FACTORS THAT INFLUENCE TRANSFER OF SKILLS AT ROCKEFELLER FOUNDATION IN KENYA

Transcription

1 FACTORS THAT INFLUENCE TRANSFER OF SKILLS AT ROCKEFELLER FOUNDATION IN KENYA BY ALICE WARINGA THUITAI A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF BUSINESS ADMINISTRATION, SCHOOL OF BUSINESS UNIVERSITY OF NAIROBI OCTOBER, 2013

2 DECLARATION This research project is my original work and has not been presented for examination in any other University. Signature: Date: ALICE WARINGA THUITAI D61/73048//2012 This research project has been submitted for examination with our approval as the University Supervisors. Signature:. Date: DR. JOHN YABS LECTURER SCHOOL OF BUSINESS UNIVERSITY OF NAIROBI ii

3 ACKNOWLEDGEMENTS I wish to appreciate my lecturers at University of Nairobi; my supervisor, Dr. John Yabs for his effective guidance and acknowledgement during and throughout the preparation of this research project. I wish to also appreciate my parents for their constant encouragement and guidance throughout the writing of the project. iii

4 DEDICATION I wish to dedicate this work to my mum Esther Thuitai, my dad Richard Thuitai, my lecturer for encouraging and supporting me throughout the study; always showing me the brighter side of life and helping me to believe in myself; reminding me that God will always be on my side and everything is possible. iv

5 ABSTRACT In the world of business, training is often, wholly or partially, unsuccessful because employees are faced with challenges when they turn their attention to transferring their new knowledge to on-the-job performance. This study aimed to identify factors that affect transfer of skills in Rockefeller foundation. This study was conducted through a case study where the unit of study was Rockefeller Foundation. Both secondary and primary data were utilized in this study. Primary data was obtained from the managers of Rockefeller Foundation using an interview guide. The managing director and other senior managers such as the Human Resource Manager, Business development manager, Customer relations manager were targeted. The respondents were in a better position to provide the required data to answer the research question since they were involved in key decisions on the skills training and implementation. Secondary data was obtained through reviews and analyses of various performance documents. This was in addition to books, internet access and journals. The data analysis was by way of content analysis. This was because the data collected was qualitative in nature. The qualitative data was summarized, categorized and presented according to common themes to assist in answering the research questions. Content analysis was used to arrive at inferences through a systematic and objective identification of the specific variables and data collected. It was evident that the intervals conducted by Rockefeller Foundation between skill training and evaluation are after 3-4 months. The evaluation of effectiveness of skill training on trainees in Rockefeller Foundation is conducted only once after the skill training programme. The organization should state clearly and create awareness among the Human Resource staff or those charged with the responsibility of skill training and development that in as much as there is a skill training budget, that there is also part of the vote head specifically allocated for evaluation of skill training programmes. Evaluation of skill training programmes requires the availability of both human and financial resources hence the need to specifically set aside resources that are specific to evaluation. The study therefore recommends another study be done with an aim to investigate the factors that influence transfer of skills in private foundations in Kenya. Further a study should also be carried out to investigate the factors influencing transfer of skills in Kenyan firms. v

6 TABLE OF CONTENTS DECLARATION... ii DEDICATION... iv ABSTRACT... v ACRONYMS AND ABBREVIATIONS... x CHAPTER ONE: INTRODUCTION Background of the Study Transfer of Skills International Organizations in Kenya Rockefeller Foundation Research Problem Research Objective Value of the Study... 8 CHAPTER TWO: LITERATURE REVIEW Introduction International Business The Effect of Work Environment The Effect of Skills Design Transfer of Skills Model vi

7 CHAPTER THREE: RESEARCH METHODOLOGY Introduction Research Design Data Collection Data Analysis Validity Reliability CHAPTER FOUR: DATA ANALYSIS, RESULTS AND DISCUSSION Introduction Response Rate Respondents information Respondents Gender Respondents Age Educational Background Respondents Department Respondents Professional Training Transfer of Skills Organization Skill Training Policy Evaluation Policy on Skill Skill Training Budget Budget Allocation on Skill Training Programs Skill Training Department/ Officer Skill Training Department/ Officer functions...24 vii

8 4.3.7 Skill Training and Evaluation Process Involvement in Skill training and Evaluation Process Evaluation of Skill Training Programmes Reaction of Trainees/ Participants Evaluation Techniques Used To Evaluate Aspects of Skill Training Programme Evaluated Knowledge, Skills and Attitudes of Trainees/Employees Performance on-the-job Evaluation of Recently Trained Employees Skill Training Programme and Trainees Evaluation Encouragement or discouragement of Performance Skill Training on the Organization Measure Lack of Exhaustive Evaluation of Skill Training Programmes...31 CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Introduction Summary of the Findings Conclusion Recommendations Suggestions for Further Research REFERENCE viii

9 APPENDICES Appendix I: Student Letter...44 Appendix II: Interview Guide...45 Appendix III: Work Plan...47 Appendix 1V: Budget...48 ix

10 ACRONYMS AND ABBREVIATIONS GATT: HRD: ICRC: UNICEF: WTO: General Agreement on Tariffs and Trade Human Resources Development International Committee of the Red Cross United Nations Children's Fund World Trade Organization x

11 CHAPTER ONE INTRODUCTION 1.1 Background of the Study International business comprises of all commercial transactions that take place between two or more regions, countries and nations beyond their political boundaries, usually private companies undertake such transactions for profit; governments undertake them for profit and for political reasons. It refers to all those business activities which involve cross border transactions of goods, services, resources between two or more nations. Transactions of economic resources include capital skills. People for international production of physical goods and services such as finance, banking, insurance, construction. The conduct of international operations depends on company s objectives and the means with which they carry them out. The operations affect and are affected by the physical and societal factors and the competitive environment. The physical and societal factors include political policies and legal practices, cultural factors, economic forces, and geographical influences. The competitive factors influencing conducting of international business include major advantage in price, marketing, innovation, number of comparative capabilities of competitors, competitive differences by country and local taxes. Rockefeller foundation is an international business organization that is also faced with the above problems and risk. International business standards focuses on raising awareness of the interrelatedness of one s country s political policies and economic practices on another, understanding the global business environment that is the interconnectedness of 1

