THE IMPACT OF TRAINING PRACTICES ON EMPLOYEES’ PERFORMANCE IN

UGANDA: A CASE OF GULU MUNICIPALITY, GULU DISTRICT

SSENYANGE ZZIWA MARTIN

A RESEARCH PROPOSAL SUBMITTED TO THE SCHOOL OF GRADUATE

STUDIES AND RESEARCH IN PARTIAL FULFILMENT OF THE REQUIREMENT

FOR THE AWARD OF MASTER OF DEGREE IN BUSINESS ADMINISTRATION

(MANAGEMENT) OF UGANDA MARTYRS UNIVERSITY

JUNE, 2021

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 CHAPTER ONE

INTRODUCTION

1.1 Introduction

This study discusses one of the core functions of human resource which is training practices,

employee performance, and how the former affects the latter in Gulu district Local Government

(Gulu district). In this study therefore, training is conceived as an independent variable while

employee performance is taken as a dependent variable. This chapter focuses entirely on the

introductions; clearly pointing out the background of the study, problem statement, overall

objectives, specific objectives, research questions, significance of the study and the scope of the

study.

1.2 Background to the study

The background is presented in four sections: Historical, Conceptual, Theoretical and Contextual

background as guided by Amin (2005).

1.2.1 Historical background

The emergence of employee training started in the United States (U.S) in the period during and

after its involvement in World War II (Aswathappa, 2014). During this period, there was a

dramatic increase in the demand for trained workers brought on by the expanding wartime

economy and by technological innovations. The rise of the U.S. labor movement during this

period also contributed to the growth of employee training. After overcoming substantial

resistance to its establishment during the early 1900s, the U.S. labor movement has become a

strong proponent of training (Aswathappa, 2014). As Appiah (2010) stated, “Although the

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popularity and influence of labor unions has undergone significant change over time, organized

labor has consistently supported extending the availability of education and training seen as

broadening the skill base of its membership” (p. 34). During the post-war period, industries

adopted the lessons learnt about effective training during the war and acquired a major funding

partner, the U.S. military hence Dessler (2015) put it that employee training has played a

significant role in the improving organizational performance in most developed countries like

Britain America and Japan. Employee’s training currently dominate policy agendas worldwide,

Governments and international organizations are recognizing that trainings are essential to

achieving work quality, productivity, effectiveness, organizational goals and general

performance. Consequently, many low income countries, including Uganda, are considering how

to reform their human resource management through training and development to enhance the

employees’ performance (Kiweewa & Asiimwe, 2014). The understanding of the Local

Government systems in Uganda started in 1993 and later came into force by the 1997 Local

Government Act (LGA)

In Uganda, According to the Public Standing Order (2010) from J-a, Uganda promoted Staff

training and Development refers to all activities undertaken to equip public officers with

competences such as: knowledge, skills and the right attitudes to enable them to diligently

perform their duties and responsibilities and to prepare them for future/higher responsibilities.

Consequently, staff training and development in Local Governments in Uganda is guided by the

Public Service Training Policy. Staff training and development for public officers is a

continuous process, which shall be needs-based, planned, carried out and reviewed in

accordance with a Ministry/ Department or Local Government mission and strategic objectives.

However, most of the districts in Uganda did not have clear policies on staff training. There is

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irregular and inadequate support supervision, and staff appraisals are occasional to report

performance.

1.2.2 Theoretical background

There are three theories which underpin this study. These include the Social learning theory,

propounded by Albert Bandura. The social learning theory underscores the indispensability of

surveying and modeling people’s behaviors, attitudes, and emotional reactions. It is a theory that

concentrates on learning by way of observation and modeling (Campbell, 1988). This theory

expressed an understanding of training by emphasizing that training should be developed and

operated within an organization by appreciating learning theories and approaches if the training

is to be well understood. This implies that the success of a training program will depend more on

the organization’s ability to identify their needs and care with which it prepares the program so

that if the trainees do not learn what they are supposed to learn, the training has not been

successful (Decker, 2001).

The second theory to underpin this study is the Behavioral theories that grew out of Gestalt

psychology, developed in Germany in the early 1900s and brought to America in the 1920s

(Kirkpatrick, 1994). The German word gestalt is roughly equivalent to the English configuration

or pattern and emphasizes the whole of human experience (Kirkpatrick, 1994). This theory

underpins that training provides a systematic process of increasing the knowledge and skills of

the staff for doing a specified job by providing a learning experience. It underpins training as the

planned and systematic modification of behavior through learning events, programs and

instructions, which enable individuals to achieve the levels of knowledge, skill and competence

needed to carry out their work effectively. It means that training helps the staff or trainee acquire

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new skills, technical knowledge and problem-solving ability, thereby increasing the performance

of the staff. It also tries to improve skills and add to the existing level of knowledge so that the

employee is better equipped to do his present job, or to mould him to be fit for a higher job

involving higher responsibilities. Thus Employee training is the planned and systematic

modification of behavior through learning events, activities and programs which results in the

participants achieving the levels of knowledge, skills, competencies and abilities to carry out

their work effectively (McCourt & Nazar, 1999).

Third, is the social cognitive theory. This started as the social learning theory in the 1960s by

Albert Bandura. It developed into social cognitive theory in 1986 and posits that learning occurs

in a social context with a dynamic and reciprocal interaction of the person, environment and

behavior. The unique feature of social cognitive theory is the emphasis on social influence and

its emphasis on external and internal social reinforcement. It considers the unique way in which

individuals acquire and maintain behavior while also considering the social environment in

which individuals perform the behavior. The theory takes into account a person’s past

experiences, which factor into whether behavioral action will occur. These past experiences

influences reinforcements, expectations and expectancies all of which shape whether a person

will engage in a specific behavior and the reason why a person engages in that behavior.

1.2.3 Conceptual background

Conceptually, the independent variable of this study is training which refers to a type of activity

which is planned, systematic and it results in enhanced level of skill, knowledge and competency

that are necessary to perform work effectively (Gordon, 1992). Ngirwa (2009) defined training

as a learning process in which employees acquire knowledge, skills, experience and attitudes that

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they need in order to perform their job better for the achievements of their organizational goals.

Training is a systematic process of increasing the knowledge and skills of the staff for doing a

specified job by providing a learning experience. Armstrong, (2008), defined training as the

planned and systematic modification of behavior through learning events, programs and

instructions, which enable individuals to achieve the levels of knowledge, skill and competence

needed to carry out their work effectively. For this study, training will be conceptualized in terms

of orientation, role playing and job rotation. Orientation involves getting new employees

familiarized and trained on the new job within an organization. McCourt & Eldridge (2003)

defined job rotation as a way of developing employee skills within organization involves

movements of employees from one official responsibility to another for example taking on

higher rank position within the organization, and one branch of the organization to another. Role

playing involves training and development techniques that attempt to capture and bring forth

decision making situations to the employee being trained. In other words, the method allows

employees to act out work scenarios.

For this study, performance refers to how the staff is able to effectively manage and present their

tasks to reflect their quality and good service preferred by their organizations (Ologbo & Sofian,

2013). Employee performance indicates the effectiveness of employee’s specific actions that

contribute to attaining organizational goals. It is defined as the way to perform the job tasks

according to the prescribed job description. Performance is the art to complete the task within the

defined boundaries (Otieno et al., 2015). Employee performance can be manifested in

improvement in production, easiness in using the new technology, highly motivated workers. In

this study, employee performance is determined in terms of efficiency, effectiveness and job

satisfaction. Sanneh & Taj (2015) defined effectiveness as an output measure of task or goal

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accomplishment. According to Sanneh & Taj (2015) efficiency is defined as a measure of

resource cost associated with goal accomplishment. Raja et al. (2011) defined job satisfaction as

positive feeling about a job, resulting from is the evaluation of its characteristics.

1.2.4 Contextual Background

Kinyili (2012) argues that a well-trained civil service is expected to be one of the major

foundations of a country. In Uganda’s case, performance of staff at the Local Government has

been reported to be below expectation. In Uganda, report on employee’s performance indicates

that, performance is below expectations as often highlighted in many dailies and other

publications (Kinyili, 2012). Literature reviewed revealed that there are several factors that can

contribute to poor staff performance and the major one is the lack of adequate training for the

employees. This stimulated the researcher’s interest to venture into the area of the effect of

employee’s training on staff performance targeting Gulu district local government.

According to Gulu District Statistical Abstract (2012/2013), the current staffing level of Gulu

District Local Government is as a result of an establishment approved by the District Council in

2007, after the new constitution gave a legal status to the decentralization of local governments.

Gulu District has 11 Directorates namely; Administration, Finance, Works & Technical Services,

Health Services, Natural Resources, Education and Sports, Community Based Services,

Planning, Production, Audit, Council, Boards and Commissions. The district local government

staffing position is still not all that good. A number of departments conduct training of their

staffs to add on their knowledge and skills as per the Public Service Standing Order of 2010. For

instance, Works and Technical Services, Health Services, Planning, Community Services,

Production and Management Support Services. No specific research has been conducted to

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assess the effect of training on employee performance in Gulu District Local Government hence

it is upon with this a background that the researcher will conduct a research to examine the

impact of employee training practices on the staff performance in Gulu District Local

Government.

1.3 Statement of the Problem

According to Waziri & Stephen (2013), training is the major contributor to employee

performance. It is a well-known fact that training enhances skills, knowledge, abilities and

competencies, and ultimately worker performance and productivity in organizations. The Uganda

Public Service Standing Order (2010) and Ministry of Local Governments mandates Gulu

District Local Government to train employees through capacity building, study leave, fellowship

and others. Also, the Ministry of Local Government gives technical support and trains Local

Government officials of Gulu and Uganda as a whole as one of the ways to strengthen human

resource capacity at Gulu District Local Government (GDLG).

GDLG always allocate budget for the purpose of training employees to equip them with relevant

skills and knowledge to improve on their performance. In 2015, the district allocated 6% of the

budget to the employees for training, 7% in 2016, 9.5% in 2017 and 10% in 2018 (Ohcungi,

2018). The Human Resource Department in GDLG used this allocated budget to train employees

though on-the-job-training techniques including ‘orientation program’ designed to help new

employees to learn about their tasks, ‘role playing’ designed to improve or develop upon the

skills or competencies necessary for a specific position, and ‘job rotation’ used to test the skills

and competencies so that they are assigned right place and designation and these were aimed to

improve knowledge, skills and attitudes of employees towards work related tasks (GDLG

Human Resource Manual, 2018).

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However, this budget allocation for employee training purposes seem to have not yielded fruit,

as this is seen from the fact that employees seem not to have performed as expected. For

instance, employees in GDLG cannot do assigned tasks in the right way (efficiently), employee

doesn’t carry out the correct tasks (effectively) and employee have low morale or attitudes

towards work employees are known to exhibit an “I don’t care” approach in the discharge of

their duties. With such devastating performance employee, means that training program in Gulu

District LG have not yielded its purpose (GDLG Evaluation Report, 2019). In this regard

therefore, if these problems persist for longer period without being handled by the responsible

people in the LG, dissatisfaction will spread among the employees and their motivation towards

hard working will stagger. This in turn will definitely continue to slow down GDLG’s endeavor

of achieving its intended goals and objectives. This is what prompts the researcher to investigate

how training practices affects employee’s performance in Gulu District Local Government

(GDLG).

1.4 Purpose of the Study

To examine the impact of training practices on employee performance in Gulu District Local

Government (GDLG)

1.1 Objectives of the study

(i) To establish the influence of orientation on employee performance in Gulu District Local

Government.

