The Effect of Employee Training On Organ

COLLEGE OF LEADERSHIP AND GOOD GOVERNANCE
INSTITUTE OF LEADERSHIP AND GOOD GOVERNANCE
THE EFFECT OF EMPLOYEE TRAINING ON ORGANIZATIONAL
PERFORMANCE: THE CASE OF CCECC-CREC JV PROJECT OFFICE
BY:
AWOKE MULU ALEMU
JUNE, 2021
ADDIS ABABA, ETHIOPIA
THE EFFECT OF EMPLOYEE TRAINING ON ORGANIZATIONAL
PERFORMANCE: THE CASE OF CCECC-CREC JV PROJECT OFFICE
BY:
AWOKE MULU ALEMU (ECSU 1801332)
Advisor:
BERHANU BELAYNEH (PhD)
A Thesis Submitted to Institute of Leadership and Good Governance

Under the Ethiopian Civil Service University
In Partial Fulfillment of the Award of Masters of Arts Degree in
Leadership and Good Governance
June, 2021
Addis Ababa, Ethiopia
DECLARATION
I, Awoke Mulu, declare that this thesis is my original work and has never been presented to any
university or any other Institutions for the award of a degree or any other award. I have made it
independently with the close advice and guidance of my advisor; and that all sources of materials
used for the study have been duly acknowledged.
Declared by: Awoke Mulu
Signature __________
Date _____________
LETTER OF CERTIFICATION
This is to certify that this study on " The Effect of Employee Training on Organizational
Performance: The Case of CCECC-CREC JV Project Office" undertaken by Awoke Mulu in
partial fulfillment of the requirements for the Award of the Degree of Masters of Arts (MA) in
Leadership and Good Governance from College of Leadership and Good Governance of the
Ethiopian Civil Service University, is an original work and not submitted prior for any degree
either at this University or any other University.
Thesis Advisor: BERHANU BELAYNEH (PhD)
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Date:
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Performance: The Case of CCECC-CREC JV Project Office” has been submitted in partial
fulfilment of the requirements for Award of the Degree of Masters of Arts (MA) in Leadership
and Good Governance and complies with the regulations of the university and meets the accepted
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ACKNOWLEDGEMENTS
This thesis project came to fruition as a result of the efforts of many wonderful people. I am
grateful to the professors who provided me with the courses and introduced me to a new world.
Dr. Berhanu Belayneh, my advisor, has given me his undivided support and meticulous comments
in a timely manner. Thank you very much! My family was always there for me, and they deserve
my gratitude. Thank you for your generosity, CCECC-CREC Project Office Human Resource
Department workers! Last but not least, I appreciate everyone who took the time and patience to
complete the questionnaires, which can be a tedious chore for some.
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS ............................................................................................................................................i
List of Tables ...................................................................................................................................................iv
List of Figures ....................................................................................................................................................v
LIST OF ABBREVIATIONS .......................................................................................................................................vi
ABSTRACT ................................................................................................................................................................. vii
CHAPTER ONE: INTRODUCTION ............................................................................................................................1
1.1. BACKGROUND OF THE STUDY ............................................................................................................1
1.2. STATEMENT OF THE PROBLEM ...........................................................................................................4
1.3. OBJECTIVE OF THE STUDY ...................................................................................................................7
1.3.1. General Objective ........................................................................................................................................7
1.3.2. Specific Objectives.......................................................................................................................................7
1.3.3. Research Questions ......................................................................................................................................7
1.4. SIGNIFICANCE OF THE STUDY .............................................................................................................7
1.5. SCOPE OF THE STUDY ............................................................................................................................8
1.6. LIMITATION OF THE STUDY .................................................................................................................8
1.7. OPERATIONAL DEFINTITION OF KEY TERMS ..................................................................................9
1.8. ORGANIZATION OF THE STUDY ........................................................................................................ 10
CHAPTER TWO: REVIEW OF RELATED LITERATURE ..................................................................................... 11
2.1. Theoretical Literature Review .................................................................................................................... 11
2.1.1. The Concept of Training ................................................................................................................... 11
2.1.2. Benefits of Training........................................................................................................................... 12
2.1.3. Training Methods .............................................................................................................................. 13
2.1.3.1. On-the-Job Training Method......................................................................................................... 14
2.1.3.2. Off-the-Job Training Methods ...................................................................................................... 14
2.2. Empirical Literature Review ...................................................................................................................... 15
2.3. Research Gaps ............................................................................................................................................ 18
2.4. Organizational Performance ....................................................................................................................... 18
2.5. Organizational Performance and Training ................................................................................................. 19
2.6. Conceptual Framework .............................................................................................................................. 19
CHAPTER THREE: RESEARCH METHODS .......................................................................................................... 21
3.1. Research Approach .................................................................................................................................... 21
3.2. Research Design ......................................................................................................................................... 21
3.3. Population .................................................................................................................................................. 21
3.4. Sampling Technique................................................................................................................................... 22
3.5. Sample Size ................................................................................................................................................ 22
3.6. Data Collection Procedure ......................................................................................................................... 23
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3.7. Data Analysis ............................................................................................................................................. 24
3.8. Reliability and Validity .............................................................................................................................. 25
3.9. Ethical Consideration ................................................................................................................................. 26
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTRPRETATIONS OF FINDINGS ................ 27
4.1. Demographic Characteristics of the Respondents ...................................................................................... 27
4.2. Trainings Practiced in the Project Office ................................................................................................... 29
4.3. Challenges in the Delivery of Trainings..................................................................................................... 32
4.4. Relationship between Training and Organization’s Performance .............................................................. 39
4.5. Discussion of the Findings ......................................................................................................................... 43
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS .................................................. 45
5.1. Summary of the Findings ........................................................................................................................... 45
5.2. Conclusions ................................................................................................................................................ 47
5.3. Recommendations ...................................................................................................................................... 48
References ................................................................................................................................................................... 50
Appendix 1: Questionnaire .......................................................................................................................................... 53
Appendix 2: Respondents’ Job Position ...................................................................................................................... 57
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List of Tables Pages
Table 1: Training status 6

Table 2: Available manpower as of February, 2021 22
Table 3: Manpower distribution at railway stations 23
Table 4: Cronbach’s Alpha Coefficient 26
Table 5: Demographic Characteristics of Respondents 27
Table 6: Respondents’ Working Areas 28
Table 7: Participation in Training 29
Table 8: Training Types 29
Table 9: Selection for Training 30
Table 10: Training Frequency 31
Table 11: Training Methods 31
Table 12: Problems in delivering trainings 32
Table 13: Training schedules 33
Table 14: How much do you agree the performance of the Organization will be negatively affected? 34
Table 15: Quality of the training programs 35
Table 16: Training relevancy 36
Table 17: Whether Ethiopian employees can administer the organization 36
Table 18: Evaluation of the performance of the Organization 37
Table 19: Whether the performance of the Organization will be improved when managed by trained Ethiopians 38
Table 20: Correlation between training relevance and whether Ethiopians can manage the Project Office after they are
certified. 40
Table 21: Correlation between training quality and performance of the Organization. 41
Table 22: Correlation between training program schedules and whether the performance of the Organization could be
affected negatively. 41
Table 23: Correlation between quality of training and improvement of Organization’s performance 42
Table 24: Reliability Statistics 42
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List of Figures Pages
Fig. 1. Map of Ethio-Djibouti Railway Line 3
Figure 2. Conceptual Framework of the Study 20
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LIST OF ABBREVIATIONS
CCECC China Civil Engineering Construction Corporation

CREC China Railway Group Limited
EDR Ethio-Djibouti Railway Share Company
JV Joint Venture
KPI Key Performance Indicator
SPSS Statistical Package for Social Science
CCECC-CREC JV PROJECT OFFICE China Civil Engineering Construction Corporation-

