ST.

MARY’S UNIVERSITY
SCHOOL OF GRADUATE STUDIES

ASSESSMENT OF TECHNICAL TRAINING PRACTICE IN

ETHIO TELECOM

BY

GIZACHEW ADDIS TESSEMA

(SGS/0102/2011A)

2020
ADDIS ABABA, ETHIOPIA
i
 ASSESSMENT OF TECHNICAL TRAINING
PRACTICE IN ETHIO TELECOM

BY:

GIZACHEW ADDIS TESSEMA

(SGS/0102/2011A)

ADVISOR: MISGANAW SOLOMON (PhD)

A THESIS SUBMITTED TO ST. MARY’S UNIVERSITY, SCHOOL OF

GRADUATE STUDIES, IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF MASTER OF BUSINESS
ADMINISTRATION (MBA)

2020 G.C
ADDIS ABABA, ETHIOPIA

ii
 ST. MARY’S UNIVERSITY
SCHOOL OF GRADUATE STUDIES
FACULTY OF BUSSINESS

ASSESSMENT OF TECHNICAL TRAINING IN ETHIO TELECOM

NETWORK AND INFORMATION SYSTEM DIVISIONS

BY:
GIZACHEW ADDIS TESSEMA

APPROVED BY BOARD OF EXAMINERS

______________________ ______________ ______________

Dean, Graduate studies Signature Date

______________________ _______________ ______________

Advisor Signature Date

______________________ _______________ ______________

External Examiner Signature Date

______________________ _______________ ______________

Internal Examiner Signature Date

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ACKNOWLEDGMENT
Firstly, I would like to give my glory and approval to the Almighty GOD for his priceless
cares and supports throughout the course of my life.
Next, I would like to use this opportunity to express my deepest gratitude to my advisor
Misganaw Solomon (PhD) for his valuable and unreserved support and guidance throughout
the study. I am thankful for all staffs and management officials in Ethio telecom including
the CEO, who were cooperating to finalize my thesis. Finally, I would like to thank all
respondents in filling and returning the questionnaires either online or in hardcopy and
providing all the data required in the completion of the study. I do not want to be selfish also
in appreciating those experts and management staffs who induced their valuable replies in
the interview. Last not least, I would like to thank my family and all my friends for being
there for me throughout the challenges and difficult times that I have passed through the
program.

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Abbreviations and Acronyms
2G 2nd Generation
3G 3rd Generation
4G 4th Generation
CEDEFOP Centre Européen pour le Développement de la Formation
Professionnelle (French: European Centre for the Development
of Vocational Training)
CEO Chief Executive Officer
HO Head Office
HQ Head Quarter
HRD Human Resource Division
IBTE Imperial Board of Telecommunications
IS Information System
LTE Long-Term Evolution
PERT Program Evaluation and Review Technique
SPSS Statistical Package for Social Science
TD Training Design
TNA Training Need Assessment

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Table of Contents

ACKNOWLEDGMENT ................................................................................................................. iv
Abbreviations and Acronyms .......................................................................................................... v
Table of Contents ............................................................................................................................. vi
List of Tables .....................................................................................................................................ix
List of Charts .....................................................................................................................................ix
List of Figures ....................................................................................................................................ix
Abstract ............................................................................................................................................. iii
CHAPTER ONE: .............................................................................................................................. 1
INTRODUCTION............................................................................................................................. 1
1.1 Background of the Study ........................................................................................................ 1
1.2 Background of the Company ................................................................................................. 3
1.3 Statement of the Problem ....................................................................................................... 4
1.4 Research Questions ................................................................................................................. 5
1.5 Objective of the Study............................................................................................................. 5
1.5.1 General Objective ............................................................................................................ 5
1.5.2 Specific Objective ............................................................................................................. 5
1.6 Significance of the Study ........................................................................................................ 6
1.7 Delimitation /Scope of the Study/........................................................................................... 6
1.8 Limitations of the Study ......................................................................................................... 6
1.9 Operational Definitions .......................................................................................................... 7
1.10 Organization of the Study .................................................................................................... 7
CHAPTER TWO: ............................................................................................................................. 8
REVIEW OF RELATED LITERATURE ...................................................................................... 8
2.1 Introduction ............................................................................................................................. 8
2.2 Definition and Concept of Training....................................................................................... 9
2.4 Benefits of Training ................................................................................................................ 9
2.4.1 Individual Benefits from Training Program ............................................................... 10
2.4.2 Organizational Benefits from Training and Program ................................................ 11
2.5 Systematic Training and Process ......................................................................................... 12
2.5.1 Analyzing Training Needs ............................................................................................. 12

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 2.5.2 Designing Training Program ........................................................................................ 16
2.5.3 Developing Training Program ...................................................................................... 18
2.5.4 Implementing Training Program ................................................................................. 18
2.5.5 Evaluating the Effectiveness of Training Program ..................................................... 19
2.5.6 Factors Influencing Training ........................................................................................ 21
2.6 Methods and Types of Training Programs ......................................................................... 22
2.6.1 On-the-Job Training ...................................................................................................... 23
2.6.2 Off-the-Job Training...................................................................................................... 23
2.7 Types of Training Programs ................................................................................................ 24
2.8 Empirical Review .................................................................................................................. 25
2.9 Conceptual Framework ........................................................................................................ 26
CHAPTER THREE: ....................................................................................................................... 28
RESEARCH DESIGN AND METHODOLOGY ........................................................................ 28
INTRODUCTION........................................................................................................................... 28
3.1 Research Design .................................................................................................................... 28
3.2 Target Population ................................................................................................................. 28
3.3 Sample and Sampling Techniques ....................................................................................... 29
3.4 Sources of Data ...................................................................................................................... 30
3.5 Tools for Data Collection ...................................................................................................... 31
3.5.1 Questionnaire ................................................................................................................. 31
3.5.2 Interview ......................................................................................................................... 31
3.6 Procedures for Data Collection ............................................................................................ 32
3.7 Pilot Testing ........................................................................................................................... 32
3.7.1 Validity Test.................................................................................................................... 32
3.7.2 Reliability Test................................................................................................................ 33
3.8 Method of Data Analysis ...................................................................................................... 33
3.9 Ethical Considerations .......................................................................................................... 34
CHAPTER FOUR: ......................................................................................................................... 35
DATA ANALYSIS AND INTERPRETATION ........................................................................... 35
INTRODUCTION........................................................................................................................... 35
4.1 Demographic Characteristics of Respondents.................................................................... 35
4.1.1 Analysis of the Results Related to Participants Characteristics ................................ 35
4.1.2. Analysis of the Data Related to the Current Training ............................................... 38

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 4.1.3 Training Needs Assessment ........................................................................................... 40
4.1.4 Training Design and its Objectives (with strategy) ..................................................... 44
4.1.5 Training Delivery Methods ........................................................................................... 46
4.1.6. Evaluation and Follow up............................................................................................. 50
4.1.7 Analysis of Training Problems ...................................................................................... 53
CHAPTER FIVE: ........................................................................................................................... 59
SUMMARY, CONCLUSION AND RECOMMENDATION ..................................................... 59
5.1. Summary ............................................................................................................................... 59
5.1.1. Results Related to Participants Characteristics ......................................................... 59
5.1.2. Current Training Practices in Ethio telecom ............................................................. 59
5.1.3. Training Problems and Challenges ............................................................................. 61
5.2 Conclusions ............................................................................................................................ 62
5.3. Recommendations ................................................................................................................ 64
5.4 Suggestion for Future Research........................................................................................... 66
Reference ......................................................................................................................................... 67
Appendix-A ...................................................................................................................................... 72
Appendix- B ..................................................................................................................................... 78

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List of Tables
Table 3.1. Cronbach's alpha Reliability Statistics ................................................................33
Table 4.1 Gender, Age and Service year of the Participants ................................................35
Table 4.2 Education status of the participants ......................................................................37
Table 4.3 Working position in the organization ...................................................................37
Table 4.4 Organization provide training to its employee .....................................................38
Table 4.5 Frequency of conducting formal training need assessment in the organization ...41
Table 4.6 Techniques deployed in conducting need assessment in the organization ...........41
Table 4.7 Techniques used in trainee’s selection .................................................................43
Table 4.8 Objectives of Training in the Organization ..........................................................44
Table 4.9 Training delivery forms ........................................................................................46
Table 4.10Training Methods Used by the Organizations .....................................................48
Table 4.11 How often training evaluated in the organization...............................................51
Table 4.12. The extent of evaluating the outcomes of training in the organization .............51
Table 4.13 Possible factors that might hinder training practices ..........................................54

List of Charts
Chart 1. Results on frequency of training taken ...................................................................39
Chart 2. Result related to on-time training ...........................................................................40

List of Figures
Figure 2.1 Causes and Outcomes of Needs Assessment ..................................................13
Figure:2.2 Training Design Process ..................................................................................18
Figure 2.3 Systematic training model ...............................................................................25
Figure 2.4 Conceptual Framework ...................................................................................27

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 Abstract
Organizations need to practice effective training programs to create and retain competent
employees that could support to achieve their goals. Training plays an important role to
narrow performance gaps between the skill of employees and the task required. The main
objective of this study was to assess the current technical training practices in ethio telecom
IS and Network Divisions. The researcher had used descriptive research design and
stratified sampling method to select the sample that are representative in three Addis Ababa
Zones and the Head quarter. From these zones and the HQ, 226 employees had been taken
as a sample. Both quantitative and qualitative data (Mixed method) were used for analysis.
The researcher had used structured questionnaires and semi structured interviews to collect
data from managers and non-managerial employees. Out of 226 questionnaires distributed,
221 were filled and collected. The data that was gathered through questionnaire and
interview were analyzed by using a software package called SPSS Version 25. The major
findings of the study were: mainly in the organization, there is an absence of systematic
employee training needs assessment. Even though there are trainings in ethio telecom, they
are not given on time. Most of Trainees are selected by supervisor recommendations so that
inappropriate persons are sent to take trainings. The company mostly depends on off-the-job
training delivery methods, namely lectures and coaching methods. There is poor training
design in terms of training content and methods. There is discrepancy between the provided
training and job skills demanded. The training evaluation procedures followed are
ineffective. Generally, the outcome of the research confirmed that there technical training
practice in ethio telecom has problems and weakness in training need analysis, trainee’s
selection, training design, delivery and evaluations due to managements low attentions in
the training program. Possible recommendations are outlined at the end of this report. To
mention some: Ethio telecom should conduct formal training program rather than simply led
by random actions and the will of top managers. Ethio telecom should give the training at
the right time in order to bring the desired outcome.

Key words: Technical training, Training practice

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 CHAPTER ONE:

INTRODUCTION

This study aimed at assessing technical training practices given to Ethio telecom Network
and Information System divisions with due emphasis on practices of analyzing technical
training needs, designing technical training program, developing technical training program,
implementation, and evaluation of technical training effectiveness. This chapter specifically
showed the introduction part which included background of the study, statement of the
problem, objectives of study, significance of the study and scope of the study.

1.1 Background of the Study

In this globalization world, organizations are working in a dynamic environment that

significantly influences their growth and expansion. To cope with this dynamic environment
and technological advancement, organizations need to develop and train their employees as
their survival depends on the quality of human resources of the organization.

Correlating training and development with the organization’s strategic direction is crucial to
assure that training contributes to business needs (Neo,2015). Training is one of the strategies
of human resource management for any organization to achieve its objectives by enhancing
employees’ capacity. An organization can use training to overcome deficiencies in
employees’ performance and the skill required to do the work. Training is especially
important in industries with rapidly changing technologies and working with the global
organizations.

Training comprises of planned learning activities capable of enhancing individual

performance through changes in knowledge, skills, or attitudes (Rothwell,2003). According
to Beardwell and Holden (2001), training is a designed process that is used to enhance
attitudes, knowledge, skills and behavior via the learning experience in order to bring
successful performance in a specific task or range of tasks. Training is a learning process
whereby people acquire the necessary skills and knowledge to enhance the accomplishment
of organizational goals. Training refers to a planned effort facilitate the learning of job-
related knowledge, skill and behavior by employee (Armstrong, 2006). Since learning

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process is directly related to organizational purposes, training provides employees with
specific, identifiable knowledge and skills for use on their daily job.
“The nature of the modern business environment makes training more important today than
it ever has been” (Noe, 2016). Skills and knowledge are necessary in same way as
technology. So, if an organization needs to survive these must be constantly kept up to
date. Employees, regardless of their education and experience, need to be trained as far as
they are in work.
Selecting a training system before determining training needs or ensuring employees’
readiness for training, increases the risk that the system chosen will not be the most
successful one for attaining training needs (Noe,2016).

This is because training need analysis enables organizations to conduct cost effective training
programs that solves performance problems such as absenteeism, turn over, recurrent
wastage of resources, inabilities to meet deadlines, increased costs, motivates employees in
their job.
Apart from it, having clearly stated objectives helps organizations to design appropriate
training programs and measure its effectiveness. Evaluating training program is also one of
the most important elements in training activities. Even If such trainings are of high
importance in successfully achieving the organization goals, they might be inefficient unless
they are carefully planned and fit with strategic plan of the organization. Therefore, training
programs should go in line with employees’ and organization’s needs. It should also be made
continuously in a planned manner.

Telecommunication sector is one of the major organizations that are highly influenced by
technological changes. Technology is vital force in the modern form of business
globalization (Lamba,2009). The evolution of telecom technology is growing fast.
According to Ghosh (2017)
the 5G (Release 15), system is being developed and improved to deliver unparalleled
connectivity to connect everybody and everything everywhere. To cop up with this dynamic
telecom technology, appropriate employees must get adequate technical trainings. In
addition to the researcher’s observation, there is a complaint from staffs in Ethio telecom
about the selection of trainees to the appropriate training type.

