ASSESSING FACTORS AFFECTING TRANSFER OF TRAINING

AMONG HUMAN RESOURCES IN ORGANIZATIONS

ASSESSING FACTORS AFFECTING TRANSFER OF TRAINING
AMONG HUMAN RESOURCES IN ORGANIZATIONS

A CASE STUDY OF TANESCO ILALA POST OFFICE DAR ES

SALAM, TANZANIA

By

Lilian Lucas Mrumapili

A Research Report Submitted in Partial Fulfilment of the requirements of the

Award of a Bachelor Degree of Human Resource Management of Mzumbe
University

2021

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 CERTIFICATION
I undersigned certify that I have read and hereby recommend for the acceptance by The
Mzumbe University, a thesis entitled: “assessing factors affecting the transfer of training
among human resources in organizations. A case study of ilala post office dar es salam –
Tanzania.”: The case study of Ilala postal office Dar es Salam-Tanzania in
partial/fulfillment of the requirements for the Bachelor Degree of Mzumbe University.

Signature

……………………

Major supervisor

......................................................

Internal Examiner

.......................................................

Accepted for the Board of Campus College (MCC)

...................................................

Signature

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DEAN/ DIRECTOR, FACULTY/DIRECTORATE/SCHOOL/BOARD

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 DECLARATION AND COPYRIGHT
I, LILIAN LUCAS MRUMAPILI, declare that this dissertation is my original work and
that it has not been presented and will not be presented to any other University for a
similar or any other degree award.

Signature:

……………………………

Date

……………………………

©2021
This research report is a copyright material protected under the Berne Convention, the
Copyright Act 1999, and other international and national enactments, in that behalf, on
intellectual property. It may not be reproduced by any means in full or in part, except for
short extracts in fair dealings, for research or private study, critical scholarly review, or
discourse with an acknowledgment, without the written prior permission of Mzumbe
University, on behalf of the author.
.

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 ACKNOWLEDGMENT

I wish to extend my sincere thanks to God who enabled me to complete this study.
Second I would like to thank very much grateful Madam Anna Maeda my supervisor
from Mzumbe University Mbeya Campus collage who diligently provided guidance that
has brought me this far. Also, I extend great thanks to my family especially my parents
for their understanding and tolerance when I was on studies. I also extend my gratitude
to many individuals and institutions who contributed to the success of this study. Also, I
extend very thanks to the Manager of Ilala Post Office Dar es salam who allowed me to
get a chance of being trained and access the data in the organization. I also thank the
entire management of Ilala Post Office for their support and cooperation during my
studies.

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 LIST OF ABBREVIATIONS

HCIMS Human capital information management system

HMIC Health Management Information system

HR Human Resource

HRIS Human Resource Information system

HRO Human Resource Officer

ICT Information and Communication Technology

LGA Local Government Authority

MIS Management Information System

NGO Non- Government Organization

NHIF National Health Insurance Fund

NMC Network Man Power Centre

NSSF National social Security Fund

NSSF National Social Security Fund

PC Personal Computer

PPF Parastatal Pension Fund

PSPF Public Service Pension Fund

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 ABSTRACT

The purpose of the study was to assess the factors affecting the transfer of training
among human resources in organizations: a case study of ilala post office Dar es salam –
Tanzania. A researcher investigated three specific objectives: To assess the determinants
of training transfer at Ilala Municipal Council, to determine obstacles of training transfer
at Ilala Municipal Council, and to assess the impacts of training transfer among
employees at Ilala Municipal Council. The total sample size was 48. 48 respondents
were used as a questionnaire sample. The questionnaire sample size used included 48
respondents where males were 27 while 21 were female. Convenience and simple
random sampling were used to select 48 respondents from which data were collected.
Data were collected utilizing questionnaires methods. A researcher used thematic
analysis to analyze qualitative data and descriptive statistics using an SPSS programmer
to analyze quantitative data results indicated that on the first objective results indicated
that 100 percent of respondents strongly agreed that trainee motivation influence
knowledge transfer and organizational culture facilitate training transfer among co-
workers. The second objective the findings indicated that 100 percent of respondents
strongly agreed that working environment (support from management) and personal
barriers strongly faces training transfers among employees. Also, the third objective the
results indicated that 100 percent of respondents strongly agreed that training transfer
enables workers to work as a team, 98 percent of respondents strongly agreed that
training transfer ensures creativity and innovation at workplace, followed by 96 percent
of respondents who strongly agreed that Training transfer enables to impart knowledge
and skills to accomplish a well-assigned task. The study concluded that Training transfer
can be much influenced by trainee motivation, organization culture but also trainee
ability to share skills. Also, training transfer has a strong impact on ensuring creativity
and innovation at the workplace, job satisfaction, enables workers to work as a team, and
also, enables them to impart knowledge and skills to accomplish the well-assigned task .
It is recommended that for trainees to maintain the use of newly learned skills and
transfer them to the workplace, a monitoring system needs to be developed where an
experienced supervisor coaches, supports and encourages the new trainees to implement
their knowledge and skills. The training program should be based on a needs assessment.
Upon analysis of the need assessment data, appropriate instructional strategies need to
be selected before delivering the training program. It also should be pilot tested and
modified as appropriate and continually evaluated periodically and updated accordingly.

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 TABLE OF CONTENTS
CERTIFICATION............................................................................................................i

DECLARATION AND COPYRIGHT..........................................................................ii

ACKNOWLEDGMENT................................................................................................iii

LIST OF ABBREVIATIONS.........................................................................................iv

ABSTRACT......................................................................................................................v

LIST OF TABLES...........................................................................................................x

LIST OF FIGURES........................................................................................................xi

CHAPTER ONE...............................................................................................................1

1.1 Introduction..............................................................................................................1

1.2 Background of the Study..........................................................................................1

1.3 Statement Problem....................................................................................................2

1.4 Research objectives..................................................................................................3

1.4.1 General Objective..............................................................................................3

1.4.2 Specific objectives.............................................................................................3

1.5 Research questions...................................................................................................3

1.6 Significance of the Study..........................................................................................4

1.6 Limitations of the Study...........................................................................................4

CHAPTER TWO..............................................................................................................6

LITERATURE REVIEW................................................................................................6

2.1 Introduction..............................................................................................................6

2.2 Definition of Selected Terms....................................................................................6

2.3 Theoretical Literature Review..................................................................................7

2.3.2 Expectancy Theory and Transfer.......................................................................9

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 2.3.3 Scope of training transfer.................................................................................10

2.3.4 Individual Learner/Trainee..............................................................................10

2.3.5 Effects of Training transfer in an organization................................................10

2.4 Cognitive Ability....................................................................................................14

2.4.1 Personality Traits.............................................................................................15

2.4.2 Locus of Control..............................................................................................16

2.4.3 Self-Efficacy....................................................................................................17

2.4.4 Job attitude.......................................................................................................17

2.5 Factors for training transfer....................................................................................18

2.5.1 Motivation to Transfer.....................................................................................18

2.5.2 Training Design...............................................................................................19

2.5.3 Organizational Culture and training transfer...................................................20

2.6 Research Gap..........................................................................................................21

2.7 Conceptual Framework:.........................................................................................22

CHAPTER THREE.......................................................................................................24

RESEARCH METHODOLOGY..................................................................................24

3.1 Introduction............................................................................................................24

3.2 Area of the study.....................................................................................................24

3.3 Research Design.....................................................................................................24

3.4 Population of the Study and Sample.......................................................................25

3.4.1 Study Population..............................................................................................25

3.4.2 Sample size......................................................................................................25

3.5 Sampling Technique...............................................................................................26

3.5.1 Convenience Sampling....................................................................................26

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3.5.2 Simple Random Sampling.......................................................................................26

3.6 Data Collection Method..........................................................................................26

3.6.1 Questionnaire...................................................................................................26

3.6.2 Documentary Review.......................................................................................27

3.7 Data Analysis Techniques......................................................................................27

3.8 Validity and Reliability of the Study......................................................................27

3.8.1 Validity............................................................................................................27

3.8.2 Reliability.........................................................................................................28

3.9 Ethical Considerations............................................................................................28

CHAPTER FOUR..........................................................................................................29

DATA PRESENTATION, ANALYSIS, AND DISCUSSION OF FINDINGS..........29

4.1 Introduction............................................................................................................29

4.2 Demographic Characteristics of Respondents........................................................29

4.2.1 Gender of Respondents....................................................................................29

4.2.2 Age of Respondents.........................................................................................30

4.2.3 Education Level of Respondents.....................................................................30

4.2.4 Respondents Working Experience...................................................................31

4.3 Response rate..........................................................................................................32

4.4 Discussion and presentation of findings.................................................................32

4.4.1 Objective one: The determinants of training transfer at Ilala Municipal

Council......................................................................................................................32