12 cultural, political, legal, economic and ethical systems, identifying forms of business ownership and international business opportunities. These are the tools that help future business to bridge the economic and political gap between countries. In international business all the operations are conducted on a very huge scale. Production and marketing activities are conducted on a large scale. It first sells its goods in the local market, then the surplus goods are exported. Organizations that venture into international business integrate the economies of many countries because they use finance from one country, labour from another country and infrastructure from another country. These organizations have the best technology and research and development Transfer of Skills Transfer of skills is defined as the degree to which trainees effectively apply the knowledge, skills and attitudes gained in a training context to the job (Newstrom, 1984;Wexley and Latham 1981). Transfer of skills therefore, is more than a function of original learning in a training program (Atkinson, 1972; Fleishman, 1953). For transfer to have occurred, learned behavior must be generalized to the job context and maintained over a period of time on the job (Baldwin and Ford 1988).Transfer was originally defined as the extent to which learning of a response in one task or situation influences the response in another task. Thorndike and Woodworth (1901) predicted that transfer would occur as long as the aims method, and approaches used for the learning task were similar to the transfer task. They found support for the generalization of responses when there was similarity in the stimuli 2

13 and responses in the learning and transfer environments The transfer to work practice of knowledge and skills acquired in training has traditionally been considered as one of the key criteria for evaluating training s effectiveness in influencing organization-level outcomes. The wide research interest in the subject can be explained by the amounts of money invested by organizations in employees training programs and the fact that learning acquired through training is not often translated into sustained workplace performance. The following three types of factors have been found to be the main antecedent s of skills transfer: (1) trainee characteristics, (2) training design, and (3) work environment, including the learning environment. Among the trainee characteristics that have been examined as predictors of training outcomes, self-efficacy has proved very popular in the literature, whereas, in regard to work environment characteristics, the research focus has been placed on what has been referred to as transfer of training climate. However, in general, trainee characteristics and work-environment features have mainly been studied independently of each other (Holladay & Quinones, 2003; Smith-Jentschet al., 2001; Tzineret al., 2007). In particular, although both self-efficacy and organizational culture have been demonstrated to play a pivotal role in enhancing training effectiveness, no previous study appears to have examined the combined effects of these two factors on such effectiveness. 3

14 1.1.2 International Organizations in Kenya International organizations in Kenya have in time grown and increased in Kenya. There are several of them including International Committee of the Red Cross (ICRC), European Union Declaration of the European Union to the Republic of Kenya, European Investment Bank, and International Finance Corporation. International organizations are organizations that involve any commercial transaction-taking place across the boundary lines of a sovereign entity. It may take place either between countries or companies or both. Private companies involve themselves in such transactions for revenue, profit and prosperity. If governments are involved, they need to maintain their image, dependency and economic growth. Sometimes economic ties are strengthened through such transactions. These international transactions include investments, physical movements of goods and services, transfer of technology and manufacturing. Today every company, whether small or large, single entity or partnership, joint stock or government owned, is determined to expand internationally. International business has a wide spectrum of activities beyond mere exports. International organizations include not only merchandise exports, but also trade in services, licensing and franchising as well as foreign investments. Domestic business pertains to a limited territory. Though the firm has many business establishments in different locations all the trading activities are inside a single boundary. International organizations benefit both the nations and firms. To the nations: Through international business nations gain by way of earning foreign exchange, more efficient use of domestic resources, greater prospects of growth and creation of employment opportunities. 4

15 Domestic business as it is conducted locally there would be no much involvement of foreign currency. It can create employment opportunities too and the most important part is business since carried locally and always dealt with local resources the perfection in utilization of the same resources would obviously reap the benefits. To the firms: The advantages to the firms carrying business globally include prospects for higher profits, greater utilization of production capacities sand improved business vision Rockefeller Foundation Rockefeller foundation is a private foundation established by the six generation Rockfeller family in It was founded by John D. Rockefeller senior. Its mission is to promote the well-being of mankind throughout the world. Throughout the years the foundation has expanded greatly in scope. Its overall activities is divided into five main subject areas: 1. Medical health and population sciences (2) Agricultural and natural sciences (3) Arts and humanities (4) Social sciences (5) International relations. The foundation states that there is a crucial correlation between the world of science, politics and international health policy. Rockefeller foundation inaugurated the first global US foundation scientists, scholars, economists and grassroots leaders supported by the foundation spearheaded the search for the solutions to some of the world s most challenging problems. Through their efforts, plagues such as hookworm and malaria have been brought under control; food production for the hungry in many parts of the world has been increased; minds hearts and spirits 5

16 have been lifted by the work of foundation assisted filmmakers, artists, writers, dancers, and composers. Rockefeller foundation involvement has led to the development of the centrifuge, the electron microscope and the computers. The foundation has aspired to bold, global solutions, approaching complex conceptual challenges and systematic dysfunction. From it, very first grant, to the American Red cross, through its current initiatives, the Rockefellers foundation has long been a trailblazer in the field of health. By fostering the emerging field of public health, it has sparked and strengthened efforts such as the use of e-health technologies to improve the health systems and the creation of international disease surveillance in the developing world. The foundation has also formed alliances with United Nations Development Programme, UNICEF, The World Health Organization and the World Bank to establish the children s vaccine initiative, designed to inoculate children all over the world against preventable childhood diseases. Other partnerships include the partners in population and development programme, formed with the United Nations population fund and designed to promote collaboration regarding family planning and reproductive health issues and a program providing job training and job opportunities to poor inner-city residents developed with the manpower demonstration research corporation. 6

17 According to the 2010 rankings compiled by the foundation centre, the Rockefeller foundation is the 6 th largest with total of assets of $3:5billion in terms of total giving, the Rockefeller foundation ranked 39 th with gifts of $132.6million in Judith Rodin Rockefeller had says the foundation in addition to its other projects is holding conferences for aspiring philanthropists from developing countries to provide advice on effective giving. 1.2 Research Problem Training and development is a crucial part of HRD. However, just as important is the application of the acquired or learnt knowledge and skills to the job. The introduction of performance-oriented training and development programs has led international organizations to demand what is learnt during training to be applied back to the work place by employees, because training undertaken is meant to make positive changes in the work place. For these changes to occur, not only must learning happen, but also the lessons learned need to be transferred to the work place (Pine & Tingley, 1993). In the world of business, training is often, wholly or partially, unsuccessful because employees are faced with challenges when they turn their attention to transferring their new knowledge to on-the-job performance. The question yet to be addressed is why the skills and knowledge learned in training are not adequately reflected in workplace to make a significant positive impact on performance. The failure of employees to use the new skills or knowledge acquired through training to their job performance is called transfer problem. 7