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1.2 Background of the Company

The launch of telecommunication service in Ethiopia was started in 1884. Ethiopian

Telecommunications Corporation is the first public telecommunication service provider in
Africa. In those years, the technological scheme contributed to the integration of the Ethiopian
society when the extensive open wire line system was laid out linking the capital with all the
important administrative cities of the country (Kalkidan, 2017).
After the end of the war against Italy, during which telecommunication network was
destroyed, Ethiopia re-organized the Telephone, Telegraph and Postal services in 1941. In
1952 the Imperial Board of Telecommunications (IBTE) was established by proclamation
No. 131/52 in 1952. The Board had full financial and administrative autonomy and in charge
of the provisioning and expansion of telecommunications services in Ethiopia. The Imperial
Board of Telecommunications of Ethiopia, which became the Ethiopian
Telecommunications Authority in 1981, was placed in charge of both the operation and
regulation of telecommunication services in the wake of the market reforms. The previous
Ethiopian Telecommunication Corporation and the present Ethio telecom had been serving
the telecom service in Ethiopia for the last 125 years in monopoly. In those periods, it has
introduced to the country so many types of services and technologies which have direct and
significant contribution for the growth and development of the country. Especially the
growth of internet and mobile services brings a significant change in the country.

Ethio telecom had carried out two mega projects in the last 12 years in fixed line, transport
and mobile networks. After the completion of the designing project, implementation has
started the first phase in 2007 and the name of the company also changed from Ethiopian
Telecommunication Corporation to Ethio-Telecom in 2010. The second phase of the project
carried out in 2014 till 2018. According to the current structure of the company there are
thirteen divisions which are responsible for different major tasks of the company. Network
and Information system are among those thirteen divisions and are responsible for handling
fixed line, mobile and transmission network planning, implementing, optimizing, and
monitoring the security activities of the company. These two divisions are the backbones of
the telecom sector in terms of income, changing the country’s growth and creating job
opportunities. Nowadays, ethio telecom has deployed second generation (2G), third
generation (3G) and fourth generation (4G or Long-Term Evolution - LTE) networks in the

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country. According to ethio telecom three years strategic planning (June 2019) even if 4G is
deployed only in Addis Ababa currently, in 2020/2022, Ethio telecom is planning to expand
regional main cities into LTE (4G).

According to training and development officials, the company provides 15,000 to 21,000
trainings starting from the last 4 years. It has a budget of 300 to 500 million Birr every year.

1.3 Statement of the Problem

Organizational effectiveness largely depends on the ability to acquire and efficient use of the
existing work forces. This is because human resources are a strategic resource in which
organization can achieve its competitive advantage. This can be achieved by designing
appropriate training programs that respond to the changing environment. Specially for
telecom organizations, professional (technical) trainings should be continuously assessed
and provided to employees to cop up the dynamically changing technology.

Technical training consists of organized learning activities for improving individual

performance through changes in knowledge, skills, or attitudes. In a broad sense, it includes
experiences intended to meet essential job requirements, updated skills that prepare people
for career movement of any kind, rectify knowledge or skill deficiencies, and evoke new
insights or even create new knowledge.

However, there are several practices and challenges on staff training program in ethio
telecom. According to the researcher observation and experience in the company, some
employees from network and IS divisions, there are complaints from them about the
technical training processes and practices. Some of them are implementation of projects
before getting training (employees did not have knowhow about the technology
implemented), inconsistent training need assessment, poor training package selection, lack
of aligning company strategy with that of the designed training, poor trainees’ selection
practice, and poor practice of training outcome evaluation (focusing only on reaction of
trainees). Because of this the company is still dependent on vendor expertise support. But,
the core framework of needs assessment consists of at least three level of analysis namely:
Organizational analysis, task analysis and individual analysis is under question.

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Hence, this study was conducted in order to investigate the actual training practice like,
inaccurate training need analysis, lack of long-term plan for developing human resources,
assigning inappropriate person to the training programs and difficulties to evaluate training
outcomes are basic challenges of the company, and to forward the possible recommendations
that would make effective implementation of the HRD program in the company. Therefore,
this study will assess the technical training practices in detail in network and IS divisions in
Ethio telecom.

1.4 Research Questions

In order to address the problems stated in the statement of the problem above, the study used
the following questions and tried to analyze the responses against the expected theories
which are accepted in the field of human resources technical training practice.
Accordingly, the key research questions to be investigated were:
 What are the criteria Ethio telecom uses in selecting trainees?
 What methods are used to identify training needs in Ethio telecom?
 How systematic and planned is the training practice in Ethio telecom?
 To what extent is Ethio telecom’s training policy-driven? How comprehensive is the
training?

1.5 Objective of the Study

1.5.1 General Objective

The general objective of this study was to examine the overall technical training practices in
Network and IS divisions in thio telecom.

1.5.2 Specific Objective

The specific objectives of the study are to address the following core points:
 To examine trainees’ selection criteria in Network and IS divisions in Ethio telecom.
 To find out how training needs are identified;
 To assess how systematic and planned the training is;
 To evaluate the extent to which the training is policy driven.

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1.6 Significance of the Study

The study would provide possible suggestions for employee technical training practices of
Ethio telecom.
In this study the employees and Ethio telecom would be the beneficiaries from the findings.
The major benefits of this study are the following:
 It will serve as a steppingstone for those who want to make further study on this topic.
 Informs Ethio telecom about the current practice of technical training program gaps
and to take corrective actions.
 It will provide information for the organization on how to establish effective technical
training program in order to improve employees’ productivity for achievement of
organizational objectives.
 Commitment/awareness of supervisors, managers, and employees on advantage of
conducting effective technical training programs
Especially, Ethio telecom would be beneficiary by identifying its weaknesses and demanding
the recommendation of the research which can insure how effective training programs would
be implemented. Furthermore, it’s helpful in paving ways to other researchers to go further
in detail of this specific issue of the topic and can extend to other human resource practices.

1.7 Delimitation /Scope of the Study/

This research was intended to assess the technical training practice in Ethio telecom by
excluding other related human resource activities of the company. The organization under
the study had two divisions (Network and IS) and would focus on Addis Ababa workers
only. The research would cover the viewpoints of management and non-management
employees of the organization.

1.8 Limitations of the Study

Distributing questionnaires in hardcopy was challenging due to the company’ regulation for
fair of Covid-19 contamination. Lack of willingness to fill questionnaires online with
docs.google.com was also some of the limitation that the study faced while collecting the
data from the respondents.

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1.9 Operational Definitions

Technical training (Professional training) -is the training given to employees that are working
in network configuration, optimization, maintenance, troubleshooting, IS security, analysis,
Fraud management and service support.
Network- is interworking of telecom equipment such as mobile (base transceivers, main
switch), fixed line, fiber network, microwave, satellite, etc.
Information System- is interconnected components function as a unit to gather, process,
store, and distribute information to help decision making, coordination, manage, analysis,
and visualization in an organization (Kenneth, 2012).
Operational (Induction) training- is a training given to new employees joining Ethio telecom.
Management training- is a training given for managers and above officials.
Training Delivery (Implementation) - is the method of giving trainings in class, online,
virtually or using intelligent tutoring systems (Noe,2010).
Training Design- a methodical and flexible approach for creating training programs in
organizations (Noe,2010).

1.10 Organization of the Study

The study will be organized into five chapters. Chapter one introduces the study by giving
the background information on the research problems, objectives, and scope of the study.
Chapter two deals with the review of relevant literature on the research problems and
concepts with specific reference to how it applies to ethio telecom. Chapter three discusses
the research methodology adopted for the study relevant justifications. It outlines the
methodology for carrying out the secondary and primary data collections and how results
will be analyzed. Chapter four will present the finding on the training practices and
challenges in ethio telecom. Chapter five will present the conclusions that will be drawn from
the research findings and recommendations to enhance organizational effectiveness through
training and, to ensure stable committed human resources.

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 CHAPTER TWO:

REVIEW OF RELATED LITERATURE

This chapter deals with the general concepts and principles of employee technical training
programs. The review raises basic issues in training like benefits of technical training and
training need assessment, setting training program objectives, determining contents of
technical training programs, selecting appropriate trainers and trainees, conducting technical
training programs and finally evaluating technical training programs.

2.1 Introduction

There must be a constantly updating if an organization needs to survive and develop. New
technologies must be adapted through continual employee training in business firms and
other organizations. These days, organizations are spending a substantial amount of money
for employees’ training. Since employees are the most precious assets of organizations in the
21st century, its employee’s knowledge and efficiency must be kept updated (Cribb, 2005).
The effectiveness and achievement of an organization, hence, lies on the people who work
within the organization. Therefore, for the employees to be able to perform their duties and
make meaningful contributions to the success of the organizational goals, they need to
acquire the relevant skills and knowledge. In appreciation of this fact, organizations perform
training programs for employees found in the different stages of the organizational pyramid
(Isiaka, 2011). Training gives competitive benefit to a company by removing performance
deficiencies; making employees stable; minimizing disasters, wastes and damages; and
achieving future employee need (Hameed & Waheed, 2011).

According to Vemic (2007), training comprises of planned programs are undertaken to

improve employee knowledge, skills, attitudes and behavioral too, so that the performance
of the organization will be considerably improved. Unfortunately, too much emphasis is
often placed on the techniques and methods of training to be used rather than first defining
what the employee should learn in relation to desired job behaviors. Moreover, very few
organizations place much emphasis on assessing the need and outcomes of training activities.
Nowadays, the need of investing in training and development has been growing (Haslinda &
Mahyuddin, 2009).

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2.2 Definition and Concept of Training

According to Manpower Services Commission's (1981), training is defined as a designed

process to change attitude, knowledge, or skill behavior through learning practice to achieve
effective performance in an activity or variety of activities. Its purpose, in the work condition,
is to develop the capabilities of the individual and to satisfy the current and future needs of
the organization. Training can be defined as the methodical enhancement of the attitude,
knowledge, skill and behavioral pattern, needed by an individual to perform a given task or
job satisfactorily (Subha, 2011).

CEDEFOP (1996), The European Centre for the Development of Vocational Training,
defines training as an activity or program of activities planned to teach the skills and
knowledge necessary for a specific work. Training mostly takes place at working places,
whereas education takes place at educational universities. Furthermore, training usually has
an immediate application and is mostly completed in a shorter time period than education
(Van, Cayer and Cark, 1993). According to Bernatek (2003), training helps to ensure that
organizational members have the knowledge and skills required to perform jobs effectively,
take on new roles, and adapt to changing situations. Fitzgerald (1992), training focuses
mainly on teaching employees how to do their current activities and helping them obtain the
knowledge and skills they need to be successful workers. Training tends to be practiced more
commonly at lower levels of an organization (Jones and George, 2011). Training and
development can play an important role in attracting and retaining workers (Wilson, 1999).
Training can be a crucial tool to sustain and enhance the productivity of employees there by
upgrading their skills that are relevant to meet a particular business, customer requirements
and ever-changing industry benchmarks (NISC, 2008).

2.4 Benefits of Training

“Training is not a luxury; it is a necessity if companies are to participate in the global and
electronic marketplaces by offering high-quality products and services” (Noe,2015).
According to Rothwell (2003), training makes employees to use new technologies, perform
in new work systems such as virtual teams, and communicate and cooperate with peers or
customers who may be from various cultural environments. Organizations find it difficult to
stay competitive in recent global economy. Importance of employee training development

9
program is growing for organizations those pursuing to receive an advantage among
competitors. Employees are esteemed resource of the organization and success or failure of
the organization relay on the performance of employees. Therefore, organizations are
financing large amount on employee training and development programs. Furthermore, in
training program it is supportive for companies to emphasis on knowledge, expertise, and
ability of employees. The literature described here is a vigilant benefit of technical training
program to organizations and employees.

2.4.1 Individual Benefits from Training Program

The achievement of any organization, in all segments is greatly dependent on its employees.
Nevertheless, there are different other aspects that play a major part; an organization need to
ensure efficient use of employees to be financially dominant and competitive in the market.
So, to maintain this valuable human resource, organizations required to be aware about
satisfaction and retention of employees, Career Competencies, as will be discussed below.

Career Competencies: Employee training program helps employees to survive in the future
and improve their abilities to adapt new technologies, to appraise their career capabilities
and to sustain their employment. Because of this situation, many employees have changed
their attitude to get promotion inside their organizations to work and develop the organization
(Feldman, 2000). Therefore, workers use organizational year plans for their future and
constantly change their plans every two years as per the change of technology and
information (Wilson, 2000).

Employee satisfaction: If Employees think that their organization is not caring about them,
they will not have any sense about their organization (Garger, 1999). Companies which are
keen to invest money on their employees, employees give values to work with those
companies, even if that investment ultimately benefits the organization (Wilson,2000).
Companies which are offering training programs for their employees are attaining high level
of employee satisfaction and low staff turnover (Wagner, 2000). Training enhances
organizations’ reliability in that their employees realize that their organization is expending
in their future career (Rosenwald, 2000).

10
Employee Performance: Training depends on behavior of employees and their performing
skills which resulted in improved employee performance and productive changes (Satterfield
& Hughes 2007). Advantages of training programs are also associated to technical skills of
the employees. Training brings a positive effect in employees’ performance. Technical and
professional skills are very important for the employees to perform a job in an effective way.
Providing training opportunities to employees can enhance the performance of the
employees.

2.4.2 Organizational Benefits from Training and Program

Training can play an important role in assisting companies gain a competitive benefit and
effectively deal with competitive challenge (Noe,2010). Organizations which are using
employee training programs are getting positive results from the individuals.

Market Growth: Employee training is significant for any organization to stay alive and be
competitive in the market. Even though it is costly for organizations to spend money on their
employees, this investment is positive for them to hold the place in the market. American
Society for Training and Development mentioned two motives that are important for
employee’s knowledge; first employees understand the importance of training and
marketable by organization and, second CEOs of the firms recognize that how fast
information is transferring in current business environment (Barber, 2004). Greengard
(2000) described that organizations are required to adopt and keep such learning environment
for the employees that develop the knowledge of organization and competitive ability.
Nevertheless, employee training programs derived through a high price, but have a
constructive impact on return-on-investment. Microsoft, and General Electric Company are
large successful organizations, and these organizations appreciate training opportunities as
an investment (Kleiman, 2000).

Organizational Performance: For an organizational effectiveness, training plays the main

contributing factor (Schuler and MacMillan1984 cited in Bashir, 2013). Exploration on this
topic suggests that investment in training program can be supported by the impact it creates
to skilled individual and organizational effectiveness (Bartel, 2000). Human resource
management practices impact on attitudes and work-related manners (Allen, Shore and
Griffeth (2003)). To assess the effectiveness of training programs, it is advised to check

11
directly the relationship between training and organizational dedication. Further, it has been
shown as certainly related to the effectiveness of the organization (Bartlett 2001).

