THE INFLUENCE OF TRAINING PRACTICES ON EMPLOYEE’S RETENTION IN AN

ORGANIZATION:
A CASE OF IRINGA MANICIPALITY

1.Introduction

1.1 Background of the study

Training practices are the basic function of human resources management, it is a systematic
application of formal process to help people acquired the knowledge and skills necessary to perform
their jobs satisfactorily ( Armstrong,2020). Several studies and research findings indicates that
training practices has positive effects on the retention of employees through increase of productivity,
improved management skills, reduced production costs and easy access to profitability as well as
expand market (Kessy&Temu2010). In Iringa Municipality it has the administration of employees who
are recruited and selected but the human resources management is not given attention and there is
are some problems in training practices however there is an importance of improving employees
retention in Iringa Municipality for efficiency of work in their organization. Hence the study focus on
investigating the influence of training practices provided by the Iringa Municipality to the employees
so ensure employees retention in their organization.

1.2 Statement of the problem

The main purpose of the study is to investigate the impact of training practices on employees
retention in Iringa Municipality, Training is the blood stream in any organization, since the success of
any organization to achieve it’s objectives and goals highly depends on it’s employees. For this
reason organization should invest in employees training based on their goals to sharpen the
employees knowledgeable, abilities and motivation, for current and future job roles , Thus enhance
the employees retention with proper practice of the four phases of the systematic training, Practices
such as training needs assessment, training design, delivery style and training evaluation. The result
reveal that training practices improves employees retention which led to archiving of organization
goals and success.

1.3 Objectives of the study

1.3.1 General objective

The general objective of the study is to investigate the influence of training practices on
employees retention of Iringa Municipality

1.3.2 Specific Objectives

 To investigate the impact of training needs assessment with the retention of employees
in Iringa Municipality
 To examine the effects of training design with the employees retention in Iringa
Municipality
 To observe the impact of training delivery style with the employees retention in Iringa
Municipality
  To identify the impact of training evaluation with employees retention in Iringa
Municipality

2. Literature Review

2.1. Training

Training is consists of an organization’s planned efforts to help employees acquire job-related

knowledge, skills, abilities, and behaviors, with the goal of applying on the job (Noe &
Hollenbeck, 2019). Training is the systematic modification of behavior through learning
processes, which enable individuals to upgrade the levels of knowledge, practice, and
qualification needed to carry out their tasks efficiently. It improves the performance of both
employees and employers (R. A. G. Khan et al.,2011). In addition, according to A. Khan et al.
(2016), training helps the workforce adapt flawlessly to new technology thereby increasing the
efficiency and productivity of individuals and organizations.

As cited on Abeeha and Bariha (2012), while considering a training process it is

essential to know who is to be trained, the method and program of training and also
whether the main goals of the trainings are being achieved or not. Formal training is
indeed only one of the ways of ensuring that learning takes place (Armstrong, 2014).

2.2 Systematic approach to training process

Organizations need to exercise a systematic training approach to ensure the outcome of

the training. A systematic approach to training often includes identifying training needs,
training design, delivery style and training evaluation (Mathis & Jackson, 2016). Careful
implementation of each element of the training process determines its success. From
the employee perspective, training can be effective if it is related to a high level of
motivation, create better ability to perform their job, and also makes them feel positive
toward their work (Balogun, 2011). Armstrong (2014) explained that training should be
systematic in that it is specifically designed, planned, and implemented to meet defined
needs. It is provided by people who know how to train and the impact of training is
carefully evaluated.

According to Mondy and Martocchio (2016) and Mathis and Jackson (2016), a
systematic training process is made up of four phases, namely, training needs
assessment, training design, training delivery style and training evaluation.

2.2.1 Training needs assessment

Since training is a need-oriented effort, determining the level, type and duration of the
training is the prime importance at this stage of the process. Consequently, assessing
organizational training need shows the diagnostic phase of planning training aims. As
cited on Khan and Masrek (Citation2017); Priyadarshini and Dave (Citation2013),
training needs assessment is a strategic process that involves identifying the
organization, industries goals, competency gathering, and analyzing the information,
determining the gaps between the present situation and the future condition. The
assessment phase includes employee and employer performance issues to know if
training is needed. During the assessment, it is important to consider non-training
factors such as compensations, organizational structure, job design, and physical work
plans.

According to Mondy and Martocchio (Citation2016), a systematic approach of training

needs assessment activity focuses on the firm’s strategic mission, goals and corporate
plans are studied, along with the results of strategic human resource planning. A
training needs assessment helps companies or organizations determine whether
training is necessary. Similarly, Training needs assessment is the process of analyzing
the difference between what is currently occurring within a job or jobs and what is
required either now or in the future-based on the organization’s operations and strategic
goals (Lussier & Hendon, Citation2020).

