Impact of Training on Employee Performance

This assignment examines the influence of training programs on employee performance within Safaricom. It requires students to assess various aspects of training, including design effectiveness in addressing skill gaps, the impact of different training delivery styles, and the correlation between trainee perceptions of training and organizational performance. The analysis should draw upon provided research and potentially include insights from a questionnaire targeting Safaricom employees.

THE IMPACT OF TRAINING AND DEVELOPMENT ON ORGANIZATIONAL
PERFORMANCE: A Case Study of Safaricom Ltd Calling Centre.
Student’s Name:
Professor’s Name:
Course Title:
Date:

EXECUTIVE SUMMARY
The study focused on investigating the impacts of training and development on the
performance of organization with Safaricom Call center as a case study. The gap analysis was
arrived at through a thorough review of extant literature relevant to the study topic. Various
literature on the assessment of the research topic, advantages of training and development,
and its impacts on organizational productivity were considered to develop the research gap.
With the use of a case study, data was gathered from a target population, and through
sampling design, a sample of 50 customer care executives was involved in the research. The
sample size was inclusive of staff from various job positions such as managers and support
staff. Secondary data was gathered was obtained through the administrative resources of the
company such as performance reports and stuff booklet. Structured and unstructured
questions were adapted in gathering primary data. The acquired data were scrutinized with
the help of descriptive and inferential statistics and illustrated using tables and graphs. The
research outcomes depicted that training and development substantially affected the
organization’s productivity. In conclusion, the study stated that constant training and
development was needful in a competitive technology industry like telecommunication to
meet the varying needs of customers and remain competitive. The survey recommended that
Safaricom Limited should view training and development needs as a concern of both the
entire management and the staff

Table of Contents
CHAPTER ONE: INTRODUCTION....................................................................................................7
1.1 BACKGROUND OF THE STUDY............................................................................................7
1.1.1 Training and development....................................................................................................7
1.1.2 Organizational performance..................................................................................................8
1.1.3 Safaricom Limited Call Centre.............................................................................................8
1.2 Problem Statement.......................................................................................................................9
1.3 Research Objective....................................................................................................................10
1.4 Research Questions....................................................................................................................10
1.5 Significance of the Research......................................................................................................11
CHAPTER TWO: REVIEW OF LITERATURE................................................................................12
2.1 Introduction...............................................................................................................................12
2.2 Training and Development........................................................................................................12
2.2.1 Methods of Training and Development...............................................................................13
2.3 Employee performance indicators.............................................................................................14
2.4 Measures of organizational performance...................................................................................15
2.5 Training Design and Performance of the Organization..............................................................16
2.6 The Style of Training Delivery and Staff Productivity.............................................................17
2.7 Theoretical Framework..............................................................................................................17
CHAPTER THREE: RESEARCH METHODOLOGY......................................................................19
3.1 Research Design........................................................................................................................19
3.2 Source of Data...........................................................................................................................19
3.2.1 Primary Data.......................................................................................................................19
3.2.2 Secondary Source...............................................................................................................19
3.3 Study Population........................................................................................................................19
3.4 Sample Design...........................................................................................................................19
3.4.1 Sample Size........................................................................................................................20
3.5 Data Collection..........................................................................................................................20
3.6 Data Analysis.............................................................................................................................20
3.7 Timeline and Gantt Chart..........................................................................................................20
3.7.1 Timeline Schedule..............................................................................................................21
3.7.2 Gantt Chart.........................................................................................................................21
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS, AND INTERPRETATION..................22

4.1 Data presentation.......................................................................................................................22
4.2 Response Rate...........................................................................................................................22
4.3 Participants’ Demographic Representation................................................................................22
4.3.1 Sex of the Participants........................................................................................................23
4.3.2 Participants’ Job Position....................................................................................................23
4.3.3 Level of Education..............................................................................................................25
4.3.4 Respondent’s Duration of Employment at Safaricom.........................................................26
4.4 Methods of Training..................................................................................................................27
4.5 Impacts of Training Design on the Performance of the Organization........................................29
4.6 Impacts of training delivery style on the Performance of Organization.....................................30
4.7 Relationship between staff perception on training and development and the Performance of the
Organization....................................................................................................................................32
CHAPTER FIVE: SUMMARY OF THE OUTCOMES, RECOMMENDATIONS, AND
CONCLUSIONS.................................................................................................................................35
5.1 Outcomes Summary...................................................................................................................35
5.2 Conclusion.................................................................................................................................36
5.3 Recommendations.....................................................................................................................36
References...........................................................................................................................................37
Appendix.............................................................................................................................................42
Questionnaire...................................................................................................................................42