4.4.2 Objective two: The obstacles of training transfer at Ilala Municipal Council. 34

Working Environment (support from management)....................................................35

Personal berries.............................................................................................................35

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 4.4.3 Objective three: The impacts of training transfer among employees at Ilala
Municipal Council....................................................................................................35

Source: Field data (2021).............................................................................................36

CHAPTER FIVE............................................................................................................38

SUMMARY CONCLUSION, RECOMMENDATIONS, AND AREA FURTHER

RESEARCH....................................................................................................................38

5.1 Introduction............................................................................................................38

5.2 Summary of the study and findings........................................................................38

5.3 Conclusion of the study..........................................................................................39

5.4 Recommendation....................................................................................................40

5.5 Area for further research.........................................................................................41

REFERENCES...............................................................................................................42

APPENDICES................................................................................................................46

LIST OF TABLES

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Table 4.1 Gender distribution of Respondents.................................................................30
Table 4.2 Distribution of Age of Respondents.................................................................30
Table 4.3 Educational Status of the Respondents............................................................31
Table 4.4 Percentage distribution on respondents working Experience..........................32
Table 4.5 The Response Rate of Respondents.................................................................32
Table 4.6 Responses on the determinants of training transfer.........................................33
Table 4.7 Responses on the obstacles of training transfer at Ilala Municipal Council....35
Table 4.8 Responses on the impacts of training transfer among employees at Ilala
Municipal Council............................................................................................................36

LIST OF FIGURES

x
Figure 2.1 Conceptual framework; assessing factors for the training of transfer among
HRs...................................................................................................................................23

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 CHAPTER ONE
INTRODUCTION AND BACKGROUND

1.1 Introduction
This chapter presents the background of Ilala Municipal council, the background of the
study statement of the problem, objectives of the study, research questions, and
significance of the study, and the organization of the dissertation.

1.2 Background of the Study

Training enables employees to learn and develop (Arag', et al 2019) and to achieve
positive changes in their on-job behaviour (Barber, 2018). Employees must be able to
adapt quickly to frequent changes in their work environment which requires a constant
improvement of knowledge, development of new skills, and adaptation of their habits.
Companies acknowledge that training improves employee performance and productivity
and represents a tool for managing risks related to new products, markets, and
technologies. Acemoglu, (2017) argues that uncertainty leads to increased training-
related investment. In developed countries companies implement a “fantastic amount of
training (Barber, 2018). believing that improved knowledge contributes to company
performance. Investment in training is therefore constantly increasing which results in a
greater share of employees included in training (Blandy et al., 2000) and an increased
number of training hours per average employee (Barber, 2018).

Given the importance of training, it does not come as a surprise that various approaches
to finding a successful training pattern exists. For example, some studies. Stress the
importance of training contents and teaching methodology. In these studies, the expected
training outcomes are in line with the well-known four-level training evaluation model
with level 1 referring to trainees’ emotional responses, level 2 to the knowledge acquired
by trainees, level 3 to trainees’ behavioural changes, and level 4 to the influence of
training on company performance. The Kirkpatrick model has significantly influenced

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the debate on the quality, evaluation, and meaning of training, especially among
practitioners (Barret & O'Connell 2020).

1.3 Statement Problem

Training transfer, it does not come as a surprise that various approaches to finding a
successful training pattern exists. For example, some studies (Arthur et al., 2003; Burke
et al., 2006) stress the importance of training contents and teaching methodology. In
these studies, the expected training outcomes are in line with the well-known
Kirkpatrick (1998) four-level training evaluation model with level 1 referring to
trainees’ emotional responses, level 2 to the knowledge acquired by trainees, level 3 to
trainees’ behavioural changes, and level 4 to the influence of training on organizational
performance. The Kirkpatrick model has significantly influenced the debate on the
quality, evaluation, and meaning of training, especially among practitioners (Bartlett,
2018)). However, training-related debates “have been largely ignored by the research
community” (Guerrero & Barraud-Didier 2017).

The Kirkpatrick model anticipates that “the perceived satisfaction of trainees has an
impact on the inclination to study and learn which in turn can drive behavior to the
extent that it generates organisational results” (Guerrero & Barraud-Didier 2017).
However, as noted by Bates (2004) and it may be difficult to identify efficient, effective,
or quality training this way. The model includes two types of training outcomes as
dependent variables, i.e. those related to individual performance and those related to
organizational company performance, but the relationships between the two types of
variables and the variables themselves remain rather unexplained. Similar difficulties
can also be found in studies related to training and training transfer factors. These
studies explore a variety of learning and learning transfer factors, their relationships with
individual performance, and the way they should be changed or managed in an
organization.

However, they do not explore the link between individual and organization performance,
but simply assume that the former is a precursor of the latter. While they represent an

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important theoretical contribution by investigating learning, the transfer of learning into
the work context, and performance, they fail to clearly distinguish between individual-
level and company-level outcomes of training. On the other hand, studies focused on
investigating the actual results of training at the individual or company/organizational
level. Green, et al (2020) noted that show that training can improve employees’
flexibility, productivity, and eagerness to work as well as their compensation and ability
to find a better job, while it can help companies increase their output, efficiency, and
productivity, and decrease costs, absenteeism and the number of work-related accidents.
These studies have therefore found impacts of training on individual and company
performance but the links between them are poorly empirically supported. Besides, they
define the construct of training in a very general manner, thus failing to enable more
specific insights into how and why training produces results, be it at the individual or
company level.

1.4 Research objectives

The research was guided by the following objectives;

1.4.1 General Objective

The general objective of the study was to assess factors affecting the transfer of training
among human resources in organizations at Ilala Municipal Council.

1.4.2 Specific objectives

The specific objective of this research during the data collection look was based on the
following;

i. To assess the determinants of training transfer at Ilala Municipal Council.

ii. To determine obstacles of training transfer at Ilala Municipal Council.
iii. To assess the impacts of training transfer among employees at Ilala Municipal
Council.

1.5 Research questions

i. What are the determinants of training transfer at Ilala Municipal Council?

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 ii. What factors limit the use of training transfer at Ilala Municipal Council?
iii. What are the impacts of training transfer among employees at Ilala Municipal
Council?

1.6 Significance of the Study

First, the study is a partial fulfillment of requirements for the award of Bachelor Degree
in Human Resource Management of Mzumbe University. It is one among the partial
requirements of any student pursuing a bachelor degree at Mzumbe University to
conduct a research study. Second, the study will help managers to identify the training
and development needs of the employees after getting feedback from the findings
concern training transfer among human resources. The third study is important of
transfer and performance outcome expectations. Many of these studies in the transfer
have established the importance of supervisory and managerial roles as part of the
overall impact of the transfer system on effective transfer. Also, the study has
implications for stakeholders in the area of employee learning and performance outcome
expectations, organizational development and change, human resource management, and
organizational leadership. New insights related to training transfer provide stakeholders
with the ability to leverage training resources more effectively between various
employee groups within an organization. Lastly, the study is relevant to academicians
and other students undertaking the same field on matters relating to Human Resource
Management training transfer especially on training transfer. The study findings will be
useful to the academicians and other students of Mzumbe University and elsewhere
conducting their studies on the various transfer of training systems. This is to say the
study provides useful reference material to the mentioned different and academicians

1.6 Limitations of the Study

These are all challenges that hinder a researcher on the whole progress of collecting
information under the field of study. It includes the following challenges and their
corresponding solutions.

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Deficient collaboration was a major hindrance that the researcher experienced when
undertaking this investigation. The solution to this was to elaborate the expectation and
importance of the study until the point when the respondent comprehended and this
manner cooperated. Likewise, replies with deficient data were expected to happen,
however, the researchers hoped to outline the framework to cover all the predictable user
prerequisites to recognize any unsuitable reactions to questions and perhaps utilized
possible techniques to gather the required data for instance to ensure them that this study
was for academic purpose and their privacy was maintained. Other respondents had a
busy schedule therefore it was hard to meet with them for a face-to-face interview;
however questionnaire technique was used for those kinds of respondents to collect data.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction
Under this section issues regarding literature review are discussed that are theoretical
literature review, the second part is an empirical literature review and last part is about
the conceptual framework which has consisted of the most variable that the research has
to deal within the topics of Training transfer among human resources.

2.2 Definition of Selected Terms

Learning is defined as the acquisition of knowledge by individual employees or group
of employees who are willing to apply that knowledge in their jobs in making decisions
and accomplishing tasks for the company; a relatively permanent change in human
capabilities that does not result from growth processes (Benson, et al, 2017).

Training is the process by which employees “...acquire the knowledge and skills related
to their work requirements by formal, structured or guided means (Darch, 2018 p. 14)
and will be used interchangeably with learning. Training or learning, in the context of
this study, occurs in a classroom setting

Training transfer describes the degree to which trainees apply knowledge, skills,
behaviors, and attitudes learned through training (Ellis, et al, 2017). It is “the effect of
training on the subsequent performance of an operational task. Positive transfer of
training is the degree to which trainees effectively apply the knowledge, skills, and
attitudes gained in a training context to the job...maintained over some time (Owens,
2019).

