Noah Olela Abongo Project on Training Within Kpa

7/31/2019 Noah Olela Abongo Project on Training Within Kpa

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The history of the Port of Mombasa dates back many centuries ago when the

Ocean going dhows called at the Port of Mombasa Old Port situated on the

North side of Mombasa Island. This was during the famous spices trade

between East Coast of Africa, the Indian Peninsula, the Arabian Gulf and the

Far East.

As trade grew and with the need to open the interior of East Africa through the

construction of the Kenya Uganda Railway line, development of fully fledged

Port with a deeper and wider harbour became eminent. The development of

the modern port facilities was therefore started at the Kilindini Harbour in

1896.

Kenya Ports Authority is a Parastatal established through an Act of parliament

on 20th January 1978 (chapter 391 laws of Kenya) to manage the Port of

Mombasa and other scheduled ports along the Kenyan coastline.

(www.kpa.co.ke.)

The principal port of Mombasa is strategically situated to serve the rich

agricultural hinterland of Kenya and transit countries of Uganda, Rwanda,

Burundi, Eastern port of Democratic republic of Congo, Southern Sudan,

Ethiopia and Northern Tanzania.

Due to the rapid increase in the container traffic there was an urgent need to

extend the container handling facilities up country where two container depots

were constructed in Nairobi and Kisumu. This meant that more competent

NOAH OLELA ABONGO TRAINING WITHIN KPA PROJECT Page 1
http://www.kpa.co.ke/http://www.kpa.co.ke/


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staffs were either to be recruited or the existing staff trained to carry out new

functions in these ICDS.

Some of the Kenya Ports Authoritys core functions among others include:

Marine services for accessing the Kenyan territory i.e. navigational aid

tugs, pilotage and maintenance of the channel basin.

Land based services including railhead, road links and inland container

depots.

Effective cargo handling services for container, general cargo, dry bulk

cargo, bulk liquid and crude oil products.

Dockage of ships including military, tourist and goods ships.

Ship services like bunkering, provision of fresh water to the ships calling

at the port.

Ship repairs of Marine Engineering (Dockyard).

Waste reception through pollution control to ensure that the sea is free

from harmful wastes from ships and oil spillage which are continuously

collected and disposed off safely.

For an effective management of port operations and attraction of both new and

old customer, the port management needs to effectively train its workforce to

be more objective and focused in the light of current stiff competition from the

ports of Dar as salaam - Tanzania and Durban South Africa.

Employee training is often used interchangeably with management

development or employee development, even though they in fact are not the

same.

Training can broadly be defined as the imparting of proficiencies and

knowledge that are specifically related to a relatively narrow area of



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employment, whereas development implies individual growth and self-

realization in a broad area. Training is the helping of people to adapt to a role

behaviour that will be useful to the organization.

Traditional training was the responsibility of schools; it is not the case

anymore; organizations have become involved in providing both specific job

training and general training. Training can further be defined as the

management of human resource functions whose objective is to improve both

employee performance and overall organizational goals. (Nzuve, 1997)

This is the process that enables employees acquire new knowledge, learn new

skills and perform tasks differently (better) than before.

A distinction however should be made between training and education.

Training on one hand tends to narrow the range of responses so that all

employees who undergo the same training successfully will make similar or

have same responses in a specific situation. On the other hand, education

tends to broaden the range of responses so that individuals who have obtained

a general education will respond to a particular situation in a variety of

different ways. Education occurs in formal school setting whereas training can

be conducted in an organization or a training institution or centre, and focuses

on how to perform specific functions. (Nzuve, 1997)

The purposes of training include;

Improvement on the job performance

Improvement of quality and quantity of products and services

Creation of more favourable attitude towards work and the organization

Satisfaction of manpower planning requirements

Reduction on the number and cost of accidents



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Helping employees in their personal developments and career

advancement

Reducing the need for external recruitment when need arises

Minimizing supervision time

Often overlooked as the first step in the performance improvement process are

ways, methods and needs assessment. These are not wants or desires, but

gaps between what is and what ought to be. These assessments serve to

identify the gaps created in the way training is conducted and the best way

forward to improve effective training on port issues. The assessment is part of

planning process focusing on identifying and solving performance which is

normally overlooked by management and a generalized training program.

(Nzuve, 1997)

The corporate image and reputation of Kenya Ports Authority has been injured

over the years due to poor/negative publicity and attitude of some of its

workforce. This has impacted negatively and given the Port of Mombasa a bad

name such as being a corrupt organization, which only gets things done after

corrupting its staffs who deliver services. As a result, the Authority has lost a

substantial business opportunities and customers to its biggest competitors, the

ports of Dar as salaam and Durban.

However the few staffs who have been trained on management have worked

tirelessly to give the Authority its share of good name and reputation as the

gateway to East and Central Africa.



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This research wishes to address the problem of training and how it may be

used to help motivate workers and know how to interrelate with the Authoritys

customers for maximum profits.

The research also wishes to establish why and how poor working practices,

negligence and ignorance of some Port employees which have led to huge

losses, claims and wastages by way of keeping to traditional ways of working

as established at the time of its inception due to lack of emphasis on all modes

of training.

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The main purpose of this research study is to examine how training is a

motivator and a demotivator in Kenya Ports Authority. The researcher wishes

to assess the current training needs and determine the training requirements.

This will enable the researcher to come up with course designs, programmes

and the training evaluation schemes. The researcher will then make

recommendations to the management on the overall training requirements and

how training should be conducted for the benefit of the Authority.

The objectives of this study are to:

a) Investigate the problems facing the training section of Personnel

Department in Kenya Ports Authority.

b) Assess how training has motivated/demotivated staffs in Kenya Ports

authority.

c) Examine the role played by training in addressing productivity in Kenya

Ports Authority

d) Determine the wastages caused by lack of employee

training/development in Kenya Ports Authority.



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e) Suggest appropriate training strategies that would be helpful to staff of

Kenya Ports Authority.

a) What are the problems facing training section of Personnel Department

in Kenya Ports Authority?

b) How have training motivated/demotivated staffs in Kenya Ports

Authority?

c) What is the role played by training in addressing productivity in Kenya

Ports Authority?

d) What wastages are caused by lack of employee training in Kenya Ports

Authority?

e) What appropriate training strategies would be required to help staffs in

Kenya Ports Authority?

There is significant relationship between training and overall performance of

employees in Kenya Ports Authority.