18 This study addressed this problem by identifying the factors affecting transfer of training and how to deal with these factors both positive and negative. The key criterion of evaluating training effectiveness is transfer of training (Kirkpatrick, 1994). Another crucial question is on how international organizations ensure that the training content gets applied back to the workplace by the employees. International organizations invest a lot of money on training activities. Hence the evaluation of the effectiveness of formal training and return on training investment are critical issues (Na Chiangmai, 1999). For such huge investments international organizations expect to see a return in terms of the employees efficiency and productivity in job performance. Therefore, it is important for organization s to be aware and to incorporate into their training programs, strategies to improve the transfer of training. The research question to be dealt will be which are the factors that influence transfer of skills on Rockefeller foundation in Kenya? 1.3 Research Objective This study aimed at identifying factors that affect transfer of skills in Rockefeller foundation. 1.4Value of the Study This research aimed to identify the factors affecting transfer of skills. The transfer problem was believed to be so pervasive that there was rarely a learning- performance situation in which such problem existed (Broad and Newstrom, 1992). Transfer of training however made significant progress in 1980 s since then not much has been added to the existing body of knowledge. 8

19 This research is important to other researchers as it could lead to other training related researches. A possible research could be on the relationship between barriers to participation in training and how they translate to barriers affecting transfer of training. This research was also important for international organizations which want to enhance their return on investment from training and development investment. The organizations were able to understand all the key factors affecting transfer of training and to intervene and eliminate these inhibiting factors. The findings also highlighted the challenges faced by Rockefeller Foundation in transfer of skills as the basis of decision making. It was also hoped that the responses Rockefeller had adopted to handle the challenges brought to the surface and served as a basis for corrective strategies on effective transfer of skills. The findings were also form the foundations for guiding management practice in developing successful transfer of skills. 9

20 CHAPTER TWO LITERATURE REVIEW 2.1 Introduction This chapter aimed to show the work of relevant studies that were conducted in this field of study. The section therefore focused on an overview of the transfer literature. 2.2 International Business Engaging in international business is a great step in gaining financial strength and stability. The success of the business however depends on choosing the right country to transact with and having the ability to negotiate with that country in terms of their rules and policies in a fairly considerable way it is however, not easy to deal with some countries because of the non-tariff barriers as a legal means of implementing restrictive labeling requirements, health certificates and also discrimination on products standards: government subsidies and counter elating duties, customs clearance and quotas. Certain organizations however such as World Trade Organization (WTO) General Agreement on Tariffs and Trade (GATT) have been established to promote order in the trade industry. 2.3The Effect of Work Environment Training is defined as the act, process or method of one who trains. It is also defined as the knowledge or experience acquired by one who trains (Webster dictionary). Rothwelland Sredl (2000) defined training as the short term intervention designed to change individuals by equipping them with the necessary and sufficient knowledge, skills and attitudes they need to meet or exceed customer requirement and achieve results. 10

21 Blancher and Thacker (1999) defined training as a systematic process attempting to develop knowledge and skills for the current and future jobs. Work environment can influence transfer of skills. Environment is generally conceptualized as the perception of salient characteristics of the organization (Bentley, 1991). Work environment variables have been investigated less often than the other two major factors affecting transfer of training; training design and individual characteristics (Baldwin & Ford, 1988; Holton et al., 1997; Tannenbaum & Yukl, 1992). However, a number of studies have shown that environmental factors are important for understanding the transfer of training process (Baldwin & Ford, 1988; Rouiller & Goldstein, 1993; Tracey et al., 1995).Two dimensions of the work environment that have received attention with regard to transfer of training include organizational culture and climate (Baldwin & Ford, 1988; Rouiller & Goldstein, 1993; Tracey et al., 1995). Tracey (1995) stressed the importance of both transfer of training climate and continuous learning culture as work environment variables that have a significant impact on the post-training behaviors. Some indicators of transfer climate include performance feedback, supervisor support, and peer support (Baldwin & Ford, 1988; Holton et al., 2000; Tracey & Tews, 2005). Research has indicated that when employees perceive that the organizational climate is supportive, they are more likely to apply their new knowledge in the work environment (Baldwin & Ford, 1988). Performance feedback includes an indication from management about how well one is performing his or her job (Holton et al., 2000). Specifically, 11

22 feedback regarding the newly learned knowledge and skills and how these relate to job performance increases the likelihood of its transfer to the work context (Reber & Wallin, 1984). Transfer is more likely when supervisors provide trainees with desired outcome upon successful completion of training. The manager should provide positive feedback if an employee does apply a new skill. Supervisor support can be described as the extent to which supervisors support and reinforce the use of newly learned knowledge and skills on the job (Holton et al., 2000). Supervisors should encourage and set goals for trainees to use new skills and behaviors acquired in training. Although there is some contradictory evidence (Russell et al., 1985), the dominant literature suggests that when trainees perceive that their supervisors support the application of newly developed knowledge and skills, they are more likely to transfer these competencies back to the job (Bates et al., 2000; Noe, 1986). Peer support is the extent to which fellow employees of the trainee are supportive of the use of new skills. Peers may discourage the use or application of new skills and knowledge on the job. For example, old employees who have served in the organization for a long time may not be willing to accept changes or use of new skills and will put pressure on the trainee to forget the training. 2.4 The Effect of Skills Design Training design refers to factors built into the training program to increase the chances that transfer of training will occur (Blancher & Thacker, 1997). It considers the extent to which training has been designed to match job requirements and give participants the 12

23 ability to transfer training to job application. Baldwin and Ford (1988) highlighted the importance of training design features such as instruments, conditions, programs to be identical to the workplace to facilitate transfer of training. There are several training design factors that influence transfer of training: instructional techniques and learning principles, (Alvarezet al., 2004); self-management and relapse prevention strategies (Tziner et al., 1991; Wexley & Nemeroff, 1975) and goal setting (Gist et al., 1990). Thus, international organizations should design their training programs to include factors that increase the likelihood of transfer. Transfer design refers to the degree to which training has been designed and delivered in such a way that provides trainees with the ability to transfer learning back to the job (Holton et al., 2000). Holton et al. (2000) argue that part of transfer design is the degree to which training instructions match job requirements. Trainees are more likely to transfer the training content to the work context when they perceive that the training program was designed and delivered in such a way that maximizes the trainee s ability to transfer the training to the job (Holton et al., 2000). Consequently, when trainees remember previous knowledge and practice, how to apply the newly learned knowledge and skills to the job and when training instructions are congruent with job requirements, an increased likelihood of transfer should exist. 2.5 Transfer of Skills Model A number of framework and, models have been used to explore factors that affect skills transfer. Baldwin and Ford (1980) suggest three types of transfer of training. Positive 13