Transfer system refers to "...all factors in the person, training, and organization that
influence transfer of learning to job performance," (Decker, 2020, p. 44). Factors such as
supervisor support, employee peer support, opportunity to use new skills on the job,
perceived content validity, and transfer design are included.
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A supervisor or manager is defined as an employee with the responsibility and
authority provided by the employer to direct other employees in the performance of their
job duties. This direction includes the assignment of work, the determination of
performance, and the ability to impose disciplinary actions if required (Salas, et al,
2017). For this study, the term supervisor is used to denote the employee group with the
responsibility and authority assigned by senior management to direct hourly employees
in the performance of their job duties (Maurer, 2016).

2.3 Theoretical Literature Review

The fundamental assumption of Training Transfer, Learning Transferor Simply Transfer
is that performance of an individual is improved through well-defined employee training
processes. (Tannenbaum, 2018) defined transfer of training as the degree to which
trainees effectively apply the knowledge, skills, and attitudes gained in a training context
to the job. d transfer of training is an effective and continuing application, by trainees to
their jobs, and the transfer of the knowledge and skills gained in training to areas both on
and off their jobs. Frazis, (2018). transfer as a process of learning toward job
application.

A study conducted by Goeters, (2018) corroborates these distinctions studied six pre-
training motivational elements related to transfer. These researchers surveyed 186
participants in a one-day management training event by using a Likert-type survey
constructed from five previously published studies. The researchers found that
employees with higher intrinsic and extrinsic motivational factors upon entering a
training event were more likely to transfer training into performance changes than
individuals with lower or no motivational factors. Goeters study concluded that the pre-
training motivational elements examined each had as a fundamental component, the
improvement of individual performance. This change in performance was considered the
key factor that training transfers had occurred and is aligned to the definitions of transfer
presented. The knowledge, attitudes, and/or skills learned in training are translated into
improved performance by the individual concerning specific jobs, tasks, or activities

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(Heslin, 2018). From this research, Training Transfer is to be viewed as the application
of learning. The effectiveness of Transfer is cantered on the employee‘s ability to apply
knowledge toward improved or increased job-related performance. Even though the
study addressed the importance of supervisor support on learning transfer in a task-
oriented environment, it did not examine the impact of supervisor support on the transfer
of learning at the managerial level.

Edkins, (2018) noted that the learned behavior must be generalized to the context of the
job and be maintained over a period to be considered effective. Edkins, (2018) also
reflects this concept of application of learning by noting that for transfer to occur
successfully, a positive change in performance must occur. The research examined
system-wide elements to determine whether a training program could not provide the
necessary change nor did their study take into consideration the barriers within an
organization that trainees face when attempting to transfer the learning back into the
workplace. If learning is not translated into a performance change that can be identified
by the organization, then the results of the training in the context of job performance are
negligible (Edkins, (2018)). Costs associated with the training will not be realized as
cost-effective for the organization unless application in terms of increased or improved
employee performance is achieved. Thus, the primary indicator of effective training
transfer is some form of measurable performance improvement. It is the application of
knowledge that is transferred demonstrably by the trainee that is also observed by the
organization. Thus the underlying complexities associated with transfer must also be
examined.

Twenty-five studies were examined concerning trainee characteristics. Baldwin and

Ford noted nine characteristics that appear to affect training output and conditions of
transfer from these studies. These nine characteristics are: Job Involvement, Need for
Achievement, Perceived Training Value, Intelligence Level of Trainee, Goal Setting,
Feedback, Selection of Training, Relapse Prevention, Realistic Information / Informed
Decision. The final area identified is the work environment. While the studies reviewed

8
appear to establish how elements in the work environment such as supervisor support,
the ability to apply new behaviors or skills, and employee reward structure affect
transfer, Baldwin and Ford are highly critical of the existing transfer research and
proposed direction for future research noting the need to examine the interplay of these
key variables at an operational level within an organization or department to develop
greater insight to how these variables affect the transfer process (Dvir, et al, 2017).

2.3.2 Expectancy Theory and Transfer

Vroom (1964), who first presented the expectancy theory, postulated that people will
make choices based on a desire to maximize pleasure and minimize pain. Vroom
established that valence-instrumentality-expectancy contributes to the level of
expectancy for an individual. Valence is the expected satisfaction or value an individual
believes will be the outcome received rather than the actual value received from the
outcome. Instrumentality is defined as the reward that is the result of achieving the
performance goals. Taken together valence and instrumentality produce expectancy
which is the degree that an individual such as an employee believes that a particular
outcome will emerge.

Vroom expresses this theory as a formula of P=f (F x A), which states that performance
(P) is the result of the interaction of force (F) and ability (A). Force (F) is the sum of
valence-instrumentality-expectancy while ability (A) reflects the individual‘s potential
to perform a task (Burke, 2017). An individual‘s effort to transfer is based on a
combination of abilities, cognition, traits, and role perceptions. In summary, expectancy
theory is the perceived value individual places on a training event. This value is based
on a combination of factors related to the employee‘s personality and ability as well as
work environmental factors. Concerning training and transfer, expectancy theory is
understood as a motivational aspect for the individual. For an employer, this theory may
be expressed in practical terms of linking reward with job performance. If an employee
believes that an actual benefit is received from attending a training event and
transferring that knowledge, skill, or ability into a tangible individual performance

9
improvement, then the likelihood that transfer will occur is improved. Likewise, if no
benefit is perceived, then the transfer is unlikely to occur. Baldwin and Ford expressed
in their review the necessity for the expectancy theory to be utilized in future transfer
studies as a motivational aspect of transfer.

2.3.3 Scope of training transfer

Transfer can be further defined as near transfer or far transfer. Near transfer is
characterized as the events or simulations in the training that are directly related to or
very similar to the events or conditions found on the job (Raymond, 2009). For
example, employees undergoing technical training have in-class exercises that directly
reflect conditions as they exist on the job. These employees are then more likely to
transfer the skills learned in training to the job. The similarity of the learning to the on-
the-job requirements are exact in a level of detail that the employee can recognize
conditions on-the-job to the training received and then should be able to effectively
transfer the new knowledge, skills, and abilities to the job and improve individual
performance (Blau, 2018)

2.3.4 Individual Learner/Trainee

The individual trainee or employee is the focus of training. In an examination of the
trainee in the transfer literature, research questions typically cantered on how the
employee transferred training into job performance and sought to determine the abilities,
skills, and knowledge that the trainee must process to effectively transfer as well as the
motivational factors which must exist to encourage transfer. These questions concerning
the individual and transfer examine the individual trainee within the context of
undergoing some form of training, and as a result, transfer of newly acquired knowledge
and/or skills into job-related performance. Past research studies have indicated that
motivational factors related to an individual‘s desire and ability to learn and transfer as
well as individual personality, cognitive and physical abilities are aspects that led to the
individual trainee‘s ability to transfer (Blau, 2018)

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2.3.5 Effects of Training transfer in an organization
Training effects on performance may be subtle (though measurable). In a qualitative
study involving mechanics in Northern India, Barber (2018) found that on-the-job
training led to greater innovation and tacit skills. Tacit skills are behaviors acquired
through informal learning that are useful for effective performance. Regarding
innovation, trained mechanics learned to build two Jeep bodies using only a homemade
hammer, chisel, and oxyacetylene welder. Regarding tacit skills, Barber noted that the
job of a mechanic requires feel to be successful. Specifically, trained mechanics
developed an intuitive feel when removing dents a complex process particularly when
the fender is badly crumpled. As a result of informal training, one of the mechanics had
a good feeling of how to hit the metal at the exact spot so the work progresses in a
systematic fashion‖ (Barber, 2018). This type of tacit skill was particularly useful in the
Indian context because, although most shops in developed nations would not even
attempt to repair a fender that was damaged so badly, this type of repair is common
practice in the developing world (Barber 2018). Although behavior-modeling training
has a rich history of success (Decker & Nathan 2020) a unique aspect of this research
was that training was found to affect changes in worker skills through a change in
trainees’ knowledge structures or mental models. Specifically, mentally rehearsing tasks
allowed trainees to increase declarative knowledge and task performance, each measured
10 days after the training was completed. More recently, Taylor et al. (2005) conducted
a Meta-analysis including 117 behavior-modeling training studies. They ascertained that
the largest effects were for declarative and procedural knowledge (ds around 1.0
resulting from comparing training versus a no-training or pretest condition). Declarative
knowledge is knowledge about what (e.g., facts, the meaning of terms), whereas
procedural knowledge is knowledge about how (i.e., how to perform skilled behavior.
However, substantial variance in the distribution of effect sizes, indicating the need to
investigate moderators of the relationship between behavior-modeling training and
outcomes. Training not only may affect declarative knowledge or procedural knowledge

11
but also may enhance strategic knowledge, defined as knowing when to apply a specific
knowledge or skill). Smith et al.

