THE ROLE OF TRAINING ON EMPLOYEES PERFORMANCE IN

COMMERCIAL BANK OF ETHIOPIA (A CASE OF YIRGALEM BRANCH)

A SENIOR ESSAY SUBMITTED TO THE DEPARTMENT OF

MANAGEMENT IN PARTIAL FULFILLMENT FOR THE
REQUIREMENTS TO OBTAIN BACHELOR OF ARTS DEGREE IN
MANAGEMENT

BYBAYUSH DEREJE

ID NO 0029/09

ADVISOR: HABTAMU M.

HAWASSA UNIVERSTY
AWADA BUSINESS AND ECONOMICS COLLAGE
DEPARTMENT OF MANAGEMENT

Yirgalem Ethiopia
January 17, 2018
 ACKNOWLEDGMENTS
First of all, I would like thank my GOD for giving me strength and capacity from beginning up
to the preparation this research paper. Next I would like to express my deepest gratitude for my
advisor Habtamu M. for his constructive comment and professional guidance starting from the
beginning to the end of this research paper.

Finally, I would like to express my special thanks to my family for their financial support and
valuable moral from the beginning until now.
 ABSTRACT

The objective of this study to examine the role of training on employee’s performance in a case
of commercial bank of Ethiopia, Yirgalem branch. All the necessary data have been gathered
from primarily and secondary data type. The primary data was collected from employees and
managers of the organization. The secondary data was collected from journals, prior researches,
magazines and books. A sample of 30 employees hand taken in the bank. .From those sampled
employees, 30 closed and open-ended questionnaires were distributed but 22 questionnaires have
been collected. The primary data also collected interview from bank manager, whereas
questionnaires from bank employees. Here the researcher used descriptive, analysis with the help
of tabular to analysis the necessary data that was collected from questionnaire.
 Table contents

CONTENTS NO

ACKNOWLEDGMENTS…………………………………………………………………………………………….…..….

ABSTRACT……………………………………………………………………………………………………………………...

CHAPTER ONE: INTRODUCTION……………………………………………………………………………1

1.1. Background of the study………………………………………………………………………………………….1

1.2 Statement of the problem…………………………………………………………………………………………..2

1.3 Research Questions……………………………………………………………………………………………………2

1.4 Objective of the study………………………………………………………………………………………………..2

1.4.1. General objective…………………………………………………………………………………………….……2

1.4.2 Specific objective of the study……………………………………………………………………………….3

1.5 Significance of the study………………………………………………………………………………………………3

1.6 Scope of the study………………………………………………………………………………………………………..3

1.7 Limitation of the study………………………………………………………………………………………………….3

1.8 Organization of the paper………………………………………………………………………………………………4

CHAPTER TWO: REVIEW OF RELATED LITERATURE......................................................................5

2.1. Introduction……………………………………………………………………………………………………………..….5

2.2. Typical reason for employees training………………………………………………………………………….6

2.3. Defining employee performance………………………………………………………………………………….……6

2.4. Role of training......................................................................................................................... 7

2.5. Importance of training..............................................................................................................7

2.6. Training method........................................................................................................................7

2.6.1. On the job training methods...............................................................................................7

2.6.1.1. Job rotation ………………………………………………………………………………………………………...8

2.6.1.2. Coaching ……………………………………………………………………………………………………………….8
2.6.2. Off the job training method………………………………………………………………………………………….8
2.6.2.1. Simulation………………………………………………………………………………………………………….8
2.6.2.2. Formal Course ……………………………………………………………………………………………………………8
2.6.2.3. Assessment Center…..…………………………………………………………………………………………………9
2.6.2.4. Role playing and sensitive training …………………….……………………………………………………….9
2.6.2.5. Computer based training…………………………………………………………………………………………..…9
2.7 Steps of training program.......................................................................................................9
2.7.1 Factors hindering on effective training method...........................................................…..13
2.8. Functional skill …………………………………………………………………………………………………………….……14
2.9. Technical skill…………………………………………………………………………………………………………………14
2.10. Job knowledge ……………………………………………………………………………………………………………….14
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY.......................................15
3.1. Research design......................................................................................................................15

3.2 Target population of the study…………………………………………………………………………………………..15

3.3 Methods of data collection…………………………………………………………………………………………………15

3.4 Types of data collection……………………………………………………………………………………………………..15

3.5 Sampling and technique sample size…………………………………………………………………………………16

3.5.Methodof data analysis ……………………………………………………………………………………………………16

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION..................................21

4.1. Introduction........................................................................................................................................21

4.2 Demographic presentation of respondents...........................................................................................22

4.3. Content of training program in CBE Yirgalem branch.......................................................................24

4.4. Area of training program....................................................................................................................25

4.5. Selection of trainees in CBE Yirgalem branch...................................................................................26

4.6. Training program corresponds to employees job................................................................................27

4.7. Conduciveness of environment to apply the employees learned from training program...................28

4.8. Contribution of training for employee’s job knowledge.....................................................................29

4.9. Relation of employee’s ability and skill with their job.......................................................................30

4.10. Contribution of training to the work quality.....................................................................................31

4.11. Methods of training program............................................................................................................32

4.12. Methods of training program............................................................................................................33

4.14. Contribution of training for employee's performance.......................................................................35

4.15. Contribution of training to making employees loyal to their bank....................................................36

CHAPTER FIVE: SUMMERY, CONCLUSION AND RECOMMENDATION......................................37

5.1 Summery of finding.............................................................................................................................37

