i

FACTORS INFLUENCING TRAINING AND DEVELOPMENT IN

IMPROVING ORGANIZATION PERFORMANCE:

A CASE STUDY OF VODACOM TANZANIA PLC - HEAD QUARTER

BY

AMINA SALIM SAID

A Dissertation Submitted in Partial Fulfilment of the Requirements for the

Degree of Master of Business Administration in Corporate Management

(MBA-CM) of Mzumbe University

2020

i

CERTIFICATION

We, the undersigned, certify that we have read and hereby recommend for acceptance

by the Mzumbe University, a dissertation entitled “Factors influencing training and

development in improving organization performance: The Case Study of

Vodacom Tanzania PLC Head Quarter” in partial fulfilment of the requirement for

Award of the Degree of Master of Business Administration in Corporate Management

(MBA.CM) of Mzumbe University.

_______________

Major Supervisor

________________

Internal Examiner

________________

External Examiner

Accepted for the Board of MUDCC

________________________________________________

PRINCIPAL, DAR ES SALAAM CAMPUS COLLEGE

ii

DECLARATION

AND

COPYRIGHT

I, Amina Salim Said, declare that this dissertation is my own original work and that

it has not been presented and will not be presented to any other university for similar

or any other degree award.

Signature: __________________________

Date: ______________________________

©2020

This dissertation is a copyright matter protected under the Berne Convention, the

Copyright Act 2002 as well as other international and national legal frameworks, on

behalf of intellectual property. It is therefore subject to protection from any form of

being replicated by any means or in full or in part except for short extracts in fair

arrangements for research or private studies, scholarly reviews or disclosure with

acknowledgement without written consent of the department of Business

Management of Mzumbe University of Dar es Salaam on behalf of the author

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ACKNOWLEDGEMENTS

I sincerely forward my heartfelt acknowledgment and approval to all that have

directly or indirectly contributed to my research paper. Indeed, they are persons and

institutions whose assistance, cooperation as well as support made this work to

completeness.

Initially; I am grateful to the almighty God for exceptionally giving me the will and

strength that has carried me through my studies. I would like to also extend my out

most gratitude towards my dear husband, Dr. P. Kazinja not leaving out my sons,

Trevor and Timon, for their passionate, patience, material support as well as their

encouragement towards my studies. In the same spirit, much appreciation to my dear

Parents, sister as well as brothers for their selfless support, advice and inspiration

towards the accomplishment of my paper work.

Indeed, special appreciation and acknowledgement to my supervisor, Dr. Venance

Shillingi for his guidance, endurance and persistence to see me succeeding with the

best piece of work. Thank you for not giving up on me till the point it is done. Much

respect.

It is sometimes not easy to mention all supported my report to the end but in general,

I truly honour their contribution as well as support to the success of my research and

studies, May God bless everyone involved.

iv

DEDICATION

This work is dedicated to my lovely family, for their personification of love and

support that has encouraged me and given me the strength l needed to balance my kin

responsibilities and studies at the same time.

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LIST OF ABBREVIATIONS AND ACRONYMS

ANOVA Analysis of Variance

CBU Commercial Business Unit

DV Dependant Variables

HQ Head Quarter

IT Information Technology

IV Independent Variable

MoH Ministry of Health

OD Organizational Development

PABX Private Automatic Branch Exchange

PLC Public Limited Company

P-value Probability value

RBT Resource-Based Theory

SCA Sustained competitive advantage

SPSS Statistical Package for Social Science

TANESCO Tanzania Electric Supply Company Limited

TNA Training Need Analysis

TPC Tanzania Posts Corporation

UK United Kingdom

VIF Variance Inflation Factor

WiMAX Worldwide Interoperability for Microwave Access

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ABSTRACT

The sustainability of the organization depends in its ability to develop the skills of its

work forces fostering innovativeness that in the same line leads to rise in

performance in an organization. With the development of technology in the business

world, many organizations have tried to advance the skills of their workforces so as

to advance organization performance. Therefore, this research aimed to study factors

influencing training and development in improving organization performance using

Vodacom Tanzania Public Limited Company- Head Quarters as a case study.

A descriptive research design was used in this study with a quantitative approach.

The target population for this study comprised of 452 employees from Vodacom

Tanzania PLC - HQ. Stratified random sampling was used to select a sample size of

eighty-two (82) employees that was used in the study. Findings indicate that

organization resources, policy, and technology are statistically significant at P-value

of 0.023, 0.000, and 0.000 respectively. However, findings show that organization

structure was not statistically significant. Moreover, Findings reveal that organization

policy has a strong positive correlation (R=0.856) with training and development

compared to advanced technology, and organization resources. Therefore, the study

concludes organization resources, policy, and technology influence training and

development for improving organization performance. On the other hand, the study

concludes that the available inflexible organization structure does not support training

and development in an organization.

The study recommends that there is a need for supportive and flexible organization

structure that allows creativity and invention of employees for making changes based

on the need of the organization. The organizations also should allocate sufficient

budget to training programs to enrich performance of their employees and

performance of the organization as well. In addition, the organizations should create

supportive training policies of its workforce for polishing the competency of the

employees within the organization, which will improve the working performance of

employees.

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TABLE OF CONTENT

CERTIFICATION ..................................................................................................... i

DECLARATION AND COPYRIGHT .................................................................... ii

ACKNOWLEDGEMENTS .................................................................................... iii

DEDICATION ........................................................................................................ iv

LIST OF ABBREVIATIONS AND ACRONYMS ................................................... v

ABSTRACT ............................................................................................................ vi

LIST OF TABLES .................................................................................................. xi

LIST OF FIGURES ................................................................................................ xii

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

INTRODUCTION AND PROBLEM SETTING .................................................... 1

1.0 Introduction ........................................................................................................ 1

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

1.2 Statement of the problem .................................................................................... 4

1.3 Objectives of the study ........................................................................................ 5

1.3.1 General objective ............................................................................................. 5

1.3.2 Specific objectives ........................................................................................... 5

1.4 Research Hypothesis ........................................................................................... 5

1.5 Significance of the study ..................................................................................... 6

1.6 Scope and limitation of the study ........................................................................ 6

1.7 Limitation of the study ........................................................................................ 6

1.8 Organization of the study .................................................................................... 7

CHAPTER TWO ....................................................................................................... 8

LITERATURE REVIEW ......................................................................................... 8

2.0 Introduction ........................................................................................................ 8

2.1 Definition of the key concepts ............................................................................. 8

2.1.1 Training ........................................................................................................... 8

2.1.2 Development .................................................................................................... 9

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2.1.3 Training and Development ............................................................................. 10

2.1.4 Organization Performance .............................................................................. 10

2.2 Theoretical review ............................................................................................ 11

2.2.1 Open Innovation Theory ................................................................................ 11

2.2.2 Resource-based Theory .................................................................................. 12

2.2.3 Organizational Development Theory .............................................................. 14

2.3 Factors influencing training and development ................................................... 16

2.3.1 Advanced Technology ................................................................................... 16

2.3.2 Organizational Resources ............................................................................... 17

2.3.3 Organizational Training Policy ...................................................................... 19

2.3.4 Organizational structure ................................................................................. 20

2.4 Empirical Literature Review ............................................................................. 22

2.5 Research Gap .................................................................................................... 26

2.6 Conceptual Framework ..................................................................................... 26

CHAPTER THREE ................................................................................................. 28

RESEARCH METHODOLOGY ........................................................................... 28

3.0 Introduction ...................................................................................................... 28

3.1 Research Design ............................................................................................... 28

3.2 Research Area ................................................................................................... 28

3.3 Population of the study ..................................................................................... 29

3.4 Sample and sampling technique ........................................................................ 29

3.4.1 Sample size .................................................................................................... 29

3.4.2 Sampling Technique ...................................................................................... 30

3.4.2.1 Stratified sampling ...................................................................................... 30

3.4.2 Convenience sampling ................................................................................... 31

3.5 Data Collection Methods................................................................................... 31

3.5.1 Primary Data .................................................................................................. 32

3.5.1.1 Questionnaire .............................................................................................. 32

3.5.2 Secondary Data .............................................................................................. 32

3.6 Measurement of variables ................................................................................. 32

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3.6.1 Dependent variable (DV) ............................................................................... 32

3.6.2 Independent variables (IV) ............................................................................. 33

3.7 Reliability and Validity of data ......................................................................... 35

3.7.1 Reliability ...................................................................................................... 35

3.7.2 Validity .......................................................................................................... 35

3.8 Data Analysis Methods ..................................................................................... 35

3.8.1 Descriptive analysis ....................................................................................... 36

3.8.2 Multiple regression analysis ........................................................................... 36

3.9 Ethical Considerations ...................................................................................... 37

CHAPTER FOUR .................................................................................................... 38

PRESENTATION AND DISCUSSION OF FINDINGS ...................................... 38

4.0 Introduction ...................................................................................................... 38

4.1 Demographic Characteristics of the Respondents .............................................. 38

4.2 Reliability and Validity of Data ........................................................................ 40

4.2.1 Normality test ................................................................................................ 41

4.2.2 Multi-collinearity test ..................................................................................... 42

4.3 Descriptive Analysis of Factors influencing training and development .............. 43

4.3.1 Advanced technology ..................................................................................... 43

4.3.2 Organizational resources ................................................................................ 45

4.3.3 Company Structure ........................................................................................ 48

4.3.4 Company Policy ............................................................................................. 50

4.3.5 Training and Development ............................................................................. 52

4.4 Inferential Analysis ........................................................................................... 54

4.5 Correlation analysis .......................................................................................... 54

4.6 Multiple regression analysis .............................................................................. 56

4.7 Summary of findings......................................................................................... 58

4.7.1 H1: Organization resources have an influence on training and development .... 59

4.7.2 H2: Organization structure has an influence on training and development ....... 60

4.7.3 H3: Organization policy has an influence on training and development. .......... 60

4.7.4 H4: Technology has an influence on training and development ....................... 61

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CHAPTER FIVE ..................................................................................................... 63

DISCUSSION OF THE RESULTS ........................................................................ 63

5.0 Introduction ...................................................................................................... 63

5.1 Discussion of the results.................................................................................... 63

5.1.1 Advanced Technology ................................................................................... 63

5.1.2 Organization Resources ................................................................................. 64

5.1.3 Organization Training Policy ......................................................................... 65

5.1.4 Organization Structure ................................................................................... 65

5.1.5 Training and Development ............................................................................. 66

CHAPTER SIX ........................................................................................................ 67

SUMMARY, CONCLUSIONS, AND RECOMENDATIONS ............................ 67

6.0 Introduction ...................................................................................................... 67

6.1 Summary .......................................................................................................... 67

6.2 Conclusions ...................................................................................................... 68

6.3 Recommendations ............................................................................................. 69

6.4 Areas for further research .................................................................................. 70

REFERENCES ......................................................................................................... 71

APPENDIXES .......................................................................................................... 83

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LIST OF TABLES

Table 3. 1: Sample distribution ................................................................................ 30

Table 3. 2: Measurement of Variables ...................................................................... 34

Table 4. 1: Demographic characteristics ................................................................... 40

Table 4. 2: Reliability Statistics ............................................................................... 41

Table 4. 3: Collinearity diagnosis ............................................................................. 43

Table 4. 4: Advanced technology ............................................................................. 45

Table 4. 5: Organizational resources ........................................................................ 48

Table 4. 6: Company Structure ................................................................................ 50

Table 4. 7: Company policy ..................................................................................... 52

Table 4. 8: Training and Development ..................................................................... 54

Table 4. 9: Correlation Matrix.................................................................................. 56

Table 4. 10: Model Summary ................................................................................... 57

Table 4. 11: ANOVAa.............................................................................................. 57

Table 4. 12: Coefficientsa ......................................................................................... 58

Table 4. 13: Summary of the hypothesis tested ........................................................ 62

xii

LIST OF FIGURES

Figure 2. 1: Conceptual framework .......................................................................... 27

Figure 4. 1: Normal P - P plot of regression Standardized Residual .......................... 42

1

CHAPTER ONE

INTRODUCTION AND PROBLEM SETTING

1.0 Introduction

The first chapter of the study is a presentation of the background of the study, the

statement of the problem, the research objectives, hypothesis used in the study,

significance of the study, the scope, limitations and the organisation of the study.

1.1 Background of the study

The continuous revolution influenced by globalization and environmental attributes

in this era has prompted organizations in private and public segments to concentrate

on a businesses within the organization strategy(Pearce, Robinson, & Subramanian,

2000). Companies differ in resources due to its intangible features such as

knowledge, skills, as well as motivation of employees, which influence the

performance of the companies. Thus for the sake of keeping sustainability,

organizations should consider constant staff training as well as growth to be very

important (Nda & Fard, 2013).

Organizations are confronted differently based on the growth of competition due to

political and economic environments, globalization, changes in technology (Evans,

Pucik, & Barsoux, 2002). Hence, it is relevant to promote and/or to implement staff

training programs in these organizations as one of the techniques to prepare them to

cope with the emerged changes in the working environment especially technology

and thus enhance their performance and the performance of the organizations.

Organization performance often is influenced by the capability of its workforces on

understanding the drives in the marketplace. Achievements of any organization

depend much on training which has a different tasks to organizational aim by

including the welfares of both employees and organization (Stone, 2002).

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The most significant driver in the world of business since training brings about

effectiveness and efficiency to employees and organization is inevitably to train and

develop the workforce. Employee performance is normally based on certain factors

that have to be in place. Among them, training is key in improving performance and

it builds the competences of the workforces. The workforces who have acquired

more training in the organization happen to display cognizant performance since they

have acquired better skills and work potentiality (R.Khan, K.Khan, & M.Khan,

2011).

