CHAPTER ONE

1 INTRODUCTION

1.1 Back Ground of the Study

Training refers to a planned effort by organization to facilitate employee's learning of job

related competencies. These competencies include knowledge, skills or behaviors that are critical
for successful job performance in the immediate term or near future. This in contrast with
development, which is training that, provides employees with competencies for anticipated
future job and roles. :( Raymond A. Noe, 2010)
The quality of employees and their development through training and education are major
factors in determining long term profitability of organizations. If organization hires and keep
good employees, its good policy to invest in the development of their skills, so they can increase
their productivity (Raymond A. Noe, 2010)
Training often is considered for new employees only. This is a mistake because ongoing
training for current employees helps often them adjust to rapidly changing job requirement,
offers seminars and workshops to help organization start or improve their business operations.
The goal of training is for employee to master the knowledge, skill and behaviors emphasized in
training programs and to apply them to their day to day activities. Employees are expected to
acquire new skill and knowledge applies them on the job and share information with other
employees. Manager take an active role in identifying training needs and help to ensure that
employees use training in their work. :( Raymond A. Noe, 2010)
Today training being evaluated not on the basis of the numbers of programs offered and
training activity in the organization, but on how training address business needs related to
learning, behavior change, and performance improvement. In fact training is becoming more
performance focused. That is training used to improve employee performance which leads to
improved business results. Training is seen as one of several possiblesolutions to improve
performance and other solutions can include such action as changing the job or increasing
employee motivation through pay and incentives.
Today there is a greater emphasis on :( Raymond A. Noe, 2010)
 Providing educational opportunities for all employee's
 An ongoing process of performance improvement that is directly measurable rather than
organization one time training events
 The need to demonstrate to executives, managers and trainees the benefits of training.
 Learning as lifelong event in which senior management trainees managers and employees
have owner ship.
The effectiveness and success of an organization lies on the people who form and work within
the organization. I t follows therefore that employee in an organization to be perform their duties
and make meaningful contribution to the success of their organizational goals needed to acquire
the relevant skill and knowledge . I n appreciation of this fact organizational institution like
education institution conducts training and development program for the different levels of their
manpower.
A according to John M. Invancich (2010) training and development has the following purpose:
 Improve quality and quantity of output.
  Increasing job satisfaction, low turnover and absenteeism of employees.
 To lower the number and cost of accidents.
 To lower employee’s obsolescence.
The study was expected to assess training and development practice in Adama Science and
Technology University. Therefore, the researcher was motivated to assess how the training and
development given by the university, how to get employee the chance of training and
development or the criteria used by the university to select trainees and the attitudes of
employee's to ward training, to assess the need for training, what the organization requires that
its people learn and to evaluate the change in the trainees after training and development.

1.2. Statement of the problem

Training need in every organization to enhance job performance of the employees’ .Over the
years, training has become increasingly popular as a tool for increasing employee’s performance
in organization. Most organizations and governmental agencies provide some formal training and
spend millions of dollars to doing so. Successfully training depends up on a systematic approach
involving a careful need assessment, solid program design and through evaluation of results.
Training should not be design as quickly fixes for every organizational problem, nor should rely
on faddish techniques .Instead; training should not be designed to meet the particular need of the
organization and its employee's. It should view as a continuous learning endeavor by employees
and managers to stay current and anticipate future needs. As greater demand are placed on
organizations to remain competitive , firms must ensure that their workforces are motivated and
able to take on these challenges .But to implement training programs without conducting need
assessment may be making errors or spending money unnecessarily. (John Bernard in 2003)

In order to cope up the fast change in the requirement of skill and knowledge, the need for
systematic training is now felt in almost all organizations. In today fast moving world basic
education is no longer sufficient to carry them through his job because jobs are going faster than
the men them. This is primarily due to the increasing obsolescence of human knowledge by
ongoing revolution of science and technology. Apparently a technologist trained today shall find
many gaps in his occupational knowledge which he must fill through training if his grow in his
position later. Even if a person is skilled one he requires some training because many jobs in the
organization consist of tasks which are unique and peculiar and many other jobs seen different
work situation from what is found at the place of training. (Nirmals, 2004)

Employee training and development is a key tool that enables the organization to compute in
his globally competitive business world. In service rendering organization such as Adama
Science and Technology University training and development helps to increase the knowledge,
skill and abilities of employee's. Today quality education is desired, so that Adama Science and
Technology University has to provide quality education by enhancing the quality of employees.
To do so experienced, well trained and educated employees are desired, and this is achieved by
designing training and development program. Even though the training and development
program necessary employee's and organization success, the university may be face these
problem to conduct training and development practice in Adama Science and Technology
University like lack of equipment and materials, lack of capital to provides training for all, and
lack of efficient time.
Therefore, the purpose of conduct this research was to know and understand the way how Adama
Science and Technology University applies training and development practices to increase its
employee's knowledge, skills and abilities.

Research question

Through this study the researchers has been tried to answer the following question:
1) What kinds of training and development methods and techniques given by the university and
their effectiveness?
2) What are the attitudes of employees to ward training and development?
3) Does the university carry out need assessment before conducting training and development
practice?
4) How to evaluate the changes in the trainees after the training given?
5) What are the major criteria that employees should be fulfill to get the chance of training?

1.3 .Objectives of the study

1.3.1 General objective

The general objective of the study was to assess the training and development practice given to
employees in Adama Science and Technology University (particularly training and development
practice given for Academic staff employees).

1.3.2. Specific objectives

 To identify training and development methods and techniques used by the university to
conducting training program and their effectiveness.
 To describe the attitudes of employees toward training and development program
 To assess how does the university carry out need assessment before conducting training
program.
 To assess the changes after training program given to trainees.
 To identify the major criteria that employees should fulfill to get the chance of training.

1.4. Scope of the study

The study were mainly deals about training and development practice in Adama Science and
Technology University especially Academic staff employees even if there are the same problems
with in Administrative staff. Due to the shortage of time, finance and other resource of study is
specifically limited to Academic staff training and development practice.

1.5. Significance of the study

After the study has been completed its outcome will help the organization, other researcher and
the researcher himself. The researcher required to carry out research projects as a
partialfulfillment to obtain their BA degree. For the organization the study would be helped to
understand how to apply training and development activities, what are the benefits of training
and development and the major criteria to train and develop employees? The empirical results of
the study would serve as aspiring board for other researchers who study in similar studies. In
addition to this the study will be increase the researcher skill, ability and knowledge.