China Railway Group Limited Joint Venture Project
Office (Project Office)
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ABSTRACT
The study focused on assessing the effect of training on the performance of CCECC-CREC JV
Project Office. The purpose of training is to improve employee knowledge and abilities in order
to increase their productivity while also improving organizational performance. In this case,
organizational success is defined by the number of Ethiopian employees who can work
independently after completing their training and become certified. The research used quantitative
research approach with survey research design. Both primary and secondary data sources were
used. The respondents were asked to complete a self-administered structured questionnaire in
order to gather relevant information. Descriptive statistics analysis was used to analyze the
acquired data. The data analyses was carried out using the Statistical Package for the Social
Sciences (SPSS 26). Findings from the study reveal that 244 out of 257, claimed they have attended
on-the-job or off-the-job trainings. Only 230 staff out of 828 staffs, however, are certified to work
independently. Furthermore, 201 out of 257 respondents stated that training programs are not
followed according to schedule. This may lead the knowledge transfer and handover tasks to fall
behind the contract duration, resulting in additional financial consequences for the contract
employer (EDR). 202 (78.6%) respondents reported their dissatisfaction with the training
procedure, citing a language (communication) barrier and a lack of basic facilities. Obviously,
this will have a negative impact on the quality of the training programs. The study concluded that
the number of employees who can work independently after completing training and get
certification is only 20.39% of the total employees. Finally, it is recommended that a concerted
effort is required particularly from the Contractor and employer of the Contractor (EDR)to solve
the language/communication barrier between trainers and trainees, make available the required
training facilities, and to recruit the required number of staffs for training and certification before
the Contract period expires.
Key words: On-the-Job training, Off-the-training, Training, Organizational performance
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CHAPTER ONE: INTRODUCTION
This chapter introduces background of the study, statement of the problem, objectives of the study,
significance of the study, scope of the study, organization of the study, and operational definitions
of key terms.
1.1. BACKGROUND OF THE STUDY
An organization exists due to its employees because they are an indispensable part of it. Whatever
technologically advanced systems an organization puts in place, it needs human power to
implement them. Different scholars also support this idea. For example, Snell and Bohlander
(2013) note that organizations ‘compete through people’ simply because the achievements of
organizations “have increasingly depend by their ability to manage human resources talent which
is alternatively called human capital” (p.4).
Organizations have recognized the fact that different players in the business environment require
them to consider the changes in the expectations of their employees and their customers. Scholar
also assert that employees have become “a source of competitive advantage” (DeCenzo &
Robbins, 2010, p. 4).
Armstrong (2006), a well-known writer in the field of human resources and management, also
writes that employees working in organizations are “most valued assets” to the organization and
“individually and collectively contribute to the achievement of its objectives” (p.3).
From the preceding debate, it is clear that not only the effectiveness of companies, but also their
very existence, is greatly dependent on its personnel. In order that employees should perform to
the expectations of their organization, they have to be kept informed and knowledgeable about the
ever changing and competitive world. Matthis and Jackson (2011) note that “competition forces
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business organizations to change and adapt in order to compete successfully” (p.250). And here
comes the necessity of updating employees to the new changes that unfold so that they can play a
pivotal role in the competition.
Ethiopia has also given great emphasis to education and training as it is stipulated in the Education
and Training Roadmap (ETR). In this document (Ethiopian Ministry of Education, 2019) it is
admitted that though education was introduced to Ethiopia more than a century ago, its positive
impact either on the lives of citizens or on the country’s overall development was very limited.
Taking this disadvantage into account, the new Roadmap envisions the education training system
transforming society by utilizing the full potentials of the learners to become productive citizens.
In the Growth and Transformation Plan II (GTP II) of 2015/16-2019/20 (2016) too due emphasis
is given to human development to produce skilled human power that can easily familiarize and
utilize technological developments properly through on the-job-training and continuing education.
The emphasis is also on boosting the transportation industry in general, and the railway industry
in particular, to equip the workforce, as railway transport is the “preferred mode of transportation
for transporting goods in quantity, at a cheaper cost, and in a shorter time.” (Ibid, p.174). As
indicated in the GTP II (2016), due to the economic development that the country has registered,
there was a pressure to resume once again the interrupted railway transport in the country by
constructing new railway line that stretches from Addis Ababa/Sebeta to Djibouti. As a result, the
Ethiopian Railways Corporation was established in 2007 by the Council of Ministers Regulation
No. 141/2007, and since then, the government of Ethiopia has been investing a large sum of money
not only in the construction, maintenance, and operations of the railway sector, but also in the
capacity building of its human resources.
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Among the railway line projects, the construction of Ethio-Djibouti railway line (750 km) has been
completed in 2017 and started commercial operation on January 01, 2018 (Ethio-Djibouti Railway
Joint Venture Share Company, 2019) though the Contract Agreement was signed in July, 2016
(ibid, 2016). The Project Office is managing the operation and maintenance works on the 19
railway stations available along the railway route. The stations are Sebeta, Lebu, Indode, Bishoftu,
Modjo, Adama, Feto, Metehara, Sirba Kunkur, Mieso, Bike, Dire Dawa, Arawa, Adigala, Aysha,
Dewanle, Alisabieh, Holhol, and Nagad (the last three are found in Djibouti).
Fig. 1. Map of Ethio-Djibouti Railway Line

Source: Project Office
The technologies that this railway line has put in place are sophisticated. The technologically
advanced equipment includes signaling and communication, the operation control center, the
railway line infrastructure, and locomotives. Therefore, more than 357 million dollars has been
allocated for two Chinese Companies that are expected to undertake the operation and maintenance
management services for 72 months as stipulated in the Contract Agreement (2016). Ethiopians
are intended to fully take over management of the operation and maintenance activities after the
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contract period finishes, according to the Contract Agreement. Ethiopian staffs are expected to
receive off-the-job and on-the-job training and be certified in order to achieve this goal.
Obviously, the Chinese Companies (Contractors) are managing the Project Office not only to
administer the organization and leave the country at the end of the Contract period, but their main
purpose is to transfer their knowledge to Ethiopians and enable them manage the Project Office
by themselves.
It is clearly indicated in the Contract Agreement that quite large number of Ethiopians should have
replaced the Chinese professionals and assume the responsibilities by the end of 2020. But, as can
be observed from different reports (ibid, 2020), the achievement is far less than from what has
been planned. According to the Contract Agreement, by the end of 2020, 2213 Ethiopians were
expected to complete their training programs to be certified to replace the Chinese technicians.
Nonetheless, until the end of 2020, the number of Ethiopians who completed trainings and certified
is only 230 which is 10.39%. This puts the realization of training programs in a precarious situation
considering the remaining less than three years of the contract period.
In light of this fact, the purpose of this research is to conduct a study to assess the effects of
trainings on the performance of the Project Office.
1.2. STATEMENT OF THE PROBLEM
The provision of training to employees is one of the most essential strategies by which firms can
improve their productivity and performance. Therefore, it is significant for an organization to exert
efforts in employee training in order to materialize its objectives or enhance organizational
performance. Snell and Bohlander (2013) indicate that organization’s profitability is positively
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correlated to the number of trainings provided to its workers. The essence is to meet the challenges
posed by dynamism of today’s work place (Ogbu & Idowu, 2017).
But, as Samuel (2018) observed, realizing training goals and objectives is a difficult task for many
organizations due to different factors. Particularly, railway transportation demands extra efforts to
assure the safety of passengers or its service delivery in general. As it is indicated in the document
developed by the Ministry of Transport, Public Works and Water Management (2010) the safety
of railway transportation draws the attention of political and social interest. This is because
ascertaining safety across railway lines is crucial. According to this document, the passengers'
safety, the safety of workers employed on trains, stations, and tracks, the safety of users of level
crossings, and the safety of people living near railways pointed out that accidents that occur in
railway transportation have a significant impact.
Similarly, Akkas, et. al (2011) explain that though less frequent than automobile accidents, train
accidents have a major impact on victims’ lives. That’s why train crews in the USA must annually
undergo training mandated by the US Federal Road (Snell & Bohlander, p.292).
The fact that railway transportation in Ethiopia is not up to the level of the public’s expectations
in its service delivery has become a source of concern for many and raise questions as to whether
the employees are acquainted with the technologically advanced equipment and with the quality-
of-service delivery that the sector demands. Unless well-organized trainings are provided to
employees, the result will be for the railway public transport and freight service unable to compete
with other mode of transportation that are working across the Ethio-Djibouti railway route.
To cope up with this situation, the Project Office has endorsed railway capacity building plan in
September 28, 2018. The aim of this plan (2018) is to establish a team of qualified and experienced
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operation level staff, as well as train senior managers who can effectively manage and think in big
picture terms, in order to ensure the Ethio-Djibouti Railway's long-term viability.
However, as some researches indicate, the training process or knowledge transfer in the Project
Office is not going on as per the Contract Agreement (Boru, 2020). This can also be substantiated
from the annual reports of EDR for 2018, 2019, and 2020 and auditors’ 2020 report. Summarized
below is the training status between 2018-2020.
Table 1: Training status