This research study when completed will be significant and useful in the

following ways;

Attraction of more investors/customers to the country

due to quality, better and reliable services will result in more job opportunities

which will in turn earn Kenya the much needed revenue.

: Training of employees will translate into a motivated

workforce with increased earning/reputation leading to uplifted standards of

living for the community at large. The community will be more than willing to

support all initiatives of the organization having seen and enjoyed its benefits

directly or indirectly.



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Training of employees will improve their performance

and increase productivity. A better training policy will also attract potential

employees into the organization.

The researcher will be better placed to learn new skills

and ideas regarding employee training. This will enable the researcher to

come up with comprehensive recommendations to management regarding the

implementation of the existing training policy.

The major concern of this study is employee training in Kenya Ports Authority.

The research will be carried out at Kenya Ports Authority, Headquarters which

is in Mombasa and the time required to complete the research is three months

as indicated in the table ).

The researcher anticipates the following challenges when carrying out the

research.

The period of three months given to carry out the research is too short a

period taking into consideration that the researcher is a full time employee.

The researcher anticipates financial constraints in typing and printing of the

research project, sending enough questionnaires to the respondents.



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Any training program must balance the need to provide employees with the

proper level of training weighted against organizations objectives. A tilt one

way or the other could have detrimental repercussions upon the organization.

There is too much training on a few individuals in Kenya Ports Authority which

is unnecessary wastage of resources and too little training or no training at all

on the majority of employees which has resulted in the organization being

unable to achieve a competitive position on the marketplace. There is need to

have a training model which reflects the delicate balance between training

content set against a backdrop of organizational objectives and constraints.

The necessity of developing such a model is important because despite Kenya

Ports Authority spending 90 million per year on training the effectiveness of

that training is questionable as compared to many other organizations.

To improve the effectiveness of the training function a systematic process

needs to be established that provides a framework for evaluating training goals

and techniques subject to organizational objectives and constraints.

As a background to this paper literature pertaining to the learning process with

an emphasis upon adult learning and the implications for organizational

training will be cited.



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Learning is defined as a relatively permanent change in human capabilities that

is not a result of growth processes. These capabilities are related to specific

learning outcomes (verbal information, intellectual skills, motor skills, attitudes

and cognitive strategies). Verbal information includes names or labels, facts

and bodies of knowledge. Verbal knowledge relates to specialized information

that employees need in their jobs. Intellectual skills consist of understanding

concepts and rules. These concepts and rules are critical to solve problems,

serve customers, and create products. Motor skills pertain to the coordination

of physical movements. Attitudes are a combination of beliefs and feelings

that predispose a person to behave in a certain way. Attitudes include a

cognitive component (beliefs), and effective component (feelings), and an

intentional component (the way a person intends to behave in regard to the

subject of the attitude). Important work related attitudes include job

satisfaction, commitment to the organization, and job involvement. Finally,

cognitive strategic regulate the processes of learning. They relate to the

learners decision regarding what information to attend (i.e. pay attention to),

how to remember, and how to solve problems (Noe 1999).

Several learning theories can be utilized to provide a foundation for

understanding how a trainee is motivated to learn.

1) Reinforcement theory emphasizes that people are motivated to

perform or avoid certain behaviours because of past outcomes

that have resulted from those behaviours. There are several

processes in reinforcement theory. Positive reinforcement is a

pleasurable outcome resulting from behaviour. Negative

reinforcement is the removal of an unpleasant outcome.

Eliminating any reinforcement that is maintaining behaviour is

called extinction. Punishment is presenting an unpleasant

outcome after behaviour. From a training perspective,



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reinforcement theory suggests that for learners to acquire

knowledge, change behaviour, or modify skills, the trainer needs

to identify what outcomes the learner perceives as being positive

(or negative). Trainers then need to link these outcomes to

learners acquiring knowledge, skills, or changing behaviours

(Noe 1999, Robbins 1998).

2) Social learning theory suggests that learners first watch others

who act as models. Next, they develop a mental picture of the

behaviour and its consequences. Finally, they try the behaviour

themselves. If positive consequences result, the learner repeats

the behaviour; if negative consequences occur, no repetition

occurs. In a training scenario, a group of trainees can be

presented with models of effective behaviours, such as serving

customers or performing managerial analysis as well as the

relationship between these desirable behaviours and

consequences, such as praise, promotions, or customer

satisfaction. Trainees then rehearse the behaviours and

consequences, building cognitive maps that intensify the links

and set the stage for future behaviours. The learning impact

occurs when the subject tries the behaviour and experiences a

positive result (Gordon 1996).

3) Goal setting theory implies that the establishing and committing

to specific and challenging goals can influence an individuals

behaviour. Once the goals have been established the individual

then directs his (or her) energy and attention towards obtaining

the goals. From a training perspective, goal setting could be

utilized to identify the specific outcomes that should be achieved

from the training (Hellriegel, Slocum and Woodman 1995).

4) Need Theories (Maslows Hierarch of Needs, Alderfers ERG

Theory, Herzbergs Dual-Structure Theory and David



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McClellands Need Theory) assume that need deficiencies cause

behaviour. A need is a deficiency that an individual is

experiencing an any point in time. Needs theories suggest that

to motivate learning, trainers should identify trainees needs and

communicate how training program content relates to fulfilling

those needs. (Noe 1999, Moorhead and Griffin 1995).

5) Expectancy theory implies that an individuals behaviour is a

function of three factors (expectancy, instrumentality, and

valence). The expectancy factor refers to an individuals belief

that effort will lead to a particular outcome (instrumentality

factor) and that the outcome is valued by the individual (valence

factor). From a training perspective, expectancy theory

suggests that learning is most likely to occur when employees

believe they can learn the content of the program (expectancy),

learning is linked to outcome such as better job performance, a

salary increase, or peer recognition (instrumentality) and

employees value the outcomes. (Noe 1999).

Traditionally, pedagogy dominated the literature in education. More recently,

educational psychologists recognized the need to focus upon adult learning and

developed the theory of adult learning, andragogy. Malcolm Knowles (1990) is

most frequently associated with adult learning theory. The adult learning

model is based upon several assumptions. Adults have the need to know

why they are learning. Adults have a need to be self-directed. Adults

bring more work-related experiences into the learning situation. Adults

enter into a learning experience with a problem-centered approach to learning

and finally, adults are motivated to learn by both extrinsic and intrinsic

motivators. Some implications regarding adult learning theory for workplace

training are summarized below (Noe 1999).