Khan, et.al. (2011) asserts that any organisation relies on the performance of its

workforce as an essential capital to foster the progress of the organisation. Thus, in

order to increase the performance of the firm, there is need to conduct training to the

workforce of the firm. According to Chandra (2015), training and development

happens to be an integral tool in for an organisation’s sustainable growth and it

facilitates continued improvement in the capacity and competence of the

organisation’s workforce to equip them for the immediate needs and long term

performance of the organisation. In this way, it builds the competitive advantage to

the organisation at the level of individuals or employees and the society at large. In

addition to that, the significance of the practice of training and development for long,

it has been universally accepted as one of the fundamental factors in doing business

(Ford & Weissbein, 1997)

Zeidan et al. (2010) organizations observe employee’s training as a vital part to

improve the effectiveness of job performance and sustain the business in operations

in a tightening competitive environment. Training facilitates acquisition of specific

skills to the workforce in anticipation of boosting performance and likely

deficiencies in their job dispensation. For instance, new technology might need

workforces to acquire alternatives of carrying out the task associated with the

introduced technology unless otherwise, an employee may not fully understand the

work process and this is when training is required in order to rectify the problem in

3

skills. Training is also emphasised on the job while its scope focuses on the

employees (Zeiden et al, 2010).

Training has a habit of concentrating on an immediate company needs and quick

improvement in the performance of employees. It powerfully influences the current

performance levels of employees. In order for a training program to be successful, it

must have clear and realistic objectives (Zeidan et al., 2010). These objectives will

direct the content of the training program and identify the approaches best suitable to

yield efficiency. For instance, an organisation may not simply rely on a single

training session to turn an employee in to an accounting expert. In such cases if so,

since the goal is unattainable then it is failure. If at all the goal is to increase a

particular skill, then training is necessary aiming at specific skills.

Obi-Anike and Ekwe, 2014argue, training and development in an organization result

in the rise of job satisfaction to the employee. Furthermore, training expands

teamwork and inter-personal in an organization, which increases performance. To

ensure the highest investments returns, organizations perceive training as a technique

to build knowledgeable capital. Training is the organized growth of the attitude and

skill behaviour pattern needed by a person in order to perform sufficiently a

particular assignment (Showkat, 2017).

Training is aimed to change the employee’s behaviour in the workplace to motivate

efficiency and a higher standard of job performance. By training the workforce, an

organisation is known to make an investment in one of the most important assets who

happen to be the employees. The training advances employees’ skills, changes their

attitudes towards work and as well training builds the bond to the company hence

enriched performance. Training likewise build the basis for career development

hence employees’ recognition through promotions. This results in job satisfaction.

Training and development practices are intended at improving personal qualities

employees that result in better organizational performance. It is intended at assisting

the employees to acquire knowledge and skills needed in the organization and being

4

able to improve their capacities to the maximum within the areas that are significant

to the organization (Wandia, 2013).

1.2 Statement of the problem

The development of technology in the businesses across the globe, a number of

organisations are seen to strive to advance their employees’ skills in order to improve

organization performance (Shaemi et al., 2011). Obviously, most companies aim to

meet their target set and beyond through training employees for future tasks in the

organization. This empower employees to resolve organizational challenges, as well

as sharpening their abilities needed to achieve different roles objective as well as

responsibilities in relation to the current tasks and the upcoming job roles within the

organisation.(Ali, 2014).

However, some companies are still operating below the performance, which raises a

question as to whether employees are well informed and equipped with modern skills

and knowledge in their day in day out activities in order to run the business. Inline,

how well the companies’ employees are exposed with internal and external forces

through training and development, factor in organization structure, policy, resources,

and advanced technology.

There was a necessity to conduct this research because majority of the companies

underperform and still working on finding out the cause of underperformance. Lack

of knowledge and skills to perform assigned duties that will cause the company to

achieve its targets set and hence perform became the major reason apart from

different unforeseen circumstances. This cause a lot of organizations strive to achieve

a competitive edge of which it is inevitable to achieve without improving employees'

skills as well as competencies using training and development.

In the existing radical changes of the economy, technology, and even organization

activities, some of the authors such as Salum, et al. (2018), et al. (2002), Mohd-Isa,

Noor and Yaqoot (2017), Mndeme (2011), Sanjeevkumar and Yanan (2011),

Basariya and Sudhakar (2017), and Kihongo (2011) researched on the factors

5

influencing training and development, but still underperformance is a problematic.

Thus there was a need to deep dive further on the factors influencing Training and

development in improving organization performance. Hence, from these grounds, a

study based on the factors influencing training and development in improving

organization performance, was conceived to bridge the gap using telecom industry

specifically Vodacom Tanzania PLC – HQ as a benchmark because it is the largest

fast paced telecom company in the Telecom industry.

1.3 Objectives of the study

1.3.1 General objective

i. The general objective of the study was to find out the factors influencing

training and development in improving organization performance using

Vodacom Tanzania PLC - HQ as a case study.

1.3.2 Specific objectives

i. To determine how advanced technology trigger training and development in an

organization

ii. To establish how organizational resources influence training and development in

improving organization performance

iii. To analyse how organizational training policy effects training and development

in an organization

iv. To examine how organization structure influence training and development in an

organization

1.4 Research Hypothesis

The study was also governed by the following alternative hypotheses:

H1: Advanced technology has an influence on training and development.

H2: Organization resources have an influence on training and development.

H3: Organization structure has an influence on training and development.

H4: Organization policy has an influence on training and development.

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1.5 Significance of the study

The study aimed to help in enlightening the factors influencing training and

development in improving organization performance. The study is of paramount

value because different organization can use it as a reference to improve organization

performance when it comes to such a problem. Moreover, findings of the study aim

to challenge the organizations about their training and development practice and

improve the practice where necessary using this study as a benchmark for

performance improvement.

The study has highlighted the problem of the stated topic and hence it is expected to

benefit policymakers in drafting polices for guiding the organizations on how to

carry out effective training and development programs. From an academic point of

view, this study will further debate in this area concerning the factors influencing

training and development in improving organization performance. To other

researchers, they can identify their research gaps on the ground of this study. In

addition, the research findings as well as conclusion can be used to increase

researchers’ knowledge regarding the topic so as to create literature review.

1.6 Scope and limitation of the study

The study was narrowed down to the telecom industry, by taking Vodacom Tanzania

PLC- HQ as the case study whereby different departments within the company were

studied. The study was based on the factors influencing training and development in

improving organization performance specifically by looking on advanced

technology, organizational structure, resources, and training policy influence training

and development factors in improving organization performance.

1.7 Limitation of the study

Some of the respondents during the data collections refused to respond to the

questionnaires by arguing that the information that researcher was looking for was

confidential. To tackle this challenge, the researcher made it clear to the respondents

that the focus of the study was for academic purpose only and not for other purposes.

7

Furthermore, the research was not sponsored by the university, of which subsequently

led to a financial constraint. The investigator resolved this challenge by conducting

the field study using available financial resources. Additionally, the time interval

given by the University for submitting a dissertation was not enough, thus it required

the researcher to work hard and overtime to meet the deadline.

1.8 Organization of the study

The study was organised into five chapters which are as follows; The first chapter

presents the introduction and the background of the study, the statement defining the

problem, study objectives as well as the research questions. In addition, the first

chapter also entails the significance and scope of the study. The second chapter

presents the literature review under which, the definitions to operational terms are

presented, the theoretical framework, empirical reviews, a conceptual framework as

well as the research gap.

The third chapter presents the research methodologies that were employed during the

study before arriving to the conclusions which give detailed information about the

study population, area, design, sample size and methods of sampling, tools and

methods for data collection, approaches used in data analysis, reliability, validity, as

well as issue of ethical consideration. Chapter four presents the findings of the study

and data analysis whereby; chapter five narrates about the summary, conclusions and

recommendations forwarded by the study.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter discusses the opinions, findings from different studies, reports, journals,

books, websites, and all other possible sources, which underlay the groundwork for

this research study. It also presents the definition to key terms of operation used, a

theoretical framework, empirical studies about the study variables as well as a

conceptual framework.

2.1 Definition of the key concepts

2.1.1 Training

Training generally refers to a process where individuals gain skills, knowledge, and

attitudes that help them in doing the allocated job roles towards the success of their

organizational performance (Bijstra & Jackson, 1998). Likewise, De Cenzo and

Robbins (1996) describe training as a learning knowledge which finds a

comparatively undying change in an employee to enhance the capacity of the

employee to perform his or her work successfully.

In fact, there is a relationship between costs incurred on training with an organization

and profitable performance measures, such as service delivery, profit on

organizational assets and output (d’Arcimoles, 1997). Further, Capl et al (2006),

defined training as an act of teaching or instructing and developing particular abilities

or skills for a particular drive. According to Goldstein and Ford (2002) similarly

defined training as the methodical achievement of rules, skills, ideas or attitudes that

has an impact in increasing performance in other situation.

According to Burcley and Caple (2009), training refers to a methodical attempt aimed

at developing or modifying skills, understanding, capacities, and attitudes by the

learning experience so that intended performance in a series of tasks can be achieved.

9

Furthermore, Goldstein and Ford (2001) argue that training is the organized gaining

of knowledge, rules, skills, ideas, or attitudes that bring about better performance.

Moreover, Sims (1993) has a summary on the provided definition above from

different authors by describing training as a logical planned strategy to coaching

skills, knowledge, capacities, and attitudes, with certain structures. Moreover, training

refers to a practice of shifting behaviour and stimulus to increase the competition

amongst the job’s demand and employee characteristics. The training comprises of

organized programs planned to increase employee technical know-how and

performance within group and organizational ranks.

2.1.2 Development

In trying to cross-check the factors for training and development as a strategy for

performance improvement in an organisation, it is imperative to know precisely what

it means when it comes to development: Mohamed (2013), the term development

refers to the humans’ growth during the course of the lifetime, commencing at birth to

death. The methodical study on human improvement tries to find out, understand and

describe how and why individuals renovate throughout the lifecycle. Thus comprises

all phases of human progression, along with social, emotional, physical, intellectual,

personality development and more. Development does not only consist of the

physical and biological aspects of growth, but also the intellectual and social traits

connected with development throughout lifespan (Mohamed, 2013).

Armstrong (2006) tries to define development in terms of a process that empowers

people to improve starting from the current stage of perception and ability to the

advanced stage where knowledge and competencies are mandatory. It never focuses

on increasing the performance basing on existing work. Harrison (2000), describe

development as a process of acquiring knowledge as well as experience of people.

Development consist of many activities, which increase job performance which

results in individual growth, personality improvement towards maturity and

awareness of their potential abilities to the organization so that they turn out to be not

only good workers but also better workers.

10

2.1.3 Training and Development

Training and development are the bases that deals with activities of organizations

intended at improving individuals’ and group performance in matters concerning

organization. Training and development is also referred as; human resource

development, employee improvement, and learning and development (Harrison,

2005). It is the system intended to help individuals particularly the employee to better

their understanding, capacity, attitude, personal and organizational skills. In addition,

Training and development as indicated by Cole (2012), it is a learning activity

focused towards the gaining of particular skills and information for the aim of

conducting a task or job training before (also known induction) because, organization

desire to increase effectiveness and efficiency in their operations as long as it either

involve particular machines or human labour.

2.1.4 Organization Performance

Performance refers to an act that is measured based on how successful it is versus the

target set. It is broadly defined as the capacity to function quickly and efficiently.

Bana et al. (2007) asserts in the human relations theory in organisation studies that,

organisation performance can be improved by the individual working within the

organisation. This assertion is not conclusive but can be evaluated over time through

outcomes attained in relation to the organisation’s goals. This means that

performance improvement caused by individuals in the organisation can be measured

by the output recorded over time, impact or outcomes over a long time without

distorting the organisation from complying with its governing rules.

Moreover, Hersen (2004), defined organization performance as measurable results of

work behaviours such as sales amount, amount of products sold and in terms of

behavioural aspects, which may comprise decision-making, work-related

communication, and problem-solving skills.

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2.2 Theoretical review

In this study, three theories were discussed, these include; Open innovation theory,

Resource based-theory, and Organizational development theory.

2.2.1 Open Innovation Theory

The theory of Open innovation was first propounded by Henry Chesbrough in 2003

and has been cited by so many times by various scholars. The theory asserts that an

external perspective of innovation is necessary to incorporate in the firm’s internal

strategies. The modal expresses the need for strategic exchange of information

beyond the boundaries of the firm that aims at incorporating the firm resources and

knowledge into the organisation’s innovation process (Chesbrough, 2003).

Open innovation model asserts that firms ought to use external and internal ideas of

innovation as well as market channels (Chesbrough, 2003). Moreover, firms cannot

be limited by market corridors and internal ideas, rather deliberate external ones that

can be equally essential. The absence of managerial capabilities and resources lead to

barriers to innovation being adopted in the organization. However, different

opportunities can be provided in an organization by using open innovation theory that

can also broadly exploit managerial means, scientific innovation ideas and external

innovation resources (Chesbrough, 2006).

It is more so explained that in this model, a company’s wealth of effort that is

directed into increasing the value of innovations would form an integral part of

practiced innovations. For this matter, that any business that adopts the model needs

to also engage in intellectual property management so that they can take advantage of

the internal strategies and then other firms’ strategies or knowledge as well as

innovations (Herzog, 2008).

This theory is relevant in explaining the use of an organisation’s resources in an

effective manner that adds value and increases the firms profit potential. It advocates

for the organisation to use the resources in innovations and knowledge acquisition

12

which comes in the form of, not only strategic intelligence, but also training and

development as well as knowledge management processes.

Murphy & Wilmot (2015) argued differently that, the open innovation theory direct

organizations to rely on the certain type of resource like external resources rather than

internal resources or otherwise, while it is recommended to use both internal and

external resources for the performance and management success. Hence, there is high

chance of that organization to lose knowledge and expertise because the company

will use the same technology which might not be unique to other companies of the

same industry.