No. of No. of Pre-Job Theoretical Practical No. of Certified
Professions Trainees Training Training Training Employees
73 732 700 619 200 230
Source: Capacity Building Department, Project Office, March 2021
The researcher has also made a preliminary investigation through discussion with some employees
working at the Capacity Building Department and other staffs about their opinions on the training
programs. The feedback is that most of them are dissatisfied about the training handling.
These scenarios have motivated this researcher to question whether the employees are well
exposed to the training programs, whether the trainings are undertaken as per the schedules,
whether the trainings are appropriate to the job positions of the employees, whether the media of
instruction serves the intended purpose between the trainer and the trainee, what tangible impact
do the training programs will have on the overall performance of the organization. As a result, the
purpose of this study is to see what impact the inconsistencies identified in training programs may
have on the Project Office's performance, particularly when it is managed by Ethiopians.
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1.3. OBJECTIVE OF THE STUDY
1.3.1.General Objective
From 2018-2020, 732 Ethiopians, who are assigned on 73 different job professions are
participating in the training programs. These job positions can be categorized as Civil Maintenance
(55), Electrical Maintenance (161), Locomotive and Rolling Stock (211), Functionary (19),
Operation Control Center (50), Train and Station Operation (236). But, as can be observed from
Table 1, only 230 employees are certified that can work independently.
Hence, the broad objective of the study is to assess the effects of employee training on the
performance of the Project Office.
1.3.2. Specific Objectives
➢ To identify the types of training programs that are practiced in the Project Office.
➢ To identify the challenges being faced in the process of training delivery.
➢ To analyze the effects of the training programs on the performance of the Project
Office.
1.3.3. Research Questions
1. What kind of training programs are practiced in the Project Office?
2. What are the challenges being faced in the delivery of training programs?
3. What is the effect of training on the performance of the Project Office?
1.4. SIGNIFICANCE OF THE STUDY
The findings of this research will benefit first and foremost the Management Contractor of the
Project Office to better deliver the training so that it can achieve its target within the remaining
contract period. EDR, which is the employer of the Management Contractor, will also benefit from
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the findings to closely follow up the training processes and take corrective measure to make sure
that Ethiopian employees acquire the intended knowledge and skill. Ministry of Transport can also
benefit from this research to learn from gaps and provide the necessary support to the Project
Office or to EDR. Employees gain from this research as well, because any corrective steps made
by the relevant bodies will ultimately benefit them.
1.5. SCOPE OF THE STUDY
This research intends to explore the impact of training on the performance of the Project Office.
As a result, the research concentrates on identifying the types of training programs in use,
identifying the challenges associated with delivering training programs, and, most importantly,
assessing how training programs affect the Project Office's performance. To do so, samples are
collected from 828 staffs working at 8 railways stations located in Ethiopia. Furthermore, the study
applies a quantitative study method by taking 270 sample size and test the effect of training on
organizational performance. Furthermore, this study is a cross-sectional research in which data
were collected at one-point in time.
1.6. LIMITATION OF THE STUDY
Stations that are part of the Project Office but are situated in Djibouti are excluded from the study
because they are accountable to the government of Djibouti. The research approach applied is
quantitative and only questionnaire is used for primary data collection. Because it was not the
subject of this study, the Chinese management members were not contacted to express their views
on the employees' opinions. Instead, annuals reports produced by the Organization were used.
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1.7. OPERATIONAL DEFINTITION OF KEY TERMS
In this section operational definitions of key terms are given as they are used in the context of this
study.
Organizational Performance
Organizational performance is an analysis of a company's attainments as compared to goals and
objectives. In the context of this study, however, organizational performance means the
performance related with trainings and its implications compared with the KPI stipulated in the
Contract Agreement.
Training
Training is a continuous process by which an employee actually gets the knowledge and get to
know how he or she can perform well in the organization (Ameeq-ul-Ameeq & Hanif, 2013).
Somerville (2007) also defines training as the process that provides employees with the knowledge
and the skills required operating within the systems and standards set by management. For this
study training refers to the upskilling programs organized and provided by the Management
Contractor in the organization and in China to deliver new knowledge or upskilling the knowledge
to the employees. The training approaches include pre-job training, theoretical training, practical
training and apprenticeship before the trainees are certified.
Off-the -Job Training Method
In this context, off-the-job training means the trainings given for those who have been already
working independently and the length of the trainings are not less than 30 hours per year. It also
includes the training programs provided outside the actual work location and provided in China.
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On-the-Job Training Method
This is an employee training that takes place at the place of work while he or she is doing the actual
job. As Snell and Bohlander (2013) argue on-the-job training is by far the most common method
used for providing training for nonmanagerial employees. They also claim that on-the-job training
has the advantage of providing hands-on experience under normal working conditions and an
opportunity for the trainer-a manager or senior employee-to build good relationships with new
employees. In this research also it refers to the trainings given while employees are on their normal
duties and which are given for not less than a month and the duration of each training that is not
less than an hour.
1.8. ORGANIZATION OF THE STUDY
The research paper is organized into five chapters: chapter one presents general introduction and
background to the study, statement of the problem, research objectives and research questions. It
also covers significance of the study, scope of the study and finally organization of the study.
Chapter two presents review of related literature to the study. It provides the definitions of key
terms as used in this study, theoretical review, empirical review and conceptual framework of the
study. Chapter three presents research methodology used in the study. It provides research design,
sampling methods, data collection methods, data analysis, validity, reliability of data and finally
the issue of ethical consideration. Chapter four presents the data analysis. It analyzes and discusses
the findings as per objective of the study. The findings, conclusions, and recommendations made
in relation to the study findings and objectives are summarized in Chapter five.
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CHAPTER TWO: REVIEW OF RELATED LITERATURE
This chapter discusses on the theoretical literature survey on training and empirical literatures are
discussed.
2.1.Theoretical Literature Review
2.1.1. The Concept of Training
Every organization needs to have well trained and experienced employees to perform the activities
that have to be done. It is also necessary to raise the skill levels and increase the versatility and
adaptability of employees. As the job become more complex the importance of employee
development also increases. Therefore, as Oluwaseun (2018) observes, training is an essential
practice that improves employee efficiency in a company and is a building block that leads to the
organization’s growth and progress.
Training is an important tool for human resource departments to capacitate their organizations’
human power and make them efficient and effective in delivering their day-to-day activities and
improve their performance. As Armstrong and Taylor (2014) define training, it is the “use of
systematic and planned instruction activities to promote learning” (p.308).
Buckley and Caple (2009, p. 9) similarly define training as “a planned and systematic effort to
modify or develop knowledge (skill/attitude) through learning experience, to achieve effective
performance in an activity or range of activities.” They opined that “in terms of precision, training
usually involves the acquisition of behaviors, facts, ideas, etc. that are more easily defined in a
specific job context. Training is more job-oriented than person-oriented” (ibid).
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Training aims at providing knowledge and skills and inculcating the attitudes which are needed to
perform specific tasks. The changes brought about by training are often more immediately
observable in the short term (Buckley and Caple: 2009).
DeCenzo and Robbins (2010) define training that it is “more present-day oriented; it focuses on
individuals’ current jobs, enhancing those specific skills and abilities needed to immediately
perform their jobs” (p. 190). According to them, it is job-specific training, or training designed to
make one more effective in his current job.
In a general sense, the term training implies the action of imparting a special skill or behavior to a
person, which is commonly offered to employees of operational level.
2.1.2. Benefits of Training
It is not arguable that an organization require trained employees that can do their jobs successfully.
Buckley and Caple (2009) observe the fact that as the second decade of the 21st century approaches,
change still will be a lasting subject. They further noted that “in order to survive and prosper,
organization in the private and the public sectors will need to respond in a timely and flexible way
to social, technological, economic and political change’’ (p.1). This means that an organization’s
very existence and improvement depend on its ability to overcome external and internal pressures
that these changes request. Consequently, this implies that existing and new employees will need
to acquire new knowledge, skills, attitudes and perspectives on a continual basis (ibid).
DeCenzo and Robbins (2010), on their part, note the fact that as jobs are becoming more complex
in the current ever-changing organizations’, educating employees has also become significant.
They emphasize the benefits of training by giving important examples. They argue that planes
don't normally cause airline accidents, but people do. Pilot or air traffic controller failures or
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improper repairs are responsible for approximately three-quarters of all accidents, crashes, and
other airline mishaps. The remaining injuries are normally triggered by conditions or structural
defects. They cited these statistics to illustrate the importance of training in the airline industry to
suggest these maintenance and human errors could be prevented or significantly reduced by better
employee training.
An analogy can be made between the above scenario and the Project Office-the railway operation
that provides public transport and freight services from Addis Ababa to Djibouti. A single train
casualty can cause a fatal damage to human lives and to the economy. Therefore, the benefits that
can be gained from providing trainings to employees is paramount.
A team working under the “Darwinbox” (2021) and Buckley & Caple (2009) well summarized the
benefits of training as indicated below.
• Individual benefits can include increased earnings from enhanced work
performance and career advancement; increased job satisfaction and morale;
increased motivation; and increased capacity to implement new technology and
methods.
• Organizational benefits include increased employee job efficiency and
productivity; reduced learning time, which may result in less expensive training
and workers becoming "on line" faster; decreased wastage; less accidents; lower
absenteeism; lower labor turnover; and higher customer or client satisfaction.
2.1.3. Training Methods
Though providing trainings to employees is crucial endeavor to an organization to remain
competitive in the market, of equal importance is the methods to be in place when delivering
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trainings. An organization providing trainings must be sure that the goals set by the training
programs are achieved. Otherwise, they may not get the required high and appropriate levels of
knowledge, skills and abilities.
As DeCenzo and Robbins (2010), after indicating the existence of a number of training methods,
they nonetheless classified them into two big categories as on-the-job and off-the-job trainings. In
this research too this classification is applied.
2.1.3.1.On-the-Job Training Method
As the name implies, on-the-job training is provided to employees while they are on the job at a
work place. Three trainings methods are available in the on-the-job training approach; namely, job
rotation entails lateral transfers that enable workers to work in a variety of positions and gain
experience with a variety of tasks (DeCenzo and Robbins, 2010).
Apprenticeships are commonly used to blend classroom learning with on-the-job training under
the supervision of a seasoned veteran, instructor, or mentor. Internships enable students in higher
education to apply what they've learned in class to a specific occupation as part of their education
(DeCenzo and Robbins, 2010).
2.1.3.2.Off-the-Job Training Methods
This is a method of training, which is undertaken away from the actual workplace for a particular
period. There are four types off-the-job training. They are class room lecture an approach of using
classroom instructions; the second method is multimedia learning which applies videos and DVDs
that enable to demonstrate technical skills that cannot be easily presented by other methods.
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The third method is simulations which involve learning a job by actually performing the work (or
its simulation). The fourth one is vestibule training that facilitates learning by using the same
equipment that one actually will use on the job but in a simulated work environment.
In the Project Office the training methods applied are on-the-job training and off-the-job trainings
that include pre-job training, theoretical training, practical training and apprenticeship before the
trainees are certified and work the jobs independently. Off-the-job trainings are given in China.
2.2.Empirical Literature Review
A number of researches have been done that dealt with the relationships between training and
organizations’ performance throughout the world. For example, (Khan, Khan, & Khan, 2011)
conducted a research on the impact of training on organizational performance with study sample
comprised of 100 employees of different organizations in Islamabad, Pakistan. The researchers
concluded that training, training design, on-the-job training, training delivery style have significant
effect on the organizational performance.
Uzoamaka and Innocent (2017) made an investigation on the effect of employees training on
organizational performance taking Seven-Up Bottling Company in Nigeria as their case study.
They argue that adequate consideration should be taken when selecting a candidate for training.
After collecting data from 110 staffs, they concluded that if the right employees are sent to training
through the systematic training procedure of identifying and selecting, there would be a significant
improvement on the organizational performance.
Daniel, C. (2018) examined the effects of training by focusing on three microfinance institutions
in Abuja, Nigeria. After analyzing data collected from 304 respondents, he came to the conclusion
that employee skill, knowledge and ability gained from training has significant effect on
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productivity. Therefore, Daniel recommends that microfinance banks and all organizations should
take more active interest in the training of its employees.
Few Ethiopians have also attempted to investigate the effects of training on employee or
organizational performance.
Among them is Alemayehu Mulugeta (2017) who worked his master’s thesis on the effects of
training on employee performance taking Ethiopian Revenue and Customs Authority at Customs
Procedure Sector as his research area. Alemayehu used stratified simple random sampling and he
took a sample of 217 employees. After analyzing the data, he concluded that employees of
Revenue and Customs Authority are not satisfied with the training design and delivery of the
training program.
Assefa Gidey (2016) has also made a research that investigated the effect of training on employee’s
performance in the case of Commercial Bank of Ethiopia. He applied quantitative research
approach and simple random sampling and took 307 samples. Based on the data analysis he
reported that majority of respondents (219) acknowledged that their efficiency has improved after
they took trainings.
Boru Wakene (2020) under the title “Assessment of Knowledge Transfer by CCECC-CREC JV
Management Contractor: The Case of Ethio-Djibouti Railways S.C” has made an attempt to assess
the level of knowledge transfer by identifying variables. They are the Management Contractor’s
commitment and willingness, the Ethio-Djibouti share company’s (EDR) capability in providing
training facilities, and local staff capability in absorbing railway operation knowledge. He used
descriptive data analysis and collected primary data from 57 samples selected by stratified random
sampling from 135 target population.
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After analyzing the data, Boru reports about his findings that EDR’s performance in administering
knowledge transfer contract conditions and providing training facilities indicated poor
performance to achieve the designed capacity building plan. The Management Contractor’s
commitment and willingness in transferring railway operation and maintenance to local staffs also
revealed poor. On the other hand, Ethiopian’s capability in absorbing railway operation knowledge
factors such as language barriers and using translators in the class affected the learning and
teaching process which in turn affect the knowledge transfer process.
Husein (2020), another researcher who focused on the Ethio-Djibouti Railway Share Company,
evaluated the factors that influence employee motivation. He used descriptive research analysis in
his research. Only two sites and the Head Office were used to collect 106 samples from 714
employees using a stratified sampling strategy.
Based on the analysis, Husein concluded that the key factors that contribute to employee
motivation are working condition, financial factors, recognition, co-worker and supervisor, non-
financial factors and job security respectively from the highest to lowest impact on motivation.
This researcher has investigated the library of the Ethiopian Civil Service University to learn
whether there are researches conducted related with the topic of this research. From 2013-2018
230 research papers have been done in the Institute of Leadership and Good Governance but none
of them have focused on the relationship between training and performance. Chala Lemi (2013),
in his study “The Effectiveness of Leadership Training in Enhancing the Capacity of Leaders and
Organizational Performance in East Shoa Zonal Offices,” noticed that organization performance
improved in East Shoa Zonal Offices as a result of the trainings delivered to leaders.
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2.3. Research Gaps
It is obviously impractical to review all related literatures that have discussed the issues of training
and organizations’ performance. Even it is increasingly becoming difficult to review related
literatures of researches conducted in Ethiopia as the number of universities and colleges has
dramatically increased and found throughout the country. This researcher has done his best to
review the researches available on websites, library and at organizations.
As discussed above, many of the researches do not focus on the Project Office. When they make
their focus on the same organization like the present researcher, their topic of interest differs like
that of Husein Ebrahim’s.
Boru Wakene's research was limited to determining how knowledge is transferred from Chinese
to Ethiopians. He didn't say anything about how the knowledge transfer might affect the company's
overall performance. Boru took samples from employees at the Lebu and Indode stations, as well
as the Head Office (EDR). Employees who work in the remaining six stations, on the other hand,
are left out and unrepresented. As a result, the sampling appears to be unrepresentative, which
could have led to incorrect conclusions.
2.4. Organizational Performance
Organizational performance is an analysis of a company’s attainments as compared to goals and
objectives. It is considered as the essence of an organizations’ existence. However, as Babel’ová,
et. al argue, it is critical to not only obtain outcomes, but also to sustain and expand an
organization’s potential in terms of performance (2020). In order to realize good performance, an
organization has to properly utilize its human resource. It’s argued that a meaningful use of an
organization's human resources is a prerequisite for realizing its human resource potential (ibid;
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2020). Stephen P. Robbins and Mary Coulter on their part (2012) say that managers are concerned
with organizational performance, which is the sum of all the company's actions. Therefore, it is
important for an organization to steadily improve its performance in order to meet the demands of
its customer. And this can be realized only through its human resources or employees. In similar
juncture, the performance of CCECC-CREC JV Project Office depends on the performance of its
employees who are being under the process of training and certification.
2.5. Organizational Performance and Training
Organizational performance and training are highly interdependent. Robbins and Coulter (2012)
argue that organizations should have chosen competent persons who can perform successfully on
the job if we did our recruiting and selection properly. However, good performance demands more
than just a set of talents. New hires must be accustomed to the organization's culture, as well as
trained and provided the knowledge necessary to perform their duties in accordance with the
organization's objectives. Similarly, the success or failure of CCECC-CREC JV Project Office
highly depends on the quality of trainings being undertaken to the employees.
2.6. Conceptual Framework
The model below is formulated to show the association between training and organization’s
performance. The conceptual framework for this study is shown in Figure 2 below. The
independent variable is the training programs that include on-the-job and off-the-job trainings. The
type and quality of training, the challenges faced in the process of the training programs will affect
the organization’s performance. The dependent variable is the organization’s performance which
will be characterized by the number of Ethiopians who are certified and working independently.
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Independent Variable Dependent Variable
Employees’ Training Organization’s Performance
• On-the-job training • Ethiopian employees who are skilled and