1.6. Limitation of the study

There are different constraints that faced the researcher during the study. Some of them
include the following.
 Some of the information given by the respondent would be biased.
 Unwillingness of the respondent to fill the questionnaire.
 Respondent reluctant to return the question.
 Lack of finance and time to conduct the research.
 Unable collect data from School of Medicine and School of Agriculture employee's

1.7. Organization of the study

This research paper was organized into four chapters. The first chapter deals about the
introduction parts which include background of the study, statement of the problem, research
questions, limitation and significance of the study and research design and methodology.
The second chapter deals about related literature. The third chapter deals about the discussion of
collected data and the last chapter is about the summary, conclusion and recommendation of the
findings.

1.8. Research design and methodology

1.8.1. Research design

The type of this study was descriptive research type. Because, it is describe and explore the
nature of a situation as it exists in the times of the study regarding the training and development
practice in Adama Science and Technology University.

1.8.2 .Source of data

The major sources of data for this study were primary data sources. The primary data were
collected through questionnaire.

1.8.3. Method of data collection

To collect data for this study self -structured questionnaire was prepared and distributed to
sample respondents. Questions in the questionnaire were both open ended and closed ended
questions. For open end questions the respondent were asked to suggest their judgment and for
closed ended ones respondents were asked to select their own response from a list of provided
alternatives.
 1.8.4. Population and sample size

There are 780 permanent employees with in Academic staff in Adama science and Technology
University. From this total population 62 sample were taken as a sample respondent which
means 8% of the total population.

1.8.5. Sampling technique

The sampling technique used to conduct this study was stratified sampling technique. The total
population is divided in to five strata based on schools to make the population more
homogeneous which means school of business and economics, school of engineering, school of
natural science, school of humanity and law and school of pedagogy.
Random sampling also used to select respondents from each stratum because its give as equal
chance for all the study population and each element has a known probability of entering the
sample.
1.8.6. Methods of data analysis

The research data was edited, re arranged, coded and analyzed by using descriptive statistical
tools to make it easy to understand and interpret. The common descriptive analysis tools such as
percentage, frequency and tables were employed in this study.

1.8.7. Data interpretation and presentation

The researchers interpret the research findings in such a manner that the final user of the
research has a clear idea of the data. Furthermore the researcher used tables to simplify the
research findings.
 CHAPTER TWO

RELATED LITERATURE REVIEW

2.1. Concepts and definition of training and development

Training is any process by which the aptitudes, skills and abilities of employees to perform
specific jobs are increased .It is the act of increasing the knowledge and skills of employees for
doing a particular job.
Development is the systematic process of education, training and growing by which a person and
applies of information, knowledge, skill, aptitudes and perception. Development is said to
include training to increasing skills, knowledge and understanding. This show that development
involves learning opportunities aimed at individual’s growth but not restricted to specific job.
Training is usually related to operational or technical employees while development is for
managers and professionals. However, they are also many times used interchangeable. Training
involves an expert working with learners to transfer to them certain areas of knowledge or skills
to improve in their current jobs .Development is a broad, ongoing multi-faceted set of activities
(training activities among them) to bring someone or an organization up to another threshold of
performance, often to perform some job or new role in the future (McNamara, 2008)
According to Asare-Bediako (2002) employees must be trained, and where possible developed to
meet their own career needs and the need of the organization. Training is job or task-oriented. It
aims at enabling individuals to perform better on the jobs they are currently doing. Development
on the other hand, is career oriented rather than job-oriented. It aims at preparing people for
higher responsibilities in the future (Asare-Bediako, 2002). Organizations must therefore have
the responsibility to develop and implement training and development systems and programs that
best help them to achieve their objectives.

2.2. Definition of Terms

A. Training

Training is typically involves providing employees the knowledge and skills needed to do a
particular task or job, though attitudes change may also be attempted (BantiwW. Meseret M.
2006)
B. Development
Developmental activities, in contrast have a long term focus on preparing for future work
responsibilities, while also increasing the capacities of employees to perform their current jobs
(BantiwW. Meseret M. 2006).

2.3. Training aims and objectives

The goal of training is for employees to master the knowledge, skill, and behaviors emphasized
in training programs and to apply them to their day-to-day activities. They contend that recently
it has been acknowledged that to gain competitive advantage, training has to involve more than
just basic skills development. The fundamental aim of training is to help the organization to meet
its organizational objectives by increasing the values of its major resources namely its
employees.
According to Armstrong (2010) training has the following objectives.
 To develop the competence of employees and improve their performance.
 To help people grow within the organization in order that as far as possible its future
needs for human resource can be meeting from within the organization.
 To reduce the learning time for employees starting in new job on appointment transfer or
promotion and ensure that they become fully component as quickly and economically as
possible.
There need to be a systematic approach to training which means that training must be directed
towards specific ends. It is all of too common for employee to be sent on training courses as a
result of an attractive broacher arriving on managers desk without considering the real needs of
the employee's or the implication of the training. A systematic approach is best explained
through analysis of training cycle. (Johns, 2006)

2.4. Managing the training process

Effective training can be raise performance, improve moral and increase organization potentials.
Poor, inappropriate, inadequate training can be a source of frustration on everyone involved. To
maximize the benefits of training, managers must closely monitor the training process. The
training process consists of the three phases, such as (1) need assessment phases, in which
managers determine the problems or needs that the training must address. (2) Development and
conducting training phases, which means that training personnel design the most appropriate
type of training and offer it to the work place. (3) Evaluation phases in which managers assess
the training program's effectiveness. (Luiser. Gomez 2003)

2.5. The four stages of training

According to Johns (2006) there are four stage of training cycle.

Planning and carryout training

Assessing training carrying out training

Needs

Evaluating training
2.5.1 Stage 1 Assessing training needs

According to Armstrong training need arises due to the identified gap between the required skill,
knowledge and experience for the individual carry out the work and that actual possessed by the
employee concerned .T his identification of training needs process can be take place in number
of ways
  When employees start a new job?
 Through the annual appraisal process
 When a specific incident occurs which demonstrate a major gap

2.5.2 Stage 2 Planning and carryout the training

Having carried out the analysis the stage is to negotiate training plan .It’s very rarely the case
that all the training needs to take place to deice on priorities across departments. Roles and
individuals .There is no distinct cutting point off between planning and implementing training
.Inherent with in the planning process is the decision on a number of issues.
 Should the training takes places on the job, off the job?
 Should it be held in the company or outsourced to a training providing?
 Which techniques should be used?

