Browsing by Author "Tessera, Adane (PhD)"

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    The Practice and Problems of Training Programs under Public Sector Capacity Building Program in Hareri Regional State
    (Addis Ababa University, 2009-03) Abdela, Juber; Tessera, Adane (PhD)
    The main purpose of this study was to undertake aformative evaluation of the training programs under Public Sector Capacity Building Program, which have been offered by respective governmental organizations in Hareri Regional State of Ethiopia since 2005. As well, to identifY the strengths and weaknesses portraying these training programs and finally to conclude by presenting feasible recommendations. Accordingly, descriptive survey study method was employed; the study condllcted in four public sector organizations that were selected using stratified sampling techl 1iqlle, and proportional random sampling technique was used in identifying the st udy grollp within the public sectors. On this basis, I2 organization officials, I I 6 trainees and 9 trainers were the subjects of this study. Interview, questionnaire, and document analysis were used to collect the necessary information. Results obtained were analyzed via percentage, average lIIean rank and Kruskal Wallis test (a non parametric alternative to oneway ANOVA). The results of this study reveal that although the majority of training programs offered to employees of respected organizations were imposed by higher authorities, they were essential and powerjiti areas in escalating the public sectors and thereby contribute to the process of alleviating poverty and sustaining development; and respondents' perception on the majority of cases of training programs was similar. Yet, the training programs were dominated by short term type trainings, insufficiency of training needs analysis, improper selling of training objectives, mismatching the organizational training needs and the training objectives with that of the identified and presented training contents, not applying the various training methods in afair and balanced manner, deficiency in a typical characteristics and roles of trainers, lacking fairminded and pursuing appropriate procedures for the selection of employees to the training programs, and most ill/portanlly not paying allention to the practice of evaluation were observed. To address these issues; it is recommended that training needs analysis should be . practiced regularly using the powerjiti and systematic approaches in assessing prominent in/orll1(1tion abo lit employees' job (lnd organization peljormance. Moreover, general and specific objectives fiJI' each collrse should be formulated clearly and properly indicating what lruinees IFill be ahfe to accolllplish when the training program is over with displaying them in a /llI/l/ner I\lhich evel), lrainee aware o/"lhell1. Also, involving swkeholders ha.\· to he undertaken on idenrifjJing training cOl1lel1ls Ihal hold detailed statement oj' what a trainee need to learn. Besides, lIsing variolls training lIIethods have to take consideration to enable trainees participate actively and to lIIake thelll expose to various situation. Designing clear and objective selection criteria II1l1st be forlllulated for both trainees and trainers. Above all, evaluation has to be practiced all the way through the training programs using various assessment techniques and undergo all levels of evaluation depending on the degree of importance. Along with developing proper procedures and training instruction guidelines with recording essential training events as objective and type of training, place, venue and duration of the training, complete listing of trainers and participants, and expccted outcome/impact of the training program should also be part of the program.
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    Practices and Problems of Training and Development Programs Provided for Line and Staff Workers in Education Sector of Ilu Aba Bora Zone
    (Addis Ababa University, 2009-06) Tafesse, Mebratu; Tessera, Adane (PhD)
    The major purpose of this study was to assess the practice and problems of training and development programs provided for line and staff workers in education sector of flu Aba Bora zone over the last three years from 1998-2001 E. C. Descriptive survey method was employed to conduct the research. Questionnaires, interviews and document analysis were used as data gathering tools. Probability and non probability sapling methods were used to select sample respondents, woreda education offices and zone education desk. Out of 22 (fwenty two) woreda education offices ten (10) of them were randomly selected and zone Education Desk was purposely included as a sample of the study. All available 130 (64 line and 66 staff) employees were involved in the study from ten (J 0) woreda education ojfices and zone education desk. The data were analyzed using percentage, mean and t-test. The findings of the study revealed that woredas education offices and the zone education desk found to have no formally set staj/training and development policy and there was no practice of conducting training and development needs analysis. Besides, training and development objectives were not achieved as per the plan and lack of awareness, adequate budget, training facilities and trained man power were the major constraints to design and implement effective and efficient training and development programs. Moreover, on-the-job and oj/-the-job training and development methods were not exhaustively used and there was no system of evaluating training and development programs in the organizations. From the findings of the study it can be concluded that appropriate training and development programs were not designed and implemented in the zone that can improve the knowledge, skill and attitude of employees and the overall performance of the organization. Based on the findings, the following recommendations were forwarded. Oromia education bureau should develop regional training and development policy and provide technical assistance to zone and woreda education offices in developing and implementing their own organizational training and development policies. Needs analysis is the base for effective and efficient design and implementation of training and development programs and helps to identify the gap actual exists. Therefore, organizations should cooperate with public college (Metu TTC) and private colleges and/ or organize committee that comprises representatives that have the knowledge, skill and commitment from different process owners of their organization to conduct comprehensive training and development needs analysis. More over, all employees in the office should be aware of the benefits and cost effective nature of on-the-job methods through series of work shops/seminars so that both employees and the organization can benefit from applying these methods complimentary to off-the- job training and development methods. Mechanisms such as using standardized format and other strategies should be set to evaluate the outcomes of training and development programs. Finally, the education offices should include training and development programs in its annual budget plan and a/locate adequate budget andlor develop convincing training and development proposal and submit to non governmental organizations like Men shin for men shin, World vision to obtainfundfor designing and implementing training and development programs.