THE RELATIONSHIP BETWEEN TRAINING AND EMPLOYEE PERFORMANCE. A CASE OF WARID TELECOMUGANDA LIMITED.

BY OLYMPIA 10/U/-----/GPA/PS

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF BUSINESS AND DEVELOPMENT STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE BACHELORS DEGREE OF PUBLIC ADMINISTRATION OF GULU UNIVERSITY FEBRUATY 2013

CHAPTER ONE
1.0 Introduction 1.1 Back ground of the study Training is of growing importance to companies seeking to gain an advantage among competitors. There is significant debate among professionals and scholars as to the affect that training has on both employee and organizational goals. One school of thought argues that training leads to an increase in turnover while the other states that training is a tool to that can lead to higher levels of employee retention (Colarelli & Montei, 1996; Becker, 1993). Regardless of where one falls within this debate, most professionals agree that employee training is a complex human resource practice that can significantly impact a companys success. The training industry as a whole has shown significant growth through the years. Statistics indicate that investment in training is continuing to grow as more and more companies realize its importance. In 1995, $7.7 billion was spent on the wages and salaries of in-house company trainers and $2.8 billion was spent on tuition reimbursement (Frazis, Gittleman, Horrigan, Joyce, 1998). The American Society for Training and Development found that in 2004, the average annual training expenditure per employee was $955, which is an increase of $135 per employee from the previous year. The number of formal learning hours per employee also rose from 26 hours in 2003, to 32 hours in 2004 (atsd.com, 2005). As the investment in various training programs continue to rise, it becomes even more imperative for employers to understand the impact that training has on their organization. Training is designed to provide learners with the knowledge and skills needed for their present job (Fitzgerald 1992) because few people come to the job with the complete knowledge and experience necessary to perform their assigned job. Becker (1962) provides a systematic explanation of investment in human capital and associated productivity, wages, and mobility of workers. Such investment not only creates competitive advantages for an organisation (Salas & Cannon-Bowers 2001), but also provides innovations and opportunities to learn new technologies and improve employee 2

skills, knowledge and firm performance. In fact, there is an increasing awareness in organisations that the investment in training could improve organisational performance in terms of increased sales and productivity, enhanced quality and market share, reduced turnover, absence and conflict, (e.g., Huselid 1995, Martocchio & Baldwin 1997, Salas & Cannon-Bowers 2000). In contrast, training has been criticised as faddish, or too expensive (Salas & Cannon-Bowers 2000, Kraiger, McLinden & Casper 2004), and there is an increasing scepticism about the practice and theoretical underpinning of linking training with firm performance (Alliger, et al. 1997, Wright & Geroy 2001). Gay Dessler (2000) says training is the teaching of new and existing employees the basic skills they need to perform their jobs. Of late Training programs and objectives have drastically changed unlike in the past where companies emphasized production trainingtechnical skills, today companies need to train employees to realize corporate organizational goals and objectives. Employee performance on the other is seen by Brumbach (1988) as both behaviors and results that are essential for companys success in both short and long run. As a behavior it starts from within the performer and transforms performance from abstraction to action, this then relates to their outcomes basing on their own right on the products/ services that translate to strengthening their mental and physical efforts on the tasks ahead of them that can be justified by results.

1.2 Statement of the problem Employee performance may be related to numerous factors within the workplace, such as overall job satisfaction, knowledge, and management. But there is a definite relationship between training and performance, as training programs can address numerous problems that relate to poor performance. It is against this issue that the researcher wants to find out the relationship between training and performance of employees at Warid Telecom (U). 1.3 Purpose of the study The major purpose of the study is to find out the relationship between training and employees performance. A case of Warid Telecom (U).

1.4 Objective of the study The precise objectives of the study include:i. ii. iii. To review the emergence and attributes of the relationship between training and employee performance. To develop and propose a theoretical framework to fulfill requirement for analyzing training and employee performance issues. To analyze the relationship in both the theory and practice of the management of organizations in order to understand why it has been readily supported as well as criticized by so many researchers and organizations.

1.5 Research questions i. ii. iii. What are the emergences and attributes of the relationship between training and employee performance? Which theoretical framework can fulfill the requirement for analyzing training and employee performance issues? What in particular allows for the readily support and criticism of the theory and practice of management of organizations?

1.6.0 Scope of the study 1.6.1 Subject scope The study will cover training as an independent variable and employee performance as dependent variable with specific reference to Warid Telecom (U), the researcher will focus on the details of employee performance of Warid Telecom (U).