• Off-the-job training knowledgeable and can work
independently after completing trainings
and became certified.
Figure 2. Conceptual Framework of the Study

Source: My own development after literature review, 2021
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CHAPTER THREE: RESEARCH METHODS
This chapter deals with the research approach and design, population, sampling method, sample
size and determination, sources of data, data collecting procedures and tools used, data analysis,
validity and reliability, and ethical considerations.
3.1. Research Approach
This study employs quantitative research approach as it “values breadth, statistical descriptions,
and generalizability. Quantitative approaches to research center on achieving objectivity, control,
and precise measurement” (Leavy, 2017, p. 87). In this case, this research approach was used to
explore the impacts of training programs on the performance of CCECC-CREC Joint Venture
Project Office by quantifying variables which were gathered using closed-ended questions.
3.2. Research Design
The study adopts descriptive research design in order to describe and summarize the data and look
into the effects of training on the performance of the Project Office. In addition, to check the
relationship between training and the performance of the Organization, Pearson’s correlation
technique is applied.
3.3. Population
Since all the employees are expected to be trained, the target population for this study is the
employees of the Project Office that are working in eight railway stations found in Ethiopia which
accounts 828 staffs as of February, 2021. The remaining eight railway stations don’t have
manpower or are not functional.
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Table 2: Available Manpower as of February, 2021
No Railway Stations Available Manpower
1 Lebu 235
2 Indode 338
3 Modjo 30
4 Adama 75
5 Metehara 45
6 Mieso 60
7 Dire Dawa 39
8 Dewanle 6
Total 828
Source: Human Resource Department, Project Office
3.4. Sampling Technique
Simple random sampling technique was used in the sampling process of the population of the
research. This technique gives the opportunity that each individual in the population will have an
equal opportunity to be selected for the sample (Thomas, 2020) and Leavy (2017). The researcher
had the opportunity to access the number of the employees and all job positions available in the
Project Office. Therefore, this sampling technique was found useful in the selection of samples. It
also increases sample’s representativeness of the population and decreases sampling error and
sampling bias.
3.5. Sample Size
The sample was taken in a simple random sampling method to get a better sample size from eight
railway stations which are functional now. The samples were taken based on Yamane’s, T. (1967)
sample estimation technique.
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N
n= where;
1+𝑁(𝑒)2
n-sample size
N= total population
e=acceptable level of error to be +/-5%
828
n= =270
1+828(0.05)2
With 95% of significance level and +/- 5% margin of error, the sample size will be 270.
Table 3: Manpower Distribution at Railway Stations

No Railway Number of Percentage of Sample to be
Stations Staffs Total Population taken
1 Lebu 235 28.38% 77
2 Indode 338 40.82% 110
3 Modjo 30 3.62% 9
4 Adama 75 9.05% 24
5 Metehara 45 5.43% 15
6 Mieso 60 7.25% 20
7 Dire Dawa 39 4.71% 13
8 Dewanle 6 0.72% 2
Total 828 100 270
Source: Human Resource Department, Project Office
3.6. Data Collection Procedure
Primary and secondary sources of information are used to compile the data. Secondary data was
collected both from Ethio-Djibouti Railway Share Company and CCECC-CREC JV Project
Office; particularly annual reports and human resources data. The primary sources of this research
are employees of the Project Office who were requested to fill questionnaire. The questionnaire
was adopted from Norhidayah binti Badrul Hisham’s research proposal that focused on to study
the relationship between training and development program (Hisham, 2021). The information
sought after basically focused on gender, age, educational level, whether employees have
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participated in training or not, whether the training programs are going on according to schedules
or not, if Ethiopian employees can run the Project Office and improve its performance after the
Contract period comes to an end and the Management Contractor leaves, and so on. The
information gathered was measured using Likert’s five-point rating scale (1=strongly disagree,
2=disagree, 3=undecided, 4=agree, 5=strongly agree). Furthermore, prior to actually using the
questionnaire a pilot test was conducted to determine the strengths and weaknesses of the survey
concerning question format, wording, content and order. Participating pilot tests method was
applied because this method is found helpful as it “involves informing the respondents that they
are in the pre-test phase. The respondents are to be asked what they can say about the questionnaire,
specifically their reactions, comments and suggestions” (Sincero, 2021). Hence, questionnaires
were pilot-tested on ten willing employees drawn from different departments and professions.
Changes and corrections were made to some of the questions based on the feedbacks.
3.7. Data Analysis
Data was analyzed following the ways of quantitative research approach. SPSS version 26 was
used to compile and evaluate the results of the returned questionnaires. According to Leavy (2017),
statistical approaches such as descriptive statistics, like frequency and percentage are used in
quantitative data analysis. As a result, in this study, descriptive methods such as frequency and
percentage were used to analyze the quantitative data acquired. Correlation method is also used to
measure the relationships between training and organizational performance. The results of the
quantitative data gathered via questionnaire are presented through tabulation to describe the effect
of training on the Project Office's performance.
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3.8. Reliability and Validity
Reliability and validity are concepts used to evaluate the quality of research. They indicate how
well a method, technique or test measures something. According to Fiona Middleton, reliability is
about the consistency of a measure, and validity is about the accuracy of a measure
(https://www.scribbr.com/, 2020). The consistency with which a method measures something is
referred to as reliability. The measurement is considered reliable if the same result can be regularly
achieved using the same procedures under the same conditions. The accuracy with which a method
measures what it is supposed to measure is referred to as validity. The same source further explains
that if research has high validity, that means it produces results that correspond to real properties,
characteristics, and variations in the physical or social world. High reliability is one indicator that
a measurement is valid. If a method is not reliable, it probably isn’t valid.
The basic goal of a questionnaire in research is to collect important data in the most accurate and
valid way possible. As a result, survey/questionnaire accuracy and consistency, often known as
validity and reliability, are important aspects of research technique. In order to ascertain that what
should be measured is actually being measured and to make sure that a measure yields consistent
results, an appropriate statistical test is conducted to evaluate the reliability and validity of the
research’s findings. Hence, in order to check the reliability of the multiple-question developed
based on Likert scale surveys, Cronbach’s alpha, developed by Lee Cronbach in 1951, was used
(https://www.statisticshowto.com/, 2021). The following table is developed by Lee Cronbach.
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Table 4: Cronbach’s Alpha Coefficient
Cronbach’s Alpha Internal Consistency
α ≥ 0.9 Excellent
0.9 > α ≥ 0.8 Good
0.8 > α ≥ 0.7 Acceptable
0.7 > α ≥ 0.6 Questionable
0.6 > α ≥ 0.5 Poor
0.5 > α Unacceptable
3.9. Ethical Consideration
For ethical reasons, respondents were informed that the study would be conducted exclusively for
academic purposes and that they would not be obligated to complete the questionnaire.
Respondents were requested to participate voluntarily, with the assurance that the information they
provided would be kept anonymous and confidential. To avoid plagiarism, all sources of
information are adequately credited.
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CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTRPRETATIONS OF
FINDINGS
In this chapter, data gathered through questionnaires are presented, analyzed and interpreted using
percentages and frequencies with the help of Statistical Package for Social Science (SPSS 26).
270 questionnaires were sent to Project Office workers operating at eight railway stations in order
to collect pertinent data. Among the questionnaires distributed, the researcher collected 257
properly filled questionnaires in which the response rate is 95.18%. Thirteen (13) respondents from
six railway stations failed to return the questionnaires. In the questionnaire, respondents were not
asked to mention their service year in the Project Office by the mere fact that the Project Office is
new (became operational in 2018 and all of the employees have less than three years of work
experience). The researcher didn’t find it necessary to ask this question as it was already clear.
Besides, the researcher conducted the reliability test and the total is 0.817 which indicates the
existence of good reliability. Therefore, according to the organized questionnaires, the researcher
produced the following analyses.
4.1. Demographic Characteristics of the Respondents
Table 5: Demographic Characteristics of Respondents