2.2.2 Resource-based Theory

This theory was developed upon discussions by various economists and strategic

studies scholars in the 1980s. Some of the individuals who gave foundation to the

theory included scholars from UCLA (Foss, 1997). The dialogues and outcomes were

catalysed by the sense of dissatisfaction culminating out of the industrial organisation

model strategies such as the ones listed in Porter (1980) which have been

instrumental in the process of making profit to the firm as one that is determined by

entirely the external environment. Scholars like Wernerfeldt (1984) viewed the firms

in line with their resources rather than the products they spell out to the market and

hence developed tools for evaluating and managing the relationship between the

firms’ resources and productivity that leads to more profitability. In this aspect, the

tools that firms could use to come up with strategic options of productivity are key

resultant of the resource based view theory (Fahy, 2000).

The Resource-based theory underpins that resources owned by the organisation are

the determinants of performance of that firm and that they may contribute to its

sustainable competitive advantage (Muya & Mweru, 2015). According to Grant

(1991), the Resource- based theory is known to be the competitive advantage that a

firm puts up through strategies developed from the internal environment to determine

and take control of the industrial and geographical boundaries of the firm’s business

activities. Resource-Based Theory (RBT) deals with the idea that brings an

13

organization’s internal resources to become a direct source of continued competitive

advantage to the organization.

Differently from traditional concepts of viable advantage developed initially by

Porter which stated that competitive advantage was attained by the firm through

external resources such as customer base, location, and products (Porter & Millar,

1985). Mumford (2000) Indicated that in RBT the role of resources rests on the

workers’ capability, passion, and efficient of the management of the human resource.

Moreover, Hunt and Davis (2012) suggesting that RBT facilitates managerial actions

and decisions. The allocation of resources on training and development is enhanced

by managerial actions and decisions. The managerial actions and decisions of the

company determine the priorities of the company on using resources.

According to Sveiby (2001), traditional views of competitive advantage are product

based, RBT is knowledge-based. Wright and McMahan (1992) claim that a firm can

use four criteria for sustainable competitive advantage, mainly as below;

i. The resource used must add value to the organization

ii. The resource must be impossible to replicate perfectly

iii. The resource must be inimitable among potential and current competitors

iv. For competing organizations, the resource cannot be replaced with another

similarly functioning.

Simply, the organization's policies, systems, structure, as well as procedures can be

aligned in a way that supports internal resources so that they can be used strategically.

Chew and Debowski (2008) termed these practices as organizing resources into

capabilities. In this case, the internal resources and capabilities of the firm provide the

basic direction for its strategy and also happen to be the primary source of its profits.

However, a number of scholars have promoted arguments that refute the RBT as the

most valid approach to performance but also other factors playing significant roles in

any organisation’s performance. Foss (1988) argues that RBT cannot be legitimate

unless in a case where all the relevant resources are defined independently from each

14

other. Also if they strongly complement each other and have a co-specialization role

among other resources, it can then be understood of how some resources are

clustered, interplay and fit in to the system that makes competitive advantage for the

organisation in form of performance and competitive advantage.

Miller (2003) also argues against the theory that in order to generate a consistent

competitive advantage, a firm needs resources that are hard to get in the initial place

otherwise, ease to get resources can also be acquired by the competitors. More so, the

RBT focuses on the internal factors of the organisation and it does not put in

consideration the external forces like the market and demand. This means that even if

the organisation has got the resources but with challenges in demand or market then

organisation performance may not be measured effectively (Locket et al, 2001)

In essence of the study, resource based theory baring analytical tools in its

assumptions that the internal resources and capabilities are essential determining the

profitability of the organisation, the theory in this study was relevant in explaining in

one of its objectives that examine the factor of internal resources in relation to

training and development is the firm sustainability. This conquers with the study by

Arikan (2001) that earlier suggested that the future research would examine the

impact of the firm resources and capabilities towards firm performance. Among the

resources and capabilities are conditions that show the value of other determinants of

performance. Therefore, in this context being the human resources being made a

valuable aspect by also the use of other resources like the financial resources and

technology but also the process through which such resources are made more

valuable.

2.2.3 Organizational Development Theory

The Organizational Development Theory explains the process in place within an

organisation that is directed towards change for the better (Jones, 2015).It also

explains the structure and policy of an organization in training and development.

Lanz, Rimer, and Viswanath (2008) Organizational Development (OD) play as a field

15

of study, theory, and training devoted to increasing the skills, knowledge, and

efficiency of individuals to achieve a prosperous organizational revolution and

performance. OD refers to a process of continuous diagnosis, action planning,

implementation, and evaluation, with the aim of transferring skills and knowledge to

organizations to develop their ability for solving challenges and handling future

change (Glanz, Rimer, & Viswanath, 2008).

Organization success or failure depends on the quality of its policies and skills of

management and the calibre of staff employed as well as the ability of the

management to implement the policies. Jones (2015) further asserts that organisation

development is a continuous process in the firm strategically focusing on change

through evaluating how the organisation and its employees or unit of function in a

systematic way or not. In the same manner, the success and failures of the

organisation are checked through data analysis. This is followed by the strategic

planning that leads to implementation of the necessary changes in the organisation.

After the full process of implementation, the firm is supposed to monitor and evaluate

its progress until the most suitable strategies for change and development are realised.

On the other hand, Organisation development theory is criticized for showing

simplicity, linear and being a slow process even in situations where quick and

complex changes are needed in an organisation (Kristonis, 2005). Kristonis (2005)

further criticizes the theory for not considering personal factors towards

organisational change and such include; feelings, past input and experiences of

employees.

Furthermore, the theory puts its strength on planned change largely from the

perspective of employee’s behaviours and instead of the entire system. Also, Bushe

(2011) argues against the theory for omitting some important steps of identifying and

trying to define what needs to be changed in itself. Complete and successful

developments need not only the focus on the best of what it is but as well the

16

solutions needed to solve the problems and challenges that the organisation may face

(Cummings & Worley, 2009)

In this aspect, according to the study, organisational development involves utilising of

the firm resources in the best way to solve existing organisational problems and needs

as well as in improving the efficiency and increase in productivity of the organisation.

The process of organisation development involves investing ample time and financial

resources in its implementation.

2.3 Factors influencing training and development

2.3.1 Advanced Technology

Fudge et al (2012) argued, learning and training process that employ technology is

something of paramount value however, technology itself is a very comprehensive

field. The study conducted by Torrington and Chapman (2008), concluded that

technological inventions segmented global in different direction and impacted

employee’s capabilities to do their daily office duties. Such segments have prompted

the need for training and development to go in hand with availed situations desired by

the macro environment atmosphere with reverence to globalization (Huang, 2001).

Thus, organizations consider training and development in the current centuries in

order to cope with current pace of technology.

In relation to what is said above, Noe (2005) enlightened six stages of technology

grounded on training. These stages are online referencing, communications, testing

assessment, multimedia, and delivery of computer-based training, electronic

performance support systems and blended learning. Moreover, there is a remarkable

difference between these technology-based training such as highest and lowest levels

of technology-based training. The higher ones are more of job-related to the extent

they assist in achieving business needs. There are also simple ones which facilitate

communications among teachers and learners.

17

Moreover, there are also complex ones which are the ones used in delivering training

itself. For example; video, automation and sound, they facilitate Web-based training.

Trainees are also linked in such web using these facilities and those simple ones.

Trainees must share information with other trainees to inherit knowledge and

technical know-how acquired from their previous. Those of highest levels which are

job-related ones usually they tend to receive training while conducting their tasks

assigned or jobs (Noe, 2005).

2.3.2 Organizational Resources

In the study conducted by Burney in 1991, organization resources consist of assets,

organization procedures, aptitudes, firm’s qualities, information, knowledge and other

things which owned by the organization. These resources help firm in achieve

training and development programs to improve its productivity and obtain

organization goal. Barney (1991) said that organization resources are firms’ physical,

human, intangible things and material things owned and managed by the

organization. He further argued that these resources must have the ability to give

competitive advantage so that the respective organization could survive and win in

competitive business environment.

Okioga (2012) in his study commented that organizational resources include capital,

networks and trained employees, and intangible things like funds, strategic alliances

techniques, human intelligence and processes. The organization uses its own

resources to develop strategic capability which in turn, it enhances competitive

advantage which was impossible to be copied by other organizations found within

same sector or industry. In addition to that, Abok, Waititu, Ogutu, and Ragui (2013)

suggest that organizational ability information and knowledge resources and financial

resources are of paramount value in planning successful strategies to build

competitive advantage. Moreover, at business sectors strong strategies are enhanced

by effective management organization resources, once these resources are well

managed they enable organization to strive successfully in competitive environment.

(Jarzabkowski & Balogun, 2009).

18

Furthermore, effective uses of organizational resources stimulate ability for

competitive advantage. Hence it is proved that, poor administration of resources

leads to failures in planning strategies to build competitive advantage in both sectors

(Okioga, 2012). Moreover, for a well-planned strategy of organization objectives,

trained managers are inevitable because they are the ones who plan, administer, link

and ensure justifiable use of organizations’ resources. Hence, having adequate and

efficient resources like human and financial play is of paramount value in enhancing

and heartening employees’ development and training. Ongeti & Machuki (2018)

assert that strategic management research has proved that organisational performance

is well explained by the effective ownership and recruitment of the resources it

controls.

According to Penrose (1959); Wernefelt, (1984), the organisation resources are

rooted in the Resource Based theory and in Dynamic capabilities theory. More so,

various past and recent past literature often relate the organisational resources to the

influence of firm performance more than any other factors. Long term performance is

guaranteed due to the new resources being configured and always assuring the firm to

perform as markets collide, evolve, fade and emerge (Talaja, 2012).

The debate on organisational resources being an influence on performance cannot be

stopped as the subject is dynamic and as well, there are still some un-resolved issues.

In the initial instance, Talaja (2012); Erdil et al (2010) and Mishina et al, (2004)

debates that the resources that are well controlled by the organisation do enhance

development and a competitive advantage while others like Shrander & Simon (2007)

may detach resources from the firm’s growth meaning that there is need to establish

the influence of the organisation’s resources on the firm growth. In the second place,

most of the studies in the area of organisations resources in relation to growth have

been either conceptual or dependant on subjective data giving a lee way for the study

that was carried out to include the factor when it comes to training and development.

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2.3.3 Organizational Training Policy

Reid, Barrington, and Kenny (1992) all organizations have training and development

policy whether it is explicit or implicit, formal or informal. The policies pursued by

the organization in relation to the management and development of human resources

exert significant influence on the choice of training and development intervention. In

general, formal training policy provides guidelines through which training and

development activities within the organization were pursued. It defines the rights,

roles, responsibilities of everyone in the organisation, in this regards organizational

training policy includes; resources to be allocated to training and development, nature

and extent of training and development activities, how and whom training and

development activities was undertaken, the manner in which training and

development was processed (Reid et al., 1992).

Choi et al. (2009) describe training agenda as a document which denotes assurance

from the organisation’s leadership to workforce training. In this agenda or policy,

there should be a rules and procedures lay out to guide the whole training program

and it should also specify the objectives of the organisation which enhance its

workforces, outline the structure as well as execution of training programs,

highlighting crucial fields where training have to be prioritized as well as giving out

proper opportunities to employees for their personal gain (Choi et al., 2009).

According to Bakr (2018) objective of the employee, one among employee’s target is

to use training policy which provide guideline for assessment, management, and

structural design without forgetting implementation of employees’ training and

initiative programs. Usually organizations focus on improving knowledge, skills and

capabilities of their employees in order to achieve its goals. Moreover, organizations

do this so as to impart and inherit learning habit to its existing and upcoming

employees.

20

In Elnaga and Imran (2013), training is a necessary exercise in a workplace without

which, workers may not be well versed with some of their duties and responsibilities.

It plays a key role in supporting the capabilities of new recruits as well as the ongoing

workers of the organisation to better perform their duties. It goes further to assert that

training prepares employees for the future roles when they get to work in more

superior positions of the organisation to which they can display full potential and

become more productive. In this aspect, training is considered to be an investment by

the organisation that yields quite high returns and builds a competitive advantage, it

helps the organisation to fill the gap between the required performance and the actual

employee performance.

The training and development done by any organisation that in turn improve the

capabilities, skills and knowledge of the employees undoubtedly is a vital source of

competitive advantage for the firm in the market. The training and development

policies of the firm therefore also have an effect on the motivation and commitment

of the employee. In order to ensure that the jobs and duties are well executed by the

workforce, the organisations ought to ensure that training and development is part of

their policies (Imran & Elnaga, 2013).

A firm in applying sustainable policies considers investing in building new skills of

the employees to enable them get acquaintance with dynamic conditions that keep

unfolding and stability as well as improvement in performance through this superior

approach of motivation and commitment to work. This training policy by the

organisation, if it is well perceived by the employees as one that is of interest to the

firm to promote skills of the workers, they turn their focus on striving to achieve the

organisations goals.

2.3.4 Organizational structure

The structure reveals the systematic schedule of decision processes, interactions,

procedures, systems as well as communications which cause organization to improve

its roles and attain its goals (María Martínez-León & Martínez-García, 2011).

21

Organizational structure similarly explains how knowledge and information are

distributed in a firm, that impact efficiency of utilization. Accordingly, it extensively

affects the categorization as well as management of the firm’s resources, the

communication procedures as well as social engagement between organization

stakeholders (HSIEH et al.,2007).

According to Wognum (2001), the training and development as facilitated by an

organisation, it may occur at three organisational levels which are; Strategic level

where the needs are set by the top management while considerations are made to the

organisations’ goals, vision, mission and strategy to focus on the problems that ought

to be solved; secondly, tactical level where needs are basically determined by the

middle management after a series of considerations to the development needs that

require the integration of the various departments in the training exercise and; thirdly,

operational level, also being the lower level management together with other workers

who evaluate the needs that ought to be fixed through training in consideration of the

problems that are facing the operations to the individual workers and the various

departments. The role of the organisation structure in formulating human resource

training and development policies is essential to create a team of the workforce that is

effective and competent.