(ii) To determine the influence of role playing on employee performance in Gulu District Local

Government.

(iii) To examine the influence of job rotation on employee performances in Gulu District

Local Government.

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1.2 Research questions

(i) What is the influence of orientation on employee performance in Gulu District Local

Government?

(ii) What is the influence of role playing on employee performance in Gulu District Local

Government?

(iii) What is the influence of job rotation on employee performances in Gulu District Local

Government?

1.3 Significance of the study

(i) The final research report will enable the researcher to partially fulfill the requirement for

the award of a Master degree in Business Administration of Uganda Martyr’s University.

(ii) The study will help the management of Gulu District Local Government to appreciate the

relationship between training practices and the challenges related to staff performance in

the organization.

(iii) The research will help in offering guidelines to address the current challenges in Human

Resource Management and eventually improve employee’s performance in Gulu district

local government it will help in expanding the knowledge of H.R officers in the

management of training practices to improve employee performance.

(iv) It will also help Human resource management officers in Gulu District Local

Government to remain relevant amidst other challenges by establishing programs for

managing training practices in order to get better employee performance.

(v) The research will also benefit the future researchers, who will carry out research about

the same topic of training practices and employee performance. Hence, the study will be

a source of reference to future researchers in the same field.

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1.8 Scope of the Study

The scope was based on geographical, time and content considerations.

The study was limited to Gulu district Local Government, Gulu district in Northern Uganda.

Gulu district is selected because there are many employees employed in 11 departments such as

environment, health, finance, technical and others. Hence most of the respondents for this study

will be accessed for data collection from the various parishes and villages. Besides, the Uganda

Public Service Standing Order (2010) and Ministry of Local Governments mandates Gulu

District Local Government to train employees through capacity building, study leave, fellowship

and others.

The research considered periods of 2010-2020 because this is the period when the Uganda Public

Service Standing Order was implemented and GDLG begun to use it. The Uganda Public Service

Standing Order (2010) and Ministry of Local Governments mandates Gulu District Local

Government to train employees through capacity building, study leave, fellowship and others.

1.9 Operational Definitions

Local Government: A local government is a political sub-division of a nation or (in a federal

system) state, which is constituted by law and has substantial control of local affairs, including

the power to impose taxes or exact labour for prescribed purposes. The governing body of such

an entity is elected or otherwise locally selected (Alderfer, 1964).

Training is a type of activity which is planned, systematic and it results in enhanced level of

skill, knowledge and competency that are necessary to perform work effectively (Gordon 1992).

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Employee performance is defined as the outcome or contribution of employees to make them

attain goals (Herbert, 2000) while performance may be used to define what an organization has

accomplished with respect to the process, results, relevance and success Uganda National

Development Program (1995).

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

Mugende (2003) looks at literature review as the systematic identification, location and analysis

of documents containing information related to the research problem being investigated. While

Kumar (2005) argued that, literature review is an integral part of the entire research process and

makes a variable contribution to every operational step in the research. This chapter shows the

various sources of literature related to the topic of the study. The sources include; review of

scholarly journals, government documents, text books, and the internet, newspapers, and papers

presented at the seminars and conferences. The various sources of literature will be reviewed in

relation to the constructs of the conceptual framework.

2.2 Theoretical Review

The study aims to investigate the relationship between training and employees’ performance in

Gulu District Local Government. It is based on Kolb’s (1984) experiential learning theory

framework. The general concept of learning by training through experience is rooted far back

from Aristotle (350 BCE) who wrote that “for the things we have to train before we can do them,

hence we learn by doing them”. This model therefore gives the employee a chance as the learner

to make discoveries and experiments with firsthand knowledge, rather than hearing or reading

about others peoples experiences. Kolb’s (1984) experiential learning theory is built on six

propositions that are;

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Learning is best conceived as a process, not in terms of outcomes. To improve learning in higher

education, the primary focus should be on engaging students in a process that best enhances their

learning - a process that includes feedback on the effectiveness of their learning efforts. As

Dewey notes, “Education must be conceived as a continuing reconstruction of experience: . . .

the process and goal of education are one and the same thing” (Dewey 1897).

All learning is relearning. Learning is best facilitated by a process that draws out the students’

beliefs and ideas about a topic so that they can be examined, tested, and integrated with new,

more refined ideas.

Learning requires the resolution of conflicts between dialectically opposed modes of adaptation

to the world. Conflict, differences, and disagreement are what drive the learning process. In the

process of learning one is called upon to move back and forth between opposing modes of

reflection and action and feeling and thinking.

Learning is a holistic process of adaptation to the world. Not just the result of cognition, learning

involves the integrated functioning of the total person— thinking, feeling, perceiving, and

behaving.

Learning results from synergetic transactions between the person and the environment. In

Piaget’s terms, learning occurs through equilibration of the dialectic processes of assimilating

new experiences into existing concepts and accommodating existing concepts to new experience.

Learning is the process of creating knowledge. Experiential learning theory proposes a

constructivist theory of learning whereby social knowledge is created and recreated in the

personal knowledge of the learner. This stands in contrast to the “transmission” model on which

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much current educational practice is based, where preexisting fixed ideas are transmitted to the

learner.

Kolb (1984) defines learning as “the process whereby knowledge is created through the

transformation of experience. Knowledge results from the combination of grasping and

transforming experience” (Kolb, 1984). The ELT model portrays two dialectically related modes

of grasping experience - Concrete Experience (CE) and Abstract Conceptualization (AC) - and

two dialectically related modes of transforming experience - Reflective Observation (RO) and

Active Experimentation (AE). Experiential learning is a process of constructing knowledge that

involves a creative tension among the four learning modes that is responsive to contextual

demands. This process is portrayed as an idealized learning cycle or spiral where the learner

“touches all the bases” - experiencing, reflecting, thinking, and acting in a recursive process that

is responsive to the learning situation and what is being learned. Immediate or concrete

experiences are the basis for observations and reflections. These reflections are assimilated and

distilled into abstract concepts from which new implications for action can be drawn. These

implications can be actively tested and serve as guides in creating new experiences.

Kolb’s theory is affirmed as a learning theory that confirms all main aspects of active learning

(Anderson & Adams, 1992). It provides theoretical argument of independent learning, learning

by doing, work-based learning, and problem-based learning. The theory has a vast range of

application, including helping trainees realize themselves, helping teachers become reflexive

teachers, identifying learning styles of students, and development of key teacher’s skills. It also

helps in development of group project work and deciding how information and communication

technologies can aid the process of learning.

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Healey & Jenkins (2000) summarized the relevance of Kolb’s theory as: provides ready

directions for application; gives directions for the necessary range of education methods;

provides effective connection between theory and practice. Offers a theoretical argument of

things that many teachers apply and need advice on how to improve their practice; clearly

formulates the importance of students to reflect and the importance of providing feedback in

order to stimulate their studying; helps to rationalize the way of combining learning styles so that

learning can become more effective; without any effort, can be used in all subject areas; can be

used by an individual, by teams, or by whole organizations; and can be used in a particular

lesson, session, or long course of study.

The Kolb’s experiential learning theory has a vast range of application, including helping

students realize themselves, helping trainers become reflexive trainers, identifying learning styles

of trainees, and development of key trainer’s skills. The logic of the cycle is to do very little and

increasing improvements that, when done by many people, lead to significant improvements

later. For instance, if every day the trainers reflects his work and defines one little thing to

change in order to improve his work, then at the end of the year there will be many

improvements. When this procedure is put into practice as a habit or rule, there will be positive

results.

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Figure 1: David Kolb’s Experiential Learning Model (ELM)

Concrete Experience

(Doing an experience)

Active Experimentation
Reflective Observation
(Planning / trying out what
you have learnt) (Reviewing / reflecting on the
experience)

Abstract conceptualization

(Concluding / Learning from

the experience)

Source: (Kolb: 1984).

2.2 Literature Survey

In the real world, organizational growth and development is affected by a number of factors. In

light with the present research during the development of organizations, employee training plays

a vital role in improving performance as well as increasing productivity. This in turn leads to

placing organizations in the better positions to face competition and stay at the top. This

therefore implies an existence of a significant difference between the organizations that train

their employees and organizations that do not. Existing literature presents evidence of an

existence of obvious effects of training on employee performance.

Treven et al. (2015) note that employee competencies change through effective training

programs. It therefore not only improves the overall performance of the employees to effectively

perform their current jobs but also enhances the knowledge, skills an attitude of the workers

necessary for the future job, thus contributing to superior organizational performance. The

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branch of earlier research on training and employee performance has discovered interesting

findings regarding this relationship. Training has been proved to generate performance

improvement related benefits for the employee as well as for the organization by positively

influencing employee performance through the development of employee knowledge, skills,

ability, competencies and behavior (Jayakumar & Sulthan, 2014).

Moreover, other studies for example one by Appiah, B. (2010) elaborate on training as a means

of dealing 30 with skill deficits and performance gaps as a way of improving employee

performance. According to Appiah (2010), bridging the performance gap refers to implementing

a relevant training intervention for the sake of developing particular skills and abilities of the

employees and enhancing employee performance. He further elaborate the concept by stating

that training facilitate organization to recognize that its workers are not performing well and a

thus their knowledge, skills and attitudes needs to be molded according to the firm needs. It is

always so that employees possess a certain amount of knowledge related to different jobs.

However, it is important to note that this is not enough and employees need to constantly adapt

to new requirements of job performance. In other words, organizations need to have continuous

policies of training and retaining of employees and thus not to wait for occurrences of skill and

performance gaps.

According to Kinyili (2012), employee competencies change through effective training

programs. It not only improves the overall performance of the employees to effectively perform

the current job but also enhance the knowledge, skills and attitude of the workers necessary for

the future job, thus contributing to superior organizational performance. Through training the

employee competencies are developed and enable them to implement the job related work

efficiently, and achieve firm objectives in a competitive manner. Further still, dissatisfaction

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complaints, absenteeism and turnover can be greatly reduced when employees are so well trained

that can experience the direct satisfaction associated with the sense of achievement and

knowledge that they are developing their inherent capabilities (Olaniyan & Lucas, 2008). Most

of the benefits derived from training are easily attained when training is planned. This means that

the organization, trainers and trainees are prepared for the training well in advance. According to

Kenney & Reid (1986) planned training is the deliberate intervention aimed at achieving the

learning necessary for improved job performance.

Olaniyan & Ojo (2008) identify the training as being important because it increases

productiveness, improves the good quality of work, increases skills, knowledge, develops the

attitude, enhances using tools, reduces waste, mishaps, turnover, lateness, absenteeism and also

other overhead costs, eradicates obsolesce in knowledge, technologies, methods, items, capital,

management and so forth. It brings incumbents to that level of effectiveness which needs the

performance with the job, enhances your implementation of brand new policies and regulations;

prepares people for achievement, improves the employees’ growth and ensures survival and

growth of the organization.

Medlin (2013) indicates that, to increase the employee’s performance, it is crucial to inspire the

employees by means of satisfying the space in between skills necessary and the owned or

operated by means of staff through delivering applicable training. Farooq & Khan (2011)

concluded that the role of the valuable training is to improve the quality of task process that

brings improvement in the performance of employees.

In summary, there is scanty or no literature on job rotation and employee performance in Gulu

Local Government. However, similar other studies have been carried out in other organizations

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and local governments in Uganda. Findings and conclusions from some of such studies have

been reviewed above.

