See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/306105933

Investigating the Limitation of the Implementation of Training Programs

Article · August 2016

CITATIONS READS
0 8,979

1 author:

Shanaz Taha
University of Kurdistan – Hawler
9 PUBLICATIONS   0 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Economic Develpment View project

Accounting View project

All content following this page was uploaded by Shanaz Taha on 15 August 2016.

The user has requested enhancement of the downloaded file.

 Investigating the limitation of the implementation of training

programs: A study of Korek Telecom and Life Support Team (LST)

in the Kurdistan Region.

A dissertation
submitted in part fulfilment of the requirements for the degree of
BSc (Hons) in Business and Management Sciences
at the University of Kurdistan Hewlêr

(Business and Management Science)

by

Shanaz Taha Ahmed

June 12, 2016

 Declaration

This is to certify that this dissertation is the result of an original investigation. The material has
not been used in the submission of any other qualification. Full acknowledgement has been given
to all sources used.

Name: _____________________________ Signature: ____________________

Date: ___________________________ Place: Erbil

II
 ACKNOWLEDGEMENT

Foremost, I am grateful to Allah for his grace and mercy for seeing me during my years of
University education and helping me in hardest and happiest days.

My deepest appreciation and thanks go to my supervisor, Prof. George O. Tasie for his guidance
and constructive criticisms that helped me to stay focused from the beginning of the research to
the end.

Plentiful thanks to my parents, especially my Mom for staying behind me and supporting me for
every decision I made, and Thank you for believing in me.

I am highly indebted to my friends and classmates, especially for my friend for life Razhan
Omar Muhammad who helped me in collecting data and standing by me in my hardest day.

I also want to thank my instructors, especially Dr. Reza Ghazal who helped me to enhance my
ability for writing this project.

III
 Abstract

The quality of Human Resource is an asset for every organization, and training is a fundamental
activity of Human resources which aims to enhance productivity in an organization and produce
unique services or products to enhance competence as well. But the quality of training programs
limited by some factors. This research investigated the limitation of the implementation of
training programs: A study of Korek Telecom and Life Support Team (LST) in the Kurdistan
Region.

Objectives: First, the aim of this research is to identify the main factors that affect the effective
implementation of training programs in the private sectors in Kurdistan. Secondly, the research
will investigate the role of each factor toward training and its effectiveness.

Methods: First, the survey designed in this research was an explanatory quantitative study which
included a list of close-ended questionnaires. The survey questionnaires were distributed among
40 employers in Korek Telecom and Life Support Team (LST). Also, an exploratory qualitative
study was conducted 1 interview with the head of the HR department in LST, to measure both
dependent and independent variables.

Finding: Based on the survey questionnaires and interview conducted, this study showed the
main factors which limited the implementation of effective training program. Moreover, based
on the collected data each motivation, funds, and time have a significant role of increasing the
effectiveness of the implementation of training programs in the both private sectors in the
Kurdistan region.

Conclusion: The results showed the importance of each factor upon training programs to
implement more effectively. Motivate employee during training sessions, having a good budget
for training programs, with time availability for the sessions enhance the training
implementation.

Key words: Factors limiting training programs, Training program, Implementation of training
programs, Motivation, Funds, Time, Training effectiveness.

IV
List of Tables
Table 4.1 Age of respondents..……………...…………………………………………….…. 17

Table 4.2 Subject’s genders ………………………………..…..……………………………. 18

Table 4.3 Questionnaires answered by Korek Telecom’s employees ……………………….. 19

Table 4.4 Questionnaires answered by LST’s employees…………………..…….………….. 22

V
List of Charts
Chart 4.1 Gender Distribution ……………………………………………………………….. 18

Chart 4.2 The Job level of respondents ……………………………………………………… 18

Chart 4.3 Motivation and Training program …………………………………………………. 20

Chart 4.4 Funds and Training program ………………………………………………………. 21

Chart 4.5 Time and Training program ……………………………………………………….. 22

Chart 4.6 Motivation and Training program …………………………………………………. 24

Chart 4.7 Funds and Training program ………………………………………………………. 24

Chart 4.8 Time and Training program ……………………………………………………….. 25

VI
 Table of Contents
Declaration…………………………………………………………………………………… II

Acknowledgement………………………………………………………………….……….. III

Abstract………………………………………………………………..……….……………. IV

List of Tables………………………………………………………....………………………. V

List of Charts……………………………………………………..………………………….. VI

Table of Contents……………………………………………………………………………. VII

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

1.1 Background information…………………………………………………………………. 1

1.2 Problem Statement……………………………………………………………………….. 2
1.3 Research Questions………………………………………………………………………. 3
1.4 Research Objectives ……………………………………………………………………... 3
1.5 Significance of the study…………………………………………………………………. 3
1.6 Limitation of the Study…………………………………………………………………... 3

Chapter Two: Literature Review…………………………………………….. 5

2.1 Introduction……………………………………………………………………………….. 5
2.2 Overview of training…………………………………………………………………......... 5
2.3 Implementation of training programs……………………………………………………... 6
2.3.1 Type of training programs …………………………………………………………..… 6
2.3.1.1 Management development …………………………………………………...……...… 6
2.3.1.2 Technical or Technology Training…………………………………………………….. 6
2.3.1.3 Induction or Orientation training…………………………………………………..…... 6
2.3.1.4 Internship training……………………………………………………………………… 7

VII
 2.3.2 Designing training programs…………………………………………………………... 7
2.3.3 How organizations implement training programs?......................................................... 7
2.3.4 The methods of delivering the training program……………………………………..... 8
2.3.5 Benefit of effective implementation of training program…………………………….... 9
2.4 Factors that contribute to implementation of training programs………………..……......... 10
2.4.1 Emotional intelligence…………………………………..……………………………... 10
2.4.2 Attitude…………………………………………………...…………………………..... 10
2.4.3 Motivation…………………………………………………………………………….... 10
2.4.4 Funds………………………………………………………………………………….... 10
2.4.5 Time………………………………………………………….……………………......... 10
2.5 The role of motivation, time, and funds in the implementation of training programs……... 10
2.5.1 Influence of motivation on training effectiveness……………………………………... 10
2.5.2 Time limitation and training program………………………………………………….. 11
2.5.3 Significant of funds for training program…………………………………………….... 12

