The Practices and Problems of Human Resource Training and Development in Education Sector: The Case of Hadiyazone
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Date
2009-06
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Addis Ababa University
Abstract
The main purpose of this study was to assess the current practices of human resource training
and development programs in education offices of Hadiya Zone and there by single out the
strengths and weakness of the programs. Methodology, a descriptive survey method was
employed Simple random, stratified and purposive sampling techniques were used The data
were collected through questionnaire, semi-structured interview, focused group discussion and
document analysis. The samples for this purpose were taken from seven woreda education offices
and Zone education department. The study comprises a total of 85(61.6%) officials and
53(38.4%) of supervisors as actual sources of information. Data analysis was made using both
descriptive and inferential statistics such as cronbach 's alpha coefficient, percentage, frequency
count, rank, mean comparison, spearman's rank ordered correlation coefficient test and chisquare
test, where appropriate. The major findings were the practice of conducting needs
assessment prior to training were found very poor; on instances where it was done, individual
employees were given little opportunities to determine their own needs. There were absence of
criteria for selecting individuals for the programs; as a result opportunities were given based on
personal relationships with immediate supervisors and top level managers. The involvement of
employees in setting objectives and content selection had been neglected Most of the training
and development programs offered so far were short-term ofl-the-job and little emphasis has
been given to on-the-job training and development methods. The practice of arranging
orientation programs to new recruits was neglected; and there were no inbuilt system of
evaluation by which the effectiveness of training programs was assessed Besides, inadequate
budget for training and development programs, absence of clearly stated training policy, low
priority given to training and development programs, lack of managerial support, inadequate
organizational facility, and lack of selection criteria for selecting individuals for the programs
were seen as some of the major constraints in their training and development endeavors. It can
then be concluded that the offices have lost money on training and development activities
because it is poorly designed and not linked to performance problems. Offices effort to
participate stakeholders in setting objectives and content selection; and to use on-the-job
methods didn't meet the expectations. Thus, in light of the above problems, the following
recommendations were forwarded Needs assessment has to be carried out systematically in the
offices. REB and ZED have to develop training and development directive which include guide
for needs assessment, selection criieria and other related issues. Participation of stakeholders
has to be encouraged in setting objectives and content selection for the programs. The offices
have to design and endorse a system of evaluation for training and development endeavors. The
offices have to design various projects and negotiate with donor agencies in order to obtain
material, financial and technical support.
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Keywords
Human Resource Training, and Development in Education Sector