2.3 Conceptual Framework

According to O’Reilly, (2000), “a conceptual framework is a model of how one theorizes or

makes logical sense of the relationships among the several factors that have been identified as

important to the problem”. The chosen framework explores the relationship between independent

variable and dependent variable. The conceptual framework in this study is as shown in the

diagram below;

Figure 2: Conceptual framework between the training practices and employee’s

performance.
Independent Variables Outcome Variables
Training practices
Job rotation
 Moving through a schedule of
Employee’s Performance
assignments
 Moving employee from one office  Work quality
to another  Efficiency
Orientation
 Introducing new employee with  Job satisfaction
polices
 Introducing new employee with
job responsibilities
Role playing
 Learning from the seniors
 Getting direction from the seniors

Intervening Variables
 Policies and laws
 Funding

Source: (Swart et al. (2005); Modified by the Researcher, (2020)

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Figure1 is the conceptual framework showing training practices and how it affects the

performance of employees. The study is focused on training practices as the independent variable

while the dependent variable comprises of employee performance. The parameters in the

independent variable include job rotation, orientation, and role playing. The parameters of the

dependent variable include efficiency, effectiveness and job satisfaction. The interaction between

all the parameters and attributes of independent variable will have an effect on the dependent

variable. Thus, intervening variable is policies and laws and availability of funds.

2.4 Orientation and employee performance

Orientation can be viewed as a special kind of training designed to help new employees to learn

about their tasks, to be introduced to their co-workers and to settle in their work situation – a

vital ingredient of internal corporate communication (Medlin, 2013). Employee orientation can

be broadly defined as the familiarization with, and adaptation to, a new work environment. It

refers to the process by which a new employee is introduced to the organization, to the work

group, and to the job. Traditionally, organizations approach orientation by describing to the new

employee the organization’s history, structure, fringe benefits, rules and regulations. A more

progressive approach is to view orientation as an opportunity to communicate the organization’s

vision and values, shape the new employee’s values and integrate him/her into the organization’s

structure (Nadler, 2009). The first few months within any organization represent the critical

period during which an employee will or will not learn how to become a high performer.

According to Diamantidis & Chatzoglou (2014) it is this principle of learning that ensures that

productivity potential is enhanced, while, simultaneously, both the company and employee

expectations are integrated.

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Employee orientation is the procedure of providing new employees with basic background

information about the firm and the job. It is more or less, considered as one component of the

employer’s new-employee socialization process. The socialization process could be seen as an

ongoing process of initialing in all employees the prevailing attitudes, standards, values, and

patterns of behavior that are expected by the organization. Socialization is important for

employee performance and for organizational stability. For new employees, work performance

depends to a great extent on knowing what they should or should not do. Understanding the right

way to do a job is a measure of effective socialization (Nadler, 2009).

New staff in an institution can be welcomed by an orientation program that makes them feel at

ease and like they are an element of the group. Orientation programs differ depending on the

institution, the running style, and the overall managerial culture. An orientation program can

provide workers with an appropriate introduction to the company, what’s expected and where

they fit into general goals. According to Richards (2017), Employee orientation program benefits

the company by providing a chance to introduce workers to the basics of the company and their

jobs from an administrative point of view. Workers benefit from learning the vital regulations

and job details and position. Employees will complete essential rules and regulations, obtain and

review the employee manual, learn regarding and sign up for benefits and learn about some very

basic elements of the new position.

Stephen et al. (2013) note that competencies of an employee vary through effective orientation

programs. It therefore not only improves the general employees ‘performance to effectively

perform their present jobs but also enhances the knowledge, skills, and attitude of the workers

necessary for the future job, thus contributing to superior organizational performance.

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The earlier research branch on orientation and employee performance has revealed interesting

results regarding this relationship. Orientation has been proved to generate performance

improvement related benefits for the worker as well as for the organization by absolutely

influencing employee performance through the development of worker knowledge, skills, ability,

competencies, and behavior (Appiah, 2010).

According to Stephen et al. (2013), the competencies of an employee vary through effective

orientation programs. It not only improves the general employees’ performance to effectively

perform the present job but also enhance the knowledge, skills, and attitude of the workers

necessary for the future job, thus contributing to superior organizational performance. The

competencies of a worker through orientation are developed and allow them to apply for the job-

related work efficiently and achieve firm objectives in a competitive manner.

Tour facility and introduction to colleagues help new employees being familiar with the working

place or environment he/she is in. Various studies have been carried out on workplace

environment as a factor that determines employee performance. In his study, Tamessek (2009)

analyzed the extent to which employees perceive their workplace environment as fulfilling their

intrinsic, extrinsic, and social needs and their need to stay in the institution. He also analyzed the

impact of perception of workplace environments on employee commitment and turnover in the

organization, he concluded that if the new employees are given with enabling workplace

environmental support which is orientation, in this case, they will be extremely satisfied and

show a high level of commitment towards their institution and hence low turnover rate.

According to Messenger (2004) and Golden (2012), A positive effect on job performance and

productivity can result in the capability of employees to choose their working time arrangements.

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Conversely, ignoring this issue of working hours in working place may lead to a situation in

which employees act contrary to the organization’s interests, through increased absenteeism,

lateness, reduced focus on the job tasks, attention being diverted to personal matters, and

ultimately searching for alternative jobs and resigning (Ali, Ali, & Adan, 2013).

An employee handbook success hinges on what is included and how you state policies. Writing

clearly, in an understandable manner, and reflect the culture of the business is the first rule for

writing a winning playbook. Time is required to learn about local and state requirements, plus

federal requirements since some policies have to be in the manual by an act. Other policies

should be in the handbook to protect the employer. Inc. Staff (2010) adds that no matter the

reason behind the policies, all should be enforced in a consistent manner.

Under goals and job expectations, there is employee role and responsibility which goes with job

descriptions. In some cases, lack of a job description causes employees to emphasize the wrong

aspects of their jobs. A job description should not only contain the responsibilities a worker is

expected to execute but also a ranking of the value of each function. Job descriptions prevent

workers from a misunderstanding which work is theirs, reducing instances of work not being

done because someone thought the task was not in her job description or work is the same as

another because more than one employee assumed they were responsible for a task. Employees

who know not only what they’re supposed to do but also what their peers’ responsibilities

become stronger team members (Ashe-Edmunds, 2017).

Mentoring helps in nourishing and relaxing the workers’ behavior because it guides them to

expand and adjust themselves in their working environment. Most of the companies consider

mentoring as a cost saving activity as its managing is less expensive. Mentoring provides a high

23
return in the form of delivery and transferring of knowledge and educating each other about how

to attain the organizational goals. Seniors and professionals in the form of mentors share their

information and experience with mentees which create and develop in them a deeper sense of

loyalty to the organization and increase their commitment to their tasks (Ofobruko and

Nwakoby, 2013).

2.5 Role playing and employee performance

Role playing involves training and development techniques that attempt to capture and bring

forth decision making situations to the employee being trained. In other words, the method

allows employees to act out work scenarios. It involves the presentation of problems and

solutions for example in an organization setting for discussion. Afshan et al. (2012) posits that

trainees are provided with some information related to the description of the roles, concerns,

objectives, responsibilities, emotions, and many more. Following is provision of a general

description of the situation and the problem they face. The trainees are there after required to act

out their roles. This method is more effective when carried out under stress-free or alternatively

minimal-stress environments so as to facilitate easier learning. It is a very effective training

method for a wide range of employees for example those in sales or customer service area,

management and support employees.

Role-play has been used as a learning tool for a long time. Without defining it as such, role-play

is utilized as a basic tool of life. Whenever individuals project a kind of ‘what if’ scenario for the

future, they indulge in some type of a role-play. They are projecting themselves into an

imaginary situation where, although they cannot control the outcome, they can anticipate some

or all the conditions and ‘rehearse’ their performance, in order to influence the outcome, which

24
ultimately contributes to their learning (Barshaw & Ingram, 1996; Harbour & Connick, 2004-

2005; The Quality Improvement Agency for Lifelong Learning, 2008). In a learning

environment, role-play has been rated to be a flexible and effective tool to transfer knowledge

and skills (Blanchard & Thacker, 2004; Harbour & Connick, 2004-2005; Rae, 1993; Professional

Role-Players, 2011). Learning can occur in various ways, and training is one of them.

Many researchers have discussed the successful use of role-play as a training tool in many

different scenarios (Bartle, 2007; Bashaw & Ingram, 1996; Baumgartner, 2001; Davis & Davis,

1998; Harbour & Connick, 2004-2005; Turner, 1996). However, Davis and Davis (1998) as well

as Professional Role-Players (2010) describe role-play as an activity where a limited number of

learners take on specifically assigned and well defined roles, act out an encounter that involves a

goal or problem and denotes a cluster of prescribed behaviours associated with particular

positions. For example, when being a sales agent, manager or trainer each role carries certain

expectations. A facilitator and/or other learner may watch the roleplay and critique it afterwards.

The concept of roles comes from the field of sociology where role-players assume individual

roles in a hypothesised social group and experience the complexity of establishing and

implementing particular goals within the fabric established by the system. The use of role-play

has been practiced as a simulation method since the 1920s where it was used in politics, by

company executives in dealing with change and international relations contexts, including model

League of Nations organisations, which gave rise to model United Nations simulations. Mock

trials and model legislatures, such as the YMCA Youth in Government programme, are some of

the examples of political role-play (Fripp, 1993; Rilstone, 1994).

25
Role-plays are also used for various purposes such as therapy, skills development, etc. However,

in skills development programme, which is the research study’s area of focus, role-play is used

in diagnosing and analyzing a particular role. This entails training learners the content of the role

and providing them an opportunity to practice a specific role, and evaluating how well they can

actually play the role (Barshaw & Ingram, 1996; Bartle, 2007; Davis & Davis, 1998; Turner,

1996).

Role-players depending on the environment are used to determine the actions of their characters

based on their characterization, and the actions succeed or fail according to a system of rules and

guidelines. Within the rules, they may improvise freely. Their choices shape the direction and

outcome of the games (Baumgartner, 2001; Davis & Davis, 1998).

Harbour and Connick (2004-2005) indicate that the drawback of using role-play is that

facilitators in skills development programmes often schedule a role-play exercise at the end of a

course. This is done to gather information and assess how well the role-players have understood

the training. Consequently, leaving it until the last minute can cause the dreaded role-play to

loom in the learners’ minds, causing a negative distraction throughout the course. This does not

imply that role-play is not a useful tool, but that facilitators must introduce learners to the role-

play experience gradually by conducting mini role-plays at an early stage and throughout the

training. This serves a double -purpose: it de-mystifies the experience so that learners become

more comfortable with the idea of ‘performing’ in public, and, it more fairly shows role-playing

to be a good tool for rehearsing life and work, which is its main function (Fripp, 1993).

To illustrate the value of role-playing, Harbour and Connick (2004-2005) provided the following

theatre analogy: “Actors spend hours rehearsing a twenty minute scene. They do it again and

26
again to get it right; to get the behaviours and the relationships right, to make sense of the scene

and to understand the issues. They get feedback in the form of notes from the director, which

they will immediately apply to the work in hand. They carry on in this way until it is perfect and

the scene becomes part of them”.

The above illustration does not suggest that those in learning and development situations should

become actors and rehearse their life scenarios for hours on end. However, the principle is the

same, in that the learners in training also need to practice the knowledge acquired until they are

able to perform it, which benefits the learner’s performance.

Hope and Vavra (1996) also state that when para-professional HelpLine employees are asked

about the most helpful part of training and supervision, they invariably mention the opportunity

to act out and practice skills in role-plays. Therefore, roleplays assist in building skills and

confidence; identify individual training needs as well as personal issues of HelpLine staff that

could interfere with job performance effectiveness.