LIST OF FIGURES
Figure 2.1: Theoretical Framework.........................................................................................18
Figure 1: Theoretical Framework............................................................................................18
Figure 4.2 Participants’ Job Position.......................................................................................24
Figure 4.3 Participants Education Level..................................................................................25
Figure 4.4 Participant’s Employment Period at Safaricom......................................................27
Figure 4.5 Methods of Training...............................................................................................28
Figure 4.6 Impacts of Training Design on the Performance of the Organization....................29
Figure 4.7 Impacts of training delivery style on the Performance of Organization.................31

LIST OF TABLES
Table 4.1 Sex of the Participants..............................................................................................23
Table 4.2 Participants’ Job Position.........................................................................................24
Table 4.3 Respondents’ Job Position.......................................................................................26
Table 4.4 Impacts of Training Design on the Performance of the Organization.....................29
Table 4.5 Impacts of training delivery style on the Performance of Organization..................31
Table 4.6 Relationship between staff perception on training and development and the
Performance of the Organization.............................................................................................32

CHAPTER ONE: INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The workforce is considered as the pivot upon which organizations run and are sustained.
Hence the reason why enterprises should invest in the human capital to ensure growth and
development. An organization should endeavor to acquire and retain a workforce with the
required skills. This implies the organization examining the current and future needs of the
workforce and their inherent capabilities and the necessary providing training and continuous
opportunities for development.
The stiff competition in the world market has forced businesses to emphasize on the role of
each department towards the achievement of the strategic goals. According to Coquillart,
Steed, and Welch (2011), the training department is under pressure to exhibit their value to
the organization as well, this is because companies invest a lot regarding employee training,
but still, the rewards of such efforts are not explicit regarding enhanced organizational
performance. To appreciate training and development, it should be adequately planned and
implemented systematically (Costen and Salazar, 2011). The ability of an organization to
attain its target is dependent on the capacity of the staff. Armstrong and Taylor (2014) assert
that the continued performance of an organization is dependent on how the enterprise
maximizes the contribution of the workforce towards the attainment of the mission and vision
of the company.
1.1.1 Training and development
Training is not only a significant aspect of the HR department, but it’s the best developing
area of staffs’ management. Salome and Rotimi (2013) have defined training as the critical
nutrients for building the intellectual and soft skills of the workforce which are essential to
the productivity of a firm. Training and development is an organized process to alter attitude,
knowledge or conduct through the experiences of learning to accomplish performance in

specific activities (Storey, 2014). The most significant organizational dynamic is training and
development of the workforce because it is central to the sustained growth of the
organization. The process of training is one of the popular methods of refining the output of
workers and communicating the goals of the business to the workforce (Falola, Osibanjo and
Ojo, 2014). Development is a long-term process of education which makes use of a
systematic and planned procedure in which the personnel acquires knowledge on practical
and theoretical experience for an overall performance (Ford, 2014).
The workforce is the foundation of all resources, and it is vital in the conversion of resources
to the appropriate medium for man’s use. Therefore, depending on how well an organization
develops the human resource skills will determine the level of its productivity. The impact of
human resources is further felt even in developed nations where machines operate almost
over fifty percent of operations; still, there is the need for the workforce in such cases (Elnaga
and Imran, 2013). Thus, training and development improve the competence of the staff to
gain advantage over the competitors and contribute to the success of the organization.
1.1.2 Organizational performance
Organizational performance includes the assessed attitudes regarding their contribution to the
goals of the organization (Griffin and Moorhead, 2011). The success of the supervisors or
line, managers, is dependent on their conduct or attitude which further determines their
approach and skills to management issues. The competency of such managers is primarily
improved through training and development.
1.1.3 Safaricom Limited Call Centre
Safaricom customer services began when the company was still a subsidiary of Telkom
Kenya in 2001. Later on, Safaricom acquired independence after Vodafone (UK) bought two-
fifths of the shares from the Kenyan government. The section of customer services is divided