Frequency Percent Valid Percent Cumulative Percent
Gender Distribution
Valid Male 199 77.4 100.0 100.0
Female 58 22.6
Total 257 100.0
Respondents’ Age
Valid 18-25 106 41.2 41.2 41.2
26-45 147 57.2 57.2 98.4
46-55 4 1.6 1.6 100.0
Total 257 100.0 100.0
Level of Education
Valid TVET 96 37.4 37.4 37.4
Diploma 21 8.2 8.2 45.5
Degree and above 140 54.5 54.5 100.0
Total 257 100.0 100.0
Source: Own Survey (SPSS 26 Output), 2021
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According to the responses, 199 respondents were males (77.3%) and 58 respondents were females
(22.6%). This could indicate that the Project Office employs more men than women, resulting in
a gender imbalance. The age distribution of respondents shows that 106 out of the 257 respondents
are in the age group of 18-25, representing 41.2%; 147 representing 57.2% are in the age of 26-
45, while 4 representing 1.6.% are aged between 46-55. This implies that 98.4% of the respondents
are below 45 years which gives the Project Office younger and potentially active human resource.
257 respondents, 140 (54.5%) have got their first degree or above, 96 (37.4%) have gone through
TVET level of education, and 21 (8.2%) have Diploma. The figure shows that employees have the
potential to catch up mostly technical trainings being provided by the Contract Administrator. As
far as respondents’ job position is concerned, they are drawn from different job positions and
departments that shows how the Organization is professionally diversified (the list is attached in
appendix 2).
4.1.1. Respondents’ Working Area

Table 6: Respondents’ Working Areas
Valid Adama 22 8.6 8.6 8.6
Dawanle 1 .4 .4 8.9
Dire Dawa 11 4.3 4.3 13.2
Indode 110 42.8 42.8 56.0
Lebu 77 30.0 30.0 86.0
Metehara 12 4.7 4.7 90.7
Mieso 17 6.6 6.6 97.3
Modjo 7 2.7 2.7 100.0
Total 257 100.0 100.0
Source: Own Survey, 2021
Table 6 shows the railway stations which are active now and from where the data was collected.
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4.2. Trainings Practiced in the Project Office
Question: Have you participated in any form of training programs since you joined the
organization (Project Office)?
Table 7: Participation in Training

Valid yes 244 94.9 94.9 94.9
No 13 5.1 5.1 100.0
Total 257 100.0 100.0
244 (94.9%) of the respondents have participated in training while 13 (5.1%) respondents replied
they didn’t take part in any form of training. The figure shows most of the employees have engaged
in trainings. But, reports from the Project Office indicate only 230 employees (10.39%), among
828 employees, are certified and can work independently. The rest are still taking trainings and
need certification. This means, the Management Contractor should exert extra effort to train and
certify employees before the contract period expires at the end of 2023.
Question: From the following training programs, which type of training did you participate?
Table 8: Training Types

Valid 0 13 5.1 5.1 5.1
On-the-job training 154 59.9 59.9 65.0
Off-the-job training 22 8.6 8.6 73.5
Both 68 26.5 26.5 100.0
Total 257 100.0 100.0
Out of the respondents who took training, 154 (59.9 %) respondents have participated in on-the-
job training, 68 (26.5 %) respondents have participated in on-the-job and off-the-job training,
while the remaining 22 (8.6 %) respondents have taken off-the-job training. According to the data,
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the Project Office mainly focuses on providing trainings while the employees are on their duty.
The employees who participated in both types of trainings, particularly 34 locomotive drivers,
have been sent to China for trainings and they also engaged in trainings in Ethiopia. These are
among the few staffs who got certification and can work independently (Capacity Building
Department, 2021).
Question: How were you selected for training?

Table 9: Selection for Training
Valid 0 13 5.1 5.1 5.1
On joining the Organization 161 62.6 62.6 67.7
Department's recommendation 28 10.9 10.9 78.6
Compulsory for all employees 38 14.8 14.8 93.4
Upon my request 10 3.9 3.9 97.3
Performance appraisal 7 2.7 2.7 100.0
Total 257 100.0 100.0
As the table depicts, 161 (62.6 %) respondents say that they are given the trainings when they join
the Project Office which indicates it is mandatory to take part in trainings. 38 (14.8 %) respondents
stated that they are selected for trainings because it is compulsory for employees to take the
trainings. 28 (10.9 %) respondents have reported that they have been recommended for the
trainings by departments. 10 (3.9 %) and 7 (2.7 %) respondents have said that they have been
selected for trainings upon their request and based on performance appraisal. But the researcher
finds it doubtful the claims made by those who say they are selected because of their performance
appraisal as there is no still employees’ performance assessment in the Organization (2020).
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Question: How often do you take training?
Table 10: Training Frequency

Valid 0 13 5.1 5.1 5.1
Quarterly 10 3.9 3.9 8.9
Every six month 9 3.5 3.5 12.5
Once a year 8 3.1 3.1 15.6
No specific schedule 217 84.4 84.4 100.0
Total 257 100.0 100.0
Among the respondents, 217 (84.4 %) reported that the trainings provided to them have no specific
schedules. This suggests that employees are not informed beforehand about the trainings. 10 (3.9
%) and 9 (3.5 %) respondents have said that they are being given trainings quarterly and every six
months respectively. This suggests that there are irregularities in handling training schedules.
Question: What are the methods used to provide the training you have attended?
Table 11: Training Methods

Valid 0 13 5.1 5.1 5.1
Lecture 163 63.4 63.4 68.5
Demonstrations 14 5.4 5.4 73.9
Discussions 17 6.6 6.6 80.5
Presentations 21 8.2 8.2 88.7
Seminar 29 11.3 11.3 100.0
Total 257 100.0 100.0
Table 11 shows that 163 respondents, which accounts for 63.4 %, replied that they were given
trainings through lecture, 29 (11.3%) respondents said seminar, 21 (8.2%) respondents replied
presentations, 17 (6.6%) respondents said the trainings were given through discussions, and 14
(5.4 %) said it was through demonstrations. The data indicates that the Project Office mainly
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provides trainings through lectures that tends to be more of theoretical and may limit trainees’
participation.
4.3. Challenges in the Delivery of Trainings
Question: What problems do you face in the delivery of training programs in the organization?
Table 12: Problems in Delivering Trainings

Valid 0 13 5.1 5.1 5.1
Language (communication) problem 154 59.9 59.9 65.0
Training facility/equipment problem 48 18.7 18.7 83.7
Training programs are delayed 23 8.9 8.9 92.6
Trainers are not well qualified 17 6.6 6.6 99.2
Trainee's level of understanding is poor 2 .8 .8 100.0
Total 257 100.0 100.0
As can be observed from table 12, the main problem that the trainees are facing is language or
communication problem. 154 (59.9 %) respondents said that there is a language (communication)
barrier between the trainers and the trainees. The media of instruction that the Project Office
implements is English language. As this researcher himself observes, many of the Chinese don’t
speak English and when they speak it is not a very good English. Therefore, translators who
themselves are not good speakers, serve as mediators between the trainers and the trainees. This
has made it a very challenging process for the trainees to understand what they are being thought.
48 (18.7 %) respondents mentioned training facility/equipment problem as the major one. The
service of railway operations is mainly of technical nature and inadequacy of training materials
can compromise the quality of the training. 23 (8.9 %) respondents mentioned the delays observed
in providing trainings as a major problem. As reports from the Project Office indicate the main
cause for the delay of training programs is associated with the occurrence of COVID-19. 17 (6.6
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%) respondents say that the trainers are not well qualified in providing the trainings. Though the
percent seems relatively small, it cannot be ignored as it may affect the quality of the training
process and negatively affect the knowledge transfer. 2 (0.8 %) respondents mentioned
that trainee's level of understanding is poor and difficult for them to understand the contents of the
trainings.
Question: Do you think training programs are undertaken as per schedule?
Table 13: Training schedules

