programmes conducted at Z.R.P P.U.C Manicaland failed to address training needs.

3.2.2 Research Strategy

The descriptive survey design was employed in carrying out this study. Oppenheim (1992)
holds that the purpose of descriptive survey design is to count when it is not possible to count
everyone. The stated design was used in this study because it was difficult for the researcher

21
to study all police officers in Manicaland Province. The researcher came up with a sample
and the results from that sample were generalised to the target population.

According to Masuku (1999) descriptive survey begins with a preconceived hypothesis and a
narrower scope of investigations. This study was guided by objectives thus in these
circumstances descriptive research was the best design to use.

Advantages of Descriptive Survey

The researcher found the advantages listed below for using the descriptive survey in this
study.

 The design was found to be necessary as it employed instruments that could be

applied directly to secure the respondent’s views.
 It gave the researcher an opportunity to obtain informative data about views and
opinions of respondents which was practically or ethically impossible to obtain
through experiments.
 The design was flexible and informative because it gave an opportunity for an in-
depth description of behaviour.
 This design also gave an opportunity an indirect test of theory and models.
 Descriptive survey gave the opportunity for the systematic collection and
representation of data to give clear picture of the phenomenon that was under study.
 This design allowed the researcher to collect primary raw data from respondents.
 It also allowed for the generalisation of results.

Disadvantages of descriptive survey design

The limitations of this design to the study were seen as follows:-

 The adoption of this design meant adoption of a questionnaire as a data collection

instrument and this instrument was difficult to prepare. The researcher had to work
over time to prepare the questionnaire.
 Once data had been collected it was difficult to replicate and review the results. The
researcher overcame this challenge by carefully crafting the questionnaire in order to
clear all ambiguities.

3.3 POPULATION AND SAMPLING

22
3.3.1 Population

Bless and Hickson-Smith(1995) explain that a population is the entire set of objects and
events or group of people which is the object of research and about which the researcher
wants to determine some characteristics. Best and Khan (1993) go further to identify two
types of population, namely the study population and target population. The study population
is the general group of subjects from which a sample is drawn where as the target population
is the exact group of subjects from which a sample drawn.

In this research the study population was made up of all police officers in Manicaland
province. On the other hand, the target population comprised of police officers who received
training at the centre during the period 1 January 2012 to 31 December 2013. It also included
trainers stationed at the centre as well as Officers in-charge of stations in the province. The
total population for the study was 291. The table below shows figures in relation to the target
population.

Table 3.1: Target Population Distribution

POPULATION NUMBER
Trainees 239
Trainers 18
Supervisors 34
TOTAL 291
Source: Trainees Register, Trainers Register, Provincial Nominal Roll

The trainees were targeted because they were the ones who had received training at the centre
thus they could give an objective view of the goings on at the centre as well as at their
various working stations in as far as provision and support of training was concerned. On the
other hand trainers actually facilitated or helped trainees to acquire knowledge thus in this
study trainers helped in establishing whether those referred for training actually exhibited
performance deficiencies before training. Lastly the study included supervisors at various
police stations within the province as they were the close eye that monitored trainees both

23
before and after training. Since it was difficult to handle all subjects who made up the
population the researcher had to come up with a sample for the study.

3.3.2 Sampling

According to Bless and Hickson-Smith (1995), a sample is the subset of the whole population
which is actually investigated by the researchers and whose characteristics will be generalised
to the entire population.

The definition indicates that an essential requirement of a sample is that of representation of

the population or universe from which it is drawn. Cognisant of the large number of police
officers in Manicaland province and the number of police officers who received training at
Z.R.P PUC Manicaland, the researcher had to use a sample to save time, resources and
energy.

According to Wimmer (2000) a sample is a subject of the population that is representative of

the entire population. Leedy (1980) states that a sample should be big enough to be more
representative of the population but should also be small enough to allow for the production
of in-depth results. A sample of 30 respondents was used in this study. The sample used in
the study was found to be small enough to allow for the production of more accurate results
and at the same time big enough to allow for the generalisation of the results to the entire
population.

There are two basic sampling methods which are probability and non-probability sampling.
According to Kothari (2004) probability sampling is whereby every item of universe has an
equal chance of being selected into the sample. It is blind chance alone that determines
whether one item or the other is selected. The same authority holds that non probability
sampling is that sampling procedure which does not afford any basis for estimating the
probability that each item in the population has of being included in the sample. In this type
of sampling, items for the sample are deliberately selected by the researcher and his choice
concerning the items remains supreme.