5.2 conclusions..........................................................................................................................................38

5.3. Recommendations..............................................................................................................................39

Reference ……………………………………………………………………………………………………………………………………………40

APPENDIX...............................................................................................................................................42
 List of tables

Table no title NO

Table 4.2.1 personal profile of respondents

Figure 4.3.1 response on content of training program

Table 4.4.1 respondents’ response on areas of training program………………………

Figure 4.5.1.response on Selection of trainees in commercial of Ethiopia Yirgalem branch
Table 4.6.1.response for training program corresponding to employee’s job
Figure 4.7.1.response conduciveness of environment

Table 4.8.1 response on contribution of training program for employees’ job knowledge29

Figure 4.9.1. Response on relation of employees’ knowledge skill and abilities with their job...30
Table 4.10.1. Response on contribution of training program to the work quality ………………31
Figure 4.11.1. Respondents response on the job methods of training program
Table 4.12.1 Respondents response on lecture methods of training program………………...…33
Figure 4.13.1. Respondents response on computer based methods of training program….…......34
Table 4.14.1 Response on contribution of training for employee's performance……………......35
Figure 4.15.1 Response on contribution of training to making employees loyal to their bank…36
 CHAPTER ONE
INTRODUCTION

1.1. Background of the study

Organizations are facing increase competition due to globalization changes in technology
political and economic environments (Evans, pucik&Bursaux, 2002) and therefore promoting
these organizations to train their employees as one of the ways to prepare them to a just the
increase above and thus enhance their performance. It is important to not ignore the prevailing
evidence on growth of knowledge in the business corporate world in the last decade. This growth
has not only been brought about by improvement in neither technology nor combination of
factors of production but increased efforts towards developments of organizational human
resources. It is therefore in every organizations responsibility to enhance the job performance of
employees and certainly implementation of training and development is one of the major steps
that most companies need to achieve this. As evident that employees are a crucial resource. It is
important to optimize the contribution of employees to the company aims and goals as a means
of sustaining effective performance. This is therefore calling for managers to ensure an adequate
supply of staff that is technically and socially competent and capable as career development in to
specialist department or management positions (Afshan, Sobia, Kamrn& N asir, 2012).

Training increase the employee performance. According to (Lftikha Ahmed &Sirajud- din,
2009), training are important activities to increase performance of employees and organizations
productivity. Employees' performance is the importance factor and the building block which
increase the performance of overall organization. Employee performance depends on many
factors like job satisfaction, knowledge and management but here is relationship between
training and performance (chrisAmisano, 2010). This shows that employee performance and
training and development are beneficial for employee to improve their performance.

Training plays significant role in achieving organizational objectives by keeping in view the
interest of employees and organization (stone J.R, Human resource, 2002).
1.2 Statement of the problem
According to Debrah and Ofori (2006), despite the increasing effect of training of organizational
employees by organizations, there is still limited literature on human resource management
issues in developing countries and increasing concerns from organizational customers towards
low quality services.

Studies of issues associated with training in less developed countries are rarely found. The
existing studies of human resources management /HRM/ focuses on creating of a gap on issues
such as the effect of training on employee’s performance (Ahrvey& Jackson, 2002).

The above problem is also true in Commercial Bank of Ethiopia Yirgalem branch. So this study
aims to assess how commercial Bank of Ethiopia in Yirgalem branch implements training on
employee performance in order to achieve its objectives by building long term and effective
training. Moreover it access capabilities that CBE in Yirgalem branch have the attitudes, the way
it implement training on employee performance and , its impact its trend in managing the
employee. So the researcher initiates to find solution for the above problems about Commercial
Bank of Ethiopia in Yirgalem branch.

1.3 Research Questions

This study will try to provide answer for the following questions.

 What is the role of training to enhance employee’s performance in CBE, Yirgalem

branch?
 What is the importance of job knowledge for employee’s performance in CBE,
Yirgalem branch?
 What is the role of technical skill in commercial bank of Ethiopia (CBE) Yirgalem
branch to employees for their performance?
1.4 Objective of the study
1.4.1 General Objective

Generally, the central objective of the present research was to assess the role of training on
employee’s performance in commercial bank of Ethiopia Yirgalem branch.

1.4.2 Specific objectives of the study

 To examine the role of training to enhance the employee’s performance in CBE,
Yirgalem branch.

 To identify the importance of job knowledge for employee’s performance in CBE,

Yirgalem branch.

 To examine the role of technical skill in commercial bank of Ethiopia (CBE) Yirgalem
branch to employees for their performance.

1.5 Significance of the study

To researchers: researchers get the knowledge about the study and experience for conducting other
research.

To organization: It has been practical significance for commercial bank of Ethiopia in Yirgalem
branch and the bank overcome problems of the role of training.

It helped to determine the methods of training given by commercial bank of Ethiopia and it
helped also to assess the level of training practices of the bank.

To other researchers: To conduct effective research on training program and serves as a

stepping stone for other researchers.
1.7 Scope of the study

The researcher on the study was concentrate at the commercial bank of Ethiopia (CBE) Yirgalem
branch. The researcher study is delimited only the role training on employee’s performance in
commercial bank of Ethiopia Yirgalem branch.

1.6 Limitation of the study

Even though the researcher used her maximum effort to make the study perfect. There are some
limitations which are occurred during the study. This limitation is;

 The inability of respondents to fill the questionnaire properly.

 Lack of good communication between researcher and respondents.
 Lack of financial power and insufficient availability of time are common limitations of
this study.