Barshaw and Ingram (1996) agree on the benefits of role-play by pointing out that organisations

can use a learners’ performance in role-play exercises as a partial predictor of readiness for field

selling. Accordingly, role-play can serve as an indicator of training cycle time, indicating the

duration of the training before a learner starts with another group and before the sales learner

qualify as an agent and start selling. The better the role-play performance in training, the faster

the learner will move to the next step in the training sales cycle time. Additionally, because role

plays can be involving, both in emotional and cognitive ways, it can also be used to help people

understand others, and the positions of others. For example, a person can role-play a position

with which they disagree, to better understand that position (Bacal, 2010).

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According Yardley-Matwiejczuk (1997), the success of role-play technique depends on the

judgement of those observing the role-plays. The skill of effective observation is as critical as the

skill of role-playing. Moreover, the success of this method depends on the role-players’

(learners’) willingness to participate in and adjust to the planned role. The learners’ behaviour,

speech and feelings during the role-play form the basis for self-appraisal and feedback the

observers. As a result, they will learn behaviours, words and approaches that are effective. Errors

can be made and learned in a risk-free environment where the consequences are not too costly

(Turner, 1996; Rae, 1993).

Hattingh and Kenwright (2002) as well as Van Rooyen and Prinsloo (2002) argue that this

integration provides learners with an opportunity to demonstrate applied competence, i.e. the

integration of practical, foundational and reflexive competence, and also the integration of

knowledge, skills, theory and practice (INSETA, 2004).

2.6 Job rotation and employee performance

According to Jorgensen et al., (2005) job rotation is considered as an alternate tool for job

designing, that allow employees to know about different jobs skills from different departments, it

also eliminate employees fatigue caused due to boring job assignments, these new challenges

motivate employees again which also increase employees morale to improve output. The

challenges faced by the employees in the new assignments can encourage them to gain

enthusiasm and improve their morale in the work environment (Jorgensen et al., 2005).

According to McCourt & Eldridge (2003) job rotation as a way of developing employee skills

within organization involves movements of employees from one official responsibility to another

28
for example taking on higher rank position within the organization, and one branch of the

organization to another.

Job rotation is a strategy conducted by organizations either private or public to improve

employee performance and productivity (Schultz 2010). Job rotation is implemented in line with

the business goals and human resource strategies of the organization. Job rotation can also be

used to alleviate the physical and mental stresses endured by employees when working in the

same position, year after year. By allowing employees to rotate to other positions, the risk factors

for some types of musculoskeletal disorders may be reduced. Individuals learn several different

skills and perform each task for a specified time period.

There are different reasons a company may choose to utilize job rotation such as using job

rotation as a learning mechanism. There are significant benefits that may outweigh the costs

involved with training employees for diversified positions. As a learning mechanism, employees

are given the opportunity to learn necessary skills which can help them to advance within a

company. This employment opportunity also has the effect of boosting morale and self-efficacy.

The company may benefit from using job rotation by having the ability to keep key staff within a

company. This practice may allow a company to run more efficiently, and as a result, become

more productive and profitable.

Job rotation helps workers to understand the different steps that go into creating a product and/or

employee performance, how their own effort affects the quality and efficiency of production and

customer service, and how each member of the team contributes to the process. Hence, job

rotation permits individuals to gain experience in various phases of the business and, thus,

broaden their perspective. It is also believed that job rotation has the ability to decrease the

29
amount of boredom and monotony experienced by employees who work in the same position for

extended periods of time.

Job rotation is also practiced to allow qualified employees to gain more insights into the

processes of a company, and to reduce boredom and increase job satisfaction through job

variation. Job rotation benefits employees who participate by reducing job burn-out, apathy, and

fatigue, which ultimately increase the level of employee satisfaction and motivation (Plowman,

2012). Not all employees are open to the idea of job rotation. Higher performers compared to

under performers are likely to like job rotation because it is perceived to add to a greater

improvement in skills (Khan, 2010).

The role that training can play in human resource development, especially in organization cannot

be over-emphasized. Ajidahun (2007) states that one advantage of staff training is that it

improves job performance and therefore promotes management efficiency Similarly, Stoner et

al. (2002) suggest that “training programmes should be directed towards improving efficiency

and job performance”.

Chandan (2000) states that “training is a short term process utilizing a systematic and organized

procedure by which non-managerial personnel learns technical knowledge and skills for a

definite process”. Yesufu (2000) also agrees that “training of personnel enhances productivity”

and “education and training are generally indicated as the most important direct means of

upgrading the human intellect and skills for productive employment”.

According to Campion, et al (1994), job rotation produces two beneficial effects. First, an

employee who rotates accumulates experience more quickly than an employee who does not

rotate. Hence job rotation is noted as an effective tool for career development. Second, an

30
employee who rotates accumulates experience in more area than an employee who does not

rotate. Hence, if an employee rotates more frequently, it is easier to train him to become a

generalist.

Cosgel & Miceli (1998) report that, job rotation produces innovation by improving a firm’s

ability to generate and respond to change. “Process style” innovation is produced because of

workers knowledge of the overall relationship among tasks, “allowing workers to apply their

knowledge of one task to the improvement of others”. Rohr (2000) reported that job rotation

“provides an organizational overview, encourages interdepartmental cooperation, bring fresh

viewpoints to otherwise stagnant sections.

Malinski (2002) sums the benefits as “reductions in boredom, work stress, absenteeism, and

turnover and an increase in innovation, production, and loyalty.” Job rotation and cross-training

can benefit both the employee and employer. The workforce learns new skills and experiences

less monotony from performing the same tasks over and over.

Jans and Frazier, (2001) write, an employee who rotates is competent in skills that are not

necessarily performed in their normal duties making them more responsive when change is

necessary. It also contributes to career satisfaction by sharing the good and bad assignments, and

provides an organization the ability to rapidly fill vacancies.

According to Bennett (2003), job rotation can lead directly to the accelerated development of

new staff members; Enabling staff to work in different areas of the organization through cross-

functional job rotation and job swaps can contribute to employees’ knowledge of the

organization and its functions; cross-functional job rotation can lead to a greater understanding

by employees of the many functions of the organization; job rotation can contribute to the

31
development of social and individual human capital by enabling employees to develop new

relationships with other employees across the organization as well as gaining on-the-job

experience; skill diversity may help employees to meet the minimum qualification of jobs for

future career advancement; employees may make a more serious commitment to their career

when an organization invests time in an employee and develops their abilities; and various job

assignments can make employees’ work more enjoyable and provide more skills to avoid

redundancy.

In addition to the opportunity to learn new skills through job rotation, other benefits of job

rotation programs for employees are highlighted by Indiana University (1997), including:

Increased job satisfaction; Broadened work experience; Greater job variety; perspectives on

individual responsibilities; and Personal self-development.

Emphasizing the benefits of job rotation to the organization, Earney and Martins (2009) state that

managers can use job rotation programs to develop their staff with potential to meet future

departmental goals.

In addition, Olorunsola (2000) states that job rotation is a powerful tool that can be used to align

employee values and organization goals. Engel et al. (2003) suggests that “job rotation exercise

identifies one potential solution to recruitment problems”.

2.8 Employee’s Performance

Performance of employees related to their jobs has been a major concern for both organizations

and researchers. For decades, organizations and researchers have been seeking diverse means to

enhance or improve employee’s performance. Thus in its simple definition, job performance is

32
the employees’ behaviors or actions associated to the aims or goals of the organization in

question” (McCloy et al., 1994).

According to (Krietner, 1995), employee performance is about aligning the organizational

objectives with the employee’s agreed measures, skills competency requirements, development

plans and the delivery of results. The emphasis is on improvement, learning and development in

order to achieve the overall business strategy and to create a high performance workforce.

Employee’s performance means how well employees perform on the job and assignments

assigned them measured against the generally accepted measure of performance standards set by

their companies. Employees can be said to have performed when they have met the expectations

and performed up to standard (Donald, 2006).

Employee performance is the vital element of any organization and the most important factor for

the success of the organization and its performance. It is true that most of the organizations are

dependent on its employees, but one or two employee cannot change the organization’s destiny.

The organization “performance is the shared and combined endeavor of all of its employees.

“Performance is the key multi character factor intended to attain outcomes which has a major

connection with planned objectives of the organization” (Mwita. 2000).

Kenney et al. (1992) stated that employee’s performance is measured against the performance

standards set by the company. There are a number of measures that can be taken into

consideration when measuring performance for example using of productivity, efficiency,

effectiveness and quality measures (Ahuja 1992).

Efficiency refers to an input-output relationship that is maximum work achieved for a minimum

time or result. It is a notion of ‘Optimization’ whereby maximum satisfaction is obtained for a

33
given out lay of resources. Effectiveness is referred to how frequently and perfectly human or

machine are able to carry out a task leading to a required output that always resulted to an

Organizational efficiency. Effectiveness is therefore a means to an end” (Stoner 1996).

Productivity is expressed as a ratio of output to that of input (Stoner, Freeman and Gilbert 1995).

It is a measure of how the individual, organization and industry converts input resources into

goods and services. The measure of how much output is produced per unit of resources

employed (Lipsey 1989). Quality is the characteristic of products or services that bear an ability

to satisfy the stated or implied needs (Kotler & Armstrong 2002). It is increasingly achieving

better products and services at a progressively more competitive price (Stoner 1996).

George and Jones (2002) state that managing employee performance every day is the key to an

effective performance management system. Setting goals, making sure the expectations are clear,

and providing frequent feedback help people perform more effectively. According to Habeck et

al. (2000), the following helps in the management of day to day employee performance:

Progressive discipline: Progressive discipline is a process for dealing with job-related behaviour

that does not meet expected and communicated performance standards. The primary purpose for

progressive discipline is to assist the employee to understand that a performance problem or

opportunity for improvement exists.

Clear performance expectations in team building: Habeck, et al. (2000) state that clear

performance expectations are a critical factor in teamwork success. The employee’s goal is to

develop a project team, departmental team, or a sense of teamwork company-wide with clear

performance expectations to support teamwork success.

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Kreitner & Kinicki (2007) add that an organization’s structure, culture and leadership skills can

also hinder or facilitate a worker’s performance. In a major changing environment, an

organization’s structure is likely to change and probable cultural clashes can be expected

(Martin, 2003). This uncertainty and vagueness may impact on the workers and in turn negative

reactions can be anticipated. The key to successful performance management is to retain good

workers and simultaneously increase their work output. According to Crow and Hartman (2007),

managers improve work performance with goal setting, monitoring and evaluating, providing

feedback and coaching and continuously rewarding employees.

2.9 Research gaps

Although several researchers have carried out a number of studies on the training practices and

employee performance in the world at large, it should be noted that most of these studies, if not

all, have been carried out in different locations of the world at large but no literature is available

for Gulu District Local Government, hence, making the researcher to carry out a study on

training practices and employee performance; a case of Gulu District Local Government.

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 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter describes the frame work within which the research will be conducted. The chapter

presents the research design, study population, sample size and sampling techniques, data

collection instruments, validity and reliability of research instruments, procedure and data

analysis, ethical issues, limitations and delimitation.

3.1 Research design

Research design is the structuring of investigation aimed at identifying variables and their

relationship to one another. This is used for the purpose of obtaining data to enable the

researcher test hypothesis or answer research questions. It is an outline or scheme that serves as a

guide to the researcher in his effort to generate data for his study. The study employed the cross-

sectional study design. This design is preferred because it is a time honoured traditional approach

recommended for scientific, management and social researches. It appropriate for this academic

research because it is time bound and more so calls for in-depth understanding of the subject

under study (Bordens & Abbott, 2011). The collection and analysis of data made use of

quantitative and qualitative approaches.