1.6.2 Geographical scope This study will be limited to Warid Telecom (U). Warid Telecom is an Abu Dhabi based mobile communication company which provides communication services in Bangladesh, Congo, Pakistan and Uganda. Warid Telecom (U) commercially launched operations on February 7th 2008 and is the first telecommunications company in the history of Uganda

to simultaneously launch in a number of towns and districts countrywide as of day one. Its main office in Uganda is located on Kampala Plot 366, Block 232, Kireka, Jinja Highway (+256 702 880 011). It is expected that Warid telecom launches in the Ivory Coast and Georgia soon. It is led by His Highness Sheikh Nahayan Mabarak Al Nahayan. He is the Federal Minister for Education of the United Arab Emirates. Also he is the Chairman of Warid Telecom Wateen Telecom United Bank Limited. Warid telecom defines its goals aiming at customer satisfaction with excellence its field of operation by efforts coming in the form of team work. The visionary leadership of the company has given Warid Telecom this opportunity to serve the people with services of high quality. Throughout the hierarchy of Warid Telecom it is expected from each employee to put in dedicated effort in the form of team and as an individual too to help the organization achieve its goals. The organization, Warid Telecom does not distinguish its employees based on caste, creed, color, sex or religion. Line Managers' duty keeps track of all the employees coming to work. Irregularities for turning up for work can lead to expulsion from the organization to disciplinary actions. The company property to be used for personal purposes is highly prohibited. The company demands from each of its employees to keep all the policies and negotiations strictly confidential, breaking these rules can lead to severe punishments down to criminal action.

1.7 Significance of the study The researcher hopes that this study would be useful to Warid Telecom (U), similar organizations and other stake holders by providing an insight on how to improve employee performance by adopting the general and specific training and in designing policies to be used to improve on their sales performance. The researcher also hopes that this study would form a basis for further studies to ascertain the relationship between training and employee performance.

CHAPTER TWO
2.0 Literature review 2.1 Introduction This chapter shows a review of literature presented by many scholars and researchers in relation to training and employee performance. 2.2.0 General and Specific Training The importance of general and specific training is recognized by everyone. Chapman (1993) has pointed out that a major development in the theory of training is the distinction between training relevant to a wide variety of tasks and training which is more specific to the job and firm--general training and specific training. General training raises a worker's future productivity not only in the firm providing it, but also in other firms in the labour market. Becker (1962) argued that workers rather than firms should pay the cost of general training because the employers would not be able to capture any future return on their investment. Therefore, general training may be arranged in a formal education group because it is valuable to a wide range of employers and can be obtained in other ways than training in the firms. The firm should only pay for the firm specific component of training which does not help the worker receive higher wages elsewhere. In contrast, specific training raises the worker's productivity only in the firm providing it either because they have special methods or because they use equipment with which workers must become familiar. The returns on specific training might be lost when the relationship between employer and worker dissolves. Thus, specific training is clearly 6

associated with turnover. When employers expect workers to be with the firm for a long time, they will offer training for workers since there is a longer period in which the firm can receive returns from their investment. Bishop (1991) has questioned Becker's human capital theory whereby the worker pays the full costs of and receives all the benefits of general training that is useful at another firm. His research shows that there are some reasons for the employer to share the costs of general training with the worker. The most important reason why firms share general training costs is government regulation. Workers can pay for general training by receiving reduced wages during the training period. However, wage reduction during the general training would probably be forbidden by wage and hours regulations because of minimum wage constraints. When undergoing technological change and pressured by competitors a firm must decide whether to provide general training under minimum wage constraints and predetermined wage structure. Besides the existence of a liquidity constraint, employers may voluntarily pay for general training because of the unwillingness of most workers to pay large amounts of general training. Therefore, firms will offer an optimal to induce workers to undertake general training by sharing the costs of training.

Firm training depends on job characteristics, firm characteristics and worker characteristics. Black and Lynch (1996) summarised the differences between workers who receive formal training and those who do not. Workers are more likely to receive training if their jobs have the following characteristics: high value added jobs where the individual has great responsibility, cognitively complex jobs (e.g., professional, technical and managerial jobs), sales jobs for complicated, changing and customised products, use expensive machinery on their job, regular, non temporary jobs, full time jobs, and jobs where the skills learned are not useful at many other firms in the community. Holding other worker characteristics constant, the likelihood and the amount of formal training in a given year for workers depend on the characteristics of the jobs they hold, the firms for whom they work, as well as the characteristics of the workers themselves. Therefore, firms usually analyse the training needs to determine where training is needed and who needs to be trained.

