This study intended to investigate the training and development impact on employees’
performance in the administrative cadre of the PMO in The Gambia. From the literature and documents’ review and the interviews’ contents, the researcher was able to present a complete picture of the real outcome of the training and development situation on the administrative cadre of the PMO, the data of which was analyzed in line with the research questions, research framework and literature review with reference to Kirkpatrick’s four-level evaluation model that was extensively utilized. The findings of the research were presented in the following structure:
Training needs: Needs expression, Positive responsiveness
Motivation: Training satisfaction
Skills development: Skills acquisition,
Identification of potentials, career progression Job performance: Training relevance,
Work environment, job-related behaviour
Speedy individual service-delivery:
Action-orientation
Office performance: Results-orientation
Speedy individual service-delivery:
Action-orientation
Office/Institutional performance: Results- Orientation
Figure 4.1 Findings of the training and development impact on the administrative cadre T & D of PMO
Administrative Officers’
personal development
-Meeting their Training needs
Improvement of their skills and attitudes
-Behaviour changes in their actual job performance
PMO
-Contributions of T & D to service-delivery
Ministries
-Contributions of T & D to service-delivery
As shown on figure 4.1, the documents’ review and interviews revealed that the administrative officers (trainees) had undergone series of training and development programmes which helped them, achieve some skills that made some significant changes in the job-related behaviours of most of them. The findings were organized into different themes.
The first of these main themes is the meeting of administrative officers’ training needs. This was further categorized into training needs and motivation. The second theme being improvement of administrative officers’ skills and attitudes was on skills development.
Behaviour change in administrative officers’ actual job performance was categorized under job performance. The final theme being contributions of T & D programmes to delivery of both PMO and the Ministries was categorized under speedy individual service-delivery and office/institutional performance. All the main themes of the findings are in line with the research questions, literature review, and research framework.
Situation of T & D Programmes Meeting Administrative Officers’ Training Needs
This section looks at the impact of the training and development on the feelings of the trainees and senior management officers in terms of meeting the training needs of the trainees.
This is presented in the form of needs expression and positive responsiveness related to the first category. This is followed by another category, being the feeling of motivation the trainees felt, which is presented below in the form or concept of training satisfaction.
Trainees reported having attended various training and development programmes ranging from performance management systems, job analysis, design and evaluation, Civil Service induction training programme to ICT on data analysis using the simple payroll system.
Training Needs of Administrative Officers
Assessing needs leads to desired results for any training and development programme as it helps in the provision of the right type of trainings trainees need for effective performance. Organizations will often develop and implement training programmes without first conducting needs assessment. These organizations run the risk of failure as trainees may not feel satisfied with the trainings provided and therefore, would not be responsive to the programmes (Brown, 2002). The Scheme of Service for Administrative Cadre (2012) of the PMO stipulates that the qualification, experience and skills candidates and administrative
officers need for entry into the administrative cadre and to effectively perform their daily routine administrative duties are trainings in the fields of Public Administration, Civil Service Induction Training Programme, Human Resource, and Public Policy Management or in other Social Sciences. Trainings and acquisition of skills in these fields, therefore, are what administrative officers need for effective work performance and development of their careers.
Needs expression.
Both the two trainees from the PMO and the other two from the Ministries expressed positive sentiments about the role of the training and development in helping them achieve their training needs. Results indicated those trainees’ expectations from the training and development and the main reason why they participated were mainly self-improvement, improving their administrative skills and meet their career development needs, which suggests that they appreciate the training programmes. All the trainees expressed their need for the trainings they underwent in the following statement, which seem to indicate that their training needs were basically met:
Anyway…the office does not operate a performance management system...They just nominate me to attend training programmes and…I have attended a number of training courses as I said earlier. Anyway, they are trainings I need for my job and career as an administrative officer, which I really appreciate, it made me further appreciate why it is important to create and maintain accurate financial records, which I really need, The training programmes were key to my training needs as an HR/ Administrative officer as I require skills to understanding the government institution and its operative, these trainings gave me the requisite skills needed to be able to deliver (TLA-1-Q02-1, TNA-1-Q02-1, TOA-TNA-1-Q02-1, & TMA-1-Q02-1).
