PERCEIVED EFFECT OF EMPLOYEE TRAINING AND

DEVELOPMENT ON EMPLOYEE PERFORMANCE AT AIRTEL KENYA

BY

CHRISTINE MAKENA

DIANA CHEROTICH

STEPHEN NGUGI

GARRET ADHIAMBO

REBECCA KIBET

A MANAGEMENT RESEARCH PROPOSAL PRESENTED IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF

BACHELOR OF COMMERCE, SCHOOL OF BUSINESS, UNIVERSITY

OF NAIROBI

AUGUST 2015

DECLARATION

This research project is our original work and has not been presented for a degree at any other

university for examination.

Signature……………………… Date…………………………………

CHRISTINE MAKENA

DIANA CHEROTICH

STEPHEN NGUGI

GARRET ADHIAMBO

REBECCA KIBET

This research project has been submitted for examination with my approval as the University

Supervisor

Signature………………………… Date………………………………….

Name

ii

TABLE OF CONTENTS

DECLARATION.............................................................................................................................ii

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

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

1.1 Background to the Study........................................................................................................1

1.1.1 Employee Training and Development.............................................................................2

1.1.2 Employee Performance...................................................................................................3

1.1.3 Airtel Kenya....................................................................................................................4

1.2 Research Problem..................................................................................................................5

1.3 Research Objective................................................................................................................7

1.4 Value of the Study..................................................................................................................8

CHAPTER TWO...........................................................................................................................9

LITERATURE REVIEW.............................................................................................................9

2.1 Introduction............................................................................................................................9

2.2 Theoretical Foundation..........................................................................................................9

2.2.1 Human Capital Theory....................................................................................................9

2.3 Employee Training and Development.................................................................................10

2.4 Employee Performance........................................................................................................13

2.5 Effect of Employee Training and Development on Performance........................................14

CHAPTER THREE.....................................................................................................................18

RESEARCH METHODOLOGY...............................................................................................18

3.1 Introduction..........................................................................................................................18

3.2 Research Design...................................................................................................................18

3.3 Population of the Study........................................................................................................18

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3.4 Sample..................................................................................................................................19

3.5 Data Collection....................................................................................................................19

3.6 Validity and Reliability........................................................Error! Bookmark not defined.

3.7 Data Analysis.......................................................................................................................20

REFERENCES............................................................................................................................21

APPENDIX I: QUESTIONNAIRE...............................................................................................26

iv

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Human resources are crucial element of the resources that an organization deploys in the pursuit

of its objectives. According to Noe (2002), all other resources that an organization uses are non-

living with the exception of human resources, which are live and generating resources. Without

human resources, the other resources that an organization possesses may not be of significant

use. The integral role played by human resources in ensuring that all other organizational

resources are deployed effectively underscores the importance of prudent human resource

management within the organization. A highly performing workforce translates into superior

performance for the organization on the one hand, whereas poorly motivated employees are

unlikely to work at their optimum productivity. The latter can be detrimental to organizational

performance in general. A key aspect of the human resource management function is the

facilitation of employee training and development (Griffin and Moorhead, 2011).

Employees require skills that enable them to be effective in carrying out the tasks that their jobs

require in the workplace. These skills are dependent on a number of factors, including, but not

limited to; the specific nature of the job that an employee handles, configuration of various

activities within the organization and developments in the organization’s external environment

that may create new demands regarding the outcome expected of an employee’s job (Kotey and

Folker, 2007). If an organization has to achieve its goals, it is then inevitable that the employees

must be skilled as appropriate. Training activities help in imparting the requisite skills that are

needed in employees. In addition, the tendency of the organization’s environment to change from

1

time to time makes it necessary for the employees’ skills set to be dynamic, hence the need for

employee development.

1.1.1 Employee Training and Development

Training is the process of increasing the knowledge, and skills for doing a particular job. It is an

organized procedure by which people learn knowledge and skill for a definite purpose. The

purpose of training is to bridge the gap between job requirements and present competence of an

employee. As such, training is a very important feature now days in making the organization

gainful. Most of the organization has now days an appropriate training section program on

regular basis. The main purpose of the training is to increase the employees’ skills, which

eventually makes the organization gainful (Rajeswari and Palanichamy, 2014). Gruman and Saks

(2005) see training as an integral element of an organization’s strategy. They posit that training

involves the systematic alteration of the behavior of an organization’s employees, towards a

direction that will facilitate the achievement of its goals. Training and development is also

carried out to enhance employees’ adaptability to factors that are internal to the organization. For

example, new employees require training for them to be able to carry out the job related tasks

competently and to be able to fit into their work groups and the entire organization.