2.5.3 Stage 3 carrying out the training

In terms of carrying out the training need is important to ensure that employees concerned are
fully usage of the objectives before they start and that they have the necessary information
regarding the training itself .Nothing puts training off more than poor administration so it is vital
that all the necessary preparation is made in respect of materials, exercise, workbooks, case and
technology.

2.5.4. Stage 4 evaluating the training

Unless there can be reasonable evaluation that the training actually added value, then it becomes
easy to dismiss as a waste of time and money. There are two form of evaluation subjective and
objective. Subjective evaluation can be made by trainer ,who will be aware whether or not
training went well .It well also ensure from the trainees who should be asked for their opinion of
various stages through the program both verbally and in written ''happy sheets ''.A final
evaluation by the trainees should move towards the objective view point having to answer
question such as how has this training benefited you in work place or name a number of area
where you will put in to effect improvements that have a risen from what you have learning
during this training.
Other objectives measures can be involved in observing improved performance (product,
quality ,customer relation) and any measures considered robust by the organization .These will
be balanced with subjective measures from trainees ,managers and internal customers .Some
training such as graduate training program take some time to bear fruit ,national evaluation may
takes place a year two after training is completed.

2.6. The level of assessment

Effective training practices involve the use of a training design process. The design process
begins with a needs assessment. Subsequent steps in the
process include ensuring that employees have the motivation and basic skills necessary to learn,
creating a positive learning environment, making sure that trainees use learned skills on the job,
choosing the training method, and evaluating whether training has achieved the desired
outcomes. Before you choose a training method, it is important to determine what type of
training is necessary and whether trainees are willing to learn. Needs assessment refers to the
process used to determine whether training is necessary.

Needs assessment typically involves organizational analysis, person analysis, and task analysis.
An organizational analysis considers the context in which training will occur. That is,
organizational analysis involves determining the appropriateness of training, given the
company’s business strategy, its resources available for training, and support by managers and
peers for training activities.

Person analysis helps to identify who needs training. Person analysis involves
determining whether performance deficiencies result from a lack of knowledge, skill, or ability
(a training issue) or from a motivational or work-design problem, identifying who needs
training, and determining employees’ readiness for training. Task analysis identifies the
important tasks and knowledge, skills, and behaviors that need to be emphasis-sized in training
for employees to complete their tasks.

2.6.1. Organizational analysis

It examinesbroad factors such as organizational culture, mission, business climate, long term and
short term goals, and structure. Its purpose to identify both overall organizational needs and the
level of support training. Perhaps the organization lacks the resource needed to support a formal
training program, or perhaps the organization strategy emphasizes innovation. In both cases, the
organizational analysis that reveals such information plays a major role in determining whether
training will be offered and the types of training (or alternatives to training) that would most
appropriate. If lack of resource prevents formal training, a monitoring program might be used as
an alternative. An innovative environment may call for a training program focused on
encouraging workers creativity (LuisR.Gomize, 2003)

2.6.2. Task analysis

It is examination of the job to be performed. Its focuses on the duties and tasks of jobs
throughout the organization to determine which job required training. A recent and carefully
conducted job analysis should be providing all information needed to understand job
requirement. These duties and tasks are then used to identify the knowledge, skill and abilities
(KSA’s) required to perform the job adequately. Them the KSAS are used to determine the kind
of training needed for the job (LuisR.Gomize, 2003)

2.6.3. Person analysis

It determines which employees need training by examining how well employees are carrying out
the tasks that make up their jobs. Training is often necessary when there is discrepancy between
a workers performance and the organization’s expectation or standards. Often a person analysis
entails examining workers performance rating and then identifying individual workers who are
weak in certain skills. The sources of most performance rating is the superior but a more
complete picture of workers strength and weakness may be obtained by expanding the sources
into include self-assessment by the individual worker and performance assessment by the
workers peers (LuisR.Gomize, 2003). Performance problem cancome from numerous sources
many of which would not affected by training. The only sources of a performance problem yhat
training can address is a deficiencies that is under the trainees control.

Why is needs assessment necessary?

Needs assessment is the first step in the instructional design process, and if it is not prop-
erly conducted any one or more of the following situations could occur:
• Training may be incorrectly used as a solution to a performance problem (when the solution
should deal with employee motivation, job design, or a better communication of performance
expectations).
• Training programs may have the wrong content, objectives, or methods.
• Trainees may be sent to training programs, for which they do not have the basic skills,
Prerequisite skills or confidence needed to learn.
• Training will not deliver the expected learning, behavior change, or financial results
that the company expects.
• Money will be spent on training programs that are unnecessary because they are unre-
lated to the company’s business strategy.

2.7. Values of Training

Training enables the employees to get acquitted with job and increase their attitudes, skills and
knowledge .It helps the newly recruited employees to be productive in minimum amount of time.
Even for the experienced workers, it is necessary to refresh and enable them to keep up with new
methods, techniques .new machines and equipment for doing the work. (Nirmals, 2004)
The following are the major values of training
 Reduce learning time: a systematic program of training helps to reduce the learning time
reach at the acceptance level of performance.
 Better performance: well-trained employee usually shows a greater increase in a higher
quality of work out put than untrained group. Training increase the skill of employees in
the performance of a particular job. It helps them to increase their level of on their
present job assignment.
 Reduce supervision: if the employees are given proper training, their responsibility of
supervision is lessened .Training does not eliminate the need.

2.8. Elements of Training

Every training program includes trainees, trainers, training program and training materials.
(Nirmals, 2004)

2.8.1. Preparation of the trainee

The proper selection of trainee’s major importance of permanent and gain full results are to be
obtained. A trainee should trained for the kind of the job he likes and is suitable to perform .In
this respect training is closely related to the selection of personal care full screening of candidate
for training raises the effectiveness of the training work.

2.8.2. Trainers

The trainer is a key figure in an effective training program .Qualified instructors may be obtained
from inside or outside the organization .He must be able to divide the job into logical part .So
that he may teach one part at tie without losing the perspective of the whole. The trainer should
be explain and demonstrate the operation step by step and should allow the trainees to repeat
these operation .He should also encourage question from the trainees in order to be sure that the
trainee understanding the job.

2.8.3. Training Pro gram

It is programs which specify duration starting time ending time number of executives being
trained identify resources like trainers and training aids being utilized amount, earn marked etc...