Hypothesis……………………………………………………………………………………... 12

Chapter Three: Methodology………………………………………..………… 13

3.1 Introduction………………………………………………………..……………………….. 13
3.2 Research methodology…………………………………………….…………………….….. 13
3.3 Subjects for Study…………………………………………………………….……….…..... 13
3.3.1 Units of Analysis and Observation……………………………………………….……...… 13
3.3.2 Sampling Technique for Each Unit of Analysis and Observatio………………...……...… 13
3.4 Measurement………………………………………………………………………….....… 14
3.4.1 Conceptualization of Independent Variables (Motivation, Funds, and Time)………….… 14
3.4.2 Operationalization of Independent Variables (Motivation, Funds, and Time)……………. 14
3.4.3 Conceptualization of Dependent Variable (Implementation of training programs)……..... 15
3.4.4 Operationalization of Dependent Variable (Implementation of training programs)…….... 16

VIII
3.5 Data- Collection Methods…………………………………………………………………. 16

Chapter Four. Data Analysis……………………………………………….… 17

4.1 Introduction…………………………………………………………………………….... 17
4.2 Description of Sample Set………………………………………………………………... 17
4.3 Data Collected by Survey…………………………………………………………….…... 18
4.3.1 Data collected by survey in Korek Telecom………………………………………….…... 19
4.3.2 Data collected by survey in LST……………………………………………………….…. 22
4.4 Data Collected by interview…………………………………………………………….… 25
4.5 Result……………………………………………………………………………………... 27

Chapter Five: Conclusion and Recommendation……………………………….… 28

5.1 Conclusion……………………………………………………………………………….… 28
5.2 Recommendation……………………………………………………………………….. .... 29

References……………………………………………………………………………………. 30

Appendix………………………………………………………………………………….…. 33

A. Interview questions for the head of HR department……………………………...…….. 34

B. Questionnaires for the survey………………………………………………….……….. 35

IX
 Chapter One: Introduction

1.1 Background information

Human Resource Management is about policies and procedures for managing people within
an organization to achieve an organizational vision through the employees working lives, dealing
with problems and raising skills in a changeable environment. One of the fundamental human
resource activities in an organization is training, which aims to enhance productivity in an
organization and produce unique services or products to enhance competence as well. A training
program is designed to improve performance problems, and should be designed in a simple way
with achievable goals in order to lead the program content to be determined as an effective
program. “Training is necessary to ensure an adequate supply of staff that is technically and
socially competent and capable of career advancement into specialist departments or
management positions” (Mullins, 2007, p. 538). Aguinis and Kraiger in 2009 mentioned that the
training is beneficial for both business and worker. Training can raise job performance, staff
morale and profit. Designing the program to choose what new skills are needed for the workforce
to meet the needs of the operations in the present and future and improving staff skills can result
customer satisfaction, productivity improvement, and improving loyalty. Also, training programs
have a positive impact on employees such as raising contribution, building self-esteem, and the
position with better prospects (Aguinis & Kraiger, 2009, 460). However, it usually can be seen in
a way that the training programs do not have desired result and employees who are participating
in training programs have no impact on productivity proportion.

Training program implementation is one of the hard and crucial activities in an

organization’s system. It is difficult because one wrong step can lead to the of the whole
program. Sometimes, even the most effective and strong training programs will fail because of
one wrong action. However, implementing training programs design to achieve the goals, needs
and obtain better employee’s performance in an organization, motivate employees to work hard
and achieve the vision of the organization. When leaner undertake the activities and produce
tangible products or services, these are the result of what they learn in the training programs.

The Kurdistan region is one of the developing regions that have faced a shortage of skilled-
employees to meet organization’s demands. The reason behind this is because Kurdistan faced

1
conflicts which reduced the opportunities to gain skills by citizens. The Kurdistan Regional
Government (KRG) plans are to encourage employment increasingly in the private sectors, as
well as training employees in techniques that develop skills and efficiency in the public sectors
(Invest in Group,. 2014). However, some of the strong energy for capacity growth and training,
and private sector employment, comes straight from the private sectors.

1.2 Problem Statement

Training programs in many organizations are sometime unplanned and unsystematic, and it
is not the key to increase the organization's productivity. The majority of the employees in the
region’s organizations seemed that, they are not trained while performing their tasks. Sometimes,
at the level of implementing training programs, the training programs had taken to be just a
routine, because it has unspecific objective or possible to achieve the objective. So, it does not
increase the employee’s knowledge, skills, and abilities in performing their jobs. Building a
strong workforce is no easy while employees are not well prepared to meet the demand of the
organizations (Invest in Group, 2014). Some organizations consider that new employees do not
have an interest in in-depth training, and the organizations believe new employees will learn
from supervisors and other employees during their duties, and this approach creates a problem
for the business.

The Kurdistan region has been implementing a short and long course of training program for
many years, which aimed to improve the skills of employees and make technical changes in the
environment. However, after viewing the results of the training programs at the end of each year,
can be discovered that only some employees are trained as per-program when they perform tasks
and there is no record that clarifies the intended goals and content of the programs are achieved
by employees. As the Invest in Group in 2014 mentions Iraq has seen years of conflict, which
has negatively affected the opportunity to gain skills. Especially, in the Kurdistan Region of Iraq,
there is a great need for training. Nevertheless, “still the lack of trained staff in Kurdistan is a
negative factor” (Invest in Group, 2015).

2
1.3 Research Questions

What are the factors limit effective implementation of training programs in the Kurdistan Region
of Iraq?

1.4 Research Objectives

First, the aim of this research is to identify the main factors that affect the effective
implementation of training programs in the private sectors in Kurdistan. Secondly, the research
will investigate the role of each factor toward training and its effectiveness, and how the private
sectors in the region can implement training in order to be effective for employees.

1.5 Significance of the study

This study is needed because training program for employees to perform their duties in the
right way is crucial to organizational success in order to achieve its vision. Also, it helps to
develop the quality of the program which will provide job satisfaction for employees.
Understanding this study is crucial to provide diverse projects for training employees in an
association. Additionally, this research can be utilized as a source of perspective for measures
which plan is used by private sectors to address the issues.

1.6 Limitation of the Study

The research was limited by first as a student; the researcher was very much controlled by
time. This is because from Tuesday to Thursday, the researcher has to be at university which
sometimes included doing assignments, exams, and presentations. Also, the research was
planned to cover all areas of the private sectors which required a lot of time. So, in view of this
circumstance the researcher has decided for choosing two areas of the private sectors which are
Korek Telecom (mobile network company in the Kurdistan region) and Live Support Team
(LST) which is Health Care Clinic in the Kurdistan region.

3
 Second, respondent’s busy schedule at work with their social responsibilities was another
challenge for the researcher in order to ask them to respond the questionnaires and participate in
an interview.
Finally, the lack of information about the training program was another challenge that the
researcher faced because there is no enough sources to measure factors in the private sectors and
employees did not give enough information. Sometimes, during interviewing the respondents
omitted the questions with irrelevant answers.