Training denotes learning experiences that aim at imparting permanent change in an individual, a

change which may result into an improvement in their ability to carry out the tasks that their job

involves (Kotey and Folker, 2007). Thus, the design of training initiatives is such that they will

involve a change in, or enhancement of; an employee’s social behavior, knowledge, attitudes,

and skills. In particular, changing or enhancing an employee’s skills, knowledge and social

behavior may imply changing what they know, the way they work and they way they relate and

interact with their co-workers in the workplace (Noe, 2002). Constant changes in an

2

organization’s environment make it necessary to reorient the skills and competencies of the

employees so that the organization remains on track towards realizing its goals. The adaptation

to changes taking place in the organization’s environment is facilitated through employee

training and development (Aguinis and Kraiger, 2009).

While training involves learning activities that are focused on the acquisition of specific skills

that are related to a particular job, development is long term in its orientation (Noe, 2002).

Development encompasses the continuous expansion of a worker’s abilities, skills and

knowledge with a view of attaining long-term growth and advancement in one’s career. (Hameed

and Waheed, 2011) notes that development is an educational process whereby an organization’s

personnel find a chance to explore the depth and breadth of the theoretical knowledge on which

their career is founded, and the applicability of such knowledge to the concerns of their jobs.

Mastery of the theoretical knowledge and its applications enables them to attain personal career

growth over the long term. Some of the methods used in personnel development include; rotating

employees across different jobs within the organization, mentoring and counseling of junior

personnel by workers who are senior and are in possession of more experience, involving

employees in special projects and participation in regular seminars and conferences (Noe, 2002).

1.1.2 Employee Performance

Performance is a construct made up of several dimensions (Peterson et.al, 2011). Also,

performance reflects behavior as well as outcomes, and both have to be taken into account

whenever performance is being evaluated (Peterson et.al, 2011). High levels of employee

performance are characterized by; increased levels of productivity of employees on their job,

delivering tasks on time with a minimum level of resources, high levels of satisfaction with their

jobs, employees face less psychological problems that may impact on the effectiveness with

3

which they can deliver on the tasks relevant to their jobs, an increasing sense of loyalty to their

organization, commitment to the realization of the broader goals of the organization and

increased incentives in terms of rewards for desirable output (Griffin and Moorhead, 2011).

Employee performance is measured in terms of input-output relationship. It is the measure of the

efficiency with which inputs or resources are utilized to create outputs. Performance is employee

productivity (Kotey and Folker, 2007). Performance depends on the skills and competencies

possessed by the employees. The skills demanded of workers may change as circumstances

surrounding the organization change, creating the need for a performance management system.

Performance management systems are aimed at a strategic and integrated improvement in the

effectiveness of an organization through enhancing the performance of the workers and

developing their capabilities as appropriate. Training and development of the employees is aimed

at improving their performance, through helping them to develop core competencies and skills.

1.1.3 Airtel Kenya

Bharti Airtel Limited is a leading global telecommunications company with operations in

19 countries across Asia and Africa. The company offers mobile voice and data services, fixed

line, and high speed broadband services. Airtel has been ranked among the six best

performing technology companies in the world by business weekly. Airtel Kenya Limited

provides mobile communications services to civil servants, business executives, artisans and

students in Kenya. Airtel offers personal and business services, including voice, mobile data,

fixed data, other services, roaming, and devices. In addition, the company also sells phones, SIM

cards, airtime top-up cards, and accessories, as well as postpaid plan bill payment services

through its shops. Airtel Kenya Limited was formerly known as Zain Kenya Limited and

changed its name to Airtel Kenya Limited in 2010. The company was founded in 2000 and is

4

based in Nairobi, Kenya with store locations in Sarit, Mombasa, Kisumu, Eldoret, Nyeri, and

Nakuru, Kenya. As of May 26, 2004, Airtel Kenya Limited operates as a subsidiary of Bharti

Airtel International (Bloomberg Business, 2015).