In this study the researcher made us of the probability sampling as it affords all items in the
population an equal chance of being selected. There are various types of probability sampling
but in this study the researcher used stratified sampling. This sampling technique was chosen

24
in order to cater for the different classes of people who were in the population. Since the
population had three different classes of people which were trainees, trainers and supervisors,
each class was taken as a stratum and a calculation of between ten and twelve percent of the
total subjects in each stratum was made to come up with the sample. The table below
highlights numbers taken from each stratum to make up the sample.

Table 3.2: Sample Distribution

Stratum Population Sample % (Approximate)
Trainees 239 24 10
Trainers 18 2 11
Supervisors 34 4 12
TOTAL 291 30 10

It was not possible to obtain a single percentage for all the strata as some of the figures came
out in fractions thus they had to be round off to the nearest whole number which would be
possible to represent a person.

The researcher then used simple random sampling to pick the required subjects from each
stratum into the sample. The researcher made use of a computer to randomly pick subjects
from the population into the sample. The population subjects from each stratum were
allocated numbers. The numbers were then entered onto the Microsoft Excel spreadsheet and
the formula =randbetween was then employed to randomly pick the subjects from the
numbers representing population subjects into the sample one by one. The same procedure
was repeated for all the strata until the sample was selected. The use of a computer was
adopted as it eliminated the human bias in coming up with the sample.

Strengths of Stratified Sampling

The researcher noted the following strengths for using stratified sampling:-
 It saved time and resources since data was collected from people who had knowledge
of the issues which were under investigation.
 Each class of people who made up the population was represented in the sample.
 All subjects were given an equal chance of being selected into the sample thus
eliminating the issue of bias in coming up with the sample.

25
Limitations of Stratified Sampling
However the researcher noted that the use of stratified sampling was not devoid of
limitations. The researcher could not come up with a single percentage for the sample for
each class of population as this gave fractions which could not be used when dealing with
human subjects who are naturally indivisible. The research had to resort to the nearest
percentage which would give a whole number as an answer.

3.4 SOURCES OF DATA

Data for this study was collected from both the primary sources and the secondary sources.

3.4.1 Primary Sources

The primary data for the study was collected from police officers who had attended scene
management courses at Z.R.P P.U.C Manicaland as from 1 January 2012 up to 31 December
2013, the trainers stationed at Z.R.P P.U.C Manicaland and supervisors from selected police
stations within the same province.

3.4.2 Secondary Sources

Secondary data for the study was collected from the Courses Conducted Register which is
held at Z.R.P P.U.C Manicaland to ascertain the number of courses conducted and from the
Trainees register held at the centre to ascertain the names of trainees who attended the
courses and the police stations they came from.

3.5 RESEARCH INSTRUMENTS

In this study the researcher used the questionnaire in the collection of data. Anderson and
Burns (1989:51), define a questionnaire as,

“… a set of designed questions administered to a number of

respondents/variables/subjects/cases to gather statistical information.”

The questionnaire had one specific purpose, and that was to probe for data which lay deep in
the minds of the respondents. The questionnaires sought the opinions, feelings and reactions
of respondents on the factors that contributed to the failure of training programmes at Z.R.P

26
P.U.C Manicaland. Each class of respondents had its own specifically designed
questionnaire.

3.5.1 Structure of the Questionnaire

The questionnaire had three sections numbered section ‘A’ up to ‘C’. Section ‘A’ contained
questions which sought to solicit demographic data about the study respondents whilst
section ‘B’ contained questions designed to solicit data aimed at addressing the three
objectives of the study. Section ‘C’ had questions which sought to solicit recommendations
which respondents proposed could be done to address the failure of training programmes at
Z.R.P P.U.C Manicaland.

3.5.2 Nature of Questions

The nature of questions contained in the questionnaire were both open ended and closed
ended. Open ended questions were included to solicit the respondents’ views and opinions on
important issues which the study sought to establish which could not be established by
precise questions. On the other hand closed ended questions were used to collect precise data
like demographic data among others.