Both quantitative and qualitative research approaches was adopted because it provided a

snapshot into the outcome of study and the characteristics associated with it, at a specific point in

time (Bland, 2001). The quantitative analysis helped to determine the relationship between

training and employee performance while the qualitative analysis provided a more

36
comprehensive understanding of the way the relationships manifest (Fassinger & Morrow,

2013). Thus the study was able to make statistical inferences and carry out an in-depth analysis.

3.2 Study area

The study was conducted in Gulu District Local Government (GDLG). Gulu District is located in

Northern Uganda between longitudes 30-32 degrees East and latitudes 02-4 degrees North. It is

bordered by Amuru District in the West, Lamwo District in the North East, Pader District in the

East, Lira District in the South East, Oyam District in the South and Nwoya District in the South

West. The total land area of Gulu District is 3,449.08 sq km (1.44 % of the Uganda land size).

96.9 sq km (0.8 %) is open water. The District headquarters is 332 km by road from Kampala

and through the Great North Road that gives access to the Sudan and Democratic Republic of

Congo. Gulu District is chosen because it is a major town or a town at the centre of Northern

Uganda where most training are organized for employees in other districts, but with without

exception of Gulu district employees.

3.3 Study Population

A population is normally defined as a large collection of persons or objects that are the main

focus of a research (Hassan, 2017). Researches are done for the advantage of the population.

According to Gulu District Statistical Abstract (2018/2019), Gulu District Local Government has

approximately 1,050 employees working in different directorates. Nevertheless, the researcher

cannot test every person in the population as it is too expensive and time-consuming due to the

big size of the population, the reason why the researcher relied on sampling techniques.

Therefore, the population of interest in this study was 270 employees from Gulu District Local

Government (Gulu District Statistical Abstract, 2018/2019).

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Table 3.1: Population Distribution
Category Target population
Administration (Management) 20
Works & Technical Services 40
Audit 5
Finance & Planning 15
Education and Sports 30
Health Services 40
Community Based Services 20
Production & Marketing 10
Council 30
Service Recipients 60
Total 270
Gulu District Statistical Abstract, 2018

3.3 Sample Size Determination

A sample size is an element of the population selected for a study or experiment (Creswell

(2005). The population of interest in this study was Gulu District Local Government. According

to Research Advisors (2006), the formula used for sample size distribution calculations was:

n= X2*N*P* (1-P)
(ME2* [N-1]) + (X2 *P* [1-P])
Where:
n= sample size
X2= chi- square for the specified confidence level at 1 degree of freedom
N= population size
P= population proportion (.50 in this table)
ME= desired margin of error (expressed as a proportion)
The sample size of this study will therefore be 161 respondents.

38
 Table 3.2: Population, sample size and sampling Technique
Category Target population Sample Size Sampling technique
Administration (Management) 20 12 Purposive sampling
Works & Technical Services 40 24 Simple random sampling
Audit 5 3 Purposive sampling
Finance & Planning 15 9 Purposive sampling
Education and Sports 30 18 Purposive sampling
Health Services 40 24 Simple random sampling
Community Based Services 20 12 Simple random sampling
Councilors 30 18 Simple random sampling
Service Recipients 60 35 Simple random sampling
Total 270 161
Gulu District Statistical Abstract, 2018

3.4 Sampling Techniques

Sampling techniques are the methods used to represent samples from a population regularly in a

way that the sample facilitated determination of some assumption about the population (Graw-

Hill, 2003). Two sampling techniques were used to select study respondents and these are simple

random sampling and purposive sampling techniques.

According to Teddlie & Yu (2007), a simple random sampling is one where each unit (persons,

cases, etc.) in the available population has an equal possibility of being included in the sample,

and the chance of an element being selected is not affected by the selection of other elements

from the available population (the selections are made independently). Simple random sampling

will be on different categories of respondents i.e. Works & Technical Services, Health Services,

Community Based Services, Boards and Commissions, and Council. This technique helped the

researcher to capture all the categories of population under study (Sekaran, 2003).

39
Purposive or judgmental sampling is a strategy in which particular settings persons or events are

selected deliberately in order to provide important information that cannot be obtained from

other choices (Maxwell, 1996). It is where the researcher includes cases or participants in the

sample because they believe that they warrant inclusion (Creswell, 2005). The Administration,

Audit, Finance, Education and Sports, Planning and Production at GDLG were purposively

selected. Purposive sampling technique was preferred because the intention is to select people

who were much involved in staff training programs.

3.5 Sources of data

3.5.1 Primary data collection

Primary data was collected to obtain the original information from respondents through gathering

data relevant to the study. Questionnaires and interview manuals were used to gather primary

information. Primary data was obtained from respondent at Gulu District Local Government.

3.5.2 Secondary data collection

Secondary data was important to supplement the primary data collected. This information was

obtained from Gulu District Statistical Abstract (2015-20) and text books, internet and other

materials such as journals, newspapers among others that are relevant to the study. This kind of

data collection method was also important to the study specifically in the literature review.

3.6 Data Collection Methods

Data collection was done using both the qualitative and quantitative data methods.

40
3.6.1 Questionnaire

Kothari/, (2004) stated that questionnaire is a tool employed to reduce bias and it gives the

respondents convenient time. A Questionnaire is a carefully designed instrument for collecting

data in accordance with the specifications of the research questions and hypothesis (Amin,

2005). Questionnaire is a pre-formulated written set of questions to which respondents record

their answers, usually within rather closely defined alternatives (Sekaran, 2003). The structured

questionnaire was considered appropriate as it helped the respondents to make quick decisions to

make a choice thereby saving time as well as helping the researcher to code the information

quickly during analysis” (Sekaran, 2003). A five scale likert scale was used to measure the level

of agreement/disagreements of the respondent’s views as it is simple and quick to construct,

reliable and can also be treated as an interval scale. Closed ended are more important because

they provide greater uniformity of responses and are very simple in processing. The reason for

giving all the respondents questionnaires is that the questions are answered according to the

experience and profession of the respondent so from this each respondent would have a different

answer to the same question.

3.6.2 Interview

Interview method was also used by the researcher during his research. Kothari (2004) states that;

it is a useful data collection method especially during the exploratory stage of research, which

help for the researcher to get a real data from the respondents. Mugenda (2003) argued that the

interview method of collecting data involves presentation of oral-verbal stimuli and reply in

terms of oral-verbal responses (face-to-face encounters). Interview can be structured or non-

structured interview. In this research unstructured interview was applied. The purpose of use this

method was to supplement the questionnaire method of data collection so as to obtain the

41
qualitative data that was collected using questionnaires. In other words, it helped to get data that

served as supportive in narrating the effect of training on employee performance.

3.7 Data collection instruments

3.7.1 Questionnaire

The main tool for data collection was the questionnaire. The questionnaire was close ended

where the respondents were constrained to five choices in their answering. The researcher

distributed questionnaires to the officials in Gulu District Local Government and the service

recipients of the Local Government. The study employed two research tools, the face sheet

which was used to collect data on the profile of the respondents; and two research-made

questionnaires, one questionnaire focused on the independent variable that is training, and the

other questionnaire focused on the dependent variable that is employee performance. This

instrument was used on service recipients, community based services, health services, and works

and technical services. The use of questionnaire guarantees reliability of questions and answers

from the respondents. Anonymity makes respondents prefer a questionnaire. Obtaining data from

participants with different methods and experience helped to prevent information bias and thus

increased credibility regarding the information collection (Popper, 2004).

3.7.2 Interview Guide

According to Kothari (2004), an interview is a set of questions administered through oral or

verbal communication or is a face to face discussion between the researcher and the interviewee

or respondent. In this study the researcher will design an interview guide which will help him to

collect data from a very busy respondent’s especially key informants and these are

administration and management, audit, finance and planning, education and sports and

production and marketing. Unstructured interview guide was used in face to face interview. This

42
facilitated the researcher to get in depth information supporting the information got from the

questionnaire and allows for the collection of important information from the key informants on

training and staff performance. The interview guide was used to ensure consistency and

uniformity of the questions asked so as to ensure reliability of the findings of the study. The

researcher posed questions to lead the respondents towards giving data to meet the objectives of

the study and probed them in order to seek clarification about responses provided.

3.8 Data Quality Control (Validity and Reliability)

3.8.1 Validity

According to Barone & Eisner (2012), Validity is often defined as the extent to which an

instrument measures what it purports to measure. According to Amin (2005), content validity

refers to the degree to which the test actually measures or is specifically related to the traits for

which it will be designed. The content validity is determined by expert judgment which requires

experts in the area covered by the instrument to assess its content by reviewing the process being

used in developing the instrument as well as the instrument itself and thereafter make judgment

concerning how well items represent their intended content area. Therefore, the content validity

ratio was used to calculate the Content Validity Index using the formula;

CVI = Total Number of items judged valid

Total Number of items in the Instrument
Table 3.1: Validity of the questionnaire
Total No. of Items No. of items judged relevant CVI
Orientation 8 7 0.875
Role Playing 8 6 0.750
Job Rotation 8 7 0.875
Employee Performance 8 6 0.750
Average 0.8125
Source: Primary data

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The end product gives the content validity of the research instrument. According to Amin,

(2005), if CVI is more than 0.7 then the instrument was valid and since the instrument was more

than 0.7% (0.8125). Qualitative validity of instruments was ensured by processing data into

manageable proportions through editing, coding, and tabulation methods. Data collected was

checked while still in the field to ensure that all questions were answered. Contradictory

information was removed if found infective. By coding, an answer to each item on the

questionnaire was classified into meaning full categories. Tabulation was used to obtain

frequencies and percentages of each item.

3.8.2 Reliability

Reliability is a measure of the degree to which a research instrument yields consistent results or

data after repeated trials (Mugenda & Mugenda, 2003). Qualitatively, the reliability of the

instruments was established through a pilot test of the interview guide to ensure consistency and

dependability and its ability to tap data that answered the objectives of the study. The results

were subjected to a reliability analysis. Quantitatively, reliability was established using the

Cronbach’s Alpha Reliability Coefficient test. Upon performing the test, if the values 0.7 and

above, the items in the instrument was regarded reliable (Bill, 2011). To ensure reliability, the

research instrument was pre-tested to selected 10 respondents to ensure consistency and

comprehensiveness. Furthermore, some consultations with other researchers, supervisors and

peer groups were done to review the research instrument.

44
Table 3.2: Reliability results of the instruments
Variables Number of items Cronbach’s Alpha Value
Orientation 8 0.743
Role Playing 8 0.870
Job Rotation 8 0.759
Employee Performance 8 0.712
Average Cronbach’s Alpha value 0.771
Source: Primary Data

3.9 Data Processing and Analysis

3.9.1 Qualitative Data

All the qualitative data collected from key informants was edited on a continuous basis to ensure

completeness. Data was collected with the use of interview schedules were put into meaningful

and exhaustive categories. Content analysis was the main method of analyzing the data collected.

Data collected was categorized according to emerging themes from each question in the

interview guide. For instance, the categories of data which were handled qualitatively included:

respondents’ understanding of or perception on the training practices and how training practices

influence on employee performance in Gulu District Local Government and what they thought

would be done to improve training and promote employee performance (that is, the

recommendations).