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Employees learn best when they understand the objective of the

training program. The objective refers to the purpose and expected

outcome of training activities. The training objective should be

comprised of three components. An explanation of what the employee

is expected to do (performance). A statement of the quality or level of

performance that is acceptable (criterion) and finally, a declaration of

the conditions under which the trainee is expected to perform the

desired outcome (conditions)

Employees tend to learn better when the training is linked to their

current job experiences for this enhances the meaningfulness of the

training. Recent research suggests that providing trainees with

opportunities to choose their practice strategy and other characteristics

of the learning situation can further enhance the training experience.

Employees learn best when they have the opportunity to practice and

that the training must be related to the learning objectives. In addition,

the trainer should identify what the trainees will be doing when

practicing the objectives (performance), the criteria for attainment of

the objective, and the conditions under which the practice session(s) will

be conducted.

Employees need feedback and to be effective the feedback should focus

on specific behaviours and be provided as soon as possible after the

trainees behaviour.

Employees learn by observing and imitating the actions of a model. For

the model to be effective the desired behaviours or skills need to be

clearly specified and the model should have characteristics (such as age

or position) similar to the target audience. After observing the model,

trainees should have the opportunity to reproduce the skills and

behaviours shown by the model. Communities of practice refer to

groups of employees who work together, learn from each other, and

develop a common understanding of how to get work accomplished.



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Employees need the training program to be properly coordinated and

arranged. Good coordination ensures that trainees are not distracted by

events (such as an uncomfortable room or poorly organized materials)

that could interfere with learning.

The linking of adult learning theory with the strategic objectives of the

organizations is referred to as high-leverage training. High-leverage training

helps to create a corporate culture in which continuous learning is encouraged.

Continuous learning requires employees to understand the entire work system

including the relationships among jobs, their work units, and the company.

Employees are expected to acquire new skills and knowledge, apply them on

the job, and share this information with other employees. (Noe 1999).

The concept of high-leverage training is embedded within the framework of

STEM for the model is built upon the realization that organizations have limited

resources (capital, financial, human) and those resources must be allocated in

an efficient manner. STEM directly links employee training and career

development with the strategic objectives set by management so that the focus

of any workplace training will be centered upon the obtainment of

organizational goals. It is this fundamental bond that defines the content

direction for the entire training development process.

STEM directs the flow of the training process by focusing upon the strategic

objectives of the organization and then designing specific training and career

development activities that relate to obtaining those strategic goals. A by-

product of utilizing this approach is that training finances will also be directed

toward achieving the strategic objectives of the organization. By effectively

and efficiently allocating training content (as well as finances) an organization

should be able to improve the value of the product(s) that it brings to the

marketplace.



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To accomplish the effective and efficient allocation of training content and

finances the training function is analyzed at two levels. The first level, is the

macro-organizational training level while the second level is referred to as the

micro-organizational training level. At the macro level, the focus is upon

identifying the strategic objective of the organization (or business unit(s) as

well as a task analysis. At the micro level, specific training content is

developed that supports the outcome(s) of the analysis that was conducted at

the macro level. Following macro and micro level analysis, training programs

are them implemented. Once implementation has occurred the next step is to

obtain feedback and evaluate the quality of the training provided.

MACRO-ORGANIZATIONAL MICRO-ORGANIZATIONAL TRAININGTRAINING LEVEL LEVEL

Four Business Strategies Targeting and the Four Ps ofMicro-Organizational TrainingLevel Analysis



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The macro-organizational training level begins by incorporating the businessstrategy (or strategies) that have been formulated by senior management into

the training process. Business strategies have been classified into four general

categories (1) concentration, (2) internal growth, (3) external growth and (4)

disinvestment (Noe, 1999). A concentration strategy focuses on increasing


Concentration

Strategy

Internal Growth

Strategy

External Growth

Strategy

Disinvestment

Task

Analysis

Target Market Who will be receiving the training (ExecutiveLevel, Upper Middle Management, Lower Middle Management,

Supervisory Level, Non-Management Level)

Place (Location Factors)On- the- job

Off- the-job

Equipment required

Product (content of training

program)Purpose of trainingContent and Constraint

FactorsPresentation Options

Price (cost considerations)Budgetary AllocationEmployees

FacilityMaterial

EquipmentTravel

Promotion (communicating

information about trainingprogram(s)

Strategic Planning

involvement

Company Newsletter

PersonalCommunication

Word-of-Mouth

Training Implementation, Feedback and Evaluation


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market share, reducing costs or creating and maintaining a market niche for

products and services. An internal growth strategy focuses on new markets

and product development, innovation and joint ventures. An external growth

strategy (acquisitions) emphasizes acquiring vendors and suppliers or buying

businesses that allows the organization to expand into new markets. A

disinvestment strategy stresses liquidation and divestiture businesses. These

business strategies are not necessarily mutually exclusive and once

management has determined the course of action that the organization will

pursue the training function should concentrate on developing employee

capabilities that will assist in accomplishing the objectives set by management.

Given the business strategy, a task analysis should then be conducted to

evaluate what jobs, tasks and abilities are necessary to accomplish that

strategy. A task analysis generally consists of four steps. The first is the

determination of the jobs to be analyzed. Second, a preliminary list of the

tasks involved to perform a job is established. Third, the preliminary task list

should be validated or confirmed. Finally, the knowledge, skills, and abilities

that are necessary to perform the job are identified.

After the task analysis is completed, the focus of the training function is shifted

towards developing specific training programs that are based upon the task

analysis. At this micro-organizational level the training process includes

identifying who needs to be trained (targeting) and what should the training

content consist of (the Four Ps of micro-organizational training level analysis).

The task analysis would have resulted in a list of specific jobs as well as the

tasks and the skills required to perform those jobs. From that information, the

training function becomes one of targeting specific employees for training and

designing training content that will assist those employees in performing their

jobs for the ultimate purpose of achieving the strategic objectives established



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by management. When determining specific training content a four Ps

approach can be utilized.

A four Ps approach (Place, Product, Promotion, and Price) provides a

framework for guiding training content decisions. The four Ps approach is a

managerial tool utilized in the field of marketing.

Place analysis refers to the location decisions such as an on-the-job (OJT) or

off-the-job training as well as equipment and other facilities criteria. OJT

basically involves the trainee working in the actual work setting usually under

the supervision of an experienced worker, supervisor or trainer. Examples of

OJT programs include job rotation, apprenticeships and internships. An

alternative to OJT is off-the-job training. Common examples of off-the-job

training are formal courses, simulations and role playing exercises in a

classroom setting. In a classroom situation, some of the facility decisions

include evaluating a room in terms of noise level, colours, room structure,

lighting, wall and floor coverings, type of chairs, glare, ceiling height, electrical

outlets and acoustics. In addition, the seating arrangement should also be

considered. Different types of seating arrangements include a fan-type setting,

classroom-type setting, conference-type setting and a horseshoe arrangement.