3.5.3 Testing of Questionnaire

The researcher tested the questionnaire to find out the time respondents took completing it as
well as to ascertain whether there were any ambiguities inherent with it. A pre-testing of the
questionnaire was done with five respondents who had the same characteristics as the
subjects of the study. It was observed that firstly the pre-testing respondents took close to
thirty minutes to complete the questionnaires and this time was seen as too long for one to
spend trying to answer the questionnaire. During completion of the questionnaire some of the
respondents had to seek further clarification as to what some of the questions meant. To
address these two challenges, the questions on the questionnaire were refined by clearing
ambiguities as well as shortening some of the questions. After refinement, the respondents
took less than ten minutes to complete the questionnaire and all respondents were able to
complete it on their own.

3.5.4 Administration of the questionnaire

The questionnaires were distributed to twenty-four trainees, two trainers and four station
supervisors who had been selected into the sample. These questionnaires were posted to the

27
respondents through the internal mailing system of the Zimbabwe Republic Police
Manicaland Province. The questionnaires were distributed on 25 August 2014 and were
collected on 4 September 2014. The respondents were given ten days to complete the
questionnaire.

3.5.5 Justification for using questionnaire

The researcher observed the following advantages on using the questionnaire:-

 The questions posed in the questionnaire were uniform thereby calling for uniform
responses which eliminated inconsistencies in the responses.
 The questionnaires were administered to a large group quickly.
 With the questionnaire the researcher did not have to hop from one station to the other
as was the case with interviews as he made use of the internal system to distribute the
questionnaires.
 The respondents filled in the questionnaires at their own times, thereby exerting less
pressure and allowing them to consult records to validate their responses.
However besides the above stated strength, the researcher also faced a few challenges in the
use of the questionnaire which he managed to overcome.
 The response rate was poor to the extent that the researcher had to persistently phone
the respondents to have the questionnaires completed. However all the questionnaires
were returned due to the persistence of the researcher.
 Preparation of the questionnaire was time consuming and the researcher had to work
over night in order to meet the deadline.

3.6 RESEARCH ETHICS

3.6.1 Validity

Leedy (1985) holds that validity in research is concerned with the soundness and
effectiveness of the data collection and measuring instruments. Haralambos and Holborn
1991:413 say,

“…data is valid if they provide a true picture of what is being studied…gives a true
picture of or description of what it claims to measure or describe.”

28
In this study the validity of data gathering instruments was tested through a pilot study. The
data gathering instrument was pre-tested on three trainees, one trainer and one station
supervisor. The aim was to test the length of time taken to collect data using these
instruments, to check whether the instruments were clear and unambiguous, to check which
questions were difficult for the respondents to answer and why.

3.6.2 Reliability

It refers to an instrument’s ability to yield the same results each time it is administered. It
measures consistency and attributes that it sets out to measure, (Borg and Gal, 1989). Seaman
et al (1982) acknowledge that reliability is, “the extent to which a specialized procedure such
as measurement yields consistent observation of the same facts from one time to the other.

A reliable instrument therefore concerns itself with consistency and produces the same results
when replicated. Imprecise or ambiguously worded questions can affect the reliability of the
instrument. In this study, the researcher used a pilot study to test for reliability. Pre-testing
was done on trainees, trainers and supervisors to establish the clarity and precision of the
instrument.

3.6.3 Other Ethical Considerations

The researcher took cognisance of the most important issue of maintaining the confidentiality
of all facts supplied by respondents. No facts concerning the respondents’ replies were
divulged to any other person without the consent of the respondents. No names for the
respondents were put on the questionnaires.

3.7 RESEARCH LIMITATIONS

During the carrying out of this study, the researcher encountered challenges which are listed
below.

 The researcher applied for authority to conduct the study but the application got
misplaced in other offices before getting to the Officer Commanding Manicaland
Province. Even though the researcher was running against time, he made another
application and the authority to carry out the study was given.
 Police officers who made up the study sample were on various deployments within
the province during the time the study was being conducted thus it was difficult for

29
 the researcher to get in touch with the study respondents. To overcome this challenge,
the researcher made use of his personal vehicle to move around various places where
these respondents were deployed.

3.8 CHAPTER SUMMARY

This chapter highlighted the methodology that was adopted in the study. It revealed the
research design, the population of the study, sampling procedure, data collection instruments,
validity and reliability of instruments, sources of data, data collection procedure and data
presentation, analysis and interpretation. Chapter four highlighted the actual presentation and
analysis of data.