1.8 Organization of the Study

This paper consists of five chapters. The first is introduction part including background of the
study, statement of the problem, objective of the study, basic research questions, significance of
the study, scope of the study and limitation of the study.

The second chapter covered literature review including definition of training and development.

The third chapter covered research design and methodology which is consist of research design,
types of data collection method, method of data collection, method of data analysis, target
population of the study and sampling technique.

The fourth, chapter covered data analysis and interpretation which would consist of results and
discussion, finally the fifth chapter covered summary of the study, conclusion and
recommendation.
 CHAPTER TWO
REVIEW OF RELATED LITRATURE

2.1. INTRODUCTION
Training is a learning process that involves the acquisition of skills: concept, rules and attitudes
to enhance the performance of employees. Generally the new employee’s manager has primary
productivity and attitude towards the job. (Johan, 2005).

Training must be directed towards accomplishment of some organization objectives, such as,
more efficient production method, improved quality of product or services and reduced operating
costs. This means on organization should commit its resource only to those training activities
that can best help in achieving its objectives (Bernardin, 2003).

Lining (2009) define training as indicator to enhance superior skills, knowledge, capabilities, and
utility of employees. That results in effective performance of workers. However he adds one
thing more that it (training) extends production of organizations. (Khan far, 2011) argued that
training is an active means of to enable individuals to make use of his or her capability and
his/her potential capability.

Development is a process of transition employee from lower level of ability, skill, and
knowledge to the higher level. This transition is influenced by education, training work,
experience and training. This will improve value of individual’s employee in terms of in self-
development career growth and contribution to organization (Raymond, 2004)

Development is abroad ongoing- faced set activities (training activities among them) aimed at
bring someone or on organization up to another should of performance, often to perform some
job or a new role in the feature Mcmamara (2008)

Training seeks to improve and development the knowledge skill attitude towards employee Apart
from benefits according to individual’s worker, many advantages of their organization (Bernard
in. 2003)
2.2. Typical reasons for employees training

Training can be initiated for variety of reasons for an employees and group of employees
performance improvement is needed part an oval professional development program as a part of
succession planning to help employees to be eligible for planned change in role within the
organization bench move the states of important, so for in performance so prevent effort to legal
of or test the operation new performance management system and so train a specific topic of
employees (NOE, 2003).

2.3. Defining Employee Performance

There is no doubt in it that employees are the building blocks of an organization. As put forward
By Hameed and Waheed (2011), the most value adding possessions (assets) available to any
firm, Business, or organization are its workforce. The performance on part of the workforce is
the driving force behind the survival of any business firm. Further, they are of the view that well
performing employees contribute to the efficiency and success of the organization. So,
performance is crucial for the organizations and making strategies to improve performance and
measuring it from time to time are a basic step that is to be taken. Without desired
performance results, it is of no use continuing to invest in processes and projects.

If we define employee performance then we may say that “the set of employee behavior, results,
and outcomes that come after completing the job tasks using certain competencies and that are
Measured through different metrics constitute employee performance.” Two types or dimensions
of performance are being given by Aguinis (2006): Tasks Dimension of Performance (includes
all those work activities that allow the completion of tasks in a job); Contextual
Dimension of Performance (includes all those behaviors that make an employee act responsibly
toward the organization).

2.4. Role of training

In the development of the organizations training plays a vital role that is improving performance
as increasing productivity and eventually putting companies in best position to face competition
And stay at the top. This means that there is a significant difference between organization that
train their employees and organizations that do not. (Benedicta&Appiah, 2010).

2.5. Importance of training

Training generates benefit for employees as well as for organization by positively influencing
performance through the development of employee knowledge, skills, abilities, competencies
and behavior (Benedicta&Appiah, 2010)

The main purpose of training is to acquire and improve knowledge, skill and attitudes towards
work related tasks. It is one of the most important potential motivations which can lead to both
short term and long term benefits for individuals and organizations (Cole 2001).

2.6. Training method

Before looking various training methods, it is important to remember that any method can be
applied and that training method can be carried out in either on the job or off the job methods or
it may be combination of both.

2.6.1. On the job training method

On the job training is the most widely used method of training more than 90% of training occurs
on the job. Employee is placed in the real work situation and shown the job and the tricks of the
trade by an experienced employee or the supervisor, (Bernardin, 2003).On the job training
method classified in to:

2.6.1.1 Job rotation

In which employee moves from job at planned interval to broaden their understanding of all parts
of the business and to test their abilities (Dessler & varkkey. 2010)

2.6.1.2 Coaching

Employees are training on the job by experienced workers or the trainer’s supervisor, it is an
important one in performance management as it is a way developing on individual skill and
knowledge so that their performance improves. It is a study centered approach to training and
Development parent that can be ongoing and carried out any time of the year and so it fits within
the performance life cycle (foot Margaret, 2005).

2.6.2. Off the job training method

The researcher suggests that the most popular method of instruction for off-the-job training is
lecture discussion, programmed instruction, and computer assisted instruction. Organization with
the biggest training programs often use off the job training. This type of training is appropriate
when complex competencies need to be mastered or when employees need to focus on specific
interpersonal competencies that might not be opponent in the normal work environment outside
work. When the consequence of error is high, it’s usually more appropriate to conduct training
off job. Most airlines passenger would readily agree that it’s performance to train pilots in flight
off the simulators rather than have they apprenticed in the cockpit of a plan. There are deferent
types off the job training (Venkateswara, 2007).