Airtel Kenya because is the second major operator in Kenya and major competitor to the market

leader Safaricom ltd. Thus, being one of the major telecommunication firms in Kenya it should

delevop an effective human resource team to ensure its remains competitive. This is because

well-trained and developed employees when fully utilized by the employing organization

benefits it as well the employees themselves. Therefore, telecommunication firms to grow and

survive in today’s globally competitive and fast changing environment especially in the

technology. There would be the need for the firms to come up with systems and programmes that

would bring out of their need efforts, attention, and creativity and general innovations as

individual employees and as groups or teams of network (Bediako, 2008).

1.2 Research Problem

According to Hameed & Waheed (2011), human resources are a critical element of the assets at

an organization’s disposal. Like other assets, it is important to ensure that their output is

maximized at the lowest cost possible. Thus, training and development facilitates the adaptability

of employees to the dynamic demands of the workplace (Aguinis and Kraiger, 2009). However,

employers do not regularly consider the feelings of their employees regarding skills development

especially in the modern business organizations, which are confronted with the rapidly changing

environment, which requires radical changes for the organizations to adapt those changes for

having a survival (Aguinis and Kraiger, 2009). Moreover, most organizations do not recognize

the importance of training to increase their employees’ productivity and when the economy

slows or when profits decline, they cut in their training budgets leading to high job turnover then

5

increased of hiring new employees which pushes down the organizational profitability

(Rajeswari and Palanichamy, 2014).

In Kenya, the telecommunication industry has witnessed remarkable growth in the last few years.

Mobile phone penetration increased from 60 per cent in 2010 to over 77 per cent in 2013, with

subscribers now standing at over 30 million. However, this growth has brought with it many

challenges to the human resources. The telecommunication industry is technology based and to

compete effectively the firms in this sector must continuously innovate and develop new

products and services. These innovations require continuous employee training and development

to ensure that the employees are up to date and informed. Thus, it would be essential to

investigate the perceived effect of employee trainee and development on employee training at

Airtel Kenya.

Numerous studies have been carried out internationally and locally on the employee training and

development and its perceived effect of employee performance. Internationally, Gamage and

Imbulana (2013) examined the effect of the training and development on the employees

performance at the Call Center staff of the Sri Lanka Telecom and established that that there is a

significant positive relationship between training and development and the employee

performance. In addition, Boadu et al. (2014) studied training and development as a tool for

employee performance in the district assemblies in Ghana and established that their direct

relationship between training and development and employee performance and there exist a

significant relationship between training and development and job satisfaction. However, the

study was carried out in different localities and different organizations hence the study findings

may not be generalized to the Kenyan context.

6

Locally, Amadi (2014) examined the effect of training and development on employee

performance at the Safaricom Call Center, Nairobi and revealed that that training and

development has a positive impact on both motivations of employees as well as performance.

However, the study focused on the call center employees as opposed to all employees working at

the firm. Onyango and Wanyoike (2014) assessed the effect of the training on the performance of

staff in the public health institutions in Kenya and found that there exist a strong positive

relationship between training of employees and performance however, the study focused on

public health institutions hence the findings could not be generalized to the telecommunication

industry. Achieng, Ochieng, and Owuor (2014) also surveyed job redesign practices in

commercial banks and their influence on the performance of employees. It was established that

the identity, variety and significance of job tasks had an impact on the performance of

employees, whereas task autonomy did not affect their performance.

While these studies may provide insight on how human resource management strategies are

likely to affect employee performance in various organizations they do not specifically address

the issue of how employee training and motivation impacts employee performance. Further, the

studies conducted examining employee training and development in other organizations have

limited generalizability, considering the fact that they were conducted in particular geographical

regions. This leads to the question; how does employee training and development affect

employee performance of Airtel Kenya?

1.3 Research Objective

In seeking to answer the research question posed in the preceding section, the study will be

guided by the broad objective of determining the effect of employee training and development at

Airtel Kenya.

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1.4 Value of the Study

This study will be of value to the management of telecommunication companies since they will

use it research findings to determine whether they training programs and policies are effective. In

addition, the study will give recommendation on areas which telecommunication firms needs to

improve regarding employee training and development. The study will also be of benefit to

employee of telecommunication companies since it will highlight the how employee training and

development enhance employee performance.

Additionally, this study will be of significant to human resource consultancy firms since it will

provide more insights on training and development and it perceived impact on the performance

of employees not only in the telecommunication industry but also in other organizations. Further,

the study will add on to the existing knowledge on employee training and development and it can

serve as a basis for further studies.

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CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter presents the theoretical foundation, a review of training and development, a review

of employee performance and a review of past studies on employee training and development

and performance as advanced by various authors.