into two namely the call center and the customer care retail center. The organization has
shops which focus on both sales and customer service. The call center is the most extensive
department in the organization and has approximately 1400 staff.
The call center is found along Mombasa road at Sarin Park, and its primary function is to
receive and transmit voluminous telephone requests. The call center is operated by call center
agents in an open workforce each allocated with a computer and headphones connected to
supervisor stations. The quality of service delivery of each agent is supervised by a quality
supervisor. These assessments form the basis of training needs which are further channeled to
the team leaders. The performance of each agent is monitored through this process, and then
performance appraisals are done twice a year against existing key performance indices and
after that decision are made accordingly.
1.2 Problem Statement
Organizations appreciate the training and development of its staff as a major element in the
achievement of corporate aims. Armstrong (2011) reasons that the optimization of the output
of the staff will lead to improved productivity of the enterprise. The scope of assessing the
training effort itself gives a hint to the significance of training and development about job
output (Okereke and Nnenna, 2011).
The customer service agents at Safaricom Company directly deal with all customers, and thus
they undergo an intensive training exercise on how to handle any customer issues. The
training program encompasses training on the products and services, customer experience,
team leadership, and telephone etiquette. The existing research on training has always
considered the telecommunication sector or other departments but not a call center. Bwengi
(2015) did a study on the supposed value of training and development on efficiency of the
staff of Cooperative the Bank of Kenya and her findings show that employee performance is

affected by other factors other than training. Elnaga and Imran (2013) conducted an
exploratory research on the association between training activities and performance using
various extant literature. The findings indicated that training practices significantly affect
performance. Chaudhuri and Bartlett (2014) also conducted a study on outsourcing of the
training programme by the banks in Kenya. All the foregoing extant survey has handled the
effect of training and development on the productivity of the organization. Therefore, there
exists a mind gap which this research strives to fill which is to determine the influence
training and development has on the on organizational productivity in a call center.
1.3 Research Objective
The study’s aim is to find out the effects of training and development on the performance of
the organization. The precise objectives include:
1. To ascertain the degree of training design has on the productivity of the employee.
2. To find out the degree of the effect of training delivery style on the productivity of the
employee
3. To determine the association between the perception of employees on training and
development and the company’s performance
4. To determine the extent of the bearing of staff training and development on business
yield.
1.4 Research Questions
The researcher established the study questions in alignment with the study purposes, and they
include:
1. How does training design affect the performance of an organization?
2. Does training delivery style affect the performance of an organization?

3. Is there an association between the perception of the personnel on training and
development and performance of the organization?
4. To what level is the organizational performance affected by employee training and
development.
1.5 Significance of the Research
The research will be of significance to the management by giving them insight on the essence
of training and development in achieving organizational performance gain a competitive
edge. Furthermore, the study will help to ascertain the role of training and development to the
productivity of the customer care agents and the organization at large and any
recommendations for improvement to better equip the agents with the necessary skills and
motivation for improved organizational performance. The research will also enable the
customer care agents to suggest any changes in the training and development programs to
make them more efficient.
The stakeholder will as well find this study useful because it is common for them to be
identified with a performing organization due to better performance. Committed stakeholder
will increase their investment in an organization in which they are positive about its
performance as a result of effecting training and development of the workforce. The
researcher and scholar will also gain knowledge in the sector of training and development,
and it can also be of help in conducting further study.

CHAPTER TWO: REVIEW OF LITERATURE
2.1 Introduction
This section evaluates the pertinent existing literature on the impacts of training and
development on organizational performance among the call center agents in Safaricom; a
telecommunication company in Kenya. An examination of the previous studies aids the
researcher to understand and identify the research problem more appropriately.
2.2 Training and Development
Hendry (2012) asserts that enterprises that do retain their customers, suppliers, staff, and
investors are those that emphasize on training and development practices because they are
considered to be more reliable and have the interests of the stakeholders at heart. This affects
the financial yield of the company positively. According to Cook and Poole (2011), an
organization that embraces training and development of its workforce and rewards them
according to their efforts have their employees motivated and are more committed to their
tasks that are enhancing their loyalty and performance of the company. Because the same
staffs are the ones in direct contact with customers, better services are guaranteed, which
leads to additional referrals from the contended customers. Increased sales through customer
referrals further increase the revenue thus improving the investment of the shareholder. The
shareholders, in turn, increase their investment in the business because of the high benefits
they gain from the performance of the organization. This is a perfect illustration of the
‘virtuous circle’ as defined by Tooksoon (2011) where there exists a mutual association
between productivity and training and development. The findings of a survey conducted by
Bratton and Gold (2012) found out that companies that had embraced the culture of training
and development alongside ethical values of the workforce, customers’ management and
shareholders far much outperformed those that did not. Page and Wosket (2013) suggested
that performance and job satisfaction are high where values are emphasized and shared.