Gay Dessler (2000) defines training as the teaching of new and existing employees the basic skills they need to perform their jobs. Training program and their objectives have recently experienced a drastic change, unlike in the past where companies emphasized production training-technical skills. Armstrong (2004) defines training as the systematic development of knowledge, skills and attitudes required by individuals to perform a given task or job well. He puts that training is for lower management where as development is for higher levels. According to Kenny and Reid (1986), training was defined as the enhancement and reinforcement of skills with the aim of transferring these skills to tasks. Precisely training is a planned process to impart knowledge and modify attitudes, skills through learning experience so as to improve performance in a range of activities just like Stoner et al (1987) stated that training helps management in establishing how best they can assign responsibilities, cover loop-holes created by poor performance and to project how individuals can satisfy the current and future man power needs of an organization. Development relates to growth of persons ability through continuous administering of learning programs by way of scheduling activities. Namaynaja Jane (2002) argued that skills development has been identified and recommended by various studies as a good promotion program for the operators of small scale enterprises to enhance efficiency that relates to high level of employee performance. Training equips employee confidence and strength to do tasks and jobs assigned to them with vigor and it is an instrument for economic development Steed (2001), the rationale for intervention in training for enterprises is to upgrade skills and productivity in existing enterprises that have embraced and implemented training procedures well.

The International Labour Organization-ILO (1989) observes that the objectives of any training program may be several but the core objectives include:1. Increasing opportunities in acquiring occupational knowledge, 2. Acquiring skills and competence by employees in various sectors of the organization, 3. Enhancing managerial efficiency through training them with modern management disciplines. Determinants of Effective Training Effectiveness of training is grossly determined by the selection procedure of participants, its adequacy, individuals perception towards training, the relevancy of the training to the individual trainees, work enjoyment and environment, degree of transferability of the jobs, course design and the teaching methods being used. The major reason for training is to enhance new knowledge to the trainees, change attitudes and behaviors, develop new skills or enhance the existing skills. Balunywa Wasswa (1997), Wamala (1996) put that for the exercise to be effective it must not only be relevant but the trainees must as well be relevant for the training going to be administered. This means that those who are going to be trained should be selected based on their ability and projected relevancies that are suppose to achieve and how they can actually achieve what is going to be administered for example low level managers might have different design from top level management training. This has to be ascertained first so that the quality of the training can be rated and predicted which in turn can help a firm to devise means of appraisals basing on the knowledge acquired from the training administered to the trainees. Relevancy of the training Branley (1991), and Wamala (1990) state that the relevancy of training is viewed as an important aspect to be considered. It must be important to the organization and individual employees being trained. A trainee must be assessed and any loophole has to be ascertained in advance and then the training can then be geared towards changing the

employees behaviors, acquiring new knowledge and skills, adapt to changing technology among others Agiris (1991). These identifications come from Performance Appraisal or Training Need Analysis (TNA) Kenney (1986), Gary Dessler (2000). Selection procedure being used Lippit et al (1983), selecting trainees for training has a great impact on the effectiveness of training and its out come in general. Training Needs are identified through performance appraisal by using Task Analysis and Performance Analysis, Gary Dessler (2000) It should however be noted that some people are selected for other reasons other than enhancing skills, Wamala (1996), Balunywa (1997). Perhaps management intends to create a spirit of team work or boost interpersonal relations. Humble (1966) puts that some organizations train employees as a reward and it takes many forms for example trainees may be sent for a trip and allowance to cater for their costs are given to them. Training environment Before training programs/ sessions commence management needs to evaluate the environment under which the exercise is going to be undertaken because it has a strong bearing on training effectiveness. Noel (1990) and Senge (1996)state that there are situations where training requires simulation of actual conditions of the surrounding for example training of sub-marines or pilots that needs practical application. They argue that theoretical training can not work well in such a situation. Senge (1996) puts that other elements in the environment are significant and affect training. He pointed out factors like physical environment and facilities, ventilation and lighting systems, ambience as well greatly contribute to the effectiveness of training program. Failure to match training environment with the training programs affects the training out come and therefore retards the effectiveness of training that would have been realized.