2.6.2.1 Simulation

Which present, situation that are similar pilots in its similar to actual job condition, issued for
both manager and no managers is the vestibule method, which simulates the environment isn’t
real, it is generally less hectic and longer than the actual environment. As a consequence, trainer
may have trouble adjusted from the training environment to the actual environment. The
argument using assimilated environment is compelling. It reduces the possibility of customer’s
dissatisfaction that can result from on job training, it can reduce the frustration of the trainee, and
it may save the organization, a great deal of money because fewer training accidentals occur. Not
all organization even in the industry, accepts these arguments, some banks, for example train
their tellers on the job. Whereas others train them in simulated bank environment (Raymond,
2004).

2.6.2.2 Formal course

Formal course can be directed either by the training using programmed instruction. Computer
assisted your for outside instruction.
Redding the correspondence course or by other, as in formal class room courses and lectures.
Although many training programs use the lecture method because it effectively and
simultaneously conveys large amount of information to large group of people, it does have
several draw backs. Perhaps most importantly expect for cognitive knowledge and conceptual
principle. The transfer of Learning to actual job is probably limited. Also the lecture method
does not permit individualized training based an individual difference ability, interest, and
personality (Bernardin, 2003).

2.6.2.3 Assessment center

Just as they popular in managerial selection, assessment center are in increasingly popular
simulation technique for development for developing managers. Certain aspects of the
assessment Centre, such as management games and in-basket exercises, are excellent for
training, when these are used for training purpose: however, it is essential that instructors help
participants analyses what happened. The opportunity for improvement may be drastically
reduced if the trainee is left to decide what to transfer from the games or exercise to the job
(Bernardian, 2003).

2.6.2.4 Role playing and sensitive training

Whereas simulation exercise may be useful for developing conceptual and problem solving
skills, two other types of training are used for developing human relation or processes of skills.
Role playing and sensitivity training develop managers interpersonal in lights awareness of self
and of other for changing attitudes and for practicing human relation skills, such as leading or
interviewing (John.2006).

2.6.2.5 Computer based training

In computer based training the trainee a computer base system to interactive in his/her
knowledge or skill. Computer based training most always involves presenting trainees with
computerized stimulation and the use of multimedia including video tapes to help the trainee
learn how to do the job.
2.7 Steps of training program
The following are important steps in training and development process according to
(Aswathappa, 2002).

Step 1:- establishing organization objective and structure

The first step in training process in an organization is the assessment of its objective stratagems
and assess the strength and weakness of its human resource training objective describer the
performance organization want be able to exhibit well written training objective should contain:-
Observable action measurable criteria and the condition of performance. Effective training
objective should be state what result for the organization department or individual when training
completed.

Step 2:- need assessment

The second in training is to determine that need for training actually exist. Training must be
direct toward accomplishment of organization objective such as more efficient production
method quality of producer or services or redacting operation cost.

A need assessment is a somatic analyzing of specific training activates the organization regret to
achieve its objectives. A need assessment is an objective determination of training needs that
involves conducting three primary types of analysis. These are used to determine objectives for
the training program. The three analyses consist of an organization analysis, a task analysis and
personal analysis or individual analysis. The need assessment in form action can be gathered by
the use of interviews, questioner’s observation focus groups and document review. Training need
is only resaves for training and development among this legislation lack, of basic skills poor
performance new technology customer request product his/her performance standard, new jobs
support of business starting etc.

Training is a bridge that fills the job between where an individual and where the organization
wants them to be. To identify such gaps the organization need to analyze three level of
performance which are:-
Implementing- bridge between present and designed performance measure finial exposed
performance, Improving- to enable a continues razing of standards, Innovating- doing new and
better to able change and continues out learning organization.

Organization analyses:-tries to answer the question where the training emphasis should be
placed in the organization and what factory may affect training.

Task analysis- identifies the element that make up the lake morons of the knowledge skill ability
and behaviorist that need to be emphasized in the training process.

Individual or personal analysis:- it help to identify current performance against desire

performance and the gaps in ability skills and Knowledge whether poor performance and a result
of lack of knowledge skill ability or motivation or work design problem who need training needs
and the readiness of the employee to accept trading need assessment is diagnose present problem
and future challenge to be need though training program without conducting needs assessment
may be making errors.

Benefit of Need Assessment

Trainers may be informed about that border need of the training group and their sponsoring
organization, The sponsoring organizations are able to reduce the perception job between the
participated and this/her boss about their needs and expectation from the training program,
Trainers are able to pitch there course in puts closer to the specific of the participants.

Step 3:- training objectives

Without clearly set goals it’s not possible to design a training and development program and
after it has been implemented there will be no of measuring its effectiveness.

Training objective describe the performance organization want trainees be able to exhibit well
written training objective should state what will result for the organization department or
individual when training is compacted.

Training objective can be categorized

 1. Instruction objective

Instruction only objective might include to get related to the number trainees house of training
cost per trainer and time required for trainees to gain standard level of knowledge Organization
and department objective

Organization and department objective concern the impact the training programs will have on
organization and department out comes such as absenteeism turn over safety reduced.

1. Individual performance growth objectives

If concerns the impact of training will have on beaver and altitude out comes the individual.
They may also involve the impact and personal growth of the individual participating in the
program.

If concerns the impact of training programs will have on beavers and altitude out comer the
individual. They may also absolve the impact on personal growth of the individual protecting in
the program. The advantage of establishing training objective is the process of defining training
objective helps the trainer identify critter is for evaluating training programs, training objectives
direct trains to specific issued and context to focus on. this ensures that trainers are darling
important topics that have been identified, training objectives direct trainers are addressing optics
that has been identified, training objectives guide tartness by specking what is expected of the
end of the training, specifying objective makes the training department make countable and more
linked to other human activates which may make the training program eager to sell to line
mangers.