4
 Chapter Two. Literature Review

2.1 Introduction
This chapter discusses some factors, which affect the training effectiveness in an
organization. In addition, the chapter will discuss the training programs, methods in which used
by organizations to deliver training to employees, how these organizations implement training,
types of training programs, benefits of the training programs for employees and organizations,
factors that impact training, and eventually, the role of motivation, time and funds on training
programs.

2.2 Overview of Training

One major activity of the Human Resources Management that is of specific relevance to the
effective utilization of HR is training. Nowadays, few individuals would argue against the
significance of training in an organization’s productivity. For example, (Khan et al., 2011, p. 63)
stated, “Training is the most important factor in the business world because training increases the
efficiency and the effectiveness of both employees and the organization”. It shows that the most
productive and successful employees are those who received extensive training. However,
training is defined as “any learning activity which is directed towards the acquisitions of specific
knowledge and skills for the purposes of an occupation or task. The focus of training is the job/
task, the acquisition or learning of specific competencies” (Eric, 2012, p. 24). Most organizations
believe in the vitality of training for the development. The advance in technology, customer
demand change and skill redundant, because of that there is a high request numbers of raising
skills and highly trained workforce. Machines, which are unskilled, or semi- skilled nature
replaces most organization’s jobs; this shows the need for higher skills and education for gaining
employment. Furthermore, the training program is an opportunity for employers in order to
acquire job related skills, attitude and knowledge.

5
2.3 Implementation of training programs.
2.3.1 Type of training programs.
Training methods should work with assessing conditions, specific and measurable objectives
and learner needs to have a better impact (Mndeme, 2011, p. 13). A basic skill for any employee
is the capacity to manage his/ her own learning. The organizations that choose the type of
training to transfer from the theory to practice in order to meet the demands of the organization
itself. There are diverse training types that accepted by the firms depending on the company’s
needs and resources available for training. Nevertheless, the training program in general is
categorized into these categories:

2.3.1.1 Management development

Managers are those who control work and guarantee that they regulate their subordinates to
perform their own daily tasks to set down standards of the association. A manager can influence
the willingness of employees to remain in the occupation. A poor supervisor or administrator is
one of the main reasons why employees leave their jobs. Irresponsible and poor communicator
managers may find it difficult to persuade employees within the organization (Dias, 2014, p.
231). “Manager/coaches tend to learn a great deal about the skill, attitude, and knowledge levels
of the individuals whom they coach, as well as about the process of motivation, directing, and
communicating with their subordinates” (McDaniel & Brown, 2011, p. 100).

2.3.1.2 Technical or Technology Training

Technical training is a type of training which is required to teach new employees how to use
technical devices for the job. Technical training is training on the computer systems to deal with
customers depend on the employee’s position (Dias, 2014, p. 253). Technical training has several
benefits for employees such as performing high standards, high skill level, and high self-
confidence.

2.3.1.3 Induction or Orientation training

Every new employee must join with the old organization members. The organization should
introduce new employees to the tasks, superior/subordinates, and with the organization’s
regulations. Induction or orientation training is introducing new employees with the organization

6
regulations, rules, and procedures. As Ivancevich in 2010 mentioned, “Orientation orients,
directs, and guides employees understand the work, firm, colleagues, and mission. It introduces
new employees to the organization, and to his new tasks, managers, and work groups.” This type
of training is short and starts immediately after enrollment.

2.3.1.4 Internship training

Internship training nowadays is very well- known because of the collaboration between
employers and vocational institutions. Under this routine, the educational institutions enter into a
course of action with a business endeavor for providing useful knowledge for the students.
“Internship training is usually meant for such vocations where advance theoretical knowledge is
to be backed up by practical experience on the job.”(Mndeme, 2011, p. 15).

2.3.2 Designing training programs.

According to Embery et al. (2012), every organization designs the training programs
through three steps which are, the first step involves the evaluation of training needs in order to
monitor the employees for performing their duties and responsibilities, interviewing workers and
examining routine reports with a job description, and distinguishing performance issues. The
second step in designing the training programs is characterized the training program’s learning
targets, which are derived from the requirement’s assessment, indicating the observable and
measurable activities that every learner can demonstrate as a consequence of participating in the
training lessons. The third step is implementing the program to enhance performance,
considering the skills and educational levels of the workforce and time, and resources accessible
for training. In other words, the success of the business strongly relies on how the training
program is designed. According to Tsaur and Lin, (2004 as cited in Khan et al., 2011, p. 64)
training design plays a significant role in the organizations and a bad training design is just
wasting time and money.

2.3.3 How organizations implement training programs?

Implementation training programs contain a run of activities under the control of the training
managers, which brings a course to trainees, as Mndeme in 2011 stated, “A major consideration

7
in choosing among various training methods is determining which ones are appropriate for the
knowledge, skills, and attitudes (KSAs) to be learned”. To find out the consequences of the detail
of implementing the training, the trainer must prepare for the presentation. As Gusdorf in 2009
mentioned even the best training design can bring about disappointment if not correctly
implemented and skillfully presented. The organization implements training programs in order to
serve both individual interest and professional development. Moreover, “Implement training in
which the employee can develop both personal skills and interest that can translate into higher
productivity at work” (Dias, 2014, p. 253).

2.3.4 The methods of delivering the training program

Delivery style is a very significant part of the training program and the development of
employee’s skills relies on the effectiveness of delivery style. As Griffin et al., (2000, cited in
Khan et al., 2011, p. 64) reported while an employee is not delivering the training in an
appropriate way and he is not obtaining the attention of the learner then it means he is wasting
the time. The popular training methods in which used by the some organizations can be
classified as either on- the- job training or off- the- job training.
On- the- job training, is the most widely used methods of training. On- the- job methods is
when an employee obtains the training while performing his or her tasks in a workplace
(Nischithaa& Rao, 2014, p. 53). According to Taylor and Davies (2004, as cited in Khan et al.,
2011, p. 64) this method reduces costs and saves time for the organization. There is a close
collaboration between learners and trainers, the learners who attend the training sessions in the
workplace have a direct impact on the organization’s productivity, and the emphasis more on the
obtaining of specific and local information in a real circumstance (Laing, 2009, p. 24).
Off- the- job training is a type of training when employees are being called for training
lessons to learn tasks (Nischithaa & Rao, 2014, p. 53) or leaner get training sessions outside of
their workplace. Off- the- job method opposite on- the- job method, emphasizes raising an
understanding of general standards by providing information and generating a consciousness of
comparative ideas and practices (Laing, 2009, p. 26).