30
 CHAPTER IV

DATA PRESENTATION AND DISCUSSION

4.1 INTRODUCTION

This chapter dealt with the presentation and discussion of data collected. The data was
presented in tables . The personal attributes of all respondents were given first, followed by
the data presentation and discussion of the findings according to the following study
objectives:-

 To establish if police officers being seconded for training at ZRP P.U.C Manicaland
are the actual police officers with performance deficiencies.
 To investigate if trainers involved in the delivery of instructions at ZRP P.U.C
Manicaland have the requisite skills, knowledge and experience in the training of
adults.
 To ascertain if the prevailing conditions in Manicaland province promote the transfer
of learning from the learning environment to the work environment.

4.2 RESPONSE RATE

Data required in the study was collected through the administration of twenty four
questionnaires to police officers who received training at Z.R.P Professional Updating Centre
Manicaland in Crime Scene management as from 1 January 2012 up to 31 December 2013,
two trainers and four Officers in-Charge stations. All the questionnaires that were distributed
were completed and returned.

4.3 PERSONAL BACKGROUND INFORMATION OF THE RESPONDENTS

This part was designed to capture the demographic variables of all the respondents. The
personal attributes called for were sex, rank, length of service and educational qualifications
of the respondents.

Table 4.1-Demographic data of respondents

Response %
rate n=30
Variable

Sex Male 21 70

31
 Female 9 30

Rank Constable 11 37

Sergeant 8 27

Sergeant Major - -

Assistant Inspector 6 20

Inspector 3 10

Chief Inspector 2 6

Length of service <5 years 6 20

6-10 years 8 27

11-15 years 7 23

16-20 years 5 17

>20 years 4 13

Level of Education O’level 15 50

A’level 6 20

Certificate 4 13

Diploma 4 13

Degree 1 4

From the data contained in table 4.1 only two variables namely length of service and level of
education will be discussed. The data contained in the table depicts that 6 (20%) had served
below five years, 8(27%) had served between 6 and 10 years, 7 (23%) had served between 11
and 15 years, 5 (17%) between 16 and 20 years and 13% had served above 20 years.

In relation to educational qualifications 15 (50%) of the sample had O’level as their highest
qualification of education,6 (20%) had A’level as their highest qualification, 4 (13%) had a
professional certificate as their highest qualification, 4 (13%) had a diploma as the highest
qualification, and 1 (4%) had a degree as their highest qualification.

It can be observed that the majority of the respondents had served in the Zimbabwe Republic
Police for a period that is between six and ten years, followed by those who had served in the
force between eleven and fifteen years. Those who had served in the force for a period of five

32
years and below were on the third position followed by those who had served between
sixteen and twenty years. The least represented were those who had served in the force for a
period of twenty years and above. This reveals that most of the respondents were not very
junior in the Zimbabwe Republic Police thus data collected was from senior members who
were best positioned to give credible data.

The majority of the respondents had Ordinary Level certificate as the highest educational
qualification, followed by those who had an Advanced Level certificate of education as the
highest educational qualification. On the third position were those respondents with
professional certificates as their highest educational qualification and those with professional
diplomas as their highest level of education. The least represented were those who had a
degree as their highest educational qualification. This data therefore depicts that all the
respondents therefore had basic education to understand the questions on the questionnaire.

4.4 BASIS FOR SELECTING TRAINEES TO ATTEND COURSES

4.4.1 Persons involved in nomination of participants

Data was collected to establish persons involved in the nomination of individuals to undergo
training. The findings were as tabulated below.

Table 4.1: Nominators of course participants (n=30)

VARIABLE RESPONSE RATE PERCENTAGE

Training Wing 0 0%
Station Supervisors 22 73%
Participants Volunteer 8 27%
TOTAL 30 100%

The table above indicates that 22(73%) of the respondents stated that nomination of course
participants is being done by station supervisors whilst 8 (27%) indicated that nomination is
being done by participants themselves through volunteering. No respondents indicated that
nomination is being done by the training wing.

The data presented above indicates that the majority stated nomination for course
participation is done by station commanders whilst the minority stated that nomination was
based on participants volunteering to take up the course. This explains the fact that the

33
nomination of course participants in Manicaland Province is done by those who are in direct
contact with the tasks being performed. However it is to be established if those being
nominated are the right persons who should undergo training.