2.9. Evaluation of training program

Evaluation is essential features of all programs for the training of employee. The concept of
evaluation is most commonly interpreted in determining the effectiveness of training program in
relation to its objectives. Evaluation can be done various purposes. It can be done:
 To increase the effectiveness of training program while its going on
 To increase the effectiveness of the program to be held next time
 To find out what extent the training objectives are achieved
 To help participants to get feedback for their improvements and efficiency

2.10. Techniques and Materials of Training and development

Several techniques /methods can be used to satisfy the organization training needs and
accomplish its objectives .Some of the more commonly used methods including on the job
training and off the job training.

2.10.1. On the Job Training

This method is the most commonly used method and it simply means putting the worker on the
job under close supervision of a trained instructor. In support there may be a variety of training
aids and techniques such as lecture manuals, procedural charts, sample problems, demonstration
and so on. This training continuous until the supervisor satisfied that the employee can be
adequately performs the job without supervision.
On the job training include the following (Js.Chandan 2005)

A. Job rotation: this refers to the movement of the trainee’s executive from one job to another
within the organization on some planned basis. This would help the trainees to be familiar with
different aspect of the organizational operations which result in bordering of outlook and
exposure to a variety of management skill. Such free movement of personnel across functional
lines reduce barrier to internal communication and ensures a free flow of information and ideas
among all divisions (Js.Chandan 2005).
B. Apprenticeship: often are considered on the job training program even though they do
consist of some off the job training because they involve a substantial amount of on the job
training. Typically the trainee follows a prescribed order of course work and hands on experience
(H.Jhon 2003).
C.Computer based training: use of computer to train employee is becoming increasingly more
common among organizations especially for training technical skills. The top way for delivering
computer based training is CD-ROM due its superior ability to handle video, audio, and complex
graphics (H.Jhons 2003).
Coaching: in this techniques the manager the subordinate (trainee) work together in student tutor
relationship in which the trainer coaches and guides the trainee and the purpose is to explain the
'why'' and ''how'' of a particular job function and provides feed back to the trainee regarding
his /her performance and any ground for improvements.

2.10.2. off the job training

Such training methods take place outside actual work place but attempts simulate actual working
conditions. Also known as vestibule training such a method does not disrupt the normal
operation and also it avoids ''on the job'' pressures that might interfaces with the learning process.
Some of off the job training techniques are (Js. Chandan, 2005)

A.Case room lecture: a lecture simply means a teacher delivering lectures and explaining issues
to a group of trainees in a class rooms setting. Its major advantages are that large amount of
material can be presented in a short period.

B. Case studies: In these techniques an actual business situation is presented to a trainee in

writing and a comprehensive manner. The trainee is asked to identify the problems in the case
analyze the situation and suggest solution that were previously developed in solving such
problems. A variance and an improvement in the case study methods known as “incident
process” in which the trainer presents an event without furnishing details. The participants have
to ask pertinent question to secure the additional necessarily information about case.
C. Role playing: This method induces people to assume the role of specific individuals under a
specific organization conditions. Each role player is also expected to react to other role playing
participants in the group. Role playing helps the participants appreciate other and opposing point
of view. For example, when a fore man plays a role of a union representative, he tends to
understand the lab our problems much better.

D. Gaming approach: in this approach of training an actual business situation presented as

model in which the team and individuals compete against one an others or against an
environment in order to achieve a given objectives.

E. Vestibule training: is suitable where a large number of persons are to be trained at the same
time for the same kinds of work. A vestibule school is operated when it is not possible to give
training to the employee's at the work place. The main emphasis is on learning rather than on
production. A vestibule school is an attempt to duplicate as nearly as possible, the actual work
conditions of the work place. The learning conditions are carefully controlled.
The trainees can concentrate on the trainings only because they are not under any pressure of the
work situation. Their activities do not interfere with the regular process of production.

2.11. The need for training

It is important that the employee be inducted in to training program to improve their job
knowledge , skill and future performance .The need for proper training is increased by the
following consideration (Js. Chandan 2005)

 Productivity: adequate training increase job performance skill which improve both the
quality as well as the quantity of product due to increase in the level of performance.

 Improvements in employee's moral: because of the improvements in needs skill

training program build up confidence and satisfaction among employee.

 Availability for future personnel needs of the organization: good training program
develop the employees and prepare them for future managerial and executive positions.
Accordingly when the need arises for personnel change the internal sources can be
utilized more effectively. This will ensure the organization ability to sustain its
effectiveness despite the possible loss of key personnel.

 Improvement in healthy and safety: proper training can be help prevent industrial
accidents and create a safer work environment. Accidents are to deficiencies in people
who are not properly trained to handle and maintain such equipment skilled and
knowledgeable workers are less prove to accidents due to training in job skills and safety
attitude.

 Reduced supervision: a trained employee supervises himself. He accepts responsibility

and expects more freedom and autonomy and less supervisions. This creates the spirit of
participation and team work. Additionally it can result in span of supervision this
reducing the coast associated with supervisions.
 Personal growth: the training program gives the participants a wider awareness a sense
of self satisfaction and fulfillment an enlightened philosophy and a value system that are
the apex of personal growth.

 Organizational stability: training and development program faster the imitative and
creativity of employee which increase a sense of becoming thus preventing man power
obsolescence. There is no longer organizational asset than that of trained and motivated
personnel.

2.12.Training Resources

It is necessary to identify whether the company has the budget, time, and expertise for train-ing.
One of its plants, it has three possible strategies for dealing with the need to have computer-
literate employees. First, the company can decide that, given its staff expertise and budget, it can
use internal consultants to train all affected employees. Second, the company may decide that it
is more cost-effective to identify employees who are computer-literate by using tests and work
samples. Employees who fail the test or perform below standards on the work sample can be
reassigned to other jobs. Choosing this strategy suggests that the company has decided to devote
resources to selection and placement rather than training. Third, because it lacks time or
expertise, the company may decide to purchase training from consultant. One way to identify
training resources is for companies that have similar operations or departments located across the
country or the world to share practices. The team members meet face-to-face once every
business quarter and also have a regular conference call every six weeks. The objectives of the
team are to (1) pro-vide a centralized focus to Pfizer’s training strategies, (2) enable training
managers to men-tor peers and exchange training practices, and (3) establish training standards
for each of the manufacturing sites. The team has made some valuable contributions, including
the development of a new operator training standard.