Thus, the formation of organizational structure hampers or assists the ability of the

organization to learn, to adapt to change, to invent or to develop its capacity to

produce further clients’ value. The structure does change its form since there is a

fluctuation variation based on the new organizational conditions. Moreover, there is a

chance for improvement so that members in the organization could have the ability to

access and obtain new different skills which would assist them to solve varieties of

problems as well as various circumstances in the organization (Lloria, 2007).

Hence, the structure is dynamic, since various organizations face varying forces

within the environment that need the organisations to reiterate by coming up with

suitable policies, structures and mechanisms. Martinez & Martinez (2011) urged that

22

organizational structure act as a basic role in an organization’s ability to spot and

acquire new knowledge desired, incorporating it into the organization as well as

identifying its absorptive capability. Generally, alternatives organization structures

are significant in improving organizational learning. Organization design comprise of

processes whereby different managers use to show their structure, processes, defining

managerial processes as well as activities. It is also important in performance of the

organization as it perpetuate the capacity to work effectively (María Martínez-León &

Martínez-García, 2011).

Also according to Mndeme (2011), organizational structure which is able to be

adjusted is very crucial in training as it allow task to be restructured to boost work-

based training and give time for exchange and reflection upon training. Despite that,

if organizational structure is rigid to adopt training, it becomes hindrance factor.

Therefore, the structure of organizations can prompt training need. Given example,

flexibility and innovative structure literally desire training to adapt changes.

2.4 Empirical Literature Review

In a study on factors for effective staff training in Kisarawe and Temeke Districts by

Kihongo (2011) a sample of 47 respondents was drawn to engage in completing

questionnaires to collect primary data. As well documentary review was used in the

process of collecting data that assisted in coming to the findings. It was discovered

that short of training policies and programs in any organisation, insufficient funding

of training programs or budget allocation and management dedication towards staff

training and development as well as unfair treatment of workers that leads to

employee divisions and groups, all these lead to obstacles in training and

development and its objectives in the organisation.

From the findings of the study, four recommendations were forwarded to address the

gap that was discovered and these were; first, the local government authorities need

to come up with clear policies and strategies that lead to training and development of

employees through suitable training programs; secondly, increase in budget allocation

23

towards staff training and development; thirdly, there should be management

commitment towards employee training and development programs; lastly, a proper

training process should be abound to by considering the assessed training needs and

intended training employees under particular portfolios.

Mndeme (2011) conducted a study at Tanzania Electric Supply Company Limited

(TANESCO) on “Factors Affecting the Implementation of Training Programmes in

Parastatal Organizations in Tanzania: The research applied study design with a

qualitative approach due to the nature of the study. The 274 sample size was used

equivalent to 25% of the whole population. The simple random and purposive

sampling methods were used to select a sample size from TANESCO Dar Salaam and

Coastal Zone as part of the population. In this study, questionnaires and interviews

were used to collect primary data. Findings showed that in Parastatal organization an

effective implementation of training programs might be affected by various factors;

but can mostly be classified according to organization factors such as, shortage of

training budget, absence of training need analysis(TNA), absence of employee

sensitization.

To increase efficiency of training programmes, the study recommended to;-

increasing employee ability by allocating sufficient budget; perform evaluation

after each training period and provide response to learners; initiate a constant

TNA practice increase the percentage of level of training roles, scope and

objectives; training functions can be facilitated openly and ensure participatory in

describing the training need as well as adapt to the “Blended Learning

Programme Model”.

Dabale et al (2014), in the study on relationships between training and employee

performance conducted in Mutare city council of Zimbabwe, it was revealed that

performance of any organisation is determined by the workforce and the level of the

skills gained from the training. In this study, the correlational research design was

applied, with an attempt to define and measure the extent of association between

24

performance and training. The purposive sampling technique deployed to select a

sample size of one hundred and thirty-two (132) employees from the population of all

employees.

Moreover, the study gathered data primarily by using specific structured

questionnaires. Findings revealed a strong positive relationship between training and

performance of workforces. In this regards the researcher recommended; there is a

need of stakeholder’s involvement in training in order to improve individual skills,

capacity, behaviour, and competencies for better performance. In a study by Salum

(2014) carried out at the Tanzania Posts Corporation that was focusing on the factors

that influence employee training and development, the study pointed out a number of

steps involved in conducting training; training participant’s identification, launch of

service or new product, facilities or technology, as well as enhancement of proper

plans and lastly individual initiatives towards organisation performance increase. The

results ascertained, 88% of workforces attended the training prior the

recommendation of their department leaders.

However, findings showed that the training at the TPC was not crystal clear since

among employees complained and doubted which characters were used in choosing

employees for training. This study moreover discovered that TPC lacked a standard

formal assessment criterion to evaluate the training programs and the extent to which

they contribute towards performance of the organisation.

A study by Julie (2015) on “Factors influencing staff training and development

decisions in state-owned hotels in western Kenya”. The study employed a case study

design which also engaged both quantitative and qualitative approaches in coming to

its findings. The population of the study was based on the employees in all three state

owned hotels in the west of the country including; Kericho Tea hotel, Golf Hotel

Kakamega and Sunset hotel. Semi structured questionnaires were engaged as data

collection tools in the process among the selected sample. It was revealed from the

findings that there are some organisational factors that influence staff training and

25

development and these include; high business turn over, high employee turnover as

well as the costs involved in employee training and development programs.

It was also known that decisions on employee training and development in the state

owned hotels were influenced by the need to amplify productivity and boost

performance, the urge to introduce new techniques and approaches to business as well

the need to match the employee specifications with the job needs and expectations of

the stakeholders. The study went further to recommend that an insight be done in the

employee welfare that is facilitated by the management whenever training and

development decisions are being made.

Magai (2017), in the study assessing the influence of training and development to an

organisation’s performance carried out at the TPB Bank in Dar es salaam Tanzania,

the study was seeking to identify training and development approaches that are

adopted and implemented by the TPB as well as the factors known to influence the

training program implementation process and the impacts that the programs have on

the performance of the organisation. In the study, the sample of 150 participants was

selected through purposive sampling technique and this was equivalent of 62% of the

total population from the bank segment.

Questionnaires and documentary review were the data collection tools used in the

process of gathering data that included primary data and secondary data. It was

revealed that on-job training had an impact that leads to development and

performance of the workforce. A number of organisations have however employed a

number of various study recommendations to make decisions in line with training and

development programs among the employees.

Recommendations from the study suggest a number of undertakings that can be

instrumental in improving organisation performance through implementation of

effective training and employee development programs. This can be made by hiring

experts or training professionals, ideal allocation of budget on training programmes,

26

proper training programmes in place and also, the management’s commitment to

towards the entire process of training and development making it a priority and

ensuring that it is a continuous program for better results.

2.5 Research Gap

From the provided literature reviews on training and development, a number of

studies such as Ridoutt et al. (2002), Yaqoot et al. (2017), Mndeme (2011),

Sanjeevkumar and Yanan (2011), Sudhakar and Basariya (2017), and Kihongo

(2011), based on studying factors for effectiveness of training and development

whilst few studies studied factors of training and development without conducting

deep analysis on the factors influencing training and development on

organization performance.

Additionally, the related studies on this topic as referred in the literature review were

carried out long time ago thus, high probability of outdated findings in the recent

environment due to the rapid technological advancements. In addition, there have not

been studies that specifically examined the factors influencing training and

development in telecommunication companies, particularly in Tanzania. Due to those

shortfalls, the researcher was convinced to perform thoroughly the research on the

factors influencing training and development in improving organization performance

grounded on Vodacom Company as a case study.

2.6 Conceptual Framework

According to Mugenda & Mugenda (2003), the conceptual framework is a summary

that elaborates the phenomenon being studied. It proposes the links or relationship

between the variables that are under study. Generally, it is the collection of principles

that are built as a result of the interests of the study and are used to illustrate the

relationship between the variables that are being studied. The conceptual framework

was useful in the study as an aid to show the factors that influence training and

employee development in the course of performance improvement leading to

organisation performance. The figure 2.1 graphically presents the relationship

27

between the theories and the study objectives which as well illustrates both

independent and dependent variables. Advanced technology, organizational

resources, organizational training policy, and organizational structure are independent

variables while training and development play a part as a dependent variable.

Figure 2. 1: Conceptual framework

Independent Variable Dependent Variable

Source: Researcher’s construct 2019

Advanced Technology

Changes in technology

Refresher training

Organizational resources

Training budget

Management support

Organizational training

policy

Presence of training policy

Implementation of training

policy

Organizational structure

Type of structure

Structure flexibility

Business Expansion

Tra

inin

g a

nd

Dev

elop

men

t

N

um

ber o

f trainees p

er year

T

rainin

g n

eeds

T

rainin

g p

rogram

s

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CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

In this chapter is, the research design, research area, the population of study, sampling

techniques, data collection methods, data analysis and the ethical considerations of

the study.

3.1 Research Design

A descriptive research design was used in this study with a quantitative approach. A

descriptive research design is a design which involves data gathering with the aim of

describing the phenomenon, case, and trends (Bryman & Bell, 2011). In this light,

therefore, a descriptive research design was deemed perfect design to fulfil the

objectives of the study as it describes the affairs state without manipulation of the

variables as the results this method is suitable to provide an insight in understanding

the factors influencing raining and development in the improvement of organizational

performance.

3.2 Research Area

Dawson (2002) asserts that, research area helps to confine research topic as well as

resources based on time and budget. Therefore, based on time and cost constraint, this

study was performed at Vodacom Tanzania PLC - HQ which is among the largest

telecommunication companies providing different services in Tanzania such as cloud,

data, voice, messaging, and remote communication over satellite, PABX

connectivity, international connectivity, WiMAX, mobile payments and banking

solutions.

29

3.3 Population of the study

The population is defined as collection of either items or individuals having a mutual

characteristic (Kothari, 2004). It also refers as the collection of items which the

researcher desires to explore. Apparently, the circumstances limit the researchers to

test each individual present in the population because of time and budget set opposing

to the population size (Mugenda & Mugenda, 2008). Specific in this study, the

population size is 452 Vodacom employees.

3.4 Sample and sampling technique

3.4.1 Sample size

Kothari (2004) refers sample size as the total units that are selected from the larger

population with purpose of being used in the study to come up with answers to the

research questions. In this case, the sample was optimum which means neither be too

small nor too large to fulfil reliability, flexibility, and efficiency requirement. A

sample size of eighty-two (82) employees was used in this study. These 82 employees

were selected from a different department within a Vodacom Tanzania PLC - HQ.

Specifically, in this study the sample size was calculated by using Yamane’s formula

that is mostly used to calculate sample size from defined population, Yamane (1967).

The calculations of the sample by using Yamane’s formula include;

n =

Where: n = Sample size

N = Population size

e = level of precision

Assuming ± 10% level of precision, the calculation for required sample size was as

follows;

30

e =10% or 0.1, Then

n = = 81.88~82

Table 3. 1: Sample distribution

Source: Researcher, 2019

3.4.2 Sampling Technique

Kothari (2004) narrated, sampling technique states as a method of selecting a sample

from a population. Dawson & Dargie, 2002 explained further that correct processes

can be used to pick samples in a population targeted. Therefore, in this study, the

researcher used probability sampling which included stratified sampling and

convenience sampling techniques.

3.4.2.1 Stratified sampling

Johnson and Christensen (2012) defined stratified random sampling as a probability

sampling techniques where, the population is first grouped into smaller homogeneous

subgroups or strata and then the results are assembled. The subgroups constitute the

all-inclusive population; then the conclusion from the strata are randomly picked

either disproportionally or proportionally based on different strata size depending on

the interest of the researcher.

Department Number of

employees

Sample size Percent

(%)

Sampling

method

Human Resources Departments 17 6 7.08 Stratified

Vodacom Business Department 54 10 11.95 Stratified

CBU Department 71 13 15.71 Stratified

M-Commerce Department 32 6 7.08 Stratified

IT & Billing Department 67 12 14.82 Stratified

Financial Department 81 15 17.92 Stratified

Customer Care Department 62 11 13.72 Stratified

Legal & Compliance Department 13 2 2.88 Stratified

Network Department 48 9 10.62 Stratified

Vodacom External Department 7 1 1.55 Stratified

Total 452 82 100

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This technique is helpful in case where the researcher may have knowledge of the

characteristics in relation to the variables that are common in the population and can

give better answers when the representatives are sub divided (Burns & Grove, 2005).

The technique was engaged at preliminary stage by dividing the population into

mutually exclusive groups which were primarily according to their departments.

3.4.2 Convenience sampling

Convenience sampling also called opportunity sampling or accidental sampling is

known to be the technique applied in selection of study representatives from a wider

population to which the selection of units depends or considers availability,

accessibility or proximity to the researcher (Msabila & Nalaila, 2013). Cohen et al

(2000) defines convenience sampling as the selection of individuals or units in the

researcher’s proximity for the purpose of participating in the study. In the study

therefore, convenience sampling was employed after the stratified sampling was done

in order to select a sample from the various strata. Convenience sampling was

relevantly used in the selection of the sample due the busy schedule of most of the

employees that could not be available at the time of data collection. The respondents

were selected from the employees who were available and free during the time of

study. Convenience sampling was helpful, fast and easy way to achieve the required

sample for the study (Cubit & Lopez, 2011).

3.5 Data Collection Methods

Sapford et al, (2001) referred data collection to the process of collecting information

from the respondents in a systematic manner leading to getting answers to the

research questions. In this case, the researcher employed a mixed method approach

which entails using of qualitative and quantitative methods. The study therefore made

use of both primary data and secondary data to which, questionnaires applied to

collecting primary data while documentary or desk review applied to collection of

secondary data.

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3.5.1 Primary Data

Primary data is that raw data that is collected for the first time from the field in a

study (Kothari, 2004). In the study, primary data was gathered with the aid of

questionnaires as the main instruments whereby, the questionnaires were distributed

to the participants of the study who completed them according and returned to the

researcher for data processing procedures. According to Gillham (2008),

questionnaire is a research instrument that is composed of open ended and closed

ended questions that are used in collecting data from study participants.