2.2.1 Methods of Training and Development
Core development has been defined by Noe et al. (2014) as a process that is intentionally
undertaken by organizations with an objective of equipping its human resources to meet any
problems in the future. This practice is also optimised by the management to properly
develop the program of human resource development to ensure that the staffs are provided
with necessary skills as they climb the corporate ladder to occupy managerial positions.
Cashman (2017) asserts that career development assists the enterprise towards the
accomplishment of its objective of defining its growth while creating a path for the
development of its employees. For a long time, information technology has been praised as
the primary and perhaps the only way to the development of the human resources. However,
this notion has been overturned based on the recent research findings. For instance, Breznik
(2012) carried out a research on the connection between information technology and yield
and found out that information technology in and of itself cannot be relied upon for
sustainable performance of the organizations, but instead the firms had benefited by using
information technology to influence productivity. Careful selection of the appropriate training
methods can be very economical (Storey, 2014). Additionally, the researchers point out that a
higher number of inappropriate training methods will cause dissatisfaction among the
trainers, a scenario that will not be of benefit to the organization.
The selection of the appropriate method of training depends on various factors: the training
need, description of the job, employee qualification and the problems encountered by the
workforce while executing their tasks. The training approach can broadly be grouped into:
on-the-job and off-the-job training (Werner and DeSimone, 2011). The value of On-the-Job
training is that it enables the workforce to acquire career skills in an informed way (De Grip
and Sauermann, 2013). Lester (2015) echoes similar thoughts by stating: on the job training
is meant to instil work awareness by being supervised by an expert while working. The

supervisor instructs and offer guidelines to the apprentice on certain procedures of tackling
the task. Sometimes the trainee learns by just observing the trainer. The learner learns and
works simultaneously, even though the productivity is comparatively low. This technique
doesn’t have a specific procedure. However, Ubeda-García et al. (2013) argue that on the job
training is economical and efficient and thus the best teaching method. On the other hand,
Off-the-job training objectively deals with the acquisition of knowledge and skills at a
different locality from that of the office of the apprentice. Examples of the of job training
include team debates, personal tutorials, addresses and seminars (Shepherd, 2012). This
technique enables the staff to move to a different location apart from their typical workplace.
Its benefits include, a high concentration of the trainee, evaluate the progress and make
necessary changes, and it kills boredom caused by the usual workplace (Mafini and Pooe,
2013).
2.3 Employee performance indicators
One of the primary objectives of the HR department in an organization is to track and
measure the effectiveness of employee training. For the organization to ensure that training of
its employees is useful and profitable, it has to institute key performance indicators (KPI).
The KPI acts as the benchmark for evaluation of the performance progress of the workforce
towards the target goals (Lilly, 2011). According to Bititci et al. (2011), the following
indicators are used for performance measurement.
i. Quality: several ways can be used to measure the quality of work done such as the
percentage of work done against the set minimum
ii. Timeliness: this examines the efficiency with which services are provided or work
performed. For example, in a telecommunication sector, a timeliness indicator can be the
average downtime of the customer.

iii. Cost-effectiveness: the costs incurred as a result of the work done should only be used
to evaluate performance on condition that the employee has control over the costs
iv. Skiving: the absence of the employee from work is a visible indication of non-
performance. It can also affect the output of other employees.
v. Policy adherence: non-compliance with the organizational policy by the employee is an
indication of performance objectives not in line with those of the organization.
vi. Individual conduct: specific behaviors can interfere with employee job performance
such as gossip. Distinct hindering manners should be defined and strategies set for
minimizing their occurrence.
The development of an effective key performance indicator is a challenge to most
organizations. According to Lilly (2011), the characteristics of a standard KPI for evaluating
the effectiveness of employee training should comprise of:
a. Quantifiable and assessable indicators
b. Indicators that are competency-based
c. Indicators associated with proficiency; and
d. Signs Linked to the goals of both the organization and employee
2.4 Measures of organizational performance
Different sectors may have different relevant standards of performance. The selection of a
measure of corporate performance should be based upon the industry and context of the
enterprise (Meier and O’Toole, 2012). Some tests such as those of accountancy are
comparatively complex in measurement because they are subject to manipulation. Most of
the established measurements do not take into account the product or service quality and in

situations where there is a recurrence of part-time work, the hours worked are to be put into
consideration (Meier and O’Toole, 2012).The set of ‘core’ organizational performance
measures designed by Page and friends apply to all sectors for benchmarking. They include:
i. Productivity: Net added value per worker or hour can be used to measure productivity.
Though, all investments except those in skills and training affect this measure, e.g., capital
ii. Profitability: profitability is best measured using the Return on assets for it measures the
effectiveness of the organization in the utilization of its assets to realize revenue. Because of
the wide variation in values between companies and industries, earnings per employee is the
best measurement in benchmarking.
iii. Quality: the service industry could use customer satisfaction as the measure of the
quality of service delivery. However, no standard measure of customer satisfaction across
companies may be used.
iv. Performance of the workforce: the performance of the staff is evaluated against the
established measures.
v. Invention: the proceeds gained from new services or products can be used as a standard
for benchmarking creativity in all sectors.
2.5 Training Design and Performance of the Organization
Armstrong and Taylor (2014) suggest that Design training should be given a lot of care by the
administration. The training needs of the workers should be the guideline in the choice of the
training design (Khan, Khan and Khan, 2011). Several research indicates that a good training
design developed by both the employees’ training requirements and the organization, end up