2.13. Making training meaningful

To make all types of training meaningful a manager should avoid several common pitfalls. Lack
of reinforcement is one. An employee who is praise for doing job well is likely to be motivated
to do it well again. Praise and recognition can very effectively reinforce an employee's learning
feedback regarding progress is critical to effective learning setting standards for trainees and
measuring performance against the standard encouraging learning .
Manager sometimes also have preconceived an in accurate idea about what certain people or
group of people can or cannot do. A manager should realize that different people learn at
different rates. Some learn rapidly, some learn more slowly. A manager should not expect
everyone to catch on the job right way. The pieces of the training should be adjusted to the
trainee .Also a person who is not a fast learner will not necessarily always be a poor performer.
The manager should take the attitude that all people can learn and want to learn.
(LeslieW.&Liayet ,2005)

2.14. Contribution of training and development to organization effectiveness

Training and development provide employees with the knowledge and skills they need to remain
qualified for the via job s. Periodic training is often necessarily because the nature of the job may
change to includes new responsibilities, performance standards, equipment or work methods.
For many jobs training and development are essential simply to keep abreast of current
development in the field. A case in point human resource management professional continued to
be informed of changing legal requirement
And often need techniques and methods for dealing with the various human resource
management functions. Training also often necessary in order to remain qualified because
integral skills may be rarely used on the job.(ThomasH.stone,1998)
Besides assuring a qualified work force training and development can increase organization
effectiveness by helping to raise many employee performance capabilities beyond merely
acceptable levels. A more skill labor force allows an employee to adopt advanced technologies
and higher production standards. Depending on an organizational philosophy types of business
and size emphasis of training and development can be more cost effective than an alternative
approaches such as simplifying job or recruiting quality employees from other employees. The
availability of training and development opportunities can facilities recruiting. Training and
development can also be an important employee benefit for the retention of workers who value
opportunities for growth and advancement. To the extent training is effective at raising
performance levels there should also be less need to dismiss employee’s for unacceptable
performance (ThomasH.stone, 1998).
 Chapter Three

Data Analysis and Interpretation

The result of this study obtained from primary data sources by using questionnaire. A total of 62
questionnaires were prepared and distributed from which 56 were returned back to the
researcher.
The data that have been gathered through questionnaire are analyzed by using percentage and
tables after being depicted in the table a clear interpretation is given by item by item as shows
below.
Table 3.1 Demographic back ground of the respondents
Numbe Item Respondent
r
No. of respondent %age
1. Age of respondent
<20 yrs. -- --
21-30 yrs. 24 42.85%
31-45 yrs. 28 50%
>45 yrs. 4 7.15%
Total 56 100%
2. School
School of Business Economics 18 32.14%

School of Engineering 16 28%

School of Humanity and Law 8 14.29%
School of Natural Science 8 14.29%
School of Pedagogy 6 10.7%
Total 56 100%
3. Educational Status
Diploma --- ---
Degree 16 28.58%
Master and above 40 71.42%
Total 56 100%
4. Work Experience
<5 yrs. 16 28.58%
6-10 yrs. 26 46.42%
11-15 yrs. 11 19.64%
>15 yrs. 3 5.36%
Total 56 100%
Source: Primary data, 2014
The above table 3.1 of item one, the age distributions of the respondent. According to this the
respondent’s age group 31-45 yrs. is the largest 28 respondents which is 50% of the total
respondents. The remaining respondent are included under the age group 20-30 yrs and > 45 yrs,
24(42.85%) and 4(7.15%) respectively. And also there is no respondent under the age group of <
20 yrs. From this the researchers conclude that the population of the employees who work
Academic staff in Adama Science and Technology University dominantly consist of productive
age group. It has their own implication to provide training and development practice in the
university.
The above table 3.1 of item two shows 18(32.14%) of the respondents are School of Business
and Economics, 16(28.58%) of the respondent are School of Engineering, 8(14.29%) of the
respondent are School of Natural science, 8(14.29%) of the respondent are school of Humanity
and Law and 6(10.7%) of the respondent are School of Pedagogy. This indicated that most of the
respondents are those who work in School of Business and Economics and School of
Engineering.
The above table 3.1 of item three shows the educational status of the respondents. About
40(71.42%) of respondents replied that they have master and above educational level. From the
total respondent the remaining 16(28.58%) of the respondent have educational level of degree
and there is no respondent they have educational level of diploma and below. From this show
that the majority of Adama Science and Technology University employees who work in
Academic staff have master and above educational level. This implies that the employees of the
university having these educational level used to reduce the time requires for the training and
development practice.
The other data which is observed on the above table is work experience of the respondents. As
indicated on the above table 3.1 of item four shows most of the respondent consisted of 6-10yrs.
Work experience which account for 26(46.42%) of total respondent followed by < 5 yrs. work
experience 16(28.58%) of the total respondents.
Work experience within 10-15 yrs. and greater than 15 yrs. of experience are very small as
indicated in the above table 3.1 of item 4, 11(19.64%) and 3 (5.36%) respondents respectively.
This implies that Adama Science and Technology University is the beneficiary of good work
experience and its better opportunities for university the employee's having a good attitudes
towards training and development practice since the greater number of employees have 5-10 yrs.
work experience.
 Table 3.2Training programs given to trainees
Number Item Respondent
1. Is there any training program given to you? No. of respondent % age
Yes 51 91.08%
No 5 8.92%
Total 56 100%
2. Have you get the chance of training more
than once?
Yes 39 69.64%
No 17 30.36%
Total 56 100%
3. What type of training program given to you?
Short term 37 66%
Long term 19 34%
Total 56 100%
Source: Primary data 2014
From the above table 3.4 of item one, 51(91.08%) of the respondent respond that they have got a
training program where as only 5(8.92%) of the respondent could not get the chance of training
program. From this show that most of employees of the university who work in academic staff
enable to get the chance of training so that it can enhance their knowledge, skill and abilities.
From item two of the above table 3.4 out of 56 respondent 39(69.64%) of the respondent got the
chance of training more than once. On the other hand 17 (30.36%) of respondent replay they did
not get the chance of training more than once. This implies that most of the university employees
who work in academic staff get the chance of training more than once. And also the researchers'
recognized that the university takes a great effort to give training for all employees to increase
their ability, skill and knowledge to increase productive.
According to item three of the above table 3.4 large number of the respondent that is 37(66%)
of the total respondent replay that they participate in the short term training program on the other
hand 19(34%) of the respondent get long term training program . This implies that most
employees get short term training programs. So that the university should be try to change the
training programs from short term to long term programs in order to improve the employees’
performance.
Table 3.3 Carry out need assessment before conducting training program
Number Item Respondent
No.of respondent %age
1. Does the university carry out need
assessment before conducting training
programs?
Yes 19 37.25%
No 32 62.75%
Total 51 100%
2. At what area the university made
assessment?
organization 7 46.67%
job 3 20%
person 5 33.33%
Total 15 100%
Source: Primary data, 2014
From the above table 3.5 of item one 19(37.25%) of the total respondent replay that the
university carry out need assessment before conducting training program. On the other hand
32(62.75%) of the respondent replies that the university does not carry out need assessment
before conducting training program. From this the researchers' understand that the university
does not carry out need assessment before the training program given for employees. Therefore,
the university should be identified gap between the required knowledge, skills and experience for
the individuals carrying out the work and that actually possessed by the employees concerned.
According to the above table 3.5 item two, about 7(46.67%) of the respondent respond that the
university conduct need assessment in the area of organization. The remaining 3(20%) and
5(33.33%) of the respondent respond that the need assessment made in the area of job and person
respectively. From this the researchers' show that mostly the university made assessment before
carry out training on the organization.
Table 3.4 Types of training methods given by the university and their effectiveness
No_ Item Respondent
No. of respondent percentage
1. Types of training methods given
by the university
On the job training 30 35.29%
Apparent ship 17 20%
Vestibule training 8 9.41%
Off the job training 20 23.57%
Job rotation 10 11.76%
Total 85 100%
2. Are there methods effective?
Yes 35 62.5%
No 21 37.5%
Total 56 100%
3. Regarding to what these types of
training methods are effective?
Increase educational quality 17 34.29%
Improving student performance 10 20%
Behavior change 9 17.14%
Improve employees moral 14 28.57%
Total 50 100%
Source: Primary data, 2014