There are three training needs analysis (organizational analyses, task /job analysis,
person analysis (Armstrong, Citation2014; Lussier & Hendon, Citation2020; Mathis &
Jackson, Citation2016; Mondy & Martocchio, Citation2016; Noe & Hollenbeck,
Citation2019), and (Hartoyo & Efendy, Citation2017).

2.2.2 Training design

Once the training needs assessment is identified, it is required to develop the training design
that includes learning concepts and a wide range of different approaches to training (Mathis &
Jackson, 2016). Researchers reported the major independent variables affecting the training.
One of the factors is training design (Abeeha & Bariha, 2012). Effective training design
considers the learners and instructional strategies, as well as how to maximize the transfer of
training from class to the job site (Mathis & Jackson, 2016).

2.2.3 Training delivery style

According to Mathis and Jackson (2016), once training has been designed, the actual
delivery of training can begin. It is generally agreed that the training is pilot-tested or
delivered on a trial basis to ensure that the training meets the needs assessed. The
delivery style is vital because it is the method of changing an employee, which is
expected of the trainee. The delivery style will facilitate the type of training, many
approaches and methods can be used to deliver adult learning principles, learning
styles, and training materials.
According to Mondy and Martocchio (2016), the corporate training institution’s focus is
on creating organizational change that involves areas such as company training,
employee development, and adult learning. It aims to achieve its goals by conducting
activities that foster individual and organizational learning and knowledge.

2.2.4 Training evaluation

Evaluation is the final phase of the training program. It is a means to verify the success
of the program, i.e. whether employees in the program do their jobs effectively for which
they have been trained. As Balogun (2011) noted, the concept of evaluation is most
commonly interpreted in determining the effectiveness of a program to its objectives.
Mathis and Jackson (2016), also reported that training evaluation compares post-
training results to the pre-training objectives of managers, trainers, and trainees.

Human resource development is an investment in people. The major reason for

investing in the training program is to help employees to perform better in the
achievement of organizational objectives. Hence, evaluation is a means to assess the
cost/benefit of the training program to the organization. However, evaluation is like
brushing teeth after every meal. Even though everyone advocates evaluation, only a
few do it. Evaluation is an integral feature of training activities. Evaluation compares the
change after training with the set objectives of training (Armstrong, 2014). Mondy and
Martocchio (2016) explained the possible metrics for evaluating training. These include
participants’ opinions, the extent of learning, behavioral change, the accomplishment of
training objectives, return of investment from training and benchmarking.

2.3 Impact of training practices on employees retention

According to Landa (2018), training has a significant positive relationship with employee
retention. Training is considered as a fundamental tool in the organizational capacity
building to improve its performance and achieving its goals (Sasidaran, 2018). As cited
in Afroz (2018), training and development is the organization’s strategic instrument to
improve employee retention by acquiring and equipping employees with the cutting-
edge skills and knowledge along with the right organization attitude by the best practice
to do their tasks within the planned goals and objectives. Training is the main pillar that
is significantly predicting employees’ retention, it enhances their capabilities, capacities,
competencies, and their recognition for their works and duties (Kenny & Nnamdi, 2019).

Some studies indicate that training and the employee’s retention are inter-connected
with several variables. For instance, Luo et al. (2021)investigated the relationship
among training, supervisory mentoring, job satisfaction, and task performance, with the
consideration of interpersonal helping’s moderating role. The results show that training
and supervisory mentoring have significant effects on job satisfaction and task
performance; job satisfaction has a positive effect on task performance and along with
supervisory mentoring, interpersonal helping has a moderating effect on task
performance.
Therefore, training and the employee’s retention are inter-connected with several
variables. However, the study of impact of training on employee retention: A case of
Iringa Municipality focused on relationship between employee’s performance with the
four phases of the systematic training processes/training dimensions, such as training
needs assessment, training design, delivery style, and training evaluation. This is one
novelty of the study

3. Conceptual framework

There are two main theoretical approaches towards employee training, namely, the
human capital approach and the technology-based approach. According to Luo (2000),
the human capital approach regards training as investment in human capital. Thus,
training is provided only when the benefit from productivity gains is greater than the cost
of training.

According to Armstrong (2020), human capital is the knowledge, skills, and abilities of
the people employed in an organization, human capital theory regards people as assets
and stresses that investment by organizations in people will generate worthwhile
returns. The concept of human capital is associated with the concept of intellectual,
social capital, and organizational capital. Intellectual capital is defined as stocks and
flow of knowledge available to an organization and regarded as the intangible asset
associated with people, and also as cited on (Mathis & Jackson, 2016), human capital is
the collective value of the capabilities, knowledge, skills, life experiences, and
motivation of an organization’s workforce, intellectual capital to reflect the thinking,
knowledge, creativity, and decision-making that people in organizations contribute.