8
2.3.5 Benefit of effective implementation of training program

While training programs were successfully implemented, several benefits accrue to

organizations. Building the way of communication between managers and employees to discuss
the problems and find solutions. Training will obtain the satisfaction of people’s demands and
desires. Help trainees to take greater responsibility and develop their skills. Training helps the
change in organizations and deals with the developing world (Armstrong, 2006 as cited in
Madame, 2011, p. 27).
Figure 1: The benefit of training and development programs.

Source: (Jehanzeb & Bashir, 2013, p. 249).

As Figure one shows, effective implementation of training and development programs is
beneficial for both employees and the organizations. It supports employees to improve skills to
adapt the future requirements that lead to job satisfaction. The employees have the sense that
they are important for the organization, which increases their satisfaction, influences the
employee’s behavior, and raises skills in which resulted in improving employee performance.
Organizations which use training and development programs to increase their the market size
and be competitive in a changeable environment. Investment in training programs increases in
the organizational effectiveness, and one of the characteristics that leads to retaining employees,
is participating in training opportunities to raise their skills.

9
2.4 Factors that contribute to implementation of training programs

2.4.1 Emotional intelligence

Leaders can be measured as strong support for the company and should pay real attention to
their training. Emotionally leaders can make the right decision at the right time (Quesada, et al.,
2011, cited in Punia& Kant, 2013, p. 157).
2.4.2 Attitude
As Harrison (1988, cited in Mndeme, 2011, p. 30) argues that “where attitudes are positive,
the investment in training can be dramatic. Where beliefs and attitudes towards training are not
positive, training will be affected in an organization.”
2.4.3 Motivation
Motivation impacts on how employees prepare themselves to follow the training program,
to apply more energy and the effect on transferring what they learn to perform the job (Punia &
Kant, 2013, p. 156).
2.4.4 Funds
Each organization has a specific amount of money for training programs. As Kihongo in
2011 argued that, it is difficult for the workplace, especially local authorities to run effective
training programs if they do not set aside money for their staff training.
2.4.5 Time
An organization with a lack time for attending training, will not build a strong workforce for
their jobs because the training program cannot teach trainees the needed skills.

2.5 The role of motivation, time, and funds in the implementation of training programs.
2.5.1 Influence of motivation on training effectiveness.
Motivation is the key factor that impacts the effective implementation of training programs.
Employee’s interest about the program, their participation to learn, prepares their ability and a
force that impacts of getting new knowledge in training. There is a strong relationship between
motivation and employee perceived training effectiveness, as motivation influences the
effectiveness of training in certain ways. Full support of training managers to trainees, will make
the employees fully pay attention to their jobs. As Mndeme in 2011 stated a lack of motivation
for supporting employees by training managers, creates ineffective training programs. Many of

10
the supervisors and workers training issues, are related to their lack of motivation for training.
The organizations will gain the employees full attention, which is a chance for the success of
implementing a training program if they are fully motivated toward training (Punia & Kant,
2013, p. 156). In addition, the way training transfers to employees has been impacted by
motivation. “Motivation to transfer [training] can be described as the trainee’s desire to use the
knowledge and skills mastered in the training program on the job” (Noe & Schmitt, 1986, p.
503). Chiaburu and Marinova in 2005 found that individuals with intrinsic and extrinsic
motivation factors were likely to transfer the training into performance, than employees with
little or low motivation factors. The manager providing full support for employees and makes
the employees to attend training program, which increases employee’s productivity.

2.5.2 Time limitation and training program.

Transferring information from the training managers to trainees requires time, which
influences the implementation of training programs. An organization links its training objectives
with performance indicators such as time, that lead the organization to be more productive, and it
will work as an indicator to raise employee motivation. According to Igbaekemen (2014, p. 86),
the right employee training at the right time provides big payoffs for the organization and
increases productivity, loyalty, and knowledge. As Loewenstein and Spletzer (1998, cited in
Kihongo, 2013, p. 128) mentioned, “the effect of an hour of training on productivity growth is
about five times as large as the effect on wage growth”. Sufficient time for implementing the
training program plays a big role in encouraging employees. A lack of time to attend training
opportunities in order to develop new human abilities are an inhibiting factor (Mndeme, 2011, p.
32). A lack of resources occurs in many organizations, but the most frequently inhibiting factor
to the learning process is the lack of time for training on the part of employees.“Work pressure is
so great that it is difficult for employees to find time for learning in their daily work routine”
(Sambrook, 2002, p. 527). The organizations with a lack of time for attending training will not
build a strong workforce, because the training program cannot teach trainees the needed skills.

11
2.5.3 Significant of funds for training program.

Each organization sets aside a budget for their training programs, staff, equipment,
classrooms, etc. The types of training strongly depend on the budget. As Descy and Westphalen,
(1998, cited in Lin and Shariff, 2008, p. 295) defined training by “meets its objective as defined
by its funding body” because it is the funding body that decides whether training implementation
is effective or not. It is difficult for the workplace, especially for local authorities to run effective
training programs if they do not set aside money for their staff training. As Waziriand Stephen in
2013 mentioned, “poor allocation of training funds, unclear criteria for trainees’ selection and
inability to determine the type of training needed by trainee’s, were considered as problems of
implementing training programme.” Also, as Hamis, (2000, cited in Mndeme, 2011, p. 37)
argued insufficient allocation of money for training programs will make it difficult to implement
and have no evaluation to measure training in actual job performance. However, the
inaccessibility of funds makes the training staff to provide an irrelevant program, which does not
match with the real training objectives and sometimes makes the lack of commitment from the
top management. It is difficult to train employees if the organizations do not set aside enough
funds for staff training, to increase efficiency in service delivery (Geofrey, et al., 2015, p. 1214),
because many training activities in some organizations are not well qualified because of financial
constraints.

Hypothesis:

The evidence presented in the literature review allows me to formulate the following
hypothesis: Motivation, time, and funds have a positive impact on the effective implementation
of training programs.

12
 Chapter Three. Methodology
3.1 Introduction:
This chapter basically describes the method of research have been chosen for this study. This
chapter discusses the subject for study, the sampling technique, conceptualization and
operationalization for both the independent variables and dependent variables. Finally, it will
describe the data collection methods and data analysis for collecting and analyzing the data.

3.2 Research methodology:

According to Kumar (2011, p. 36), “Research methodology is taught as a supporting subject

in several ways in many academic disciplines at various levels by people committed to a variety
of research paradigms.” Research methodology is the path to finding the answer to the research
questions. In addition, the quality of the report depends upon the information researcher write in
the research, and researches ability to express thoughts in a logical manner. Quantitative and
qualitative research methods are two different methods of collecting data. In this research, the
primary data collection method is used through both survey questionnaires and in-depth
interview.