The above table 3.2 of item one shows the types of training methods given by the university. As
shown on the above table the university uses a combination of five different types of training
methods. The number of respondent are 30(35.29%), 17(20%), 10(11.76%), 8(9.41%) and
20(23.53%) for on the job training, apparent ship, job rotation, vestibule and off the job training
methods respectively according to their importance. On the job training is given while employees
performing their activities. Apparent ship also gives on the job. Vestibule (off the job training) is
given outside the work place and job rotation his given to an employee to work on another job
and if it is necessary whenever there are deficiencies in effort. Therefore, by using the
combination of these methods the university can increase the skill, knowledge and experience of
employees and became productive in achieving its objectives. This implies that the university
most of the time used on the job training methods to give training for employee's.
According to item two of the above table 3.2 35(62.5%) of the respondent response implies that
the training method given by the university is effective and the remaining 21(37.5%) of the
respondent response implies that the training methods used by the university is not effective
From this recognized that the training methods used by the university are effective.
From the above table 3.2 of item three some respondent replies two or more options at the same
times. Most respondent about 17 (34.29%) of the respondent respond that the training methods
given by the university is increase educational quality and improve employees moral which
account for 14 (28.57%) of the total respondents.
In addition to this about 10(20%) and 9(17.14%) of the respondent replies that the different types
of training methods used by the university is effective regarding the improvement of student
performance and changing employees behavior respectively. This implies that different types of
training methods used by the university mostly effective in terms of increasing educational
quality.
Table 3.5 Type of development given by the university
Number Item Respondent

1. Is there any development given to you? No. of respondent %age

Yes 18 32.14%
No 38 67.86%
Total 56 100%
2. What type of development given to
you?
Pay increase 6 33.33%
Skill variety 8 44.30%
Providing more job responsibility 4 22.22%
other --- ---
Total 18 100%
Source: Primary data, 2014
From the respondent respond data summarized in the above table 3.3 of item one 18(32.14%)
of respondents have been gotten development from the university. In contrast to this about
38(67.86%) of respondent replies that they have not got any development given for them. This
implies that most of the employee's who work in the academic staff does not provied
development.
According to item two of the above table 3.3 about 8(44.4%) of the respondent said they have
got development of skill variety and about 6(33.33%) of respondent have got a development of
pay increase. The remaining 4(22.2%) replies that they have got the development of more job
responsibility. In short this implies that the practice of development in Adama Science and
Technology University is low.
Table 3.6.The change in the trainees after training
Number Item Respondent
No. of respondent %age
1. Is there any different between your current
performance after training and previous one?
Yes 50 89.29%
No 6 10.71%
Total 56 100%
2. Improvement after training may be
Attitude change 23 29.49%
Working speed 30 38.46%
Problem solving ability 16 20.51%
Efficient uses of material 9 11.58%
Other -- --
Total 78 100%
3. s there training help cope up your ability
with the new technology?
Yes 48 85.75%
No 8 14,25%
Total 56 100%
Source: Primary data, 2014
From the above table 3.6 of item one most of respondent about 50(89.29%) replied that their
performance have been raised after training and development program given contrary to this
around 10.7% have also replied that there is no any improvement in their performance after
training and development program given them. This implies that training important to increase
the performance of employees.
From the above table of item two some respondent replies two or more options at the same
times. Most respondent about 38.46% of the respondent respond that their working speed
increase after training program given them. Around 29.49% testified that improvement is attitude
change. In addition this about 20.51% and 11.54% of respondent respond that improving their
problem solving ability and efficient uses of materials respectively. From this the researchers'
enables to understand that the training and development program given by the university enable
their employee's mostly to improve working speed and attitude change.
According to the item three in the above table 3.6 regarding the ability to cope up the new
technology majority of the respondent that is about 85.71% of the respondent respond '' yes'' and
the remaining 14.29% respond ''no''. This implies training program helps employee to go with the
new working in this dynamics world.
Table 3.7 Evaluation of employees’ attitude toward training and development program
Number Item Respondent
No. of respondent %age
1. How do you evaluate the importance of
training and development for future
career and present job?
Very high 9 16.07%
High 36 64.27%
Moderate 11 19.64%
Low -- --
Total 56 100%
2. Is there sufficient time given for
training?
Yes 21 37.5%
No 35 62.5%
Total 56 100%
3. Is there training process supported by
appropriate material?
Yes 17 30.36%
No 39 69.64%
Total 56 100%
Source: Primary data 2014
From the above table 3.7 of item one , regard to the importance training and development to
their future career and present job about 36(64.27%) of the respondent said that it is highly
important while 11(19.64%) of the respondent replied that it is moderately important.
The remaining 9(16.07%) of the respondent replied that the important of training and
development practice is very high. From this the researchers' show that most of employees
evaluate the importance of training and development for future career and present job is highly
important.
The time factor is also another factor that should be considered.
According to table 3.7 of item two about 21(37.5%) of the respondent said '' yes'' and around
35(62.5%) of them said “no”. This indicated that there is no sufficient time allocated for training.
From the above table 3.7 of item three, regarding the supporting materials of training about
17(30.36%) of the respondent said that the training practice is supported by appropriate material
while 39(69.64%) of them said that there is no supporting material for training. This implies that
the training activities offered by the university did not support by the appropriate material.
 Table 3.8 Training criteria to select trainees
Number Item Respondent
No. of respondent %age

1. Is there any formal training criterion to

select employees for training program?
Yes 47 83.93%
No 19 16.07%
Total 56 100%
2. What types of training criteria is used to
select trainees?