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Willingness of the trainees and motivation schemes Stoner et al (1996) and Kennedy (1986) pointed out that motivating employees is one of the superior and influential factors that enhance training. Trainees that can be easily motivated greatly influence the outcome of training activities, individuals goals and objectives must tally with training goals and objectives of the training. This is reflected to trainees career goals that drive them towards training needs. Purpose of training The purpose of training varies from one organization to another, however numerous scholars and researchers came out with multiple reasons for training programs as discussed below:Armstrong (2001) pointed that training is carried purposely for the following reasons; Succession planning, developing employees who can in future meet the human resource requirement, Developing skills and competences of workers and improving their performance to match with set standards, Saves for beginning a new job on appointment, transfer, promotion to become fully competent as soon as possible Colin (1994) asserted that training employees boosts employees with skills and ability to carry out a given task satisfactorily. It mainly prepares employees with the necessary know-how to perform a given task according to the set standards articulated by the management to achieve a given objective or goal for stated time span. Namaynaja Jane (2202), Ziderman et al (1993) argue that production enterprises can only compete effectively if they progress on their production to match the drastic economic and technological changes. Therefore, to have an improved productivity there must be a huge investment in both capital and work force that can ultimately adopt to the emerging skills and jobs created by economic changes. Importance of training employees

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Ssali (2004) and Bernard et al (1995) state that performance is a result of training workers because they provide the strongest linkage to the strategic goal of an organization, customer satisfaction and economic contribution that affect the corporation. Therefore, it addresses the mode in which an activity is accomplished in particular and the level of standards to which a task is carried out within the working environment. Another importance of training is the promotion of efficient and effective operation. Training helps employees to learn jobs quickly that in turn minimizes learning costs and enhances performance, once people learn they will reciprocally acquire skills that will reflected on their performance and the achievement of organizational strategic plans. Existing staffs can be helped by training to improve their performance and to keep up to date with their specialist field. It is also imperative to note that training helps to motivate employees, and enhances commitment of employees to an organization facilitating a means of attracting highly qualified and retaining the existing employees of an organization. Training programs like trips coupled with travel allowances and other related benefits in great sense help to motivate employees and it gives a spirit of commitment at the same time painting good public image to the outsiders as well. Remarkably training helps to cut down cognitive in dissonance that comes as a result of individuals who are in capable of experiencing attitude change. The concept of cognitive dissonance was presented by Schiffman (1986), Trandis (1997) provides an explanation based on the premise that we normally like our attitudes to be in harmony with each others. There is a natural tendency that people who have been trained would seek to get information, this will enhance performance if properly implemented, McVeil and Rubin (1991). Employees need to be trained so as to adapt to the current changes in the environment; in todays highly dynamic and competitive environment employees must be continuously trained, Munene (1996). Employees have to be continuously learning new skills and new employees they need to learn trained so that they can be easily incorporated in a current organization especially.

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Training can also be used as yard stick for measuring employees performance and capabilities; management can use skills achieved after training to evaluate how employees have gained new ideas to meet organizational challenges and it can be used to appraise them for promotion, demotion or transfer. Many organizations have adopted training as a means of appraising existing and new employees and see how to position them and allocate responsibilities and duties harmoniously.

2.2.1 Theoretical Models Linking Training to Employee Performance The knowledge and skills of workers acquired through training have become important in the face of the increasingly rapid changes in technology, products, and systems. Most organisations invest in training because they believe that higher performance will result (Alliger, et al. 1997, Kozlowski, et al. 2000). However, the theoretical framework for the relationship between training and firm performance has been subject to considerable debate. Devanna, Formbrun and Tichy (1984) proposed a model which emphasises the interrelatedness and coherence of human resource management (HRM) policies and performance. According to their model, training and other HRM activities aim to increase individual performance, which is believed to lead to higher firm performance. Guest (1987) developed a theoretical framework to show how HRM policies can affect human resources and organisational outcomes. The strength of Guest's model is it is a valuable analytical framework for studying the relationship between HRM policies and organisational performance, because it is expresses pathways for more careful, clear and ease of empirical testing. He saw commitment as a vital outcome, concerned with the goals linking employees with firm performance as the goal of quality is important to ensure the high quality of products and services. Therefore, training and development policy play an importance role in HRM and contribute to improved strategic integration, employee commitment, flexibility and quality. HRM outcomes can then lead to high job performance, high problem solving activity, high cost effectiveness, and low turnover, reduced absences and fewer grievances. Another theoretical framework which emphasises the interrelatedness and the coherence of HR practices, firm strategy and firm level outcomes is presented by Wright and