3.3 Subjects for Study

3.3.1 Units of Analysis and Observation
The following sample was drawn from people working at Live Support Team (LST)
hospital and Korek Telecom, which are two of the private organizations located in the Kurdistan
region. My units of analysis and observation will be the Head of the Human Resources
Management Department (n=1), supervisors (n=10), and employees (n=30).

3.3.2 Sampling Technique for Each Unit of Analysis and Observation

The sampling size for this research was calculated which is 41 employees and supervisors
with the head of the HR departments in LST. Therefore, the Head of the Human Resources
Management, supervisors, and employee were selected by non- probability sampling/ judgmental
sampling technique.
13
3.4 Measurement
3.4.1 Conceptualization of Independent Variables (Motivation, Funds, and Time)
Nominal Definition
Motivation: “A process by which the behavior of an individual is influenced towards a desired
outcome” (Wardell, 2008, p. 3).

Funds: “Is a dedicated stock or flow of financing outside normal government budgetary channels
for the purpose of developing productive skills for work” (Johanson, 2009, p. 1).

Time: “Behaviors that aim at achieving an effective use of time while performing certain goal-
directed activities” (Claessens et al., 2007, p. 262).

Operational Definition: Listing Indicators

I am going to measure “motivation” through the following indicators:
1. Managerial and peer group support.
2. Reward system.
3. Interesting work.
4. Good salary.

I am going to measure “funds” through the following indicators:

1. The amount of money spent on training per year.

I am going to measure “time” through the following indicators:

1. Long- term training or short- term training.

2. Number of hours of training per week.

3.4.2 Operationalization of Independent Variables (Motivation, Funds, and Time)

In order to measure motivation, funds, and time, I prepared questionnaires in a survey (See
Appendix). Also, I had interviews with the Head of the HR department in the LST private
company and asked them the following questions:-

In order to measure Motivation’s indicators, I asked the following questions:

1. Managerial and peer group support:
How managers support employees to be motivated in their jobs?

14
 2. Reward system:
Do you have any reward system? How will employees be rewarded?
3. Interesting work:
Are employees interested in their work? Are they enjoying while working in this
organization?
4. Good salary:
Are employees satisfied with their salary?

In order to measure Fund’s indicators, I asked the following questions:

1. The amount of money spent on training per year.

How many your company sets aside money for training programs?

In order to measure Time’s indicators, I asked the following questions:

1. Number of hours of training per week:

How long your organization trained employees per week?

2. Long- term training or short- term training:

Which one is the perfect style for training employees long term or short term?

3.4.3 Conceptualization of Dependent Variable (Implementation of training programs)

Nominal Definition
Training program: is “the systematic approach to affecting individuals’ knowledge, skills, and
attitudes in order to improve individual, team, and organizational effectiveness” (Aguinis &
Kraiger, 2009, p. 452).

Operational Definition: Listing Indicators

I am going to measure my dependent variable “implementation of training programs” through the
following three indicators:
1. Type of training.
2. Number of workshops, training seminars per month in your organization.

15
 3. Number of employees attending training per month, or per year.

3.4.4 Operationalization of Dependent Variable (Implementation of training programs)

In order to measure the dependent variable which is implementation of training program, I

prepared questionnaires in a survey (See Appendix). Also, I had interviews with the Head of the
HR department in the LST private company and asked them the following questions:-

In order to measure implementation of training program’s indicators, I asked the following

questions:
1. Type of training:
Which type of training do you prefer?
On- the- job training have a positive result or Off- the- job training?
2. Number of workshops, training seminars per month in your organization:
How many workshops, training seminars your organization hold per month?
3. Number of employees attending training per month, or per year:
How many employees attending the training program per month, or per year?

3.5 Data-Collection Methods

The data has been collected by using quantitative research method, such as survey research
and qualitative research method, such as Field research, in-depth interview. For survey research,
the respondents were approached in their organizations and the list of questionnaires was being
prepared. As I prepared closed-ended type of questions by asking the respondents to select the
answer from the list of answers. It is good for my research because the responses, which have
been achieved are easier to calculate and get what is expected to get from the respondents. For
in-depth interview, the respondent was asked some general questions and based on his answers I
moved to other questions. This method is useful for the researcher because new ideas were gifted
about the role of each factor in the training programs in the private sectors.

16
 Chapter Four. Data Analysis

4.1 Introduction:

In this chapter, the methodology applies upon the information gathered through the survey
and interview in both Korek Telecom and Life Support Team (LST), and projected in the form of
charts and graphs. In the data analysis part, the collected data include all factors mentioned in
interview and questionnaires are trying to be analyzed in order to answer the research questions.

4.2 Description of Sample Set

The survey was distributed among 40 employees and interview conducted with the head of
the HR department in LST. As shown in Table 4.1 the age of respondents are divided into four
groups. The age between 20 to 25 years, occupied 20% of the total respondent numbers, 25 to 35
years, 46%, 30 to 35 years, 27%, and above 35 years, occupied 7% of the total number of
respondents.

Table 4.1: Age of respondents.

Age The Number of

Respondents

20- 25 8

25-30 19

30-35 11

Above 35 3

Total number of respondents 41

As it is obvious in Table 4.1, the majority of the respondents are young people who have
some year experiences of jobs. In regard to whether respondents are female and male (see chart
4.1 and Table 4.2), the percentage of male respondents are 57%, which are 24 respondents and
female are 43%, which are 18 respondents.
17
Table 4.2: Subject’s gender Chart 4.1: Gender Distribution

Male 23
female
44% male
Female 18
56%

The survey was distributed among employees in different positions. The number of
employees in different job level of the companies in this research (see chart 4.2) responded to my
survey and the interview were as follow, 10 respondents are in the entry- level positions, 6 are
team members, 3 are team leaders, 5 are Team supporters, 4 are coordinators, 10 are supervisors,
2 respondent are Managers, and for interview 1 respondents are the head of the HR department
in both companies.

Chart 4.2: The Job level of respondents

10 10

6
5
4
3
2 1

4.3 Data Collected by Survey

The data collected by the survey are divided into two parts, the data from Korek Telecom and the
data From LST:-

18
4.3.1 Data collected by survey in Korek Telecom

The survey distributed among 20 employees with 10 supervisors in Korek Telecom, the
information gathered is shown in the Table 4.3. The first five questions related to motivation
indicators, question 6 and 7 to the Funds, question 8, 9, 10 related to time, and other question
related to implementation of training programs. The letter A, B, C, D, and E 1 represent the
answers of employees:

Table 4.3: Questionnaires answered by Korek Telecom’s employees A B C D E

1. My manager supporting me during my job. 1 1 8 10

2. Employees in my organization take the initiative to help other 1 1 9 9

employees when the need arises.