Driskell et al. (2017) conducted a study including 79 U.S. Navy technical school trainees
who performed a computer-based task. Trainees participated in a stress-exposure
training session. This training exposes trainees to information regarding stressors (e.g.,
noise, time urgency), to the stressors, and how these stressors are likely to affect
performance. Results showed that training was beneficial in that trainees performed well
under a novel stressor and when performing a novel task. Thus, stress training helps
maintain performance consistency. Performance consistency may also result from
enhancing trainees’ self-efficacy or self-management skills. Frayne & Geringer (2017)
conducted a field experiment in which they administered self-management training
(lectures, group discussions, and case studies) to 30 salespeople in the life insurance
industry. Results showed that salespeople who participated in the training program
demonstrated higher self-efficacy, outcome expectancy (e.g., I will increase my sense of
accomplishment‖), and objective outcomes (e.g., number of new policies sold) as well as
subjective job performance (i.e., sales managers’ ratings of each salesperson’s
performance). Training-related performance improvement was sustained over 12 months
after training ended. Knowledge was defined as principles, facts, attitudes, and skills
measured using both subjective (e.g., self-reports) and objective (e.g., standardized tests)
measures. Expertise/behavioral outcomes were defined as changes in on-the-job
behavior and were also assessed using both subjective (e.g., peer ratings) and objective
(e.g., behavioral) measures. A final illustration of training benefits related to
performance is cross-cultural training, in which employees are trained to perform their
jobs in a different culture and/or adjust psychologically to living in that culture (Lievens
et al. 2017). Morris & Robie (2016) conducted a meta-analysis of the effects of cross-
cultural training on expatriate performance and adjustment. Their meta-analysis included
16 studies that investigated adjustment and 25 studies that investigated job performance
as the focal dependent variable. The mean correlation for the relationship between
training and adjustment was 0.12 (p < 0.05), and the correlation for the relationship

12
between training and performance was 0.23 (p <0.05). However, there was substantial
variability in the distribution of effect sizes, suggesting that potential moderators existed
(again, we discuss the issue of moderators in the Suggestions for Future Research
section).

Littrell et al. (2016) conducted a qualitative review of 25 years (1980–2005) of research

addressing the effectiveness of cross-cultural training in preparing managers for an
international assignment. Littrell et al. (2016) examined 29 prior conceptual reviews and
16 empirical studies. Overall, they concluded that cross-cultural training is effective at
enhancing the expatriate’s success on overseas assignments. They also identified many
variables that moderate the effects of training on expatriate performance, including the
timing of the training (e.g., pre-departure, while on assignment, and post assignment),
family issues (e.g., spouse’s adjustment), attributes of the job (e.g., job discretion), and
cultural differences between the home country and the assignment country. Other
research demonstrates the impact of training on outcomes other than job performance or
on variables that serve as antecedents to job performance. However, we emphasize that
these additional benefits of training are not necessarily unrelated to job performance.

In fact, in many cases they are indirectly related to performance and, in others, they may
be related to individual and team well-being, variables arguably also indirectly related to
job performance. For example, there is a renewed interest in leadership training using
cadets in the Israel Defense Forces, in which experimental group leaders received
transformational leadership training. Transformational leaders’ exhibit charismatic
behaviors can motivate and provide intellectual stimulation among followers, and treat
followers with individual consideration. Results showed that transformational leader-
ship training enhanced followers’ motivation (i.e., self-actualization needs and
willingness to exert extra effort), morality (i.e., internationalization of their
organization’s moral values), and empowerment (i.e., critical-independent approach,
active engagement in the task, and specific self-efficacy). Towler (2017) provided 41
business students with (a) no training, (b) presentation skills training, or (c) charismatic

13
influence training. Charismatic influence training included articulating a vision,
appealing to followers’ values, and using autobiography, metaphors, analogies, stories,
and self-efficacy language. A sample of 102 undergraduates from a different university
watched videotaped presentations by the 41 business students..

Another area that has received consistent attention is aviation human factors training.
This is an important area of research because human error has been consistently
identified as one of the main causes of air crashes since the late 1970s (Krueger. 2018).
Krueger (2018) conducted a qualitative review of the aviation human factor training
literature and concluded that outcomes of safety and team-based training programs
include (a) safety-related benefits, including a reduction in lost time related to injuries,
and (b) teamwork-related benefits including improved team performance. Because
safety-related errors in fields such as aviation and medical care are often the result of
team coordination issues, team training emerges as an important intervention.

2.4 Cognitive Ability

Trainee motivation is one aspect related to motivation to transfer; however, it is not the
only aspect. Cognitive ability is directly associated with the transfer. General cognitive
ability, which is the capacity of an individual to learn (Becker, 2019)., is considered to
be the best single predictor of an individual‘s potential concerning learning, transfer, and
performance. Becker, (2019) notes the importance of cognitive ability, also known as -g,
by state. g is the primary determinant of training success across a wide variety of jobs,
and some have suggested that there is ̳not much more than when it comes to factors that
influence training effectiveness.‖ Ability is shown as an enabling aspect for learning. If
effective learning is to occur, then the cognitive ability to learn must exist within the
individual (Glance et al., 2018). The aspect of cognitive ability concerning learning and
motivation to transfer is illustrated through a study of transfer and employee workplace
literacy skills. Workplace literacy skills such as reading and writing ability,
mathematical skills, and listening skills are necessary for effective employment (Glance
et al., 2018). Glance et al., (2018) investigated job-related workplace literacy skills and

14
conditions of transfer among employees in a state-level Department of Transportation
(DOT) located in the southern United States. The study sample consisted of 1,079 DOT
employees with 319 Mobile Equipment Operators, 178 Highway Foremen, 481
Engineering Technicians, and Engineering Technician Supervisors, and 77 Highway
Maintenance Specialists and Superintendents. Participants were required to attend data
collection sessions, but completion of the assessment instrument was not mandatory. A
total of 1,218 employees attended the sessions with 1,079 (88.5 %) completing the
instrument. The assessment instrument consisted of a Work Keys assessment instrument
and the Learning Transfer Systems Inventory (LTSI) developed (Kaufman, 2019)

2.4.1 Personality Traits

Personality traits can influence an individual‘s motivation to learn and motivation to
transfer traits can affect transfer as well as job performance, theorizes that the five
personality traits, also known as the Five-Factor Model or FFM play a significant role.
The Five-Factor Model, described in Table 2.3, consists of emotional stability (negative
pole: neuroticism), extraversion, openness to experience, agreeableness, and
conscientiousness. Of these five traits, the three traits of emotional stability, openness to
experience, and conscientiousness were found by Holton to have evidence supporting
positive transfer (Raymond, 2019). For example, traits associated with conscientiousness
such as a drive to succeed, commitment to higher standards of performance, and
dependability influence a person‘s motivation to learn. Individuals with a strong level of
conscientiousness perform well in training events and have stronger training outcomes
than those who do not have as high a level of conscientiousness

Raymond, (2019) investigated conscientiousness and goal orientation concerning

motivation to determine how these traits influence a trainee throughout the training
process especially when the trainee experiences early difficulties. The authors define
goal orientation as a relatively stable dispositional variable that assumes two forms: (a) a
learning orientation in which increasing competence by developing new skills is the
focus and (b) a performance orientation in which demonstrating competence by meeting

15
normative-based standards is deemed critical. The study occurred within the context of a
six-week academic course. The rationale for this setting was to provide the researchers
more opportunity through a more comprehensive longitudinal process than the
researchers had found in previous studies. Each trainee received a difficult but
obtainable goal similar to an employee assignment with a training program. At two
specific periods, each trainee received performance-related feedback. Feedback was
given at the start of the training and approximately halfway through the course

2.4.2 Locus of Control

Locus of Control, which is built on the theoretical framework of Social Learning
Theory, has also received considerable attention in training transfer research (Price,
2018). The premise of Social Learning Theory is that the potential for behavior to occur
in any specific psychological situation is a function of the expectancy that the behavior
will lead to a particular reinforcement in that situation and the value of that
reinforcement (Price, 2018). Locus of Control is a behavioral viewpoint maintained by
an individual concerning how they perceive situations and reinforcement (Price, 2018).
The conceptual nature of the Locus of Control is to provide a theoretical explanation for
the tendency of some individuals not to respond as predicted to a reward or punishment
(Spector 1982). This failure to respond is attributed to a generalized relational
expectancy between an individual ‘s behaviour, efforts, and reinforcement. The
difference in viewpoint is either an internal locus of control or an external locus of
control. An individual with an internal locus of control will maintain a belief that
individual outcomes are related to their behavior or personal investment. Conversely, an
individual with an external locus of control will maintain a belief that individual
outcomes are not related to individual behavior but life events or external forces beyond
their control.