2.2 Theoretical Foundation

This study will expound on the Garrick (1999) Human Capital Theory

2.2.1 Human Capital Theory

The human capital theory was developed by Garrick (1999) and states that people are worth

investing in as a form of capital. The theory postulates that people‘s performance and the results

achieved can then be considered as a return on investment and assessed in terms of costs and

benefits. It is a theory that can explain workplace learning. The human capital theory

concentrates on the agency of human beings through skill knowledge, effort in augmenting

production, possibilities. According, the theory is based on the view that training attempts to

close the gap by bringing employees up to, but not beyond, the desired standard or competence

(Mwesigwa, 2010).

Today, human capital has being paid more attention in the workplace as well since

studies have established that shows that education investment for workers significantly

affects their productivity in the workplace. Along with the belief of education about improving

workers’ productivity, many researchers stress the importance of education and training in the

9

human capital field (Bratton and Gold, 2007). In addition, not only an employee’s productivity

but also other employee characteristics are also affected by the investment of human capital.

for instance, through participating in leaning activity, the learning participators are likely

to easily implement job - seeking activities with increasing the human capital. Further, the

theory of human capital points out that the investment of human capital affects national

economic growth since high employee productivity means high production for the nation as well

(Mwesigwa, 2010). Thus, training of employees at all levels within an organization is a vital

component in maintaining the competitiveness in an international arena.

2.3 Employee Training and Development

Training connotes a conscious effort by an organization that is aimed at facilitating the learning

of job-related competencies by employees. These competencies are crucial in the successful

performance of the jobs by employees. They include the skills, knowledge and behaviors that are

relevant in as far as the performance of work tasks by the employees is concerned. Noe (2002)

contends that training can be used as a basis for obtaining competitive advantage. For training to

enable an organization to acquire sustainable competitiveness over rivals, it has to be viewed

broadly as a means towards creating intellectual capital (Klein et.al, 2006).

External environmental factors exert a profound influence on the training activities that occur

within an organization (Clarke, 2002). Economic cycles cause firms to reconsider training

activities to obtain a clear grasp of the activities that are critical for the success of business

strategy. Increased globalization means that organizations will have to intensify their training

activities in order for them to integrate employees from diverse cultural backgrounds. Intangible

and human capital is also gaining increased prominence, considering that they are relatively

inimitable, and can therefore offer sustainable competitive advantage to business organizations.

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The changes in the demand for particular occupations have also made talent management a

strategic imperative for firms if they wish to remain sustainably competitive.

Training is usually accomplished using presentational, hands-on and group building training

methods (Noe, 2002). In training using presentation methods, the trainees receive information

passively. The information relates to methods applicable in problem solving, facts and processes

that are related to the tasks that the trainees carry out when performing their jobs. Several

approaches can be used in delivering the content that the trainers wish to impart on the trainees.

They include, but not limited to; the use of games, delivery through lectures, workbooks and

manuals. Lectures are a one-way communication by means of spoken words (Gainey and Klaas,

2003). The trainees communicate to the trainers what they intend to have them to learn. There

are several variations of the lecture; a single trainer may talk to trainees; more than one trainer

may make presentations of different views of a particular topic in which training is being done.

In addition, guest speakers, panels and student presentations are other approaches that may be

used when training takes the form of lectures. Apart from lectures, another approach while using

presentational methods may involve the use of audiovisual techniques (Kotey and Folker, 2007).

A common instruction approach using audiovisual techniques is the video. Trainees learn by

watching videos of lectures. In some cases, the trainees engage in a discussion about their

perceptions of various aspects of the information that has been delivered in the video.

Hands-on training methods are a sharp contrast to presentational methods. While employees take

a passive role in learning when presentational methods are being used, the role that they play is

increasingly an active one when it comes to hands-on training methods (Chew and Chan, 2008).

Hands-on training can take the form of on-the-job training, behavior modeling, role plays, case

studies and simulations (Caligiuri, 2006). On –the-job, training is common when employees are

11

faced with a new work environment or context. As such, they familiarize themselves with the

tasks that their jobs entail by observing their peers who are more experienced and skilled

performing the job for which they are being trained. They then attempt to mimic the behavior of

their seniors. A variant of the on-the-job training method is training through self-directed

learning (Noe, 2002). Trainees learning through the self-directed approach take responsibility for

all aspects of their learning. They pursue knowledge of content that has been predetermined at

their own pace. Behavior modeling is more common when employees need to be trained in

certain behavioral skills rather than information. A model is presented to the trainees. The model

demonstrates the behaviors that the trainees are to learn. The trainees observe the behavior and

are allowed to put their observation into practice. In role-plays, the trainees are assigned

characters, which they act out whereas in simulations, trainees are presented with situations that

happen in real-life contexts, and that require their decisions.

