ST.

MARY’S UNIVERSITY

SCHOOL OF GRADUATE STUDIES

ASSESSMENT OF TRAINING PRACTICES AND ITS CHALLENGES:

THE CASE OF BANK OF ABYSSINIA SHARE COMPANY

BY
ETSEGENET KEBEDE

Jan, 2019
Addis Ababa, Ethiopia

i
 ASSESSMENT OF TRAINING PRACTICES AND ITS CHALLENGES:

THE CASE OF BANK OF ABYSSINIA SHARE COMPANY

BY

ETSEGENET KEBEDE

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

ATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
THE DEGREE OF MASTER OF BUSINESS ADMINISTRATION

Jan, 2019
ADDIS ABABA, ETHIOPIA

ii
 ENDORSEMENT

This thesis has been submitted to St. Mary‟s University, School of Graduate studies for
examination with my approval as a university advisor.
_______________________________ ______________________________

Advisor Signature

St. Mary‟s University, Addis Ababa JANUARY, 2019

iii
I, the undersigned, declare that this thesis is my original work, prepared under the
guidance of Asst. Professor Shoa Jemal. All sources of material used for the thesis have
been duly acknowledged.

________________________________ _______________________________
Name Signature
St. Mary’s University Addis Ababa JANUARY, 2019

iv
 ST. MARY’S UNIVERSITY

SCHOOL OF GRADUATE STUDIES

ASSESSMENT OF TRAINING PRACTICES AND ITS CHALLENG-

ES:

THE CASE OF BANK OF ABYSSINIA SHARE COMPANY

BY

ETSEGENET KEBEDEAPPROVED BY BOARD OF EXAMINERS

____________________________ _______________________
Dean, Graduate Studies Signature

____________________________ ________________________
Advisor Signature

_____________________________ ________________________
External Examiner Signature

_____________________________ ________________________
Internal Examiner Signature

v
 ACKNOWLEDGMENTS
I would like to express my deepest appreciation to all those who provided me the possi-
bility to complete this paper. A special gratitude I gave to my advisor Shoa Jemal (Asst.
Professor) whose contribution in stimulating, suggestions and encouragement helped me
to coordinate my paper.

i
 ACRONYMS/ABBREVIATIONS

BOA: Bank of Abyssinia

HRD: Human resource Development

HRM: Human Resource Management

SKAC: Skills, Knowledge, Ability and Competence

TASK: Training, Attitude, Skill, Knowledge

TNA: Training Need Assessment

ii
 Contents
ACKNOWLEDGMENTS ................................................................................................. i

ACRONYMS/ABBREVIATIONS ................................................................................... ii

LIST OF FIGUERES ....................................................................................................... vi

LIST OF TABLES .......................................................................................................... vii

ABSTRACT ................................................................................................................... viii

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

INTRODUCTION ..............................................................................................................1

1.1 Background of the Study ..............................................................................................1

1.2 Definition of Terms ......................................................................................................3

1.3 Statement of the Problem .............................................................................................3

1.4 Study Questions............................................................................................................4

1.5 Objectives of the Study ................................................................................................4

1.5.1 General Objective ......................................................................................................4

1.5.2 Specific Objectives ....................................................................................................5

1.6 Significance of the Study .............................................................................................5

1.7 Scope of the Study........................................................................................................6

1.8 Limitations of the Study ...............................................................................................6

1.9 Organization of the Study ............................................................................................6

CHAPTER TWO................................................................................................................7

REVIEW OF RELATED LITERATURE..........................................................................7

2.1. Definition of Training .................................................................................................7

2.1.1 Benefits of Training for Employees and Organization .............................................8

2.1.2 Training Process ......................................................................................................9

iii
2.1.3 Effective Training Practice ......................................................................................17

2.1.4 The Major Challenges of Training Practices...........................................................18

2.2 Empirical Studies .......................................................................................................19

2.3 Conceptual Framework ..............................................................................................21

CHAPTER THREE ..........................................................................................................22

RESEARCH METHODOLOGY .....................................................................................22

3.1. Research Design and Approach ................................................................................22

3.2 Population Sample Size and Sampling Technique .....................................................22

3.2.1 Population................................................................................................................22

3.2.2 Sample Size .............................................................................................................23

3.2.3 Sampling Technique ................................................................................................23

3.3 Source of data .............................................................................................................24

3.4 Data Collection Instruments .......................................................................................24

3.5 Procedures of Data Collection....................................................................................24

3.6 Reliability & Validity Test .........................................................................................25

3.6.1 Reliability ................................................................................................................25

3.6.2 Validity ....................................................................................................................25

3.7 Methods of Data Analysis ..........................................................................................25

3.8 Ethical Consideration .................................................................................................25

CHAPTER FOUR ............................................................................................................26

DATA ANALYSIS AND INTERPRETATION .............................................................26

4.2 Demographic Characteristics of the Respondents. .....................................................26

4.3 Data Analysis and Interpretation ................................................................................28

CHAPTER FIVE ..............................................................................................................39

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FINDINGS, CONCLUSION AND RECOMMENDATION ..........................................39

5.1. Summary of Major Findings .....................................................................................39

5.2 Conclusions ................................................................................................................41

5.3 Recommendations ......................................................................................................42

REFERENCE ...................................................................................................................43

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

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 LIST OF FIGUERES

Figure 1: Steps In Employee Training Process Source: Noe 2011 ................................................... 9

Figure 2: Steps In Employee Training Process Source: Noe 2011 ................................................ 21

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 LIST OF TABLES

Table 1: Benefits of Training for Employees and the Organization ....................................8

Table 2: Rate of Return on Distributed Details .....................................................................26
Table 3: Characteristics of respondents .............................................................................27
Table 4: Employee‟s Response on Bank‟s Strategic Plan .................................................28
Table 5: Employee‟s Response on Training Need Assessment .........................................30
Table 6: Employee‟s Response on Training Objectives ....................................................32
Table 7: Employee‟s Response on Training Design ..........................................................33
Table 8: Employee‟s Response on Training Delivery Method and Techniques ...............34
Table 9: Employee‟s Response on Evaluation of Training ...............................................35
Table 10: Employee‟s Response on Satisfactions of Employees ......................................37

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 ABSTRACT
The central element in an organization and for a country is its human resource (HR) or human capi-
tal. Since the human resource is viewed as the driving force for the success of the organization, it has
become important to contain and provide them with sufficiently educated and skilled employees. Tak-
ing this into consideration, this study is conducted to assess the training practices and challenges in
the Bank of Abyssinia. The main objective of the study is to assess the training practices of the bank in
terms of its process and it helps the management to see the training program’s strength and weak-
nesses for improvement. Source of data used to undertake the study were both primary and second-
ary data collection instrument. The researcher uses lottery method in order to gather data through
questioner. Simple random sampling is selected as sampling technique just to make avail-
able equal opportunity of being selected. Data gathered in this form is analyzed using descrip-
tive statistics (frequency percentage and mean). The major findings of the study are information gap
between managers and employees with regard to the banks strategic plan and training plan, poor
training need assessment and poor evaluation of training practice. Besides the overall training practice
at the bank conducted poorly so the study suggests that in order to have effective training practice the
banks training plan must be clearly defined, conduct each and every process properly and timely.

Key words: Training, Need Assessment, Objective, Design, Implementation and Evalu-
ation

viii
 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The world of work and organization has become increasingly demanding and turbulent.
The major challenges currently facing organizations include, globalization, re-
sponsiveness to customers, building organizational capacity, attracting and developing
human capital and ensuring fundamental and long-lasting change. The level of competi-
tion among organizations has increased. To be successful in the future, organizations
will have to build organizational capacity and build their human resource capital. So in
order to win the stiff competition and the ever changing environment, an organization
must put in place a proper HRD program. The HRD programs are especially important in
industries with rapidly changing technologies such as the banking sector (Ronald J.
Burke and Cary H. Cooper, 2006).

Human resource development(HRD) is an evolving and dynamic field of study that is

usually associated with the overall discipline of human resource management(HRM)
Since the adoption in the early 1980‟s of the term HRD, it has evolved from being con-
sidered as the training function then as the training and development function and
finally to the training, development and education function. Even the person who
claims to originate the term HRD, Leonard Nadler, regards HRD as an overarching con-
cept that embraces all three activities of training, development and education. However,
the more recent attribution has been to consider HRD as being the process of developing
the capacities of the workforce to adapt to changes (Ces Pedersen, 2000).

Therefore according to (Falola A. O. Osibanjo and S. I. ojo 2014) the survival of any or-
ganization in the competitive society lies in its ability to train its human resource to be
creative, innovative, inventive who will invariably enhance performance and increase
competitive advantage. Since BOA is service giving financial institute, the existence of
the organization is highly depends on the ability of its employee.