The nomination of course participants by station supervisors and trainees themselves

voluntarily taking up the course is a positive situation prevailing in Manicaland province. The
findings of the study are therefore in line with the assertion by Rae (1986) who holds that the
line manager and the individual are in the best positions to identify training needs as they are
on the spot, know the work and are able to identify quickly and easily any problems which
may need a training solution

4.4.2 Reasons for nomination to undergo training

The researcher collected data to establish the reasons that were a basis for selection of
individuals to undergo training. The findings were as shown below.

Table 4.3: Reasons for nomination (n=30)

VARIABLE RESPONSE RATE PERCENTAGE

Had Performance Deficiencies 6 20%
Volunteered to be nominated 8 27%
Were the only persons at station 16 53%
TOTAL 30 100%

The data contained in table 4.2. shows that 6 (20%) of the respondents indicated that police
officers are seconded for training basing on performance deficiencies, 8 (27%) stated that
police officers volunteered to take up the courses, 16 (53%) said that police officer were
nominated to undergo training because they would be the only ones available when course
participants are called for.

This data therefore reveals that the majority of course participants are nominated to undergo
training not basing on their identified training needs but on the basis that they would be the
only persons around at the station when participants are called for. However it is also
important to note that in the middle are those who stated that trainees volunteered to undergo
for training and according to a close analysis of the demographic variables of these
respondents it was discovered that they were all experienced police officers who had nothing
new to learn from the training programme.

34
These findings are therefore in line with the assertion by Sah (1992) who holds that many
organisations are not serious in selecting officers for training and do not define in clear terms
what qualities they want to develop in them but depute for training those officers who are
most dispensable, old and rogue and reluctant employees having a negative attitude towards
learning and training.

4.4.3. Importance for proper selection of participants.

Data was collected to establish the participants’ opinions on the importance for proper
selection of participants to undergo training. Data was solicited from trainees, trainers and
supervisors through questionnaires. The findings were as tabulated below.

Table 4.4: Importance for proper selection of participants. (n=30)

VARIABLE RESPONSE PERCENTAGE

RATE
Only those with needs are trained 17 57%
Courses become relevant to trainees 6 20%
Depth of course will suit trainees 7 23%
TOTAL 30 100%

According to the table 4.4 above 17 (57%) of the participants said if proper selection is done
only those with training needs will be trained, 6 (20%) said the course will be relevant if
trainees are properly selected whilst 7 (23%) said depth of course will suit trainees if there is
proper selection of participants.

According to the data presented above, the majority highlighted that if proper selection of
participants is done, only those with training needs will be trained followed by those who
stated that trainees will find the course relevant if they are properly selected to undergo
training. The least of the respondents indicated that the depth of the course will suit the
trainees if there is proper selection of participants to take up the course. This data therefore
shows that most people being selected to take up training are those without training needs and
this is impacting negatively on training programmes being conducted at P.U.C Manicaland.

The participants being referred for training at P.U.C Manicaland are those who are already
more experienced and knowledgeable on police work thus they find the courses to be of no
use. The findings are in line with the assertion by Laird (1983) who states that there is no
sense in training people to do what they already can do thus training is an appropriate

35
solution to job related problems for people who have deficiencies of knowledge or
performance.

4.5. ABILITY OF TRAINERS

4.5.1 Rating of trainers at Z.R.P P.U.C Manicaland

Data was collected to reveal how trainers at the centre are rated in the delivery of instructions
and designing of training programmes. The findings were as presented below.

Table 4.5: Ability of Trainers (n=30)

VARIABLE RESPONSE RATE PERCENTAGE

Very good 5 17%
Good 8 27%
Fair 15 50%
Poor 2 6%
TOTAL 30 100%

From the data presented above, 5(17%) stated that trainers are very good, 8(27%) said
trainers are good, 15 (50%) stated trainers are fairly good whilst 2 (6%) rated them as poor.

The majority of the respondents stated that trainers at the centre perform their duties fairly,
followed by those who stated that the performance of trainers was good. On the third position
were those who stated that the performance is very good and lastly those who said that the
performance is poor. From these findings it can be brought out that the ability of trainers at
P.U.C Manicaland is not all that outstanding and this can have a negative impact on the
success of training programmes conducted by the centre.

From the data it can be deduced that trainers at P.U.C Manicaland should work towards
improving their ability if training programmes at Z.R.P P.U.C Manicaland are to be
successful. This there supports the assertion by Bennet (1988) who holds that trainers are
seen as people who instruct others in the ways in which a job, activity, process or operation
should be carried out thus their inability means the failure of training programmes.