24 Transfer- this is when prior learning or training facilitates acquiring a new skill or reaching the solution to a new problem. In this situation the individual performs better than he would have without the prior training. Negative Transfer- this is when prior learning or training hinders acquiring a new skill or reaching the solution to a new problem. In this situation the individual performs worse that he would have had he not been exposed to the prior training. Zero Transfer-in this situation acquiring a new skill or reaching the solution of a new problem is neither enhanced nor hindered due to past experience or training. Baldwin and Ford (1988) also argue that the factors affecting transfer of skills can be divided into three categories: (a) Training inputs, including trainee characteristics, training design and work environment, (b) training outputs, consisting of learning and retention, (c) conditions of transfer, which focus on the generalization and maintenance of training. Holton (1996) suggests that three crucial factors affect the transfer of training: motivation to transfer, transfer climate and transfer design. He provided a conceptual evaluation model of training focused on individual performance. The model proposes three primary outcomes of training intervention: learning, individual performance, and organizational results. These outcomes are defined, respectively, as achievement of the learning outcome desired in an HRD intervention, change in individual performance as a result of learning being applied on the job, and results at the organizational level as a consequence of change in individual performance. Learning is expected to lead to individual performance change only when the three primary influences on transfer behavior are at appropriate levels. This model emphasizes three factors that affect implementation and 14

25 transfer. However, this model needs theories and a conceptual framework to explain (1) why people desire to change their performance after attending a training program, (2) what training design contributes to people s ability to transfer skills successfully, and (3) what kind of organizational environment supports people as they apply the knowledge, skills, and attitudes gained in a training program to their job. To enhance transfer of training, the HRD consultant must understand theories. The motivation to transfer was hypothesized in Holton s (1996) model to connect learning with individual performance change. Learning and individual performance are two outcomes that are considered a priority for HRD intervention. Several theories of human behavior help us understand and predict behaviors that contribute to performance at work, as well as clarify the motivation to transfer factor in Holton s model. They include the theories of expectancy, equity, and goal setting. Expectancy Theory. Vroom s original presentation of expectancy theory placed it in the mainstream of contemporary motivation theory (Moorhead and Griffin, 2003). Vroom (1964) defined expectancy as a momentary belief concerning the likelihood that a particular act will precede a particular outcome. His formulation suggested that job performance is the result of the interaction of two components, force and ability, with ability representing the potential for performing some task. The force to perform an act is the algebraic sum of the products of the valences of all outcomes and the valence or rewards of those outcomes. In equation form, the theory reads: P _f (F _ A) (cited in Kilgore, 1997). Vroom s model emphasizes an individual s 15

26 capacity or ability, rather than willingness, to perform a specific task. Since it was first introduced, the model has been refined and extended. Equity Theory: Equity theory is based on the simple premise that people want to be treated fairly. The theory defines equity as the belief that employees are being treated fairly in relation to others and inequity as the belief that employees are being treated unfairly in relation to others. Vroom (1964) recognized that individuals seek equity in their jobs; thus, job satisfaction reflects the extent to which rewards received match the rewards the employee believes should be received. Vroom also stated that the greater the difference between these two amounts, the greater the tension or disequilibrium experienced by the person. Goal-Setting Theory: Goal-setting theory suggests two cognitive determinants of behavior: intentions and values. Intentions are viewed as the immediate precursors of human action. The second cognitive process manifests itself in the choice or acceptance of intentions and subsequent commitment to those goals (Locke, 1968). It is the recognition that instructions will affect behavior only if they are consciously accepted that makes goal setting a cognitive theory of motivation. A goal is that level of performance the individual is trying to accomplish; it is the object or aim of behavior. According to Locke (1968), goals direct attention and action. In addition, they mobilize effort in proportion to perceived requirements of the goal or task. Therefore, goal setting, like expectancy theory, may explain how and why behavior is facilitated or restrained in the prêt raining, training, and post training processes. Goal-setting theory holds that, once a hard task is accepted, the only logical thing to do is to try until the goal is achieved or until a decision is reached to lower or abandon the goal (Locke, 1968). 16

27 Equity theory rests on three main assumptions: (1) people develop beliefs about what constitutes a fair and equitable return for the contributions they make to their jobs, (2) people compare their own returns and contributions to those of others, and (3) beliefs about unfair treatment (inequity) create tension that motivates people to reduce that tension. Mechanisms for reducing perceived inequities include cognitively distorting the inputs or returns and outcomes, acting on the comparison with others to change one s inputs or outcomes, changing one s own inputs or outcomes, changing the person with whom a comparison is made, and leaving the situation where inequity is felt (Campbell and Pritchard, 1976). 17

28 CHAPTER THREE RESEARCH METHODOLOGY 3.1 Introduction This chapter analyzed how the research was conducted. It explained the research design, target population, data collection instrument, data collection procedure and data analysis. It showed how data was gathered and analyzed to answer the research questions and showed the specific steps that were used to produce the set objectives. 3.2 Research Design This study was conducted through a case study where the unit of study was Rockefeller Foundation. Case study design was more appropriate when a detailed and in-depth data on an organization was desired. Case study design enables the researcher establish in detail factors that explain phenomena and go into the underlying issues. 3.3 Data Collection Both secondary and primary data were utilized in this study. Primary data was obtained from the managers of Rockefeller Foundation using an interview guide on the responses of the Rockefeller foundation on the factors that influence transfer of skills. Section one of the interview guide covered the personal data of the interviewees. Section two captured the objective of the study. 18

29 The managing director and other senior managers such as the Human Resource Manager, Business development manager, Customer relations manager were targeted to give information on the factors that influence transfer of skills in Rockefeller foundation. The respondents were in a better position to provide the required data to answer the research question since they were involved in key decisions on the skills training and implementation. The interview guide used was administered through personal interview undertaken by the researcher. Secondary data was obtained from the company s performance documents and any other existing and relevant information about the firm as regards the transfer of skills. Secondary data was obtained through reviews and analyses of various performance documents. This was in addition to books, internet access and journals. 3.4 Data Analysis The data analysis was by way of content analysis. This was because the data collected was qualitative in nature. The qualitative data was summarized, categorized and presented according to common themes to assist in answering the research questions. Content analysis was used to arrive at inferences through a systematic and objective identification of the specific variables and data collected. 19