Step4:- designing training program

During designating and development program the trainer should design attaining environment
conducting to learning. This can be done by selling up precondition of training and arranging the
environment to ensure training following this trainer should examine various training methods
and techniques to choose the combination most benefit for the accomplishment of training
objectives.
1. Pre-condition of training
Trainee must by before they are placed in any training program. To ensure these trains should
determine whether trainers are trainable. (I.e. whether trainees have the ability to train and are
motivated to train). In addition trainer should key to gain the supper or trainees and their
supervisor prior to actually implement the trading programs with re saved to train ability of the
trainees, the trainee must possess the skill and knowledge per-request to make the training and
material. To gain the support trainees for the training program the trainer must point out intrinsic
(e.g. personal growth and extrinsic (e.g. promotion) benefit of attending training. Condition
2. Condition of the training environment

After ensuring the precondition for the tracing has met, trainers should a training environment in
which learning is maximized.

To do these trainers need to decide at the best arrangement of training by addressing the
following issuer. Whole part of this trainer massed vs. space prize over learning goal setting
knowledge of results attention and pretention.

Step 5:- implementation of the training program

Programmer implemented involves action on following lines. deciding the training programs
conducting the program and monitoring the program of trainers.

Step6:- evaluation of training and development program

Evaluation helps to determine the results of the training and development program. The man
objective of evaluating the truing program is to determine if they are accomplishing specific
training objective that is correcting performance deficient training program should be evaluated
to determining their cost effectiveness.

2.7.1 Factors hindering on effective training method

Introduction in this era of intense global competition and fact changes organization all shapes
and size are more concerned to make the best use of human resource capital training has
increased its importance in today’s environment.
Where jobs are complex and change to have the best use human resource, training must be
provide to the employees measuring, the impact of training on work place, performance and its
contribution to organizational results is a matter of great concern for management in all types of
organizations. As a result of growing economic pressures business leaders are the coming more
cost conscious and they more sensitive about the Return on training investment; in the current
economic downturn. Such pressure have further increased human resource managers and training
professionals have to justify training expenses by providing some evidence about the positive
impact of training, dollars up on business results consequently the issue of measuring training
effectiveness has gained lot of importance over the last few years. During the past four decades
work place learning and development professional have done lot of work in the area of
evaluating training effectiveness.

Kirkpatrick (1976) did some pioneering work in his field and introduced the well-known level
of evaluation model which is still widely used in training industry lasted some other modification
in the existing models. The present study found out many factors which affect training
effectiveness in both ways positively and negatively it also describes the models of measuring
effectiveness explained by many researchers and thus the study will help the managers
measuring the training effectiveness in their organizations, it will also help in solving training
problems and implementing training programmers successfully. The study also high light value
of training and development in organizations' improvement and summarizes previous
investigation.

2.8 Functional Skill

Functional skills are practical skills provide an individual with essential knowledge, skills and
understanding that will enable them to operate confidently, effectively and independently in life
and work. Professional skills and abilities excellent communication skills in greeting customers,
listening and assessing requested desires, and assisting to satisfy needs. Able to confront
dissatisfied customers, settle them, and provide resolution.
2.9 Technical skill

Technical skills are the abilities and knowledge needed to perform specific tasks or specialized
tasks. Technical job skills refer to the talent and expertise a person possess to perform a certain
job or tasks. Management often needs to have technical skills in order to communicate
effectively with line workers and coordinate efforts.

2.10 Job knowledge

Job knowledge /skills measures employees demonstrated job relevant knowledge and essential
skill, such as work practices, policies, procedures resource, law, customer service, and technical
information as well as the relationship. Technically and professionally skilled in all position
responsibility and duties seeks new skills and opportunities for self-development.
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

The methodology of the study comprises research design, target population, sampling size
techniques, source of data, methods of data collection, method of data analysis and presentation.

3.1. Research design

The study used descriptive research design because it makes the study open to respondent and
enables the researcher to learn about knowledge attitude and experience of the people. The study
tries to describe basic issues related to assess the role of training on employee performance in
commercial bank of Ethiopia Yirgalem branch.

3.2 Target Population, sampling Technique and Sample Size

The target population of the study is consisting of employees and manager of commercial bank
of Ethiopia (CBE) Yirgalem Branch. There is total population of 30 in commercial bank of
Ethiopia Yirgalem branch. From which 1 manager, 20 employee, 6 security guard and 3 cleaners
are comprised in commercial bank of Ethiopia in Yirgalem branch. Since the number of
population of commercial bank of Ethiopia is only 30, the researcher used census method than
limited sample size to have numbers of respondents. The reason that the researcher used census
is to get detail information from each respondent.

3.3. Types of data collection

To achieve the objective of the study the researcher used both primary source and secondary
source. The primary source of data was obtained from employees and managers of the
organization of Commercial bank of Ethiopia Yirgalem branch by using questionnaire and the
secondary source of data was obtained from journals, prior researches, magazines and books.
3.4. Methods of data collection
Although there are different method of data collection, the researcher use
primary data collection tools such as questionnaire and interview, which are
appropriate instrument for the study to collect original data from employees
and managers of the organization of commercial bank of Ethiopia Yirgalem
branch. The questionnaire would be closed ended types of questions. The secondary data
was collected from journals, prior researches, magazines and books.