Valid 0 13 5.1 5.1 5.1
Yes 43 16.7 16.7 21.8
No 201 78.2 78.2 100.0
Total 257 100.0 100.0
201 respondents (78.2 %) replied that the training programs were not undertaken as per the
schedules. This indicates that due to different reasons (mainly due to the COVID-19) training
programs have been postponed which may leave the handover process of the management of the
Project Office in a precarious situation. 43 (16.7 %) assert that the training programs were
undertaken as planned.
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Question: If your answer for the question number 12 is “NO”, how much do you agree the
performance of the Organization will be negatively affected?
Table 14: How much do you agree the performance of the Organization will be negatively
affected?
Valid .00 56 21.8 21.8 21.8
Strongly Disagree 5 1.9 1.9 23.7
Disagree 10 3.9 3.9 27.6
Undecided 17 6.6 6.6 34.2
Agree 109 42.4 42.4 76.7
Strongly Agree 60 23.3 23.3 100.0
Total 257 100.0 100.0
Among those who responded the training programs are not taking place according to schedules,
109 (42.4 %) respondents expressed their agreement that the performance of the Organization or
the Project Office will be negatively affected. 60 (23.3 %) respondents strongly agree that the
performance of the Organization will be negatively affected because of the unscheduled training
programs. 17 (6.6 %) respondents couldn’t say whether the performance of the Project Office will
be negatively affected or not. 10 (3.9 %) respondents will disagree about the fact that the
performance of the Project Office will be negatively affected although the training programs are
not undertaken as per schedule. Five (1.9%) respondents strongly disagree about the statement that
the performance of the Project Office will be negatively affected even though the training programs
are not undertaken as per schedule. The data gives a grim picture about the training progress since
169 (65.7%) respondents express their agreement or their concern that because trainings are not
taking place according to their schedule, the performance of the Project Office will be negatively
affected specially in the main objective of knowledge transfer to local employees. Even 17 (6.6%)
respondents who couldn’t tell whether the unscheduled training programs may affect the
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performance of the Organization negatively, are not confident enough to say it will not affect the
performance. Only 15 (5.8%) respondents assert that even though trainings did not take place as
per schedule, the performance of the Project Office will not be negatively affected.
Question: How will you rate the quality of the training program/s for which you have participated?
Table 15: Quality of Training Programs

Valid .00 13 5.1 5.1 5.1
Very poor 3 1.2 1.2 6.2
Poor 14 5.4 5.4 11.7
Fair 42 16.3 16.3 28.0
Good 158 61.5 61.5 89.5
Very Good 27 10.5 10.5 100.0
Total 257 100.0 100.0
As Table 15 indicates, 158 (61.5%) respondents say that the quality of the training is good, 42
(16.3%) said the training is fair, 27 (10.5%) respondents rated the training as very good. On the
other hand, 14 (5.4%) respondents gave their opinion that the training is poor, and 3 (1.2%)
respondents consider the training as very poor. According to the respondents’ feedback, though
the quality of the training is encouraging, the number of respondents who are not satisfied by rating
it as poor and those who say it is fair cannot be ignored. Hence, the Project Office need to do more
to improve the trainees’ satisfaction by working hard on the quality of the training.
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Question: How much do you agree that the training you received is relevant to your work?
Table 16: Training Relevancy
Valid .00 13 5.1 5.1 5.1
Disagree 9 3.5 3.5 9.7
Undecided 57 22.2 22.2 31.9
Agree 121 47.1 47.1 79.0
Strongly Agree 54 21.0 21.0 100.0
Total 257 100.0 100.0
Table 16 indicates 121 (47.1%) respondents agreed that the training they took is relevant to their
job, 57 (22.2%) respondents couldn’t decide whether the training they took is relevant to their job
or not, 54 (21.0%) respondents strongly agree that the training in which they participated is related
to their work. On the other hand, 9 (1.2%) respondents disagree that the training they took is
relevant to their job, and 3 (1.2%) strongly disagree that the training they took is relevant to their
job. Based on the statistics, one can imply that the Project Office is providing trainings which are
relevant to employees’ job.
Question: In your opinion, how much do you agree that Ethiopian employees who are trained can
manage/administer the organization (Project Office) after three years when the Contract
period expires?
Table 17: Whether Ethiopian Employees can Administer the Organization

Valid .00 13 5.1 5.1 5.1
Disagree 24 9.3 9.3 17.1
Undecided 124 48.2 48.2 65.4
Agree 59 23.0 23.0 88.3
Strongly Agree 30 11.7 11.7 100.0
Total 257 100.0 100.0
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124 (48.2%) respondents couldn’t decide whether Ethiopian employees can manage or administer
the operation activities of the Project Office when the Contract period expires and the Chinese
Contractors hand over the Project. 59 (23.0%) respondents agree and 30 (11.7%) strongly agree
that Ethiopian employees can manage the Project Office by themselves even though the Chinese
leave after handing over. 24 (9.3%) respondents disagree and 7 (2.7%) respondents strongly
disagree about the fact that Ethiopian employees can manage the activities of the Project Office
after the Chinese hand over the Project to Ethiopians.
Question: What is your evaluation about the overall performance of the Organization (Project
Office)?
Table 18: Evaluation of the Performance of the Organization

Valid .00 13 5.1 5.1 5.1
Very poor 6 2.3 2.3 7.4
Poor 35 13.6 13.6 21.0
Fair 122 47.5 47.5 68.5
Good 60 23.3 23.3 91.8
Very Good 21 8.2 8.2 100.0
Total 257 100.0 100.0
122 (47.5%) respondents believe that the performance of the Organization is fair, 60 (23.3%)
respondents rate it as good and 21 (8.2%) respondents say the performance is very good. On the
other hand, 35 (13.6%) and 6 (2.3%) respondents say the performance is poor and very poor
respectively. At this time, where the Chinese are managing the Organization, the performance of
the Project Office looks hopeful.
37 | P a g e
Question 13: In your opinion, how much do you agree the performance of the organization will
be improved when it is managed by trained Ethiopians after taking over from the
Chinese?
Table 19: Whether the performance of the Organization will be improved when
managed by trained Ethiopians
Cumulative
Frequency Percent Valid Percent Percent
Valid .00 14 5.4 5.4 5.4
Disagree 31 12.1 12.1 18.7
Undecided 84 32.7 32.7 51.4
Agree 78 30.4 30.4 81.7
Strongly Agree 47 18.3 18.3 100.0
Total 257 100.0 100.0
84 respondents which accounts 32.7% couldn’t be sure if the performance of the organization will
be improved when it is administered by Ethiopians after taking over from the Chinese Contractors.
78 (30.4%) respondents agree and 47 (18.3%) respondents strongly agree that the organization’s
performance will be improved by Ethiopians. On the other hand, 31 (12.1%) respondents disagree
and 3 (1.2%) respondents strongly disagree that the performance of the organization will be
improved when it is managed by Ethiopians. Nearly half of the respondents have positive opinion
that Ethiopian employees can manage the organization and improve its performance. But it is also
a warning call for the Organization since the number of those who said Ethiopians cannot improve
the performance of the organization when managed by Ethiopians is significant. Even the number
of those respondents (32.7%) who couldn’t decide whether or not Ethiopians can bring a better
performance to the organization is big enough and it needs the attention of the management.
38 | P a g e
4.4. Relationship between Training and Organization’s Performance
In this section an attempt will be made to measure the degree of association between variables that
is training and performance of the Project Office using Pearson’s correlation. Pearson correlation
coefficient or Pearson’s r is defined in statistics as the measurement of the strength of the
relationship between two variables and their association with each other. In simple words,
Pearson’s correlation coefficient calculates the effect of change in one variable when the other
variable changes (https://www.questionpro.com/, 2021).
Correlation analysis measures the relationship between two items, for example employees’
training and an organization’s performance. The resulting value (called the "correlation
coefficient") shows if changes in one item (e.g., employees’ training) will result in changes in the
other item (e.g., an organization’s performance).
The correlation coefficient can range between ±1.0 (plus or minus one). A coefficient of +1.0, a
"perfect positive correlation," means that changes in the independent item will result in an identical
change in the dependent item (e.g., a change in employees training will result in an identical change
in the Organization’s performance). A coefficient of -1.0, a "perfect negative correlation," means
that changes in the independent item will result in an identical change in the dependent item, but
the change will be in the opposite direction. A coefficient of zero means there is no relationship
between the two items and that a change in the independent item will have no effect in the
dependent item. A low correlation coefficient (e.g., less than ±0.10) suggests that the relationship
between two items is weak or non-existent. A high correlation coefficient (i.e., closer to plus or
minus one) indicates that the dependent variable (e.g., Organization’s performance) will usually
change when the independent variable (e.g., employees’ training) changes.
39 | P a g e
The direction of the dependent variable's change depends on the sign of the coefficient. If the
coefficient is a positive number, then the dependent variable will move in the same direction as
the independent variable; if the coefficient is negative, then the dependent variable will move in
the opposite direction of the independent variable.
Therefore, to determine the relationship between employees’ training (on-the-job and off-the-job
trainings) and Organization’s performance (Ethiopian employees who are skilled and
knowledgeable and can work independently after completing trainings and became certified.), the
data was computed using Pearson’s correlation. In the subsequent tables, the results of the
correlation will be presented.
Table 20: Correlation between training relevance and whether Ethiopians can manage the Project
Office after they are certified.
Whether Ethiopians Can Manage the

Variables Training Relevance Organization
Training Relevance Pearson Correlation 1 .332**
Sig. (2-tailed) .000
N 244 244
Whether Ethiopians Can Pearson Correlation .332** 1
Manage the Organization Sig. (2-tailed) .000
N 244 244
**. Correlation is significant at the 0.01 level (2-tailed).
The results in Table 20 show that, there is perfect positive relationship between the relevance of
the training provided and whether Ethiopians can manage the Organization by themselves after
they complete the trainings and are certified (r = .332, p < 0.01) which can be substantiated by the
fact that the correlation coefficient falls between ±0.10.
40 | P a g e
Table 21: Correlation between training quality and performance of the Organization.
Performance of the Organization

Quality of the training program/s (Project Office)
Quality of the training Pearson Correlation 1 .480**
program/s Sig. (2-tailed) .000
N 244 244
Performance of the Pearson Correlation .480** 1
Organization (Project Office) Sig. (2-tailed) .000
N 244 244
The results in Table 21 show that, there is perfect positive relationship between quality of the
training programs and performance of the Organization (Project Office) (r = .480, p < 0.01). This
indicates that the more the quality is improved the better will be the performance of the
Organization.
Table 22: Correlation between training program schedules and whether the performance of the
Organization could be affected negatively.
Performance of the Organization
Variables Training program schedule (Project Office)
Training program schedule Pearson Correlation 1 -.235**
Sig. (2-tailed) .000
N 244 244
Performance of the Pearson Correlation -.235** 1
Organization (Project Office) Sig. (2-tailed) .000
N 244 244
The finding in Table 22 show that, there is negative relationship between quality of the training
programs and performance of the Organization (Project Office) (r = -.235**, p < 0.01) which
shows though training programs are not conducted as per schedules, the quality of the training will
not be affected.
41 | P a g e
Table 23: Correlation between quality of training and improvement of Organization’s
performance
Performance improvement
Variables Quality of the training program/s of the Organization
Quality of the training Pearson Correlation 1 .146*
program/s Sig. (2-tailed) .023
N 244 244
Performance improvement of Pearson Correlation .146* 1
the Organization Sig. (2-tailed) .023
N 244 244
*. Correlation is significant at the 0.05 level (2-tailed).
The result in Table 23 show that, there is perfect positive relationship between quality of the
training programs and performance improvement of the Organization (Project Office) (r = .146, p
< 0.01).
Table 24: Reliability Statistics