4.5.2 Areas to be improved in lesson presentation

Data to address this area was collected from the trainees, trainers and the supervisors through
questionnaires. The data revealed areas in which trainers at the training centre should work to
improve. The findings were as tabulated below.

36
Table 4.6: Areas of improvement in lesson presentation (n=30)

VARIABLE RESPONSE RATE PERCENTAGE

Knowledge of Subject matter 15 50%
Use of appropriate training methods 10 33%
Use of Learning aids 3 10%
Treatment of trainees 2 7%
TOTAL 30 100%

The data contained in table 4.6 above shows that 15 (50%) stated that trainers should improve
on knowledge of subject matter, 10 (33%) said trainers should work to improve on the use of
appropriate training methods, 3 (10%) stated that trainers ought to improve on the use of
learning aids whilst 2 (7%) said that trainers should improve in the way they treat course
participants during lesson presentation.

The majority of the respondents highlighted that trainers should improve on the knowledge of
subjects being taught, followed by those who indicated that trainers should improve on the
use of appropriate training methods. On the third position were those respondents who
indicated that trainers should improve in the way they treat participants during lesson
presentation. The least number of respondents revealed that trainers needed to improve on the
use of various learning aids. The major explanation that can come out from this data is that
most of trainers at the centre have inadequate knowledge on subjects which they teach and
this can negatively affect the success of training programmes

According to Rae (1986) if trainers are concerned with their skill levels and how they are able
to help others to learn, they should assess if their training ideas are in step with learning needs
of participants and if their skills are being improved or maintained. The findings of this study
actually confirm this position and trainers at the centre should work towards advancing their
knowledge depth in their various areas of speciality.

4.5.3 Areas to be improved in the design of training programmes

Data was collected to reveal areas in which trainers should improve in the design of training
programmes. The findings were as tabulated below.

Table 4.7: Areas of improvement in design of programmes (n=30)

VARIABLES RESPONSE RATE PERCENTAGE

Time allocation to subjects 16 54%

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 Sequencing of subjects 4 13%
Use of Practical lessons 10 33%
TOTAL 30 100%

Table 4.7 indicates that 16 (54%) stated that there is need to increase time allocated to
subjects, 4 (13%) indicated that sequencing of subjects should be improved whilst 10 (33%)
of the respondents showed that there is need to make use of practical lessons.

The majority of respondents indicated that the time allocated to lessons should be improved
followed by those who stated that the use of practical lessons should be improved. The least
of the respondents stated that sequencing of subjects should be improved. From these
findings, it can be deduced that time allocated to subjects is very limited and use of practical
lessons which is relevant in the training of adults are not being given priority by trainers and
this has an effect of reducing the mastery of knowledge and skills by participants.

Trainers at P.U.C Manicaland should exercise careful planning in designing training

programmes if training is to have an impact on job performance. If this problem is not
addressed it is likely that training programmes can continue to fail in addressing training
needs. This is confirmed by Sah (1992) when he states that the basic problem is that many
trainers do not exercise their energy to plan their lessons and make judicious use of training
techniques and equipment.

4.6. TRANSFER OF TRAINING

4.6.1 Deployment to sections relevant to what was learnt

Data was collected to establish whether trainees are deployed to relevant sections after
training and the findings were as tabulated below.

Table 4.8 Relevance of Deployment to Training received (n=30)

VARIABLE RESPONSE PERCENTAGE

RATE
Duties relevant to what was learnt 18 60%
Duties not relevant to what was learnt 12 40%
TOTAL 30 100%
Data presented above indicates that 18 (60%) stated that trainees are being deployed to
relevant sections after training whilst 12 (40%) stated that trainees are being deployed to
sections not relevant to what they learnt during training.

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The majority of the respondents stated that trainees are being deployed to relevant sections
whilst the minority stated that trainees were not being deployed to relevant sections. However
from the above data it can be revealed that the difference between those deployed to relevant
sections and those deployed to irrelevant sections is so small even though those deployed to
relevant sections formed the majority. The explanation that can be drawn from this is that
most police officers who receive training at P.U.C have no chances to apply learnt skills to
the job situation as they are deployed to irrelevant sections.