Tziner, Haccoun, and Kadish (2016) studied training effectiveness and transfer
specifically examining relapse prevention methods, trainee locus of control, and work
environment support. The working hypothesis of this study consisted of three parts.

16
First, trainees undergoing relapse prevention training would transfer more successfully
than those who do not receive this training. Second, trainees with higher levels of
internal locus of control and a positive perception of the work environment would have a
correspondingly higher motivation to transfer compared to trainees with an external
locus of control and a negative perception of the work environment. Third, trainees with
higher levels of internal locus of control that undergo relapse prevention training would
transfer more successfully than those who do not receive this training.

2.4.3 Self-Efficacy
Self-efficacy is considered a significant aspect for motivation, transfer, and performance
self-efficacy is essentially the trainee‘s belief that he or she will be able to use the
learned material on the job to improve performance. Khasaeneh & Sonnentag (2018)
note that self-efficacy is demonstrated to have a positive relationship to individual
performance improvement, motivation to transfer, and as a predictor of performance in
interpersonal skills training. one‘s expectation or confidence in performing a task.
Concerning post-training, knowledge gained through the training can increase the
trainee‘s level of self-efficacy in the performance of job-related tasks. Likewise,
confidence gained through training can address future expectations (pre-training) of the
individual. Therefore, self-efficacy augments (pre-training) learning, and learning
augments (post-training) self-efficacy and both impact transfer. The final distinction
presented by Thayer and Teach out is the direct link between transfer and results or job
performance. This indicator is critical for transfer. If effective training occurs and
various climate transfer variables are positive for transfer, then a level of performance
change should transpire. The exact type of performance change would be indicative of
the training. For example, a new production process should produce an increase in
efficiency and reduce waste.

2.4.4 Job attitude

Job attitude is the construct related to employee personal satisfaction and connection
with the organization. Employees with a positive attitude toward their organization

17
should have a higher level of motivation to improve individual performance for the
benefit of the organization. While research on job attitude concerning transfer is limited,
the research that has occurred shows a correlation between job attitude and transfer
motivation. Additional research is necessary to expand Holton‘s construct and its
application to transfer theory.

2.5 Factors for training transfer

2.5.1 Motivation to Transfer

Building on motivation to learn is motivation to transfer. Motivation to transfer is
described as direction, intensity, and persistence of effort toward utilizing knowledge
and skills learned in the workplace (Devos, et al. 2019). Motivation to transfer provides
a level of influence on motivation to learn, however, it is necessary to draw out the
inference that motivation to learn is more closely related to individually-specific
elements and associated influences while motivation to transfer is more closely
associated with job-specific elements and organizational directed outcomes. In other
words, motivation to learn deals with the employee as a learner and is directed toward
aspects of learning by the individual while motivation to transfer deals with employees
in their job roles and is directed toward job performance changes. After training, the
individual, depending on various motivational factors, is motivated to transfer (Barber,
2018). The outcome of motivation to learn is considered necessary before training to
compel motivation to transfer. However, motivation to transfer is also influenced by the
transfer climate, job attitude, intervention fulfillment, and return on investment.
Motivation to transfer is a significant element in the transfer process, for it is a key
variable by its direct connection to individual performance (Barber, 2018).

The relationship between motivation to transfer, motivation to learn, and learning

provides a circular flow, building upon each other as part of a learning-motivational
process (Pischke, 2017). A correlation exists between motivation to learn, the learning
experience, application of learning, and recognition. If all aspects of this correlation are
positive for the individual, a positive reciprocal impact is created. The individual is

18
motivated to continue to learn for various recognition factors reinforce the learning
experience as positive thus building greater individual self-efficacy. New learning
experiences will be sought out by the individual and will be well-received based on past
experiences. Pischke, (2017) also found that the opposite could occur if a negative
outcome was experienced. The negative experience greatly reduces if not eliminates
application that correlates into performance change. The various positive and negative
factors found in the study are reflected in the motivational and influencing elements of
Holton‘s model (Pischke, 2017)

2.5.2 Training Design

Transfer Design consists of various elements and sub-elements that combine and
influence directly the individual and his or her ability to introduce a change in
performance. Transfer Design is defined as the degree to which training has been
designed and delivered to give trainees the ability to transfer learning to the job, and
training instructions match job requirements (Barret, & O'Connell 2020). Transfer
design is a combination of instructional or training design, application, and training
delivery to link learning with individual performance. However, the exact nature or style
of design varies, as noted previously, as to how organizational cultures and structures are
unique. In-training is a process that consists of activities related to training design that
promotes the cognitive facets of learning. This element is a primary focus of training
design and includes learning activities such as goal setting relapse prevention, over
learning, fidelity, and principles-meaningfulness. The emphasis is on the design of the
learning activities which directly influence transfer; therefore, consideration of the
construction and delivery of these activities is critical for transfer to occur. Transfer
designs will vary considerably depending on the content, cultures, and other situational
factors‖ and illustrates this uniqueness in the model through the influence of transfer
design with the component linkage to organizational goals‖. With the level of uniqueness
found within organizations, for effective transfer design, the training must match the job
requirements. If the effectiveness of transfer is a positive change in individual
performance, then the content, design, and delivery of the training must correspond as

19
directly as possible with the work environment and job requirements. The training must
tie in with the requirements of the job (Barret, & O'Connell 2020). Within the literature,
evidence suggests that training design has a direct connection to effective transfer in
examining the use of different instructional design methods in a business communication
course, found that students demonstrated a greater ability to generalize the newly-
acquired communication skills directly after the completion of the program as well as
one month later. Likewise, Sweller (2016), developer of the Cognitive Load Theory,
found that an individual‘s cognitive ability to process information is directly linked to
the limitations of their working memory. According to Cognitive Load Theory, the
human mind is limited in the amount of information it can receive at a given time. This
limitation is designed to allow the mind not to become overwhelmed with information.
This is important for both learning and instruction, as training becomes ineffective if the
student is cognitively inundated with information. Structuring information into smaller
―chunks‖ allows the human mind to transfer information into long-term memory as
useful knowledge. Concerning training transfer, Cognitive Load Theory becomes an
efficient means to ensure training design is effectively structured to engage cognitively
the individual and maximize the learning process (Barret, & O'Connell 2020)

The objective of the training is directly related to the type of transfer and the type of
transfer is directly related to transfer design (Holladay & Quinones 2003). Evaluation of
the effectiveness of transfer requires understanding the various forms of transfer. Forms
of transfer are related to how the training is designed and how this is correlated to the
employee‘s job requirements. A universal definition of transfer is described as the
effective and continuing application by learners—to their performance of jobs or another
individual, organizational, or community responsibilities—of knowledge and skills
gained in learning activities. However, the transfer should not be viewed only in this
general sense but should also encompass different subcategories or forms of transfer
concerning the type and intended outcome of the training (Williams 2018)

20
2.5.3 Organizational Culture and training transfer
Organizational culture is learned by individuals and groups as they encounter, work
through, and resolve problems and challenges. It is a consequence of commonly
accepted assumptions and produces ̳automatic patterns of perceiving, thinking, feeling,
and behaving’ that ̳provide meaning, stability, and comfort. Therefore, to define
organizational culture is to define how an organization chooses to think and act as a
community of people in the process of achieving some form of intentional aim or
purpose. For a business organization, this intentional aim is directly related to its mission
and objective as a business. The extent and impact of an organization‘s culture upon its
members will vary based on its size and geographical placement. For example, a large
multinational company will have a different cultural footprint than a small regional
company. The corporate structure of the organization develops the culture. A formal
structure with a strong hierarchy of management levels acts differently than a
decentralized lean management structure (Holton, et al. 2017). Aspects related to the
social norms and standards of the national and regional culture in which the organization
resides also shape and influence its cultural footprint. As a result, organizational culture
denotes the social-relational interactions of the members of an organization while
transfer climate is a descriptive term used to denote the manifestation of those cultural
elements within an organization that gives rise to the expectations, perceptions, and
reactions of an individual to the cultural elements of the organization. This
organizational-individual interaction can either contribute to or prevent effective
transfer.

2.6 Research Gap

A research gap is an area of study that previous researchers have missed out on, or the
society has limited information about it. When a researcher is conducting research,
he/she aims at bridging the gap. It is a research question that has been brought up due to
a reoccurring problem in society. Most students undertaking their diploma,
undergraduate, master's, and PhDs find it hard to come up with research gaps and
research questions for their research projects. The students are advised to conduct

21
researches that are relevant to their fields of study, so the research gaps must go hand in
hand with the field they are studying. When identifying a research problem one must be
conversant with the population of study and the case study environment, if not so the
research gap may end up not answering the research questions appropriately hence
misleading the research readers. The researcher targets to pass additional information
and what needs to be done by society to help eliminate the research gap.