Training is an aspect of human resource practices that help in enhancing employees‟

skills, knowledge, and competence capable of improving employees‟ ability to perform

1
more efficiently. Training plays a vital role in the effectiveness of an organization. It is
one of the most pervasive techniques for improving employees‟ performance enhancing
organization productivity in the work place Falola et al. (2014). Employees are the indis-
pensable asset and key element of gaining competitive advantage of any organization and
training is essential tool for its actualization. Every aspects and activities in an organiza-
tion involves people. For instance, a manager will not be successful if he/she has subor-
dinates who are not well equipped with skills, knowledge, ability, and competence
(SKAC). Organizations are confronting with increased competition resulting from chang-
es in technology, economic environments, globalization etc. In this regard, this study
aimed to contribute to the existing knowledge particularly in the sphere of capacity de-
velopment.

In the prevailing dynamic and competitive business environment excellence in service

provision in crucially important to maintain a sustainable business growth and to attain the
vision of BOA. Bank of Abyssinia also plays tangible role in contributing to the economic
development of the country. It is therefore, expected to sustainably providing services and
playing its role in development. (BOA (2017/18). Annual report. Addis Ababa, Ethio-
pia). The businesses are currently facing very changing environments from the view point
of new technologies, competition and employee needs. However, placing high priority
for training programs do not guarantee that employee‟s performance is improved
through increase in productivity. The important issue is whether or not the need is as-
sessed, an objective is established, appropriate methods and media are selected, the pro-
gram is well implemented and close evaluation and follow up is carried both during and
after the program (Dessler, 2005).
Employees‟ training is a strategic determination to facilitate learning of the job related
knowledge, skills, ability and behavior that are crucial for efficient performance capable
of enhancing organizational effectiveness. Training is requisite to enhancing workers ca-
pability, reasoning faculty and competence which will improve organizational perfor-
mance and as well help in gaining competitive edge. Training increases employees‟ effi-
ciencies, innovation, invention, capacity to accept new technologies and techniques. It is
important to note that organizations must be able to identify the needs for training and

2
development and select techniques suitable for these needs, plan how to implement them
and thereafter evaluate outcome. Falola A. O. Osibanjo and S. I. ojo 2014.

1.2 Definition of Terms

 Assessment: in this study an assessment is refers to the process of gathering and
identifying information about practices of employees training in Bank of Abys-
sinia s.co.

 Training: refers the process of developing individual‟s knowledge skills and

ability in order to bring a change in attitude to improve the organization perfor-
mance. (Vemic 2007)
 Training Practice: refers to a method, procedure, process, or rule used in providing
training.

1.3 Statement of the Problem

As various studies indicate, organizational goals and objectives can be effectively

achieved with an active and responsible contribution of its employees. Falola A. O. Osi-
banjo and S. I. ojo 2014. The level of competency, skills and ability of the work forces of
an organization influences its ability to preserve its obtained positions gain competitive
advantage. For this reason, organizations have been spending money on it with confi-
dence that it will earn them a competitive advantage in the world of business. According-
ly, this study aimed at analyzing the staff training programs conducted by the Bank and
also analyzing challenges to the effective training program.

Currently in Ethiopia there is stiff competition in banking industry and bank of Abyssinia
is one of competent bank in private banking sector and it uses modern technology. The
effectiveness and also the development of this bank are impossible without qualified per-
sonnel supported with effective training program.
BOA is a service providing organization having a mission of customer-focused financial
services through competent, motivated employees and modern technology in order to
maximize value to all stakeholders (https//www.bankofabyssinia.com/index.php/ pro-
file/company-profil.html) and to achieve these it needs very organized and effective train-
ing program because through the training program employees work without difficulties

3
and they can be competent also motivated. But based on the preliminary assessment made
by the researcher up on the trainings practices of BOA, employees were dissatisfied
which means they are not motivated and training needs are not properly assessed. Farther
more there was lack of adequate planning, organizing, implementation and evaluation of
training practices.

Like other business organizations, Bank of Abyssinia has been doing a lot in training and
developing its workers performance. Thus, this study appraises the nature of training
granted by Bank of Abyssinia. Moreover, this research examined the extent to which the
training programs of the Bank are effective, responsive to the needs and expectation of
its staff. By doing this, the study seeks to fill the information gap and to show if there is
anything done by the bank to make adjustments on how and in what areas training could
be offered. This study, therefore, sets out to assess the role of training on the human re-
source in the case of BOA.

1.4 Study Questions

The study is designed to answer basic research questions focusing on the prevailing prac-
tices and challenges undertaking by BOA.
1. Is that the training program linked with the strategic plan?
2. How committed the bank in organizing training practice to its employees?
3. How are the training practice implemented?
4. What are the challenges the bank face in conducting training program?
5. Is that employees satisfied with the overall training programs of the bank?

1.5 Objectives of the Study

The study have both general and specific objective to be accomplish.

1.5.1 General Objective

The general objective of the study is to assess training practices and its challenges in
Bank of Abyssinia s.c.

4
 1.5.2 Specific Objectives

 To assess training practice linkage with the strategic plan.

 To assess the commitment of the bank in providing organized training.

 To analyze the practices of training program.

 To assess challenges of conducting training program.

 To assess employee‟s satisfaction with training program provided by the bank.

1.6 Significance of the Study

The study has assumed to have an important managerial implication for the company on
how to enhance the job satisfaction as well as work productivity of employees by providing
effective training programs. Most successful organization look forward to see the time
when training will be proactive in terms of being the tool by which the organization strat-
egies will be formulated or helping in the shaping of the organization strategies , rather
than playing a reactive role in terms of implementing their strategies. Training promotes
organizational vitality by providing progressive training opportunities that support lifelong
learning and assist individuals in working effectively together within their departments and
throughout the organizational System.

Training becomes inevitable moment; an organization realizes the need for improvement
and expansion in the job. But often times, organizations embark on job enlargement and en-
richment to promote employees' morale, motivation and satisfaction when real problem with
work performance lies in the capacity. The study becomes necessary because many organi-
zations in this contemporary world are striving to gain competitive edge and there is no way
this can be achieved without increasing employees' skills, knowledge, ability, and compe-
tence (SKAC) through adequate training designs. However, the study results can
 It helps the management to identify the training program‟s strength and weaknesses,
hence determine the areas where improvements through training can be done.
 It can also help the management in planning for the implementation of effective
and efficient training needs that will lead to increased performance of the banks.
 Moreover, the result of the study utilized by other researchers who have an interest

5
 to work in the area of the study and also the researcher helps to acquire knowledge
and practical experience.
It is to this end that this paper seeks to critically asses the effectiveness of training in Bank
of Abyssinia.

1.7 Scope of the Study

There are over 15 private banks in Ethiopian Banking industry .From these private banks,
BOA is one of the largest leading private banks in Ethiopia having over 300 branches
throughout the country structured by different districts. For the purpose of this study the
researcher select West Addis Ababa district branches and head office. The study uses only
2018 source of primary data. The study employed descriptive research design and mixed ap-
proach. Conceptually the study focuses on the issue of training practice linkage with the stra-
tegic plan, commitment of the bank in providing organized training program, the practices
of training program in BOA, challenges of conducting the training program and about em-
ployee‟s satisfaction with training program provided by the bank.

1.8 Limitations of the Study

Since this study only includes branches of the Bank found in West Addis Ababa district, the
findings of this study couldn‟t represent the characteristics of all branches of the Bank found
throughout the country. Besides the data used to assess the challenges faced by the bank
from the management‟s perspective only because of time constraint but it was preferable to
see by both side.

1.9 Organization of the Study

The study is organized into five chapters. The first chapter is an introductory part of the
study in which background of the study, definition of terms, and statement of the prob-
lem, study question, objective of the study, and significance of the study, Scope of the
study and limitation of the study. The second chapter deals with related literature review of
the study. The third chapter is about study design and methodology. Chapter four is about
data analysis and interpretation. The last chapter is the summary of findings, conclusions,
and recommendations.

6
 CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1. Definition of Training
Training can be defined as the systematic development of the attitude, knowledge,
skill and behavior pattern required by an individual to perform adequately given
task or job where as is not primarily skill oriented. Instead it provides the general
knowledge and attitudes, which will be helpful to employers in higher positions.
Training is the process of developing individual‟s knowledge, skills and abilities in
order to bring a change in attitude so as to improve present and future organization
performance. Training teaches skills for use in the present and near future. It is
„TASK‟ oriented. Where T=training, A=Attitude, S=Skill, K= knowledge. When an
employee can bring a desired change in attitude about a particular subject by acquiring
knowledge and skill through training one can easily say that the employee becomes
trained. Thus training is a continual process of helping employees performs at a high
level and it is a lifelong process for self-development.