being productive ( Talib, Rahman, and Qureshi, 2012). This illustrates that training design is
vital to the performance of the staff and the organization at large. Wu and Ko (2013) point
out that a poorly developed training design is a waste time and money. Hendry (2012) talks
about three major considerations while designing training: ascertaining the readiness of the
trainee, knowledge of learning styles and developing training for transfer. A successful
training demands the learners to possess needful learning skills that are essential for
organizational performance
2.6 The Style of Training Delivery and Staff Productivity
The style of training delivery is as essential as the training itself (Kumar and Siddharthan,
2013). Armstrong and Taylor (2014) note that the trainees are usually mindful of the delivery
style. Regardless of how well the design training is, if the delivery style doesn’t captivate the
learners and grab their attention, then it will be fruitless (Brondino, Silva, and Pasini, 2012).
The trainer is expected to involve the learners in the exercise for the style of delivery is
critical in training and development (Mensah and Julien, 2011). After design training then
the sessions can commence. Hendry (2012) recommends that the training exercise is
conducted on trial basis to ascertain whether they meet the specific needs of the employees.
2.7 Theoretical Framework
To implement the survey, the following conceptual framework with both independent and
dependent variables was used. Organizational performance is the reliant whereas the
determining variable is training and development. The choice of these two variables has been
selected to determine the existing relationship between them.

Figure 2.1: Theoretical Framework
Figure 1 Figure 2.1: Theoretical Framework
Figure 2 Figure 1: Theoretical Framework
Source: (Hendry, 2012)
Independent
Variable
Dependent Variable
Delivery of
Training Style
Training Design
Training and
Development
Organizational
Performance
Selection
Procedure for
Training

CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design
Descriptive analysis has been used in this survey and it is a technique for gathering
information about the attitudes, ideas, and behavior of the people (Salaria, 2012). The method
uses questionnaires or interviews on the selected sample to gather data.
3.2 Source of Data
3.2.1 Primary Data
This is the initial, original data gathered by the participant during the research (Mackey and
Gass, 2015). One on one interview and questionnaires were administered in gathering
primary data. Fifty questionnaires in total were issued out, and 40 of them were dully
completed. After examining them, 25 were found correct, and they represented a response
rate of 50%.
3.2.2 Secondary Source
This is evidence acquired and deduced by other researchers and noted down in different
publications. Extant and relevant sources were the sources of secondary data were used. For
instance, articles, books, publication among others.
3.3 Study Population
The study population consisted of customer service representatives of Safaricom Limited.
Only some significant zones of the call center were allowed by the management. Access was
granted to the major zones with 100 employees.
3.4 Sample Design
The list of all the customer management staff and their grades were provided by the
administration. The study used Stratified sampling method with the different grades being the
strata in addition to systematic sampling and recording

3.4.1 Sample Size
A sample size was selected as a representation of the entire population because of factors
such as time, cost, and accessibility. The following statistical formula was used:
n = N/ 1+Ne2
n= Size of the Sample
N=Overall population
e=tolerable error
n= 50/1+50(0.05)2
n = 44
3.5 Data Collection
A semi-structured questionnaire was physically administered at the reception and respondents
picked and dropped there after filling. The questionnaire had a total of 9 close-ended
questions. It was divided into two parts namely demographic information and research
objective questions.
3.6 Data Analysis
Data obtained from the questionnaires were presented using descriptive and inferential
statistics. The former was used to present the results including the mean and SD. Bar charts
and pie charts were optimized by the researcher to graphically represent the analysis.
Inferential statistics were used in the testing of the correlation. Research question 3 was
tested using Correlation (r). SPSS 20 software was used in the analysis.
3.7 Timeline and Gantt Chart

3.7.1 Timeline Schedule
Name of Task Start date End Date
Duration(Day
s)
Project proposal
organization
20/06/201
7
30/06/201
7 10
Literature review
01/07/201
7
29/08/201
7 59
Process of data
collection
31/08/201
7
10/10/201
7 40
Data anlaysis process
12/10/201
7
11/11/201
7 30
Report presentation
14/11/201
7
24/11/201
7 10
3.7.2 Gantt Chart