The other category of training methods is the group building methods. These methods differ

from the preceding ones already discussed, given that they are aimed at enabling the trainees to

develop team-working skills. Methods involved in building of groups include adventure learning,

team training and action learning (Noe, 2002).In adventure learning, structured activities form

the basis for the development of an individual’s leadership skills and the ability to work

effectively in a team setting. The members of a team participate in the structured activities.

Through their participation in the structured activities, group members are able to practice how

to coordinate the activities within a group so as to maximize effectiveness in the achievement of

group goals. In team training, individuals work together in a team towards attaining a common

goal. The individuals’ performance is coordinated so that synergies are created, with the result

that optimal results are obtained. The aspects of the team’s performance that are coordinated

12

include the team members’ knowledge, attitudes and their behavior. These aspects provide the

team members with the capabilities that they need to competently work toward the realization of

the team’s goals. Action learning entails having the team members’ work on actual problems or

issues that are typical of the workplace. Team members develop the plans that will guide them in

solving particular problems. They are then required to follow through their plans.

2.4 Employee Performance

Employee's performance means how well employees perform on the job and assignments

assigned them measured against the generally accepted measure of performance standards set by

their companies. This means there are general expectations expected of employees in relation to

their performance in every company. Employees can be said to have performed when they have

met the expectations and performed up to standard (Appiah, 2010). Employee performance can

also be defined as the functioning and presentation of employees. This means, how employees

are able to effectively administer their task and assignments and how they present their

assignment to reflect the quality and good service desired by their companies (Appiah, 2010).

Employee performance is key to an effective performance management system. Thus, setting

goals, making sure expectations are clear and providing frequent feedback help people perform

most effectively. Accordingly, employees must know what they need to do to perform their job

successfully. Setting performance expectations and goals for individuals and groups to channel

their efforts towards achieving organizational objectives. Getting employees involved in the

planning process helps them understand the goals of the organization, what needs to be done,

why it needs to be done and how well it should be done (Amadi, 2014). According to Griffin and

Moorhead (2011) clear performance expectations are critical factors in teamwork success,

whether your goal is to develop a project team, your departmental team, or a sense of teamwork

13

company-wide, clear performance expectations support teamwork success. Use clear

performance expectations to help employees develop accountable, productive, meaningful,

participatory teamwork.

Employee performance is measured in terms of the improvement in productivity, absenteeism

and the employee job satisfaction (Gamage and Imbulana, 2013). Productivity is achieving cost

effective high performance and good performance brings quality, higher quality of employee

services implies lower costs and increased their productivity, which in turn provides the firm

with a greater market share and enhanced competitiveness levels. Absenteeism means either

habitual evasion of work, or willful absence as in a strike action. It does not include involuntary

or occasional absence due to valid causes, or reasons beyond one's control, such as accidents or

sickness. Employee satisfaction is the terminology used to describe whether employees are

happy and contented and fulfilling their desires and needs at work. Many measures purport that

employee satisfaction is a factor in employee motivation, employee goal achievement, and

positive employee morale in the workplace (Gamage and Imbulana, 2013).

2.5 Effect of Employee Training and Development on Performance

According to Woodruffe (1999), employee training and development enables an organization to

forge a stronger bond with its employees. Training and development programs within the

company provide employees with an opportunity to advance their prospects, with regard to

employability, both within the company and externally. With a stronger bond with the

employees, an organization will enjoy high levels of loyalty among the employees (Cummings

and Worley, 2014). As such, their satisfaction levels remain high. A high level of employee

satisfaction has the effect of increasing their productivity. A highly motivated worker becomes

passionate about their job, and they will go out of their way to ensure that the tasks and

14

responsibilities assigned to them are executed timely and diligently. Also, with strong bonds with

their organization and employer, the employees are more assured of the security of tenure. In

turn, they will focus less attention on the possible lucrative opportunities outside their

organization, and exert much of their effort towards the success of their organization (Auer and

Antoncic, 2011).