According to Vemic (2007) training consists of planned programs undertaken to im-

prove employee knowledge, skills, attitudes and social behavior so that the perfor-
mance of the organization improves considerably. Unfortunately too much emphasis
is often placed on the techniques and methods of training to be used is not
enough rather first defining what the employee should learn in relation to desired job
behaviors. Furthermore, very few organizations place much emphasis on assessing the
need and outcomes of training activities. Isiaka (2011) sees the word in relation
to the process of helping managerial employees who perform non routine jobs to
improve their management, administrative and decision-making abilities and compe-
tence. It is needed for both present and future jobs. Now a day, the interest of invest-
ment in training has been increasing.

Employee training

Training addresses gaps or discrepancies between an ideal and an optimal stage of devel-
opment. However, from a comparison between desired and actual work methods or be-
tween desired and actual results, needs arise on the job. Smit and de Cronje (2003:78)

7
refer to three methods for identifying needs: the generic methods, performance analysis,
and competency assessment. Where performance analysis focuses on deficiencies or
problems, competency assessment focuses on opportunity for improvement. Trainers
identify how they believe people should perform and then design a training program to
give the workers the skills they need. Training can only be executed when it has been
determined which employees should receive training and what their current levels,
knowledge and skills are. Consequently, the assessment of the individual will indicate the
range of skills and knowledge.

2.1.1 Benefits of Training for Employees and Organization

Training is transferring information to organizations members to positively improve

the effectiveness and productivity of organizations. Training enables organizations to
act more effectively because of having valued employees. There are many benefits
to both organization and individuals to accomplish training activities (McNamara,
2010).

Some of the potential benefits of training to the employees and the organization are
summarized below.
Table 1: Benefits of Training for Employees and the Organization

Benefits of training for employees Benefits of training for organiza-

tion

 Faster learning of new skills  Market Growth

 Increased productivity  Increase Organizational Per-
 Standardization of procedures formance
 Lesser need for supervision  Employee Retention
 Higher morale  Increase return on investment
 Increasing confidence  Decrees waste

8
 2.1.2 Training Process

In today's changing environment, employees at all levels need additional training and
opportunity to develop their working ability and management thinking (Swanson & Hol-
ton, 2009). In this respect, organizations are required to be engaged in continuous em-
ployees training programs. The Training Process comprises of a series of steps that
needs to be followed systematically to have an efficient training program. The steps in
the training process are:

• Identifying training needs;

• Setting training objectives;

• Designing training program;

• Implementing the actual training program;

• Conducting evaluation and follow-up.

Figure 1: Steps In Employee Training Process Source: Noe 2011

Evaluation
Need
and follow
Assessments
up

Implant the
Establish
actual
training
training
objectibe
program

Selecting
training
methods

9
2.1.2.1 Need Assessment
The first step in the training process is to assess the need for training the employees.
The need for training could be identified through a diagnosis of present and future chal-
lenges and through gap between the employee‟s actual performance and the standard
performance. The needs assessment can be studied from two perspectives: Individual
and group. The individual training is designed to enhance the individual‟s efficiency
when not performing adequately and whereas the group training is intended to incul-
cate the new changes in the employees due to a change in the organization‟s strategy.
The need assessment includes:
• Organization and its goals and objectives
• Job and related tasks that need to be learned
• Competencies and skills that are need to perform the job;
• Individuals who are to be trained

Training needs may be defined in terms of a simple equation: Training and develop-
ment need=desired performance - actual performance.
The dominant framework for identifying organization's employee training needs has
been three category needs analysis approach (Miller and Osinski, 2002).
Organizational analysis
Task (job) analysis
Person analysis
Organizational analysis
Organizational analysis is the process of identifying job-related knowledge and skills
that are needed to support the organizations short-range and long-range goals (Miller
and Osinski, 2002).This implies that organization's strategic goals and plans must care-
fully be examined in line with the human resource planning. In this approach, infor-
mation related to organizational structure, size, growth, objectives and other factors is
gathered to effectively determine where and how training programs should be conduct-
ed. Organizational training needs analysis also involves systematically assessing man-
ager, peer, and technological support for transfer of training or workplace application
of training. According to (McCnnel, 2003):essentially, there are questions relevant to

10
 identify organizational needs
• What human resource does the organization have?
• What training has these human resources had?
• What are the deficiencies or what skills are lucking?
• Are there an adequate number of people to fulfill organizational objectives?
Task analysis
This approach refers to the determination of skill and knowledge the job requires. Ex-
amines tasks performed and the knowledge, skills, attitudes and other behavioral as-
pects required to determine what employees must do to perform successfully. In col-
lecting job information as input into training decisions the job analysis must include
(McCnnel, 2003):
• A detailed examination of each task component of the job;
• The performance standard of the job;
• The method and knowledge the employee must use in performing the job task;
• The way employee learns the method and acquires the needed knowledge
Person analysis
Another training need analysis approach is person analysis. Here the concentration is
on the individual employee. It is used to analyze the substantive knowledge and skill
possessed by the employee (Miller and Osinski, 2002). This approach deals with three
basic questions. These are:
• Who needs to be trained?
• What kind of training is needed?
• What skills does the employee have?

2.1.2.2 Setting Training Objectives

Once the needs are identified, the objectives for which the training is to be conducted
are established. The objectives could be based on the gaps seen in the training programs
conducted earlier and the skill sets developed by the employees.
An objective is a specific outcome that the training program is intended to achieve.
In most cases, training objectives are set for the trainees (Swanson and Holton,
2009). These objectives define the performance that the trainee should be able to ex-
hibit after training.

11
Human resource development experts suggest that objectives should be stated explic-
itly and answer the following questions (Bunch, 2007):
• What should the trainees be able to do after training?
• Under what conditions should the trainee be able to perform the trained behav-
ior?
• How well should the trainee perform the trained behavior?
Training objectives must be specific, measurable, achievable and time-targeted. Ob-
jectives with such characteristics serve a number of purposes. According to
(Bunch, 2007) they assist in developing the criteria to be used in evaluating the
training outcome. Objective and the evaluation criteria also help in choosing rele-
vant instructional method, and material. Training objectives should spell out what
the organization or the trainer wants to achieve. As these training objectives form
the basis of training standards and evaluation of training, it is necessary that these
objectives should be set out in measurable terms (Swanson and Holton, 2009).

2.1.2.3 Designing Training Programs

Once an employee‟s training plan is drown up the next step is to design the training pro-
gram in line with the set objectives. Every training program encompasses certain issues
such as: Who are the trainees? Who are the trainers? What methods are to be used for the
training? What will be the level of training? etc. Also, the comprehensive action plan is
designed that includes the training content, material, learning theories, instructional de-
sign, and the other training requisites.

Programs must be designed in a planned way in such a way that the objectives of
the program could help organizations to grow, adapt to technological develop-
ments, fulfill social responsibilities and proved greater job satisfaction. Depending on
the kind of needs to be addressed a number of training can be designed.

Methods of training

According to (Olaniyan et al, 2008) the method of training can be classified

a) On the job training/coaching -This relates to formal training on the job. A worker be-
comes experienced on the job over time due to modification of job behaviors at the point

12
of training or acquisition of skills.

b) Induction/orientation - This is carried out for new entrants on the job to make them
familiar with the total corporate requirements like norms, ethics, values, rules and regu-
lations.

c) Apprenticeship - A method of training where an unskilled person understudies a

skilled person.

d) Demonstration-Teaching by example, whereby the skilled worker performs the job

and the unskilled closely observes so as to understand the job.

e) Vestibule - This is done through industrial attachment for the purpose of skills and
technology transfer. It is therefore achieved through placement of an individual within
another area of relevant work or organization. The effect is the acquisition of practical
and specialized skills or it is a type of training which occurs in special facilities that rep-
licate the equipment and work demands of jobs.

f) Formal Training - A practical and theoretical teaching process which could be done
within or outside an organization. When training is carried out inside an organization, it
is called an in-housetraining. Off-house training is carried out in professionalized train-
ing areas like: Universities, Polytechnics and Professional Institutes.

In fact the method that employ by the organization has its own effect on the effective-
ness of the organization from the training expenditure. As a result, companies are in-
creasingly searching for the right blend of training methods to maximize the effective-
ness of learning. Others are looking for more cost-effective alternatives to online learn-
ing which for some enterprises has proven to be a more expensive route than anticipat-
ed. Coaching by line-managers and on-the-job training are now playing an increasingly
important role in the current financial climate (Blain, 2009). Many training techniques
are created almost every year by the rapid development in technology. Deciding among
methods usually depends on the type of training intended, the trainees selected, the ob-
jectives of the training program and the training method. Training is a situational pro-
cess that is why no single method is right for every situation. While some objectives
could be easily achieved through one method, other objectives could necessitate other

13
methods. Many training programs have learning objective in more than one area. When
they do, they need to combine several training methods into an integrated whole (Ali-
pour, 2009).

2.1.2.4 Implementing Training Program

Employee training program should aim at enabling organizations to achieve their objec-
tives. Hence, the program should be set up after having clear-cut objectives in mind. In
every program decisions have to make as who should be trained, who are the instructors,
where and when the program is to be conducted and what the material require-
ments are.