30 3.5 Validity Validity involves how accurately the data obtained represents the variables of the study. Validity of the instrument was established by the research supervisor reviewing the items. A pilot study was carried out from a random sample of 10 respondents; the population was selected from a similar organization and given the questionnaire to fill at their own comfort. The pilot test aided the researcher in removing any ambiguities and in ensuring that the questions posed measure what it was intended to measure. 3.6 Reliability To ensure reliability, the questionnaires were pre-tested on a pilot scale through selected respondents outside the study area. A pilot study was carried out from a random sample of 10 employees from the neighboring organization, Kenya Power Company (KPLC). The objectives of pre-testing was to allow for modification of various questions in order to rephrase, clarify and or clear up any shortcomings in the questionnaires before administering them to the actual respondents. Cronbach s alpha was computed and if higher than 0.7, the instrument was to be considered as reliable. 20

31 CHAPTER FOUR DATA ANALYSIS, RESULTS AND DISCUSSION 4.1 Introduction This chapter presents analysis and findings of the study as set out in the research methodology. The results are presented on the factors that affect transfer of skills in Rockefeller foundation. The data was gathered exclusively from interview guide as the research instrument. The interview guide was designed in line with the objectives of the study Response Rate The study targeted managing director and other senior managers such as the Human Resource Manager, Business development manager, Customer relations manager. The response rate was and this was made a reality after the researcher made personal visits and conducted the interviews. 4.2 Respondents information Respondents Gender The study aimed at investigating the respondent s gender. The study observed gender parity where both genders were equally represented. 21

32 4.2.2 Respondents Age Among the respondents interviewed majority of them were in the age category of years of age. This shows that the study investigated adults Educational Background Majority of the respondents with 43had education up to degree level an indication that respondents were well educated Respondents Department On asked which departments respondents came from the study found that they included the managing director and other senior managers such as the Human Resource Manager, Business development manager and customer relations manager. This shows that the departments were well captured Respondents Professional Training On respondent s professional training, majority had professional training in human resource while a few had professional training in education. This include; human resource management, business administration, international relations, telecommunication engineering, administration, customer care, security and safety, food science and technology, information technology, education, mechanical engineering and accounting, this shows that respondents were professionals. 22

33 4.3 Transfer of Skills Organization Skill Training Policy Majority of the respondents interviewed said that their organization had a skill training policy while a few were not sure Evaluation Policy on Skill Among those interviewed majority said that evaluation is carried out at 3 levels (Happy sheets, evaluation carried out by skill training officers and evaluation done by line managers) a few cited that all skill training should be evaluated and that staff are required to fill evaluation forms after skill training Skill Training Budget Among those interviewed majority said that the organization had a skill training budget while a few were not sure or aware whether part of the budget is allocated to evaluation of skill training programmes Budget Allocation on Skill Training Programs Majority of the respondents indicated that that their organization evaluates all its skill training programs since this is well budgeted for and besides it is part of the strategic plan of the organization. 23

34 4.3.5 Skill Training Department/ Officer The study found that the origination had a skill training department which falls under the Human Resource directorate in the organization and it s headed by the Human Resource Manager whom is assisted by Public Relations Officer Skill Training Department/ Officer function/s In support of their answer the respondents indicated that the Human Resource Manager is the custodian of all the skill training records and he spearheads the skill training by the assistance of the Public relations officer who advised the HR since the PR Manager links with the clients and ensure the skills required are impacted to the employees for better performance Skill Training and Evaluation Process The study found that, in the main, any evaluation or other assessment in the organizations has been left to the trainers because that is their job. The interviewees indicated a skill training evaluation quintet exist in the organization where, each member of the quintet has his/ her roles responsibilities in the process Involvement in Skill training and Evaluation Process According to the interviewees the trainer ensures skill training evaluation responsibilities which are to provide of any necessary pre-programme work and programme planning, identification at the start of the programme of the knowledge and skills level of the trainees/learners, provision of skill training and learning resources to enable the learners 24

35 to learn within the objectives of the programme and the learners' own objectives, monitoring the learning as the programme progresses, at the end of the programme, assessment of and receipt of reports from the learners of the learning levels achieved and ensuring the production by the learners of an action plan to reinforce, practise and implement learning. The line manager is responsible for skill training evaluation responsibilities which include; work-needs and people identification., involvement in skill training programme and evaluation development, support of pre-event preparation and holding briefing meetings with the learner, giving ongoing, and practical, support to the skill training programme, holding a debriefing meeting with the learner on their return to work to discuss, agree or help to modify and agree action for their action plan, reviewing the progress of learning implementation and final review of implementation success and assessment where possible. They also indicated that the skill training manager ensures skill evaluation which include; management of the skill training department and agreeing the skill training needs and the programme application, maintenance of interest and support in the planning and implementation of the programmes, including a practical involvement where required, the introduction and maintenance of evaluation systems, and production of regular reports for senior management, frequent, relevant contact with senior management, liaison with the learners' line managers and arrangement of learning implementation responsibility 25

36 learning programmes for the managers and liaison with line managers, where necessary in the assessment of the skill training. The trainee or learner was responsible for skill training evaluation responsibilities which include; involvement in the planning and design of the skill training programme where possible, involvement in the planning and design of the evaluation process where possible, to take interest and an active part in the skill training programme or activity, to complete a personal action plan during and at the end of the skill training for implementation on return to work, and to put this into practice, with support from the line manager and to take interest and support the evaluation processes. Respondents indicated that although the principal role of the trainee in the programme was to learn, the learners were involved in the evaluation process. This was essential, since without their comments much of the evaluation could not occur. Neither would the new knowledge and skills be implemented. For trainees to neglect either responsibility the business wastes its investment in skill training Evaluation of Skill Training Programmes The study aimed at investigating whether the organization evaluate all its skill training programmes. According to the interviewees the Rockefeller Foundation conducted a total evaluation process to ensure skills and knowledge are imparted to their staffs. Respondents indicated that this was done by; skill training needs identification and setting of objectives by the organization; planning, design and preparation of the skill 26

37 training programmes against the objective; pre-course identification of people with needs and completion of the preparation required by the skill training programme; Provision of the agreed skill training programmes; Pre-course briefing meeting between learner and line manager; Pre-course or start of programme identification of learners' existing knowledge, skills and attitudes; interim validation as programme proceeds; assessment of terminal knowledge, skills, etc., and completion of perceptions/change assessment; completion of end-of-programme reactionnaire; completion of end-of-programme Learning questionnaire or key objectives learning questionnaire; completion of action plan; post-course debriefing meeting between learner and line Manager; Line Manager observation of implementation progress; review meetings to discuss progress of implementation; final implementation review meeting and assessment of the programmes Reaction of Trainees/ Participants Evaluation The study aimed at investigating the general reaction of trainees/participants evaluated at the end of the skill training programme. Majority of the respondents indicated that indeed they are evaluated and this leads to change of departments according to fit of skills and knowledge acquired Techniques Used To Evaluate On techniques used to evaluate the general reaction of trainees the study found that they are asked questions by the trainers to ensure satisfactory impacting of knowledge and 27