2.7 Conceptual Framework:

The conceptual framework is a theoretical feature that presents in summary the
independent variables and the dependent variables involved in a study (Kumar, 2011)
independent variable refers to those variables responsible for a change in the dependent
variable. The dependent variable is a variable that is influenced or determined by the
independent variables ( Adam& Kumar, 2008)

Training Design consists of various elements and sub-elements that combine and
influence directly the individual and his or her ability to introduce a change in
performance. Transfer Design is defined as the degree to which training has been
designed and delivered to give trainees the ability to transfer learning to the job, and
training instructions match job requirements (Glance, et al, 2018).).Transfer design is a
combination of instructional or training design, application, and training delivery to link
learning with individual performance Compassion is money/cash or non-cash payment
that you give to an employee in exchange for the work they do for your business. It is
typically one of the biggest expenses for

Motivation is the process that initiates, guides, and maintains goal-oriented behaviors. It
is what causes you to act, whether it is getting a glass of water to reduce thirst or reading
a book to gain knowledge.

Personality traits reflect people’s characteristic patterns of thoughts, feelings, and

behaviors. Personality traits imply consistency and stability—someone who scores high
on a specific trait like Extraversion is expected to be sociable in different situations and

22
over time. Thus, trait psychology rests on the idea that people differ from one another in
terms of where they stand on a set of basic trait dimensions that persist over time and
across situations.

Figure 2.1 Conceptual framework; assessing factors for the training of transfer
among HRs

Independent variables Dependent variable

Training design

Effective training
Personality Traits
transfer

Motivations

Source; Research findings (2021). Based on the literature review

23
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction
The purpose of this chapter is to describe the area of study, research design, research
techniques, and population of the study, sample, and sampling procedures. The chapter
also discussed data collection methods employed in answering the research questions.

3.2 Area of the study

The study was conducted at Ilala Municipal Council; the area was selected because it
founded a high opportunity for accessibility of reviewed data. It was also prioritized
because the top management invited the researcher to investigate the effectiveness of
recruitment and selection in the Local Government Authority.

3.3 Research Design

A research design is a combination of the methodologies and procedures employed by
the researcher to conduct systematic and scientific research. The researcher employed a
case study research design to be able to observe and describe the situation in its natural
setting. The research was both qualitative and quantitative (Kumar, 2017). Research
design enables the researcher to arrive at valid findings, comparisons, and conclusions
(Kumar, 2017). In this study qualitative research approach was mainly used but also a
quantitative approach was applied. (Ghauri & Gronhaug, 2018) termed it as the mixed
research method, whereby both qualitative and quantitative research methods are
combined in the study to get a broader understanding of the research problem. The most

24
important of case study research design, it enables a researcher to make an in-depth
investigation on the natural setting of the phenomenon.

3.4 Population of the Study and Sample

3.4.1 Study Population

Population refers to the complete collection of all elements to be studied (Bhattacharyya,
2017). Due to some limitations of accessibility, time, and other resources sample size of
94 employees was purposively selected. Ilala Municipal Council comprises departments
including; Administration Department, Education Department, Community
Development Department, Water Department, Construction Department, Health
Department, Agriculture Department, Planning Department, Finance Department,
Livestock and Fisheries Department, Land, Natural Resources as well as Environmental
Department. Therefore, the researcher focused on Ilala Municipal Council employees.

3.4.2 Sample size

Sample size depends on population variability and sampling methods together with
analysis to be applied (Ghauri & Gronhaug, 2018) A representative sample helps to
generalize results. Sample size can be chosen at random, large enough to satisfy the
needs of the assessment undertaken, and unbiased. From the total population of
94respondents, a researcher uses a sample of 48 respondents. The sample size was
calculated by using a formula (Yamane formula established in 1967).

Formula
n= N
1+N (e²)

Where, n—Sample size

N—Population size
e —Sampling error (the level of confidence estimated at 0.1
Then,

25
n= 94 = 94/1.94=48
1+94(0.1²)
Therefore, n (sample size) from a total population of 94 respondents was 48 respondents.

3.5 Sampling Technique

Sampling is the process of selecting units from a population of interest so that studying
the sample may fairly generalize our results back to the population from which they are
chosen (Ghauri & Gronhaug, 2005).

3.5.1 Convenience Sampling

The study used a convenience sampling technique to select normal staff. Convenience
sampling is a specific type of non-probability sampling method that relies on data
collection from population members who are conveniently available to participate in the
study (Ghauri & Gronhaug, 2018). A researcher uses convenience sampling due to the
availability, reachability, and willingness of respondents to participate in the study. This
enables a researcher to collect quality data due to honest responses from respondents
who were willing to participate in answering questionnaires.

3.5.2 Simple Random Sampling

Simple random sampling was employed as the probability of sampling whereby all
members in the population have an equal chance of being selected from the sample
(Ghauri & Gronhaug, 2005).In this study, simple random sampling was employed to
select candidates to be included in the study. This sampling was specifically, chosen
because it ensures the law of the statistical regulatory which states that, if no average
sample is chosen in random one, then the sample will have the same composition and
characteristics as the population (Kothari, 2004).

3.6 Data Collection Method

The following methods were used to collect data for the study:

26
3.6.1 Questionnaire
Questionnaires were given to respondents to be filled in according to the questions
provided. Later on, answers were analyzed and processed to get relevant graphs, tables,
and charts for the study (Ghauri & Gronhaug, 2018). The researcher used both closed
and open-ended questions, in close-ended questions respondents were limited to answer
questions as they were instructed e.g. to select the number or answer which seems
relevant to his or her agreement. The questionnaire was prepared for RM and HODs and
another for employees as attached in appendix 1and 2.

3.6.2 Documentary Review

With the assist of documentary sources, a researcher can collect relevant information
from existing documentary sources Kumar, (2017). The researcher has employed
documentary review are the method of collecting data. The researcher went through
documents related to the study like reports, facts, books, journals, and figures done by
other scholars on the same study from the internet and physical libraries but with the
assist of organization statistics to obtain the data required. These documents helped the
researcher to get previously studied and relevant data and data concerning the study.

3.7 Data Analysis Techniques

In this study, data was processed and analyzed by both qualitative and quantitative data
analysis methods, and classified, edited, coded, and analyzed into simple descriptive
statistics with the help of Statistical Package for Social Science (SPSS). The use of
Statistical Package for Social Sciences helped the researcher to relate frequencies and
percentages presented in the discussion from predicator variables or dependent variables
such as age, gender, education, awareness, as well as challenges on the impact of
centralized recruitment system and see whether the dependent variables are influenced
by these predicator variables

27
3.8 Validity and Reliability of the Study

3.8.1 Validity
The research tools were pre-tested to see whether they fit in order the study to use them
in field study through proper guidance from the researcher (Kothari, 2004). Validity
simply means the accuracy of the measurement. In this study, the validity of the
instruments which were developed by the researcher matched with the problem of the
proposal step by step and it considered objectives and research questions. This was good
because the researcher modified the instruments so that when going to the field, the tools
were accurate and by doing so, errors were minimized during data collection. Validity
indicates the degree to which an instrument measures what it is supposed to measure
(Ghauri & Gronhaug, 2018)

3.8.2 Reliability
Reliability in this study can be categorized into groups. These include internal
consistency which deals with the separation of observed items and inter-rater reliability
which was looks at correlation. Reliability is an attribute of consistency where a scale
has to give consistent results. Reliability means dependability in the sense that data
obtained by using the instrument(s) for various respondents are supposed to yield the
same results (Ghauri & Gronhaug, 2018). According to (Ghauri & Gronhaug, 2018)
reliability entails the consistency of the results at different times and by different
researchers.

3.9 Ethical Considerations

Research ethical consideration considers the moral principles or obligations governing
the conduct of research. During the study, the ethical issues were considered in various
ways like, the researcher obtained approval from the management before started the data
collection whereby that approval and advice from the research management helped a
researcher to collect appropriate data during the study. Also, the researcher followed the
principle of confidentiality, where the researcher assured respondents to protect their
identity during the collection of data at Ilala Municipal Council

28
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS, AND DISCUSSION OF FINDINGS

4.1 Introduction
This chapter analyses and presents the findings and observation which were based on the
study as well as from other relevant sources. The chapter has three main parts; the first is
an introductory part, the second part deals with the socio-demographic profile of the
study population which includes gender, age, and level of education. The third part
presents the study findings according to the three research objectives.