3.5. Method of Data analysis

The researcher used quantitative type of data analysis. The quantitative data is analyzing used by
descriptive statistical tools such as tabulation, frequency and percentage.
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1. Introduction
The over all of this chapter is to show the data collected and analysis, and it has respondents over
all the back ground, the objective of training, the content of training the method of training
program that is used by the bank, the performance of employees before and after taking training
program and other related question analyzed.

Questionnaires, at closed ended for the purpose of gathering information on the role of training
on employees’ performance in commercial bank of Ethiopia (CBE) Yirgalem branch.

In doing data analysis, total of 30(100%) questionnaires were distributed and collected directly
by the researcher, and 9(30%) questionnaires were not be returned.

4.2 Demographic presentation of respondents

Table 4.2.1 personal profile of respondents

No Personal profile of respondents

Alternative Frequency Percentage

1 Sex Male 16 76.2%

Female 5 23.8%

Total 21 100%

2 Age 18-25 2 9.52%

26-33 18 85.72%
 34-41 1 4.76%

42-49 0 ____

>50 0 ____

Total 21 100%

3 Educational level Diploma 1 4.76%

Degree 16 76.2%

Master 4 19.04%

PHD 0 ____

Total 21 100%

Table 4.2.1 shows gender, age, and educational level. From the total of 21, 16(76.2%) of
respondents are male the rest 5, (23.8%) of respondents are female. In addition to that the total
population of 21, 2(9.52%) of respondents are between the age level of 18-25 years, 18(85.72%)
are between the age level of 26-33 years, 1(4.76%) are between the age level of 34-41 years.
Regarding to education level,4(19.04%) of total respondents has master or 2 nd degree 16 (76.2%)
of employees are first degree 1(4.76) of employees are diploma holders of respondents.

In case of age, about 2(9.52%) respondents are found within 18-25 age level, 18(85.72%) are
between 26-33 age level, and 1(4.76%) are between the age of 34-41 age range respectively. This
indicates that most of employees of commercial bank of Ethiopia (CBE) Yirgalem branch where
found within the age range of between 26-33 age range and this show most employees where
adults and they are productive group.

In terms of educational level, 4(19.04%) respondent is master holder, 16(76.2%) respondents are
first degree and 1(4.76%) respondents are diploma respectively. This implies that most of
employees of CBE Yirgalem branch have degree and master (2 nd degree) holders and it implies
that CBE Yirgalem Branch has educated workers.
 4.3. Content of training program in CBE Yirgalem branch

Figure 4.3.1 Most content of training that is given by the bank in your organi-
zation is practical
16
14
14

12

10

6 5

2 1 1
66.67%
23.81% 4.76% 4.76%
0
Strongly agree Agree Neutral Disagree Strongly disagree

Frequency Percentage

Source: Questionnaire, 2019.

As the above Figure 4.3.1. indicated that 5(23.81%) implies that strongly agree on the point on
organization provide practical training, 14(66.67%) employees have agree on the point of
practically training program, 1(4.76%) employees have disagree by practically training program,
1(4.76%) respondents replied that they strongly disagree.

Based on the above information, commercial bank of Ethiopia Yirgalem branch does not provide
practical training program properly and this may not help an organization to improve the
employees’ performance skill, abilities and knowledge of employees.

4.4. Area of training program

Table 4.4.1 respondents’ response on areas of training program

Training program of employees is conducted within organization

No Alternative Frequency Percentage

1 Strongly agree 3 14.28%

2 Agree 16 76.2%

3 Neutral 0 ____

4 Disagree 2 9.52%
5 Strongly Disagree 0 ____

6 Total 21 100%

Source: questionnaires 2019

As table 4.4.1. Shows about 3(14.28%) of respondents are strongly agreed by the place where
training program conducted, 16(76.2%) of respondents are agreed that training program is
conducted within organization and 2(9.52%) of employees are disagree. This indicates that
mostly training program is conducted within organization and it helps the bank to minimize cost
of transportation.

4.5. Selection of trainees in CBE Yirgalem branch

Figure: 4.5.1The responsibility to select participants of train-

ing belongs to the training office

Strongly disagree
0

Disagree
0

14.28%
Neutral
3

66.67%
Agree
14

19.05%
Strongly agree
4

0 2 4 6 8 10 12 14 16

Percentage Frequency

Sources; questionnaires, 2019

figure 4.5.1.represents that about, 4(19.05%) of respondents strongly agree that responsible to
select participants of training belongs the training office, 14(66.67%) of respondents are agreed
by the responsibility of training office for participating training program and3(14.28%) of
respondents are neutral .This enables that the bank simply identify trainees who need training or
who does not need training and this implies that to select participants at training program, the
responsible person is training manager.
4.6. Training program corresponds to employees job

Table 4.6.1.response for training program corresponding to employee’s job

There is training program that is given to you by the organization

appropriate to your job.