38 skills also the managers also take part in the evaluation and also the trainees are given suggestion papers to rate the skill training and areas of improvement after every lesson Aspects of Skill Training Programme Evaluated On the techniques are used to evaluate the general reaction of trainees respondents indicated that course objectives, course content, venue of the skill training, relevance of course to the needs of the trainees and expertise of trainers are some of the key issues looked at during evaluate the general reaction of trainees Knowledge, Skills and Attitudes of Trainees/Employees Majority of the respondents interviewed indicated that knowledge, skills and attitudes of trainees/employees are measured after the skill training programme and not before since by the time they attend they their line managers must have identified the need and areas that need to be trained on. In support of their answer the acknowledged that knowledge, skills and attitudes of trainees/employees measured by if Rockefeller Foundation has cost saved during the financial year, quality of work produced, increase in quantity of work, output of work, reduction of turnover, improved morale and reduction of grievances Performance on-the-job The study aimed at investigating how performance is on-the-job evaluated for trainees/employees who have just undergone skill training according to the interviewees this was evaluated by the ability to discover previous weakness, teamwork, relevance of skill training to the position, incentives to learning, deployment to relevant area, skill 28

39 training given at the right time, use of what one has learnt on the job, sound knowledge of the job requirement, level of motivation and new understanding of processes Evaluation of Recently Trained Employees Among the respondents interviewed majority indicated that the senior management are not involved in the evaluation process of recently trained employees and they cited that the line managers are the once involved in the evaluation process of recently trained staff In support of their response interviews indicated that involvement of senior management in the skill training and evaluation process was to recommend skill training, approve skill training, business needs analysis and forecasting, review skill training policy to ensure its delivery, they also participated in skill training and evaluated trainee and trainer. Involvement of HR manager in the skill training and evaluation process was in recommending of skill training, approving skill training and evaluating skill training. Involvement of line manager/supervisor in the skill training and evaluation process was indicated as recommending of skill training, signing of budgets and skill training evaluation. The Involvement of skill training manager in the skill training and evaluation process was pointed out as validation of skill training, coordinating of skill training and the sourcing for best skill training institutions. Involvement of trainer in the skill training and evaluation process was cited as validation of skill training, approval of skill training, recommend of skill training, facilitating skill training, evaluation of skill training and designs and develops skill training program. Involvement of trainee in the skill training and evaluation process was through skill training requests, assisting in skill training, 29

40 provision of feedback on quality, evaluation of skill training at level 1, assisting in sourcing for skill training and participating in skill training Skill Training Programme and Trainees Evaluation According to respondents interviewed trainees are evaluated once after the skill training programme. Interviewees responded that intervals between skill training and evaluation are after 3-4 months and this was done so to ensure the transfer of skills learned are impacted to the employees endeavors in Rockefeller Foundation Encouragement or discouragement of Performance The respondents were asked to indicate what encourages performance on-the-job after skill training in Rockefeller Foundation. According to the respondent s performance onthe-job after skill training was encourages by the ability to discover previous weakness; teamwork is encouraged, relevance of skill training to the respondents position, incentives to learning, deployment to relevant area, skill training given at the right time, use of what one has learnt on the job, sound knowledge of the job requirement, level of motivation and new understanding of processes. On the same among the respondents interviewed said that; when skill training is not commensurate to pay, prevailing work culture and management styles, deployment to an area not relevant to skill training, lack of support by line managers, lack of tools to perform, no follow-up, pressure to deliver, lack of motivation, irrelevant skill training to the job, possible gaps in skill training and actual practice were some of the things that discourage performance on-the-job after skill training. 30

41 Skill Training on the Organization Measure The study aimed at investigating the impact of the skill training on the organization and how it is measured/ evaluated according to the interviewees the situation was analyzed by collecting pre-skill training data to ascertain current levels of performance within the organization and defining a desirable level of future performance. Intervention was the second process which involved identifying the reason for the existence of the gap between the present and desirable performance to find out if skill training is the solution to the problem by embracing planning, design, development, and delivery of skill training programs. Behavior was the third process which involved the assessment of whether job performance changes as a result of skill training. Value was the fourth process which involved measuring differences in quality, productivity, service, or sales, all of which were expressed in terms of performance and finally results which involved assessing costs vs. benefits of skill training programs, i.e., organizational impact in terms of reduced costs, improved quality of work and increased quantity of work Lack of Exhaustive Evaluation of Skill Training Programmes Respondents were requested to indicate reasons contributing to inadequate or lack of exhaustive evaluation of skill training programmes according to the respondents it was due to; large number of staff vs. number of skill training officers, busy work schedules leading to non-attendance of trainers, HR to conduct all necessary evaluation, lack of feedback, inadequate time for extensive evaluation and demanding workload. 31

42 CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 5.1 Introduction This chapter provides the summary of the findings from chapter four, and also it gives the conclusions and recommendations of the study based on the objectives of the study. The objective of this study was to identify factors that affect transfer of skills in Rockefeller foundation. 5.2 Summary of the Findings Among the respondents interviewed majority of them with were in the age category of 25 to 45 years of age. The mix in age i.e. 25 years to 45 years indicates that Rockefeller Foundation has a combination of staff who bring about new ideas (i.e years) as well as those who are experienced in the area of transfer of skills. Majority of the respondents had education up to degree level. The findings showed that respondents had their professional skill training in their line of operation and that the department caters for skill training needs arising from various departments at the organization. Majority of the respondents interviewed said that their organization had a skill training policy. Most of the respondents further, said that Rockefeller Foundation has an evaluation policy on its skill training programmes. From the above findings it is evident that Rockefeller Foundation does have a skill training policy and also a skill training evaluation policy which is used as a basis of skill training and evaluating its staff in 32