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McMahan (1992). They present six theoretical models from the fields of organisational theory, finance and economics. Three of them (resource based view of the firm, cybernetic systems, and behavioural perspective) consider the relationship between training and firm performance. First, is the resource based view. Firm resources include physical capital, human capital and organisational capital that enable the firm to improve its efficiency and effectiveness. Its resources determine the strength of a firm in the long term. In order for a firm's resources to provide sustained competitive advantages, however, they must have four attributes: 1) valuable, 2) rare, 3) imperfectly imitable, and 4) cannot be replaced with another resource by competing companies (Barney 1991). Therefore, human capital is a primary source of sustained competitive advantage to a firm because apart from the four listed criteria it cannot be duplicated or bought in the market by competitors. Applying the resource based view to training suggests that training can provide knowledge and skills for employees and in turn this may lead to high firm performance. Second, are the behavioural perspective models. Employee behaviour plays an important role as a mediator between strategy and firm performance (Schuler & Jackson 1987, Schuler 1989). The models do not focus on knowledge, skills or abilities of employees, but focus only on employee role behaviours because the employee's attitudes, behaviours and commitments could affect the firm performance. Thus, the employee role behaviour can be instrumental in the creation of a competitive advantage. HRM practices can be considered as an option to promote the role behaviour more efficiently and effectively, especially HR training policy.

Third, a popular theoretical model applied to HRM literature is a cybernetic model of HR systems. It is based on the general systems models and includes input from the environment (i.e., inputs of HR knowledge, skills, and abilities), throughput (HR behaviours) and output systems (productivity, sale, job satisfaction and turnover). When the model is applied to strategic HRM, Wright and Snell (1991) focus on two major responsibilities: competence management (deals with individual skills required to

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implement a given organisational strategy) and behaviour management (activities that seek to agree and coordinate attitude and behaviour of individuals for organisational strategy and goals). Therefore, training will improve knowledge, skills, abilities and the behaviour of employees. This in turn leads to positive organisational outcomes. Recently, an excellent analytical framework, which uses a multi level approach to training, has been offered by Kozlowski and Klein (2000). The multi level model bridges the gap between theoretical models of training needs assessment, design, and evaluation, and the higher levels at which training must have an impact if it is to contribute to organisational effectiveness (Kozlowski & Salas 1997). The model is focused on training transfer and is embedded in two distinct transfer types: horizontal and vertical transfer. Horizontal transfer concentrates on traditional models of training effectiveness. Kozlowski and Klein (2000) proposed 'top down contextual effects' which they described as a group and organisational factors, that can have direct and moderating effects on learning and transfer. These effects have been the source of recent theory and research addressing the influence of organisational factors on motivation to learn, transfer, and training effectiveness at the individual level of analysis. Vertical transfer examines the link between individual training outcomes and organisational outcomes. There are two distinctive forms of vertical transfer processes--composition and compilation. Composition concentrates on individual contribution at the same content, while compilation focuses on individual contribution at the different or diverse content. To summarise, first, it is obvious that similarities exist between the normative models of HRM, whether it is the United State of America (U.S.) perspective (Devanna, et al. 1984), or the British model (Guest 1987). These authors have put training on a set of HRM policies and consider training as an important and vital policy for improving knowledge, skills, attitude and motivation of employees. Second, the HR system is a complex set of policies designed to manage labour in the organisation and integrate into organisational strategy in order to create high performance for an organisation. Third, this review of theoretical models linking training to firm performance also suggests that it is explicitly recognised that no organisation can attain its goals or organisational strategy

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without labour that has the right knowledge, skills, abilities, behaviour, and attitudes. Therefore, training plays an important role in improving the quality of employees directly and effecting on firm performance through HR outcomes. Finally, organisational researchers studying training and firm performance need to consider the impact of various dimensions of employee training programmes, the type of training methods and design, the type of employees trained, and time spent by employees in training on the topic of firm performance.

2.2.2 A Framework for Analysing Training and Employee Performance Issues Kozlowski, et al. (2000) suggests an approach to organisation improvement and development based on enhancing the knowledge, skills and attitudes or abilities of the workforce. This paradigm may be accomplished through training activities. From this perspective, training is effective to the extent that it directly contributes to the strategy, objectives, or outcomes central to organisational effectiveness. Gary Dessler (2000) puts that training is a process and as a process it follows the some sort of a succession that include; 1. Training Need Analysis, 2. Instructional Design, 3. Validation, 4. Implementation of the training program, 5. Evaluation and 6. Follow-up Kenny and Reid (1986) on the other hand provide a conceptual model that clearly illustrates a planned training process.