Moreover, according to Vemic (2007) providing answers to questions like what skills
are going to be taught, what kind of employee training is sought, what long or short term
objectives are proposed will determine the design and details of the programs. Since
human resource development program decisions are based on cost considerations, the
Management must believe that the program will:

 Increase the skill and knowledge of employees;

 Motivate employees to learn and attain their personal goals;

 Provide feedback to improve the program

 The implementation process of training is also contains:

 Selection of participants;

 Staff scheduling;

 Conducting or facilitating training.

2.1.2.5 Evaluation of Training

Evaluation is the final phase of the training program. It is a means to verify the success
of the program, i.e. whether employees in the program do the jobs for which they have
been trained. As Balogun (2011) noted, the concept of evaluation is most commonly
interpreted in determining the effectiveness of a program in relation to its objec-
tives. Human resource development is an investment in people. The major reason for

14
investment in training program is that to help employees to perform better in the
achievement of organizational objectives. Hence, evaluation is a means to assess the
cost/benefit of the program to the organization.

However, Balogun (2011) noted, evaluation is like brushing your teeth after every meal
everyone advocates it but few actually do it. Evaluation can be done for various pur-
poses. It may be done:

• To increase effectiveness of the program while it is going on;

• To increase the effectiveness of the program to be held next time;

• To help participants to get feedback for their improvement and efficiency;

• To find out to what extent the objectives are achieved.

In evaluating the worth of specific programs, sets of measurement criteria should be

identified. These, according to writers in the area, are:

Reaction

What did the participant think about the program? Participants react to the learning
experience by forming opinion and attitude about the instructor, the methodology,
participation in the learning session and measures bow trainees react to a program
(Ahmad & Din, 2009). It provides useful information to allow assist with modifying the
training program.
Learning

Did the participant learn what was intended? Learning evaluation requires the meas-
urement of what participant has learned as a result of his/her training i.e. the new
knowledge and skill he/she has acquired or the change in attitude (Noe, 2011). It
measures the changes in trainee's attitudes, knowledge, and skills. These changes are
measured by using methods such as testing and self- assessments.

Job Behaviors

Job behavior evaluation is concerned with measuring the extent to which participant
has applied his/her learning back on the job. It helps to assess whether job performance
changes as a result of training (Eseryel, 2002). Did the learning transfer to the job?

15
How has the training activity improved individual performance, for example specialist
knowledge or professional approach?

Ultimate Value

Has the training affected the ultimate well-being of the organization? Here evaluation
aims to measure how the organization as a whole has benefited from the training
in terms of goal achievement, survival or growth.

To measure the effect of human resource training program using the criteria mentioned
above requires using data gathering method such as questionnaire, interview and ob-
servation. Other measures like management audit, survey, analysis of record and per-
formance data, expert opinion, test and the like can be used to collect evaluation infor-
mation In sum, training practices to be useful to the organization, employee and
management concerned should (Bhargava, 2010):
• Properly assess needs;

• Formulate clear objectives;

• Design program to meet the needs and to attain objectives;

• Conduct cost/benefit evaluation.

If the training practices shaped the employees in such a way as to fit the job re-
quirements, then it can be concluded that organizations have achieved their objec-
tives and in turn they have also justified the investment made in human resource.
Selecting Criteria for Training Evaluation

Effectively evaluating training requires the systematic collection of information from a

variety of sources. As organizations use training to achieve a variety of organiza-
tional goals, there is universal approach to evaluating training. Each organization
must select the criteria that are most relevant to their organizational objectives. When
choosing evaluation criteria, it is critical to identify what questions need addressing
in the evaluation. Within the training community, the dominant approach to training
evaluation categorizes in to four levels. These are: reactions level, learning, and transfer
and results level. (Sitzmannet al, 2008). All these criteria help us to answer “effective
training in terms of what? Reactions, learning, transfer or results?” thus, the objectives

16
of training determine the most appropriate criteria for assessing the effectiveness of
training.
Approaches to Evaluation of Training Programs

Training programs should always be evaluated using various techniques. Typically

evaluation approaches include measuring one or more relevant criteria, such as atti-
tudes or performance before and after the training and determining whether or not the
criteria changed (Griffin, 2000) also suggested four approaches to the evaluation of
training. These include the systems approach, which concerned with the improvement
of training, the trainees oriented approach, which focuses on the training effects that
are evaluated by trainees, the cost effective or statistical approach, which is con-
cerned with measurement and the analysis of dada in ways that support administra-
tive decision making about training, and the research approach in to, which is con-
cerned with both carrying out research in to the training and development and systemat-
ically evaluating the effect of training.

2.1.3 Effective Training Practice

Effective training indicates not only finding out whether the training was well done but
also asking what it achieved and whether it was worthwhile for the organization to be
sponsoring it. Asking those questions in advance, Is the training valuable to the overall
organization objective? Is that linked with the organization mission?

Farther more, to ensure the training is effective, the human resource and training liter-
atures stress that the organizations need to adopt a systematic approach to training
which often include identifying needs, delivery and evaluation. Inarguably, a careful
implementation of each element of training and development process (need assess-
ment up to evaluation) is needed to make it effective. From the employee perspec-
tive, training is unlikely to be effective unless it is related to high level of motivation,
better ability to perform their job, and hopefully also makes them feel positive to-
ward their work (Balogun, 2011). Action on the following lines needs to be initi-
ated to make training practice effective (Noe, 2011):

17
 • Ensure that the management commits itself to allocate major resources and ade-
quate time to training. This is what high-performing organizations do;
• Ensure that training contributes to competitive strategies of the firm. Different
strategies need different employee skills for implementation. Let training
help employees at all levels acquire the needed skills;
• Ensure that a comprehensive and systematic approach to training exists, and
training and retraining are done at all levels on a continuous and ongoing basis;
• Make learning one of the fundamental values of the company.

• philosophy percolate down to all employees in the organization;

• Ensure that there is proper linkage among organizational, operational and

individual training needs;
• Create a system to evaluate the effectiveness of training

2.1.4 The Major Challenges of Training Practices

A range of challenges are faced by organizations and human resource development pro-
fessionals in managing and implementing effective human resource training, particularly
in the climate of globalization, and the new technological revolution begins with the im-
portance of human capital in human resource development practice, their education and
technical training, and also their communication and language skills. Human resources’
learning and motivation are also described as important features of effective human re-
source development practices.
However, their deficiencies in supporting the effectiveness of human resource training
pose a challenge to the development, management and implementation of effective hu-
man resource training in organizations. Furthermore, the workforce’s changing de-
mographics are also seen to have an impact on human resource development practices,
alongside the organization’s human resource strategies and investments in human re-
source training (Garavan, et al, 2002). For instance, it was reported by (Budhwar et al,
2002) that the lack of human resource development professionals in human is a major
obstacle to the nation’s human resource training efforts. That argued that problems also
arise due to a lack of experience and understanding of human resource training on the
part of managers. Indeed, some writers have claimed that human resource development

18
professionals do have an important role, as they possess expertise in learning and in de-
veloping others to become experts (Chermack et al, 2003).
Thus the challenges in training practices are technical, economical, socio- political and
environmental aspects depending on the organization capacity and capabilities.

2.2 Empirical Studies

Empirical findings that have been made by many researchers‟ were trying to assess the
effect of training on the employee performance by using their own hypothesis. According
to Wright and Geroy (2001), employee competencies changes through effective training
programs. It not only improves the overall performance of the employees to effectively
perform the current job but also enhance the knowledge, skills and attitude of the workers
necessary for the future job, thus contributing to superior organizational performance.
Through training the employee competencies are developed and enable them to imple-
ment the job related work efficiently, and achieve firm objectives in a competitive man-
ner.
Employee performance affected by some environmental factors such as corporate culture,
organizational structure, job design, performance appraisal systems, power and politics
prevailing in the firm and the group dynamics. If the above mentioned problems exist in
the firm, employee performance decreases not due to lack of relevant knowledge, skills
and attitude, but because of above mentioned hurdles. To make training effective and to
ensure positive effect of training on employee performance these elements should be tak-
en into consideration Wright and Geroy (2001). Besides, Eisenbergeret al.(1986) stated
that workers feel more committed to the firm, when they feel organizational commitment
towards them and thus show higher performance. Bartel (1994), reports that there is a
positive correlation between effective training program and employee productivity, how-
ever to make it possible, (Swart et al., 2005), it is the responsibility of the managers to
identify the factors that hinders training program effectiveness and should take necessary
measures to neutralize their effect on employee performance. In addition, Ahmad and
Bakar (2003), concluded that high level of employee commitment is achieved if training
achieve learning outcomes and improves the performance, both on individual and organi-
zational level. These findings are also consistent with the results of Kim (2006) research
work.