3.5.1.1 Questionnaire

The researcher administered 82 questionnaires individually to all employees that were

selected from the population. The vital reason to apply a questionnaire in the study

was to enable the researcher to get more information from many respondents. The

questionnaire collected data on demographic information of the respondents, their

perceptions on the role of technology, company resources, company structure and

company policy in facilitating training and development of employees.

3.5.2 Secondary Data

The data which was obtained from the literature source was termed as secondary data

(Kothari, 2004). These are the data which have been collected and analysed

previously by someone else for some other purposes (Kothari, 2004). The researcher

used secondary data to get hold of information related to the study that would not be

obtained from original sources. Moreover, the researcher decided to exploit secondary

data, as they were available effortlessly, rapidly and inexpensively. The secondary

data in this study was observed through the published literature review such as

articles, journals, and reports and unpublished literature review.

3.6 Measurement of variables

3.6.1 Dependent variable (DV)

The dependent variable in this study is training and development and was measured

by cross-checking training needs, the number of trainees per year, and the presence of

33

trainee programs in a company. Thus, these measurements showed whether there are

training and development in a company

3.6.2 Independent variables (IV)

This study comprised four variables, which were; advanced technology,

organizational resources, organizational training policy, and organizational structure.

Advanced technology

Technology is the independent variable used in this study which focuses on two

components termed as changes in technology, and induction (refresher) training.

Changes in technology or the introduction of new technology in a company triggers

the company to train its employees to cope with the new responsibilities. Thus, the

study focused on cross-checking if there was any change in technology in a company

and if there was any refresher training (training of new employees to cope with

companies tasks as well as training of employees because of the introduction of new

technology in a company).

Organizational resources

Organizational resources include all assets, capabilities, funds, human, knowledge,

information and much more that enables an organization to conceive and achieve

training and development to improve its productivity. On organization resources, the

study focused on training budget and management support. In the training budget, the

study crosschecked whether there was an allocation of resources (both funds and

human) on training and development programs. Furthermore, management support

was another vital aspect where an organization might trigger training and

development by giving time to their employees to attend training programs as well as

providing financial support.

34

Organizational training policy

Organizational training policy is another independent variable, which focused on the

presence of training policy, implementation of training policy in an organization. The

presence of training policy is one of the indicators that influences training and

development in a company. Not only organizational training and development will

trigger training and development but also its implementation.

Organizational structure

Type of structure in an organization influence training and development, for example,

Lam (2011) administrative structure is premeditated to deal with repetitive problems

however impossible deal with change or innovation, emphasizing past behaviour, and

hindering speedy feedback to the competitive surroundings. Therefore, the

organizational structure was measured by checking the type of structure and its

flexibility.

Table 3. 2: Measurement of Variables

Variable Sub variable Measurement

Training and Development

Training needs

Number of trainees

Trainee programs

Five point Likert scale (1=Strongly

Agree, 2=Agree, 3= Neutral, 4 =

Disagree, 5 = Strongly Disagree)

Advanced technology

Technological change

Induction training

Five point Likert scale (1 = Strongly

Agree, 2 = Agree, 3 = Neutral, 4 =

Disagree, 5 = Strongly Disagree)

Resources

Training budget

Management support

Five point Likert scale (1 = Strongly

Agree, 2 = Agree, 3 = Neutral, 4 =

Disagree, 5 = Strongly Disagree)

Training policy

Presence of training policy

Implementation of training

policy

Five point Likert scale (1 = Strongly

Agree, 2 = Agree, 3 = Neutral, 4 =

Disagree, 5 = Strongly Disagree)

Organizational structure

Structure type Structure

flexibility

Five point Likert scale (1 = Strongly

Agree, 2 = Agree, 3 = Neutral, 4 =

Disagree, 5 = Strongly Disagree)

Source: Researcher, 2019

35

3.7 Reliability and Validity of data

3.7.1 Reliability

According to Saunders et al (2007), reliability is the degree of accuracy in the

techniques and instruments that are used in the process of collecting of data during

research. It is the extent at which the applied instruments are able to produce the same

results or findings even after a number of different trials. The instruments are

therefore measured to assert whether they are free from bias and to ensure that they

can consistently measure the intended variables. In this manner, the study ensured

reliability through carrying out repeated testing and retesting of the instruments used

in the process of data collection for stability, predictability and dependability in order

to achieve consistence of the outcomes.

3.7.2 Validity

According to Saunders et al (2007), validity is the affirmation that the research

instruments can measure effectively the intended variables. It focuses on ensuring

that the intended variables and objectives are covered. In the study therefore, validity

was ensured through a pilot test of the data collection tools in order to establish the

gaps and give room for correcting and this was done by engaging a number of

employees from Vodacom Tanzania PLC-HQ who were interviewed with focus of

checking the validity of the questionnaires before they were improved accordingly

and later applied in the field.

3.8 Data Analysis Methods

Mbwambo et al (2011) refers data analysis to the process of recording raw data and

organising it in order to create relevance in the final outcomes of the information. It

involves the entire process of organising and scrutinizing of the data to trace

relevance and eliminate the irrelevant areas hence making meaning of data analysis.

For that matter, data analysis was done by first conducting data entry before coding

and then data cleaning was performed. Further, data analysis was done with the use of

IBMSPSS statistics, version 20 plus Microsoft excel in order to get the frequencies

36

and the percentages. It was also relevant that the study employed a descriptive and

multiple regression analysis in the data.

3.8.1 Descriptive analysis

Descriptive analysis was used to describe the nature and main features of the results

in relation to frequencies in terms of percentages and make summaries. This was

retrieved from the measure that was used on the variables which was aided by a five

level Likert scale of 1 to 5 to which, 1 = strongly agree, 2= agree, 3 = neutral, 4 =

disagree and 5 = strongly disagree. This was used to indicate the level at which the

respondents agreed or disagreed to the statements on factors that influence training

and development in improving of organisation performance. Descriptive analysis was

also used to describe the demographic characteristics of the study participants in

terms of their gender, age, education levels and experience at work.

3.8.2 Multiple regression analysis

Multiple regression analysis was used to test how independent variables (advanced

technology, resources, structure, and policy of the organization) influence the

dependent variable (training and development). It provided information regarding the

significance of the advanced technology, resources, structure, and policy of the

organization that was included in the model. The correlation coefficient R was used

to indicate the extent of the relationship of all independent variables.

Moreover, the coefficient of determination R-square was used to explain how much

variance in the training and development was explained by the model or explained by

advanced technology, resources, structure, and policy of the organization. By using

the Beta of the unstandardized coefficient, the contribution of each independent

variable to the model was identified. In addition, the Analysis of Variance (ANOVA)

revealed whether the model was significant or not based on the probability value (P-

value).

37

Regression Model

Specifically, this study used the below regression model which is grounded in four

assumptions of normality, homoscedasticity of variance, linearity, and independence

of error terms to study the relationship of factors influencing training and

development in improving organization performance referencing Vodacom

Tanzania– HQ.

The multiple regression model of this study is as follows;

Y = β0 + β1X1 + β2X2 + β3X3+ β4X4 +e

Where;

Y = Dependent variable (Training and Development)

β0 = Constant

β1, β2, β3, and β4 = are the coefficients of advanced technology, organization

resources, organization structure, and organization policy respectively.

X1 = Advanced technology

X2 = Organization resources

X3 = Organization structure

X4 = Organization policy

e = Error term

3.9 Ethical Considerations

The researcher had a short introduction to the respondent during the whole process of

data collection. The employee was verbally informed on the significance of the study

and for whom the findings are expected. Moreover, the researcher informed the

employee that participation during the data collection process was deliberate and they

were free to withdraw their participation at any stage during the data collection

process. Furthermore, the study made sure that the given data would not be used for

some other purpose(s) and none of the participants would be identified by names in

the report.

Independent Variables

38

CHAPTER FOUR

PRESENTATION AND DISCUSSION OF FINDINGS

4.0 Introduction

This chapter deals with presenting the data collected, analysis and presentation of the

interpreted responses from the respondents. This section analyses and discusses data

based on the specific objectives as narrated in Chapter One of the study

The chapter will show and discuss responses in relation to research questions so as to

accomplish the objectives which are the fundamental guidelines to conduct this

study. A computer software known as Statistical Package for Social Science (SPSS)

was used to interpret data and present findings. Data collected from respondents was

studied then coded to be readable and fit in the software using a prepared codebook.

4.1 Demographic Characteristics of the Respondents

This section presents as well as discourses demographic features of respondents

which include gender, age, levels of education, and experience of respondents. The

demographic information of respondents is presented in Table 4.1below.

First question was to know about gender distribution of respondents. The

characteristic of gender supports the researcher to understand the distribution of the

males and females and how such distribution affects training and development in an

organization. Results show that 54.9% (45) of the respondents were females while

45.1% (37) were males. The findings show that women empowerment programs in

different fields have been successful and male dominance in almost every field had

gone down.

This implies that female employees have also been the beneficiaries of the training

and development programs undertaken at the company the respondents were also

asked about their age. The reason behind is to know which age group is more

39

involved in workforces. Results show that most of the respondents during the study

were in the age group of 21-35 years, with 75.6% (68) respondents followed by 36-50

years with 24.4% (20) respondents. This implies that many organizations majority of

the workforces are between 21 to 35 years old.

Furthermore, Table 4.1 indicates the education level of the respondents. This was

aimed at understanding the stratification of education level among employees of

different organizations because knowing education level diversity among employees

may help organizations to know the starting point and which kind of training is

needed. The findings revealed that majority of respondents had at least a Bachelor

Degree category with 63.4% (52) respondents followed by Master’s Degree category

with 29.3% (24) respondents. The findings also showed that 7.3% (6) of the

respondents had Diploma as their education level attainments and none of the

respondents during the study had the PhD level of education. This indicates that many

of organizations’ employees have bachelor degree followed by master’s degree

holders.

Therefore, organizations were able to conduct relevant trainings to their employees

not only by looking at their assigned daily duties but as well as their education level.

The study also sought to analyse the experience of the respondents in a company.

This is based on the understanding that experience builds competences and technical

to know-how, hence people with experience may be trainers to new employees. For

this reason, the respondents were asked to state the numbers of years of experience

since they joined Vodacom Company.

The findings showed that 40.2% (33) of respondents had the experience of between

6-10 years in the company followed by 36.6% (30) of respondents with the

experience of between 11-15 years. Moreover, 9.8% (8) of respondents had

experience of between 1-5 year and under and 13.4% (11) of the respondents had

experience of between 16 years and above. Thus, findings reveal that workers with

the experience of between 6-10 years which makes 40.2% dominated the study.

40

Table 4. 1: Demographic characteristics of the respondents

Demographic Category Frequency Percentages (%)

Gender

Male 37 45.1

Female 45 54.9

Total 82 100

Age

Below 20 years - -

21-35 years 62 75.6

36-50 years 20 24.4

51 years + - -

Total 82 100

Education

Diploma 6 7.3

Bachelor Degree 52 63.4

Master Degree 24 29.3

PhD - -

Total 82 100

Experience

1 -5 years 8 9.8

6-10 years 33 40.2

11-15 years

16 years and above

30

11

36.6

13.4

Total 82 100

Source: Field Data, 2019

4.2 Reliability and Validity of Data

Cronbach’s Alpha Coefficient was used in this study to test research instruments’

ability to yield desirable results. Cronbach's alpha has been popularly used to measure

consistency of the degree to which items that form the scale measuring alike essential

attribute (Lundgren-Nilsson, Jonsdottir, Pallant, & Ahlborg, 2012). The researcher

tested for Cronbach’s Alpha Coefficient using Likert scale items that were used to

identify influence advanced technology, organizational resources, structure, and

policy.

The level of coefficient recommended is 0.7, which shows the measurement of scale

is alike whenever there is the same subjects and conditions. However, beyond 0.7, the

scales considered reliable. George and Mallery (2003) indicated the following rules

of thumb for Cronbach‘s Alpha values on reliability and validity:> .9 =Excellent, > .8

= Good, > .7 = Acceptable, > .6 =Questionable,> .5

= Poor, and < .5 =Unacceptable

41

Table 4.2 indicates reliability statistics whereby Cronbach's Alpha was found to be

0.706. Since Cronbach's Alpha is more than 0.7 then the items for advanced

technology, organizational resources, structure, and policy were regarded as reliable

(Good)

Table 4. 2: Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on Standardized

Items N of Items

.706 .713 4

4.2.1 Normality test

The parametric test such as regression assumes that data are normally distributed.

Therefore, this study used normality test to check the distribution of data, whether it

is normally distributed or not. Findings in figure 4.1 show that dots lie closer to the

diagonal line. The closer the dots lie to the diagonal line, the closer to the normal

residual are distributed. Therefore, this trend of dotted lines reveals that the data are

normally distributed, and the assumption of normality is accepted.

42

Figure 4. 1: Normal P - P plot of regression Standardized Residual

4.2.2 Multi-collinearity test

The high multi-collinearity problem can increase the variance of the coefficient

estimate and results the estimate very sensitive to minor changes in the model, i.e.

weak and difficult to interpret. The diagnosis of high multicollinearity was

performed, and the results were displayed in table 4.3 that has the values of Inflation

Factor(VIF) and tolerance. The problem of multicollinearity is present when a

tolerance value is less than 0.10 and the VIF is above 10. Therefore, in Table 4.3, the

results indicate that no high correlation between the explanatory variables, i.e. multi-

collinearity problem does not exist.

Pallant (2002) describes tolerance as an indicator of the amount the variability of the

definite independent is not explicated by other independent variables in the model

and is calculated by the formula 1-R2 each variable separately. Multi-collinearity

exists when the value is under 0.10. The other value given is the VIF, which is the

opposite of the Tolerance values. Multi-collinearity occurs when VIF values exceed

43

10. Accordingly, as depicted in Table 4.3, it can be concluded that there was no high

inter-correlation among predictor variables, as predictor variables had a Tolerance

value below 0.10, nor was there a variable with a VIF value over 10.