The senior management officers of PMO also reported that training and development was helping to address the training needs of administrative officers, and one of them added that it would have been better if it was coordinated based on well-established performance management system (SPA-3-Q03-2). Yet still, as they reported, the trainings widened the horizon of officers and helped them improve their performance. Trainees learned on the job, much more the skills they learned in the classrooms. They said that they usually had discussions with employees to know exactly the training and development programmes they needed. Also, they reported that a capacity gap assessment was some time ago contracted to
Deloit and Touche, a consulting company. That helped identify training needs of employees and that was how they came up with the performance management training programme, which was very important to the trainees in helping them improve their job performance. This goes to show that trainees’ training needs may have been met as reported by majority of the respondents and confirmed by the documents’ review. All the reported training programmes trainees underwent except the one on financial forecasting reported by one of the trainees are within the required fields stipulated in the scheme of service. Even the trainee who underwent the financial forecasting training programme reported that her training needs were met and after all, she did the required Civil Service Induction Training Programme. However, the trainings need to be supported by a permanent performance management system in place for effective performance management and sustainability purposes. Going back to the literature review, one would see that training needs assessment has ever been prioritized at the PMO and as scholars put it, conducting needs assessment is fundamental to the success of any training and development programme as it helps both the organization and trainees achieve their training needs (Brown, 2002). One would wonder then, why there has not been any standardized and well-established performance management system in place at the PMO to help assess the training needs of administrative officers. The documents’ review revealed that the existing staff appraisal system is not proper and invites negative results, but the issue of having a reliable, objective and transparent performance management system is being worked on (Draft Training Policy Report, 2009). Yet still, most civil servants are contented with the trainings they receive in the public service and one interviewee on the capacity building and economic management report stated, “I had all my trainings in the Civil Service. I think if you want to be a good public servant…the best ground of training is the Civil Service. I call it my university. On or off the job training”(p.42). This further suggests that the training needs of administrative officers are definitely being met in the Civil Service and that trainees are motivated and satisfied with the training and development they are provided with.
Positive responsiveness.
The theory of reasoned action argued those trainees’ reactions to technology use affect user performance. The theory was proposed by Fishbein and Ajzen in 1975. The assumption is based on the rationale that trainees’ decision to respond positively to training and development is based on their own will, which is influenced by systematic thinking including evaluating the consequences of their responsiveness. This involves determining whether the trainings will satisfy their needs. Training and development should therefore, impact
positively on trainees’ feelings in order to influence their thinking or attitude (Chi, 2011). In this study, both the senior management officers of PMO and heads of departments in the Ministries added that trainees were usually very happy and responsive to the training sessions in terms of the financial benefits and travel opportunities they enjoyed in addition to the skills they gained, especially for overseas training programmes. Even with the local trainings, trainees were reported to have chosen the programmes through their discussions with their supervisors, so they were usually happy, excited and motivated as they looked forward to their self-development (SPA-3-Q04-1, SFA-3-Q04-1, SSA-3-Q04-1, HAA-2-Q03-1,HSI-2-Q03-1, & HKA-2-Q03-1). These trainees’ positive reactions show their readiness to learn and change their job-related behaviours. After the trainings, trainees were also reported of having remained happy knowing that they had added value to their career development endeavours, especially if they were using their skills on the job as required. This is consistent with the documents’ review, which revealed that training opportunities available to civil servants are significant, and serve as a primary retention device (Draft Training Policy Report, 2009).
This suggests that trainees like the training and development as it satisfies their personal training needs, so they positively respond to them, and the trainings, in turn, help retain them in the Civil Service.