19
According to Swart et al, (2005), bridging the performance gap refers to implementing a
relevant training intervention for the sake of developing particular skills and abilities of
the workers and enhancing employee performance. He further ornate the concept by stat-
ing that training facilitate organization to recognize that its workers are not performing
well and their knowledge, skills and attitudes needs to be molded according to the firm
needs. There might be various reasons for poor performance of the employees such as
workers may not feel motivated anymore to use their competencies, or may be not confi-
dent enough on their capabilities, or they may be facing work- life conflict. All the above
aspects must be considered by the firm while selecting most appropriate training in-
volvement that helps organization to solve all problems and improve employee motiva-
tional level to participate and meet firm expectations by showing desired performance.
As mentioned by Swart et al.(2005) this employee superior performance occur only be-
cause of good quality training program that leads to employee motivation and their needs
fulfillment.
In addition, Ahmad and Bakar (2003), concluded that high level of employee commit-
ment is achieved if training achieve learning outcomes and improves the performance,
both on individual and organizational level.
Generally, it can be debated that the effect of training program on employee outcomes
such as motivation, job satisfaction and organizational commitment, did not received
much attention so far. Although the above literature provides the evidences regarding the
benefits of training and its positive influence on employee performance, Cheramieet al.
(2007), claimed that, management, mostly feel hesitant while investing in its human re-
source due to various reasons. Sometime, in spite of receiving effective and timely train-
ing programs, employee are intended to cash it for the sake of their own market value and
employment opportunity , or willing to change job just because of higher salaries, and
thus, firm investment in training results as a cost rather than profit. It is also observed that
due to the resistance of the organization towards offering training, propels individuals to
invest themselves for their career development and greater performance (Baruch, 2006).
Therefore, taking this into consideration, the study is conducted to assess the train-
ing practices and challenges on individual as well as organizational performance in bank
of Abyssinia S.C to bridge the gap in the area.

20
 2.3 Conceptual Framework
The conceptual model formulates to show the association of training practice with the
organization strategic plan and figure two shows that the training process from the begin-
ning of organization strategic plan. The need assessment should constructed by linking of
organizations‟ strategic plan with training practice to organizational growth.

Figure 2: Steps In Employee Training Process Source: Noe 2011 (slightly modified
by the re searcher)

Organization Setting Designing Implementi Evaluation

Need
Strategic Assessment Training Training ng Training and
Program Program Follow Up
Plan Objective

21
 CHAPTER THREE
RESEARCH METHODOLOGY

3.1. Research Design and Approach

Research design is a framework or structure for data collection and analysis. It is a plan
for conducting research, which usually contains specifications of elements to be investi-
gated and the procedures to be followed. Research design is about organizing research
activities, including data collection and analyzing it in such ways that help to achieve
the research aims. The term research design refers to a basic plan or strategy of research
and the logic behind it which will make it possible and valid to draw more general con-
clusions from it.

This study has a descriptive type which is concerned with the present situation and at-
tempts to determine the status of the phenomena under investigation.

Descriptive type of research is chosen because the descriptive survey is more realistic
than other research types and it helps to identify present conditions and point to present
needs also it is easy to understand.

Therefore, with concerning to the research under investigation, the descriptive type is to
be relevant in that it helps with the reality that it can helps to see the actual practices of
training processes, how need assessment, training methods and evaluation in the organ-
ization is currently taking place.

3.2 Population Sample Size and Sampling Technique

3.2.1 Population

The target populations of this study are 979 employees of the Bank including Managers
and directors working in head office staff and branches in West Addis Ababa district.
These groups were selected as respondents because the organizations training activities
are mainly established and organized by head office staff.

22
 3.2.2 Sample Size

Collecting data from all employees of the bank was beyond the researcher„s capacity.
Thus, the study was targeted on professional staffs and clerical staffs in West Addis Dis-
trict only because the chosen study area is crucial part for its proximity and data accessi-
bility.

According to the acquired data from Human Resource Department of the bank, it takes
networked all of its branches throughout the country. The numbers of permanent employ-
ees who are working in this bank stood at 5002 of which West Addis Ababa District
comprises branches 689 and that of Head Office employees comprises 290 totally 979
employees /population are the focus of the researcher. The sample size was calculated
based on Yamane‟s formula Yamane (1967) provides a simplified formula to calculate
sample sizes.

The researcher had taken 95% level of confidence and 5% sample error. Where

( )

( )

Where n = The required number of sample size

N = Number of total population.
e = sampling error = (0.05)

3.2.3 Sampling Technique

Based on the sampling result, the researcher gather data through questionnaire from 284
respondents chosen by lottery methods in order to gather data through questionnaire.
Simple random sampling is selected as sampling technique just to make available equal
opportunity of being selected for employees of the target branches.

23
 3.3 Source of data
The study compiled with the help of primary data and secondary data. Primary data col-
lected through by means of the questionnaire and interview. Moreover, the study covers
various published and unpublished materials on the subject organization human resource
manuals, books, annual report, academic journals written by researchers who have, rele-
vant information to support their writings, and have credibility in this discipline.

3.4 Data Collection Instruments

The main emphasis of this study is to assess training practices in Bank of Abyssinia.
Hence, the study‟s units of analysis are employees of the bank. Therefore, the data for
this research gathered mainly from employees and human rescore department at head of-
fice through questionnaire and interview.

The purposes of questionnaires were to investigate the awareness of training practice and
the role of BOA‟s plays in the training of its employees. The semi-structured interview
was conducted for the training manager. In addition, secondary sources of information
were gathered from BOA human resource management policies, magazine, books and
journals on human resource management, and previous researches. To distribute the
questioner for selected branches of employees and human resource department staffs the
researcher used the mail system and Interview also designed to training manager by go-
ing physically.

3.5 Procedures of Data Collection

Descriptive analysis used to analyze data gathered through questionnaires. The same di-
rections can be given to each respondent. Respondent told that there is no right or wrong
answers and that answers should be based on their opinions. The respondents have thank-
ing for participating in the research.

24
3.6 Reliability & Validity Test

3.6.1 Reliability
Reliability refers to the repeatability of findings whenever it used at the same condition
with the same subject matter (Adames et al, 2007). So if the study were to be done a se-
cond time, would it yield the same results? If so, the data are reliable. If more than one
person is observing behavior or some event, all observers should agree on what is being
recorded in order to claim that the data are reliable. To ensure the measurement instru-
ment reliability Cronbach Alpha test was applied. By distributing for 25 respondents the
researcher got 0.867 so it shows that the internal reliability in the study was acceptable.

3.6.2 Validity

Validity refers to the extent to which a test measure what we actually wish to measure.
Validity of the survey instruments for the research study was measured through pre-tested
with 25 employees to test the clarity and the content validity of the instrument and their
suggestion was assimilated before the final distribution of the questioner.

3.7 Methods of Data Analysis

Mixed approach method ware employed in order to attain research objective of the study.
For quantitative data, Likert scale was weighed according to the degree of agreements.
The scaling approach was adopted as Strongly agree, Agree, Neutral, Strongly Disagree,
and Disagree. Qualitative data were coded and analyzed by using descriptive statistics
(numerical analysis) such as frequency percentage and mean. It is preferred because it is
simple and can everybody can understand the result presented. And table ware also used
to insure the easy presentation of the data. Finally the result was summarized and inter-
preted appropriately. Also response for the interview ware reported in line with the ques-
tion forwarded to the interview. And then these findings ware combined and summarized
together with the qualitative data.

3.8 Ethical Consideration

In this study, ethical issues were taken in to consideration. The respondents assured that
the responses they gave use with complete confidentiality of the research and the front
page of the study which indicates the purpose of the study.

25
 CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION

This chapter deals with data presentation, analysis, interpretation and discussion of data
gathering through questionnaires as well as interview. It consists of two parts namely presenta-
tion of the respondents profile and the analysis of the data collected from the respondents.

4.1 Response Rate

Relevant data are collected from the sample respondents and majority of the respondents,
have filled out and returned the questionnaires distributed. As indicated billow question-
naires was distrusted to all selected employees at the bank which 270 were kind enough
to fill and the rest 14 did not return the questionnaires distributed to them.

Table 2: Rate of Return on Distributed Details

Questionnaire Questionnaire Questionnaire

distributed returned unreturned

NO % NO % NO %

284 100 270 95 14 5

Source: (Survey result, 2018)

4.2 Demographic Characteristics of the Respondents.

The survey on demographic characteristics of the respondents constituted of work units,
age distributions, gender, and level of education and work experience of respondents.
From the total distributed questionnaires, only 270 respondents were returned the ques-
tionnaires as summarized in table.