Equipment decisions focus upon any multimedia learning tools that may be

required including audiovisual or computer based and possibly intelligent

tutoring or expert systems equipment. In sum, a proper training location is

comfortable, accessible, quite, private, free from interruptions, has sufficient

space and equipment to ensure that a quality training involvement is created

(Noe, 1999).



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Product analysis focuses upon issues such as what is the purpose of the

training? How should the training be presented? What organizational

constraints limit the amount of training that can be provided?

In terms of the purpose of the training, two factors need to be considered.

The first involves the determination of whether the reason for the training is

training or career development? Training typically provides employees with

specific skills or helping to correct deficiencies in their performance while

development is an effort to proved employees with the abilities that the

organization will need in the future (Gomez-Mejia, Balkin and Cardy, 1995).

Besides distinguishing between training and career development, the second

factor relating to the purpose of the training is a clear understanding of what

type of skills is the training attempting to develop? Skill development could

include improving basic literacy, technological know-how, interpersonal

communication or problem solving abilities (Robbins, 1995). Thus as a specific

training program is being designed the purpose behind the training needs to be

reflected in the content. For example, if the purpose is career developments

then several training activities are applicable such as mentoring coaching, job

rotation and tuition assistance programs (Gomez-Mejia, Balkin and Cardy,

1995)

Also associated with content decisions is the determination of what methods

should be utilized to present the content. The following table depicts the

percentage of companies utilizing various training methodologies.

Classroom Training 94%

Video 74%

Audiovisual 56%

Role Play 52%



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Case Study 38%

Computed-Based Training Using CD-ROM 36%

Games 28%

Computer-Based Training Using Intranet 21%

Adventure Learning 11%

Computer-Based Training Using Internet 10%Virtual Reality 3%

(Noe, 1999, p. 163)

Besides determining methodologies an overriding issue regarding training

content is the organizational reality illustrated by the strategic decision-making

equation. Any training program will be subject to organizational constraints

and those restrictions will impact the length and breathe of the content. By

tying training activities into the strategic management process some

organizational constraints might be lessened because the training function

becomes an intrigue part of the planning system established to obtain the

goals set by management.

One final product consideration involves the determination of whether the

training activity should be provided by an outside source. If a particular

training activity can be provided by an outside vendor at a cheaper cost while

ensuring product quality, then that training activity should be subcontracted.

The main objective of the promotion element should be to build a relationship

of trust between the training area and other departments with the organization

so that the training function will be supported and viewed as a valuable asset

to the organization. The level of management support for training can range

from low support which means that managers generally accept training and

allow employees to attend training or high support where managers actually

participate in the training process as a trainer (Noe, 1999).

The most effective method of promoting the training function is for the HR

department to become more strategic in scope and improve its overall image

(HR Focus Survey, 2001). Besides becoming more involved in the strategic



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planning process other promotional avenues include utilizing the company

news letter to report training related events and having administrators in the

training area as well as the trainers visit managers throughout the organization

to promote the benefits of training. Finally the best form of promotion is

positive word-of-mouth communication among employees, which is only

generated by providing a quality training experience.

Price analysis focuses upon budgetary considerations. Budgetary analysis

begins with identifying the specific costs associated with developing a training

activity. Traditionally, seven cost sources have been utilized. Those cost

sources include: program development or purchase, instructional materials,

equipment and hardware, facilities, travel and lodging, salary of trainer and

support staff and finally loss of productivity which trainees attend the program

or cost of temporary employees who replace the trainees while they are

training. (Noe, 1999). With these cost sources serving as the base an

aggregate annual training budged can be determined by identifying each of

these costs for specific training activity and then multiplying the total cost of

each training activity by the number of training sessions forecasted for the

year.

Once costs have been determined those figures must be weighted against the

benefits received from the training. A number of techniques are helpful to

identify the benefits of training including the reviewing of the technical,

academic or practitioner literature that summarized the benefits that have been

show to relate to a specific training program. Additionally, pilot training

programs can be conducted to asses the value of the training or observing the

on-the-job performance of the employees after they have received the training

cab also serve as an assessment tool. (Noe, 1999). As with any cost-benefit

analysis, if the training benefits exceed the cost then the training activity is a

value resource for the organization.



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If the benefits of a training program exceed its costs then the program should

be implemented. Following implementation, feedback will need to be received

and an evaluation process should be conducted to ensure that the quality of

the program does not diminish. As long as benefits exceed costs the training

program should continue to be offered.

Human Resources practices are very important in order to achieve the strategic

objectives of an enterprise. The interaction between training in a firm and the

creation of new knowledge on which the developing of innovations is based is

a superior organizational capability, that is to say, a dynamical capability. It

can become a competitive advantage if it produces sustainable returns, based

on distinctive knowledge which is specific, not imitable and non-substitutable

knowledge. This is due to certain reasons; first of all, it is difficult to discover

the manner in which this is done and to understand the way training practices

and the creation of new knowledge interacts in order to create value.

Secondly, these practices are developed over a considerably long period of

time and involve some very difficult to imitate cultural aspects, management

abilities and interpersonal relations.

The relationship between training practices developed by an enterprise and the

result it achieves can be divided into the following specific aims.

To develop a descriptive analysis of the main training strategies such as;

the investment in training, training developed by the company itself,

incentives for training, training activities and the training necessities

detected.

To analyze the influence of training practices on an enterprises results.



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To analyze the influence of technological variables on an enterprises

results, describing at the same time the possible relationship between

training and technology.

Let us look at training from the point of view of the resources-based theory

and the relationship between training and results.

Training in an organization is an issue that can be seen from many points of

view and as a part of different lines of study. Indeed, it can be studied as an

aspect of HR management, as the intangibles theory, as the resources theory

and in relation to intellectual capital, human capital and learning organizations,

as some examples from the latest literature on management show.

The wide group of perspectives has its origin in the change of view about the

human factor in role development. It has become, from being only a cost to

minimize, a resource to optimize, a supplier of value for organizations (Becker

and Gerhar, 1996). One of the theories that have had considerable influence

in recent years is the resource-based theory. The human factor as another

resource of the firm is very important issue of study for this theory.