Table 4. 3: Collinearity diagnosis

Model Collinearity Statistics

Tolerance VIF

Resources .504 1.985

Structure .783 1.277

Policy .430 2.325

Technology .605 1.654

Dependent variable: Training and development

4.3 Descriptive Analysis of Factors influencing training and development

This part presents a descriptive analysis relative to variables influencing training and

development in improving organizational performance. This presentation is based on

independent variables such as advanced technology, organization resources,

organization structure, and organization policy while the dependent variable was

training and development. The descriptive analysis was performed as per specific

objectives. The Likert scale questions with the codes (1-strongly agree, 2-agree, 3-

neutral, 4-disagree, and 5-strongly disagree) were analysed and presented in terms of

frequencies and percentages.

4.3.1 Advanced technology

The rapid growths in technology led to a means of doing work to be flexible.

Improvement of technology has caused training to be an unceasing activity within an

organization to impart workers with abilities to manage technological shifts. The

researcher aimed to understand the pushing factors of technology on training and

development in improving organization performance for improving organization

performance.

Findings in Table 4.4 show that 32 (39%) of the respondents strongly agreed, 32

(39%) of the respondents agreed that advanced technology drives the need for

training and development. Moreover, 5 (6.1%) of the respondents disagreed while 13

44

(15.9%) of respondents neither agreed nor disagreed. Therefore, the majority of the

respondents argued that advanced technology drives the need for training and

development.

Furthermore, majority of the respondents showed that advanced technology had

indeed helped to guide changes in the way training and development programs were

being undertaken at the organisation. For instance, majority of the respondents

strongly agreed 35 (42.7%) and agreed 34 (41.5%), that there was the need to

undertake training and development programs in order to catch up with the

technological advancements ever sweeping the world as indicated in the empirical

literature review.

Findings in Table 4.4 also show 45 (54.9%) of the respondents agreed, and 17

(20.7%) of the respondents strongly agreed that in the company there were some

changes in work tasks. Moreover, 20 (24.4%) of the respondents neither agreed nor

disagreed that in the company there were some changes in work tasks. Therefore,

findings show that the majority of the respondents argued that in the company there

were some changes in work tasks. The changes in the working tasks in the company

make the company in a position to train workers to cope with the changed tasks.

Therefore, changes in working tasks in a company called for training which would

enhance the knowledge and skills of workers in the company.

These findings in Table 4.4 also shows that 33 (40.2%) of the respondents strongly

agreed, and 32 (39%) of the respondents agreed that the company normally train

employees to use new machines or facilities. Furthermore, findings show that 5

(6.1%) of the respondents disagreed while 12 (14.6%) of the respondents neither

agreed nor disagreed that the company normally train employees to use new

machines or facilities. The introduction of the new system in a company needs

training so that workers can adapt to the new operation of the introduced machines.

As one of the way for keeping with the emerging technological trends, employees are

mostly trained on new technology.

45

Therefore, in the advancement of technology, the company might need to focus to

train workers so that they can improve their performance through the newly acquired

skills and knowledge.

Table 4. 4: Advanced technology

Statement Strongly

Agree

Agree Neutral Disagree Strongly

Disagree

Advanced technology drives

the need for training and

development

32

(39%)

32

(39%)

13

(15.9%)

5

(6.1%)

-

In our company there is a

change in technology 35

(42.7%)

34

(41.5%)

8

(9.8%)

5

(9.1%) -

In our company, there are

some changes in working

tasks

17

(20.7%)

45

(54.9%)

20

(24.4%) - -

In our company, we normally

train our employees to use

new machines or facilities 33

(40.2%)

32

(39%)

12

(14.6%)

5

(6.1%) -

Source: Field Data, 2019

4.3.2 Organizational resources

The resources such as human resources, financial resources, and time are considered

as important resources in enhancing training and development in an organization.

Therefore, this study aimed to know the influence of organizational resources in

training and development for improving organization performance. Findings in Table

4.5 show that 32 (39%) of the respondents strongly agreed, 44 (53.7%) of the

respondents agreed that in a company there were company resources for training and

development while 6 (7.3%) of the respondents neither agreed nor disagreed.

Findings reveal that the majority of the respondents argued that in a company there

were company resources for training and development. Hunt and Davis (2012)

suggested that RBT facilitates managerial actions and decisions. The allocation of

resources on training and development is enhanced by managerial actions and

decisions. The managerial actions and decisions of the company determine the

priorities of the company on using resources.

46

These findings were also supported by the majority of the respondents 39 (47.6%)

who strongly agreed, and 35 (42.7%) of the respondents who agreed that in a

company there was a budget for training and development. On the other hand,

7(8.5%) neither agreed nor disagreed and 1(1.2%) disagreed there is budget for

Training and development. Insufficient budget in the form of investment in human

resources development function and other department hinder the implementation of

training and development in the organization.

These findings were also supported by Seleman (2009) who indicated that among the

factors hindering execution of training program at Mzumbe University was

deficiency of resources in terms of funds. This shows that the allocation of enough

budget on training brings a conducive environment for the continuous prevalence in

an organization or company.

Findings in Table 4.5 also show that 29 (35.4%) of the respondents strongly agreed,

45 (54.9%) of the respondents agreed that a company have a tendency to send or

allow a team to attend the training outside the company while 1 (1.2%) of the

respondents disagreed, and 7 (8.5%) of the respondents neither agreed nor disagreed.

Thus, findings show that the majority of the respondents during the study claimed

that a company has a tendency to send or allow a team to attend the training outside

the company. The sufficient financial resources of the company may facilitate the

availability of both internal and external trainers because the company use the

financial capacity of the company to allocate the budget on training and development.

These findings also show that a company provides time for employees to attend

training. The common obstacle of training and development in organizations is the

lack of time for attending training. This shows that in a case that there is external

training; the organization may sometimes find difficult to let workers attend training,

as there might be no replacement of their work operations in their absence throughout

the training schedule. Hence, employee’s workload might discourage the release of

employees for training.

47

Inline, findings in Table 4.5 also show that 29 (35.4%) of the respondents during the

study strongly agreed, 34 (41.5%) of the respondents agreed that a company has

modern training facilities while 6 (7.3%) of the respondents disagreed, 4(4.9%) of the

respondents strongly disagreed, and 9 (11%) of the respondents neither agreed nor

disagreed. Findings reveal that the majority of the respondents during the study

claimed that a company has modern training facilities. The lack of training could be a

result of the lack of resources in a company.

The study also intended to know whether the company provides the required training

materials. Findings in the same table 4.5 indicate that 27 (32.9%) of the respondents

strongly agreed, 37 (45.1%) of the respondents agreed while 6 (7.3%) of the

respondents disagreed, and 12 (14.6%) of the respondents neither agreed nor

disagreed. Therefore, findings reveal that the majority of the respondents during the

study indicated that provides the required training materials.

The findings are also in line with the outcomes of Wheelen and Hunger (2000) who

claimed that organization resources are the foundation for continuity of training in an

organization. Furthermore, Okioga (2012) claimed that the resources of the firm

should reduce threats and should have the capacity to exploit changes in the

environment. Therefore, the organizations with valuable, rare, non-substitutable and

unmatched resources can simply accomplish their training and development

programmes.

48

Table 4. 5: Organizational resources

Statement Strongly

Agree

Agree Neutral Disagree Strongly

Disagree

In our company, there are

company resources for training

and development

32

(39%)

44

(53.7%)

6

(7.3%) - -

In our company, there is a

budget for training and

development

39

(47.6%)

35

(42.7%)

7

(8.5%)

1

(1.2%) -

A company have a tendency to

send/allow a team to attend the

training outside the company

29

(35.4%)

45

(54.9%)

7

(8.5%)

1

(1.2%) -

A company has modern training

facilities

29

(35.4%)

34

(41.5%)

9

(11%)

6

(7.3%)

4

(4.9%)

Company provides the required

training materials

27

(32.9%)

37

(45.1%)

12

(14.6%)

6

(7.3%) -

Source: Field Data, 2019

4.3.3 Company Structure

The type of organizational structure is significant in the improvement of

organizational learning. Training in an organization is fundamentally a learning

process, in which learning chances are purposefully structured by the managerial, HR

and training staffs, working in collaboration, or by external agents acting on their

behalf. The structure of an organization is a key determinant of training and

development. Therefore, this study also intended to understand the influence of the

organization structure on training and development.

Findings in Table 4.6 indicates that 32 (39%) of the respondents strongly agreed, and

29 (35.4%) of the respondents agreed that the structure of the company influences

training and development. Moreover, findings show that 9 (11%) of the respondents

disagreed, and 12 (14.6%) of the respondents neither agreed nor disagreed that the

structure of the company influences training and development. Therefore, findings

reveal that the majority of the respondents during the study showed that the structure

of the company influences training and development.

49

The study also intended to know whether the company has a flexible structure which

influences training and development. Findings show that 7 (8.5%) of the respondents

strongly agreed, 9 (11%) of the respondents agreed that the company has a flexible

structure which influences training and development. Furthermore, 26 (31.7%) of the

respondents disagreed, 21 (25.6%) of the respondents strongly disagreed while 19

(23.2%) of the respondents neither agreed nor disagreed that the company has a

flexible structure which influences training and development. Therefore, findings

show that the majority of the respondents during the study indicated that the company

had no flexible structure.

Findings in Table 4.6 also intended to know whether a company had an inflexible

structure, which influences training and development. Therefore, findings in Table

4.6 show that 17 (20.7%) of the respondents strongly agreed, 45 (54.9%) of the

respondents agreed that a company had an inflexible structure, which influences

training and development. Moreover, findings show that 20 (24.4%) of the

respondents neither agreed nor disagreed that a company had an inflexible structure,

which influences training and development. Findings reveal that the majority of the

respondents during the study indicated that a company had an inflexible structure,

which influences training and development.

Furthermore, findings in Table 4.6 show that 13 (15.9%) of the respondents strongly

agreed, 8 (9.8%) of the respondents agreed that the mixed structure of our company

supports training and development. Moreover, findings show that 4 (4.9%) of the

respondents strongly disagreed, 31 (37.8%) of the respondents disagreed while 26

(31.7%) of the respondents neither agreed nor disagreed. Therefore, findings show

that the majority of the respondents during the study argued that the mixed structure

of our company supports training and development.

50

Table 4. 6: Company Structure

Statement Strongly

Agree

Agree Neutral Disagree Strongly

Disagree

Structure of the company

influences training and

development

32

(39%)

29

(35.4%)

12

(14.6%)

9

(11%) -

A company has flexible structure

which influence training and

development

7

(8.5%)

9

(11%)

19

(23.2%)

26

(31.7%)

21

(25.6%)

A company has an inflexible

structure which influences

training and development

17

(20.7%)

45

(54.9%)

20

(24.4%) - -

The mixed structure of our

company supports training and

development

13

(15.9%)

8

(9.8%)

26

(31.7%)

31

(37.8%)

4

(4.9%)

Source: Field Data, 2019

4.3.4 Company Policy

The policies pursued by the organization in relation to the management, training and

development of human resources exerts a significant influence on the choice of

training and development intervention. Generally, formal training policy provides

guidelines through which training and development activities within the organization

will be pursued. Therefore, this aimed to identify the influence of company policy on

training and development for improving organization performance.

The study intended to know whether there was a training policy in a company.

Findings in table 4.7 show that 32 (39%) of the respondents strongly agreed, and 32

(39%) of the respondents agreed that there was a training policy in a company. In

addition, 18 (22%) of the respondents neither agreed nor disagreed that there was a

training policy in a company. Findings show that the majority of the respondents

during the study indicated that there was a training policy in a company.

This study also wanted to know whether the policy of a company support training and

development. Findings from table 4.7 show that 18 (22%) of the respondents strongly

agreed, 50 (61%) of the respondents agreed that the policy of a company support

training and development. In addition, findings indicate that 14 (17.1%) of the

respondents neither agreed nor disagreed that policy of a company support training

51

and development. Findings reveal that the majority of the respondents during the

study indicated the policy of a company support training and development. These

findings were also in line with 16 (19.5%) of the respondents who strongly agreed,

and 45 (54.9%) of the respondents who agreed that policy of the company is friendly

to training and development.

Findings in Table 4.7 also show that 32 (39%) of the respondents strongly agreed, 35

(42.7%) of the respondents agreed that policy of the company consists of rules and

procedures concerning training and development. Furthermore, findings show that 15

(18.3%) of the respondents neither agreed nor disagreed that the policy of the

company consists of rules and procedures concerning training and development.

Thus, findings show that the majority of the respondents during the study indicated

that the policy of the company consists of rules and procedures concerning training

and development.

According to Gupta (2009), the policy of a company should consist of rules and

procedures concerning training indicate the company’s intention to develop its

employees, guide the design and implementation of training programs, identify

critical areas where training is to be given priority basis and provide appropriate

opportunities to employees for their own betterment. Therefore, the training policy in

an organization is also very important to ensure an employee performance evaluation

which also guarantees the appropriate training and development to be conducted.

52

Table 4. 7: Company policy

Statement Strongly

Agree Agree Neutral Disagree

Strongly

Disagree

In our company, there is a

training policy

32

(39%)

32

(39%)

18

(22%) - -

The policy of our company

support training and

development

18

(22%)

50

(61%)

14

(17.1%) - -

The policy of the company is

friendly to training and

development

16

(19.5%)

45

(54.9%)

20

(24.4%)

1

(1.2%) -

The policy of the company

consists of rules and procedures

concerning training and

development

32

(39%)

35

(42.7%)

15

(18.3%) - -

Source: Field Data, 2019

4.3.5 Training and Development

Training and development is an important field concerned with performance

improvement of workforces in the organization. This study aimed to know the

presence of training and development in an organization. The researcher asked the

respondents to indicate the level of agreements or disagreements on the questions

associated with training and development.