Project proposal organization
Literature review
Process of data collection
Data anlaysis process
Report presentation
6/20/2017 8/9/2017 9/28/2017 11/17/2017 1/6/2018

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
4.1 Data presentation
This part offers a detailed scrutiny and report of the study outcomes got from the participants
in the chosen telecommunication company in Nairobi, Kenya. The research was carried out to
examine the impacts of training and development on the productivity of the organization- a
study case of Safaricom call center. This section covers the demographics of the participants
and presentation in tables, graphs, charts and cross tabulation to answer the study questions.
According to Anderson et al. (2013), fifty percent response rate is recommended.
4.2 Response Rate
The data for this investigation was collected using questionnaires which were given to 50
respondents in the Call center at Safaricom. 40 questionnaires were dully completed and
returned. After examining them for credibility and reliability, 25 questionnaires were valid
for examination. Therefore, the rate of response was 50%.
4.3 Participants’ Demographic Representation
This part will consider the various classifications of the respondents as shown below.

4.3.1 Sex of the Participants
Table 1Table 4.1 Sex of the Participants
Table 4.1 Sex of the Participants
Frequency % %
Male 10 40.0 40.0
Female 15 60.0 60.0
Total 25 100.0 100.0
Source: Fieldwork, 2017
Table 4.1 shows the respondent’s gender. The table shows that most of the respondents from
the target population were female with 60% and males 40%. Table 4.1 depicts that out of the
25 respondents, the majority 15 respondents representing 60% were female whereas 10 of
them representing 40% were males. This also implies that the company considers gender
balance when hiring.
4.3.2 Participants’ Job Position
It was significant for the respondents to indicate their job position as this was crucial in the
identification of the different training needs for different categories of positions. The research
considered three job categories namely manager, analysts and customer care agents.

Table 2 Table 4.2 Participants’ Job Position
Table 4.2 Participants’ Job Position
Job Position
Frequency % %
Manager 3 12.0 12.0
Analyst 8 32.0 32.0
Customer care
agent 14 56.0 56.0
Total 25 100.0 100.0
Source: Fieldwork, 2017
Figure 4.2 Participants’ Job Position
Figure 3 Figure 4.2 Participants’ Job Position
Source: Fieldwork, 2017

Both figure 4.2 and table 4.2 represents the different job positions occupied by the
respondents in the questionnaire. The findings from the figure depict that customer care
agents were the majority (56%), followed by the analysts (32%) and the managers were the
least (12%). The outcomes reveal that Safaricom call center comprises of different job
positions which means that various training categories may be needful to enhance the
performance of employees.
4.3.3 Level of Education
The inclusion of the educational background of the participants was imperative because this
could be essential in deciding on the best training method.
Figure 4.3 Participants Education Level
Figure 4 Figure 4.3 Participants Education Level
Source: Fieldwork, 2017
Figure 4.3 demonstrates the graphical representation of the education level of the
participants. From the graph, it is clear that the participants level of education varies from
certificate to the level of postgraduate. Majority of the employees of the call center have

diploma qualification (40%), followed by the holder of the first degree and certificate
represented by 20% each. Holders of postgraduate represent 12% and other qualification have
8%. The other criteria included workshops, seminars, and online professional certifications.
These courses were tailor-made for the call center operators for efficient performance.
4.3.4 Respondent’s Duration of Employment at Safaricom
Table 3 Table 4.3 Respondents’ Job Position
Table 4.3 Respondents’ Job Position
Work experience at Safaricom
Frequency % %
Less than 1
year 13 52.0 52.0
1-5 years 7 28.0 28.0
6-10 years 3 12.0 12.0
Over 10 years 2 8.0 8.0
Total 25 100.0 100.0
Source: Fieldwork, 2017
The identification of the employment period at the organization was to help place the
responses in right perspective. Table 4.3 illustrates the experience levels of the staff at
Safaricom. Figure 4.4 shows the percentage and frequency in years of the experience of the
team working at the call center. The findings depict that 52% of the respondents fall into the
category of less than one-year duration of work at Safaricom. Similarly, 28% have worked
for the company for 1-5 years, 12% for 6-10 years 8% of the respondents have put in for over
a decade of services. This is an indication that over 90% of the participants have worked at
Safaricom call center for 1 to over ten years. This implies that there is a balance of experience

in the organization. The findings also indicate that most of the employees are young
professionals in need of professional certification courses to improve their skills and job
performance. The high percentage of years of service shoe that the company has a high rate
of employee retention. The results indicate that the organization should offer training and
development packages more often to update the workforce’ skills render them relevant to
work.
Figure 4.4 Participant’s Employment Period at Safaricom
Figure 5 Figure 4.4 Participant’s Employment Period at Safaricom
Source: Fieldwork, 2017
4.4 Methods of Training
Regarding the aim of this survey, it had to critically consider the types of training offered at
the workplace. The list of training methods was provided by the training manager who
indicated that they conduct the job training, refresher courses, and group training. But, the
researcher only considered the essential elements of training such as communication skills,
services and products, consumer experience and relationship.