3. Reward system motivating me to do better work. 3 5 7 5

4. I am interested in my work or I am enjoying with my working. 1 2 10 7

5. I am satisfied with my salary. 4 7 7 2

6. I am satisfied with the budget my organization set aside for in 1 3 6 7 3

training.

7. I am getting full equipped during training. 2 3 6 9

8. The company’s time schedule for training is enough to get 2 4 7 7

appropriate training lessons.

9. I am satisfied with the amount of time my supervisor spent with 2 3 4 5 6

me to get training.

10. I will prefer long term training session for improving my ability. 1 1 3 8 7

11. I am satisfied with the type of training my organization offers to 2 1 3 8 6

employees

1
A= Strongly Disagree B= Disagree C= Neither Agree nor Disagree D= Agree E= Strongly Agree

19
12. Getting training in job is better than training myself at home. 3 1 1 12 3

13. Our company gives enough training seminars to employees. 1 3 4 10 2

14. I am satisfied with the job-related training my organization offers. 1 1 2 8 8

15. Attendance at training sessions is important for raising skills. 2 3 9 6

By evaluating the answers of the employees and supervisors, we can understand that there is
a relationship between motivation, funds, and time with training programs. By studying the
answers provided by the respondents we projected three charts to show the correlation between
each variable with training programs as a result of the survey. First, chart 4.3 describes the
correlation between motivation and training programs.

Chart 4.3: Motivation and Training program

0.8

0.6 Manager support

Team support
0.4
Reward system
0.2 Interesting Job
Satisfy with salary
0
Type of Training at Job The number of Job-related Attendence
-0.2 training training training

-0.4

The chart describes how motivation impact on training, each color represents one of the
indicators that I asked them with questions. As we can see there are many fluctuations with
employee’s answers. Interesting job has the largest growth, which is over 0.6 in every point, this
shows that if the employees are interested in their jobs the implementation of training become
more effective. Besides, team support and reward system also have a great impact on training

20
implementation. However, the manager support has an impact on implementation of effective
training programs, but in point of the number of training, the degree decreases to 0.2 but still it
shows a positive impact on training. Also, the chart demonstrates that employees are satisfied
with their salary have a less negative impact on training effectiveness, which is less than 0,
because some of the employees at Korek telecom don’t satisfy with their salary. Finally, the
chart can lead to motivation have a positive impact on the implementation of effective training
programs.

By studying the answer of the survey, chart 4.4 has been projected which shows the
relationship between funds and training program.

Chart 4.4: Funds and Training program

1
0.9
0.8
0.7
0.6
0.5 Budget
0.4 Full equipped
0.3
0.2
0.1
0
Type of Training at The number Job-related Attendence
training Job of training training

Chart 4.4 shows how the fund impact on the implementation of effective training
programs. The result demonstrates that employees with full equipped at training sessions have a
greater impact on training implementation at work. Also, budget recorded some fluctuations, at
the job-related training recorded the lowest degree which is 0.4 and at the number of training
recorded the highest rise, which is over 0.8, but still it is a positive on both points. This refers to
the amount of budget a company set aside for training programs. However, this result leads to
that Funds also have a positive impact on effective training implementation.

The relationship between time and implementation of effective training program is shown in
chart 4.5.

21
 Chart 4.5: Time and Training program

0.8

0.6 Scheduling

0.4 Time spend

long term
0.2

0
Type of Training at The number Job-related Attendence
training Job of training training

The above chart suggests that, scheduling has the greatest impact on training, in type of
training, job-related training, and attendance it rises near to 1, but in the number of training
decreases near to 0.4, but still positive. In addition, the time spent manager with employees in a
training session is impacting positively on training program. However, all employees in the
company chose a long session training program for training. The chart shows that with the long
session of training for employees, training program implemented more effectively.

4.3.2 Data collected by survey in LST

The survey was distributed to 20 employees with 10 supervisors in LST with the same structure
as in Korek Telecom’s. The information is shown in Table 4.4 below:

Table 4.4: Questionnaires answered by LST’s employees A B C D E

1. My manager supporting me during my job. 2 2 3 6 7

2. Employees in my organization take the initiative to help other 2 4 3 5 6

employees when the need arises.

3. Reward system motivating me to do better work. 1 3 4 6 6

4. I am interested in my work or I am enjoying with my working. 3 4 1 7 5

5. I am satisfied with my salary. 3 3 1 8 4

22
6. I am satisfied with the budget my organization set aside for in 3 3 1 7 6
training.

7. I am getting full equipped during training. 2 3 6 9

8. The company’s time schedule for training is enough to get 1 2 4 3 10

appropriate training lessons.

9. I am satisfied with the amount of time my supervisor spent with me 3 3 2 7 5

to get training.

10. I will prefer long term training session for improving my ability. 1 1 2 8 8

11. I am satisfied with the type of training my organization offers to 1 2 9 8

employees

12. Getting training in job is better than training myself at home. 1 10 9

13. Our company gives enough training seminars to employees. 2 3 8 7

14. I am satisfied with the job-related training my organization offers. 1 2 9 8

15. Attendance at training sessions is important for raising skills. 2 3 7 8

By studying the answers we projected three charts to show the correlation between each
variable with training programs as a result of the survey. First, as chart 4.6 describes the
correlation between motivation and training programs is fundamental importance.

23
 Chart 4.6: Motivation and Training program

0.8
Manager support
0.6 Team support

0.4 Reward system

Interesting Job
0.2
Satisfy with salary
0
Type of Training at The number Job-realted Attendence
training Job of training training

The chart describes how motivation impact on training. Interesting jobs, Manager Support,
Team support, and Reward system have great impact on effective implementation of training
programs, which are over 0.6 in every point. Also, the chart demonstrates that employees who
are satisfied with their salary recorded some fluctuation in term of, the highest record is over 0.8
in type of training and the lowest 0.6 in attendance, but still positive at each point. The lowest
degree the satisfy with salary recorded is in training at jobs which below 0.4 and the highest
degree it recorded is in the type of training, which is over 0.8. However, it shows that motivation
has a positive impact on training program.

Chart 4.7 was demonstrated the relationship between funds and implementation of training
programs in LST.

Chart 4.7: Funds and Training program

1
0.95
0.9
Budget
0.85
Full equipped
0.8
0.75
Type of Training at The number Job-realted Attendence
training Job of training training

24
 As we can see in the chart, both the budget and the employee’s full equipped at training
sessions positively impacted on the training effective implementation, over 0.8 at every training
indicators point.