The study wanted to know whether a company is a learning company, which provides

a strategic umbrella for developing its employees. Findings in Table 4.8 show that 39

(47.6%) of the respondents strongly agreed, 26 (31.7%) of the respondents agreed

that a company is a learning company, which provides a strategic umbrella for

developing its employees. Moreover, findings show that 7 (8.5%) of the respondents

disagreed, and 10 (12.2%) of the respondents neither agreed nor disagreed that a

company is a learning company, which provides a strategic umbrella for developing

its employees.

The study also wanted to know whether a company always provide training to new

employees. Findings from the same table 4.8 show that, 35 (42.7%) of the

respondents strongly agreed, 34 (41.5%) of the respondents agreed that a company

always provide training to new employees. Moreover, 5 (6.1%) of the respondents

53

disagreed while 8 (9.8%) of the respondents neither agreed nor disagreed. Therefore,

the majority of the respondents argued that a company always provide training to new

employees.

The study also wanted to know whether there were sufficient opportunities exist for

training and development in the company. Therefore, findings from table 4.8 indicate

that 17 (20.7%) of the respondents strongly agreed, and 45 (54.9%) of the

respondents agreed that there were sufficient opportunities exist for training and

development in the company. Furthermore, findings show that 20(24.4%) of the

respondents neither agreed nor disagreed that there were sufficient opportunities exist

for training and development in the company.

The outcomes as presented in Table 4.8 indicate that 30 (36.6%) of the respondents

strongly agreed, 34 (41.5%) of the respondents agreed that a company sets attainable

performance goals in line with its vision and mission and broad training objectives. In

addition, 18 (22%) of the respondents neither agreed nor disagreed that a company

sets attainable performance goals in line with its vision and mission and broad

training objectives. Therefore, findings reveal that the majority of the respondents

indicated that a company sets attainable performance goals in line with its vision and

mission and broad training objectives.

These findings are similar to the findings obtained by Karia et al. (2016) were the

respondents (52.5%) claimed that there were moderate operations of training and

development in their organizations. This low moderate operation of training and

development in these organizations indicates that there was a low level of the annual

budget provided for training and development in the public water utilities in

Tanzania.

54

Table 4. 8: Training and Development

Statement Strongly

Agree Agree Neutral Disagree

Strongly

Disagree

Our company is a learning

company, which provides a

strategic umbrella for

developing its employees

39

(47.6%)

26

(31.7%)

10

(12.2%)

7

(8.5%) -

Our company always provide

training for new employees 35

(42.7%)

34

(41.5%)

8

(9.8%)

5

(6.1%)

-

Sufficient opportunities exist

for training and development in

the company.

17

(20.7%)

45

(54.9%)

20

(24.4%) - -

Our company sets attainable

performance goals in line with

its vision and mission and

broad training objectives

30

(36.6%)

34

(41.5%)

18

(22%) - -

Source: Field Data, 2019

The findings on factors influencing training and development correspond with the

assumptions of the organisation development theory that asserts that a firm may

uphold the process of continuous diagnosis, action planning, implementation and

evaluation with aim to take the firm to higher levels of performance.

4.4 Inferential Analysis

The study inspected the reliability and validity of data to test the research instrument

whether has an ability to yield desirable results. Moreover, the study crosschecked the

assumption of the multiple regression before perform multiple regression analysis.

Thus, normality and multi-collinearity were performed to inspect the assumption of

multiple regression.

4.5 Correlation analysis

The correlation analysis was performed to identify the extent of the relationship and

statistical significant between the dependent variable (training and development) and

each independent variable of the study. Findings in Table 4.9 shows that, organisation

resource is statistically significant at P-value = 0.000 with Pearson correlation

coefficient (R) of 0.676; organisation policy is statistically significant at

P-value = 0.000 with R = 0.856; advanced technology is statistically significant at

55

P-value = 0.000 with R = 0.718, and organization structure is not statistically

significant at 0.01 level (2-tailed). Findings reveal that organization policy has a

strong positive correlation (R=0.856) with training and development compared to

advanced technology, and organization resources.

This also reveals that organization policy plays a big role in influencing training and

development than the rest of the factors in an organization with the context of this

study. These findings are opposing with the findings by Salum et al. (2018) who

studied on Strategic Issues Affecting Training and Development in Tanzania’s Public

Sector: Evidence from Selected Local Government Authorities.

Findings showed that the organization resource had a strong positive correlation with

training and development and was statistically significant at p-value = 0.000. In

addition, modern technology had a moderate positive correlation with training and

development and statistically significant at p-value = 0.000. Nevertheless,

organization structure and organization culture had a weak positive correlation with

training and development but statistically significant at p-value = 0.003 and 0.045

respectively. Therefore, this implied that organization resource with the context of the

study by Salum et al. (2018) is a chief factor influencing training and development in

an organization.

56

Table 4. 9: Correlation Matrix

Correlations

Training &

Development Resources Structure Policy Technology

Training and

Development

Pearson

Correlation 1

Sig. (2-tailed)

N 82

Resources

Pearson

Correlation .676** 1

Sig. (2-tailed) .000

N 82 82

Structure

Pearson

Correlation .319** .138 1

Sig. (2-tailed) .003 .218

N 82 82 82

Policy

Pearson

Correlation .856** .704** .152 1

Sig. (2-tailed) .000 .000 .174

N 82 82 82 82

Technology

Pearson

Correlation .718** .355** .456** .497** 1

Sig. (2-tailed) .000 .001 .000 .000

N 82 82 82 82 82

**. Correlation is significant at the 0.01 level (2-tailed).

4.6 Multiple regression analysis

Multiple regression analysis was used to test how independent variables (advanced

technology, resources, structure, and policy of the organization) influence the

dependent variable (training and development). It provided information regarding the

significance of the advanced technology, resources, structure, and policy of the

organization that was included in the model. Findings in Table 4.10 indicate the

Pearson correlation coefficient (R) of 0.926 for all independent variables (advanced

technology, resources, structure, and policy of the organization). This extent of

Pearson correlation coefficient (R) shows that there is a positive correlation between

independent variables (advanced technology, resources, structure, and policy of the

organization) and dependent variable (training and development).

57

Salum et al. (2018) came up with the similar findings where the relationship between

independent variables (Modern technology, organization resources, structure, and

culture) and dependent variable (training and development) was strong positive

correlation (R= 0.873) at 0.05 level of alpha. Moreover, findings in Table 4.10 shows

the R-square (coefficient of determination) where that advanced technology,

resources, structure, and policy of the organization explain about (0.858) 85.8% of

the proportional change (variation) in training and development. The rest of the

variation 0.142 (14.2%) is explained by other factors not studied in this research.

Table 4. 10: Model Summary

Model R R Square Adjusted R

Square Std. Error of the Estimate

1 .926a .858 .851 .26731

a. Predictors: (Constant), Advanced Technology, Company Resources, Company

Structure, Company Policy

Moreover, the goodness of the model was tested by using ANOVA as shown in Table

4.11. The null hypothesis for testing goodness that the model fit included;

H0: There is no goodness of fit of the dependent variable against all independent

variables. Since P-value (0.000) is less than 0.005, then, the null hypothesis is

rejected. These findings show that the goodness of fit of the model is significant at

alpha = 5%. Statistically, the findings reveal that the model is significant to forecast

how advanced technology, resources, structure, and policy of the organization

influence training and development.

Table 4. 11: ANOVAa

Model Sum of

Squares

df Mean

Square

F Sig.

1 Regression 33.279 4 8.320 116.436 .000b

Residual 5.502 77 .071

Total 38.781 81

a. Dependent variable: Training and Development

58

b. Predictors: (Constant), Advanced Technology, Company Resources, Company

Structure, Company Policy

Findings in Table 4.11 indicate that organization resources, policy, and technology

are statistically significant at P-value of 0.023, 0.000, and 0.000 respectively.

However, findings show that organization structure was not statistically significant.

Therefore, the model of the study becomes;

Training and development = -0.512 + 0.049Structure + 0.171Resources + 0.602Policy

+ 0.414Technology

Findings in Table 4.12 also show Unstandardized Coefficients where organization

policy has a higher influence at B = 0.602 followed by advanced technology at B =

0.414, resources at B = 0.171 and structure at B= 0.049. This show that for every

change of one unit in organization policy, advanced technology, resources, and

structure, result in a change in training and development by 0.602, 0.414, 0.171, and

0.049, respectively. This also shows that 0.602, 0.414, 0.171, and 0.049 of the

training and development, is influenced by organization policy, advanced technology,

resources, and structure.

Table 4. 12: Coefficientsa

Model Unstandardized

Coefficients

Standardized

Coefficients

T Sig.

B Std. Error Beta

1 (Constant) -.512 .150 -3.416 .001

Resources .171 .073 .141 2.327 .023

Structure .049 .049 .048 1.000 .320

Policy .602 .069 .569 8.697 .000

Technology .414 .063 .363 6.571 .000

a. Dependent Variable: Training and Development

4.7 Summary of findings

The study aimed to find out factors influencing training and development in

improving organization performance per the following alternative hypotheses.

59

4.7.1 H1: Organization resources have an influence on training and development

Findings from table 4.13 show that organization resources have the sig value of .023,

which is less than 0.05 (P-value < 0.05); the null hypothesis is rejected in favour of

the alternative hypothesis. Therefore, findings show that organization resources have

an influence on training and development. The unstandardized coefficient (β) of

organizationresources (0.171) shows that organization resources have a positive

influence on training and development. These reveal that the more the organization

resources in the company, the more training, and development. Moreover, the result

of the standardized coefficient signifies that the organization resources make a

significant contribution or effect in predicting training and development with 0.141

standardized beta coefficient.

These findings were also similar to that of Waziri and Stephen (2013) on factors

influencing the implementation of the training program in public organizations in

Temeke Municipal Council, Tanzania. Findings revealed that funds and time had a

significant positive relationship with training programme implementation at P-value <

0.05 respectively. This showed that the availability and allocation of funds in public

organizations, as well as time to attend those training, enhanced the execution of

training programme.

Furthermore, these findings were also similar to that of Salum et al. (2018) on

strategic issues affecting training and development in Tanzania’s public sector.

Findings showed that organization resources had a significant positive influence on

training and development at P-value < 0.05. Moreover, Porter (1985) in Resource-

Based Theory (RBT) supported that organization’s internal resources become a direct

source of competitive advantage to the organization since it creates necessary

conditions for training to take place. This also shows that the resources of the

company act as the crucial features for the performance of the company and viable

competitive advantage through hastening competency development.

60

4.7.2 H2: Organization structure has an influence on training and development

Findings from table 4.13 show that the organization structure has the sig value of

.320, which is more than 0.05 (P-value > 0.05); the null hypothesis is failed to be

rejected. Therefore, findings show that organization structure has no influence on

training and development. The insignificant of the organization structure might be

accelerated by the inflexibility of structure of the company.

Mndeme (2011) indicated that the structure of organizations might determine or

influence training where the flexible and innovative structure will prefer training to

cope with changes than inflexible. The findings of the organization structure of this

study are different from Salum et al. (2018) where the organization structure was

statistically significant at P-value < 0.05. The statistical significance of the

organization structure in public sector might be caused by the applicability of flexible

organization structure.

4.7.3 H3: Organization policy has an influence on training and development.

The findings from the same table 4.13 show that the organization policyhas the sig

value of .000 which is less than 0.05 (P-value < 0.05); the null hypothesis is rejected

in favour of the alternative hypothesis. Therefore, findings show that organization

policyhas an influence on training and development. The unstandardized coefficient

(β) of organization policy (0.602) shows that organization policy has a positive

influence on training and development. These reveal that the more the organization

policy in the company, the more training, and development.

Moreover, the result of the standardized coefficient signifies that the organization

policy makes a significant contribution or effect in predicting training and

development with 0.569 standardized beta coefficient. These findings were also

similar to that of Salum et al. (2018) where organization policyhad a significant

positive influence on training and development at P-value < 0.05. According to

Streeck and Thelen (2005), policies contain guidelines that are legitimate and

required to be executed. Thus, if the rules or guidelines of the policy of the company

61

are on training and development, it is possible for the companies to implement the

training tendencies for the employees.

4.7.4 H4: Technology has an influence on training and development

The findings from table 4.13 show that technology has the sig value of .000, which is

less than 0.05 (P-value < 0.05); the null hypothesis is rejected in favour of the

alternative hypothesis. Therefore, findings show that technologyhas an influence on

training and development. The unstandardized coefficient (β) of technology (0.414)

shows that technology has a positive influence on training and development. These

reveal that the more the technology in the company, the more training, and

development.

Moreover, the result of the standardized coefficient signifies that the technology

makes a significant contribution or effect in predicting training and development with

0.363 standardized beta coefficient. These findings were also similar to that of Salum

et al. (2018) where technology had a significant positive influence on training and

development at P-value < 0.05. Moreover, Rogers (1999) indicated that the

technological change is a fundamental factor influencing training and development

prompted by manufacturing settings, changes in techniques of production, changing

firm desire as well as tools because of technology development.

Hempel and Martinsons (2009) indicated that advancement in technology modifies

the organizational policies and strategies to cope with the introduced technology.

Thus, the coming of new technology into the company compels the company to train

its workers. These findings were also similar to that of Imran and (Imran, Maqbool, &

Shafique, 2014) on impact of technological advancement on employee performance

in banking sector.

Findings showed that technological advancement had a significant positive influence

on training where employers were compelled to induce training into the banking

sector. Despite the difference in the targeted population, findings by Imran et al.

62

(2014) still showed the same results with this study. This shows how important

technology is, towards training and development. Workers in the companies need

continuous training and nurturing to cope with the changes of the new technology to

ensure performance of the companies is well achieved

Table 4. 13: Summary of the hypothesis tested

Alternative Hypothesis Comparison Decision

H1: Organization resources have an influence

on training and development.

P-value (0.023) < 0.05 Rejected

Null hypothesis

H2: Organization structure has an influence

on training and development.