Employee Retention: Researches explained that employee retention is a difficult notion and
there is no specific way to maintain employees with the organization. Several organizations
have shown that one of the characteristics that help to retain employee is to give them
opportunities for enhancing their skills (Logan 2000). Therefore, there is a great relationship
between employee training and employee retention (Rosenwald 2000).

Companies should understand that skilled employees are valuable assets and they must suffer
the challenge for retaining them (Garger, 1999 cited in Bashir, 2013). Therefore, companies
which are providing training programs to their employees are getting success in retaining
them. Many employees, participate in employee training programs, are not ensured of a
conventional agreement between programs and employee retention (Rosenwald 2000). Most
of the managers found that positive education environment directed to higher retention rates
(Dillich, 2000). Organizations that are giving employee training programs are getting
achievement with retaining employees. An effective planning of training program can also
improve retention among employees. Employee retention is a volunteer move by
organizations to create an environment which involves employees stay for long term
(Chaminade, 2007 cited in Haslinda and Mahyuddin, (2009).

2.5 Systematic Training and Process

Training activities let organizations to adapt, compete, excel, innovate, produce, be safe,
improve service, and reach goals (Salas, Tannenbaum, Kraiger and Smith-Jentsch, 2012).
However, all training practices are not successful in achieving organizational objectives
(Pineda, 2010). So as to be effective, it is better to adopt a methodical approach that benefits
both employers and employees (Armstrong, 2006)

2.5.1 Analyzing Training Needs

The first step for any training development activity should be a training needs analysis
performing a proper analysis of what needs to be trained, for whom, and in what type of
organizational system (Salas et al., 2012). If someone is familiar to the business problems,
technological growths, and further issues facing the organization, he or she will be able to

12
expect training needs (Noe, 2010). A Needs Analysis delivers a merged picture of who will
be trained and an outline of the characteristics of training (Basarab, Root, 1992). The
traditional tracheotomy for needs assessment includes organizational analysis, task analysis,
and person analysis (McGhee & Thayer, 1961 in Latham, 2014).

Figure 2.1 Causes and Outcomes of Needs Assessment

Source: Raymond A. Noe, 2010

Organizational Analysis
The purpose of this analysis is to provide information as to where and when training is needed
in an organization (McGhee & Thadyer, 1961 cited in Latham, 2014). In doing so,
organizational analysis provides a theme to link training and organizational strategy. Two
themes underlie in this area. First, training needs must be linked to corporate strategy. That
is, training courses should support the strategic direction of the organization, and training
objectives should be aligned with organizational goals. Second, organizations have an ethical
responsibility for developing training programs that minimize the technical obsolescence of
their employees (Sonnenfeld and Peiperl, 1988).

Task Analysis
Task analysis is the process of evaluating tasks to sense the fundamental competencies,
knowledge, skills, or attitudes essential for people to complete the task successfully
(Rothwell, 1996). According to Noe (2010), task analysis finds the significant tasks and
knowledge, skills, and behaviors that need to be stressed in training for staffs to complete
their tasks. Progressively rapid technological changes could modify task requirements, which

13
will influence knowledge, skill, and ability needs. Fast changes in job requirements increase
the significance of cross job retraining (Latham, 2014).

14
Person Analysis
Person analysis emphases on selecting who should be trained and what training is needed by
an individual. Gap analysis comprises identifying the gap between what people know and
can do and what they ought to know and able to perform, so that the training required to
eliminate the gap can be listed out (Armstrong, 2014). Besides deciding who needs training,
person analysis can be used to assess whether workers have the prerequisite attitude,
knowledge, and motivation to benefit from training (Feldman, 2000). Employees who have
no basic skills or inspiration prior to training are less likely to achieve and may require self-
preparation before entering to specific training program (Tannenbaum & Yukl, 1992). Self-
assessed training needs small investment but creates significant differences for managers
with diverse job levels, roles, and attitudes towards the utility of training (Ford and Noe,
1987). Line managers require higher needs of managerial skills than did middle managers.

2.5.1.1 Training Need Analysis Methods

The communal methods to investigate training needs according to Noe (2010) include the
following:

1. Questionnaires: There are several ways with common principles of writing questionnaires.
It is important to put clear objectives, work out how you are going to analyze the information
before you write the questionnaire, allow free space for people’s remarks, and make sure
your questions are unambiguous and structured. By using a structured questionnaire, data
can easily be analyzed for training need assessment purpose.

2. Focus groups: collection of people in an area impacted by a training problem or

opportunity and ask for their feelings about what is happening. Spend no more than two to
three hours to the meeting. Pose two or three questions.

3. Structured interviews: use structured interviews to ensure constancy in questioning all

respondents. It is a written and ordered interview.

4. Performance interviews/appraisals: Effective performance interviews ought to result in

individual growth plans from which individual and team training needs may be evaluated.
The format or design of the development plan needs to be agreed between managers and
team members, so that the needs assessment is perceived as helpful by both the parties.

15
5. Observation: Assessing training needs through on-job observation can provide correct
information on the skill levels of individuals, their knowledge and their behavior in the
workplace.

6. Critical incident analysis: This technique can be used to focus on a specific incident or
situation. This can be done through structured individual interviews or by meeting together
a focus group containing individuals present in the critical incident. The results can then be
evaluated to find out why a specific team performed outstandingly well and to mature a set
of success criteria.

7. The Delphi method: It is a structured communication technique, originally developed as a

systematic and interactive, forecasting method which depend on a panel of experts. In the
standard version, the experts answer questionnaires in two or more rounds. After each round,
a facilitator provides an anonymous summary of the experts’ forecasts from the previous
round as well as the reasons they provide for their judgments. Thus, experts are encouraged
to revise their earlier answers considering the replies of other members of their panel. It is
believed that during this process the range of the answers will decrease, and the group will
converge towards the "correct" answer. Finally, the process is stopped after a pre-defined
stop criterion.

8. PERT (Program evaluation and review technique): The Program or Project Evaluation and
Review Technique, commonly abbreviated as PERT, is a model for project management
designed to analyze and represent the tasks involved in completing a given project. Brown
(2002), It is commonly used in conjunction with the critical path method. PERT is a method
to analyze the involved tasks in completing a given project, especially the time needed to
complete each task, and identifying the minimum time needed to complete the total project.

2.5.2 Designing Training Program

“Training design is effective only if it helps employees reach instructional or training goals
and objectives” (Noe,2010). By methodically planning for, gathering, examining, and
reporting evaluation results, sound company decisions can be made with respect to training
design, development, delivery, and follow up of corporate training programs (Basarab,
1992). It is an enabling factor which covers the planning and creation of training and

16
development programs by considering training purposes, trainee characteristics, present
knowledge about training processes, and practical considerations such as constraints and
costs in relation to benefits. Training design refers to the property of the experience that is
shaped for the trainee via the provision of information and category of practice available
during training (Kozlowski & Salas, 2010). Trainees are more likely to interpret the training
content to the work context when they notice that the training program was designed and
provided in such a way that can maximizes the trainees’ capability to transfer the training to
the job (Holton, 2005 cited in Velada, Caetano, Michael, & Lyons,2007). Tannenbaum and
Yukl (1992) stated the following procedures for design of training that would contribute
expressively to training effectiveness:
1. The instructional events that comprise the training method should be consistent with the
cognitive, physical, or psychomotor processes that lead to mastery
2. The learner should be induced to produce the capability actively
3. All available sources of relevant feedback should be used, and feedback should be
accurate, credible, timely, and constructive
4. The instructional processes should enhance trainee self-efficacy and expectations that the
training will be successful and will lead to valued outcomes
5. Training methods should be adapted to differences in trainee aptitudes and prior
knowledge

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 Figure:2.2 Training Design Process

Source: from Raymond A. Noe, 2010

2.5.3 Developing Training Program

Once the duty, task, and needs analyses are finalized, the subsequent step is development of
achievable training package (Wireman, 2013). During this stage, the trainer is expected to
arrange the knowledge and performance objectives, instructional materials, lesson design,
and model. In this stage, training materials will be revised; lesson plans will be selected, and
new ones will be designed. In the review process, the training materials should be clear, brief,
and assure in addressing objectives. The goal will define how the trainer and employees will
interact during training to achieve the learning objectives (Noe, Hollenbeck, Gerhart, and
Wright, 2006).

2.5.4 Implementing Training Program

The training program is applied as planned (Armstrong 2006). The Implementation stage is
the process that cannot be taken for granted. This is when conditions are determined (who,
what, when, where) under which the training will be offered, and the solution implemented.
This is done by reviewing the data collected during the life of the project, reviewing the
lessons learned about field conditions from the validation, and discussing with employees
who are knowledgeable about conditions at the job. The outcome of this step defines the

18
guidance and support needed to ensure successful training plan. Next, the availability of
trainers, facilities, and resources is confirmed and used to create the training program
schedule. Training will be delivered as planned, and trainees and trainers’ performance is
evaluated (Armstrong 2006).

2.5.4.1 Training Facilities and Environment

According to King (2000), Training Facilities and Environment denotes to the furniture, class
configuration, resources, materials, and equipment that will be used during training practice.
He also stated that training facilities have to fulfil with legislation so that trainees with
hearing, vision, and other infirmities have equivalent access to services and receive equal
treatment in training. Therefore, for effective training program, appropriate training facilities
and proper training environment should be fulfilled.

2.5.4.2 Selection of Trainers and Trainees

“If training is to accomplish desired outcomes, it is imperative that those designing the
training, as well as those actually doing the training, have a clear picture of those desired
behavioral changes” (Wireman, 2013). In training programs, trainers and trainees are the two
important actors in training process. Armstrong (2014) described that one of the most vital
arts that trainers must experience is to adjust their approaches to the learning styles of
trainees. There are different styles of trainers based on Wireman (2013). These are:
Listeners -They create an open learning environment that inspires learners to express
individual needs.
Directors -They create a perceptual learning situation that offers trainees different outlooks.
Interpreters -They create a model learning atmosphere that inspires trainees to
remember and understand the terms and rules.
Coaches -They create a behavioral learning atmosphere that enables learners to test and
measure their own progress.

2.5.5 Evaluating the Effectiveness of Training Program

“Most managers agree that training does not cost, it pays, and that training is an investment,
not an expense” (Mondy and Martocchio, 2016). The training needs, program learning

19
objectives, and the strategic reasons for training should be evaluated with the outcomes it
brings after training (Noe,2010).Training evaluation in companies is the analysis of the
overall value of a training costs and achievements in both public and monetary terms.
Evaluation involves collecting information on the results obtained in order to analyze and
evaluate them and facilitate the optimization of training in the future (Pineda, 2010).
According to Beardwell (2017), measurements should go beyond post-course evaluation to
calculating wastage, error rates, cost advantage, customer need fulfilment, staff comments
and motivation, and can try to link specific results to the training given, examines cost-
effectiveness, prove contribution to strategic objectives. It eventually focuses on determining
the degree to which training has answered to the needs of the organization and its translation
in terms of impact and profitability (Pineda, 2010). Lingham, Richley, & Rezani(2006)
suggest that, effectiveness of training should be based on the extent to which trainees are
able to apply the knowledge, skills and attitudes they obtained in the training suggesting the
importance of applicability of training programs.
There are several model of training evaluations that organize the process, provide guidelines
for the content, and outline the phases of its implementation. Kirkpatrick's (1994) classic
model describes four levels of training evaluation:

1. Participant Reaction – This is the lowest level on Kirkpatrick's hierarchy. How much the
trainees like the training program? Approaches to determining participant reactions at the
end-of-course, and participants are requested to give feedback about the training experience.
“Evaluating training by measuring participant reactions is easy, fast, and inexpensive”
(Rothwell,1996).

2. Participant Learning - Did the trainees capture what was expected from the program?
Tries to measure learning through paper-and-pencil tests and on-the-job performance
assessment. This level is used to measure the program content and accounts the training
development specialists who designed the program (Rothwell,1996).

3. Participant on-the-job Behavior – How much the participants did change their behaviors
due to the training they got? It is used to measure the application or interpretation of the
training into the actual job.

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4. Organizational results – How much did the training contribute to the organization
strategy? It is used to measure the gains in the bottom line of the organization as a result of
the training.
Training evaluation process is focusing on the extent to which an employee uses knowledge
and skill learned in training to the job, as well as maintains the level of skill talent or
knowledge educated in training (Martocchio, 2016).

2.5.6 Factors Influencing Training

According to Martocchio (2016), there are six major factors influencing training practice.
These are:
Top Management Support- To be successful in trainings, top managements support in
resources and facility is crucial. Most of the time it is observed in the reduction of training
budget.
Shortage of Skilled Workers- In the world several companies are suffering to find skilled
workers.
Technological Advances- As Martocchio stated “Perhaps no factor has influenced training
more than technology”. Technological invention also has fostered improved autonomy and
group work activities, which also demand diverse job-related skills than employees once
needed.
Global Complexity- Now a days the world is getting more complex due to globalization.
More than ever, to get competitive advantage organizations must train their employees with
leading-edge skills and motivate employees to apply their skills expertly.
Learning Styles- It is advisable to use different methods of trainings based on the nature of
the trainees. According to Martocchio, teaching style gives the concept that people have a
natural preference, depending on their dominant sense, in how they select to learn and
process information.
Other Human Resource Functions- Here the human resource selection and recruitment
highly influences training packages. If less qualified workers are employed, a company will
need extensive training programs.

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2.6 Methods and Types of Training Programs

According to Martocchio (2016), training methods are listed as below:

Classroom Method: The classroom method, in which the trainer actually stands in front of
trainees, continues to be effective for many types of training.
E-learning: The training method for connected instruction using technology-based systems
such as the DVDs, local connections, and the Internet.
Case study: The training method in which trainees are required to read the information given
in the case and make decisions based on it.
Behavior modeling: The training method that allows a person to learn by repeating or
replicating behaviors of others to show managers how to handle different situations.
Role-playing: The training method in which attendants are requested to respond to specific
problems they may face in their jobs by acting out real-world situations.
Business games: The training method that allows members to assume roles such as
president, controller, or marketing vice-president of two or more similar hypothetical
companies and
compete one to another by manipulating chosen factors in a particular business situation.
In-basket training: The training method in which the participant is requested to create
priorities for and then handle several business papers, e-mail messages, memoranda, reports,
and telephone messages that would typically cross a manager’s desk.
On-the-job training (OJT): An informal the training method that allows an employee to
acquire job tasks by actually performing them in site.
Apprenticeship training: Training method that associates classroom coaching with on-the-
job
training.
Team training: Training focused on education knowledge and skills to individuals who are
expected to work jointly toward achieving a common objective.
Team coordination training: Team training focused on educating team members how to
orchestrate the individual work that they do to complete the task.
Cross-training: Type of training for educating team members about the other groups’ works
so that they may do the groups’ task when a team member is absent, is delegated to another
job in the company, or has left the company altogether.