4.2 Demographic Characteristics of Respondents

This part goes intensely in the research results concentrating on the respondents. These
socio-economic characteristics of the respondents are important to determine the status
of the respondents and the answers they provide in the study area. This part explains the
characteristics of the variables in term of frequencies and percentages, such variables
include the age of the respondents, educational level of the respondents, and gender of
the respondents

4.2.1 Gender of Respondents

This demographic data aimed at understanding which sex category is mostly found
working in Ilala Municipal Council. According to the findings as indicated in figure 4.1
below, the majority of the employees who were under study were male 27(56%) of the
total respondents and the remaining 21 (44%) were female. This interpretation indicates

29
that both males and females have participated in the collection of data where the number
of the male was higher than the number of females.

Table 4.1 Gender distribution of Respondents

Frequenc Percent Valid Cumulative Percent

y Percent
Male 21 43.8 43.8 43.8
Femal 27 56.3 56.3 100.0
Valid
e
Total 48 100.0 100.0

Source: Field data (2021)

4.2.2 Age of Respondents

This demographic data aimed to identify which age group mostly works in Ilala
Municipal Council. The study findings presented in Table 4.1 below revealed that 31.3%
of the employees were aged between (21-30) years, 43.8% of the respondents were aged
between years (31-40), and it is was further revealed that 16.7% of the respondents were
aged between (41-50) followed by 8.3% of all the respondents were those staff with the
age of fifty-one years old and above. According to these findings, the majority of the
respondents were aged between (31-40) years.
Table 4.2 Distribution of Age of Respondents

Frequency Percent Valid Percent Cumulative

Percent
Valid 21-30 15 31.3 31.3 31.3
31-40 21 43.8 43.8 75.0

30
 41-50 8 16.7 16.7 91.7
51-above 4 8.3 8.3 100.0
Total 48 100.0 100.0

Source: Field data (2021)

4.2.3 Education Level of Respondents

The study involved different respondents working in Ilala Municipal Council with
different levels of education. The findings show that about 8.3% have a diploma level of
education, 58.3% have a degree level of education, as well as 27.1%, have a master's,
and 6.3% of respondents with Ph.D. level of education. According to the data, it shows
that in Ilala Municipal Council the majority of workers have a first-degree level of
education as indicated in Table 4.2 below. According to Berg, (1997) the amount of
education is found to be positively associated with turnover suggesting that the more
educated employees quit more often. The general results show that most of the
respondents (58.3%) had attained a degree level of education which shows slightly
different from that level of those who hold a diploma. With these data, it can be
concluded that the majority of staff holds a degree level of education.
Table 4.3 Educational Status of the Respondents

Frequency Percent Valid Percent Cumulative

Percent
Diploma 4 8.3 8.3 8.3
Bachelor degree 28 58.3 58.3 66.7
Valid Masters 13 27.1 27.1 93.8
PhD 3 6.3 6.3 100.0
Total 48 100.0 100.0

Source: Field data (2021)

4.2.4 Respondents Working Experience

The main purpose was to clarify well the experiences of employees in Ilala Municipal
Council concerning the number of years working at the same organization. As long as

31
respondents know in and out an organization From the field of study, the results show
that a high number of employees were working in Ilala Municipal Council for more than
(6-10) years accounting for 47.9% of the whole 48 respondents. Also, followed by
35.4% working in the range of 0 to 5 years were 16.7 percent was for 8 respondents
working over 10 years in Ilala Municipal Council as in Table 4.3.

Table 4.4 Percentage distribution on respondents working Experience

Frequency Percent Valid Percent Cumulative Percent

0-5 17 35.4 35.4 35.4
6-10 23 47.9 47.9 83.3
Valid
over 10 years 8 16.7 16.7 100.0
Total 48 100.0 100.0

Source: Field data (2021)

4.3 Response rate

The participation was fairly good; willingness to respond to the questionnaire and
interview guide was to a high extent. In this study, 48 respondents were involved from
different departments. Good participation enabled the researcher to collect quality
information due to the supportive nature of respondents. This showed that the
participation was at 100%. The table 4.6shows the response rate of respondents in Ilala
Municipal Council.

Table 4.5 The Response Rate of Respondents

No. of respondents Questionnaire Questionnaire Response rate

distributed
Returned

48 48 48 100 %

32
Source: Field data (2021)

4.4 Discussion and presentation of findings

4.4.1 Objective one: The determinants of training transfer at Ilala Municipal

Council
Purposefully the objective aimed to determine the determinants influencing training
transfer at Ilala Municipal Council. The researcher assessed whether trainee motivation,
organization culture, and trainee ability influence training transfer. The scale used to be
responded to by respondents was: 1. strongly agree, 2. Agree 3. Disagree 4. Strongly
disagree. The results indicated that 100 percent of respondents strongly agreed with the
statement that trainee motivation influences knowledge transfer and organizational
culture facilitate training transfer among co-workers. Followed by 96 percent of
respondents who strongly agree on the trainee ability to influence training transfer while
60.4 percent of responses indicated that training design can be useful to enable training
transfer, followed by 4 percent of respondents who neither agree nor disagree. From the
study, the findings indicated that training transfer can be much influenced by trainee
motivation, organization culture but also trainee ability to share skills.

Table 4.6 Responses on the determinants of training transfer

Strongly Disagree Strongly

Determinants agree Agree Neutral disagree
Trainee motivation influence 48
knowledge transfer (100%)      
Transfer of training can be done 29 19
with better training design (60.4%) (39.6%)    
Organizational culture facilitate
training transfer among co- 48
workers (100%)      
Trainee ability is the best aspect
to enable training transfer at the 46  2
workplace (96%) (4%)  

Source: Field data (2021)

33
Through an interview one of the HOD said that “the council uses training transfer after
every new technology arrives so few employees trained and then distributed to other
areas to transfer knowledge’’. The findings imply that Performance is increased after
getting training from supervisors so the council should put effort into training their
employees to make consistency in service delivery.

In addition to the interview, one respondent said that “it’s easy for him to perform well
in their duties since he receives training after every new directive comes from the top
management”. The findings show that training transfers are a factor for the workers of
the postal office to perform well since are the most important tool for exchanging ideas
and new technologies.
Moreover, one of the respondents said that “when the chance comes to some employee
to get the training they feels happy because the training is associated with allowances so
it motivates the employees to get training and sometimes who did best in training some
get promotion of position”. Therefore the postal offices are doing better in training
transfer among human resources at Ilala Municipal council.

4.4.2 Objective two: The obstacles of training transfer at Ilala Municipal Council
This objective aimed to determine the obstacles of training transfer at Ilala Municipal
Council. Purposefully, the researcher assessed whether the working environment,
financial resources, and personal barriers face training transfer at Ilala Municipal
Council. The scale used to be responded to by respondents was: 1. strongly agree, 2.
Agree 3. Disagree 4. Strongly disagree. From the study, the findings indicated that 100
percent of respondents strongly agreed that working environment (support from
management) and personal barriers strongly faces training transfers among employees.
Followed by 17 percent of respondents who agreed that financial resources may face
training transfer within the organization while 2 percent of respondents strongly disagree
that financial resources cannot be the factor facing training transfer. From the study, the
results indicated that working environment and personal barriers can face training
transfer to a large extent as shown in Table 4.6

34
Table 4.7 Responses on the obstacles of training transfer at Ilala Municipal Council

Strongly
Disagree disagree

Indicators Strongly agree Agree Neutral

48
Working Environment
(support from management) (100%)      

39 8 1

Financial resource (81%) (17%)     (2%)

48

Personal berries (100%)      

Source: Field data (2021)

Through an interview, one respondent said that “the working environment is the obstacle
for them to attain training since they give transport expenses when they are required to
get new training” this shows that the Postal office at Ilala Municipal has a good clear
system of giving training their human resources.
Moreover, one of the respondents said that “The financial resource is a problem to them
since the organization does not facilitate all cost associated with training”. In addition

35
to the interview, one (1) respondent said that" there are some employees who did dot
want others to get training and in case of delivering the knowledge there is some
employee who did not deriver well the knowledge but still they want themselves to be
considered to get training that is not fair to and not interesting.". This implies that the
postal management should put a clear way of selecting employees to get training in the
oder to avoid personal berries.

4.4.3 Objective three: The impacts of training transfer among employees at Ilala
Municipal Council
Purposefully the objective aimed at assessing the impacts of training transfer among
employees at Ilala Municipal Council. A researcher assesses whether training transfer
ensures creativity and innovation, enables job satisfaction but also whether imparted
knowledge enables co-workers to work as a team. The scale used to be responded to by
respondents was: 1. strongly agree, 2. Agree 3. Disagree 4. Strongly disagree. The
results indicated that 100 percent of respondents strongly agreed that training transfer
enables workers to work as a team, 98 percent of respondents strongly agreed that
training transfer ensures creativity and innovation at the workplace, followed by 96
percent of respondents who strongly agreed that Training transfer enables to impart
knowledge and skills to accomplish the well-assigned task. While 60.4 percent of
respondents strongly agree that training transfer enables job satisfaction, 39.6 percent
agreed in the same statement, only 2 percent of respondents strongly disagree that
training transfer cannot ensure creativity and innovation at the workplace. From the
study, the results indicated that training transfer has a strong impact on ensuring
creativity and innovation at the workplace, job satisfaction, enables workers to work as a
team and also, enables to impart knowledge and skills to accomplish well-assigned task
as shown in Table 4.9.