No Alternative Frequency Percentage

1 Strongly agree 7 33.33%

2 Agree 14 66.67%

3 Neutral 0 ____

4 Disagree 0 ____

5 Strongly disagree 0 ____

6 Total 21 100%

Sources; questionnaires, 2019

Table 4.6.1 shows that respondents about, 7(33.33%) of respondents strongly agree that the
training program which is given by the bank is related to their job, 14(66.67%) of respondents
are agree that training program is most related to their job. This indicates that commercial bank
of Ethiopia Yirgalem branch provides job related training to its employees and it may help them
to perform their job effectively and efficiently.
4.7. Conduciveness of environment to apply the employees learned from

Training program

figure 4.7.1. An environment is conducive to apply your train-

ing program
16
14
14

12

10

6 5
4

2 1 1
23.81% 66.67%
4.76% 4.76%
0
Strongly agree Agree Neutral Disagree Strongly disagree

Frequency Percentage

Sources; questionnaire, 2019

According to the above figure 4.7.1 about, 5(23.8%) of respondents are strongly agree that the
environment of training program is conduciveness, 14(66.67%) of respondents are agree,
1(4.76%) of respondents are natural by the conduciveness of environment of training program
and 1(4.76%) of respondent is disagree. This indicates degree of conduciveness of environment
is suitable for employees to develop their ability and knowledge and also it may motivate them to
contribute high performance to their organization.
4.8. Contribution of training for employee’s job knowledge

Table 4.8.1 response on contribution of training program for employees’ job

knowledge
Training in your Bank improves the job knowledge of employees

No Alternative Frequency Percentage

1 Strongly agree 4 19.04%

2 Agree 17 80.96%

3 Neutral 0 ____

4 Disagree 0 _____

5 Strongly disagree 0 _____

6 Total 21 100%

According to the above table 4.8.1 Most of the responses lies in the Agree & Strongly agree
criteria i.e. of the 21 respondents 4(19.04%) strongly agree and 17(80.96%) agree that training
has increased their understanding of job responsibilities. So, from this we may conclude that the
item statement is responded positively by the respondents.
4.9. Relation of employee’s ability and skill with their job

figure 4.9.1. Your present skill, and abilities match with train-
ing that you took
16
14
14

12

10

6
4
4

2 1 1 1
66.67%
19.05% 4.76% 4.76% 4.76%
0
Strongly agree Agree Neutral Disagree Strongly disagree

Frequency Percentage

Sources: questionnaire, 2019

figure 4.9.1 indicates that, about, 4(19.05%) of respondents said strongly agree that the skill and
abilities much with training, 14(66.67%) of respondents said that agree the present skill and
abilities much with training, 1(4.76%) of respondent replied that neutral, 1(4.76%) of
respondents replied that disagree and 1(4.76%) of respondents replied that strongly disagree
present skill and abilities are not much with training. This shows, present skill and abilities of
workers is much with the training that given by the bank
4.10. Contribution of training to the work quality

4.10.1. Response on contribution of training program to the work quality

Training influences the work quality of employees

No Alternative Frequency Percentage

1 Strongly agree 5 23.81%

2 Agree 14 66.67%

3 Neutral 2 9.52%

4 Disagree 0 ____

5 Strongly disagree 0 ____

6 Total 21 100%

Sources: questionnaire, 2019

As the above table 4.10.1. Indicated that 5(23.81%) implies that strongly agree on the work
quality of employees, 14(66.67%) employees have agree on the work quality of employees,
2(9.52%) respondents replied that neutral. So, from this we may conclude that the above item
statement is responded positively influence the work quality of employees.
 4.11. Methods of training program

figure 4.11.1. The bank conduct the training program based

on its staff capacity building policy and plan
14 13

12

10

6
4
4
2
2 1 1
61.91%
19.05% 4.76% 9.52% 4.76%
0
Strongly agree Agree Neutral Disagree Strongly disagree

Frequency Percentage

Source: questionnaire, 2019

Figure 4.11.1. Represents that about,4 (19.05%) of respondents are strongly agree that training
on its staff capacity building policy and plan, 13(61.91%) of respondents are agree that training
on its staff capacity building policy and plan,1(4.76%) of respondent are neutral ,2(9.52%) of
respondents are disagree and 1(4.76%) of respondents are strongly disagree.

4.12. Methods of training program

4.12.1 Respondents response on lecture methods of training program

The bank employees lecture method for its training program

No Alternative Frequency Percentage

1 Strongly agree 4 19.05%

2 Agree 14 66.67%

3 Neutral 1 4.76%

4 Disagree 2 9.52%

5 Strongly disagree 0 ___

6 Total 21 100%
Source: questionnaire, 2019

Table 4.12.1 indicate that 4(19.05%) of respondents said strongly agree the training program is
lecture method, 14(66.67%) of employees respond agree the training program is lecture
method, 1(4.76%) respondents respond neutral and, 2(9.52%) of respondents respond disagree.
Based on the above information, commercial bank of Ethiopia Yirgalem branch use lecture
method to improve the employees’ performance skill, abilities and knowledge of employees.

4.13. Methods of training program

figure 4.13.1. The training that given by the bank en-

compasses computer based training method
14
12
12

10

6
4
4 3
2
2
19.05% 57.15%
9.52% 14.28%
0
Strongly agree Agree Neutral Disagree Strongly disagree

Frequency Percentage

Source: questionnaire, 2019

Figure 4.13.1 demonstrates that, 4(19.05%) of respondents said strongly agree the training that
given by the bank encompasses computer based training method, 12(57.15%) of employees
respond agree the training that given by the bank encompasses computer based training method,
2(9.52%) of respondents respond neutral, and 3(14.28%) of respondents respond disagree. Based
on the above information, commercial bank of Ethiopia Yirgalem branch use computer based
training method to improve the employees’ performance skill, abilities and knowledge of
employees
 4.14. Contribution of training for employee's performance