Motivation
Kirkpatrick (1998) mentions intrinsic and extrinsic rewards as being very vital for the success of any training and development programme. It is vital to provide help, encouragement, and rewards to trainees in order for them to produce the expected results both in the classroom and on the job.
Training satisfaction.
Kirkpatrick (1998) further emphasized intrinsic reward, that is, inward feelings of satisfaction, pride and happiness as being very important for learning and transfer of training to take place. He specifically meant by this that the training programmes have to positively impact on the feelings of the trainee for effective acquisition of skills and job performance to take place. Also, in line with the literature review, training and development definitely results to employee satisfaction (Aguinis & Kraiger, 2009). In this study, the data analysis revealed that all the trainees further expressed similar feelings that they had been satisfied by the
trainings and that had been emphasized in their following statement, which also clearly suggest that their training needs were met:
I am very satisfied with the training programmes…because the handouts are easy to read and understand. The lecturers are competent in their areas of study and were able to impart the relevant knowledge and skills to us…I also visited new places, which all served to increase my exposure to new ideas and there was good quality training venues that contributed to easy learning, It was very educative training and there was this understanding that participants were free to call in should they have problems with their job, I was really motivated as my capacity was enhanced and my understanding of the way the government operates, i was very motivated and satisfied with the training programmes because I needed no training at the time than that particular one (TLA-1-Q03-1, TNA-1-Q03-1, TOA-1-Q03-1, & TMA-1-Q03-1).
The senior management officers shared the same feelings that trainees were generally satisfied with the training programmes provided for them, which supported the trainees’
statements. The senior management officers’ report is showed in their following statement, which further suggests that trainees responded positively to training and development and the fact that, the stage was set for effective learning and improved work attitude:
As a coordinator…I observe that most of them react positively and very well….They generally like the trainings in order to learn and develop their career…They generally express satisfaction with the trainings as they serve as foundation for development of their potentials and career, they are generally motivated and satisfied with the training programmes. This is because most of these trainings are job-related…Generally, it is our belief that trainees are motivated and satisfied with the programmes they are sent to. This is usually brought to light by interactions with resource persons and feedback questionnaires at the end of each training programme (SPA-3-Q06-1, SFA-3-Q06-1, &
SSA-3-Q06-1).
This motivation and satisfaction with the training and development reported by both the trainees and senior management officers is consistent with the documents’ review as mentioned earlier. The training and development opportunities provided for civil servants are very important as they serve as a primary retention device for the Civil Service (Draft Training Policy Report, 2009). This seems to indicate that the training and development
motivates trainees to the extent that, it helps retain them in the Civil Service at least during the initial period of their careers, and further explains why people desire to work for the public service at the beginning of their careers. This could also be an explanation for the movement of employees from the private sector to the public sector, despite the fat salaries they receive in the private sector. This also calls for the PMO to take more effective measures of retaining employees in the Civil Service after they have been trained and developed at great cost. It should also be noted that for effective learning and transfer of training on the job to take place, trainees need to be motivated (Andrew & Martin, 2009). Training satisfaction for participants of any training and development programme is vital for effective learning as indicated in the discussions, and further suggests satisfaction of trainees’ training needs.
Improvement of Administrative Officers’ Skills and Attitudes
This section basically looks at the development of the trainees’ skills, which helped them enhance their professional work abilities and attitude towards work. This is presented below in the form of skills acquisition and identification of their potentials, which further contribute to their career progression as reported by the senior management officers.
Skills Development
Training and development naturally leads to acquisition of knowledge, skills, and positive attitude overtime and further result to personal development outcomes. The outcomes in question include more gains in confidence and work performance at the workplace and meeting qualifications, which are important for trainees’ careers (Devins, Johnson, & Sutherland, 2004).
Skills acquisition.