On the other hand, the technology-based approach regards training as a skill formation
process. According to this approach, the expanded training in the contemporary period
is driven by the rapidly changing technologies and work reorganization. Thus, training is
provided because it satisfies the functional needs of an organization and equally
contributes to human capital accumulation or skill formation. These approaches,
however, to a large extent overlooked the content of employee training, which could be
a resultant effect of training design and training delivery style (2000).

Luo (2000) stated that organization face challenges with trainings as a result of four
different factors. First, trainings that are conducted are not essentially tied to the
technicality of the role. Second, prior needs assessments are rarely performed, despite
suggestions to do so in most training guides. Third, training instructors and
organizations rarely evaluate outcomes resulting from trainings. Evaluation, when one is
done, is often focused on how trainees feel about the training and not what was learnt.
Feedback forms often referred to as “smile sheet”, as the response from trainees to
determine the impact of the training. Fourth, the rapid expansion of personal
development and training has taken place with little or no consideration of scientific
evidence that may link such training with improvements in organizational goals.
Raja and Mohammed (2011) stated that training has a positive and significant with level
of performance. This indicates that the trainees will reach at the desired level of
performance if the training is well designed. Well-designed training can be indicated by
clearly defined objective, relevant and updated content, effective selection of training
method and trainer.

As cited in Young (2009), the conceptual framework (Figure 1)refers to a

diagrammatical representation that depicts the relationship between a dependent
variable and independent variable. In this study, a conceptual framework is used to
explain the interrelationship between the variables, that is, employee performance is a
dependent variable and employee training is an independent variable.
4. Research methodology

4.1 Research design

The research design and approach of this study will cross-sectional survey in which
data will be collected once across the population through sampling. A quantitative
approach will be used to answer questions through a controlled deductive hypothesis
process . A consent form that included ethical guidelines that explained the rights of the
participants, the right to discontinue their participation at any time, and the
confidentiality of their responses will be signed by the participants themselves. On the
scheduled data collection day, participants will be reminded of the purpose of the study
and their rights too. Employees who declined participation will be thanked and
dismissed and no reasons will sought as to why they declined participation while those
who opted to participate will each handed a paper survey, asked to read it carefully and
complete the survey in a given time. Data will be analyzed using both descriptive and
inferential statistics including Pearson correlation and multiple regressions. SPSS
version 23 will be used as statistical tool in analyzing the data.

In order to reach at statistically valid conclusion, the researcher will select sample of
employee based on the following formula (Israel, Citation2013):

n= N

1+ N(e)²

4.2 Reliability of research instruments

The reliability of the questionnaire will be measured by calculating Cronbach’s Alpha

Value through SPSS 23. Sekaran (2003) explains as Cronbach’s Alpha is a reliability
coefficient that indicates how well items in an instrument are positively correlated to one
another. According to Lombard (2010), the Cronbach’s alpha coefficients of 0.9 or
greater are nearly always acceptable, 0.8 or greater is acceptable in most situations,
and 0.7 may be appropriate in some exploratory studies for some indices.
5. Conclusion and recommendations

The primary objective of this study was to assess the impact of training on employee retention with a
particular reference to administrative employees of Iringa Municipality. The study is successful in
accomplishing the four research objectives. Thus, based on the findings of the study, the training
dimensions (training needs assessment, design, delivery style and evaluation) have a significant positive
effect on the retention of the administrative employees in Iringa Municipality. However, employees are
not satisfied with the present training dimensions and elements of each dimension. This study result can
also be implemented in Municipality because the training dimensions significantly influence the
retention of employees in these organizations.

Based on the findings derived and conclusions of this study, the following recommendations are
advanced:-

 Human resource management should conduct training need assessment to improve employees`
retention in Administrations , the training programs of their employees as a continuous activity,
planned and systematic way with clear firm’s strategic mission, goals, and objectives along with
the results of strategic human resource planning, while keeping in mind the particular training
needs of the individual, job, and the organization analysis.

 Human resource management should give due attention to the design of the training program.
There are training design elements to enhance employee’s retention in an organization. These
are objectives of the training should be defined clearly to the trainees and coherent with their
job needs; the training contents should be relevant and should fit with their respective ability;
and the training programs should include different appropriate methods of learning such as
classroom training, e-learning, case study, behavior modeling, role-playing, training games, in-
basket training, on-the-job training, and apprenticeship training and the selection of trainers
must be effective and appropriate.

 Human resource management should also conduct training evaluations to identify the level of
reaction, the changed behavior, the skill and knowledge acquired, and the overall benefit of the
training program to the employees. Moreover, evaluation results could be a basis for future
training decisions.

Finally, since training was found to be a positive predictor of employee retention in the organization,
human resource management should engage in increasing the qualities and quantities of the training
program and properly practice the four phases of the systematic training processes.