The final chart shows the relationship between time and training programs. As chart 4.8
demonstrated the time spent and long-term have a greater impact, than scheduling on
implementation of training programs.

Chart 4.8: Time and Training program

0.8

0.6 Scheduling

0.4 Time spend

long term
0.2

0
Type of Training at The number Job-realted Attendence
training Job of training training

4.4 Data Collected by interview

The data collected by interview with the head of the HR department in LST, the following
questions were asked and answered by Mr. Hathim:

1. How managers support employees to be motivated in their jobs through training

program?

The managers that are responsible for the training sessions, support new employees in the
program and the current employees who start working their duties, for every circumstances
employee may face in their working lives. Also, we motivate them by every six months line
manager evaluate employees and reward those who have good performance.

2. Do you have any reward system? How will you be rewarded?

25
Of course, employees with the hard working choose to be rewarded monthly. We have a system
called by Bonus System, employee of the month system, every month employee is chosen to be
‘employee of the month’ we choose the best hard working staff.

3. Are employees enjoying in their work?

Some employees are enjoying some not, but those employees who got rewarded enjoyed their
work more than others, and training implements better on them.

4. Are employees satisfying with their salary?

I believe employees will never be satisfied with their salary in any company, but we offer the
best salaries with the current financial crisis in the KRG.

5. If the employees have a high salary does work better than those who have lower?

Yes, but this relies on their positions as I before mentioned. Those who work in top positions
have tough responsibilities than those in the middle or lower positions.

6. How much your company sets aside money for training programs?

There is no a stable amount of money for training programs, it changes yearly depended on their
employee needs, but we set aside for sure because we want training implementation work
effectively with employees.

7. How long your organization trained employees?

Usually, manager train employees before getting work to prepare them for the future careers, if
the manager feels the employee is ready, then he or she starts working and this is done between
30- 40 days.

8. Which one is the perfect style for training employees long term or short term?

We choose both depend on the new employee’s skills and experiences. But usually long term is
preferred by employers.

9. Which type of training do you prefer? Or On- the- job training have a positive result or
Off- the- job training?

26
We prefer On- the- job training. It is better to do work in front of employee’s eyes. This type has
more positive impacts.

10. How many workshops, training seminars your organization hold per month?

The number of training we hold every month is relying on the number of new employees and
work requirements.

11. How many employees attending the training programs per month?

No limited number, while they have the training they should attend all the sessions.

Based on the answers provided during the interview above, it can be analyzed that the head
of the HR department argued motivate employees during training sessions, make the training
implementation more effective while employees perform their careers. Rewarding system has a
significant role of increasing employee motivation. Employees with a good salary, enjoyable
positions, and support from managers and team leaders working harder which means training has
implemented better. Funds available for training programs depended on the organization income,
but if they set aside enough money, the program implemented effectively with employees. Time
for training program is important too, long-term for training sessions, and employees attending in
the sessions enhancing the effective implementation of the program.

4.5 Result

By evaluating the survey, the answers in both companies and the interview, the researcher
clarifies that if the employees were fully motivated, the implementation of training increases.
Funds for training programs also have a positive impact on effective implementation of training
programs. Time for scheduling the training program also leads to effective implementation of
training programs. This result leads the researcher to set up a statement which supports the
research hypothesis that motivation, time, and funds have a positive impact on effective
implementation of training programs.

27
 Chapter Five: Conclusion and Recommendation

5.1 Conclusion

The main reason of this study is to investigate the factors affecting and limiting the
implementation of the training programs at Korek Telecom and LST in the Kurdistan region. The
research has collected different methods of training and different observations and analysis about
training, with its importance. The study described many factors that affect training, but the three
most important factors that emerged to be more responsible in making training effective are
motivation, funds, and time. The research investigates the role of each factor toward, training and
its effectiveness, and how each private sector in the region implements training in order to be
effective for employees. Each factor positively increases the effectiveness of training for
employees.
The data in this research collected in two of the private organizations which successfully
training their employees to hold their careers. The data collected through the survey and in-depth
interview. The sampling size for this research was calculated which is 41 employees and
supervisors with the head of the HR departments in LST.
However, after evaluating the data collected from Korek Telecom and Live Support Team
(LST). The study revealed that both companies motivate employees by rewarding them, with
good salary, and support from managers and teams. Both companies set aside an amount of
budget for training programs and fully equipping their employees with the necessary tools for the
training sessions. Korek Telecom and LST prefer long-term sessions for training, by having a
special schedule for training. Based on this result, the research question of this paper which was
‘What factors do limit effective implementation of training programs in the Kurdistan Region of
Iraq?’. Besides, this result leads to the fact that motivation, funds, and time positively increase
the effectiveness of training programs for employees.

28
 5.2 Recommendations

According to the research results, many recommendations have been proposed that may help in
ensuring effective implementation of training programs at Korek Telecom and LST in the
Kurdistan region, such as:-

1. First, the public organizations in the Krudisatn region should learn from the private
sectors to build a good training program, because most of the public organizations do not
have a training for a new employee while they start their working or managers do not
offer best supporting to help employees.
2. Each organizations, private and public should set a good amount of budget for training
programs in order to enhance effective workforce for the organizations, while they
provide a good amount of budget for employees to feel that they are important for the
organizations and thereby increasing productivity.
3. This research only focuses on three factors that limit the effectiveness of implementation
of training programs. Other factors such as, emotional intelligence, attitude,
environmental factors, etc, should be considered and be further investigated to have a
good training program for the organizations in order to ascertain a more comprehensive
results, which will in turn, facilitate reasons on training and its implementation.
4. The organizations should have a clear policy for selecting staff for training that make
employees to understand the importance of training, their ability, skills, and knowledge to
cope with the environment, and all employees have the same chance to participate in the
programs.
5. The management has to raise employee’s knowledge about the organization culture to
have a well trained workforce. Also, the management has to focus on social factors such
as, low education and old age that prohibit employees to attending training programs.

29
 References:

Aguinis, H., & Kraiger, K. (2009). Benefits of Training and Development for Individuals and
Teams, Organizations, and Society. Annual Review of Psychology, 60:4. 451- 474.

Chiaburu, D., & Marinova, S. (2005), What predicts skill transfer? An exploratory study of goal
orientation, training self-efficacy and organizational supports. International Journal of
Training and Development, 9:2, 110– 123.

Claessens, B., Eerde, W., Rutte, Ch., Roe, R. (2007). A Review of the Time Management
Literature. Time Management Literature, 36:1, 255- 276.