26
Table 3: Characteristics of respondents

Total
Description of employees
No %
Gender
Male 175 65
Female 95 35
Total 270 100
Age
Under 30 81 30
31-40 107 40
41-50 69 26
51 and above 13 4
Total 270 100
Educational background
Master‟s Degree 54 20
First Degree 201 74
College Diploma 15 6
Certificate 0 0
Total 270 100
Year of services
Less than 1 year 12 4
1 up to 5 26 10
5 up to 10 171 63
Above 10 years 61 23
Total 270 100
Source: survey result, 2018

Table 3 shows that the male respondents formed majority of the target population with a
total of 65%, while the other respondents were female representing 35%.

Regarding Age wise, 30% fall under the age 30, 40% fall under the age group of between
31 and 40 years, 26% lie in the age group between 41 to 50 years and the rest i.e. 4% be-
long to the age group above 50years. According to the result majority of the respondents
were under the age group of 31-40, this indicates the respondents were matured enough
to give response.

Educationally, 20% (270) of the respondents are Master‟s degree holders, 74 %( 270) are
first degree holders and the rest 6 % (270) are college diploma holders. This implies that
Majority of the respondents 74% (270) are first degree holders and quit considerable

27
 numbers of the respondents 20% (270) are Master‟s degree holders. This result indicates
that the bank maintains a good composition of educated employees and the data increases
the quality of the study

The bank‟s personnel 4% (270) served the bank less than a year, 10% (270) served the
bank up to 5 years, 63% (270) served the bank up to 10 years, and the remaining has
served the bank above 10 years. This implies that the bank‟s employees are having a rea-
sonable work experience the representative sample view of each groups and educational
which return required different level of training activities to improve their competences.

4.3 Data Analysis and Interpretation

This section is devoted to elaborate and discuss the opinions on training practices
of BOA in relation to its planning, organizing, implementations and evaluation of the
survey group regarding different questions forwarded. Accordingly, the tables that fol-
low are deal with the analysis and interpretations of the results obtained.

Table 4: Employee‟s Response on Bank‟s Strategic Plan

Bank’s Strate- Strongly Strongly

Agree Neutral Disagree
gic Plan agree disagree
Total
Questions F % F % F % F % F %
No. Mean
You are aware
of BOA‟s stra- 19 7.04 140 51.85 46 17.04 65 24.07 - 270
1 tegic plan. 0 3.42
BOA has a
clearly defined 11 4.07 35 12.96 46 17.04 119 44.07 21.85 270
2 strategic plan 59 2.33
Your bank con-
duct training 30 11.11 38 14.07 76 28.15 105 38.89 7.78 270
3 program timely. 21 2.82
BOA has a
clearly designed 19 7.04 43 15.93 89 32.96 103 38.15 5.93 270
4 training plan. 16 2.80
BOA‟s training
plan is aligned
with its overall
20 8.15 22 8.15 81 30.00 135 50 3.70
270
5 strategic plan. 10 3.33
Average
Mean 3.19
Source: (survey result 2018)

28
Table 4 shows the employees response regarding the Bank‟s Strategic Plan in their organ-
ization. The employee were asked if they aware of the banks strategic plan and 51.85% of
the respondents are agree ,24.07% disagree ,7.07% strongly agree and 17.04% remained
neutral .This result shows that most of the employees agree that they are aware of the
Bank‟s Strategic Plan. They were asked whether the bank clearly defined its Strategic
Plan, majority of respondents disagree with 44.07%, 17.07% remained neutral .while
12.96% agree and 4.07% strongly agree and the remaining 21.85% strongly disagree with
the question. Based on the result most of the employees are disagree that the bank clearly
defined its strategic plan. Besides the employee asked whether the bank conduct training
program timely,38.89% disagree,28.15% neutral ,14.07% agree 11.11% strongly agree
and the remained with 7.78% strongly disagree. This result shows that most employees
disagree that the bank not conducts training program timely. In addition, the employee
was asked whether the bank has a clearly designed training plan, 38.15% disagree,
32.96% neutral, 15.93% agree and the remaining 5.93% strongly disagree. The mean av-
erage result also shows 3.19 this result shows that majority of employees disagree that the
bank strategic plan alignment with training plan.

When we come to the interview the banks training department head says that our training
plan basically derived from the overall strategic plan and national bank directives with
regard to training program for all banks.

29
 Table 5: Employee‟s Response on Training Need Assessment

Training Need
Strong- Strongly
Assessment Agree Neutral Disagree
ly agree disagree
(TNA)
Total
Questions F % F % F % F % F % Mean
No.
The Bank col-
lects need as- 270
sessment infor-
14 5.19 30 11.1 52 19.3 72 26.7 102 37.78 2.19
mation from
different
1 sources.
The bank design
specific ques- 270
tionnaire for 35 12.96 57 21.1 49 18.1 80 29.6 49 18.15 2.81
each training
2 field.
Employee‟s per-
sonal develop- 270
ment plans are
16 5.93 27 10.0 19 7.0 65 24.1 143 52.96 1.92
assessed during
training need
3 assessment.
Training needs
are assessed dur-
ing training need
assessment of
employees based 27 10 27 10 19 7.0 62 23.0 135 50.00 270 2.07
on desire and
special talents
(current and
4 dormant).
Average Mean 2.25
Source: (Survey result, 2018)

Table 5 shows the employees response regarding Training Need Assessment (TNA) in
their organization. The employee were asked if the bank collects need assessment infor-
mation from different sources and 37.78% of the respondents are strongly disagree
,11.11% agree and 5.19% strongly agree and 19.3% remained neutral .This result shows
that most of the employees strongly disagree that Bank collects no need assessment in-
formation from many sources. They were asked whether the bank design specific ques-
tionnaires for each training field, majority of respondents disagree with 29.6%, 21.1%
agree .while 18.1% remains. Based on the result most of the employees are disagree that

30
the bank designs no specific questionnaire for each training field. Besides the employee
asked whether Employee‟s personal development plans are assessed during training need
assessment, 24.1% disagree7% neutral, 10% agree 5.93% strongly agree and 52.96%
strongly disagree. This result shows that most employees disagree that the Employee‟s
personal development plans are not assessed during training need assessment. In addition,
the employee were asked whether the bank Training needs are assessed during training
need assessment of employees based on desire and special talents (current and dormant),
50% strongly disagree, 7% neutral, 10% agree and 23% disagree. Also the mean average
result shows 2.25 this result shows that there is a high gap on TNA.
According to the data from the interview with the training department head is that they
made need assessment and most of the time need assessed by contacting the managers on
monthly meeting because it is difficult to do assessment by individual level so we identi-
fy the gap by asking their immediate supervisors but when we do this we got a challeng-
es, the immediate supervisors are failed to identify those needs properly.

31
Table 6: Employee‟s Response on Training Objectives

Training objec- Strongly Strongly

Agree Neutral Disagree
tives agree disagree
No Questions F % F % F % F % F % Total Mean
You are aware of
46 17.04 139 51.48 25 9.26 49 18.15 11 4.07 270 3.59
the training ob-
1 jective.
Your bank clearly
specifies the 43 15.93 54 20.00 38 14.07 92 34.07 43 15.93 270 2.86
2 training objective
Your bank train-
ing objective is 25 9.26 62 22.96 43 15.93 75 27.78 65 24.07 270 2.66
3 measurable.
The training ob-
jective in your
35 12.96 67 24.81 27 10.00 84 31.11 57 21.11 270 2.77
bank is achiev-
4 able.
BOA has a clear-
ly defined time 27 10.00 46 17.04 25 9.26 94 34.81 78 28.89 270 2.44
5 frame for training
Average Mean 2.87

Source: (Survey result, 2018)

Table 6 shows the employees response regarding Training objectives in their organiza-
tion. The employee were asked if they are aware of the training objective and about 68%
agreed on the statement and 20% of the respondents are disagree and 9.23% remained
neutral .This result shows that most of the employees agree but when we go to the other
statement they were asked whether the bank clearly specifies the training objective, ma-
jority of respondents disagree with 34.7%, 20% agree .while 14% remains neutral the
others 15.93% strongly disagree. Based on the result most of the employees are disagree
the bank not clearly specified the training objective. Besides the employee asked whether
the bank training measurable or not, 27.78% disagree 15.93% neutral, 22.96% agree
9.26% strongly agree and 24.07% strongly disagree. This result displays that most em-
ployees disagree on the measurement of the training program. Jest like the measurement
the employees were requested about the achievability of the training program 31.11%
disagree 10% neutral, 24.81% agree 12.96% strongly agree and 21.11% strongly disa-

32
gree. The result shows that the training program is difficult to achieve. Based on the
statement with regard to the time frame for training the respondents view looks that 10%
are strongly agreed, 17.04% agreed, 9.26% remains neutral and quit considerable present
34.81% and 28.89% are disagree and strongly disagree on the statement.

When we see the mean average with regard to the training objective it shows 2.87 what it
means that most of the respondents disagreeing on the statements about training objective
also the training department head says that we conduct the training objective based on the
need assessment.
Table 7: Employee‟s Response on Training Design

Strongly Strongly
Training design Agree Neutral Disagree
agree disagree
Total
Questions F % F % F % F % F % Mea
No. n
The location of
the training was 27 10.00 43 15.93 35 12.96 108 40.00 57 21.11 270 2.54
1 convenient.
The training is
organized on the 270
7 2.59 13 4.81 20 7.41 170 62.96 60 22.22 2.03
appropriate time
2 (day).