3.9.2 Quantitative Data

Data collected was checked to ensure regularity and accuracy; this was useful in ensuring that

the objectives of the study were addressed. Analysis was done according to the objectives of the

study, data generated by questionnaires were cleaned, edited and coded before analysis is done;

45
then analyzed using the Statistical Package for Social Sciences (SPSS) program. Data in the form

of quantitative measures, frequencies and percentages were run and interpretations were made.

For instance, the categories of data handled quantitatively included: The relationship between

training practices and employee performance in Gulu District Local Government. This meant

that the researcher related indicators of training practices such as job rotation, orientation and

role playing with the employee’s performance. Correlation analysis was used to determine the

relationship between variables. Pearson correlation coefficient and significance levels were used

to test the hypothesis at 95% confidence levels in the correlation analysis. A Positive correlation

meant a positive relationship. A regression analysis was done to determine the degree of relation

between the variables.

3.10 Ethical Consideration

The researcher obtained a letter of introduction from Uganda Martys’ University specifying the

topic and purpose of the study. The researcher formally introduced himself to the administrators

(authority) of Gulu District especially the Chief Administrative Officer (CAO) so as to be

granted permission to do the field survey. It was also paramount to seek the consent of the

respondents if it was okay for them to be part of the study before proceeding with it.

The highest level of confidentially was maintained during and after the field survey and this was

communicated in advance so as to avoid incidences of doubt from respondents. The purpose of

the study was stated very clearly in order to avoid doubts and suspicions.

46
3.11 Anticipated Limitations of the study and Delimitations

The study was limited to purposive and simple random sampling techniques since the study

population was divided into groups and the chance of including a respondent in the sample was

the same in each group, therefore this increased on the sampling errors.

The willingness of the key respondents to give time for interview let alone accurate and timely

information also hampered the study. This was dealt with by making timely appointments and

speaking to such respondents explaining the purpose of the study and then keeping of

information confidential.

The intended instruments for the study were designed for use in developed countries which

rendered them not very inappropriate for studies in Uganda. However, the tool was modified

and tested for reliability and validity to ensure that the results were as representative as possible.

It may take a lot of effort to secure permission and consent to carry out research with GDLG

due to the fact that the officers responsible to grant this permission may initially not be

complacent about the researches intentions in conducting research thus creating unnecessary

delays.

47
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS

4.1 Introduction

The study examined the impact of training practices on employees’ performance in Gulu District

Local Government (GDLG). The study specifically looked at; to establish the influence of

orientation on employee performance in Gulu District Local Government; to determine the

influence of role playing on employee performance in Gulu District Local Government; and to

examine the influence of job rotation on employee performances in Gulu District Local

Government. The study presents descriptive results from questionnaire in form of mean to show

the central tendency of responses in the Likert scale questions. Interview results were also

obtained to explain qualitatively how work environment has influenced the performance of

primary schools in form of quotations and narrative statements as per respondents’ views in

regard to each objective of the study and these supplemented results from the questionnaire.

The study also presents inferential statistics in form of correlations and regressions which show

the nature of relationship between variables and the magnitude of effect the independent

variables has on dependent variable. The chapter also presents the background information of

respondents which shows the common demographic respondents characteristics who participated

in the study.

48
4.1 Response Rate
Table 4.1: Showing the Response Rate
Instrument Distributed Returned Response Rate

Questionnaire 113 107 0.947

Interviews 48 45 0.938

Total 161 152 0.944

Source: Primary Data (2021)

The response rate is 0.944. This is sufficient to indicate the number of people who responded

were sufficient to give responses that the researcher based on for proper investigation (Amin

(2005) as agreed above 0.7.

4.2 Key Characteristics of the Respondents

The key characteristics considered for the different respondents included gender, age group,

highest level of education, marital status, period worked in the institution and department of the

respondents. This was done to give the user of this information a clear picture of the attributes of

the sample from whom the data was collected.

Table 4.2: Summary of Key Characteristics of Respondents

Aspect Particulars Frequency Percentage (%)

Gender Female 63 41.4

Male 89 58.6
Age 18 to 25 years 28 18.4
26 to 33 years 47 30.9
34 to 41 years 50 32.9
Above 42 years 27 17.8
Marital Status Single 89 58.6
Married 36 23.7
Separated 15 9.9

49
 Divorced 12 7.9
Highest Level of Certificate & below 38 25.0
Education Diploma 43 28.3
Degree 50 32.9
Masters & Above Degree 21 13.8
Period worked in 1 to 4 years 54 35.5
GDLG 5 to 9 years 53 34.9
10 to15 years 32 21.1
16 and above 13 8.6
Source: Primary Data

Findings summarized in table 4.2 that the majority of the respondents (58.6%) were males as

opposed to females who were (41.14). The results show that all genders within the local

government were considered in the study and were significantly represented, and it also shows

that male respondents were more in GDLG. The majority of respondents (32.9%) were in the age

range of 34 to 41 years compared to (9.0%) respondents above 50 years and this shows that all

age groups within the GDLG were in youthful age because these are still energetic and thirst to

achieve a lot ahead. The single respondents comprised of 58.6% while widowed comprised of

7.9% and this show that single employees are considered to be of greater responsibility and can

therefore be counted on to be abreast with the developments in GDLG. The majority of

respondents (32.9%) had attained Degrees as the least of respondents (13.8%) had Masters and

above and this shows that respondents of the study were sufficiently educated to avail

information on the subject matter. Further, majority of respondents (35.5%) had served for 1 to 4

years while 12.3% had served for 16 years and above and this means the majority of respondents

had worked for more than a year in GDLG.

50
4.3 Descriptive statistics on the influence of orientation on employee performance in GDLG
To understand the influence of orientation on employee performance in GDLG, the respondents
were introduced different statements to have their say. Their responses were computed by
making an aggregate of responses given by respondents to the 5 point Likert scale (1= strongly
disagree, 2 =Disagree, 3 =Not sure, 4 =Agree, 5 =strongly agree), which were categorized
according to their means & standard deviations. Mean values of 3.26 and above meant agreement
whereas mean values of 2.50 and below meant disagreement with the statement whereas mean
values of 2.51-3.25 meant not sure, the Standard deviation of 0.10=low/close variance whereas
the standard deviation of 1.10 and above shows there was wide variance as cited in Tombele,
(2017).
Table 4.3: Descriptive statistics on the influence of orientation on employee performance in
GDLG
Statements N Mean St. Deviation
Orientation helped me to get up in this institution effectively and 151 3.75 1.129
rapidly
Orientation programme helped me to familiarize with the 151 4.21 0.939
institution’s policy and guidelines
Orientation exercise provided me with concise and accurate 151 3.80 1.163
information to make me more comfortable in the job for better
performance
Orientation exercise helped me to have a good understanding 151 4.39 0.822
between me with my supervisor
Effective orientation exercise has helped me to work for this 151 4.20 0.958
institution for some good time
Orientation exercise encouraged me to have confidence and adapt 151 4.16 1.070
faster to my job
Proper orientation helped me to understand their main objectives 151 4.07 1.011
and the work I need to do
Orientation programme helped me to maintain work-life balance 151 4.13 1.112
and give me a greater sense of a secure and flexible job
Average Mean 4.09 1.026
Source: Primary Data, (2021)
51
Table 4.3 above indicates descriptive statistics on influence of orientation on employee

performance in GDLG. Overall, the majority of respondents as indicated by the average score of

(4.09) tended to agree with statements backing up the assertion that for the most cases, the

orientation of employees has a positive influence on performance of employees in GDLG.

However, a standard deviation score of 1.026 indicates the fact that there was a wide spread of

responses on average. The above findings were reaffirmed by the majority of administrators of

GDLG who generally agreed that,

“The local government is committed to orienting all new employees

hired to work with it. During this process, employees are exposed to

different undertakings for example the nature of their new work, how

to take on their identified tasks and responsibilities and what is

generally expected of the employees by the organization. They are

further given a general overview of the organizational working

environment including for example working systems, technology, and

office layout, briefed about the existing organizational culture, health

and safety issues, working conditions, processes and procedures.

52
4.4 Descriptive statistics on influence of role playing on employee performance in GDLG
To understand the influence of role playing on employee performance in GDLG the respondents
were introduced different statements to have their say. Their responses were computed by
making an aggregate of responses given by respondents to the 5 point Likert scale (1= strongly
disagree, 2 =Disagree, 3 =Not sure, 4 =Agree, 5 =strongly agree), which were categorized
according to their means & standard deviations. Mean values of 3.26 and above meant agreement
whereas mean values of 2.50 and below meant disagreement with the statement whereas mean
values of 2.51-3.25 meant not sure, the Standard deviation of 0.10=low/close variance whereas
the standard deviation of 1.10 and above shows there was wide variance.
Table 4.4: Descriptive statistics on influence of role playing on employee performance in
GDLG
Statement N Mean St. Deviation

Role playing entails training learners the content of the role and 152 4.01 1.101
providing them an opportunity to practice a specific role

Institution use a learners’ performance in role-play exercises as a 152 3.82 1.220

partial predictor of readiness for field selling

Role-play serve as an indicator of training cycle time, indicating the 152 4.01 1.110
duration of the training before a learner starts with another group

Role playing is used to help people understand others, and the 152 3.87 1.102
positions of others

A person role-play a position with which they disagree, to better 152 4.15 0.947
understand that position

Role playing stimulates the imagination and enables participants to 152 3.94 1.117
engage with people’s concerns and complexities within a supportive
environment

Role playing has an immediate effect and application, strengthening, 152 4.07 1.034
learning and increasing the probability of using these newly
acquired skills outside of the classroom

Role playing encourages critical thinking, for example, analysis and 152 3.93 1.065
problem solving skills, which is a cognitive learning method

Average Mean 3.98 1.087

Source: Primary Data, (2021)

53
The findings on table 4.4 above illustrate descriptive statistics on influence of role playing on

employee performance in GDLG. Overall, an average mean of 3.98 indicates that overall,

majority of respondents were in agreement that role playing has significant influence on the

performance of employees in GDLG. An average standard deviation score of 1.087 alerts us to

the fact that there was a wide difference in responses. This was further proved by majority of the

administrators who were of the view that;

“the local government apply role playing training techniques in an

attempt to capture and bring forth decision making situations to the

employee being trained. This allows employees to act out work

scenarios. Employees are provided with some information related to

the description of the roles, concerns, objectives, responsibilities,

emotions, and many more. Following is provision of a general

description of the situation and the problem they face. The trainees

being trained are there after required to act out their roles.”