This study therefore reveals that the impact of training programmes conducted at the centre is
being affected by the failure of trained personnel to get opportunities to practice what they
would have learnt as a result of incorrect posting. This situation is in line with the assertion
by Ford et al (1992) who identify lack of opportunity to perform trained tasks on the job as
potential deterrent to transfer of training.

4.6.2 Support from supervisors

The researcher collected data to reveal whether supervisors are supportive to their
subordinates in order for them to apply what they would have learnt during training. The
findings were as tabulated below.

Table 4.9: Support from Supervisors (n=30)

VARIABLE RESPONSE PERCENTAGE

Very Supportive 12 40%
Not Supportive 18 60%
TOTAL 30 100%

Data contained in the table above shows that 12 (40%) of the respondents revealed that
supervisors are supportive whilst 18 (60%) revealed that supervisors are not supportive.

The majority showed that supervisors are not giving their subordinates support so that they
can effectively apply what they learnt during training whilst the minority revealed that
supervisors are not supportive. This data therefore explains that courses are failing to achieve
objectives because trainees are not getting the necessary support and encouragement from
their supervisors to apply gained skills and knowledge to the job situation

According to Holton et al (2000) lack of support from the supervisor creates an inhibitive
environment thereby de-motivating the trainee from applying what was gained during

39
training and this position confirms what is happening in Manicaland Province. This indeed is
one of the causes to failure of training.

4.6.3 Support from workmates

Data was collected to reveal how workmates were supporting their fellow workmates who
received training so that they could feel motivated to apply what they learnt during training.
The results were as tabulated below.

Table 4.10: Support from Workmates (n=30)

VARIABLE RESPONSE PERCENTAGE

Very Supportive 5 17%
Not Supportive 18 60%
Fairly Supportive 7 23%
TOTAL 30 100%

Table 4.10 shows that 18 (60%) of the respondents revealed that trainees are not receiving
necessary support from workmates, 7 (23%) highlighted that trainees are receiving fair
support from peers whilst 5 (17%) indicated that workmates are not supportive.

The majority of the respondents indicated that trainees are not receiving necessary support
from workmates for them to apply what they learnt during training. In the middle were those
who highlighted that trainees are receiving fair support from their workmates whilst the least
highlighted that workmates are very supportive to trainees for them to apply what they learnt
during training. If most of the trainees are failing to get necessary support from those around
them, it follows that they will note see the importance of training thus inhibiting them from
using gained knowledge in their working situations.

The findings of this research reveal that failure of training programmes at Z.R.P P.U.C
Manicaland cannot only be contributed to poor training but also to lack of support from
workmates for trainees to transfer whatever was learnt. This is confirmed by Peters et al
(1985) who hold that work constraints such as lack of support from one’s supervisors or
peers, can affect the transfer of training to the job.

4.6.4 Other factors that affect transfer of training

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The researcher invited data from respondents to reveal their views and opinions on what other
factors could be affecting the transfer of training and respondents gave their answers in
narrative form.

1. One of the respondents said the following words, “District operations affect our
dedication to station work”. This means that other work assignments not related to
acquired knowledge and skills that are given to trainees de-motivate them in
transferring learnt skills to the job situation.
2. This was also supported by another respondent who said “border patrol duties
assigned by the district put much burden on us”.
3. One respondent said “commanders treat subordinates differently” meaning to say that
subordinates do not apply learnt skills as a result of unequal treatment by supervisors.
4. Fifteen of the respondents highlighted lack of resources as hampering transfer of
training. Their narrations were as follows:-
 “ Lack of transport”
 “There is no stationery and transport”
 “No transport for attending crime scenes”
 “Transport is scarce”
 “The organisation must supply adequate resources”
 “transport is the biggest challenge”
 “No one can work when resources are not available”
 Resources like rape kits and transport should be availed”
 “Transport is the major challenge”
 “The organisation should avail resources for members”
 “ Lack of resources makes one not to apply new skills”
 “Lack of transport and stationery”
 “The economic situation is affecting the organisation”
 “Lack of resources is a big problem”
 “Inadequate resources like transport and stationery”
5. Four of the respondents indicated poor work scheduling as cause for failure of transfer
of training. Their narrations were as follows:-
 “If one is overworked he will not see the importance of applying what he
learnt.”

41
  “Pressure of work gives no room for one to do what he was taught”
 “Night duties do not give one the opportunity to use what he learnt”
 “Those who show ability are usually given more work”
6. Eight of the respondents wrote the word “ Nil” as a response.