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 Generally, there are two major training methods that are commonly used in workplace
(Craig,1987): On-the-job and off-the-job trainings.

2.6.1 On-the-Job Training

Training that happens in practical at work and during the workday is called on-the-job
training (OJT) (Rothwell, 1996). On-the-job training denotes to the activities which may be
theoretical or practical based on the job condition, which occurs when an employee joins an
organization or a new assignment takes place for a specific job or task (Maurya & Kaushik,
2013). Every wide-ranging technical skills training package should contain an on-the-job
(OJT) section, where the employees can see the practical application of the course material
and how it can be applied on their defined job assignments (Wireman, 2013). It is the most
regularly used and smallest expensive approaches of training (Craig, 1987). As Rothwell
(1996), now a day’s attention is given to OJT because it is a real-time change strategy.
However, on-the-job training will be more efficient when it is applied in a structured manner
(Salas et al., 2012). Training taken place using real equipment or machinery is even more
beneficial than using a simulator since the trainee captures significant skills and knowledge
in the context of the actual job (King, Stephen, Marsha, William, 200). According to
Bernatek (2003), usually, on-the-job training takes either or all the below forms: Coaching,
Job rotation, Apprenticeships, and Internships.

2.6.2 Off-the-Job Training

According to Rothwell (1996) a training that happens not on-the-job and off-line is called
off-the-job-training (OFJT). Off-the-job training is a method in which workers are required
to undergo training for a specific period away from the workplace (Bernatek, 2003). Off-the-
job training is suitable when several employees take a common training need and when
adequate expertise and resources exist to design and give the training (Rothwell, 1996). Off-
the-job training method is concerned with both knowledge and skills in doing certain jobs,
and can be conducted in several procedures (Craig, 1987). Special lectures, discussions,
conference, seminar, case study, role playing, and management games are the most regularly
used off-the-job training methods. OJT, one of the most commonly used but least revealed

23
methods of training, prompts company expenditures three to six times expensive than those
for OFJT (Rothwell, 1996).

2.7 Types of Training Programs

Companies could apply several types of training programs to different classes of employees
to ensure that the skills needed for numerous positions are enhanced. According to
Armstrong (2014), organizations direct training programs towards to specific and general
skills, including manual skills, technical training, interpersonal skills, communications
training, organizational development, career development, supervisory and management
development. The goal of all these programs is for trainees to gain new knowledge or skills.
The following are the details as Armstrong (2014):
1. Technical Training: Technical training would influence technical knowledge and skills
using usual training tactics for instruction of technical ideas, truthful information, and
dealings, as well as technical processes and principles.
2. Interpersonal skills: eg leadership, team building, group dynamics, neurolinguistic
programming.
3. Organizational Development: It refers to the use of knowledge and techniques from the
behavioral sciences to analyze existing organizational structure and implement changes in
order to improve organizational effectiveness.
4. Personal skills: eg assertiveness, coaching, communicating, time management.
5. Management and Supervisory (team leader) Development: Management and supervisory
capacity building involves the training of managers and supervisors in essential leadership
skills enabling them to function effectively in their positions.
6. Training in organizational procedures or practices, eg induction, health and safety,
performance management, equal opportunity or managing diversity policy and practice.
The Systematic training model (Figure 2.4) below shows how organizations follow training
procedures starting from the need assessment, plan training programs, implementation and
finally evaluation process. If there is any correction in the training process, it should be
evaluated and feedback to the program planning process and final implemented.

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 Figure 2.3 Systematic training model

Source: Armstrong (2014)

2.8 Empirical Review

A number of researchs’ that have been done by several researchers were trying to asses and
explore the practice of employee training. Each of the research has its own characteristics
and conduct with different context and in different countries. However, their findings are
almost the same. Existing literature present evidence of an existence of obvious effects of
training on employee performance (Sultana, Irum, Ahmed, & Mehmood, 2012), (Onyango
& Wanyoike, 2014). Performance: - is a function of organizational performance since
employee performance influence general organizational performance.
Sultan et al., (2012) conducted a study on training practice and its problem on employee
performance. In their study, training practice of telecommunication sector in Pakistan were
examined to determine their impact on employee performance. Based on a combination of
literature review and questionnaire surveys, their paper explores that for any organization to
succeed in achieving the objective of its training program, the design and implementation
must be planned and systematic, tailored towards enhancing performance and productivity.
The researchers used 360 questionnaires that should be distributed among the employees of
five telecom companies in Pakistan. The study concluded that if organizations invest in the
right type of employee training, it can enhance employee performance as well as

25
competencies and skills. In addition, innovation; market competition, organizational
structuring and most importantly it plays a key role to enhance employee performance.
(Sultana, Irum, Ahmed, & Mehmood, 2012) conducted a review and critique of research on
training and organizational-level outcomes by reviewing the results of previous studies that
have investigated the relationship between training and human resources, performance and
financial outcomes.
The results of meta-analysis from 67 studies suggest that training is positivity related to
human resource outcomes and organizational performance but is only very weakly related to
financial outcomes. The relationship between training and firm performance may be
mediated by employee attitudes and human capital.

2.9 Conceptual Framework

Training should be methodical in that it is explicitly designed, planned and implemented to

meet the required needs (Armstrong, 2009). According to Noe (2010), there are four steps:
Training needs assessment, Theories and Program Design, implementation (Delivery) of
training programs and Training programs evaluation. It is better that the company needs more
experienced line managers who have capability to carry out training needs analysis before
any choices are made about exactly what sort of training is needed (Martin, 2006). Once
training needs are identified, the next step is programs must be designed based on the
requirements. Employees are very conscious about the delivery style (Armstrong, 2000).
Evaluation permits organizations to continue giving training that works fine and to modify
or terminate training that does not bring change (Salas et al., 2012). Therefore, for an
effective training practice, proper needs assessment, well designed program, implementation
according to plan and finally proper follow up and evaluation are very essential.

26
 Figure 2.4 Conceptual Framework

Source: Armstrong (2014)

27
 CHAPTER THREE:

RESEARCH DESIGN AND METHODOLOGY

INTRODUCTION

The objective of the study is to assess technical training practice in Ethio telecom using the
appropriate methodology that helps to approach the research scientifically. Therefore, this
part includes research design, sample size and sampling technique, instrument for data
collection, procedure of data collation, method of data analysis, reliability and validity, and
ethicality issue.

3.1 Research Design

According to Malhotra and Birks (2007), a research design is a framework or blueprint for
conducting research. It describes in detail all the necessary information needed to structure
and solve the research problems. Research design dictates the procedures for research that
span the decisions from broad assumptions to detailed methods of data collection and
analysis (Cresswell, 2009). Even if a broad approach to the problem is already developed,
the research design specifies the details. The research design is the foundation on which the
research project is built. A good research design seeks to ensure that the research project is
conducted effectively and efficiently.

According to David and Geoffrey (2009), descriptive research is a research type which
describes phenomena as they exist, and it is used to identify and obtain information on the
characteristics of a particular problem or issue. In this research, descriptive research design
was applied, since the research is aimed at measuring the attitude of the employees about the
training they are getting.

Questionnaires and interviews were used to collect primary data. Therefore, both quantitative
and qualitative (Mixed method) design approaches were used to analyze the data.

3.2 Target Population

The target population of this study were mainly managerial (25) and non-managerial (504)
employees of the company who had experience of more than or equal to one year. These

28
employees were selected as respondents because they had taken inductive training when they
joined the company and the minimum training requirement was six months according to HR-
Labor union agreement. Thus, the study excluded those employees who had less than one-
year experience. In addition, staffs of outlaying branches were not considered because of the
remoteness of data access and due to covid-19 pandemic.

3.3 Sample and Sampling Techniques

According to Dagim Tadele, Ethio telecom Training and Development Manager, there were
16396 permanent employees as of February 1/2020 in Ethio telecom throughout the country.
From these 16396 employees, 529 were in Addis Ababa three zones and HQ in which 403
were in Network and 126 in IS. From 529 employees, 25 were managerial and 504 were non-
managerial working in Addis Ababa and had got more than one-year experience in HQ and
three zones. For this study, since the population size is large, sampling technique is used.
The scope was delimited to Addis Ababa and samples have been taken only from
headquarters and three zones (Head quarter, Central Addis Ababa Zone, North Addis Ababa
Zone and East Addis Ababa Zone). All the zones are almost similar in structure and human
composition. The reason for making the number of samples from selected zones is based on
the proportion of the number of staffs found and more than one year working experience.
Sampling is the purpose of choosing, from a much large population, a group about which
generalizations are made based on the selected part which represents the total group
(Yamane, 1967).

As per Glenn (1992), there are numerous approaches to determining the sample size – using
published tables and applying formula to calculate a sample size. A third way to determine
sample size is to rely on published tables, which provide the sample size for a given set of
criteria. The first and the second approaches for determining the sample size are not
appropriate for this study. Since the population of the study are large in number, it is difficult
to use census, and imitating the sample size of similar studies is not possible because it is
difficult to get this kind of research that was done in Ethio telecom.

The researcher was adopting simple mathematical formula, (n = N/[1+N (e) 2], provided by
Yamane in 1967 for determining sample size. Since the study was delimited to Addis Ababa
city, and three zones and HQ, the population size of employees working in these zones and

29
that had experience of one year and above are 529. When the sample was seen in terms of
strata, it had the following composition. Head quarter 134 staffs, Central Addis Ababa Zone
88 staffs, North Addis Ababa Zone 85 staffs, East Addis Ababa Zone 96 staffs and IS 126
staffs.

Therefore, from the population size of 529, 226 Employees working at head office and at
three Addis Ababa Zones would be selected as sample for this study. The number of staff
members who had more than one-year experiences would be considered for the study
because they would give reliable feedback for the study. Because the researcher believes that
those employees who have more than one-year experience have the know how about the
technical training practice in the company and, they have prior experience and better
understanding about the topic understudy. The researcher was adopting simple mathematical
formula provided by Yamane in 1967 for determining sample size.

The sampling Formula n = N/[1+N (e) 2]

n= is the sample size
N=is the population size which is 529 and
e = is the level of precision which is 5 %
n = N/[1+N (e) 2 ], n = 529/[1+529(0.05)2 ]= 529/2.34 = 226.06 ≈ 226

The total number of samples from the zones were 169 employees and the remaining 57 would
be taken from different departments (Wireless, Operation & maintenance, and Service
management) in head quarter by using proportionate stratified random sampling technique.
Stratified random sampling is a type of probability sampling which selects members of the
sample population from each sub population(department). The number of sampling units
drawn from each stratum is in proportion to the population size of that stratum It issued when
the population is too large to handle and is divided into subgroups called strata. Since the
zones are uniform in structure and activities as well as population size, proportionate
sampling was applied to get the shares.

3.4 Sources of Data

With the sources of data, the data obtained from primary and secondary sources. The primary
data were collected from ethio telecom network and IS division employees using structured

30
questionnaire and semi structured interviews. Moreover, secondary data were collected from
journals, internal policies, procedures, and manuals of ethio telecom, internal memo and
reliable internet sources and websites etc. The secondary data helped to add to the primary
data that were collected and to use it to combine different respondent’s opinions and base a
theory with evidence to back the point up.

3.5 Tools for Data Collection

In this study, primary data was collected using questionnaire and interview. The secondary
data and other reviews were collected from the company websites, strategic plans, and other
documents for the formulation and inclusion of the study.

3.5.1 Questionnaire

In this study questionnaire were developed in order to collect data from employees that were
found in all categories. The type of questions that were raised in the questionnaire would be
both close ended questions with predetermined scale for responses and open-ended
questions, which would provide respondents freedom to express their perception. 226
questionnaires were distributed to all employees in the selected zones and head quarter who
were above or equal to one-year experience. Due to Covi-19, the questionnaires were
distributed with online application form for zones and in hardcopy in headquarter. From 226
questionnaires, 221 were filled returned.

The advantage of using the questionnaires method is that the respondents have time to think
of their answers, thus allowing smaller rate of errors. The first section of the questionnaire
contained the demographic information of the respondents. Section two discusses about the
general issues about training practice in the company. It also contains training need
assessment, trainee selection mechanisms, design and delivery mechanisms, and evaluation
and follow ups. The last section requests problems and challenges in overall training
activities.

3.5.2 Interview

Interview will be used as one tool for collecting data regarding technical training practice
objective, process, problems, and participants of technical training practice. For the

31
interview, the researcher has contacted senior human resource personnel that is found at the
head office. Since interview is the best way to get depth insight about the issue and help to
find answers for questions that are not suitable to get through questionnaire, it helps the
researcher very much. Interview is suitable to raise counter question with regarded to the
answers that are general, vague, and needs further explanation. Initially 7 managers and 3
experts were selected purposely for the interviews. But the researcher interviewed 5
managers and 2 experts successfully. These managers and experts are working as trainers in
parallel to their office work. One of the interviewees was training and development
department manager. Therefore, interview was used as one source for data collecting in this
study.

3.6 Procedures for Data Collection

Before the distribution of questionnaires for collecting data, it will be checked by the advisor
and colleagues who have sound knowledge in the area. When the researcher believes that the
questionnaire is good enough to collect the necessary data, it will be distributed to
respondents and then by making the appropriate follow up the researcher himself will collect
the instruments from the respondents. Then, the questionnaires will be coded and inserted
into analyzing software (SPSS). Based on the frequency of the respondents, it would be
analyzed.

Before the interview, the researcher read or have background information about the topic
area. And, the researcher will ask the respondents about the time, place and condition of
making interviews. During the interview, the interviewer must follow up the respondent, take
the response in the form of note.