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THEORETICAL FRAME WORK

Identify Training needs

Evaluating the Training Implemented

Setting The Objectives

Implementing the Training

Determining Training Strategy

Design and plan the training

Source:

The planned Training Process Model, Kenny and Reid (1989), pg 14.

The training process illustrated in the above model can be explained in depth as seen below:The Training Need Analysis (TNA)

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The Training Need Analysis aims at identifying specific performance skills required, to analyze the skills and needs of the prospective trainees, and develop specific measurable knowledge and performance objectives. This is the immediate step in training process because it determines if training is actually required, TNA can be done through carrying out Task Analysis or Performance analysis. Task Analysis (TA) asses the training needs of new employees, it gives in depth study of a job to identify skills required so that an appropriate training scheme can be instituted. This is done through using Task Analysis Record Form (TARF). More often it is used for analyzing lower- echelon workers, to hire inexperienced personnel and train them to develop the required skills necessary to boost performance. Performance Analysis (PA); this is administered to analyze training needs of current employees to verify whether there is performance deficiency and it should be rectified through training or other avenues like transferring the employees to reduce performance problem. Setting Training Objectives (STO) After a thorough analysis of Training Needs of an organization, standards and measurable training objectives should be set. Objectives simply specify what the trainee should be able to accomplish after a training program, they give focus for the efforts of both the trainee and the trainer. This is vital because it provides a bench mark for evaluating the success of the training program executed by an organization. Instructional Design (ID) The real content of the training program is compiled and produced. There is need to gather instructional objectives, methods, media, description of and sequence of content for example peoples exercises and other activities. They should be organized in a curriculum that supports the adult learning theory and provides a blueprint for program development.

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Emphasis should be made to ensure that materials like video scripts, leaders guide and participants workbooks are clearly written and blend into a unified training geared directly to the stated learning objectives. Validation After Instructional Design has been made; validation is the next phase set in motion as to introduce and authenticate the training before a representative audience. Final revisions are supposed to be based on pilot results to ensure program effectiveness as planned by the trainers. Implementation of the training programs This can be done by using techniques like On-the-Job Training (OJT), Off-The-Job Training (OJT) depending on what the Human Resource Department and sales managers have agreed and accepted to use. This is always complimented with Train-The-Trainer workshop that focuses on presentation knowledge and skills in addition to training content. Evaluation and follow-up At this stage, the success of training program can be assessed by looking at the following variables: Reaction learners immediate reaction to training documents. Results-this determines the level of improvement in job performance and asses necessary maintenance. Behaviors-supervisors reaction into learners is noted following the completion of training. This is one way of measuring the degree to which learners apply new skills and knowledge to their jobs. When implementing training programs, there is great need to ascertain that it conforms to legal regulations. Under the employment legislation International Labour Organization (1989), several aspects of training programs must be assessed with a focus towards its impact equality especially women and other minorities, techniques used to for

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identifying training needs should be fair to all parties, personnel records, management requests, observations, tests of job knowledge among other issues. Employee performance Hessey J and Hussey R. (1997) regard performances as the conditions that exist when the projected results have been achieved by work force. Always management put in place both qualitative and quantitative standards of measuring performance to ascertain whether their goals are being met or there is any deviation and way forward. Namayanja Jane (2002), Ziderman et al (1993) assert that production enterprises must improve production if they are to effectively compete in this versatile business environment. Organizations need to boost their investment on human resource that are in position to acquire and implement new and the existing skills that suite organizational strategic goals. Brumbach (1988), performance is seen as both behaviors and results. Behaviors start from within the performer and transforms performance from abstraction to action, this then relates to their outcomes basing on their own right on the products/ services that relate to strengthening their mental and physical efforts on the tasks ahead of them that can be justified by results. Bernadine et al (1995), Ssali Isaac (2004) assert that employee performance is directly linked to hard work and innovations that have remarkable coordination to the achievement or an organizations well. Hinks (1999) pointed out that in most cases performances do not tally with what an organization had speculated. This makes achieving a given business objective a problem however, to sort this out Kaplan and Norton (1992) came up with how to assess performance with what came to be called the Balanced Score Card (BSC) that looks at corporate goals therefore it is significant for management to ensure that all activities relating to employees performance is handled