Reliability Statistics
Cronbach's Alpha Based on
Cronbach's Alpha Standardized Items N of Items
.817 .766 13
Cronbach’s alpha reliability result is 0.817 which is an acceptable level.
To sum up this chapter, the findings show that the Organization is mainly practicing on-the-job
trainings as the feedback drawn from the respondents accounts 59.9%. It is also found out that
language (communication) barrier and lack of training facilities as the major challenges in the
process of training undertakings as they account for 59.5% and 18.7% respectively. In addition,
training programs are found to have big influence on the performance of the Organization as 48.7%
respondents agree and strongly agree about the fact that the Organization’s performance will be
improved when managed by trained Ethiopian employees.
42 | P a g e
4.5. Discussion of the Findings
The discussion of findings is based on the objectives outlined in chapter one. The findings in this
study were compared to theoretical findings made in other related studies.
Research Objective One: To identify the types of training programs that are practiced in the
Project Office.
From the analysis made on the data collected from respondents it was observed, as indicated in
Table 8, that the Project Office mainly provides on-the-job trainings. This can provide the
employees an opportunity to get the knowledge and skill while they are on their duty. In addition,
on-the-job training has the benefit of providing hand-on experience under normal working
conditions and an opportunity to build good relationships between a senior employee and new
employees as Snell and Bohlander (2013) observe.
Research Objective Two: To identify the challenges being faced in the process of training
delivery.
Respondents have the opinion that language or communication barrier between trainees and
trainers is the main problem they are facing in the training process. Similarly, lack of adequate
training facilities is also found to be a serious challenge. The findings indicate that the quality of
the training programs may be compromised. And this is incongruent with the claim made by
Buckley and Caple (2009) that training aims at providing knowledge and skills and inculcating the
attitudes which are needed to perform specific tasks.
43 | P a g e
Research Objective Three: To analyze the effects of the training programs on the performance
of the Project Office.
65.7% respondents in Table 14 opined that because the training programs are not undertaken based
on planned schedules, the performance of the Project Office will be negatively affected. 32.7%
respondents in Table 19 also say that they cannot be sure whether the performance of the Project
Office can be improved when it is going to be managed by Ethiopians. If this figure is taken
together with the number of those who disagree that the performance of the Project Office will be
improved, it accounts to 46%. This is an indication that irregularities observed in the handlining
of training programs is not going to improve the performance of the Project Office as scholars like
Snell and Bohlander (2013) indicate that organization’s profitability is positively correlated to the
trainings provided to its workers.
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CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
The chapter provides the summary of the findings from chapter four, and it also gives the
conclusions and recommendations of the study based on the objectives of the study. The objective
of this study was to explore the impact of training on the CCECC-CREC JV Project Office.
5.1. Summary of the Findings
Two Chinese Companies (CCECC and CREC) are currently managing the Project Office based
on a contract agreement which lasts for six years and dwindling down to two years. The main
purpose of the contract is to transfer their knowledge to Ethiopian employees and capacitate them
so that they can manage the Project Office by themselves after the contract period comes to an
end. The summary shows the findings based on the research question.
Research question one: What kind of training programs are practiced in the Project Office?
The Management Contractor is providing on-the-job and off-the job trainings. Through this
endeavor, it is possible to infer that almost all available positions are covered through training as
can be observed from appendix 2. As far as participation of employees in training is concerned,
244 out of 257 respondents (94.9%) have been engaged in on-the-job and off-the-job trainings
which is encouraging. It can be said also the trainings are being delivered to employees in a
mandatory way. But as annual reports from the Organization indicate, the number of employees
who have completed training and certified is only 230 (10.39%) (2021).
Research question two: What are the challenges being faced in the delivery of training
programs?
Training programs are not taking place in a specified schedule as 78.2% respondents replied.
That’s why 65.7% of the respondents replied the performance of the Organization will be
45 | P a g e
negatively affected because of delays occurred in training schedules. There may be some reasons
for this mishap and the occurrence of COVID-19 is cited in the EDR’s annual reports as one reason
(Ethio-Djibouti Railway Joint Venture Share Company, Ethio – Djibouti Railway Yearly Report
(2020), 2020). This suggests that the training program may not be completed in time and
consequently the hand over process to Ethiopians can have the possibility to be delayed.
In the training process, 59.9% of respondents stated that there is a language (communication)
barrier between trainers and trainees. Even the number of respondents who said training facilities
are not available as required is significant and needs the attention of the Contractor. The
qualification of trainers has also brought some criticism (6.6%) which also requires the attention
of the Management Contractor.
The respondents opinioned that the method of training is significantly lecture-type which is an oral
presentation intended to deliver information about a particular subject. But, the working nature of
the Organization is more practical and the trainings need to be demonstrative and practical.
Research question three: To what extent training programs will impact the performance of
the Project Office?
According to the responses collected from the respondents, the quality of the trainings is
encouraging as 72% of them rated it as good and very good.
Many of the respondents (60.2%) either couldn’t be confident enough or disagree and strongly
disagree when asked whether they will be in a position to run the Organization or not after taking
over from the Chinese. This should be a worrying figure both for the Management Contractor and
Ethio-Djibouti Railway Share Company, that outsource the contract, as the contract period is fast
running to its end.
46 | P a g e
About the current performance of the Organization many of the respondents seem to have a
positive attitude. But when asked about the improvement of the Organization’s performance the
Chinese leave, a different picture appears. Because it is only 48,7% respondents that either agree
or strongly agree that in future when Ethiopians take over that the performance of the Organization
would improve. On the other hand, 46% respondents either lack confidence to claim they can
manage and bring improvements when the operation is managed by Ethiopians or openly express
their disagreements.
5.2. Conclusions
The Management Contractors of CCECC-CREC JV Project Office have been engaged in
managing the Project Office since the beginning of its operation in January 01, 2018. As the study
reveals, the Organization currently looks in good shape as far as the Management Contractor is
handling the operation. It is also found commendable that the majority of the employees are
participating in the trainings.
But there are some issues that the Management Contractor should address. First and foremost, the
number of employees who got certified and can work independently is very low (20.39%). It needs
a hard work from the Management Contractor’s side to speed up the training and certify the
employees. A failure to train Ethiopian employees as per the Management Contract means a failure
in the knowledge transfer and unnecessary extension of the Contract.
Second, language or communication barrier is found to be a big challenge for Ethiopian trainees
to understand what the Chinese are teaching them. This will compromise the quality of the training
which leads to endangering the safety of railway transport service delivery to customers.
47 | P a g e
Third, training facilities are not available as the standard of the training demands and at the same
time the quality of some of the Chinese trainers has brought some concern by some trainees. This
in turn will have a negative connotation about the quality. Fourth, the number of those employees
who do not have confidence in managing and improving the performance of the Organization
cannot be ignored. The overall purpose of the Management Contract is to capacitate local staffs
and replace them in the Chinese feet.
5.3. Recommendations
It is not arguable that an organization requires trained employees that can do their jobs successfully
and become the driving force in realizing performance improvement in an organization. In order
to benefit from the training initiatives that the Project Office is undertaking, the following issues
need to be properly addressed by the concerned bodies.
Recommendation to the Management Contractor
The Management Contractor has the responsibility to hand over the Project Office to technically
qualified Ethiopians who can manage the freight and public transportation in an efficient and
effective manner. To this end, the Management Contractor has to train and certify Ethiopian
employees before the Contract period expires. Beside this, qualified trainers should be assigned
who can speak better English to ease the teaching-learning process and avoid the communication
barrier. Furthermore, the required training equipment and facilities should be put in place
adequately to make the training process more practical. In the absence of these issues. Otherwise,
the confidence of Ethiopian staffs may be eroded which makes it difficult for them to take over
the Project Office and manage it by themselves.
48 | P a g e
Recommendation to the Ethio-Djibouti Railway S.C. (EDR)
Ethio-Djibouti Railway S.C. (EDR) should provide unreserved support to the Management
Contractor in recruiting and employing the required staff to haste the training and certification
process. This will save EDR from extending the Contract and from additional costs. Besides this,
EDR should closely follow up the training process so that its quality is not compromised.
Recommendation to the Ministry of Transport
Ministry of Transport, as a regulatory public body, can play a crucial role in supervising the
training processes before certifying trained Ethiopians.
Recommendation to Researchers
This study may serve as an input for researchers to fill gaps which are not addressed in this
research. It can also serve as sources of information for those who do their researches on the Project
Office with different topics.
49 | P a g e
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Appendix 1: Questionnaire
ETHIOPIAN CIVIL SERVICE UNIVERSITY
INSTITUTE OF LEADERSHIP AND GOOD GOVERNANCE
Questionnaire to be filled by employees of CCECC-CREC JV Project Office
A Research entitled “The Effect of Employee Training on Organizational Performance: The Case
of CCECC-CREC JV Project Office.”
Dear respondent,
My name is Awoke Mulu. I am a postgraduate student in Ethiopian Civil Service University at