The responses of the participants on the kind of training(s) they had participated in at the
organization are clarified in figure 4.5.
Figure 4.5 manifests that a good number of the participants have received training on systems
(95.7%), services and products (78%), 50% on communication skills, 25% on consumer
relationship and 17% on consumer experience. According to Nadler and Nadler (2012).
Training programs should be designed by specific policies and objectives per the education
level of the trainee. The results reveal that the company has invested in training hence more
focused on customer satisfaction by the use of training as a way of employee motivation,
knowledge advancement, and control of management.
Figure 4.5 Methods of Training
Figure 6 Figure 4.5 Methods of Training
Source: Fieldwork, 2017

4.5 Impacts of Training Design on the Performance of the Organization
The researcher sought for the opinions of the respondents on whether training design had any
impact on the yield of the company and the responses are displayed below.
Table 4 Table 4.4 Impacts of Training Design on the Performance of the Organization
Table 4.4 Impacts of Training Design on the Performance of the Organization
Frequency % %
Strongly
Agree
2 8.0 8.0
Disagree 4 16.0 16.0
Neutral 2 8.0 8.0
Agree 12 48.0 48.0
Strongly
Agree
5 20.0 20.0
Total 25 100.0 100.0
Source: author (2017)
Figure 4.6 Impacts of Training Design on the Performance of the Organization
Figure 7 Figure 4.6 Impacts of Training Design on the Performance of the Organization

Source: Fieldwork, 2017
From table 4.4 and figure 4.6, 48% of the respondents agree that training design affects
organizational performance. 20% are of the opinion that training design strongly impacts the
performance of the organization, where as16% of the respondents disagree and are un-equally
undecided. These figures imply that a proper training design will be helpful in identifying the
training gaps and thus will improve the performance of the employee which will further have
a positive impact on organizational performance.
4.6 Impacts of training delivery style on the Performance of Organization
The responses of the respondents about the effect of training delivery style on enterprise
productivity are as illustrated below:

Table 5 Table 4.5 Impacts of training delivery style on the Performance of Organization
Table 4.5 Impacts of training delivery style on the Performance of Organization
Frequency % %
Strongly
Disagree
1 4.0 4.0
Disagree 1 4.0 4.0
Neutral 3 12.0 12.0
Agree 15 60.0 60.0
Strongly agree 5 20.0 20.0
Total 25 100.0 100.0
Source: Fieldwork, 2017
Figure 4.7 Impacts of training delivery style on the Performance of Organization
Figure 8 Figure 4.7 Impacts of training delivery style on the Performance of Organization
Source: Author (2017)

Table 4.5 and figure 4.7 illustrate that 60% of the participants agree that the style of training
delivery impacts on the organizational performance, while 20% opined that it strongly
affected the output of the company. 12% were not sure on what to say, and 4% each
disagreed and agreed.
4.7 Relationship between staff perception on training and development and the
Performance of the Organization
To test the link between the opinion of the employee on training and development and the
organization’s output, the researcher used the Pearson Product Moment Correlation
Coefficient.
Table 6 Table 4.6 Relationship between staff perception on training and development and the Performance of the
Organization
Table 4.6 Relationship between staff perception on training and development and the
Performance of the Organization
Descriptive Statistics
Mean Std.
Deviation
N
Staff perception on
T&D 4.12 1.269 25
Impact of T&D on
org performance 4.48 .653 25
Correlations
Staff
perception
on T&D
Impact of
T&D on org
performance
Staff perception on
T&D
Pearson
Correlation 1 .631**
Sig. (2-tailed) .001
N 25 25
Impact of T&D on
org performance
Pearson
Correlation .631** 1
Sig. (2-tailed) .001
N 25 25
Source: Fieldwork, 2017