54
4.5 Descriptive statistics on the influence of job rotation on employee performances in
GDLG
To understand the influence of job rotation on employee performance in GDLG the respondents
were introduced different statements to have their say. Their responses were computed by
making an aggregate of responses given by respondents to the 5 point Likert scale (1= strongly
disagree, 2 =Disagree, 3 =Not sure, 4 =Agree, 5 =strongly agree), which were categorized
according to their means & standard deviations. Mean values of 3.26 and above meant agreement
whereas mean values of 2.50 and below meant disagreement with the statement whereas mean
values of 2.51-3.25 meant not sure, the Standard deviation of 0.10=low/close variance whereas
the standard deviation of 1.10 and above shows there was wide variance.
Table 4.5: Descriptive statistics on influence of job rotation on employee performances in
GDLG
Statement N Mean St. Deviation

Job rotation is related to increasing employee performance level 152

3.90 1.167
Job rotation helps in career progression of employee working at 152
the district 3.99 1.010

Through job rotation training and development are addressed 152

4.17 1.028
Job rotation determines the level of satisfaction of employees at 152
the district 4.03 1.153

High participation of training and development contributes to job 152

enrichment and satisfaction 4.03 1.100

Job rotation leads to better cooperation between diverse district 152

departments 4.01 1.007

Job rotation is beneficial to the organization as well 152

4.17 0.995
Job rotation programme in the district has an important 152
significance on employees’ performance 3.93 1.062

Average Mean 4.03 1065

Source: Primary Data, (2021)

55
Table 4.5 above indicates descriptive statistics on the influence of job rotation on employee

performances in GDLG. Overall, the majority of respondents as indicated by the average score of

4.03 were with statements that job rotation positively influence on employees performance in

GDLG. However, a standard deviation score of 1.065 indicates the fact that there was a wide

spread of responses on average. The above findings were reaffirmed by the majority of

administrators of GDLG, who generally agreed that,

“our job rotation programme enables an employee to make a career

in a work place and stand the chance of climbing the leadership

ladder to the top. That is, gaining promotion from one level to

another based on his or her competency, efficiency, productivity, and

effectiveness in the performance of a given task. Our employees who

undergo job rotation get to know and be equipped with the rudiments

of the entire job process thereby making them versatile and

competent to handle any task given to them under little or no

supervision.”

56
4.6 Descriptive statistics on employee performance in GDLG
To understand the employee performance in GDLG the respondents were introduced different
statements to have their say. Their responses were computed by making an aggregate of
responses given by respondents to the 5 point Likert scale (1= strongly disagree, 2 =Disagree, 3
=Not sure, 4 =Agree, 5 =strongly agree), which were categorized according to their means &
standard deviations. Mean values of 3.26 and above meant agreement whereas mean values of
2.50 and below meant disagreement with the statement whereas mean values of 2.51-3.25 meant
not sure, the Standard deviation of 0.10=low/close variance whereas the standard deviation of
1.10 and above shows there was wide variance.
Table 4.6: Descriptive statistics on employee performance in GDLG
Statement N Mean St. Deviation
Employees at the district are committed and performing to 152 4.21 0.939
their full capabilities
District employees at different levels have different job 152 4.01 1.110
responsibilities
Since employees at the district serve the public, they behave 152 4.03 1.153
with discretion
Employees at the district are always on time and there is 152 4.07 1.011
minimal absences from office
Employees believe wholeheartedly in the district local 152 4.12 0.979
government mission, seeking to deliver the best quality public
services to the organization’s clientele
Individuals and teams have clearly defined goals that relate to 152 4.15 1.008
the goals or mission of the district
Employees at the district show a lot of concern of seeing that 152 4.05 0.856
they complete their day’s work
Departmental Heads frequently discuss with the workers their 152 4.21 0.932
task requirements in order to cope well with the district’s
objectives
Average Mean 4.11 0.999

Source: Primary Data, (2021)

57
The findings on table 4.6 above illustrate descriptive statistics on employee performance in

GDLG. Overall, an average mean of 3.98 indicates that overall, majority of respondents were in

agreement that the performance of employees in GDLG was high. An average standard deviation

score 0.999 shows to that there was a close difference in responses. This was further proved by

majority of the supervisors who were of the view that;

“we make sure that our employees’ output are always high so that

the organizational goals and objectives are met. This is possible

through offering effective training that is relevant for equipping

employees with necessary skills and knowledge that can help in

improving their job performance”.

58
4.6 Correlation between orientation, role playing, job rotation and employee performance
in GDLG

A correlation was conducted, and the results interpreted. In order to measure correlation between

orientation, role playing, job rotation and employee performance in GDLG, as reflected in table

4.7:

Table 4.7: Correlation

Independent Variables Dependent Variable Pearson’s r coefficient

Orientation Employee Performance 0.938**

Role Playing Employee Performance 0.979**

Job Rotation Employee Performance 0.985**

Source: Primary Data, (2021)

Table 4.7 illustrates correlations results for orientation and employee performance in GDLG. The

correlation coefficient score (r = 0.938**) with a significance value p = 0.000 level (2-tailed),

shows a strong positive and statistically significant correlation between orientation and employee

performance in GDLG. It implies that effective orientation program will explain high variations

noted on employee performance in GDLG.

The correlation between role playing and employee performance in GDLG reveal that Pearson

correlation (r = 0.979**) with a significance value p = 0.000 level (2-tailed), and meaning role

playing registered strong positive and statistically substantial association with employee

performance in GDLG. Improving role playing will have a strong influence on employee

performance in GDLG since proper role playing moderately accounts for the variations noted in

employee performance in GDLG.

59
The correlation results between job rotation and employee performance in GDLG was strongly

positive correlated and were statistically significant (p < .000) . The study noted that job rotation

and employee performance in GDLG have a positive, statistically significant linear relationship.

This implies that effective job rotation program will have a strong positive influence on job

rotation and employee performance in GDLG explained by a Pearson’s r coefficient value of 985.

4.7 Multivariate Regression Analysis

The researcher transformed variables for training practices by computing means of the study

variable into three(3) main categories listed as: orientation, role playing and job rotation. These

variables were used to run the regression analysis, and the results were as follows:

Table 4.8: Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate

1
.988a .976 .976 1.15510

a. Predictors: (Constant), Orientation, Role Playing and Job Rotation

Source: Primary Data (2021)

As indicated in the table 4.5, the Adjusted R Square value tells us the extent to which the model

of prediction used accounts for variance in the outcome variable. The results above revealed that

97.6 per cent of variance is accounted for by orientation, role playing and job rotation variables.

The remaining 2.4% could be explained by other important factors in determining employee

performance in GDLG.

60
Table 4.9: Summary of Multiple Regression Coefficients
Unstandardized Standardized
Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) 2.344 .492 4.762 .000

Orientation
.201 .037 .181 5.423 .000
Role Playing
.300 .079 .287 3.802 .000
Job Rotation
.484 .073 .534 6.629 .000

a. Dependent Variable: Employee Performance

Source: Primary Data (2021)

Standardized Coefficients (Beta) values of orientation, role playing and job rotation have a small

marginal but positive relationship with employee performance in GDLG.

Job rotation is the construct that accounts for the highest variations noted in employee

performance in GDLG. Every unit increase in job rotation will increase employee performance

by a total of (βeta = 0.534) and a p-value of 0.000 which is less than the α value of 0.05; means it

is statistically significant, provided other independent variables remain constant. The second

contributor is role playing (βeta = 0.287) and but its p-value of 0.000 which is less than the α

value of 0.05; means it is statistically significant, followed by orientation at a βeta value of

0.181) and a p-value of 0.000 which is less than the α value of 0.05; means it is statistically

significant. A comparatively small p-value suggests that a predictor variable is having a big

influence on the employee performance (Anderson et al., 2020). Above results indicates that job

rotation has the highest predictive value although role playing and orientation too made some

contributions. Conclusively therefore, results noted above indicate that orientation account in a

small way for the observed variations in employee performance in GDLG.

61
 CHAPTER FIVE

DISCUSSION OF FINDINGS, CONCLUSIONS AND RECCOMMENDATIONS

5.0 Introduction

This chapter looks at the discussion of the findings, conclusions, recommendations and areas of

further study. This chapter discussed a summary of all the study findings obtained from the field

and conclusions.

5.1 Discussion of the findings

The study provides a detailed discussion reflecting an association relating study revelations and

published literature that was reviewed. The discussion ordered according to the study objectives.

5.1.1 The influence of orientation on employee performance in Gulu District Local

Government

The research results indicate that employee orientation had a positive significant relationship on

employee performance in Gulu District Local Government. This finding can be supported by the

numerous submissions from other scholars. Most of agreed that employees are oriented in their

first week at GDLG where they take through various activities of the institution and the new

environment they will work in and other fellow staff members. This is supported by Medlin

(2013) who viewed orientation as a special kind of training designed to help new employees to

learn about their tasks, to be introduced to their co-workers and to settle in their work situation –

a vital ingredient of internal corporate communication.

62
Most respondents agreed that orientation programme helped them to familiarize with the

institution’s policy and guidelines. The findings relates with he views of Nadler (2009) who

stated that orientation is an opportunity to communicate the organization’s vision and values,

shape the new employee’s values and integrate him/her into the organization’s structure. Most of

the respondents agreed that orientation exercise provided them with concise and accurate

information to comfort in the job for better performance. This is in line with Nadler (2009) who

viewed orientation as a procedure to provide new employees with basic background information

about the firm and the job.

Employees are in good relationship with their superiors since during orientation exercises they

are always given tips on how good relationship would help them to perform better to achieve the

desired results in according with the objectives of GDLG. This is in accordance to Dolan (2011)

who argued that by providing orientation, organization will achieve long term relation with

employees and this method also keeps the employee loyal and maintains good relationship with

their superiors. Further, respondent were in agreement that effective orientation program has

helped employees to stay for long period as they perform expectedly in accordance with the

institution’s objectives. In relation with Dolan (2011) who concluded that there is significant a

relationship between orientation and job training on employee turnover and performance in the

restaurant industry.

Many of respondents suggested that orientation given to new staff as they join the institution has

made them confortable and quickly adapt to the system of GDLG and this has helped them to

perform better. This is relates to the words of Kaiser (2006) who stated that it’s important to

provide all the necessary information to employee so that they would know what organization is

expecting from them and also what they would be expecting with the organization too. Most of

63
employee agreed that proper orientation helped them to understand the main objectives of GDLG

and the work they do. This relates to view of Mckersie & Kaiser (2006) who maintained that

orientation is a process to introduce new employee with company policies, procedure,

organization vision, mission, goals and objective. Employees in GDLG have been in position to

maintain work-life balance as they are well oriented on what exactly is to be done to hit the

target of the institution. Relatedly, Singh (2009) concluded that both organization size and

orientation are important and influential element that help to create job satisfaction, these two

factors are not only the contributor to achieve employee job satisfaction but also its effect on the

overall job performance

5.1.2 The influence of role playing on employee performance in GDLG

The study endeavored to examine the influence of role playing on employee performance in

GDLG. Majority of employees agreed that Role playing entails training learners the content of

the role and providing them an opportunity to practice a specific role. The statement is supported

by (Barshaw & Ingram, 1996; Bartle, 2007; Davis & Davis, 1998; Turner, 1996), who entails

training learners the content of the role and providing them an opportunity to practice a specific

role, and evaluating how well they can actually play the role. A big proportion of respondents

agreed that GDLG apply employees’ performance during role-paly exercise a partial predictor of

readiness for field selling purpose and this improves the performance of employees in the long

run. In accordance with Barshaw & Ingram (1996) agree on the benefits of role-play by pointing

out that organizations can use a learners’ performance in role-play exercises as a partial predictor

of readiness for field selling.

64
Most of employees agreed that role-play serve as an indicator of training cycle time, indicating

the duration of the training before a learner starts with another group. This finding is relation

with view of Bacal (2010), who contented that role-play can serve as an indicator of training

cycle time, indicating the duration of the training before a learner starts with another group and

before the sales learner qualify as an agent and start selling. The better the role-play performance

in training, the faster the learner will move to the next step in the training sales cycle time.

Most employees agreed that GDLG use role playing to help employees understand each other

and the positions of others which helps them to know how things are done in different offices.

Davis & Davis (1998) who stated that role-play is an activity where a limited number of learners

take on specifically assigned and well defined roles, act out an encounter that involves a goal or

problem and denotes a cluster of prescribed behaviours associated with particular positions. It is

further indicated employees in GDLG use people role-play to understand better the position with

which they have disagreement and this gives clear understanding of tasks performed. This

findings is relation with view of Bacal (2010), role-play a person can role-play a position with

which they disagree, to better understand that position.