The absence of growth opportunities within the company contributes to a career plateau

(Chiaburu et.al, 2013). When an employee is faced with a situation in which their careers are not

making progress, their intentions to quit become enhanced. A majority of employees get into

jobs hoping to attain upward mobility in the job positions that they hold. As time progresses,

they obtain additional skills and knowledge that are related to the performance of their job.

Training and development programmes help in accelerating the upward mobility of an employee

in their career. Through mentorship and coaching relationships, employees do not have to hold a

given job for a long period in order to master the competencies that are required for effective

delivery. Thus, it is important that training and development is offered to employees if their

turnover has to be kept to minimum levels possible. Low employee turnover can assist the

employees to enhance their performance levels. With low turnover, experienced employees are

likely to be always available to provide guidance and direction to those new on the jobs.

Companies that place a lot of emphasis on employee training and development have been found

to perform better, overall. Learner (1986) established organizational cultures that were more

oriented towards continuous learning and high ethical standards had an association with high

levels of performance. Continuous learning and ethical practices are most beneficial when they

get entrenched in most facets of the organization. Cultures in which continuous learning is

emphasized provide an ideal context for training and development programs to thrive. With

15

continuous training and development of the employees, an organization finds itself in a better

position to address the needs of all the stakeholders; from customers to the shareholders. In the

long run, the organization will manage to retain the support it needs for its well being. Also, the

financial performance will improve significantly. With high levels of financial performance, an

organization can manage to attract and retail highly talented workers by offering them attractive

perks and career growth prospects.

Most workers in today’s organizations are confronted with the feeling that they need to sell their

credentials, which brings with it devastating effects (Laud and Johnson, 2012). In their quest to

build their images by means of career advancement, workers are left with little time to pursue

activities that will bring them self fulfillment. When employees are trained and developed on a

continuous basis, the feeling that opportunities for personal fulfillment have not been provided

for them tends to be eliminated. Organizational programs that lay emphasis on the continuous

development of the employees enhance the self-esteem of the employees. As such, employees

feel more appreciated by their organization, and will tend to be more satisfied in their jobs.

Satisfied employees will take a leading role in helping an organization to achieve its goals. They

strive to do more with less, and carry out the roles assigned to them dutifully. Eventually, they

are able to achieve high levels of performance, all for the benefit of the organization.

Kiweewa and Asiimwe (2014) examined the implications of training on employee performance

in regulatory organizations in Uganda. The study established that training and development had

significant influence on employee performance thus; organizations should constantly search for

ways to remain competitive. Appiah (2010) also the impact of training on employee performance

in Ghana and established that the objective of training programs is to improve both individual

16

and organizational performance thus every employee no matter their educational background or

level within the company had benefited from the in house training program.

Ngugi (2014) investigated the relationship between managers training and development and

employee performance in Geothermal Development Company. The objective of the study was to

find out the relationship between training and development and employee performance in

Geothermal Development Company. The study found out that training and development is

important in influencing employee performance. Organizations should pay attention to this and

include staff training and development as one of the strategies in ensuring achievement of

employee performance. Otuko et al (2013) assessed the effect of training dimensions on

employee performance, a case of Mumias Sugar Company, Kenya. The study findings

established that there was a positive and significant effect between training needs assessment and

employee performance in Mumias Sugar Company Limited. Training contents were found to

have a positive and significant effect on the employee performance in Mumias Sugar Company

Limited and training evaluation and employee performance were positively and significantly.

17

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter presents the research design, the population of the study, the sample size, data

collection procedure, validity and reliability and finally data analysis technique.

3.2 Research Design

A research design is the arrangement of conditions for collections and analysis of data in a

manner that aims to combine relevance to the research purpose with economy in the procedure

(Orodho, 2006). According to Kothari (2004), a research design is the conceptual structure

within which research is conducted; it constitutes the blueprint for the collection, measurement

and analysis of data. A descriptive research design will be used to carry out this study.

Descriptive research involves the collection of information from all the sampled individuals

through their responses to questions (Mugenda and Mugenda, 2006). Descriptive research also

involves a field survey where the study examines the population of interest to inquire certain

issues concerning the planned study. The descriptive design will be since it is appropriate for

data collection from a large population and to obtain representative views.

3.3 Population of the Study

A population is also a well defined or a set of people, services, elements, and events, group of

things or households that are being investigated (Chandran, 2004). Population refers to the entire

group of individuals or objects of which the researcher is interested in generalizing the

18

conclusions. The population of interest will comprise all the 318 employees of Airtel Kenya head

office in Nairobi.