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other variables that were not integrated in performance indicators and are not financial aspect like customer royalty, quality services that are paramount for an organizational success. However, it should be noted that an organization in a bid to improve performance they get mixed up with problems of conceptual clarity and these include:1. Determining how a firm can define what is performance in a specific term since more often it is used to describe everything from efficiency and effectiveness to improvement, Stacnnack (1996). 2. Another problem comes from measurement, performance as been described as a general term used to gauge a cross section of activities and measurements, Pandy for instance (2000) measures performance in financial dimension and looks at multiple measurements like Ratios, liquidity ratios, acid tests, profitability ratios among others. Pandy (2000) states that there is need for performance evaluation that covers the entire organization and the link between training and performance is positive when properly analyzed. The assessment should be in terms of out-put, productivity and others depending on what an organization is engaged in. This helps management to appraise work force and develop training needs that can help improve performance in case of poor performance. Kempton (1995) argues that performance is vital for evaluation exercise and this helps in generating feed back that in the long run helps in decision making. Determinants of employee performance Churchill et al (1985) segmented performance into six different categories; 1. Skills; these are composed of listening, presentation, persuasion ability of the work force in their respective areas of operations. These mainly helps so much

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when sales people for instance go out and approach the prospects, impression created by these has a lasting impact in the minds of the prospects. 2. Aptitude; this can be inherent or employees can actually acquire them through training programs instituted by an organization, reading journals or learning more about an organization they are working for. They consist of ability, empathy that correlates to general employee performance of an organization at large. 3. Motivation; workforce can be motivated by increasing their salaries, sending them for training trips backed by allowances, holidays and other benefits like offices vehicles given for their filed duties among others. These factors are linked to employee performance in both short and long-run respectively. 4. Another factor is role perception; performance is determined as well by employees perceptions and understandings of their roles in relation to tasks allocated to them. This gives them confidence and urge to act independently to realize significant out come. 5. Personal variables; for quite some time this has been suggested and measured basing on their effects on the over all employees performance and studies show a strong and consistent relationship. 6. Organizational and environmental factors also have significant bearing on employees performance for instance the management style and system in place. In situations where management are so autocratic employees always work under pressure and they become less motivated unlike in situations where management gives them power to make decisions as regards their activities. Aspects of performance

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There are notably few factors that impact on performance and management need to clearly note and measure them to see whether it is being achieved without other hidden costs:1. Expense control; there is great need to manage expenses and these call for coding them down for making an evaluation on how they affect the general revenue realized. 2. The number and order size especially for sales people; order inventory has to be ascertained and customers inventory maintained in data base to ease order processing, this can be done by categorizing them in terms of quality that is small, medium or large and the frequency with which these orders are always made say daily, after every forth night or monthly. 3. Time and territory management is yet another aspect to evaluate incase of sale people; it is imperatively important for management to appraise performance basing on the time each sales person spends in closing a deal and the nature of the territories they are working in. 4. Call rates; orders to call, hours worked; approaches to calling schedules mainly with younger sales team. Performance dimensions on these activities are significant measures of motivation and performance 5. Customer satisfaction and relationship building; this is precisely one of the most important factors to consider when looking at employee performance. When customers are certainly not satisfied with a given product they would not make more orders and they may at times spread bad news about the company and its products.

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CHAPTER THREE
3.0 Methodology 3.1 Introduction: This chapter looks at how data will be gathered, findings and how conclusions of the research were made. It provides a description of the population, research design and techniques used to gather data, process and analyze.

3.2 Research Design A descriptive research design is used to find out the relationship between training and employee performance with specific reference to Warid Telecom (U). 3.3.0 Sampling Design 3.3.1 The study population The study will be limited to the employees of Warid Telecom (U) in Human Resource, Public Relations, Accounts/ Finance, Sales/marketing and ICT Departments. 3.3.2 Sample size A sample size of 35 respondents will be studied composed of 13 personals from Information and Communication Technology (ICT), (03) from the Human Resource (HR), 13 from sales/ marketing departments, 4 from Public Relations (PR),and 05 from Accounts/ Finance departments. Table2: Showing expected Respondents S. Number Departments Sample size 24

1 2 3 4 6

Sales/Marketing ICT HRM Accounts/Finance Public Relations

13 10 03 05 04

3.3.3 Sampling Method The respondents will be grouped in clusters in relation to their respective departments and then simple random sampling method will be used because the researcher will choose only those with relevant information needed for the purpose of this study.