3.7 Pilot Testing

3.7.1 Validity Test

Validity is the extent to which the research findings accurately represent what is really
happening in the situation (Hughey and Mussnug, 1997). Validity is the most important
attribute of assessment system. It is concerned with the evaluation measures of training that
is intended to measure.

32
Validity is a measure of the truthfulness of measuring instruments. The questionnaire was
distributed in two forms. The first one is with the form of web application (doc.google.com),
and the second one is with hardcopy and collected by the researcher in person. And also,
interviews have been conducted with concerned senior experts and managers.

3.7.2 Reliability Test

Reliability refers to the extent to which the data collection techniques will yield consistent
findings. Internal consistency of items, which is the level of homogeneity of measures
incorporated in the instruments, the study did the reliability test to 43 questions by calculating
Cronbach’s coefficient alpha with all variable using SPSS. The result for the measure of
technical training is shown in the table below.

As per (Walsh, 1995) recommendation a minimum level of cronbach’s alpha should be 70%.
Hence the reliability of the response was able to be ensured.

Table 3.1. Cronbach's alpha Reliability

Statistics

Cronbach's Alpha N of Items

0.812 43

Source: Own Survey, 2020

3.8 Method of Data Analysis

Both quantitative and qualitative approaches were used to analyze the collected data through
questionnaires and interviews. Descriptive statistics would be used to analyze the data
through closed ended question with the help of SPSS (Statistical Package for Social sciences)
version 25. Analysis have been done according to the objective of the study. After the data
was collected, it was compiled, sorted, edited, coded and then entered into SPSS for analysis.
Frequency and percentage were used to present the data using tables and graphs. The
interview responses were inserted to each replied questionnaire according to the context they

33
fit. As qualitative data source, it was expressed by interpreting the responses or quoted in the
description.

3.9 Ethical Considerations

Ethical issues are very important in research these days. Ethical emerged from value
conflicts. In research, these conflicts are expressed in many ways: individual’s rights to
privacy versus the undesirability of manipulation, openness and replication versus
confidentiality, future welfare versus immediate relief, and others. Each decision made in
research involves a potential compromise of one value for another. Researchers must try to
minimize risks to participants, colleagues and society while attempting to maximize the
quality of information they produce.
Thus, the researcher observed the principles of ethical issues like confidentially and dignity
of the participants, integrity, on no account plagiarism, and never fabricating and destroying
data. The research was ok at most precaution before undertaking the research and informed
the participants in the study about the objectives of the study, and is consciously consider
ethical issues in seeking consent, avoiding deception, maintaining confidentiality, respecting
the privacy, and protecting the anonymity of all respondents. A researcher must consider these
points because the law of ethics on research condemns conducting a research without the
consensus of the respondents for the above listed reasons.

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 CHAPTER FOUR:

DATA ANALYSIS AND INTERPRETATION

INTRODUCTION

This chapter provides the results and findings about the assessment of technical training
practice in Ethio telecom network and IS divisions. The chapter deals with analysis,
discussion and interpretation of the data collected through questionnaire and interview.
Responses for measures on the questionnaire are summarized and presented by using tables.
Interviewed responses are also presented in the interpretation. 226 questionnaires were
prepared and distributed to respondents out of these questionnaires distributed, 221 were
collected and used for analysis purpose. Out of the total samples, 5 questionnaires (3 from
online application and 2 from hardcopy) were uncollected and this gives a 97.78% return
rate. In the interview, 10 respondents are requested and 7 are voluntary to give responses.

4.1 Demographic Characteristics of Respondents

For the purposes of this study, the variables on demographic information are gender, age,
level of education, total years of experience and position in the organization. The result of
this demographic presentation is stated below using descriptive statistics analysis.

4.1.1 Analysis of the Results Related to Participants Characteristics

This section is related to section one of the questionnaire, aims to present and analyze the
data regarding the general background of the participants.

4.1.1.1 Demographic Profile of Respondents Based on Gender, Age and Service

year
Table 4.1 Gender, Age and Service year of the Participants
Variables Category Frequency Percent
male 169 76.5
Gender female 52 23.5
Total 221 100.0
Age 21-25 Years 6 2.7

35
 26-30 Years 57 25.8
31-40 Years 147 66.5
40-50 years 11 5.0
Total 221 100.0
1-5 years 19 8.6
6-10 Years 100 45.2
11-15 Years 83 37.6
Service year
16-20 Years 14 6.3
>21 years 5 2.3
Total 221 100.0

Source: Survey Result (2020)

The data obtained from the questionnaire shows that most of the respondents were male,
(76.5%). Therefore, thus, males’ dominance over female were observed in the IS and
Network divisions. When we come to respondents’ age category, 25.8% and 66.5% of the
respondents were aged between 26-30 and 31-40 years respectively. The rest (21-25 and 41-
50) were 7.7%. From this we can conclude that majority (92%) of the participants are less
than 41 and greater than 25 years of age, and this implies that the employees of the company
are young and in more productive stage.

Table 4.1 also shows that 8.6% of the participants had a work experience of 1-5 years in the
company. 45.2% of the participants had 6-10 years’ work experience while 37.6% had 11-
15 years’ work experiences. This indicates that since majority of them are 6-15 years of
experience, and more or less they are not new to the environment, they need a proper training
in order to strength their real work experience through proper training and to become more
effective and increase their performance in future.

36
4.1.1.2. Demographic profile of Respondents Based on Educational
Qualification
Table 4.2 Education status of the participants
Valid Frequency Percent
Diploma 2 0.9
Degree 159 71.9
Educational status
Masters and above 60 27.1
Total 221 100.0

Source: Survey Result (2020)

From the above table, it is evidenced that the employees of ethio telecom hold a range of
educational qualification from Diploma to master’s degree level. The majority of the
respondents (71.9%) of the them were Degree holders, 27.1% (60 in numbers) of the
participants were master’s and above holders. The rest 0.9% (2 in number) of the participants
were Diploma holder. This implied that almost all employees of the company in IS and
Network divisions are Degree and above holders. We can conclude that the respondents have
better understanding about the concept of training and development as they were well
educated.

4.1.1.3. Demographic Profile of Respondents Based on Position in the

Organization
Table 4.3 Working position in the organization
Valid Frequency Percent
Staff /non-management 160 72.4
Supervisor 40 18.1
Management 21 9.5
Total 221 100.0

Source: Survey Result (2020)

The above table 4.3 shows that the majority of the participants, 72.4%, were non-
management /staffs. Whereas 18.1% of the participants were at the supervisory position
whereas the rest 9.5% were at the management position. “In modern organization, a
supervisor or manager will manage approximately 15 to 20 subordinates or some experts

37
with a more traditional focus believe that 5-6 subordinates per supervisor or manager is
ideal” Richard (2010). Based on the table the ratio of supervisor to staffs is 1 to 4 and that
of manager to non-management is 1 to 10. This implies that the position distribution in the
company is fair.

4.1.2. Analysis of the Data Related to the Current Training

This section is related to section two of the questionnaires, presents and analyzes the
collected data regarding how training is conducted in ethio-telecom. It includes general
issues related to training, training needs assessment (TNA), training delivery methods and
training evaluation and follow up stage.

4.1.2.1 Training Related Questions

Table 4.4 Organization provide training to its employee
Valid Frequency Percent
yes 221 100.0

Source: Survey Result (2020)

As the aim of this paper was to assess technical training practice in ethio telecom, the
respondents were asked whether their organization provide them trainings or not and 100%
of the respondents were agreed. This clearly demonstrates that the ethio telecom has training
practice in place.

38
4.1.2.2 Results on Frequency of Training Taken
Chart 1. Results on frequency of training taken

Results on frequency of training taken

80.0
68.3
70.0

60.0

50.0

40.0

30.0 23.1
20.0
7.7
10.0
0.9
0.0
Once Twice Rarely Several times

Source: Developed for this study

The frequencies at which respondents are attending training programs are shown in the graph
above. The result indicated that out of the 221 respondents who took training since they
joined the organization, 68.3% of the employee were trained several times, 23.1% were
trained rarely and the number of respondents who were trained only once and twice were
8.6%.

Even if the majority of the respondents took the training several times there are some
respondents who took the training only once, twice and rarely. This clearly demonstrated
that there is gap in allocation of employees for training program. According to Dawit Kefale,
mobile quality expert and trainer, once a trainee is in the training record, he/she has more
chance to be called for other trainings than other employees of the same department. This
indicates that there is still lack of selecting trainees uniformly in the company.

39
4.1.2.3 Result Related to On-time Training
Chart 2. Result related to on-time training

On-time training
200
150
100
50
0
Frequency Percent
yes 45 20.4
no 176 79.6
yes no

Source: Developed for this study

As it is indicated in the above Chart 2, among the respondents, the majority which were
79.6% (176 in number) of the respondent claim that their organization was not providing
them on-time training. Interviewed managers agreed that even if ethio telecom has a training
program and policy in place and give trainings to the employees several times, it failed to
give this training at the right time. Failing to deliver the training at the right time will also
decrease the effectiveness of the training program.

4.1.3 Training Needs Assessment

According to Noe (2010), if someone is familiar to the business problems, technological

growths, and further issues facing the organization, he or she will be able to expect training
needs. The first step for any training development activity should be a training needs analysis
performing a proper analysis of what needs to be trained, for whom, and in what type of
organizational system (Salas et al., 2012).

This part of the analysis is concerned with part one of section two in the questionnaire. It is
related to how TNA was conducted in terms of frequency of conducting TNA, the techniques
used in determining training needs.

40
4.1.3.1. Conducting TNA
Table 4.5 Frequency of conducting formal training need assessment in the
organization

Valid Frequency Percent

Never 4 1.8
Rarely 62 28.1
Sometimes 121 54.8
Mostly 34 15.4
Total 221 100.0

Source: Survey Result (2020)

From table 4.5 above, 28.1% of the participants responded that the organization conduct
formal need assessment rarely while the majority, 54.8%, of the participants argued that
sometimes the organization conducts need assessment. 15.4% of the participants responded
that the organization conducted need assessment mostly. Few (1.8%) of the respondents
argued that the organization never conducted need assessment.

In addition, as of the responses of the interviewed managers, the organization conducts need
assessment based on the budget it has at hand and the employees’ potential gap observed
during the time of supervision. There is no formal document that shows the status of all
employees which helps to identify gaps and finally to determine who are eligible to take
training and what type of training is appropriate to them. Based on the respondents, it could
be concluded that there is no formal training need assessment in ethio telecom.

4.1.3.2 Techniques Used During Training Needs Assessment

Table 4.6 Techniques deployed in conducting need assessment in the

organization
TVSE TSE TCE TGE TVGE Total
To what extent is the training Frequency 7 79 74 54 7 221
activity related to ethio telecom
Percent 3.2 35.7 33.5 24.4 3.2 100.0
strategy
Frequency 4 79 82 46 10 221

41
 To what extent is the training
activity derived from tasks of Percent 1.8 35.7 37.1 20.8 4.5 100.0
employees
To what extent is the training Frequency 23 78 83 31 6 221
activity derived from lack of
knowledge, skill, ability, or Percent 10.4 35.3 37.6 14.0 2.7 100.0
motivational aspect of the person

Source: Survey Result (2020)

TVSE=to a very small extent, TSE=to a small extent, TCE= to a considerable extent, TGE=
to a great extent, TVGE=to a very great extent

Table 4.6 shows that 35.7% of the respondents confirmed that ethio telecom training
activities are related to company’s strategy to a small extent. 33.5% of the respondents also
confirmed that its training activities are related to company’s strategy to a considerable
extent. Whereas 3.2% and 24.4% of the respondents confirmed that ethio telecom training
activities are related to company’s strategy to a very small extent and to a great extent
respectively.

From table 4.6, 35.7% and 37.1% of the respondents replied that ethio telecom training
activities are derived from tasks of employees to a small extent and to a considerable extent,
respectively. Whereas, 20.8% and 4.5% of the respondents confirmed that the training
activities are derived from tasks of employees to a great extent and to a very great extent,
respectively. Task analysis finds the significant tasks and knowledge, skills, and behaviors
that need to be stressed in training for staffs to complete their tasks (Noe, 2010). From this
analysis it is possible to conclude that the extent is the training activity derived from tasks of
employees in ethio telecom is small.

From the last row of table 4.6, 10.4%, 35.3% and 37.6% of the respondents replied that ethio
telecom training activities are derived from lack of knowledge, skill, ability, or motivational
aspect of the employees to a very small extent, to a small extent, and to a considerable extent
respectively while 14.0% and 2.7% confirmed that training activities are derived from lack
of knowledge, skill, ability, or motivational aspect of the employees to a great extent and to
a very great extent respectively. According to Armstrong (2014), the gap analysis comprises

42
identifying the gap between what people know and can do and what they ought to know and
able to perform, so that the training required to eliminate the gap can be listed out. From this
result we can conclude that there is still a gap to derive training from lack of knowledge,
skill, ability, or motivational aspect of the person in ethio telecom.

In addition, as of the responses of the interviewed managers, the organization training

programs lack integrity with that of overall company, task, and individual analysis. “Ethio
telecom has usually bought trainings from vendors but trainings are given at the end of the
year (budget closing) which leads to assigning inappropriate trainees and misses the purpose
of the training” said Ephrem (Service management Manager).

4.1.3.3 Trainees Selection Criteria

Table 4.7 Techniques used in trainee’s selection

Valid Frequency Percent

worexp 34 15.4
suprec 101 45.7
levedu 10 4.5
perfres 28 12.7
reljob 48 21.7
Total 221 100.0

Source: Survey Result (2020)

worexp =Work experience, suprec = Supervisor recommendation, levedu =Level of
Education, perfres = Performance Result and reljob = Relevance to job.

Table 4.7 above shows the respondents answer to the trainees selection techniques in ethio
telecom. The questionnaire question uses work experience, Supervisor recommendation,
Level of Education, Performance Result and Relevance to job to evaluate the trainees
selection process.
45.7% of the respondents confirmed that trainees in ethio telecom are selected by Supervisor
recommendation. According to the respondents, Relevance to job (21.7%) and work
experience (15.4%) are the second and third techniques of trainee selection respectively.