The trainer has

adequate 270
23 8.52 37 13.70 95 35.19 80 29.63 35 12.96 2.75
knowledge about
the topic.
3
The material
included rele- 270
40 14.81 59 21.85 23 8.52 109 40.37 39 14.44 2.82
vant to the train-
4 ing.
The training is
270
helpful to my 33 12.22 90 33.33 5 1.85 113 41.85 29 10.74 2.94
5 job.
Average Mean 2.62
Source: (Survey result, 2018)
Table 7 shows the employees response regarding training design at the bank. The em-
ployee were asked if the banks training location was convenient and 40% of the re-
spondents are strongly disagree ,4.81% agree and 10% strongly agree and 12.96% re-
mained neutral .This result shows that most of the employees disagree that the bank‟s
training location was not convenient. They were asked whether the training is organized
on the appropriate time (day), majority of respondents disagree with 62.96%, 4.81%
agree .while 7.41% remains neutral. Based on the result most of the employees are disa-

33
gree that the training was organized on the appropriate time (day). Besides the employee
asked whether the training objective is measurable or not, 29.63 % disagree, 35.19 %
neutral, 13.70 % agree, 8.52 % strongly agree and 12.96 % strongly disagree. This result
shows that most employees‟ remains neutral for the trainer adequate knowledge about the
topic. In addition, the employee was asked whether the material included relevant to the
training or not, 14.44 % strongly disagree, 8.52 % neutral, 21.85 % agree and 40.37 %
disagree. This result shows that with regard to the training design mean average show
that 2.62 which means below average therefor there is a limitation on the training design.
Table 8: Employee‟s Response on Training Delivery Method and Techniques

No. F %
HR officers announce you about the training pro-
1
grams by
Bank internet 92 34.07
Notice Board
Immediate Supervisor 178 65.93
Company newsletter
Which among the training method/s, have you partic-
2
ipated in training programs so far
On the job training method
A Job instruction 100 37
B Apprenticeship training
C orientation training 35 13
D Coaching and mentoring
E Job rotation 224 83
Off the job training method
A Audiovisual training
B Lectures 189 70
C Case studying
Source: (Survey result, 2018)
Table 8 shows the employees response regarding HR officers‟ announcement of the training
programs by using Bank internet and Immediate Supervisor. From these two methods employees
are announced by immediate supervisor, i.e. 65.93% of employees are announced by their super-
visor.

34
The employee was asked which types of the training method/s they have participated in
training programs so far. Among the training method, on the job training method were
applied and 83% responded through job rotation. In addition to on the job training meth-
od, off the job training method were applied and 70% responded that the off the job training
method were applied by lecture so it shows that most of the employees can participate both on the
job and off the job training meted.
Table 9: Employee‟s Response on Evaluation of Training

Strongly Strongly
Evaluation Agree Neutral Disagree
agree disagree

No Questions F % F % F % F % F % Total Mean

Your bank gives a
chance to reflect
25.19 17.0
1 your opinion about 45 16.67 62 22.96 68 46 49 18.15 3.03
270
the training pro-
gram.
The Bank measures
21.85 22.2
2 the changes in 60 22.22 66 24.44 59 60 25 9.26 3.28
270
trainee‟s attitude.
Your bank evalu-
ates about the train- 23.33 25.1
3 44 16.30 51 18.89 63 68 44 16.30 2.94
ing transfer to the 270

job.
The bank training
practice affects the 4.44 22.9
4 79 29.26 117 43.33 12 62 0 - 3.79
ultimate well-being 270

of the organization.
Average Mean 3.26
Source: (Survey result, 2018)

Table 9 shows the employees response regarding evaluation of training. The employee
were asked if the bank gives a chance to reflect their opinion about the training program
and 25.19% of the respondents are neutral, 22.96% agree and 16.67% strongly agree and
17% remained disagree .This result shows that most of the employees remain neutral
about the chance to reflect employees opinion about the training program. They were also

35
asked whether the Bank measures the changes in trainee‟s attitude, majority of respond-
ents agree with 24.44%, 22.2% disagree .while 21.85% remains neutral. Based on the
result most of the employees are agreed that the Bank measures the changes in trainee‟s
attitude. Besides the employee were asked whether bank evaluates about the training
transfer to the job or not and 25.1 % disagree, 23.33 % neutral, 18.89 % agree, 16.30 %
strongly agree and 16.30 % strongly disagree. This result shows that most employees‟
disagree that bank evaluates about the training transfer to the job. In addition, the em-
ployee were asked whether the bank training practice affects the ultimate well-being of
the organization or not and 22.9% disagree, 4.44 % neutral, 43.33 % agree and 29.26 %
strongly disagree.

This result shows that the employees know about the bank training practice affects the
ultimate well-being of the organization but they have doubt on the evaluation technique.

36
Table 10: Employee‟s Response on Satisfactions of Employees

Very Strongly
Satisfactions of satis- Dissatis-
satis- Neutral Dissatis-
employees fied fied
fied fied
No F % F % F % F % F % Total Mean
Supervisor‟s effort
to understand em-
1 ployee‟s worries 26 9.63 46 17.04 36 13.33 67 24.81 95 35.19 270 2.41
and insecurities
about training.
The quality of
training received
2 for your current 40 14.81 54 20.00 76 28.15 73 27.04 27 10.00 270 3.03
position at the
bank.
The training pro-
3 gram schedule ap- 14 5.19 33 12.22 70 25.93 73 27.04 80 29.63 270 2.36
plied in the bank
Supply of all nec-
4 essary training ma- 40 14.81 103 18.89 46 17.04 19 7.04 51 38.15 270 3.11
terials
Duration of train-
5 18 6.67 41 15.19 40 14.81 81 30.00 90 33.33 270 2.32
ing sessions
Over all how satis-
6 fied are you with 3 1.11 22 8.15 54 20.00 51 18.89 140 51.85 270 1.88
training
Average Mean 2.52
Source: (Survey result, 2018)
Table 10 shows the employees response regarding Satisfactions of employees. The em-
ployee were asked if the Supervisor‟s effort to understand employee‟s worries and inse-
curities about training and 35.19% of the respondents are Strongly Dissatisfied ,17.04%
satisfied and 9.63% strongly satisfied and 13.33% remained neutral .This result shows
that most of the employees strongly dissatisfied . They were also asked whether the quali-
ty of training received for their current position at the bank 28.15% of respondents neu-
tral. Besides the employee were asked training program schedule were applied in the
bank and the result shows that 29.63% strongly dissatisfied with the training program
schedule. In addition, the employee were asked whether the bank Supply all necessary
training materials or not and 31.15% satisfied with the Supply of all necessary training
materials of the bank. Besides, for the question about the banks duration of training ses-
sions and 33.33% strongly dissatisfied with the duration of training sessions.

37
The overall result shows on the mean average 2.52 that the employees totally dissatisfied
the training practice they see.
Challenges faced to conduct appropriate training program
Based on the information gathered from the interview the training department faced chal-
lenges on TNA due to lack of appropriate data from immediate managers of employees
and after conducting the training they miss to participate. Lack of enough training centers
confortable to employees the other difficulties they faced and most of the time they re-
served in advance by other organizations and they may take time until they are free.

38
 CHAPTER FIVE
FINDINGS, CONCLUSION AND RECOMMENDATION

5.1. Summary of Major Findings

Based on the data presented and analyzed in chapter four of the study, the following par-
ticular findings were observed.

 The data indicate that majority of employees are aware of the strategic plan of the
bank, but most of them are claimed that the bank has a clearly defined strategic
plan, not conduct training program timely, has not clearly designed training plan
and the training plan doesn‟t align with overall strategic plan. According to the in-
terview, the training program aligns with banks strategic plan. This implies that
there is information gap between employee and top management.

 The result regarding with the training need assessment reveals that the training
need assessment of the bank not conducted properly. The interview tells the need
assessment takes place before the training by the immediate supervisor. This re-
sult shows that there is a gap, due to lack of commitment of top managers who
does not to identify the gaps that should be filled with training.

 Even if majority of the employees are aware about training objectives, the bank is
not specifying clearly the training objective in measurable and achievable ways
with clearly defined time frame.

 Even if the training is given, the location, time, material was not appropriate or
not enough for the trainee. In addition to this few respondents remain neutral from
responding about the measurability of the training objectives.

 Employee‟s response on Training delivery method and techniques, i.e. on the job
training method and off the job training method, job rotation is first techniques
used by the bank on the job and uses lectures for off the job training method. The
bank must notify most of its employees by their immediate supervisor.