3.4 Sample

A sample is the segment of the population that is selected for investigation (Chandran, 2004). A

sample of 95 employees will be used for the study. The sample is 30% of the total population as

recommended by Mugenda and Mugenda (2006) that a sample of 10-30% is adequate if properly

selected. The size chosen is also a factor of available time and resources to carry out the

research. Simple random sampling technique will be used to select the sample size. Simple

random sample gives each respondent a random chance of being included in the study.

Table 3.1 Sample size

Category Population Ratio or 30% Sample size

Top management staff 15 30% 5

Middle level management staff 30 30% 9

Lower management staff 45 30% 14

Other employees 99 30% 30

Total 318 30% 95

Source: Airtel Kenya (2015)

3.5 Data Collection

Data for the study will be collected using a questionnaire. The questionnaire will have both

structured and non-structured questions. According to Saunders et al (2009), a questionnaire is a

convenient tool in research especially where there are large numbers of subjects to be handled

because they facilitate easy and quick derivation of information or responses within a short time.

19

The questionnaires will be dropped and picked to the sampled respondents after one day. The

drop and pick method is considered suitable since it will give the respondents adequate time to

discuss, understand and respond to the questions therein.

3.6 Data Analysis

Data will be analyzed using descriptive statistics using Microsoft Excel. Descriptive statistics

will involve the use of measures of central tendency, which include frequencies, percentages and

the mean. Finally, the data obtained will be presented using tables and pie charts.

20

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Achieng, O.E, Ochieng, I. and Owuor, S. (2014). Effect of Job Redesign on Employee

Performance in Commercial Banks in Kisumu, Kenya. Greener Journal of Business &

Management Studies. 4 (4) 115-137.

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APPENDIX I: QUESTIONNAIRE

Dear Respondent,

We are students from the University of Nairobi carrying out a study on the perceived effects of

employee training and development on employee performance at Airtel Kenya. The information

given here will be purely used for academic purposes and will be treated with strict

confidentiality. Kindly provide the data requested.

Your cooperation will be highly appreciated. Thank you.

Section A: Demographic Information

1. Gender

Male [ ] Female [ ]

2. How long have you worked with this organization?

Less than 5 years [ ] 6-10 years [ ]

11-15 years [ ] More than 15 years [ ]

3. Which department do you work in?

ICT [ ]

Finance [ ]

Marketing [ ]

Others, specify ………………….

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Section B: Employee Training and Development

4. Does your organization have employee training and development programs in your

organization?

Yes [ ] No [ ] No idea [ ]

5. How regularly does your organization conduct employee training

Very often [ ] Often [ ] Rarely [ ] Never [ ]

6. Which strategies do your organization during employee training and development?

Coaching [ ] Delegation [ ]

Participation and involvement [ ] Empowerment [ ]

On the job training [ ]

Others………………………………………………………………………………

7. How effective are training and development strategies used by your organization

Very effective [ ] Effective [ ] Less effective [ ] Not effective [ ]

8. How would rate your organizations training policies and programs

Very effective [ ] Effective [ ] Less effective [ ] Not effective [ ]

9. How often does your organization review it training policies and programs?

Very often [ ] Often [ ] Rarely [ ] Never [ ]

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10. How would you rate your manager’s commitment towards employee training and

development?

Excellent [ ] Good [ ] Average [ ] Poor [ ]

Section C: Employee Performance

11. Does employee training and development affect the performance of your duties?

Yes [ ] No [ ] No idea [ ]

If yes above, please explain how

……………………………………………………………………………………………………

……………………………………………………………………………………………………

….…………………………………………………………………………………………………

12. Does employee training and development enhance the productivity of employees?

Yes [ ] No [ ] No idea [ ]

13. Does employee training and development reduce employee absenteeism?

Yes [ ] No [ ] No idea [ ]

14. Does employee training and development enhance job satisfaction?

Yes [ ] No [ ] No idea [ ]

15. Does employee training and development reduce employee absenteeism?

Yes [ ] No [ ] No idea [ ]

16. How would you rate your firm performance due to employee training and development?

Excellent [ ] Good [ ] Average [ ] Poor [ ]

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17. Apart from improved employee performance, indicate other benefits associated with

employee training and development?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

Thank you for your time

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