This theory studies business competitiveness and tries to discover the relation

between an enterprises resources and its ability to obtain economical benefits

from them. It does not try to discard the conventional strategic analysis based

on the industrial economy, but only to reflect the change in the sources of

competitive advantage during a period of time. However, researchers do not

agree upon the nature of the relationship between resources and results of

enterprises (De Saa Garcia, 2001).



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Following the resources-based theory, firms can only achieve competitive

advantages if they are able to create value in a unique and not-imitable way.

The traditional sources of competitive advantage, such as natural resources,

technology, economies of scale, etc., are easily imitative compared to the

complex social structure that is the human system of en enterprise. So, the

strategies related to the human factor can be an important source of

sustainable competitive advantage.

Why are the deeply embedded HR strategies especially difficult to imitate?

There are two factors that determine this fact: the causal ambiguity and the

path dependency (Barney, 1991: Collis and Montgomery, 1995). The first of

these refers to the necessity of understanding how the elements of a complex

system interact in order to be imitated. Are these additive or multiplicative

effects? Which are the mechanisms that permit HR politics to create value? It is

even more difficult to imitate a system like this by poaching CEOs because

there are certain capabilities spread a month the personnel of an enterprise,

not only among a few individuals. The second refers to the fact that HR

policies are developed over a period of time so a competitor is conscious about

the necessity for a period of time before adopting the strategy completely

(supposing the system can be understood). In relationship to the difficulty of

imitation we have to add some complex social elements like business culture or

interpersonal relationship.

We have to ask ourselves what role is developed by the training activities from

the point of view of the resource-based theory. Knowledge that is stored only

in theoretical blueprints is likely to be forgotten unless it is regularly activated,

which suggests the importance of skill formation activities. Skill formation

encompasses the acquisition of formal knowledge and development activities,

but also informal and incidental learning in the workplace. It presupposes the

engrained nature of learning in daily work routines and therefore refers less to

isolated formalized training measures. Therefore, HR policies such as

employee training and management development are unlikely to be the basis



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of the creation of strategic assets, unless they tie into subsequent or

contemporaneous skill formation activities, including ongoing daily operational

routines. HR management can play a role as a part of a process aimed at

preventing the obsolescence of skills by re-activating them (Mueller, 2000).

Evidence in Europe from the Price Waterhouse Cranfield survey shows great

interest by employers in increased use of training. Almost all European

countries have increased training expenditure for all categories of employees

(Holden and Livian, 1992). Similar evidence occurs in Australia, South Africa

and USA (Bowmaker-Falconer and Hoeqirz, 1995; Bishop, 1993). However,

this expenditure remains a small percentage of remuneration budgets. With the

exception of France, the majority of organizations in most countries spend less

than 2 percent of budgets on training. Human resource managers in France

seem most cognizant of organizational expenditure on training. It is one of the

few countries where legislation compels organizations to spend a portion of

salary budgets on training. Those that fail to do so are taxed. Factors limiting

expenditure on training include difficulty in accurate costing of training,

budgetary controls, and poor firm performance often resulting in cuts in

training budgets. There is virtually no legislation requiring reporting of training

time, types of training received by different categories of employees, access of

employees to various types of training and resources deployed. There is

widespread ignorance by even human resource managers of training

investment in terms of money, time and resources. This evidence suggests

that HRD policy and practice have a long way to go before being considered

strategic. This conclusion is reinforced by the inadequacy of measures for

assessing training needs arising from strategic goals, poorly developed systems

for evaluating training effectiveness, and inadequate information systems to

capture, record, analyze and communicate HRD information. Other than

France, there is little legislative compulsion for organizations to spend part of



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their remuneration budgets on training. This has also been proposed in the

skills Development Bill in South Africa (1.5 per cent). The Employment Equity

Bill in South Africa also requires employers to introduce special measures to

develop designated employees such as Africans and women. The French

experience suggests that legislative intervention in this regard raises awareness

of the need for training and investment in people development.

It is increasingly acknowledged that sound human resource (HR) practices, and

the systematic investment in HRD, have long-term organizational and national

economic benefits. Although progressive organizations appear to accept this

relationship, strategic HR planning is severely undermined by the lack of

reliable information. The effects are the HR strategy and policy are often

formulated in an ad hoc manner, internal practices are not properly evaluated

and meaningful external benchmarking is not possible. Organizational

effectiveness cannot be measure, monitored and repositioned without the

capacity to obtain, process and communication information relevant for

decision making.

Competitive pressures have created need for continuous learning and

improvement. Benchmarking is a means of identifying areas for improvement.

Although benchmarking activities are increasing internationally, barriers to

occupational mobility remain. A difficulty with HRD lies not only with the lack

of equality of opportunity for acquiring technical and managerial skills but also

with the individual need for obtaining life skills and increased self-confidence;

and an organizational culture and reward system which has limited

opportunities for growth .(Horwitz et al., 1996).

If properly implemented, HRD has the capacity to enhance economic

competitiveness. Investing in skills development across organizational levels is

vital, as is recognizing and rewarding managers who successfully coach, train



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and develop their staff. This implies flexible career paths which encourage

development through taking on real and meaningful responsibilities and

experiential learning of the core business.

Global competitiveness and technological development require the creation of

new knowledge which is communicated to employees and which leads to

continuous innovation. Traditional approaches to HRD are in sufficient to meet

the changing needs of the contemporary organization. There is a critical need

to move from providing narrow technical skills base to acquiring competencies

in an ever-expanding range of skills. The view which highlights the supremacy

of an organization that learns faster than its competitors, as s sustainable

competitive advantage, has led to a burgeoning interest in continuous

development and the notion of a learning organization (Hearty and Morley,

1997). Learning occurs at individual, work group and organization levels. A

key focus of SHRD is the creation of a learning environment and structural

design, which promotes learning and development for performance

improvement and competitiveness.