43 ensuring transfer of skills. To support the existence of a skill training evaluation policy, respondents added that evaluation is carried out at 3 levels i.e. level 1-through the use of happy sheets immediately at the completion of each skill training programme, level 2- evaluation carried out by the trainer and level 3- evaluation done by respective line managers of trainees). Among those interviewed majority indicated that Rockefeller Foundation have a skill training budget. Majority of the respondents pointed out that all their skill training programmes are evaluated. This was also confirmed when respondents indicated that Rockefeller Foundation skill training evaluation policy requires that trainees fill Happy Sheets which are basically meant to provide information to the trainer concerning what the participants thought about the skill training programme including facilities, teaching methodology, delivery mechanism, content among others. The second criterion learning was also confirmed to be evaluated during skill training. It determines the course s effectiveness in providing the participants with the ability to show attainment of the principles, facts, techniques and skills presented in a skill training programme. The cognitive aspect of learning is best tested through administering a pre-test before any skill training programme and a posttest given at the conclusion of the skill training. The other criterion behaviour on-the-job measures and how well participants skill training skills had been transferred to their job was found to be moderate. However successful transfer on-the-job behaviour may be encouraged or hindered by certain environmental issues back at work. Some of the reasons that encouraged behaviour on- 33

44 the-job after skill training included, use of what one has learnt on-the job relevance of skill training to current position, sound knowledge of job requirement and level of motivation all. Majority of the respondents indicated that the senior management is generally involved in the skill training evaluation process. The line manager, skill training manager, trainer and trainee are also involved in the skill training and evaluation process. From the above findings it is evident that the senior management and line managers are most involved in the skill training and evaluation process in Rockefeller Foundation. The senior management is involved in the skill training and evaluation process through approving skill training and also keeping up with the business needs analysis while the line managers actively participate in evaluating recently trained employees. As far as measuring the knowledge, skills and attitudes of trainees before skill training is concerned, respondents indicated that observation was the technique mostly used to determine their knowledge, skills and attitudes. Measurement of knowledge, skills and attitudes after skill training mostly involves the use of assessment tests, questionnaires and observation. Group and/or individual interviews were deemed unpopular when measuring knowledge, skills and attitudes of trainees after skill training. Most respondents indicated that skill training programmes were evaluated only once. Further, majority of the respondents indicated that the interval between skill training and evaluation is between 3-4 months. 34

45 5.3 Conclusion The study was designed to assess the factors that influence transfer of skills at Rockefeller Foundation in Kenya. Drawing from the results and interpretation of qualitative and quantitative analysis the following conclusions can be made. The Human Resource department had professional skill training in human resource management as well as other technical skill training. This gives Rockefeller Foundation an added advantage as their staffs have the required professional background in the field of human resource management combined with technical skill training in other fields hence ensuring proper insight in the development of skill training programmes. It is evident that Rockefeller Foundation uses reaction, learning and behaviour on-the-job of trainees as criteria for evaluating their skill training programmes. This is apparent since they have entrenched an evaluation policy which provides for three levels of evaluation i.e. Level 1-which involves the use of Happy Sheets to evaluate the general reaction of trainees after skill training, Level 2- which entails evaluation carried out by the trainer and Level 3- which involves evaluation done by respective line managers of trainees. The use of results as a criterion for evaluating skill training has not been firmly entrenched into the organisation s scheme of work. While questionnaires are the most preferred mode of evaluating the general reaction of trainees assessment tests and questionnaires are the most preferred mode of evaluating knowledge, skills and attitudes after skill training. 35

46 That the senior management and the line managers in Rockefeller Foundation are most involved in the skill training and evaluation process of its employees. The senior management approves skill training while also keeping abreast with the business needs analysis. The line manager plays the greatest role in the evaluation of trained employees. Other roles played by other staff include: Human resource manager recommends skill training; the trainer facilitates; and evaluates skill training while the trainee merely participates in the skill training. It is evident that the intervals conducted by Rockefeller Foundation between skill training and evaluation are after 3-4 months. The evaluation of effectiveness of skill training on trainees in Rockefeller Foundation is conducted only once after the skill training programme. Findings from the analysis respond to the study s research question and help to achieve its goals, which was to identify factors that affect transfer of skills in Rockefeller Foundation. From the findings factors found to affect transfer of skills include training policy, training budget, training department, training and evaluation process. 5.4 Recommendations The researcher suggests that the following should be done by Rockefeller Foundation in order to improve transfer of skills programmes: The organization should state clearly and create awareness among the Human Resource staff or those charged with the responsibility of skill training and development that in as 36

47 much as there is a skill training budget, that there is also part of the vote head specifically allocated for evaluation of skill training programmes. Evaluation of skill training programmes requires the availability of both human and financial resources hence the need to specifically set aside resources that are specific to evaluation. In measuring learning during any skill training, Rockefeller Foundation should consider administering both pre-test before any skill training and post-test after every training whose aim would be to determine how well the skill training programme has achieved its intended objectives. The pre-test would identify entry level skills possessed by the participants and the post-test would identify how well the course programme succeeded in teaching the participants the desired knowledge. Both tests could be exact or equivalent but ask and measure the same abilities. A perfect evaluation exercise would have a 0% participant mean score in the pre-test and 100% participant mean score on the post test. Interviews and observation should also be considered as a means of measuring learning during skill training. That results should be considered as criteria for evaluating skill training programmes hence enable Rockefeller Foundation gauge on their return-oninvestment further establishing the place of evaluating skill training in the organization. The organization may opt to adopt the following as indicators to determine return-oninvestment: volume, value, percentages and other quantifiable aspects of organizational performance including records already existing i.e. accounting records to provide a comparison. The use of control groups may be considered as mans of evaluating results. 37

48 That apart from post-testing trainees, Rockefeller Foundation should establish pre-testing measures to determine the skills of potential trainees before the actual skill training so as to determine the course effectiveness in providing participants with the ability to show attainment of principles, facts, techniques and skills presented in the skill training programme. Hence the use of pre-test given before skill training begins and post-test given at the conclusion of the skill training. After skill training, staff should be deployed to departments/areas that are related or relevant to the skill training received and their motivation be enhanced so as to increase their performance on the job. Trainees should play a greater role in the process of evaluating skill training programmes other than merely being participants during skill trainings. They should be involved in identifying skill training needs, recommend skill training suited for their specific job description and further evaluating the effectiveness of the skill training in meeting the intended objectives. Post skill training evaluation should be done sometime after the skill training to enable trainees have an opportunity to put their learning into practice. If done too early trainees will not have an opportunity to practice new skills and if done too late, other factors will have influenced trainees. Hence two (2) evaluations should be carried out by Rockefeller Foundation, the first about 3 months after completing the skill training and the second after six (6) months of skill training. 38

49 5.5 Suggestions for Further Research The study has explored the factors that influence transfer of skills at Rockefeller Foundation in Kenya. The private foundations in Kenya however comprised of various other private foundation located in other areas in Kenya which differ in their way of management and have different settings all together. This warrants the need for another study which would ensure generalization of the study findings for all the private foundations in Kenya and hence pave way for new policies. The study therefore recommends another study be done with an aim to investigate the factors that influence transfer of skills in private foundations in Kenya. Further a study should also be carried out to investigate the factors influencing transfer of skills in Kenyan firms. 39