43
Performance result (12.7%) and level of education (4.5%) are the least used trainee’s
selection techniques by ethio telecom as replied by the respondents.
Interviewed managers also stressed that even though the organization has set criteria for
trainees’ selection, which includes the above listed techniques, mostly the trainees are
selected by supervisors. Based on the respondents in the table and interviewee, we can
conclude that ethio telecom is not applying all the criteria used to select trainee.

4.1.4 Training Design and its Objectives (with strategy)

This part of the analysis is related to part two of section two in the questionnaire, which is
concerned with training objectives. By methodically planning for, gathering, examining, and
reporting evaluation results, sound company decisions can be made with respect to training
design, development, delivery, and follow up of corporate training programs (Basarab,
1992).

4.1.4.1 Objectives of Training in the Organization

Table 4.8 Objectives of Training in the Organization
Training Objective Total
Strongly Not Strongly
Disagree Agree
Disagree sure agree

The organization sets Frequency 10 77 44 79 11 221

measurable objectives for
Percent 4.5 34.8 19.9 35.7 5.0
training programs 100
Training objectives were Frequency 11 41 43 105 21 221
set by considering the 100
Percent 5.0 18.6 19.5 47.5 9.5
organization’s goal
Training programs you Frequency 11 29 22 129 30 221
have taken had clear 100
Percent 5.0 13.1 10.0 58.4 13.6
objectives.
Training programs you Frequency 4 19 49 108 41 221
have participated in Percent 1.8 8.6 22.2 48.9 18.6 100

44
 provide you greater job
performance.
Training programs you Frequency 14 30 43 117 17 221
have taken enhance 100
Percent 6.3 13.6 19.5 52.9 7.7
employees’ skills.
Keeping employees 221
Frequency 10 41 39 121 10
informed of technical and
100
procedural changes
Occurring within the Percent 4.5 18.6 17.6 54.8 4.5
institute

Source: Survey Result (2020)

SD=Strongly Disagree, D=Agree, NS=Not sure, A= Agree, SA= Strongly Agree

From the above table 4.8, 35.7% of the participants agree that ethio telecom sets measurable
objectives for training programs. 5% of the respondents strongly agree that the company sets
measurable objectives for training programs. Whereas 34.8% and 4.5% of the respondents
disagree and strongly disagree that ethio telecom sets measurable objectives for training
programs respectively. 19.9% of the participants do not have any idea whether ethio telecom
has measurable objectives for training programs or not. Even though 35.7% of the
participants agree that the company has measurable objectives for training programs, there
are still 34.8% of the respondents which disagree and 19.9% which are not sure about the set
objectives. Therefore, ethio telecom does not have measurable objectives for training
programs.

Second, it can be inferred from table 4.8 that 47.5% of the respondents agreed that training
objectives were set by considering the organization’s goal, 19.5% are not sure and 18.6% of
the respondents disagree that ethio telecom training objectives were set by considering the
organization’s goal. From this analysis it can be concluded that ethio telecom training
objectives were set by considering the organization’s goal.

From table 4.8 above, 58.4%, 48.9%, 52.9% and 54.8% of the participant agree that ethio
telecom training programs had clear objectives, Training programs that employees have
participated provided them greater job performance and enhance employees’ skills and

45
Keeping employees informed of technical and procedural changes occurring within the
institute respectively. 18.6% of the participants disagree while 17.6% were not sure whether
the organization conducts training for the purpose of keeping employees informed of
technical and procedural changes occurring within the company. 18.6% of the participants
strongly agree that training programs that they had participated, provided them greater job
performance. 19.9% and 19.6% of the participants did not have a know how that whether
there are sets of measurable objectives for training programs and training objectives were set
by considering the organization’s goal respectively. This implies that there are employees in
the company that are not aware of the objective of the training they are participating.

Interviewed managers also agreed that even if there is training policy in place the company
did not implemented it properly. Based on the respondents we can conclude that ethio
telecom has designed its trainings based on its strategic objectives.

4.1.5 Training Delivery Methods

This part of the analysis is related to part three of section two in the questionnaire, which is
concerned with training delivery methods in ethio telecom; in terms of training forms,
whether or not they offer in-the-house training and training methods used in the
organizations.

4.1.5.1 Training Delivery Forms

Table 4.9 Training delivery forms
Forms of
Never Rarely Sometimes mostly Always Total
Training

On-the-job Frequency 11 65 102 26 17 221

training
Percent 5.0 29.4 46.2 11.8 7.7 100.0
Off-the-job Frequency 8 14 72 112 15 221
(within the
organization) Percent 3.6 6.3 32.6 50.7 6.8 100.0

External Frequency 40 53 73 45 10 221

training (outside
Percent 18.1 24.0 33.0 20.4 4.5 100.0

46
 the
organization)
Source: Survey Result (2020)

From table 4.9 above, 46.2% of the samples replied that sometimes they have taken on-the-
job trainings, whereas 29.4% of them responded they have taken on-the-job trainings rarely.
5% of the respondents confirmed they did note take on-the-job trainings. 11.8% of the
participants mostly took on-the-job trainings and 7.7% of them always took on-the-job
training. For organizations that have more of technical activities, trainings are expected to be
on-the-job training. According to Rothwell (2003), “the advantage of on-the-job training is
that it is highly applied”. So, from this we can conclude that as a technical training
assessment, ethio telecom is not practicing on-the-job trainings properly.
From the question, off-the-job (within the organization) training, 50.7% of the respondents
confirmed they mostly took Off-the-job (within the organization) training. While 32.6% of
them sometimes took off-the-job (within the organization) training. So we can conclude that
ethio telecom is mostly practicing Off-the-job (within the organization) training. “Off-the-
job training is expensive in terms of the time it takes away from productive labor” (Rothwell,
2003). From educational background, the sample showed us that most of ethio telecom
employees are degree and above holders. This implies there is productive labor in the
company.

The third form of training delivery from table 4.9 is External training (outside the
organization). Here 33% the respondents confirmed that they sometimes took external
training (outside the organization). While 24% of them confirmed that they rarely took
external training (outside the organization). Whereas 20.4% and 18.1% of the respondents
assured that they took external training (outside the organization) mostly and never.
According to Johnston (2012), “External training is mainly for the telecommunications
technicians who have to keep up to date on telecom equipment”.

Two managers from the interviewed asserted that all training delivery forms are used in
accordance with the type and nature of training. But they also agreed that the company mostly
focused on off-the-job training method. This implies that all training delivery forms are not
equally practiced.

47
4.4.1.2 Training Methods Used by the Organizations
Table 4.10Training Methods Used by the Organizations
Training
Never Rarely Sometimes mostly Always Total
Techniques
Frequency 4 14 53 123 27 221
Lectures
Percent 1.8 6.3 24.0 55.7 12.2 100.0
Group work Frequency 2 62 73 75 9 221
(discussion) Percent 0.9 28.1 33.0 33.9 4.1 100.0
Individual Frequency 75 106 22 16 2 221
projects Percent 33.9 48.0 10.0 7.2 0.9 100.0
Frequency 35 109 26 33 18 221
Role playing
Percent 15.8 49.3 11.8 14.9 8.1 100.0
Frequency 8 103 68 40 2 221
Demonstration
Percent 3.6 46.6 30.8 18.1 0.9 100.0
Frequency 43 101 32 24 21 221
Case studies
Percent 19.5 45.7 14.5 10.9 9.5 100.0
Computer based Frequency 18 46 44 100 13 221
training Percent 8.1 20.8 19.9 45.2 5.9 100.0
Frequency 26 52 32 82 29 221
Coaching
Percent 11.8 23.5 14.5 37.1 13.1 100.0
Frequency 70 84 31 21 15 221
Job rotation
Percent 31.7 38.0 14.0 9.5 6.8 100.0

Source: Survey Result (2020)

From table 4.10, about lecture training method, 55.7% of the respondents responded mostly,
24% replied sometimes lecturing is practiced and 12.2% replied they mostly practiced lecture

48
training method. Therefore, most of the respondents agreed that ethio telecom is practicing
lecture training.

Group work (discussion) is one training method. 33.9% of the participants in the sample are
mostly experienced groupwork training technique. While 33% and 28.1% of the respondents
confirmed they are sometimes and rarely used this training technique, respectively. Based on
the respondents we can conclude ethio telecom is practicing group work (discussion) training
methodology for training.

48% of the respondents replied they are rarely taking trainings through individual projects
and 33.9% of them confirmed that they never practiced trainings through individual projects.
10% of the respondents sometimes take trainings through individual projects. While 7.2% of
them mostly exercise trainings through individual projects. From this we can conclude that
ethio telecom is not properly practicing individual project training technique.

In Role playing training method, 49.3% of the participants replied that they rarely practiced
this training. Whereas 15.8% of them assured that they never trained through role playing
training method. 11.8% of the respondents sometimes practice role playing while 14.9% and
8.1% of the respondents confirmed that they mostly and always take trainings through role
playing respectively. So, from the analysis result we can conclude ethio telecom is rarely
using role playing training method.

According to table 4.10, 46.6% and 45.7% of the respondents, confirmed they rarely took
trainings through demonstration and case studies, respectively. 30.8% of them sometimes
practice demonstration while 18.1% of them mostly took training through demonstration.
19.5% of the respondents never used case studies training method. From this we can
summarize that both demonstration and case studies are not well practiced by ethio telecom.

In Network and IS, most of the activities are though or with computers. From the above table
4.10, 45.2% of the respondents confirmed they mostly took computer-based training. 20.8%
of them took rarely and 19.9% of the respondents sometimes took computer-based training.
So, we can conclude that computer-based training method is practiced in ethio telecom.

According Armstrong (2014) “Coaching is a personal (usually one-to-one) approach to

helping people develop their skills and knowledge and improve their performance”.

49
From to table 4.10, respondents (37.1%) replied mostly they are practicing coaching training
method. Whereas 14.5% and 23.5% of them took sometimes and rarely coaching training
method, respectively. 13.1% of the respondents always took trainings with coaching. While
11.8% of them never practiced coaching training method. We can conclude that considerably
ethio telecom is practicing coaching training technique in it training methods.

The last training technique from table 4.10 is job rotation. According to the respondents
(38%), it is rarely practiced in ethio telecom. 31.7% of them believed that they never
exercised job rotation training method. Whereas 14% and 9.5% of them confirmed they have
sometimes and mostly practiced job rotation training technique in ethio telecom,
respectively.
According to Neo (2010), “Job rotation helps employees gain an overall appreciation of the
company’s goals, increases their understanding of different company functions, develops a
network of contacts, and improves their problem-solving and decision-making skills”. job
rotation (cross-training) mobilizes employees from one task to another to broaden their
practice (Mondy, 2016). Based on the result above, ethio telecom is not using job rotation
training technique adequately.
From the above analysis the researcher concluded that the company is not used Individual
projects, Role playing, Demonstration, Case studies and Job rotation training delivery
techniques in a manner that enhance employees’ performance. Therefore, the company lacks
proper application of these training delivery methods which are used for effective and proper
delivery of training programs.

4.1.6. Evaluation and Follow up

This part of the analysis is related to part four of section two in the questionnaire, which is
the evaluation and follow up stage. To understand how this stage is conducted many
questions were asked in the questionnaire. Thus, this part includes analysis of the frequency
of evaluation, the evaluation methods and evaluating the outcomes of training in the
organization. According to Beardwell (2017), measurements should go beyond post-course
evaluation to calculating wastage, error rates, cost advantage, customer need fulfilment, staff
comments and motivation, and can try to link specific results to the training given, examines
cost-effectiveness, prove contribution to strategic objectives.

50
4.1.6.1. The Frequency of Training Evaluation
Table 4.11 How often training evaluated in the organization

Valid Frequency Percent

Never 35 15.8
Rarely 107 48.4
Sometimes 43 19.5
Mostly 26 11.8
Always 10 4.5
Total 221 100.0

Source: Survey Result (2020)

The above table shows that almost 48.4% and 19.5% of the participants revealed that the
organization evaluates its programs rarely and sometimes, respectively. However, 15.8% of
the participants agreed that the organization never evaluated its training programs. Whereas
11.8% of the respondents agreed the company mostly evaluates training programs.
According to George (1992) Evaluation that is planned as a fundamental part of the
training will always generate greater and more meaningful data than an evaluation that is
started after a training program has already been implemented. This implies that the
effectiveness of training evaluation in the company is not satisfactory.

4.1.6.2. The Extent of Evaluating the Outcomes of Training in the Organization

Table 4.12. The extent of evaluating the outcomes of training in the
organization
Levels of outcomes TVSE TSE TCE TGE TVGE
Evaluate the feeling and opinion of the
Frequency 9 40 86 44 42
trainees about the program material,

51
 facilities, methods, contents, trainers,
Percent 4.1 18.1 38.9 19.9 19.0
durations, and relevance of the program
Evaluate the skills, knowledge and Frequency 18 46 88 57 12
attitudes acquired during the program Percent 8.1 20.8 39.8 25.8 5.4
Evaluate the change in on-the-job Frequency 29 98 70 19 5
performance, which can be attached to
Percent 13.1 44.3 31.7 8.6 2.3
the program
Evaluate the effect in the organization’s
Frequency 20 109 52 32 8
performance resulting from the change
of behavior such as: cost-saving, quality
Percent 9.0 49.3 23.5 14.5 3.6
improvement, customer satisfaction

Source: Survey Result (2020)

TVSE=to a very small extent, TSE=to a small extent, TCE= to a considerable extent, TGE=
to a great extent, TVGE=to a very great extent

Table 4.12 shows that 38.9% of the participants stated that, when Evaluating the feeling and
opinion of the trainees about the program material, facilities, methods, contents, trainers,
durations and relevance of the program, the organization depends to a considerable extent on
trainees' reaction level. 18.1% of the respondents the company uses to a small extent to
Evaluate the feeling and opinion of the trainees about the program material, facilities,
methods, contents, trainers, durations, and relevance of the program after training. 19.9%
and 19% of the participants agreed that the company uses trainee’s reaction to a great extent
and to a very great extent respectively. From this we can conclude that ethio telecom Evaluate
the feeling and opinion of the trainees about the program material, facilities, methods,
contents, trainers, durations, and relevance of the program.