Majority of employees agreed that role playing stimulates the imagination and enables

participants to engage with people’s concerns and complexities within a supportive environment.

In accordance with Hope and Vavra (1996), when para-professional HelpLine employees are

asked about the most helpful part of training and supervision, they invariably mention the

opportunity to act out and practice skills in role-plays. Therefore, roleplays assist in building

skills and confidence; identify individual training needs as well as personal issues of HelpLine

staff that could interfere with job performance effectiveness.

65
Majority of employees agreed that role playing has an immediate effect and application,

strengthening, learning and increasing the probability of using these newly acquired skills

outside of the classroom. A significant number of employees agreed that role playing encourages

critical thinking, for example, analysis and problem solving skills, which is a cognitive learning

method. This is in line with Van Rooyen & Prinsloo (2002) who argued that this integration

provides learners with an opportunity to demonstrate applied competence, i.e. the integration of

practical, foundational and reflexive competence, and also the integration of knowledge, skills,

theory and practice.

5.1.3 The influence of job rotation on employee performances in GDLG

Majority of respondents were in agreement that at role playing has significant influence on the

performance of employees in GDLG. Most of the respondents agreed that job rotation is related

to increasing employee performance level. In line with Schultz (2010), job rotation is a strategy

conducted by organizations either private or public to improve employee performance and

productivity. Most of employees agreed that job rotation helps in career progression of employee

working at the district. In accordance to Campion et al. (1994), an employee who rotates

accumulates experience more quickly than an employee who does not rotate and therefore job

rotation is noted as an effective tool for career development.

Most of employees agreed that through job rotation, training and development are addressed. In

line with Bennett (2003), job rotation can lead directly to the accelerated development of new

staff members; Enabling staff to work in different areas of the organization through cross-

functional job rotation and job swaps can contribute to employees’ knowledge of the

organization and its functions; cross-functional job rotation can lead to a greater understanding

66
by employees of the many functions of the organization; job rotation can contribute to the

development of social and individual human capital by enabling employees to develop new

relationships with other employees across the organization as well as gaining on-the-job

experience.

Many of employees agreed that job rotation determines the level of satisfaction of employees at

the district. In in line with views of Jans & Frazier (2001) who argued that job rotation

contributes to career satisfaction by sharing the good and bad assignments, and provides an

organization the ability to rapidly fill vacancies. A big number of employees agreed the high

participation of training and development contributes to job enrichment and satisfaction. In in

line with views of Jans & Frazier (2001) who argued that job rotation contributes to career

satisfaction by sharing the good and bad assignments, and provides an organization the ability to

rapidly fill vacancies.

Majority of employees agreed that job rotation leads to better cooperation between diverse

district departments. According to Jorgensen et al., (2005) job rotation is considered as an

alternate tool for job designing, that allow employees to know about different jobs skills from

different departments, it also eliminate employees fatigue caused due to boring job assignments,

these new challenges motivate employees again which also increase employees morale to

improve output. Majority of employees agreed that job rotation is beneficial to the organization

as well. This supported with Olorunsola (2000) who stated that job rotation is a powerful tool

that can be used to align employee values and organisation goals. Engel et al. (2003) suggests

that “job rotation exercise identifies one potential solution to recruitment problems”.

67
Majority of employees agreed that job rotation programme in the district has an important

significance on employees’ performance. This is supported by Malinski (2002) sums the benefits

as “reductions in boredom, work stress, absenteeism, and turnover and an increase in innovation,

production, and loyalty.” Job rotation and cross-training can benefit both the employee and

employer. The workforce learns new skills and experiences less monotony from performing the

same tasks over and over.

5.2 Conclusions

The following conclusions are drawn from the study findings with a view to enrich the current

understanding of training and employee performance in GDLG.

Orientation is noted to be a significant predictor of the employee performance in Gulu District

Local Government. The results indicate that orientation accounts for the variation in employee

performance in Gulu District Local Government. This therefore, requires that GDLG provide

orientation exercise to all new staff for them to perform well to achieve the institution goals and

objectives. The coefficients indicate that a unit increase in orientation exercise would improve

employee performance. This implies that proper orientation programme significantly account for

better performance of employees in Gulu District Local Government.

Role playing is noted to be a significant predictor of the employee performance in Gulu District

Local Government. The results indicate that there is a strong positive relationship between role

playing and employee performance and that role playing accounts for the variation in employee

performance. The regression model indicates that a unit increase in role playing would improve

employee performance. This implies that effective role-paly exercise will significantly improve

employee performance in Gulu District Local Government.

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Job rotation is noted to be a significant predictor of employee performance in Gulu District Local

Government. The results indicate that there is a significant positive relationship between job

rotation and employee performance and that job rotation explains the variation in employee

performance. The regression model indicates that a unit increase in job rotation would lead to

improvement in employee performance. This implies that effective job rotation strategy will

significantly improve employee performance in Gulu District Local Government.

5.3 Recommendations

On the basis of the objectives of the study the researcher found it necessary to enhance the

performance of employee in GDLG through the following recommendations.

Employee orientation should involve other staff members of the organization Orientation should

not be limited to only the trainer but should involve all the staff members. This will help new

employees get to know more about the organizational culture and values, some of which may not

be documented.

Orientation should be tailored to meet individual capabilities and skills Even though there should

be standard ways of training, it needs to be tailored to meet individual capacities and skills. The

method of orientation given to executive officers will not be the same as that of a messenger or

cleaner for example, due to the different educational levels and work requirements. In addition,

there should be quality and frequent programmes, suitable working environment, adequate

logistics/materials to work with, co-operation of 68 management/ supervisors as well as co-

workers and finally adequate incentives should be provided to employees of GDLG to enhance

their performance.

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With regards to the perceived impact of job rotation on job security, it is important to adopt

practices that reflect potential promotional opportunities as a result of the completion of a job

rotation program; otherwise, employees may complete the program and leave the institution. The

value of employees to the institution must also be recognized.

GDLG has to make a better job rotation program and need to be more concerned in rotating its

employee, to prevent the employee dissatisfaction. GDLG must consider about the impact of

performance that will affect the employees first, before relocate the employees.

5.4 Areas for Future Research

The study only focused on employees in local government at GDLG. Other studies on different

populations and at different time zones would be welcome to ensure strong empirical

conclusions on how training impacts on employee performance.

70
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 APPENDICES
APPENDIX A: QUESTIONNAIRE FOR RESPONDENTS

I am a student of Uganda Martyrs University carrying out an academic research on “impact of

training practices on employees’ performance in Uganda, a case study of Gulu District Local

Government”. You have been chosen as a respondent because of the knowledge and information

that you will have with regard to this topic. This research is being undertaken as partial

fulfillment of a Master of Degree in Business Administration (Management). You’re kindly been

requested to answer the following questions. The information you give is exclusively and only

for academic purposes and will be treated with at most confidentiality. This questionnaire is

designed for purely academic purposes; your answers will be treated with utmost.

A: Demographic Characteristics of Respondents (Please use a tick or boxes provided)

1. Sex

Female Male

2. Age

18 - 25 26 - 33 34 - 41 Above 42

3. Marital status

Single Married Separated Divorced

3. Period worked

1-4 5-9 10-15 16 and above

5. Level of Education

Certificate and below Diploma Degree Above Degree

SECTION B: ORIENTATION AND EMPLOYEE PERFORMANCE

76
SA – Strongly Agree, A – Agree, NS – Not sure, D – Disagree, SD – Strongly Disagree
SA A NS D SD

1 Orientation helped me to gel up in this institution effectively and rapidly

2 Orientation programme helped me to familiarize with the institution’s

policy and guidelines

3 Orientation exercise provided me with concise and accurate information

to make me more comfortable in the job for better performance

4 Orientation exercise helped me to have a good understanding between me

with my supervisor

5 Effective orientation exercise has helped me to work for this institution

for some good time

6 Orientation exercise encouraged me to have confidence and adapt faster to

my job

7 Proper orientation helped me to understand their main objectives and the

work I need to do

8 Orientation programme helped me to maintain work-life balance and give

me a greater sense of a secure and flexible job

SECTION C: ROLE PLAYING AND EMPLOYEE PERFORMANCE

77
 Key: SA – Strongly Agree, A – Agree, NS – Not sure, D – Disagree, SD – Strongly
Disagree
SA A NS D SD

1 Role playing entails training learners the content of the role and
providing them an opportunity to practice a specific role

2 Institution use a learners’ performance in role-play exercises as a

partial predictor of readiness for field selling

3 Role-play serve as an indicator of training cycle time, indicating the

duration of the training before a learner starts with another group

4 Role playing is used to help people understand others, and the

positions of others

5 A person role-play a position with which they disagree, to better

understand that position

6 Role playing stimulates the imagination and enables participants to

engage with people’s concerns and complexities within a supportive
environment

7 Role playing has an immediate effect and application, strengthening,

learning and increasing the probability of using these newly
acquired skills outside of the classroom

8 Role playing encourages critical thinking, for example, analysis and

problem solving skills, which is a cognitive learning method.

SECTION D: JOB ROTATION AND EMPLOYEE PERFORMANCE

78
 Key: SA – Strongly Agree, A – Agree, NS – Not sure, D – Disagree, SD – Strongly
Disagree
SA A NS D SD

1 Job rotation is related to increasing employee performance level

2 Job rotation helps in career progression of employee working at the

district

3 Through job rotation training and development are addressed

4 Job rotation determines the level of satisfaction of employees at the

district

5 High participation of training and development contributes to job

enrichment and satisfaction

6 Job rotation leads to better cooperation between diverse district

departments

7 Job rotation is beneficial to the organization as well

8
job rotation programme in the district has an important significance on
employees’ performance

SECTION E: MEASURES OF EMPLOYEE PERFORMANCE

79
Key: SA – Strongly Agree, A – Agree, NS – Not sure, D – Disagree, SD – Strongly
Disagree
SA A NS D SD

1 Employees at the district are committed and performing to their

full capabilities

2 District employees at different levels have different job

responsibilities

3 Since employees at the district serve the public, they behave

with discretion

4 Employees at the district are always on time and there is

minimal absences from office

5 Employees believe wholeheartedly in the district local

government mission, seeking to deliver the best quality public
services to the citizens

6 Individuals and teams have clearly defined goals that relate to

the goals or mission of the district

7 Employees at the district show a lot of concern of seeing that

they complete their day’s work

8 Departmental Heads frequently discuss with the workers their

task requirements in order to cope well with the district’s
objectives

Thank you so much for your response.

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APPENDIX II: INTERVIEW GUIDE

Dear Respondent,

I am Akena Humphery Philip a student of Uganda Martyrs University carrying out an academic

research on “impact of training on employees’ performance in Uganda, a case study of Gulu

District Local Government”. You have been chosen as a respondent because of the knowledge

and information that you will have with regard to this topic. This research is being undertaken as

partial fulfillment of a Master of Degree in Business Administration (Management). This

interview is a part of my dissertation, and your kind help is very important for the successful

completion of this research study. Your responses to questions in this interview will be

anonymous and data will be combined and analyzed as a whole. Your participation in the study

will be greatly appreciated.

Thank in advance

(i) Is orientation programme effective in your institution?

(ii) Is there any impact of orientation on employee performance?

(iii) Is role playing technique effective in your institution?

(iv) Is there any effect of role playing on employee performance?

(v) Is job rotation effective in your institution?

(vi) Is there any significance in employees’ job rotation programme in your institution?

81