This is a study of the assessment of training as a motivator and demotivator at

Kenya Ports Authority. This chapter provides a description of the organization

under study. It then presents the step by step procedure for this research

project. It outlines the population, sample selection, instrumentation, data

collection, data analysis and limitations

Questionnaires were used to collect data. The questionnaires comprised of a

list of questions which a person is expected to respond to and answer as



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requested by the researcher. The data collection procedure was administered

as follows

The Target group can be defined as the entire group of possible respondents

to the research survey questions. Since it will be improbable to survey every

individual in my target population of about 4000 staff, a survey of a smaller

sub-group of the target population, known as a sample was given structured

questions to respond to in a questionnaire form. The sample size (a sub-group

of selected respondents derived from the target population) was at least 100

serving employees of the Kenya Ports Authority. This included employees from

the five different divisions which are Human Resource, Finance, Technical

Services, Legal and Operations. Within these divisions, the study was

interested with all the staff i.e. Support staff, supervisory staff and

management staff. The researcher sent questionnaires to 100 employees from

the different divisions as follows:

Human Resource 20 members of staff

Finance 20 members of staff

Technical Services 20 members of staff

Legal Services 20 members of staff



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Operations 20 members of staff

Sampling is not expensive and the quality of a study is often better with

sampling as opposed to census.

Survey questionnaires were found to be the most appropriate method to use in

this research undertaking. The researcher was also able to observe the

respondents and recorded the desired information. Survey is more accurate

and gives more detailed information from the sampled 100 KPA staff so as to

determine the status of the problem as shown in the figure below.


UNDERSTAND THE PROBLEM

IDENTIFY RELEVANT QUESTIONS


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From the above figure, it can clearly be seen that stage1 of research design

entails the understanding of the research problem, identifying the relevant

questions to the research problem and refining or revising the same for the

purposes of coming up with a well structured questionnaire.

The second phase of the research design involves choosing the appropriate

research design, assessing its feasibility, confirming the availability of the

necessary resources and finally determining the pros and cons of the chosen

method and how best it provides the solution to the research problem at hand.

The final step is to make critical corrections / improvements on the chosen

research design. This forms the end of the research design process.


REFINE / REVISE QUESTIONS

CHOOSE DESIGN

ASSESS FEASIBILITY

DETERMINE TRADE - OFFS INVENTORY RESOURCES


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The sampling technique that was used by the researcher is the Stratified

Sampling Technique. Stratified sampling is a probability sample selection

method in which the population is divided into homogeneous groups (strata)

and different sampling methods are applied to the different strata.

Strata are usually based on some kind of size indicator. Samples can be

designed more efficiently by sub-setting the population into strata based on the

size of units, and then using different sampling fractions in each. This is

because the variance in each stratum is smaller, meaning that a smaller

sampling fraction is needed to obtain a given accuracy. (New Zealand

Population clock, 2008)

The instruments which the researcher used for the purposes of data collection

were:

Questionnaires related to training at Kenya Ports Authority

were prepared (framed) and issued to the respondents. Questions that were

asked wished to generate responses that could be used to rate training, its

needs, competence levels of current staff and the potential for further training

in cases of incompetence. In particular, respondents were asked to provide

examples from their past experiences showing a specific time when they were

trained as per the policy in force.

The researcher chose this technique because (1) it is economical in terms of

time and money. (2) It is easier to collect information (data) from a wider

area / topic. (3) Results are more reliable because one can get information

from a large number of respondents. The researcher delivered the

questionnaires personally and collected them duly completed after three (3)

days. The questions drafted were short, clear and precise to avoid confusing

the respondents. All the questions were Training-related and legal. The same



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questions were asked of both male and female respondents/ interviewees. The

Researcher endeavored to stick to the predetermined questions only where

open ended questions and closed ended questions were used.

By open ended questions, the respondents were asked to provide their own

answers to the questions e.g. (In your opinion, are the employees in your

department well trained for their duties and responsibilities) and provided with

a space to write in the answer.

By closed ended questions, the respondents were asked to select an answer

from among a list provided by the researcher. In constructing the closed ended

questions, the researcher tried to include all the possible responses that could

have been expected.

The questions asked by the researcher addressed two major concerns of this

research: the reasons/factors for motivation and demotivation after training. in

Kenya Ports Authority.

The 80 employees who completed the questionnaires in this study consisted of

41 males and 39 females. The questionnaires were distributed between 25th to

27th March 2008 to the employees. It was estimated that each employee took

30 minutes to complete the questionnaires.

3.6

The researcher used the Statistical program for the Social Science (SPSS)

version 12.0 to analyze the completed questionnaire. The statistical tools used

were the averages, frequency counts and percentages.



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The analysis of the questionnaires results combined with the statistical

applications allowed the researcher to draw factual conclusions regarding the

set objectives of the study.

The delimitations of a study are those characteristics that limit the scope

(define the boundaries) of the enquiry.

In this research project the following were the delimitations which the

Researcher imposed:

1. Kenya Ports Authority comprises of over twenty Departments with each

one having its unique problems in terms of service delivery towards

achieving the corporate objective. The Researcher decided to only

highlight the problems faced by the Training section within the

Personnel Department.

2. Though training could be considered to be main source of bothmotivation and demotivation, there are other causes of motivation and

demotivation which were not considered by the researcher to be as

important as human resource training.

3. Training, though critical, could not contribute single-handedly to the

desired overall productivity within the Authority. Other productivity

variables were ignored for the purpose of this research since they were

not directly relevant to the research questions.4. Lack of training was the only factor that was considered to contribute to

a lot of wastages through poor workmanship. Other causes of wastages

were not of interest to the Researcher in realizing the objectives of the

research project.



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This chapter involves the main focus for this project, namely the findings of

the research carried out and the analysis of those findings. The results of

the data were determined in the following order:

1. Population and Response Rate



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2. Analysis of demographic profile

3. Respondents working period at Kenya Ports Authority

4. Analysis of the reasons why training can be a motivator to

employees in Kenya Ports Authority

5. Analysis of the reasons why training can be a demotivator to

employees in Kenya Ports Authority.

6. Other motivating factors

7. Other demotivating factors

As mentioned earlier in Chapter Three, the questionnaire survey was used to

conduct training motivational/demotivational factors at the Kenya Ports

Authority. The questionnaires were designed to obtain opinions of staff on

why training acted as a motivator and demotivator at the Kenya Ports

Authority. This study also sought to learn the most significant training which

acted as a motivating factor.

The total number of respondents was 80 out of 100 representing 80% of the

total questionnaires sent. The respondents were separated into two groups:

male and female. The total number of male respondents was 41 out of 50

representing 51% of the response rate. The total number of female

respondents was 39 out of 50 representing 49% of the response rate.

The respondents were asked to provide information about demographic data

such as gender, age, position, level of education and the length of employment

in the port.



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49%

51%

MALE

FEMALE

Chart 1 on Respondents Gender Distribution indicates that out of the eightyemployees who filled the questionnaires, forty one were male representing

51% while thirty nine were female representing 49%.