From table 4.12, 39.8% of participants agreed that ethio telecom Evaluates the skills,
knowledge and attitudes acquired during the program to a considerable extent. While 25.8%
of the respondents confirmed the company evaluates the skills, knowledge and attitudes
acquired during the program to a larger extent. Whereas 8.1% and 20.8% of them rated to a
very small extent and to small extent about the evaluation during the program. So, we can
conclude that ethio telecom evaluates Learning outcomes in the training program.

52
The third one of the extent of evaluation is evaluate the change in on-the-job performance,
which can be attached to the program (Behavior change). 44.3% of the participants
confirmed to a small extent ethio telecom evaluates the change in on-the-job performance
due to the training program. While 31.7% of the participants replied to a considerable extent
ethio telecom evaluates behavior change, and 13.1% of them agreed the company evaluates
the change in on-the-job performance, which can be attached to the program to a very small
extent. This implies that ethio telecom did not properly evaluate that what the training
program brings to the actual performance.

The last one of the evaluation extents is Evaluate the effect in the organization’s performance
resulting from the change of behavior such as: cost-saving, quality improvement, customer
satisfaction (Result). 49.3% of the participants replied that to a small extent, ethio telecom
evaluates the effect in the organization’s performance resulting from the change of behavior.
While 23.5% of the respondents rated it to a considerable extent and 9% of them rated it to
a very small extent. Therefore, we can conclude that ethio telecom is poor in evaluating the
effect in the organization’s performance resulting from the change of behavior such as: cost-
saving, quality improvement, customer satisfaction

In addition, as Ephrem Tsegaye (manager) and Lake G/kidan (expert) explained, even though
the organization has been using questionnaires to evaluate the reaction of trainees' after the
training program, the organization is failed to use the other evaluation methods properly.
This showed us that the company is ineffective with the listed evaluation methods.

4.1.7 Analysis of Training Problems

This part of the analysis is related to section three of the questionnaire. It presents the
findings regarding the current training problems in ethio telecom. In other words, factors
that might hinder the effectiveness of training functions and programs in the organization.
According to Neo (2017), “the key factors for training success are a positive attitude
among peers, managers, and employees about participation in training activities; managers’
and peers’ willingness to provide information to trainees about how they can use the
knowledge, skills, or behaviors learned in training to perform their jobs more effectively”.

53
4.1.7.1 Possible Factors that Might Hinder Training Practices
Table 4.13 Possible factors that might hinder training practices
Possible factors that might Strongly Disagre Not Strongl
Agree
hinder training practices Disagree e sure y agree
Management does not support Frequency 28 95 38 51 9
training programs Percent 12.7 43.0 17.2 23.1 4.1
Lack of long-term plan for Frequency 2 47 34 112 26
developing human resource Percent 0.9 21.3 15.4 50.7 11.8
Frequency 11 72 38 85 15
Poor quality training programs
Percent 5.0 32.6 17.2 38.5 6.8
Frequency 13 54 23 102 29
Lack of on-the-job training
Percent 5.9 24.4 10.4 46.2 13.1
Frequency 8 51 35 102 25
Inaccurate training need analysis
Percent 3.6 23.1 15.8 46.2 11.3
Discrepancy between the Frequency 5 46 33 123 14
provided training and job skills Percent 2.3 20.8 14.9 55.7 6.3
Work environment does not Frequency 18 110 35 51 7
support new behaviors learned
in training and development Percent 8.1 49.8 15.8 23.1 3.2
programs.
Sending inappropriate persons to Frequency 2 32 42 106 39
the training programs Percent 0.9 14.5 19.0 48.0 17.6
Lack of professional/s in the Frequency 5 57 52 99 8
training department Percent 2.3 25.8 23.5 44.8 3.6
Insufficient time and budget to Frequency 22 106 30 45 18
execute training programs Percent 10.0 48.0 13.6 20.4 8.1

Frequency 2 34 65 105 15

54
 Difficulties to evaluate training
Percent 0.9 15.4 29.4 47.5 6.8
outcomes
Poor training planning in terms Frequency 5 52 27 121 16
of training content and methods Percent 2.3 23.5 12.2 54.8 7.2

Source: Survey Result (2020)

Table 4.13 shows that 43% of the respondents in ethio telecom disagreed management does
not support training programs, whereas 12.7% strongly disagreed. 23.1% of the participants
agreed that ethio telecom management does not support training programs. While 17.2% of
the respondents were not sure whether management does not support training programs or
not. Based on the majority of the respondents, we can conclude that ethio telecom
management supports training programs.

From the table above, 50.7% of the respondents agreed, in ethio telecom there is lack of long-
term plan for developing human resource while 11.8% of them also strongly agree in the
same concept. 21.3% of the participants disagree that lack of long-term plan for developing
human resource in ethio telecom whereas 15.4% were not sure of it. Therefore, we can
conclude that the company lack of long-term plan for developing human resource.

When we come to the quality of trainings, 38.5% of the participants agreed that the training
program provided in ethio telecom are poor in quality. Whereas 32.6% of the respondents
disagree in the idea that training programs are poor quality. 17.2% of the replies showed that
they are not sure about the quality. From the result we can conclude that the training program
provided by ethio telecom is poor in quality.

Table 4.13 above showed that 46.2% and 13.1% of the respondents agreed and strongly
agreed that there is lack of on-the-job training in ethio telecom, respectively. 5.9% o and
24.4% of the respondents strongly disagreed and disagreed in the lack of on-the-job training
respectively. While 10.4% are not sure of it. So, from this result we can conclude that there
is lack of on-the-job training in ethio telecom.

Inaccurate training need analysis and discrepancy between the provided training and job
skills are the two factors that may hinder training effectiveness. According to the
respondents, 46.2% and 55.7% of them agreed that there was inaccurate training need

55
analysis and discrepancy between the provided training and job skills it requires in ethio
telecom, respectively. While 23.1% of the respondents disagreed in inaccurate training need
analysis and also 20.8% of them disagreed in discrepancy between the provided training and
job skills required. So, we can conclude that there are inaccurate training need analysis and
discrepancy between the provided training and job skills required in ethio telecom.

From table 4.13, 49.8% of the respondents disagreed in the work environment does not
support new behaviors learned in training and development programs in ethio telecom. 8.1%
of them also strongly disagree and 15.8% were not sure of the environment. Whereas 23.1%
of the participants agreed that work environment does not support new behaviors learned in
training and development programs in the company. According to Noe (2010), helpful work
environment is essential for staffs to be interested to participate in training and learning
activities, properly apply what they acquire on the job, and share their knowledge with others.
Based on the result, work environment support new behaviors learned in training and
development programs in ethio telecom.

Lack of professionals in training program is another factor that hinders training effectiveness.
In the survey, 44.8% of the respondents agreed there is lack of professionals in the training
department in ehio telecom. 25.8% of them disagreed in lack of professionals in the training
department. While 23.5% of them were not sure whether there was lack of professionals or
not. Organizations must use selected and trained colleagues to act as guides, mentors and
coaching by team leaders or especially appointed and skilled sectional trainers (Armstrong,
2014). Based on the result, we can conclude that there is lack of professionals in the training
department in ehio telecom.
The other factor that hinder training practice is allocation of enough budget and time. Based
on the table 4.13 above, 48% of the respondents disagree in the idea of insufficient time and
budget to execute training programs in ethio telecom. 10% of them strongly disagree and
13.6% of them were not sure about the insufficient time and budget in the company. While
20.4% of the respondents agree that there is insufficient time and budget in ethio telecom.
“It is necessary to companies to allocate enough budget, time, and expertise for trainings”
(Noe, 2010). So, we can conclude that insufficient time and budget to execute training
programs are not any more issues in ethio telecom.

56
The last two factors of training practice are difficulties to evaluate training outcomes and
poor training planning in terms of training content and methods. According to table 4.13
above, 47.5% and 54.8% of the participants agreed in that, there are difficulties to evaluate
training outcomes and poor training planning in terms of training content and methods in
ethio telecom, respectively. 15.4% of the respondents disagreed there was difficulties to
evaluate training outcomes while 23.5% of them also disagreed that there was poor training
planning in terms of training content and methods in the company. “Managers and
employees as trainers must understand the company’s business to make the training content
more directly applicable to the trainees’ work” (Noe, 2010). According to George (1992)
training evaluation process offers a way to track and measure training against stakeholders'
requirements. From the result we can conclude that, there are difficulties to evaluate
training outcomes and poor training planning in terms of training content and methods in
ethio telecom.

Interviewed managers revealed that above all, sending inappropriate persons to the training
program, lack of on-the-job training, inaccurate training need analysis, discrepancy between
the provided training and job skills required and the non-existence of research done on this
topic in the past are the major problems and obstacles that prevented effective training
activities.

Moreover, interviewed managers agreed that difficulty in measuring training outcomes and
the change it brings in the company was the most important problem that prevented the
effective practices of training even if management supported training programs. Interviewed
experts emphasized that the absence of inaccurate training needs analysis in line with
discrepancy between the provided training and job skills strongly influence training
practices. This implies that company environment, training budget are not the major factors
that hinder the training practice. But those other factors; lack of long-term plan for
developing human resource, lack of on-the-job training, inaccurate training need analysis,
discrepancy between the provided training and job skills, and sending inappropriate persons
to the training programs were respectively representing the most important factor that
contributes to training failure. Therefore, the company has a lot of challenges that hindered
it not to effectively practice its training program in a systematic and planned way.

57
58
 CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1. Summary

This part of the study aims to summarize the findings and results that have emerged from the
data analysis presented in chapter four.

5.1.1. Results Related to Participants Characteristics

The majority of the respondents were male, 169(76.5%). In terms of age composition taken
from the sample, more than 66.5% of the participants were young who are supposed to be
more trainable. 45.2% of the participants had a work experience of 6-10 years in the
organization. 37.6% of the participants had 11-15 years’ work experience. Most of the
participants (71.9%) were degree holders and 27.1% of the participants were master’s degree
and above holders. Almost 98% of the participants were degree and above holders. 9.5% of
the participants were at the position of management and 18.1% were at the supervisory
position while the rest and most of the participants (72.4%) were non managerial staffs.

5.1.2. Current Training Practices in Ethio telecom

5.1.2.1 Training Needs Assessment

Most of the respondent (79.6%) claim that the organization was not providing them on-time
training. Interviewed managers also agreed that even if ethio telecom has a training program
and policy in place and give trainings to the employees several times, it fails to give this
training at the right time.
28.1% of the participants responded that the organization conduct formal need assessment
rarely while the majority (54.8%) of the participants argued that sometimes the organization
conducted need assessment. Few (15.4%) of the respondents argued, the organization
conducted need assessment mostly and no respondent argued the organization conducted
need assessment on regular basis. 25.7%, 35.7% and 35.3% of the respondents confirmed
that ethio telecom training programs are related to company strategy to a small extent, to a
considerable extent derived from tasks of employee’s and not derived from employees’ lack
of knowledge, skill, ability or motivational aspect of the person respectively.

59
45.7% of the respondents confirmed that ethio telecom trainee’s selection is subject to
Supervisor recommendation. Interviewed managers and experts also confirmed that even if
there is ground rules for trainees selection, it is not clearly applied without the intervention
of supervisors.

In addition, as of the responses of the interviewed managers, the organization training

programs lack integrity with that of overall company, job and individual analysis. According
to their response, the company did training needs assessment, two times in the last 10 years.
This showed that the company had a poor experience in TNA.

5.1.2.2 Training Design and its Objectives

Regarding the objective of training, 35.7%, 47.5%, 58.4% and 48.9% of the participant agree
that ethio telecom set objective for training programs, objectives were set in consideration of
the organization’s goal and training with clear objectives have greater job performance.
34.8% of the participants disagree that the organization did not set objective for training
programs. 18.6% of the participants disagree while 17.6% were not sure whether the
organization conducts training for the purpose of keeping employees informed of technical
and procedural changes occurring within the company. This implies that there are employees
in the company that are not aware of the objective of the training they are participating.

5.1.2.3 Training Delivery Methods

According to the respondents, all of the training approaches were utilized in the organization.
29.4% and 24% of the participants reported that the on-the-job training and external training
(outside the organization) respectively were the rarely used approaches. Most of the
respondents (50.7%) replied that off-the-job within the organization trainings are practiced.

Based on methods used to deliver in-house training, 48%, 49.3%, 46.6%, 45.7% and 38.0%
of the participants agreed that the in-house training were rarely using training methods or
techniques like individual projects, role playing, demonstration, case studies and Job
rotation, respectively. 33.9% and 31.7% of the respondents agreed that the in-house training
never used individual projects and job rotation, respectively. 55.7%, 45.2% and 37.1% of the
participants agreed that lecturing, computer based training and coaching methods were the
most and regularly used training methodologies, respectively.

60
5.1.2.4 Evaluation and Follow up
Based on the importance of the training evaluation, 48.4% and 19.5% of the participants
revealed that the organization evaluates its programs on rarely and occasional basis,
respectively. However, 15.8% of the participants agreed that the organization never
evaluated its training programs so that their organization considers evaluation as relatively
unimportant.

According to the interviewed experts and managers, training, positively influences

performance in changing the behaviors and attitudes of employees in line with the changing
situations like, new technologies and new working methods. Most of the respondents agreed
that profitability, financial turnover of the organization, employees’ motivation, quality of
service, productivity, cost reduction and employee satisfaction are the most important
impacts of training. However, when trying to assess the level of training outcomes, 38.9%
and 39.8% of the participants responded that, when the organization was evaluating the
effectiveness of training programs, it depended to a considerable extent on trainees' reaction
level and learning outcomes. Moreover, 44.3% and 49.3% of them affirmed that, the
organization depended to a small extent on evaluating the change in on-the-job performance
(behavior change) and performance result levels, respectively. While only 3.6% of them
replied that the company depended to a very great extent in the output level when evaluating
training effectiveness.

5.1.3. Training Problems and Challenges

There are factors that hinder training effectiveness in the organization. As 50.7%, 38.5%,
46.2%, 46.2%, 55.7%, 48%, 44.8%, 47.5% and 54.8% of the participants agreed that Lack
of long-term plan for developing human resource, Poor quality training programs, lack of
long-term plan for developing human resource, lack of on-the-job training, inaccurate
training need analysis, discrepancy between the provided training and job skills, sending
inappropriate persons to the training programs, lack of professional/s in the training
department, difficulties to evaluate training outcomes and poor training planning in terms of
training content and methods were respectively representing the most important factors that
contributed to training failure. 43.0%, 49.8% and 48.0% of the participants disagreed that
management does not support training programs, work environment does not support new

61
behaviors learned in training and development programs and insufficient time and budget to
execute training programs were preventing training program.