3.4.0 Data collection 3.4.1 Sources of data Primary data that will be gathered from the field by use of questionnaire while secondary data by use of statistical reviews, reports from Warid Telecom (U), journals, books and some information from the internet. 3.4.2 Instruments for data collection Data will be gathered for the purpose of this study using the technique below 3.4.2.1 Questionnaires Questionnaires will be designed by the researcher and administered to the sampled population, questions will be formulated basing on both structured and unstructured formats to suite the study and later presented to respondents subsequent to approval by the supervisor. 3.4.3 Study procedures The researcher will get an introductory letter from Gulu University that introduces her to the sample respondents of Warid Telecom (U). This will give her authentication to carry out research work. 3.5 Data processing, analysis and presentation

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Both quantitative and qualitative analytical research methods shall be used and data will be presented in tables showing frequencies, percentages and correlation analysis to gauge the strength of the relationship between training and employees performance of Warid Telecom (U). 3.6 Expected limitations to the study In the course of carrying out this study, the following problems are expected to be encountered by the researcher:i. ii. iii. iv. Limited access to some data due to confidentiality Time required for presenting this work was very short Delay because more often the employees are busy and engaged in their routine activities giving little time for this study Financial problems is most likely to be faced because of small but numerous activities involved in the study like; transport, typing and printing, photocopying among other things.

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References
1. Kotler, P. & Armstrong, G. (2001). Principles of Marketing, Prentice Hall International Inc, London. 2. Michael Armstrong, (1999), Hand Book of Human Resource Management Practice, City of UK, published by Kogan Page Limited, 120 Pentonville. RoadLondon, 7th Edition.\ 3. David Ripley, PhD, SPHR (1999), a paper on Improving employees performance, and Reviewed, presented in July 2002. 4. Henewe/ Schwab/ Foissum; (2000), Personnel/Human resource management, 4th Ed, UBS Publishers. 5. John Storey; (1991), New Perspectives on Human Resource Management, International Thomson Publishing. 6. Pearn M. & Kandola R. ;( 1993) Job Analysis, A managers Guide Institute of Personnel Management, McGraw-Hill. 7. Gaedeke, R.M. Tootelain (1983) Marketing Principles and Applications, West Publishing Company, Minnesota. 8. Lawson, R.M. (1969) Marketing Constraints in Traditional Societies British Journal of Marketing. 9. Business Week, (May 4 1981) Caterpillar-Sticking to Basics to stay Competitive. 10. Colarelli, S. M., & Montei, M. S. 1996. Some contextual influences on training
utilization. The Journal of Applied Behavioral Science, 32(3): 306-322.

11. Frazis, H., Gittleman, M., Horrigan, M., & Joyce, M. 1998. Results from the 1995 Survey
of Employer Provided Training. Monthly Labor Review, 121(6): 3-13. 12. waridtel.co.ug

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13.

Gulu University
Faculty of Business and Development Studies Questionnaire on training and employee performance Dear respondents, I am a student of Gulu University perusing Bachelor of Public Administration carrying out a study on training and employee performance. The information provided will be strictly for academic purposes and treated confidentially, I humbly request for your support by filling in the questionnaire provided. Section A: Personal Information Name (Optional). Age 18-25 26-35 36 and above Marital status Single Married

For how long have you worked in this organisation? 0-2 years 3-5 years 6 and above

Which department do you belong? Sales/Marketing Accounts/ Finance Public Relations What is your qualification? Certificate (s) Diploma (S) Information and Communication Technology Human Resource

Degree (s)

Master (s)

Other (s)

Section B: Training
Since you joined Warid TelecomUganda Limited have you ever been trained? Yes No

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The following are the major techniques of training organisation administers Method Strongly Agree Disagree Uncertain Strongly Agree Agree Coaching Job rotation Planned work activities Seminars Sponsoring employees for studies Was the training period your organisation allocated optimal to cover everything the company intended to deliver them to employees? Yes No

Section C: Employee performance

What is the general level of employee performance in your organisation? Excellent Very Good Good Poor

In your organisation, employee performance is believed to be poor due to the following reasons. Do you agree? Factors Strongly Agree Agree Disagree Uncertain Strongly Disagree High employee absenteeism High labour turnover Late reporting on duty Employees signing off duty early Employees work in other companies

The following factors are believed that if implemented well can improve performance, do you agree? Factors Strongly Agree Agree Disagree Uncertain Strongly Disagree Increasing pays 29

Training Punishment Promotion Improving managements styles

Section C: Relationship between training and employee performance

in your opinion, do agree that training is an important aspect for the entire organisation? Strongly Agree Agree Disagree Uncertain Disagree Studies that employees performance is strongly dependant on training, do you agree? Strongly Agree Agree Disagree Uncertain Disagree

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