Educational level 19 27.94%

Work experience 22 39.29%
Through conducting need assessment 13 23.21%
Performance rating 14 25%
Other -- --
Total 68 100%
3. Is there the training criterion that the
university used reliable and free from
biases?
Yes 37 75%
No 12 25%
Total 49 100%
Source: Primary data, 2014
From the above table 3.8 of item one, about 47(83.93%) of respondent respond that the
university uses formal training criteria to select trainees where as only 9(16.07%) of them
respondent that the university does not use formal training criteria to select trainees for training
program. From this the researchers' understand that most of employees are enabling to get the
chance of training selected through formal training criteria.
According to the above table 3.7 of item two some of respondent replies two or more options at
the same times. About 22(39.29%) of the respondent respond that work experience is one criteria
to select the trainees. About 19(27.94%), 14(25%) and 13(23.21%) of the total respondent
respond that educational level, performance rating and through conducting need assessment are
the criteria to select the trainees respectively. This implies that work experience is mostly used
criteria to select trainees.
From the above table 3.7 of item three, shows that 37 (75%) of the respondent replies that the
training criteria used is reliable and free from bias. Whereas 12(25%) of them respond that the
training criteria used to select trainees has some biases. This implies that most of the employee's
enable to get training program without any bias and the training is reliable for them.
Table 3.9 Beneficiary of training program
Number Item Respondent
No. of respondent %age
1. Who does benefits from training?
Only the organization 2 3.57%
Only the worker 3 5.36%
Both of them 51 91.07%
None of them -- --
Total 56 100%
Source: Primary data, 2014
According to the above table 3.9, most the respondents about 51(91.07%) respond that both the
worker and the organization are benefited from the training program. About 2(3.57%) and
3(5.36%) of the respondent said only the organization and the worker are benefited from training
respectively.
This implies that the training program benefit both the worker and the organization. It helps the
worker to improve their performance and organization is also benefited from the workers
performance in order to achieve the desired objectives.
Generally suggestion concerning training and development practice in Adama Science and
Technology University in one way of developing the knowledge, skill and abilities of employee's
within the given organization. So that, the organization becomes more productive and also the
employees are interested to full fill their responsibility they have given.
 Chapter Four
Summary, Conclusion and Recommendation

This chapter discusses the findings of the study and draws conclusion based on the findings that
emerged. Recommendations for training and development practice of Adama science and
Technology University have also been included in this chapter.
4.1. General Summary
The general aim of the study was to investigate the training and development practices at Adama
science and Technology University and to suggest ways of some problem that observe from the
findings.
The study was guided by five objectives and five research questions. Chapter one provided
background to the study and stated the problem and again outlining the key concerns in the
research questions and outlined the methodology for the study and stated that descriptive
research method was adopted for this work. In Chapter two literatures on training and career
development were reviewed. It establishes the point that human resources management is
probably the single most important issue affecting the ability of organizations to achieve its
assigned objective effectively and efficiently. Chapter Three presented data collected from the
primary sources and discussed them side by side with the research objective and their relate
research questions.
4.2. Summary of findings
After analyzing and presentation of the data collected, the researchers try to summarize in order
to give good understanding for the reader or the user of the study.
 As indicated the analysis part most of the respondents respond that about 28(50%) of the
total respondents consists of under the age group of 31-yrs. This implies that the
employees who work at academic staff in Adama University dominantly consist of
productive and matured age group. It has their own implication to provide training and
development practice in the university.
 Majority of the respondents (71.42%) respond that they have master and above
educational level. This implies that the employees of the university having these
 educational level used to reduce the time requires for the training and development
practice.
 According to the analysis of the data majority of the respondents which means about
26(46.42%) of respondents have work experience of 5-10 yrs. This implies that the better
opportunities for university the employee's having a good attitudes towards training and
development practice.
 As the analysis part indicated that majority of the respondent (91.07%)have been enable
to get the chance of training once and more than once. Thus, from this the researchers
enable to understand the university takes more a great effort to give training for all
employee's in order to increase their ability, skill, and knowledge as well as to improve
their productivity.
 Majority of the respondent (66%) replay that they participate in the short term training.
This implies that most of employee's have been able to get short term training programs.
 As indicated the analysis of the data around 62.75% of the respondents said that the
university did not carry out need assessment before conducting training programs. In
addition to this even though some respondents says the university made need assessment,
its need assessment focus on the organization. This implies that the university does not
carry out need assessment before conducting training program even if carryout need
assessment its focus on the organization.
 Around 35.29% of respondent response show that on the job training is mostly used in
the university which given while employee's performing their job.
 Around 62.5% of the respondent response implies that the training methods given by the
university is effective. And also most of the respondents’ response indicated that the
training methods given by the university help to increase educational quality.
 Most of the respondent (67.86%) replies that they have not get any development given
for them. But, some of the respondent those says that they have been got development
program enables to get skill variety development.
 Majority of the respondent (89.29%) said that their performance have been raised after
training program given for them. In addition to this,significance proportion of
respondents (38.46%) replies that they enables to improve their working speed and helps
them to cope up their abilities with the new technology.
  Most of the respondents (64.27%) evaluate their attitudes towards training and
development program is highly importance for future career and present job. This implies
the good attitudes of employees toward training program.
 Majority of the respondents’ (62.5%) response show that there is no sufficient time and
supported through appropriate materials.
 Majority of the respondent (83.93%) replies that the university has the formal training
criteria to select employees for training programs. As indicated on the analysis of data the
training criteria free from biasness and reliable.
 Majority of the respondents (91.07%) said that training program benefits both
organization and workers.
4.3. Conclusion
Thisstudy was conducted to assess training and development practice in Adama science and
Technology university especially academic staff. The main aims of the study was to assessed the
training and development methods used by the university and its effectiveness, how employee's
has been got the chance of training and development which means the criteria used by the
university to select trainees and what seems like the attitudes of employee's toward training and
development. In addition to this the study was try to assessed does the university need
assessment before conducting training program and to evaluate the changes in the trainees after
training and development deliver for them.
After analyzed the data that collected from the employee's result show that the researchers able
to arrive at this conclusion:-
 Most of the university employees those who work in academic staff has been provided
the chance training one or more than one times. From this the researchers able to
recognize the university takes a great effort to deliver training program for all employees
in order to increase their ability, skill, and knowledge to improve their productivity. And
also majority of employee's could be participate short-term training program.
 The researchers can identifying that the university mainly used training methods that
helps to give training program for employee's are on the job training which given while
employee's performing their activities within the workplace. In addition the researchers
able to know the training methods provided by the university very effective to increase
educational quality.
 According to the result found that the university does not carry out need assessment
before conducting training program even if the university made assessment focus on the
organization analysis which examines the university culture, and short-term and long-
term goals.
 The researchers able to show from the results the university employee's has not get any
development program. But some employee's enable to get development which concerns
skill variety.
 Based on the result of the data the researchers able to understand after the training
program giving for trainees, the trainees enables to bring some changes. That means the
employees can be their working speed and able to cope up abilities with the new
technology.
 Stand from the result of the study the researchers try to describes the attitudes of the
employee's towards evaluate the training and development program highly importance
for their future career and present job. This means the employee's has a good attitudes
towards the training and development practice.
 From the result show that the training programs provided by the university does not give
sufficient time and not well support by the appropriate materials. This means if there is
not sufficient time and appropriate materials for the training and development program,
the employee's does not give a good attitudes for training and development program.
 Based on the result the researchers found that the university uses formal training criteria
to select employees for training programs and one of the usual criteria to select trainees is
work experience. And also the criteria used to select the trainees most of the time reliable
and free from biasness.
 The training and development program benefit both organization and workers. It helps
the worker to improve their performance and the organization also benefited from the
workers performance in order to achieve the desired objectives.
4.4. Recommendation
The following recommendations are made based on the findings of the study:
 Even if the university used on the job training methods, which is most commonly used
method and it simply means putting the worker on the job under supervision of a trained
instructors and better for employee's retention. The researchers recommend that the
university should continually revise the training methods and techniques in accordance
with the changing environment and with the advanced technology.
 The researcher advisable that the university should give sufficient time and the process
training well supported through appropriate materials in order to improve the employee's
skill, knowledge, ability and to change the attitudes of the employee's toward the training
and development program.
 The university use work experience one of the best criteria to select trainees for training
programs. Rather than this the researcher recommended that the university should
selected trainees through carryout need assessment. Because, it enables to identifying gap
between the required knowledge, skill, and experience for the individual carrying out the
work and that actually possessed by the employee concerned. Simply it enables to
determine the problems or needs that the training must address.
 The researchers advisable that the university should carryout need assessment before
conducting training program. Because, implementing training programs without
conducting need assessment may be making errors or spending money unnecessarily.
 The researcher arrive a conclusion most of the employees has been able to participate
short-term training rather than long-term training. So that the university should give long
term training program for employee's based on the appropriate situation.
Reference
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Management Principles and Practices, Third edition; Delhi
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Deyell company, Canada