Institute of Leadership and Good Governance. The objective of this questionnaire is to investigate
the impact of employees’ training and development on the performance of CCECC-CREC JV
Project Office in partial fulfilment of the requirements for MA degree in Leadership and Good
Governance. The outcome of the study is important in indicating main tasks to be carried out
further by the Project Office. The data collected from you will be used for academic purpose only
and I would like to guarantee you that the data collected will kept confidential and not be misused
in any way. Furthermore, the information you provide will not be disclosed in names to any other
party. Thus, your cooperation is highly needed to conduct this study. Thank you very much for
your patience and understanding.
If you have any question or need clarity, please contact me with my mobile phone number
0911131033 and Email ardmyaa@gmail.com
Directions
Please do not write your name on the questionnaire
Please tick ( √ ) at the appropriate answer
53 | P a g e
SECTION A: BASIC PROFILE OF RESPONDENTs
1. Age
A. 18-25 ( )
B. 26-45 ( )
C. 46-55 ( )
D. Above 56 ( )
2. Gender
A. Female ( ) B. Male ( )
3. Level of Education
A. Primary ( )
B. Secondary ( )
C. TVET ( )
D. Diploma ( )
E. Degree and Above ( )
4. Job Position: -------------------------------------------------
5. Department: --------------------------------------------------
SECTION B: MAIN RESEARCH QUESTIONS

6. Have you participated in any form of training programs since you joined the organization
(Project Office)?
A. Yes ( ) B. No ( )
If your answer to the above question is “yes”, please continue with the questions below.
7. From the following training programs, which type of training did you participate?
A. On-the-job training ( )
B. Off-the-job training ( )
C. Both ( )
D. None ( )
8. How were you selected for the training?
A. On joining the Organization ( )
B. Department’s recommendation ( )
C. Compulsory for all employees ( )
D. Upon my request ( )
E. Performance Appraisal ( )
54 | P a g e
9. How often do you take training?
A. Quarterly ( )
B. Every six month ( )
C. Once a year ( )
D. Every two years ( )
E. No specific schedule ( )
10. What are the methods used to provide the training you have attended?
A. Lecture ( )
B. Demonstrations ( )
C. Discussions ( )
D. Presentation ( )
E. Seminar ( )
11. What problems do you face in the delivery of training programs in the organization?
A. Language (communication) problem ( )
B. Training facility/equipment problem ( )
C. Training programs are delayed ( )
D. Trainers are not well qualified ( )
E. Trainees’ level of understanding is poor ( )
Others: Please specify
12. Do you think training programs are undertaken as per schedules?

A. Yes ( )
B. No ( )
55 | P a g e
For each of the statements below, please indicate the extent of your agreement or
disagreement by placing a tick ( √ ) in the appropriate box under the statement.
Scale
Question Items
1 2 3 4 5
13. If your answer for the question number 12 is Strongly Disagree Undecided Agree Strongly
“NO”, how much do you agree the performance Disagree Agree
of the Organization will be negatively affected?
14. How will you rate the quality of the training Very Poor Fair Good Very
program/s for which you have participated? Poor Good
15. How much do you agree that the training you Strongly Disagree Undecided Agree Strongly
received is relevant to your work? Disagree Agree
16. In your opinion, how much do you agree that Strongly Disagree Undecided Agree Strongly
Ethiopian employees who are trained can Disagree Agree
manage/administer the organization (Project
Office) after three years when the Contract Period
expires?
17. What is your evaluation about the overall Very Poor Fair Good Very
performance of the Organization (Project Office)? Poor Good
18. In your opinion, how much do you agree the Strongly Disagree Undecided Agree Strongly
performance of the organization will be improved Disagree Agree
when it is managed by trained Ethiopians after
taking over from the Chinese?
THANK YOU FOR YOUR COOPERATION
56 | P a g e
Appendix 2: Respondents’ Job Position

Accountant 4 1.6 1.6 1.6
Administrator 1 .4 .4 1.9
Assistant Duty Officer 1 .4 .4 2.3
Budget Control 1 .4 .4 2.7
Capacity Building Manager 1 .4 .4 3.1
Car Inspector 1 .4 .4 3.5
Cashier 2 .8 .8 4.3
Civil Work Safety Clerk 4 1.6 1.6 5.8
Civil Work Supervisor 2 .8 .8 6.6
Civil Work Technician 2 .8 .8 7.4
Civil Work Zone Leader 1 .4 .4 7.8
Communication Worker 12 4.7 4.7 12.5
Deputy Depot Chief 2 .8 .8 13.2
Deputy Manager 2 .8 .8 14.0
Director 4 1.6 1.6 15.6
Dispatcher 22 8.6 8.6 24.1
Electric Compressor Worker 1 .4 .4 24.5
Electric Dispatcher 3 1.2 1.2 25.7
Electric Maintenance Dispatcher 1 .4 .4 26.1
Electric Power Worker 10 3.9 3.9 30.0
Electric Safety Clerk 2 .8 .8 30.7
Electric Technician 2 .8 .8 31.5
Electric Work Technician 1 .4 .4 31.9
Field Freight Clerk 4 1.6 1.6 33.5
Field Office Clerk 2 .8 .8 34.2
HR Supervisor 1 .4 .4 34.6
Industrial Engineer 1 .4 .4 35.0
Labor Supervision 1 .4 .4 35.4
Line Man 2 .8 .8 36.2
Locomotive Driver 28 10.9 10.9 47.1
Manager 8 3.1 3.1 50.2
Material Keeper 1 .4 .4 50.6
Materials Plan 1 .4 .4 51.0
Materials Planner 2 .8 .8 51.8
Mechanical Engineer 1 .4 .4 52.1
OCC Deputy Director 1 .4 .4 52.5
OCC Director 1 .4 .4 52.9
OCS Worker 12 4.7 4.7 57.6
Office Clerk 5 1.9 1.9 59.5
Office Freight Clerk 7 2.7 2.7 62.3
Over Crane Driver 1 .4 .4 62.6
Passenger Clerk 9 3.5 3.5 66.1
Passenger Supervisor 1 .4 .4 66.5
Passenger Transport Super 1 .4 .4 66.9
57 | P a g e
Permanent Way Technician 1 .4 .4 67.3
Personnel Archives Manage 1 .4 .4 67.7
Plan Statistician 2 .8 .8 68.5
Planner 4 1.6 1.6 70.0
Power Dispatcher 1 .4 .4 70.4
Purchaser 2 .8 .8 71.2
Quality and Environment 1 .4 .4 71.6
Safety Supervisor 1 .4 .4 72.0
Senior Accountant 1 .4 .4 72.4
Shunter 6 2.3 2.3 74.7
Shunting Coordinator 1 .4 .4 75.1
Signal Maintenance Worker 4 1.6 1.6 76.7
Signaling Worker 7 2.7 2.7 79.4
Site Engineer 1 .4 .4 79.8
Station Duty Officer 2 .8 .8 80.5
Station HR Supervisor 1 .4 .4 80.9
Station Master 7 2.7 2.7 83.7
Statistical Dispatcher 1 .4 .4 84.0
Statistician 1 .4 .4 84.4
Store Keeper 3 1.2 1.2 85.6
Substation Duty Officer 4 1.6 1.6 87.2
Supervisor 1 .4 .4 87.5
Team Leader 16 6.2 6.2 93.8
Ticket Seller 8 3.1 3.1 96.9
Train Dispatcher 1 .4 .4 97.3
Training Planner 1 .4 .4 97.7
Training Planning Special 1 .4 .4 98.1
Translator 2 .8 .8 98.8
Transportation 1 .4 .4 99.2
Utility Maintenance Worker 1 .4 .4 99.6
Workshop Manager 1 .4 .4 100.0
Total 257 100.0 100.0
58 | P a g e

The Effect of Employee Training On Organ

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COLLEGE OF LEADERSHIP AND GOOD GOVERNANCE

INSTITUTE OF LEADERSHIP AND GOOD GOVERNANCE

THE EFFECT OF EMPLOYEE TRAINING ON ORGANIZATIONAL

PERFORMANCE: THE CASE OF CCECC-CREC JV PROJECT OFFICE

AWOKE MULU ALEMU

PERFORMANCE: THE CASE OF CCECC-CREC JV PROJECT OFFICE

AWOKE MULU ALEMU (ECSU 1801332)

A Thesis Submitted to Institute of Leadership and Good Governance

used for the study have been duly acknowledged.

Declared by: Awoke Mulu

Performance: The Case of CCECC-CREC JV Project Office" undertaken by Awoke Mulu in

either at this University or any other University.

Thesis Advisor: BERHANU BELAYNEH (PhD)

Approval of Board of Examiners:

Institute Director Signature Date

__________________ _______________ _________________

Internal Examiner Signature Date

________________ ____________ _________________

Chairperson Signature Date

________________ ____________ _________________

complete the questionnaires, which can be a tedious chore for some.

Table 1: Training status 6

Fig. 1. Map of Ethio-Djibouti Railway Line 3

Figure 2. Conceptual Framework of the Study 20

CCECC China Civil Engineering Construction Corporation

CCECC-CREC JV PROJECT OFFICE China Civil Engineering Construction Corporation-

1.1. BACKGROUND OF THE STUDY

technologically advanced systems an organization puts in place, it needs human power to

is alternatively called human capital” (p.4).

Robbins, 2010, p. 4).

“individually and collectively contribute to the achievement of its objectives” (p.3).

pivotal role in the competition.

utilize technological developments properly through on the-job-training and continuing education.

capacity building of its human resources.

Fig. 1. Map of Ethio-Djibouti Railway Line

trainings on the performance of the Project Office.

1.2. STATEMENT OF THE PROBLEM

efforts in employee training in order to materialize its objectives or enhance organizational

posed by dynamism of today’s work place (Ogbu & Idowu, 2017).

railway transportation have a significant impact.

picture terms, in order to ensure the Ethio-Djibouti Railway's long-term viability.

below is the training status between 2018-2020.

Table 1: Training status

have on the Project Office's performance, particularly when it is managed by Ethiopians.

performance of the Project Office.

1.3.2. Specific Objectives

➢ To identify the challenges being faced in the process of training delivery.

1.3.3. Research Questions

1. What kind of training programs are practiced in the Project Office?

3. What is the effect of training on the performance of the Project Office?

1.4. SIGNIFICANCE OF THE STUDY

by the relevant bodies will ultimately benefit them.

1.5. SCOPE OF THE STUDY

organizational performance. Furthermore, this study is a cross-sectional research in which data

were collected at one-point in time.

1.6. LIMITATION OF THE STUDY

Organizational performance is an analysis of a company's attainments as compared to goals and

training and apprenticeship before the trainees are certified.

Off-the -Job Training Method

less than an hour.

1.8. ORGANIZATION OF THE STUDY

2.1.Theoretical Literature Review

__________ _ ___________

_

_