. 414.1 Response on contribution of training for employee's performance

Training program contributes for employee's performance improvement

No Alternative Frequency Percentage

1 Strongly agree 4 19.05%

2 Agree 17 80.95%

3 Neutral 0 ___

4 Disagree 0 ___

5 Strongly disagree 0 ___

6 Total 21 100%

Source: questionnaire, 2019

As indicated from the above table 4.14.1 employees, 4(19.05%) said strongly agree training
program contributes for employee’s performance, 17(80.95%) said agree training program
contributes for employee’s performance. Based on the above information, contribution of
training for employee’s performance is high.
4.15. Contribution of training to making employees loyal to their bank

figure 4.15.1. Level of relevance of training to making em-

ployees loyal to their bank and improving their performance
18
16
16
14
12
10
8
6
4
4
2 76.19% 1
19.05% 4.76%
0
Strongly agree Agree Neutral Disagree Strongly disagree

Frequency Percentage

Source: questionnaire, 2019

Most of the responses lies in the Agree, strongly agree & Neutral criteria i.e. of the 21
respondents 4(19.05%) strongly agree and 16 (76.19%) agree and 1 (4.76%) are neutral to
conclude about their increased attachment and professional obligation to the organization after
training however, we can see that most of them agreed with the item statement. So, from this we
may conclude that the above item statement is responded positively by the respondents.
 CHAPTER FIVE

SUMMERY, CONCLUSION AND RECOMMENDATION

5.1 Summery of finding

This discussion is written based on the data analysis that the respondent’s response in
commercial bank of Ethiopia Yirgalem branch.

In commercial bank of Ethiopia Yirgalem branch most of employees, 16(76.2%) are male and
the remaining 5(23.8%) of employees are female. In this bank most of employees,18 (85.72%)
are between the age level of 26-33 years with better educational status, which allow them to
work more efficiently, in CBE Yirgalem branch, conceptual training is mostly provided. As most
of the respondents 19(90.47%) response that the bank gives on the job training to its employees.
This helps the bank to minimize cost and use their time wisely related to transportation.

In CBE, regarding to selects participants of training program, as 14(66.67%) respondents

response, training office is responsible to select participants, and this may enable the bank to
identity trainee who need training and who does not need. Related to their job in the bank, most
of employees took job related training. This may help employees to improve their job
performance related with their activity and the bank can get skill full workers job or task. In
regarding to conduciveness of environment, it is suitable to apply the program.

5.2 conclusions
Now a day fast delivering quality and efficient service to stratify a customer is one of the
strategic goals in commercial bank of Ethiopia Yirgalem branch. To achieve this goal and to
satisfy the basic import of service that skilled man power is required commercial bank of
Ethiopia Yirgalem branch uses different training methods and introduces to apply vital role in
improving the overall performance of its employees. Based on the data analysis of the previous
chapter the following conclusions are listed.
Most of the time the bank use on the job training program, the important of training program
that is given by the bank for employees are promote to higher responsible, salary increment,
eliminating fear at attempting new task, recognition and for the bank, it improves the
productivity, quality service delivery and employee’s skill. The bank mostly offered team and
skill type training program in order to improve the job knowledge of employees. Generally, the
role of training on employee’s performance is positive that is high effect. When we see the effect
of job knowledge, training and technical skill on employee performance have direct relationship.

5.3. Recommendations

The researcher forwards the following recommendations for commercial bank of Ethiopia
Yirgalem branch in view of that has been conducted by the data collected and analyzed. Most of
the time, the bank offered team and skill orientated type of training, but does not give more
emphasis to other type of training program. So, it is better to give emphasis to other types of
training like cross functional. The bank mostly provides conceptual training method; this alone
may not provide sufficient skill, abilities and knowledge of employees. So, the bank should focus
on both practical and conceptual training method in order to increase employee’s performance.
Most of the time bank gives on the job training. So, it is better to provide off the job training to
its employees to gain experience from other organizations. Commercial bank of Ethiopia
Yirgalem branch as an organization should motivate employees, to increase their performance,
the bank also should advise to evaluate employees to be punctuality when they took training
program.
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 APPENDIX
HAWASSA UNIVERSITY

COLLAGE OF BUSINESS AND ECONOMICS

DEPARTMENT OF MANAGMENT

Dear respondent this questionnaire prepared to gather data for a study being conducted in
partial fulfillment of the requirement to obtain a Bachelor of Arts degree in management your
response is vital for the study and will only be used for academic purpose. so please feel free to
provide the information try to contribute for the success of the study.

Thank you for your willingness and for your time.

Directions:

 You are not supposed to write your name.

 Your response will be confidential; it will be used only for academic purpose.
 Please put “X” mark on the space

Part I:

General information about respondents

1. Gender: male female

2. Age: 18-25 26-33 34-41 42-49 >50
3. Educational level: Diploma Degree Master PHD
NO Item Response
Strongly Agree Neutral Disagree Strongly
agree Disagree
1 Most content of training that is given by the
bank in your organization is practical?

2 Training program of employees is conducted

within organization?
3 An environment is conducive to apply your
training program?

4 There is training program that is given to you

by the organization appropriate to your job?

5 Training in your bank improves the job

knowledge of employees?

6 Training influences the work quality of

employees?
7 Your Present skill and abilities match with
training that you took?

8 The responsibility to select participants of

training belongs to the training office?

9 The bank conduct the training program based

on its staff capacity building policy and plan
10 Training program contributes for employees
performance improvement?
11 Level of relevance of training to making
employees loyal to their bank and improving
their performance?
12 The bank employs lecture method for its
training program
13 The training that given by the bank
encompasses computer based training
method?