 APPENDIX
ADAMA SCIENCE AND TECHNOLOGY UNIVERSITY
SCHOOL OF BUSINESS AND ECONOMICS
DEPARTMENT OF MANAGEMENT
Dear Respondent:
This questionnaire is prepared for the purpose of conducting research on the title '' The
assessment of training and development practice in case of Adama science and Technology
University '' for the practical fulfillment of Bachelor of art degree in management. Therefore, the
researcher politely asks you to cooperate by providing necessary information for this
questionnaire.
'INSTRUCTION
 Do not write your name
I. Please try to attempt all the question
II. Put ''X'' mark on the space provided for the alternatives you choose and for more detail
question write on the space provided.
I. Personal Information
1. Age: < 20 yrs□ 20-30 yrs□ 30-45 yrs□ >45 yrs □

2. School: SOBE□ SOE □ SONS □ SOHL □ SOP □

3. Educational status: Diploma□ Degree□ Master and above □

4. Work experience: <5yrs □ 6-10 yrs □ 11-15yrs □ > 15yrs □
II. General question
Please be free and express your own belief (you can choose more than one option)
1.Which types of training methods is used by the university?

On the job training □ Apparent- ship □

Vestibule training □ job rotation □

Off the job training □ other specify......................

2. Are there methods effective? Yes □ No □

3. If your answers yes for the above question No-2 regarding to what those types of training
methods are effective?

Increasing educational quality □ Student performance □

Improve employee moral □ behavior change □
Other specify........................

4. Is there any development given to you? Yes □ No □

5. If your answer is '' yes '' for the above question No-4what types of development is given to
you?

Pay increase □ Providing more job responsibility □

Skillvariety□ other specify...................

6. Is there any training program given to you? Yes □ No □

7. Does the university carry out need assessment before conducting training programs?

Yes □ No □

8. If your answer is “yes” for the above questionNo-7 in what area the university made
assessment?

Job □ organization □ person □

9. Have you get the chance of training more than once? Yes □ No □

10. What types of training programs given to you?

Short term □ Long term □

11. Is there any different between your current performance after training and the previous one?

Yes □ No □
12. Improvement after training may be

Attitude change □ Problem solving ability □

Working speed □efficient use of materials □

Other specify..................

13. Is training cope up your ability with the new technology? Yes □ No □

14. How do you evaluate the importance of training and development for the future career and
present job?

Very high □ high □ moderate □ low □

15. Is sufficient time given for training? Yes □ No □

16. Is there the training process supported by appropriate materials? Yes □ No □

17. Is there formal training criteria to select trainees? Yes □ No □

18. If your answer for the above question No-17 is “yes” what type of training criteria is used to
select trainees?

Educational level □ work experience □

Through conducting need assessment □ Performance rating□

Other specify...................

19. Is the training criteria used to select trainees is reliable and free from bias? Yes □No □
20. Who does benefits from training?

Only organization □only the worker□

Both of them benefit □None of them benefit□
21. Please put your opinion about training and development practice in Adama science and
Technology university
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Thanks you in advance for spending your precious time to fill this questionnaire!!!