 Employee‟s response related to the evaluation of the training, most of the em-
ployees remained neutral about reflecting their opinion about the training program
while few of them are responded that the bank measures the attitude changes of

39
 the trainees and the others claimed about the evaluation of the training transfer to
the job.

 Finally the response on the satisfaction of employee are most employees are dis-
satisfied by some issues related to supervisors effort to understand employees
worries and insecurity about the training ,program schedule applied in the bank ,
duration of training sessions and supply necessary training material.

 Based on the information gathered from the interview the training department
faced challenges on TNA due to lack of appropriate data from immediate manag-
ers of employees and after conducting the training they miss to participate.

 Lack of enough training centers confortable to employees.

40
 5.2 Conclusions
The research result related to the banks strategic plan, shows that there is awareness
about the strategic plan of the banks by employee‟s side, but there is a gap on conduction
of training program timely, clear designing of training plan and the alignment of overall
strategic plan with the banks training plan. To fill these gaps the bank should conduct
training program timely and should design clear training plan by aligning its training plan
with the overall strategic plan otherwise the training objective can‟t show the ultimate
value. Besides the top managers should fill the information gap that occurred between
employee and managers.

In relation to training need assessment, formal and proper need assessment is not con-
ducted by the bank and the interview also conferred that their need assessment have a gap
so it imply that the bank will incur unnecessary costs both in terms of finance and also
decline the service quality by releasing the employee in their working hours to attend in-
appropriate training programs. Therefore the information gap between employee and
managers should be filled properly so that it leads to proper training need assessment by
using organizational, task and personal analysis.

The issues related to training objectives, majority of employees are aware about training
objectives but they have a doubt on the achievability and measurability so the training
department of the bank must clearly stet the training objective with specific time to be
achieved.

Employee‟s response on Training delivery method and techniques, i.e. on the job training
method and off the job training method, job rotation is first techniques used by the bank
on the job helped them to learn the job in practical way and also it helps to diversify their
knowledge similarly uses lectures for off the job training method. The bank notifies most
of its employees about the training by their immediate supervisor and bank internet. Fi-
nally the respondent expressed their dissatisfaction in the supervisor effort to understand
employees in security and other quality orientation, trainee selection criteria, duration of
training session and overall training practices so in order to satisfy the employees there
must be enough supply of material, an information flow from top managers to employees
must be mediate and training need must be assessed before the training takes place.

41
Generally all the gapes discussed above questioned the organizations commitment to
provide effective training program. Even though conducting training practice have its
own challenges the management must resolve and provide effective training program.

5.3 Recommendations
As a result of completing this study, the following recommendations for BOA manage-
ment consideration are made:
 The study shows that there is information gap about the training plan so top man-
agers should flow information to employees about the training plan by clearly
state the outcome.
 The bank should commit to provide organized training programs based on allocat-
ing sufficient time and budget.
 The study found that there is a limitation on training need assessment so establish
a balanced training needs assessment method with emphasis to address employ-
ees‟ skill and knowledge gap.
 The concerned organ of the bank is advised to give professional guidance for
those engaged in the preparation of need assessment and review and implement
the basic types of need assessment (task, person and organization).
 The bank should give the training at the right time in order to bring the desired
outcome. Even though the training is designed and delivered in proper way, if it
not given on time with the necessary material supply at the right location, it leads
the employees dissatisfied by the training.
 The bank should introduce additional methods of training evaluation techniques in
additions to the commonly used questionnaires and promote additional evaluation
tools such as performance appraisal report, testing employees before and after at-
tending of program and interviewing the trainees at the end of each training pro-
gram.
 In order to have an effective training practice the bank should have to conduct
each training proses properly because when one step falls the overall objective
can fall.
 Finally this study assess in BOA West Addis district only it is recommended to
further investigation in all districts to see more briefly.

42
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45
 APPENDICES
St. Mary’s University
School of Business
Master of Business Administration
Questionnaire to Be Filled By Employees at Bank of Abyssinia

Dear Respondents
The aim of this questionnaire is to gather data for research in titled “Assessment of
Training Practices and its Challenges at Bank of Abyssinia S.C”. This questionnaire
is meant to secure relevant data on various training practices. It is believed that you‟re
valuable support in responding to the questions will determine t he success of the study
and your response will be kept strictly confidential.
Best Regard!
Part one – Demographic Information of The Respondents.
1. Gender
Male  Female 

2. Age Range

Less than 30  41 -50 

31-40  Above 51 

3. Educational qualification

Master degree  College Diploma 

First degree  Certificate 

4. Years of service in Bank of Abyssinia share company

Less than 1 year  6 To 10 years 

To 5 years  More than 10 years 

46
 Part- two: Opinion Survey on Training Practice

Instructions: Please tick “” in the box that best reflects your answer to the state-
ment.
2.1 Training Practice
2.1.1 Bank‟s Strategic Plan
Strongly Agree Neutral Disagree Strongly
agree disagree
1. You are aware of BOA‟s strategic plan.

2.BOA has a clearly defined strategic plan

3. Your bank conduct training program timely.

4. BOA has a clearly designed training plan.
5. BOA‟s training plan is aligned with its
overall strategic plan.

2.1.2 Training Need Assessment (TNA)

Strongly Agree Neutral Disagree Strongly
agree disagree
1. The Bank collects need assessment in-
formation from different sources.
2. The bank design specific questionnaire
for each training field.
3. Employees personal development plans
are assessed during training need assess-
ment.
4. Training needs are assessed during training
need assessment of employees based on
desire and special talents (current and
dormant).

47
 2.1.3 Training Objectives
Strongly Agree Neutral Disagree Strongly
agree disagree
1. You are aware of the training objective.

2. Your organization clearly specifies the train-

ing objective
3. Your organization training objective is
measurable.
4. The training objective in your organization
is achievable.
5. The organization has a clearly defined time
frame for training.

2.1.3 Training Design

Strongly Agree Neutral Disagree Strongly
agree disagree
1. The location of the training was con-
venient
2. The training is organized on the appro-
priate time (day).
3. The trainer has adequate knowledge
about the topic.

4. The materials included were relevant to

the training.
5. The training is helpful to my
job.

48
 2.1.4 Training Delivery Method and Techniques

1. HR officers announce you about the training programs by

Bank internet
Notice Board
Immediate Supervisor
Company newsletter
2. Which among the training method/s, have you participated in training programs so far
On the job training method
a. Job instruction
b. Apprenticeship training
c. orientation training
d. Coaching and mentoring
e. Job rotation
Off the job training method
a. Audiovisual training
b. lecture
c. Case studying
Part Three. Evaluation and Satisfactions of Employees

3.1 Evaluation
1. HR officers announce you about the Strongly Agree Neutral Disagree Strongly
training programs by agree disagree
1. Yourorganization
Bank internet
gives a chance to reflect
 opinion
your Notice about
Boardthe training program.

2. The Bank
Immediate Supervisor
measures the changes in
 Company
trainee‟s attitude.newsletter
3. Your organization evaluates about the
2. Which among the training method/s,
training transfer to the job.
4. have you participated
The bank in training
training practice affectspro-
the ulti-
grams
mate so far of the organization.
welling
 On the job training method
a. Job instruction
b. Apprenticeship training
c. orientation training
49
d. Coaching and mentoring

 e.
Off Job rotation
the job training method
 3.2: Satisfactions of Employees
To what extent do you satisfied with the following statements that are parts of employ-
ee training processes?
Very Strongly dis
Satisfied Neutral Dissatisfied
satisfied satisfied
1. Supervisor‟s effort to understand
employee‟s worries and insecu-
rities
2 The aboutoftraining.
quality training received
for your current position at the
3. The training program schedule
bank.
applied in the bank
4. Supply of all necessary training
5. materials
Duration of training sessions

6. Over all how satisfied are you

with training

Are there any other comments about the training practices of the bank that have not
been covered and that you would like to add?

Thank You.

50
 INTERVIEW QUESTIONS
1. How it look the training process in your bank?
2. Is the training plan aligned with its overall strategic plan?
3. Does the bank allocate reasonable budget and provide the required training mate-
rials?
4. What are the basses of selecting appropriate trines?
5. What are the challenges of training program conducted at your bank?
6. What method of training is used?

51
Cronbach's Alpha for each field of the questionnaire

Number
Cronbach’s
Dimensions of
Items Alpha

Bank‟s Strategic Plan Alignment

5 0.879
Training Need Assessment (TNA) 4 0.895

Training objectives 5 0.925

Training design 5 0.796
Training evaluation 4 0.842
Employees level of satisfaction 6 0.865
Overall 29 0.867

52
Vision, Mission and Core values of BOA

Vision:

To be the bank of choice for customers employees and shareholders

Mission

To provide customer-focused financial services through competent, motivated employees

and modern technology in order to maximize value to all stakeholders

Core Values

 Putting customer first

 Committed to excellence
 Being honest and accountable
 Working together as a team

53