P-value (0.320) < 0.05 Failed to reject

Null hypothesis

H3: Organization policy has an influence on

training and development.

P-value < (0.000) < 0.05 Rejected

Null hypothesis

H4: Organization policy has an influence on

training and development.

P-value (0.000) < 0.05 Rejected

Null hypothesis

Source: Researcher data (2019)

63

CHAPTER FIVE

DISCUSSION OF THE RESULTS

5.0 Introduction

This chapter detailed the discussion of the results from the findings presented on a

chapter four.

5.1 Discussion of the results

The findings show that organization resources, organization policy, and advanced

technology are statistically significant at P-value of 0.023, 0.000, and 0.000

respectively. However, findings show that organization structure was not statistically

significant.

Furthermore, Findings reveal that organization policy has a strong positive correlation

(R=0.856) with training and development compared to advanced technology, and

organization resources. This also reveals that organization policy might be playing a

big role in influencing training and development than the rest of the factors in an

organization with the context of this study. Moreover, findings revealed that the

coefficient of R-square was (0.858) 85.8%. This coefficient reveals that advanced

technology, organization resources, organization structure, and organization policy of

the organization explain about 85.8% of the variation in training and development.

This also indicates that advanced technology, organization resources, organization

structure, and organization training policy of the organization had a lot of

contribution in training and development in improving organization performance.

5.1.1 Advanced Technology

The findings show that the Advanced Technology is statistically significate at 5% and

the same results were revealed by different authors such as Torrington & Chapman

(2008), stated that Technological inventions are known to segment the global markets

and those that are technologically advanced being placed at an advantage yet the

64

entire globe is taking the same direction. Advanced technology therefore impacts

employee’s capability to do their tasks in such firms as Vodacom Tanzania PLC. It is

also important to relate and note, those few who are required to run acquired new

technology (such as machines) need to be competent in utilizing the new technology.

Hence they would need to get appropriate training to update and upgrade their

knowledge towards technological advancement and acquisition.

Therefore, it is considered that the invention of machines and updating of operation

technology for simplifying work is like tossing a coin because of it has two sides. The

first side is that it prompts the need for training for those who are going to operate it,

but at the same time on the other side it replaces number of workers who were

performing such tasks.

The findings presented in Table 4.4 are also related to the findings by Sambrook

(2002) who agreed that modern technology and work restructuring in an organization

have compelled the necessity for training and development. Likewise, the study by

Rogers (1999) indicated that the technological change is a fundamental factor

influencing training and development prompted by manufacturing settings, changes

in techniques of production, changing firm desire as well as tools because of

technology development.

5.1.2 Organization Resources

The findings show that the Organization resources are statistically significant at 5%

and this view was further reflected by Mumford (2000) who indicated that in RBT,

the role of resources rests on the workers’ capability, passion, and efficient of the

management of the human resource. The shortage of budget for training and

developing program in a company results in the failure of a company to provide

necessary materials to enhance the training program. Kun, Cowden, and Karodia

(2014) also showed that the lack of resources in the company tends to affect the

training and development of employees in the organization.

65

Thus, the top management support in an organization through the allocation of

sufficient budget in training acts as an agent to create a favourable atmosphere for the

training and development in the organization.

5.1.3 Organization Training Policy

The findings show that the organization training policies are statistically significant at

5% and this was also supported by Kouhy, et al. (2009) claims that training is one of

the key parts of the policies all companies should hold to maximize the profit and

performance. Thus, the existence of training and development in company depends

mostly in the strength of its policy. The presence of policy that provides priorities to

training and development paves the way for training and development in the

company.

Moreover, the findings of this study are different from Kihongo (2011) who exposed

that; majority of the participants during the study claimed that their companies lacked

training policies. Likewise, findings by Ngirwa (2006)who established that most

African work organizations do not have staff training policies at their disposal differ

from the findings of this study. Inline, from the findings obtained by Karia et al.

(2016) on importance of training and development on the performance of public

water utilities in Tanzania where the majority of the respondents (83.2%) of the

respondents claimed that there were no training policies in their organization.

The difference in findings might be accelerated by different levels of technologies

imposed in the company, the type of organization structure, adjustment of exposure

opportunities and as well as the culture of the company.

5.1.4 Organization Structure

The findings show that the organization structure is not statistically significant often

in inflexible organization structure. According to Mndeme (2011), the structure of

organizations may determine or influence training. For example, the flexible and

innovative structure will prefer training to cope with changes. Noe (2008) on the

66

study of employee training and development indicated that for effective training and

development in the organization, an organization requires flexible organizational

structure to enhance and assist job designs and redesigns through quicken training

and development towards the company workforces.

These findings differed with the findings by Ngiwra (2009) who claimed that

inflexible structure of an organization does not influence training, but flexible does, it

acts as a restraining variable and hence the structure of the organization might

influence training and development. The same findings were also obtained by Salem

et al. (2018) who discovered that organization flexible structure affects training and

development in an organization.

The difference in findings might be attributed to the old technology and inflexible

organizational structure and thus, the employers/management in some of the

organization were not motivated to train their employees.

5.1.5 Training and Development

Findings show that the majority of the respondents during the study indicated that a

company is a learning company, which provides a strategic umbrella for developing

its employees. Thus, according to Nadeem et al. (2013)companies are required to

invest in continuous worker development to keep workers’ success as well as the

company’s success. According Hutchings et al. (2009) training and development

have a positive influence on the workers to perform their tasks more successfully,

increasing their interpersonal and technical capacities, co-operation, job self-

confidence, and job motivation.

On the other hand, Jackson (2008) explained that, training and development increase

the workers' ability to generate a competitive advantage to the success of the

company. Likewise, training and development indicate a means for employers to

discourse the needs of the employees. Thus, through training and development

employers help their workers to advance their own competitive advantage and

guarantee long-term employability.

67

CHAPTER SIX

SUMMARY, CONCLUSIONS, AND RECOMENDATIONS

6.0 Introduction

This chapter focuses on a summary of the study, conclusion, as well as

recommendations. The conclusion part centres on the reasoning drawn from the

literature review and research findings. The last part is recommendations, which give

suggestions based on the results obtained.

6.1 Summary

Training and Development is an important tool for any organizational business for

sustainable growth and acts as a continuous method for improving the capacity and

competence of the employees to attain the present and future performances. It gives a

competitive advantage at any level of the individual, organization, and society. It

comprises of overall employees’ growth as when an organization’s employees

develop, the organization would be more succeeded and again the performance

employee would increase.

The general objective of the study was to study factors influencing training and

development in improving organizational performance using Vodacom Tanzania as a

case study. Specifically, the study aimed to; determine how advanced technology

trigger training and development in an organization; establish how organizational

resources influence training and development in improving organizational

performance; analyse how organizational training policy effects training and

development in an organization; examine how organization structure influence

training and development in an organization.

A descriptive research design with a quantitative approach was used. The target

population for this study is comprised of 452 employees from Vodacom Tanzania

Public Limited Company. Stratified sampling technique was used to select a sample

68

size of eighty-two (82) employees. These 82 employees were selected from a

different department within a Vodacom Tanzania Public Limited Company. The

analysis of data was performed by using descriptive and multiple regression analysis

to describe data in terms of frequencies and percentages as well as determining the

influence of advanced technology, organization resources, policies, and structure on

training and development.

The findings indicated that only three factors which are Advanced technology,

Organization resources and organization policy were statistically significant at 5%

while Organization structure was not statistically significant mostly in inflexible type

of organization structure.

6.2 Conclusions

It was concluded in the study that a positive correlation exists between organization

policy, and training and development at R= 0.856 and p-value of 0.000. This revealed

that there is a positive linear relationship that has a statistical significance

organisation policies and employee training and development, and β = 0.602 shows

that organization resources have cognizant impact of 0.602 (60.2%) to the training

and development by every change of one unit in policy among the tested factors.

Furthermore, advanced technology had β = 0.414 which indicates that advanced

technology contributes about 0.414 (41.4%) to the training and development by every

change of one unit in technology. The introduction of the new system in a company

needs training so that workers can adapt to the new operation of the introduced

machines. Therefore, in the advancement of technology, the company needs to focus

immediately to train workers so that their performance in the company can be

improved.

Moreover, findings show that organization structure is not statistically significant at a

p-value of 0.320. Therefore, the study concludes that the available inflexible

organization structure does not support training and development. Therefore, there is

69

a need for supportive organizational structures (flexible) to allow innovation and

creativity of employees for making changes, which suit the need and demand in their

organization. Additionally, organization resources with β = 0.171, implies that only

0.171(17.1%) of training and development is affected by organization resources in an

organization.

Moreover, the findings revealed that R-square has high coefficient value of 0.858

(85.8%). This also indicates that advanced technology, resources, structure, and

policy of the organization had the huge contribution in training and development in

an organization. The variation of these variables results changes in training and

development by 85.8%. Therefore, for training and development to be successful

achieved, these factor should be clearly observed.

6.3 Recommendations

This study recommends that;

Firstly, organizations in Tanzania should invest in workers training and development

for the effective and efficient performance of the organizations. Findings showed that

organization resources had a moderate correlation with training and development.

Therefore, organizations should allocate a sufficient budget to fund training for the

improvement of skills employees, which improves the performance of the

organization.

Secondly, organizations should perceive training of employees as a continuous

practice due to the rapid change of technology. Moreover, organizations should adopt

flexible structures to enable the employees within the organizations to be innovative

as well as flexible in order to align with technological changes resulting for call of

training. Thirdly and strategically, top management in the organizations should

prioritize training and development of workforces, which adds value and not a cost

for increasing the productivity of the organization.

70

Fourth, the organizations should create supportive training policies of employees for

polishing the skills and knowledge of the employees within the organization, which

will improve the working performance of employees. These policies should consist of

rules and procedures concerning training, as well as the company’s intention to

develop its employees, guide the design and implementation of training programs,

identify critical areas where training is to be given priority basis and provide

appropriate opportunities to employees for their own betterment.

6.4 Areas for further research

This study concluded that there was a significant relationship between advanced

technology, organization resources, policy, with training and development. However,

apart from these variables, also, there still many other variables that might influence

training and development. Thus, further research should be conducted in a particular

field by including additional variables such as employee abilities, and employee’s

readiness.

71

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APPENDIXES

APPENDIX I: Letter of Transmission from University of Mzumbe

Dear Respondent,

My name is Amina Salim Said, a student of Mzumbe University Dar es Salaam

campus with the registration number 221050122/T.17, pursuing Master of Business

Administration in Corporate Management (MBA- CM) of Academic year 2017/2019.

This questionnaire is designed to gather information for Academic research titled

“Factors Influencing Training and Development in improving Organization

Performance” A case study of Vodacom Tanzania PLC - Head Quarter. Kindly note,

the information that will be gathered will be used only for academic reasoning, not

otherwise. The feedback that you will provide will be treated with high

confidentiality and anonymity. Your collaboration in responding to the below

questions that will assist to answer the Research problem am studying on will be

highly appreciated. Thank you.

The feedback can be shared to the researcher through the contact details below;

Mobile Number: +255(0) 754 711489 or +255(0) 767 211890

E-Mail address: ssamy222@gmail.com

84

APPENDIX II: Questionnaires for Vodacom Employees

SECTION 1: General Background Information

Please tick ( ) the appropriate answer of the below questions;

1) Gender of the respondent:

Male

Female

2) Age range of the respondent (years)

Age group (Years) <=20 21-35 36-50 51+

3) Education level

Diploma Bachelor Degree Master Degree PhD

4) Working experience of the respondent

< 1 year 1-2 years 3-5years 6-10years 10-20years >20years

5) The current position of the respondent:

……………………………………………………………………………….

6) Working department of the respondent:

Human Resources

Enterprise Business

IT & Billing

Finance

Customer service

M-Commerce

Network

CBU

Vodacom External

85

SECTION 2: Advanced Technology

7) Please tick ( ) the appropriate answer on the scale against each of the following

question which describes your best answer

Statement

Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

Advanced technology

drives the need for training

and development

In our company, there is a

change in technology

In our company, there are

some changes in working

tasks

In our company, there is a

refresher/induction training

Machine and facilities are

part of the training tools

used in my company to

train employees

Section 3: Company Resources

8) Please tick ( ) the appropriate answer on the scale against each of the following

question which describes your best answer

Statement

Strongl

y Agree

(1)

Agree

(2)

Neutra

l(3)

Disagre

e (4)

Strongly Disagree

(5)

In our company, there

are company resources

for training and

development

In our company, there is

a budget for training

development

A company have a

tendency to send/allow a

team to attend the

training outside the

company

A company has modern

training facilities

The company provides

the required training

materials

86

Section 4: Company Structure

9) Please tick ( ) the appropriate answer on the scale against each of the following

question which describes your best answer

Statement

Strongly

Agree (1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

Structure of the company

influences training and

development

A company has an inflexible

structure which influences

training and development

A company has a flexible

structure which influences

training and development

The mixed structure of our

company supports training

and development

Section 5: Company Policy

10) Please tick ( ) the appropriate answer on the scale against each of the following

question which describes your best answer

Statement

Strongl

y Agree

(1)

Agre

e (2)

Neutra

l (3)

Disagree

(4)

Strongly

Disagree

(5)

In our company, there is a

training policy

The policy of our company

support training and

development

The policy of the company is

friendly to training and

development

The policy of the company

consists of rules and

procedures concerning

training as well as

development

87

Section 6: Training and Development

11) Please tick ( ) the appropriate answer on the scale against each of the following

question which describes your best answer

Statement

Strongly

Agree

(1)

Agree

(2)

Neutral

(3)

Disagree

(4)

Strongly

Disagree

(5)

Our company is a learning

company providing strategic

umbrella so as to develop its

workforces

Our organization always

provide training to new

employees

In my company, there is

Sufficient opportunities for

training and development

Attainable goals are set

individually/group relevant to

the vision as well as the broad

training objectives of the

company

I really appreciate your invaluable time responding to the questions above.

Thank you.