50 REFERENCE Alawneh, M.K., (2008), A Study in Factors Affecting Training Transfer: Participants motivation to transfer training. Penn State University. Alvarez, K., (2004), An Integrated Model of Training Evaluation and Effectiveness. Baldwin, T.T., and Ford, J.K. (1988), Transfer of Training: A Review and Direction For Future Research. Thomson Custom Publishing. Bentley, T., (1991), The Business of Training. McGraw- Hill Book Company. Blanchard, P.N., and Thacker, J.W., (2007), Effective Training Systems, Strategies and Practices. Pearson Education, Inc. Braod, M.L., and Newstrom, J.W., (1992), Transfer of Training. Brown, T.C., and McCraken M., (2008), A Study on how Barriers to Training Participation become Barriers to Training Transfer. Emerald Group Publishing Limited. Burke, L.A., and Baldwin, T.T., (1999), A Study of the Effect of Relapse Prevention Training and Transfer Climate. 40

51 Campbal and Pritchard (1976), The Motivation Theory in Industrial and Organizational Psychology. Ford, J.K., and Weissbein, D.A., (1997), Transfer of Training: An Updated Review and Analysis. Journal of Applied Psychology. Holton et al., (2000), The Importance of the Work Environment Variables. Journal of Applied Psychology, Vol. 78(2), Apr 1993, Khasawneh, S., and Bates, R.A., (2005,.Learning Transfer System Inventory. Kirkpatrick, D.L., (1994), Evaluation of Training. Laird, D., Naquin, S.S., and Holton III, E.F (2003), Approaches to Training and Development. Perseus Book Group, LLC. Locke, E.A., (1968), Toward a Theory of Task Motivation and Incentives. Organizational Behaviour and Human Performance. Mondy, R.W., (2008), Human Resource Management. Pearson Education, Inc. Moorhead, G., & Griffio, R., (2003). Organization Behavior. 41

52 Noe, R.A. (1986), Trainee Attribute and Attitudes: Neglected Influences on Training Effectiveness. Pfeffer, J., (1994), Competitive Advantage Through People: Unleashing The Power of the Workforce. Harvard business school press. Rouiller, J. Z., and Goldstein, I.L., (1993), The Relationship between Organizational Transfer Climate and Positive Transfer of Training. Saks, A.M., and Belcourt, G.N., (2005), An Investigation of Training Activities and Transfer of Training in Organizations. Wiley Periodicals, Inc. Salas, E., and Cannon-bowers, J.A. (2001), The Science of Training. Annual Review of Psychology. Swanson, R.A., (1995), Human Resource Development: Performance is the Key. Tannenbaum, S.I., and Yulk, G.A., (1992), Training and Development in the Work Organization. Annual Review of Psychology. Thorndike, E.L., and Woodworth, R.S., (1990), The Influence of Improvement is One Mental Function upon the Efficiency of Other Functions. Psychological review. 42

53 Velada, R., Caetano, A., & Michel, J.W., Lyons, B.D., and Kavanagh, M.J. (2007), A Study on Effects of Training Design, Individual Characteristics and Work Environment on Transfer of Training. Blackwell Publishing Limited. Wexley, K.R., and Latham, G.P., (1991), Developing and Training Human Resource in the Organization. Haper Collins. Wexley, K.R., and Nemeroff, W., (1975), Effectiveness of Positive Reinforcement and Goal Setting as Methods of Management Development. Journal of Applied Psychology. Yamnill, S., and McLean, G.N., (2001), A Study on Theories Supporting Transfer of Training. John Wiley and Sons, Inc. Yamnill, S., and McLean, G.N., (2005), A study on Factors Affecting Transfer of Training in Thailand. Wiley Periodicals, Inc. 43

54 APPENDICES Appendix I: Student Letter 44

55 Appendix II: Interview Guide 1. Gender 2. What is your Age? 3. What is your Educational Background? 4. Which department are you working in? 5. What position do you hold in your organization? 6. What is your Professional Training? 7. Does your organization have a training policy? 8. Does your organization have a training evaluation policy? 9. Does your organization have a training budget? 10. Is part of the budget allocated to evaluation of training programmes? 11. Does your organization have a training department or officer? 12. If yes, state explain their function/s 13. Who is involved in the training and evaluation process of senior management, HR manager, line manager, training manager, trainer, trainee, 14. How is each one of the above, involved in the training and evaluation process? 15. Does your organization evaluate all its training programmes? 16. If no, what criteria used to determine which training programmes should or should not be evaluated? 17. Is the general reaction of trainees/participants evaluated at the end of the training programme? 18. What techniques are used to evaluate the general reaction of trainees? 19. What aspects of the training programme are evaluated form the trainees? 45

56 20. Is the knowledge, skills and attitudes of trainees/employees measured before any training programme? 21. If yes, how are they measured? 22. Is the knowledge, skills and attitudes of trainees/employees measured after training programmes? 23. If yes, how are they measured? 24. How performance is on-the-job evaluated for trainees/employees who have just undergone training? 25. Who is involved in evaluating recently trained employees on-the-job? 26. How are they involved? 27. How often after the training programme and trainees evaluated? 28. What are the intervals between training and evaluation? 29. What encourages or discourages performance on-the-job after training? 30. How is the impact of the training on the organization measured/evaluated? 31. What reasons contribute to inadequate or lack of exhaustive evaluation of training programmes in your organization? 46

57 Appendix III: Work Plan The table below shows the schedule of all the events, it indicates the month each particular activity will take place. ACTIVITY PERIOD May June July Aug Sept Preliminary literature review Consultations with supervisor Thesis proposal writing Developing instruments Thesis proposal defense Source: Author (2012) 47

58 Appendix 1V: Budget The table below provides the budget for all the expenses that the researcher will incur. Activity Amount in Ksh. Transport 1 18,000 Writing Materials 2 4,000 Typing, Photocopying and Binding 3 16,500 Internet 4 5,000 Laptop 51,000 Miscellaneous 5 5,000 Total 99,500 Source: Author (2013) Notes: 1 Travelling expenses 2 Payment for the purchase of writing materials such as foolscaps and pens 3 Printing and binding the 3 final copies of the thesis proposal report. 4 Payment of internet service since much of the secondary data will be gathered from the internet. 5 Amount set aside for any uncertainties that are unforeseen at the point of planning. 48