The above narratives show that the majority of respondents highlighted inadequate resources
as hampering the transfer of training, followed by those who stated that poor work scheduling
was hampering transfer of training. The least number of respondents indicated that other
operational duties from the district commanders were affecting the transfer of training. From
the data above it can be revealed that the environment in which trainees are subjected to after
training affects the transfer of training thereby rendering training programmes offered by the
centre to be a failure.

A working environment which is not conducive to newly trained personnel is indeed an

inhibiting factor for the transfer of gained skills to the job situation. According to the findings
of this study there are many other factors inhibiting the transfer of training in Manicaland
province and these findings are in line with the assertion by Baldwin and Ford (1988) who
hold that transfer of training usually fails not only because the training was poorly conducted
but also because of individual and organisational factors. This is also supported by Rouiller
and Goldstein (1993) who state that organisational support and transfer climate can affect
training transfer effectiveness.

4.7 SUMMARY

This Chapter looked at data presentation, analysis, interpretation and discussion of results.
Data was presented in the form of tables . The next chapter will look at summary of the major
findings, conclusions and recommendations of the study.

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 CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

5.1 INTRODUCTION

This chapter looked at the conclusions drawn from the findings of the study. The conclusions
drawn were aimed at addressing the three objectives of the study. The chapter also looked at
the approval of the study assumption s well as recommendations to the Zimbabwe Republic
Police Manicaland Province and its management. The chapter also highlighted other areas for
further study.

5.2 CONCLUSION

5.2.1 The basis for selecting trainees to undergo training

The research concludes that:-

 Nomination of participants to undergo training is being done by station supervisors

and trainees themselves through volunteering but however this nomination is not
driven by performance deficiencies.
 Those who are nominated by supervisors are compelled to attend thus they attend
courses without the readiness to learn.
 Those who volunteer to attend are those old and rogue police officers who have no
interest in training but just want to take the opportunity to move away from their daily
working environment thus they will not internalise whatever is taught during training.

5.2.2 Ability of trainers

The research concludes that:-

 The ability of most trainers at Z.R.P P.U.C Manicaland to deliver quality instructions
is mediocre and this can greatly affect the success of training programmes.

43
  Most of the trainers at the centre do not have knowledge of subjects being taught as
well as the skills and knowledge to deliver instructions to adults.
 Most of the training programmes at the centre are not given adequate time and there is
less use of practical lessons.

5.2.3 Working Environment and Transfer of training

In relation to the working environment the researcher concludes that:-

 Improper posting after training is inhibiting the application of learnt skills and
knowledge to the job situation thereby rendering all training programmes to be
ineffective.
 Supervisors and peers are not giving trained personnel enough support for effective
application of learnt skills, knowledge and attitudes to the job situation. This has an
effect of de-motivating the trainees thus contributing to the failure of training
programmes.
 Unfavourable working conditions are also causing strain on trained members and this
is causing them to withdraw the use of knowledge and skills gained during training as
a way of dodging the pressure surrounding their working environment.

5.3. APPROVAL OF ASSUMPTION

The conclusions drawn from this study actually approve the assumption that training
programmes in Z.R.P Manicaland province are failing to address noted deficiencies because
training is taken as a second fiddle by commanders.

5.4 RECOMMENDATIONS

5.4.1 The basis for selecting trainees to undergo training

The researcher recommends that:-

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  Z.R.P P.U.C Manicaland should conduct workshops to educate station supervisors on
the identification of training needs and secondment of subordinates for training.
 Z.R.P P.U.C Manicaland should put in place a system that helps in assessing if those
seconded for training are the actual personnel with performance deficiencies.

5.4.2 Ability of Trainers

 The centre should come up with a comprehensive staff developing programme aimed
at developing trainers in the field of training as well as other expert/professional areas.

5.4.3 Working Environment and Transfer of Training

 Z.R.P Manicaland Province should conduct workshops to educate station

commanders to appreciate the importance of motivating trained personnel in order for
them to transfer the acquired knowledge, skills and attitudes to the job situation.
 Stations should be well resourced in order for trainees to have that zeal to apply what
they will have learnt during training.

5.5 AREAS FOR FURTHER STUDY

This researcher recommends that researches under the same topic be conducted in other
police provinces in Zimbabwe to see if these provinces are also not being affected by the
same problems.

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