Moreover, 13.1% and 17.6% of the participants also strongly agreed that lack of on-the-job
training and sending inappropriate persons to the training programs were the most important
factors that hindered training effectiveness.

Interviewed experts and managers revealed that above all, sending inappropriate persons to
the training program, lack of on-the-job training, inaccurate training need analysis,
discrepancy between the provided training and job skills required were the most important
challenges and obstacles that prevented effective training activities. Especially, they
emphasized that the absence of inaccurate training needs analysis in line with discrepancy
between the provided training and job skill strongly influenced training practices.

5.2 Conclusions
This study was conducted in ethio telecom network and IS divisions with the general
objective of assessing the technical training practices of the organizations. Questionnaire was
the main source of data collection tool. These questionnaires were distributed to 226
employees in network and IS divisions of the company. Interview was also conducted with
the 7 Experts and top & middle level managements of the organization.

Based on the data analyzed and presented in chapter four of the study, the following findings
were observed:

The analysis indicates that there are some respondents who took the training several times
while some of them took the training rarely and this clearly demonstrates that there is a gap
in allocation of employees for training program, as it is indicated in the interview, this is due
to lack of proper data management. Also, according to the finding, majority of the
respondents claimed that their organization is not providing them with on-time training. Even
if the company has a training program in place and give training to the employees several
times, it failed to give this training at the right time.

In order to assess the existing technical training practice of the company, the study
emphasized on the four training processes. These training processes are training need

62
assessment (TNA), training design (TD), training delivery method and training evaluation.
All of them were checked individually in the analysis.

The first variable to be discussed was training needs assessment. The training needs
assessment properly showed that majority (82.9%) of the respondents believed that the
training needs assessment of the company is not conducted properly (regularly). According
to the interviewed officials in training and development department, the organization made
TNA two times in the last 10 years (2010 to 2020 G.C). The interview made with experts
and team leaders also indicated that even if the training process is started with the
identification of training needs, training need assessment practice of the organization did not
properly identify the gaps. This is due to lack of management commitment to properly
identify the performance gap that should be filled with trainings.

The second stage of training process was training design. Summary of the analysis result
showed that even if there is a training design policy in place, the company did not implement
it properly. This implied that the company did not communicate the training objectives
properly to its employees. This also showed that there is a gap that is created in the training
needs assessment process of the organizations. The consequence of training needs
assessment stage is reflected in the training design process since the former is the base to the
later.

The third process of training is the delivery (implementation) of training. For the proper
implementation of training program, the response showed that, little attention was given to
most training delivery methods. The organization did not use multi method training delivery
approaches which are helping to address the individual differences in capturing new ideas.
In implementation of trainings, mostly the organization is using computer-based training,
coaching and lecture methods. Individual projects, role playing, demonstration, case studies
and Job rotation were rarely used in the organization.

Training evaluation is the last stage in training process. According to the analysis, most
(64.2%) of the respondents believed that there is no proper evaluation of training program in
their organizations. This assured us, even if there is the practice of evaluating the training in
the company, it is not conducted properly i.e. the effectiveness of training evaluation in the
company is not satisfactory.

63
Even though the organization used a questionnaire to evaluate the reaction of trainees' after
the training program, they are failed to use the other evaluation methods properly. This
showed us that the company is ineffective with the listed evaluation methods. As a result of
not using the evaluation methods properly makes it difficult to differentiate the change in
performance of employees that was brought by the training.

Generally, the extent of the organization to evaluate learning outcomes, behavior changes
and results were not given attention.

Based on the responses for problems and challenges facing the organization under study, it
is revealed that, poor training planning in terms of training content and methods hindered the
effectiveness of training activities in addition to the discrepancy between the provided
training and job skills, sending inappropriate persons to the training program, lack of long
term plan for developing and the non-existence of research done on this topic in the past are
the most important challenges and obstacles that prevented the effectiveness of training
activities.

5.3. Recommendations
The findings from this study indicated the need for ethio telecom managements to improve
the current training practice in an attempt to satisfy their employees’ needs for higher level
performances, task needs as well as organization needs is proposed.
►Assessing training needs play a very important role in identifying individual skill and
performance, task and organizational level gaps. Allocating the required time, determining
the program objectives and the required skills and determining the required resources for
implementing the program. Therefore, the organization should conduct formal training
program rather than simply led by random actions and the will of top managers.

►Since training need analysis (TNA) is the foundation of training program, and a tool to
identify the gap between the actual performance and the desired performance in the
organization, it has to be done regularly in ethio telecom. Training should take place based
on proper TNA. Training needs analysis methods must be practiced. These methods are:
Organizational, task/job and person/individual analyses. Since these methods of analyses are
equally important, management of ethio telecom should use them as effectively as possible
and has to keep records of the analysis.

64
►The analysis indicated that there is a training design policy in ethio telecom, but there
is a question about its proper implementation. Therefore, the company need to give due
attention during the designing stage. The organization should set measurable objectives for
training programs. Furthermore, ethio telecom should communicate its training objective so
that training can pay a positive role in the organization.

► Ethio telecom should give the training at the right time in order to bring the desired
outcome. According to Armstrong (Armstrong 2009), even though the training is designed
and delivered in a proper way, if it is not given on-time, it would be a waste of resources. So
ethio telecom should consider in delivering the trainings at the right time.

►Mostly, Ethio telecom depends on off-the-job training. Job rotation, individual projects,
role playing, demonstration and case studies were some of the training delivery techniques
used by the company rarely. On-the job trainings were not properly applied. As a technical
training, all the training techniques should be practiced. In addition, to have positive results
from training program, organizational commitment to training must tie in closely with
appropriate effective training methods and training delivery mechanisms. Therefore, the
organization should use both on-the-job and off the job training methods to maximize the
effectiveness of the program.

►Even though there is training evaluation system used by ethio telecom, the company
measured only the immediate reaction of the trainees and lacks the ability to address post-
test performance improvement and behavioral change occurring due to the training. Hence,
it is recommended that ethio telecom should apply training impact analysis in order to assess
the effectiveness of the training program by measuring the trainees' performance before and
after training. Therefore, ethio telecom needs to evaluate its training program at least at four
levels. These levels are Reaction, Learning, Behavior and Result levels.

►The last not the least one is, in order to have an effective training practice, ethio telecom
had to conduct each and every process properly. It has to avoid inaccurate training need
analysis, poor training planning in terms of training content and methods, sending
inappropriate persons to the training programs, etc as these are the major problems addressed
by respondents. So, the existence of training programs in place by itself doesn't assure the

65
effectiveness of the training program unless it is supported by systematic training processes.
Therefore, since all processes are interrelated, they should be conducted appropriately.

5.4 Suggestion for Future Research

Finally, as indicated in this research, trainings outside the organization (off-the-job) are
common. So future researcher can take this as an input and can study. To make it clear, Ethio
telecom training center and Ethiopian airlines training center were supposed to be East
African training centers in their respective services. Why ethio telecom is still dependent on
trainings outside the organization (off-the-job training) with vendors?

66
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Appendix-A

ST. MARY’S UNIVERSITY

SCHOOL OF GRADUATE STUDIES

Dears,
My name is Gizachew Addis. I am studying Master of Business Administration in St. Mary’s
University. I kindly request your assistance to complete a questionnaire which I am using to
collect data for my study. I am working on my project entitled Assessment of Technical
Training Practices in Ethio-telecom. Completing this questionnaire is completely voluntary
and will be highly appreciated. Please give your most thoughtful and honest answers. The
data is completely confidential and reported only in anomaly format. If you would like to
receive the result of the survey, please write your email address in the end of the
questionnaire.
Thank you for your valuable assistance!!

Section One: Demographic Information

Instruction: Please mark ( √) in the box that best reflects your answer.
1. Gender: Male [ ] Female [ ]
2. Service (years) 1–5 [] 6 – 10 [ ] 11 – 15 [ ] 16 – 20 [ ] > 21 [ ]
3. Age (years) < 20 [ ] 20 – 25 [ ] 26 – 30 [ ] 31 – 40 [ ] 41 – 50 [ ] > 50
[]
4. Educational status: Certificate [ ] Diploma [ ] BA Degree [ ] Masters and above
[]

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5. Position in the organization: Staff /non-management [ ] Supervisor [ ] Management
[]

Section Two: General Issues

Instruction: Please mark ( √) in the box that best reflects your answer for each
question.
1. Does your organization provide you training program?
[ ] Yes [ ] No
2. How often does your organization give you training program?
[ ] Once [ ] Twice [ ] Several times [ ] Rarely [ ] Never
3. Does your organization give you timely training?
[ ] Yes [ ] No
Part 1: Training Needs Assessment
Please tick (√) in the box that best reflects your answer for each question.
4. How often does your organization conduct formal training needs assessment?
[ ] Never [ ] Rarely [ ] Sometimes [ ] Mostly [ ] Always
5. If your answer to 4 is (Rarely, Sometimes, Mostly, Always), to what extent are the
following methods used to determine training needs in your organization?
1= to a very 2= to a small 3= to a 4 = to a great 5= to a very
small extent extent [TSE] considerable extent [TGE] great extent
[TVSE] extent [TCE] [TVGE]

Identification of techniques employed for training needs assessment

1. To what extent is the training activity 1 2 3 4 5
related to ethio-telecom strategy?
2. To what extent is the training activity 1 2 3 4 5
derived from tasks of employees?

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 3. To what extent is the training activity 1 2 3 4 5
derived from knowledge, skill, ability or
motivational aspects of employees lack?

6. Which criteria are used for trainees’ selection? You can tick more than one answer.
1. Work experience [ ] 2. Supervisor recommendation [ ] 3. Level of Education [ ]
4. Performance Result [ ] 5. Relevance to job [ ]

Part 2: Training Design and its Objectives (with strategy)

7. Does your organization target the following objectives while conducting training
programs?

1=Strongly 2= Disagree 3= Not sure 4= Agree 5= Strongly agree

Disagree

Training objectives
1 2 3 4 5
The organization sets measurable objectives for training programs.
Training objectives were set by considering the organization’s
goal.
Training programs you have taken had clear objectives.
Training programs you have participated in provide you greater
job performance.
Training programs you have taken enhance employees’ skills.
Keeping employees informed of technical and procedural changes
occur within the institute.

Part 3: Training Delivery Methods

8. Which of the following forms of training does your organization use? Please mark (√)
the box that best reflects your answer.

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 1=Never 2=Rarely 3=Sometimes 4 = mostly 5=A1ways

Training delivery forms

1 2 3 4 5
On-the-job training
Off-the-job within the organization
External training (outside the organization)

9. Which of the following training methods are used by your organization? Please mark (√)
the number that best reflects your answer. You can circle more than one answer.

1=Never 2=Rarely 3=Sometimes 4 = mostly 5=A1ways

Training delivery methods or Techniques employed by Ethio telecom.

1 2 3 4 5
Lectures
Group work (discussion)
Individual projects
Role playing
Demonstration
Case studies
Computer based training
Coaching
Job rotation

Part 4: Evaluation and follow up

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10. How often does your organization evaluate training programs? Please mark (√) in the
box that best reflects your answer.
1. Never [ ] 2. Rarely [ ] 3. Sometimes [ ] 4. Mostly [ ] 5.
Always [ ]

11. To what extent does your organization evaluate the following levels of training
outcomes? Please mark (√) in the box that best reflects your answer.

1= to a very small 2= to a small 3= to a 4 = to a great 5= to a very great

extent [TVSE] extent [TSE] considerable extent [TGE] extent [TVGE]
extent [TCE]

To what extent does your organization:

1 2 3 4 5
1. Evaluate the feeling and opinion of the trainees about the program
material, facilities, methods, contents, trainers, durations, and relevance of
the program?
2. Evaluate the skills, knowledge and attitudes acquired during the program?

3. Evaluate the change in on-the-job performance, which can be attached to

the program?
4. Evaluate the effect in the organization’s performance resulting from the
change of behavior such as: cost-saving, quality improvement, customer
satisfaction?

Section Three: (Training Problems and Challenges)

The purpose of this section is to determine the main problems and obstacles that might face
training function/ programs in your organization.

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12. To what extent do you agree or disagree with the following possible factors that might
hinder training practices in your organization? Please Circle in the box that best reflects
your answer where.

1=Strongly 2= Disagree 3= Not sure 4= Agree 5= Strongly agree

Disagree

Possible factors that might hinder training practices

Management does not support training programs. 1 2 3 4 5
Lack of long-term plan for developing human resource 1 2 3 4 5
Poor quality training programs 1 2 3 4 5
Lack of on-the-job training 1 2 3 4 5
Inaccurate training need analysis 1 2 3 4 5
Discrepancy between the provided training and job skills 1 2 3 4 5
Work environment does not support new behaviors learned in training 1 2 3 4 5
and development programs.
Sending inappropriate persons to the training programs 1 2 3 4 5
Lack of professional/s in the training department 1 2 3 4 5
Insufficient time and budget to execute training programs 1 2 3 4 5
Difficulties to evaluate training outcomes 1 2 3 4 5
Poor training planning in terms of training content and methods 1 2 3 4 5

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Appendix- B

ST. MARY’S UNIVERSITY

SCHOOL OF GRADUATE STUDIES
Interview Questions

Hello Dears! Thank you very much for your willingness to this interview.
My name is Gizachew Addis. I am studying Master of Business Administration in St.
Mary’s University. The interview has been designed to seek information purely for
academic purposes. The main purpose of the study is to conduct a thesis on the topic.
“Assessment of employee Training Practice the case of ethio telecom”. The success of the
study depends on the information you are providing.

1. Is their training policy in your organization?

2. How does your organization assess and prioritize the training needs of employees?
3. How does your organization select trainees?
4. How does your organization design the training program?
5. Do you think Ethio telecom training programs align with the organization’s strategy?
Explain
6. Do you think that there is an effective training practice in your organization?

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7. How is training evaluated in your organization?

79