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15%

25%

40%

15%5%

Less than 5 years6 - 10 years

11 - 15 years

16 - 20 years

Over 20 years

In Chart 2 on Respondents working period at the port, twelve respondents

representing 15% had worked for less than 5 years, twenty respondents

representing 25% had worked between 6 to 10 years, thirty two respondents

representing 40% had worked between 11 to 15 years, twelve respondents

representing 15 % had worked between 16 to 20 years while four respondents

representing 5% had worked for more than 20 years.



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0

5

10

15

20

25

30

35

40

20-30 31-40 41-50 51-60

Age Distribution of Respondents

Histogram 1 on Age Distribution of Respondents indicated that out of the

eighty respondents, twelve were between 20 to 30 years representing 15%

forty were between 31 to 40 years representing 50%, twenty were between 41

to 50 years representing 25%, while eight were between 51 to 60 years

representing 10%.

This statistical histogram shows that most of the employees at the Kenya Ports

Authority are young, between the ages of 31 to 40 years.



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Post Graduate 8 10%

Undergraduate 15 19%

Secondary Education 20 25%

Primary Education 25 31%

No Formal Qualifications 12 15%

From Table 2 on the Level of Education, twelve respondents representing 15%

have no formal education, twenty five respondents representing 31% have

primary level education, twenty respondents representing 25% have secondary

level education and 15 respondents representing 19% are undergraduates

while 8 respondents representing 10% are postgraduates.



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Management Staff 28 35%

Supervisory Staff 40 50%

Support Staff 12 15%

From Table 3 on position of employees at the port, the researcher found out

that out of the eighty respondents, twenty eight were management staff

representing 35%; forty were supervisory staff representing 50% while twelve

were support staff representing 15%

.

This statistical report shows that most of the respondents at the port have

worked for more than eleven years.



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Career Flexibility 24 30%

Increasing skill requirements 8 10%

Personal satisfaction 4 5%

Better wages 20 25%

Superior performance 4 5%

Better quality of products or services 12 15%

Greater ability to deal with change 8 10%

Table 4 on training as a motivating factor, the researcher found out that out of

the eight respondents, twenty four respondents representing 30% indicated

that the motivating factor was career flexibility, eight respondents representing

10% indicated increasing skill requirements, four respondents representing 5%

indicated personal satisfaction, twenty respondents representing 25% indicated

better wages, four respondents representing 5% indicated superior

performance, twelve respondents representing 15% indicated better quality of

products and services while eight respondents representing 10% indicated

greater ability to deal with change.

This statistical report shows that better wages and career flexibility ranks

higher in the port as motivating factors.

4.1.6



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Substandard training 12 15%

Trainers bad habits 8 10%

Limited training time 4 5%

Lack of upward movement after training 32 40%

Lack of opportunity to use acquired skills 16 20%

Unfair treatment 8 10%

Table 5 above on training as a demotivating factor, out of the eighty

respondents, twelve respondents representing 15% indicated substandard

training, eight respondents representing 10% indicated trainers bad habits

which are copied by the trainees, sixteen respondents representing 5%

indicated limited training time, thirty two respondents representing 40%

indicated lack of upward movement after training, four respondents

representing 20% indicated lack of opportunity to use acquired skills, whileeight respondents representing 10% indicated unfair treatment.



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Salary 20 25%

Job security 12 15%Fringe benefits 8 10%

Housing facilities 4 5%

Working environment 4 5%

Interesting job 8 10%

Opportunity of advancement 12 15%

Responsibility 8 10%

Interpersonal relationship 4 5%

Table 6 on other motivating factors out of the eighty respondents, twenty

respondents representing 25% indicated salary, twelve respondents

representing 15% indicated job security, eight respondents representing 10%

indicated fringe benefits, four respondents representing 5% indicated housing

facilities, four respondents representing 5% indicated working environment,

eight respondents representing 10% indicated interesting job, twelve

respondents representing 15% indicated opportunity for advancement, eight

respondents representing 10% indicated responsibility, while four respondents

representing 5% indicated interpersonal relationship.

4.1.8

Lack of recognition 24 30%

Poor communication 12 15%



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Lack of teamwork 16 20%

Lack of involvement 8 10%

No inspiring purpose 12 15%

Lack of facing up to poor performance 8 10%

Total

Table 7 on other demotivating factors, out of the eighty respondents, twenty

four respondents representing 30% indicated lack of recognition, twelve

respondents representing 15% indicated poor communication, sixteen

respondents representing 20% indicated lack of team work, eight respondents

representing 10% indicated lack of involvement, twelve respondents

representing 15% indicated lack of inspiring purpose while eight respondents

indicating 10% indicated lack of facing up to poor performance.

4.2

The questionnaire survey method was used to reach out the Kenya Ports

Authority staffs at divisional level. One hundred (100) questionnaires were sent

out in batches of twenty per division (KPA has five operational divisions namely

Human resource, Finance, Technical services, Legal Services and the

Operations)

Out of 100 questionnaires sent out 80 were responded to, making the response

rate for this research paper to be 80% which is acceptable level.



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a) Level of Education - Of the eighty (80) respondents 54% representing

43 respondents had undergone secondary education and above. This

showed that generally majority of the employees of Kenya Ports

Authority have good level of education as opposed to 46% which had

primary education and below. This showed that majority had capacity to

be trained further for career development.

b) Position of respondents Of the eighty (80) respondents at least 85%

representing 68 respondents were at Supervisory level and above. This

showed that majority of the respondents could articulate well the role

played by training, its significance and application within the

organization.

a) Career flexibility

b) Increasing skill requirements

c) Personal Satisfaction

d) Better Wages

e) Superior Performance

f) Better quality of services

g) Greater ability to deal with change

a) Substandard Training

b) Trainers Bad Habits

c) Limited Training Time

d) Lack of upward movement after Training

e) Lack of opportunity to use acquired skills

f) Unfair Treatment



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a) Salary

b) Job Security

c) Fringe Benefits

d) Housing Facilities

e) Working Environment

f) Interesting Job

g) Opportunity of Advancement

h) Responsibility

i) Interpersonal relationship

a) a higher percentage of the respondents

pointed out that apart from training, lack of recognition of their efforts

in performance was also a major demotivator. The motto of many

managers seemed to be, Why would I need to thank someone for

doing something hes paid to do? Respondents repeatedly confided

how distressed they were when Managers dont take time to thank them

for jobs well done yet are always quick to criticize when a mistake

occurs.