Dias, L. (2014). Training and development. Human Resource Management (2nd Ed., pp. 230-
289). Published by the Saylor Foundation. Washington.

Embrey, M. (2012). Designing and Implementing Training Programs. Managing Access to

Medicines and Health Technologies, 3rded. Published by Management Science for
Health.1027- 1047.

Eric, D. (2012). The Effect of Training and Development on Employee Performance at Accra
Polytechnic. A Dissertation for the degree of Commonwealth Executive Master of
Business Administration.

Geofrey, T., Chelang’a, J., & Oino, P. (2015). Challenges Constraining Effective Employees’
Training in Eldoret Municipal Council in Kenya, Global Journal of Advance Research,
2:7, 1210-1217.
Gusdorf, M. (2009). Training design, Development, and Implementation. Training and
development Instructor’s Manual, 1- 34.

Igbaekemen, G. (2014). Analysis Of Training And Development Management Practices In

Nigeria Banking Industries: A Strategic Literature Review. IOSR Journal Of Humanities
And Social Science (IOSR-JHSS).19: 6. 82- 87.

Invest in Group,. (2014). Harnessing Kurdistan’s Human Potential. Retrieved December 13,
2015, from http://investingroup.org/interview/166/ian-mcintosh ministry-of-natural-
resources/.

30
Invest in Group,. (2014). Untapped Resource. Retrieved December 13, 2015, from
http://investingroup.org/review/173/untapped-resource-kurdistan/.

Invest in Group,. (2015). KRG Worldwide. Retrieved December 13, 2015, from
http://investingroup.org/diplomacy/194/krg-worldwide-kurdistan/.

Ivancevich, J. M. (2010). Human Resource Management 8th ed. Boston: Irwin McGraw-Hill

Kihongo, V. (2011). Factors Inhibiting Effective Staff Training: Cases of Temeke Municipal and
Kisarawe District Councils, Tanzania.Asian Journal of Business Management, 3:2, 123-
130.

Khan, R., Khan, F., & Khan, M. (2011). Impact of Training and Development on Organizational
Performance. Global Journal of Management and Business Research, 11: 7, 63- 68.
Kumar, R. (2011). Research Methodology a step-by-step guide for beginners (3rd ed., p. 1- 366).
Published by SAGE, London.

Jehanzeb, K., & Bashir, N. (2013). Training and Development Program and its Benefits to
Employee and Organization: A Conceptual Study. European Journal of Business and
Management. 5:2, 243- 252.
Johanson, R. (2009). A Review of National Training Funds. The Social Protection Unit of the
World Bank, 922, 1- 102.

Laing, I. (2009). The Impact of Training and Development on Worker Performance and
Productivity in Public Sector Organizations: A Case Study of Ghana Ports and Harbours
Authority. A Thesis submitted to the Institute of Distance Learning, Kwame Nkrumah
University of Science and Technology, in partial fulfillment of the requirements for the
degree of Commonwealth Executive Masters of Business Administration.
Lin, A., & Shariff, M. (2008). Factors Affecting Training Effectiveness. A Study of
Semiconductor Wafer Fabrication Industry in Malaysia. The 4th National Human
Resource Management Conference. 293- 300.

McDaniel, D., & Brown, D. (2001). Manual for Media Trainers: A Learner-Centred Approach
(1st Ed., pp. 1- 127). Published by Asia-Pacific Institute for Broadcasting Development
(AIBD), Malaysia.

31
Mndeme, I. (2011). Factors Limiting Effective Implementation of Training Programs in
Parastatal Organizations in Tanzania: A Case Study of Tanzania Electric Supply. A
Dissertation Submited in Partial Fulfilment of the Requirements for the Degree of Master
of Business Administration (Human Resources Management) of the Open University of
Tanzania.

Mullins, J. Laurie. (2007). Management and organizational Behavior 8th ed. Prentice Hall.
Pearson Education, Edinburg Gate.

Nischithaa, P., & Rao, N. (2014). The Importance of Training and Development Programmes in
Hotel Industry. International Journal of Business and Administration Research Review,
1:5, 50-56.

Noe, R., & Schmitt, N. (1986), The influence of trainee attitudes on training effectiveness, test of
a model. Personnel Psychology, Vol. 39, pp. 497-523.

Punia, K. B., & Kant, S. (2013). A Review of Factors Affecting Training Effectiveness vis-à-vis
Managerial Implications and Future Research Directions. International Journal of
Advanced Research in Management and Social Sciences, 2:1. 151- 164.

Sambrook, S. (2002). Factors influencing learning in work: a comparison of two research

projects (European- and United Kingdom-based). European Educational Research
Journal.1: 3, 522- 537.

Wardell, R. (2008). Motivation and Training Guide for Employers. A training guide for seafood
businesses, 1- 37.

Waziri, F., & Stephen, T. (2013). Factors influencing implementation of training programme in
public organizations in Tanzania: The Study of Temeke Municipal Council. Developing
Country Studies, 3:10, 94- 99.

32
Appendices

33
 Appendices

A. Interview questions for the head of HR department:

1. How managers support employees to be motivated in their jobs?

2. Do you have any reward system? How will you be rewarded?
3. Are employees enjoying in their work?
4. Are employees satisfying with their salary?
5. If the employees have a high salary do work better than those who have lower?
6. How much your company sets aside money for training programs?
7. How long your organization trained employees?
8. Which one is the perfect style for training employees long term or short term?
9. Which type of training do you prefer? Or On-the- job training have a positive result or Off-the-
job training?
10. How many workshops, training seminars your organization hold per month?
11. How many employees attending the training programs per month?

34
 B. Questionnaires for the survey:

This survey asks questions that related to those employees who recently in the training
program or being on the program before.

Age:

Neither Agree nor Disagree

Gender:
Job level:

Strongly Disagree

Strongly Agree
Disagree

Agree
Statements

My manager supporting me during my job.

Employees in my organization take the initiative to help

other employees when the need arises.
Reward system motivating me to do better work.
I am interested in my work or I am enjoying with my
working.
I am satisfied with my salary.
I am satisfied with the bugdet my organization set aside for
in training.
I am getting full equipped during training
The company’s time schedule for training, is enough to get
appropriate training lessons.
I am satisfied with the amount of time my supervisor spent
with me to get training
I will prefer long term training session for improving my
ability.
35
 I am satisfied with the type of training my organization offers
to employees
Getting training in job is better than training myself at home.
Our company gives enough training seminars to employees.
I am satisfied with the job-related training my organization
offers.
Attendance in training sessions is important for raising skills

36

View publication stats