The findings revealed that all the trainees did learn some skills from the training programmes in general, which was very crucial for the performance of their daily routine administrative work. The trainees stated that they learned certain skills which were hitherto not known to them. This was reported in their following statement:
I really acquired some very important skills from the programmes including skills in writing formal letters, memos and other correspondences, which are routine in the service…these skills have been very helpful to me as an administrative officer. I also
acquired the skills of job profiling, drafting of policy statements, identifying policy strategies, how to guide policy implementation…, I acquired high skills from the trainings because those skills were rare ones to find within the Civil Service. The skills include organization development skills, i acquired some very important skills, which have been helping me on my day-to-day job…, these skills helped enhance my knowledge and skills of personnel recruitment processes and procedures. I also gained some organizational and planning skills, which help me better organize my office and make it tidier (TOA-1-Q04-1, TMA-1-Q04-1, TNA-1-Q04-1, & TLA-1-Q04-).
The trainees’ report of their own learning or skills acquisition could be discussed in light of the theory of reasoned action as pointed out in the previous theme. Chi (2011) mentions as highlighted in the literature review that, the theory is based on the rationale that a person's attitude towards particular behaviour is determined by his or her own will, which is influenced by systematic thinking and the beliefs about consequences of performing the behaviour in addition to evaluating those consequences. In the same vein, the trainees saw the training and development as meeting their personal training needs as discussed earlier, so they developed a positive attitude towards it with a view to improving their work performance or professionalism and enhancing their career development endeavours. The career development of the trainees is indicated below by the senior management officers in the form of the career progression and training programme of the PMO.
The senior management officers of PMO also gave similar responses as the trainees that, the training and development was very beneficial to the trainees in terms of developing their professional work abilities. Their responses were reported in the following statement:
The training and development is very beneficial to the administrative officers, although the impact is not assessed. It helps to improve their performance in terms of better work planning in the sense of effective processing of requests like appointments, promotions, study leave applications, among others from the Ministries and conveying of the Public Service Commission’s decisions to the Ministries, implementation and monitoring of policies and programmes…the trainings help them become more professional in their work as they handle requests in expertise and timely manner,…Administrative officers who have undergone training programmes have demonstrated effective work abilities in both PMO and the ministries and that is why they are able to rise through the ranks
to handle top positions in the cadre and contribute immensely to service-delivery(SFA-3-Q08-1, SPA-service-delivery(SFA-3-Q08-1, & SSA-3-Q08-1).
The trainees’ learning could also be definitely attributed to their motivation and satisfaction with the training programmes reported in the previous theme. The findings are also consistent with the literature and documents’ review. Kirkpatrick (1998) mentioned that trainees need to enjoy and feel satisfied with the programmes. This will help them achieve the learning objectives. Their learning in the trainings offered is a welcomed development as capacity development is highly needed to provide the administrative and technical support to the Government of The Gambia (Draft Training Policy Report, 2009). On the whole, trainees indicated having learned how to manage their time, acquired teamwork skills, writing reports and minutes and personally developed. The fact that they became more professional in their work in the sense of processing official requests such as appointments, promotions, terminations, among others, between PMO and the Ministries as well as conveying the Public Service Commission’s decisions to the Ministries in expertise manner as reported by the
The trainees’ learning could also be definitely attributed to their motivation and satisfaction with the training programmes reported in the previous theme. The findings are also consistent with the literature and documents’ review. Kirkpatrick (1998) mentioned that trainees need to enjoy and feel satisfied with the programmes. This will help them achieve the learning objectives. Their learning in the trainings offered is a welcomed development as capacity development is highly needed to provide the administrative and technical support to the Government of The Gambia (Draft Training Policy Report, 2009). On the whole, trainees indicated having learned how to manage their time, acquired teamwork skills, writing reports and minutes and personally developed. The fact that they became more professional in their work in the sense of processing official requests such as appointments, promotions, terminations, among others, between PMO and the Ministries as well as conveying the Public Service Commission’s decisions to the Ministries in expertise manner as reported by the