b) A substantial percentage of respondents

(15%) saw a severe, unnecessary restriction of the flow of information

within an organization as a demotivating factor. Employees frustration

with an absence of adequate communication from their Superiors turned

out to be one of the most negative findings of this research paper.

c) Almost a quarter of the respondents (20%) had

lack of team work as their demotivator. They felt that failure by the

Management to promote and encourage teamwork hampered their



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efforts of being productive since most work required a team effort in

order to be done effectively.

d) Lack of involvement on issues affecting them

also made some respondents (10%) to be demotivated and therefore

lack drive for work. They argued that their Managers were not

encouraging them by ignoring their participation on issues which they

felt their input was crucial to achieve meaningful progress within their

workplace.

e) Lack of inspiration from the Supervisors

and the Managers featured promptly as one of the reasons for

employees demotivation apart from formal training. Twelve percent of

respondents felt that though stating the Authoritys mission was a

powerful tool, it was not as inspiring to them as the Managers ability to

explain to them the reason behind the KPAs mission statement.

f) Nearly 10% of the

respondents felt that their Supervisors and Managers were not doing

enough to discourage laziness. They pointed out that some of their

colleagues were in effect allergic to work and felt demotivated to work

since these class of employees were a hindrance to their performance.

4.2



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The purpose of this study was to investigate why training can be a factor of

motivation and demotivation, identify why trained staff in Kenya Ports

Authority are motivated /demotivated, so as to help the human resources

manager to improve on the training factors and reduce absenteeism and

turnover through an effective training approach.

This chapter will provide a summary and discussion of the research findings of

the study. In this chapter, the researcher has included references to literature



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review and shown how the outcomes of this research are similar or different

from the ones that have been carried before on the subject of training.

From the data gathered from Chapter four from Kenya Ports Authority, the

following conclusions can be made;

5.1

The study provided information which could be beneficial to the human

resources division in better understanding the needs of training in Kenya Ports

Authority.

The human resource division should be identifying training needs. Training

needs can be assessed by analyzing three major human resource areas: the

organization as whole, the job characteristics and the needs of the individuals.

This analysis will provide answers to the following questions.

Where is training needed?



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What specifically must an employee learn in order to be more

productive?

Who needs to be trained?

The human resource department should begin by assessing the current status

of the organization, how it does what it does best and the abilities of

employees to do these tasks. This analysis will provide a benchmark against

which the effectiveness of a training program can be evaluated. The

organization should know where it wants to be in five years from its long-range

strategic plan. What the organization needs is a training program to take it

from here to there.

Secondly the human resource division should consider whether the

organization is financially committed to supporting the training efforts. If not

any attempt to develop a solid training program will fail.

Next, the human resource division should determine exactly where training is

needed. It is foolish to implement a companywide training effort without

concentrating resources where they are needed most. An internal audit will

help point out areas that may benefit from training. Also, a skills inventory can

help determine the skills possessed by employees in general. This inventory

will help the organization determine what skills are available now and what

skills are needed for future development.

Once the human resources division has determined where training is needed, it

should concentrate on the content of the program. Individual employees can

be evaluated by comparing their current skill levels or performance to the

organizations performance standards or anticipated needs. Any discrepancies

between actual and anticipated skill levels should be identified and treated as

the input of the next training needs.

Training an employee is expensive, especially when he or she leaves the

organization for a better job. It is therefore important to carefully select who

should be trained.



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Training programs of Kenya Ports Authority should be designed to consider the

ability of the employee to learn the material and to use it effectively, and to

make the most efficient use of resources possible. It is also important that

employees be motivated by the training experience. Employee failure after

training is not only damaging but a waste of money as well.

The objectives of the training program at KPA should always relate directly to

the training needs identified by the gaps of where the employee is today to

where the organization would want them to be in the future. Allowing

employees to participate in setting those training goals will increase the

probability of success in most training programs.



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Barney, J. (1991): Firm Resources and Sustained Competitive Advantage,

Journal of Management, 17, 49-61.

Becker, B. and Gerhart, B. (1966): The Impact of Human Resource

Management on Organizational Performance: Progress and Prospects,

Academy of Management Journal, 39, 4, 779-801.

Bishop, J. (1993), Under investment in employer training Ahaheim, CA, paper

presented at Industrial Relations Research Association meeting, pp.670-87.



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Collins, D.J. and Montgomery, C.A. (1995): Competing on Resources: Strategy

for the 1990s, Harvard Business Review, 73, 4, 118-128.

De Saa, P. and Garcia, M. (200!): El Sistema de Recursos Humanos Y el

(English version).

Falconer, A., Horwitz, F. (1995), Enhancing competitiveness through strategic

HRD, People Dynamics, Vol. 12 No. 8, pp. 15-20.

Gomez-Mejia, Luis R., Balkin, David B., and Cardy, Robert L. Managing Human

Resources, Prentice Hall, 1995.

Gordon, Judith R. Organizational Behaviour, Prentice Hall, 5th edition, 1996.

Hellriegel, Don, Slocum, John W. Jr., and Woodman, Richard W. Organizational

Behaviour, 7th edition, West Publishing Company, 1995.

Heraty, N., Morley, M. (1997), Training and development, in Gunnigle, P.,

Morley,M., Clifford, N., Turner, T. (Eds), Human Resource Management in Irish

Organisations, Oak Tree Press, Dublin, pp. 127-56.

Holden, L., Livian, Y. (199@), Does strategic training policy exist?, Personnel

Review, Vol. 21 No. 1, pp. 12-22.

Horwitz, F. (1996), Executive development: facing the new realities, Journal

of European Industrial Training, Vol. 20 No. 4, pp. 11-16.

HR Focus Survey, HR Focus, January, 2001, Volume 78, Issue 1, Special Report

on Strategic Planning.



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http://www.kpa.co.ke

Noe, Raymond, A. Employee Training and Development, Irwin McGraw-Hill,

1999.

Nzuve, S.N.M, Management of Human Resources A Kenyan Perspective,

Revised edition,Tech & Pro Associates Publishers,1997.

Robbins, Stephen P. Organizational Behaviour, Prentice Hall, 8th edition, 1998.

.

Time table for project frame work*****

Budget (Financial Resources)*****

Data collections instruments

Questionnaire(s)

http://www.kpa.co.ke/http://www.kpa.co.ke/


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Noah Olela Abongo Project on Training Within Kpa

Documents

Transcript of Noah Olela Abongo Project on Training Within Kpa