Table 4.8 Responses on the impacts of training transfer among employees at Ilala
Municipal Council

Strongly Agree Neutral Strongly

36
 Disagree
agree disagree
Training transfer ensures creativity 47 1
and innovation at workplace (98%)       (2%
To my job, training transfer 29 19
enables job satisfaction. (60.4%) (39.6%)    
Training transfer enables workers 48
to work as a team (100%)      
Training transfer enables to impart
knowledge and skills to 46  2
accomplish well assigned task. (96%) (4%)  

Source: Field data (2021)

Through an interview, one respondent said that “because of training that is being
conducted there was an improvement compared to previously” this implies that the
creativity is increasing because of transfer of training. In addition to the interview, one
of the respondents said that “they are satisfied with the job because it is the courage to
learn new skills through training so even working become more easily” Therefore from
the data above this implies that the employees are satisfied with the job because of
training.

37
 CHAPTER FIVE

SUMMARY CONCLUSION, RECOMMENDATIONS, AND AREA FURTHER

RESEARCH

5.1 Introduction
This chapter presents a summary of the Study and Findings, Drawings, Conclusion of
the Study, Recommendation, and lastly Future Research Agenda.

5.2 Summary of the study and findings

The study aimed at assessing factors affecting the transfer of training among human
resources in organizations at Ilala Municipal postal office. The purpose of the study is to
assess the utilization of training transfer as a case study at Ilala Postal office the
following were the objectives of the study First, To assess the extent to which the Ilala
Municipal Council training transfer System in managing human resources. The second
was to determine obstacles limiting training transfer at the organization. The third
objective was to assess the impacts of training transfer among employees at the
organization. The research question was

The first objective was to assess the determinants of training transfer at Ilala Municipal
Council. The researcher assessed whether trainee motivation, organization culture, and
trainee ability influence training transfer. The results indicated that 100 percent of

38
respondents strongly agreed with the statement that trainee motivation influences
knowledge transfer and organizational culture facilitate training transfer among co-
workers. Followed by 96 percent of respondents who strongly agree on the trainee
ability to influence training transfer while 60.4 percent of responses indicated that
training design can be useful to enable training transfer, followed by 4 percent of
respondents who neither agree nor disagree.

The second objective was to determine obstacles to training transfer at Ilala Municipal
Council. Purposefully, the researcher assessed whether the working environment,
financial resources, and personal barriers face training transfer at Ilala Municipal
Council. The findings indicated that 100 percent of respondents strongly agreed that
working environment (support from management) and personal barriers strongly faces
training transfers among employees. Followed by 17 percent of respondents who agreed
that financial resources may face training transfer within the organization while 2
percent of respondents strongly disagree that financial resources cannot be the factor
facing training transfer.

Also, the third objective was to assess the impacts of training transfer among employees
at Ilala Municipal Council. A researcher assesses whether training transfer ensures
creativity and innovation, enables job satisfaction but also whether imparted knowledge
enables co-workers to work as a team. The results indicated that 100 percent of
respondents strongly agreed that training transfer enables workers to work as a team, 98
percent of respondents strongly agreed that training transfer ensures creativity and
innovation at the workplace, followed by 96 percent of respondents who strongly agreed
that Training transfer enables to impart knowledge and skills to accomplish the well-
assigned task. While 60.4 percent of respondents strongly agree that training transfer
enables job satisfaction, 39.6 percent agreed in the same statement, only 2 percent of
respondents strongly disagree that training transfer cannot ensure creativity and
innovation at the workplace.

39
5.3 Conclusion of the study
Based on this study, the trainee characteristics which influence in transferring process
are self-efficacy, motivation to learn and to transfer, and cognitive ability. Also, Job
involvement, organizational commitment, and job satisfaction are trainee characteristics
stated by the examinees. These findings are consistent with those of other researchers
(Colquitt et al., 2000; Velada & Caetano, 2007), which found significant positive
relationships between the dimensions of trainee characteristics and job transfer of
training. Training transfer can be much influenced by trainee motivation, organization
culture but also trainee ability to share skills. Also, training transfer has a strong impact
on ensuring creativity and innovation at the workplace, job satisfaction, enables workers
to work as a team, and also, enables to impart knowledge and skills to accomplish well-
assigned task.

5.4 Recommendation
Based on the results of this research, the recommendations provided below might be
considered by Ilala Postal office and any training or management professional who
wants to improve the success of training programs.

It is recommended that for trainees to maintain the use of newly learned skills and
transfer them to the workplace, a monitoring system needs to be developed where an
experienced supervisor coaches, supports and encourages the new trainees to implement
their knowledge and skills.

The training program should be based on a needs assessment. Upon analysis of the need
assessment data, appropriate instructional strategies need to be selected before delivering
the training program. It also should be pilot tested and modified as appropriate and
continually evaluated periodically and updated accordingly.

Transfer climate is the critical component of the work environment. It is recommended

that transfer climate must be considered. Because a positive transfer climate is critical

40
for the application and maintenance of new skills on the job. Organizations that do not
take transfer climate into account could seriously hamper their training efforts.

Both supervisor and peer support significantly influence the propensity for trainees to
utilize trained competencies in the workplace. Supervisors can provide support in
various ways and at multiple stages in the training process.

It is recommended that create a learning culture. Creating a learning culture helps to

ensure the transfer of training. An aid to assist with the development of a learning
culture is to have and communicate expectations for the trainee, manager, and peers for
behaviors they are expected to exhibit before, during, and after the training can help. It is
proposed that there should be a follow-up of training periodically.

5.5 Area for further research

The research findings of this study add to the existing body of literature on the transfer
of training. Nevertheless, systematic identification of factors influencing transfer of
training, as well as testing how these factors inter-relate, need to continue. More
research is needed to provide evidence to training and development professionals.
Researchers also must develop techniques that may be applied before, during, and after
training to enhance and improve the transfer of training and also as the study carried out
only at Ilala Municipal postal office more research is needed to be conducted to test the
validity of the information in other areas.

41
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 APPENDICES
Appendix 1: Sample Research Questionnaire

Dear sir/madam

I Lilian Lucas Mrumapili a student of Mzumbe University of Tanzania, Faculty of

Human Resource Management. I am conducting research. The research is about to
assess assessing factors affecting the transfer of training among human resources in
organizations

I have identified a number of employees one of them is you to assist in getting important
information. Please respond to and complete the questionnaire honestly. The researcher
guarantees to protect the identity of everyone who completes the questionnaire and use it
for academic purposes only.

A. DEMOGRAPHIC DETAIL
1. Department:
______________________________________________________
2. Gender: Male ( ) Female ( )
3. Age: a) 21-30( ) b) 31-40( ) c) 41-50( ) d) 51 and above
( )
4. Education level

46
 a). Diploma [ ] b) Bachelor degree[ ] c) Master degree [ ] d) PhD and
above
5. Duration of Employment:
a). 0-5 years b) 6-10 years [ ] c) 10 years and above [ ]

Please tick a response for each question and specify as required on the
specific question as directed.

Scale: 1. (SA) = strongly agree 2. (A) =Agree 3. (N)=Neutral

4. (D) =Disagree 5. (SD)=Strongly disagree

SECTION ONE. The determinants of training transfer in an organization.

Strongly Disagree Strongly

Determinants agree Agree Neutral disagree
Trainee motivation influence
knowledge transfer      
Transfer of training can be
done with better training
design    
Organizational culture facilitate
training transfer among co-workers      
Trainee ability is the best aspect to
enable training transfer at the
workplace  

SECTION TWO. The obstacles of training transfer at Ilala Municipal Council

Indicators Strongly agree Agree Neutral Strongly

47
 Disagree disagree

Working Environment (support

from management)      

Financial resource    

Personal berries      

SECTION THREE. The impacts of training transfer at Ilala Municipal Council

Strongl
Disagre y
Strongly e disagre
agree Agree Neutral e
Training transfer ensures
creativity and innovation at
the workplace      
To my job, training transfer
enables job satisfaction.    

Training transfer enables workers

to work as a team      

Training transfer enables to impart

of knowledge and skills to
accomplish a well-assigned task.  

THANKS FOR YOUR PARTICIPATION

48
 APPENDIX 2

AN INTERVIEW GUIDE
1. The extent of using training transfer in an organization
2. Perception on training transfer in an organization

3. Chance of training transfer in an organization

4. Obstacles of training transfer in an organization

5. Impact of training transfer in an organization

49