Based on the above Pearson correlation test (r= 0.631, ᾳ = 0.01), an association exists
between the opinion of the employee on training and development and the organization’s
output. This implies that the way in which the staff views training and development
significantly affect her/his appreciation of it, and thus it will not hurt job improvement, which
consequently affects the organizational performance negatively.
Discussion of Findings
In respect of the sex of the respondents, 60% of the respondents were female and 40% male.
This implies that their equality in gender while hiring staff at Safaricom Limited. The
findings of education level show that the company employees competent team with a
minimum m of tertiary training level. The outcomes regarding the years of service in the
company show that the employees have worked there for 1 to 10 years, which is a clear
indication of the existence of a system of high employee retention and the need for
continuous training and development programs to improve work yield.
With regard to the effect of training design, the majority of the participants agreed that it has
a substantial impact on organizational performance. This is an indication of the existence of a
training programme that is appropriate, defined and objective. It is equally evident from the
outcomes that training delivery style also influences the company’s productivity. This is true
since the method of presentation will determine the perception of the trainee towards the
session and will create interest or not. Therefore, the audience needs to be involved in the
training and development program to feel motivated to improve skills and output. The
research outcomes of Reid and Dixon (2012) agree with this finding.
Lastly, the survey attempted to inspect the correlation between the view of the staff on
training and development and the business performance. The outcomes show that a

substantial percentage of the respondents opine that there is a high correlation between the
view of the trainee and the organizational performance. This is true because the perspective
of the employee on training and development will affect whether the skills disseminated
during training will be appreciated and implemented to improve job skills and organizational
performance.

CHAPTER FIVE: SUMMARY OF THE OUTCOMES, RECOMMENDATIONS, AND
CONCLUSIONS
5.1 Outcomes Summary
It is evident from the findings that Safaricom has invested heavily in training and
development programs for its employees at the call center. The data obtained from the human
resource manager and the staffs at the call center reveal that training and development
programs have been carried out in the organization since its inception. Thus, the progress of
the organization can be attributed to use of training and development as a human resource
management tool. Additionally, training enables the staff to work optimally which produces a
ripple effect on the efficiency and effectiveness with which products and services are
delivered, thus increasing the revenues. The company has standardized training by
establishing policies and procedures that are aimed at evaluating the employees on
performance merits. This is because the position of customer services in the current world
business cannot be overemphasized.
The results of this survey agree with the past studies on training and development. The
intention of the survey was to find out the impact of training and development on
organizational performance. The outcomes are evident that most of the participants at the call
center agreed that training and development affected the performance of the organization.
Also, a significant percentage of the participants considered training design and the style of
delivery affected the success of training and development. Thus, majority consented that the
training and development programs significantly impacted their performance at work and
improved their skills as well. Furthermore, the outcomes show that the quality of training and
development was emphasized by the human resource and talent management department.
However, it was clear that there was non-attendance of the training programmes by some few
staff

5.2 Conclusion
In summary, the aim of the survey was to investigate the impacts of training and development
on the performance of the organization with the call center at Safaricom, Kenya as a case
study and the results and recommendations made. Therefore the study concludes that if
competent staffs are undertaken through proper training and development, then a significant
improvement in organizational performance will be realized. Thus, for Safaricom and other
companies in the telecommunication industry to remain relevant in the current global
competition and increased the complexity of the work environment, the HR department needs
to develop and implement standardized training programs. This is because; the nature of the
telecommunication industry is dependent on the market and meeting the varying customer
needs, and present technology.
Based on the research findings, it can be summarized that Safaricom has invested heavily in
training and development of its staff. However, the employees are not being involved hence
the reason for non-attendance of the training sessions by some of the team.
5.3 Recommendations
According to the study outcomes and conclusion, the following recommendation is proposed,
which if acted upon would boost the output of both the employees at the call center and
organization at large.
• The identification of training needs should involve the staff and the team leaders. This
requires a proper assessment and evaluation of the training needs.
• Safaricom should conduct training and development on a continuous basis not only during
hiring and promotion.
• Both the management and staff at Safaricom should view career management as a mutual
responsibility and not the role of HR only. The team should themselves communicate their
training needs and capabilities through career talks. This can further be facilitated by the
provision of career projection plans to each employee by the HR department.

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Appendix
Questionnaire
QUESTIONNIARE
Please respond appropriately to the following questions. Your honest response will be of
great help and all information will be treated with total confidentiality.
Part A: Demographic information
Please tick as appropriate
1. What is your job position at Safaricom? ..................................
2. How long have you been an employee at Safaricom?
a. Less than 1 year ( )
b. 1-5 years ( )
c. 6-10 years ( )
d. Over 10 years ( )
3. Gender
a. Female ( )
b. Male ( )
4. Education level
a. Certificate ( )
b. Diploma ( )
c. First degree ( )
d. Postgraduate ( )
e. Others ( )
5. Have you attended any of the training programs offered by Safaricom?
Title of Training No Yes
Communication skills (CS):
Goal: Exceptional listening
skills, proper communication
with customer (speed and
tone)
Training on Products &
Services (PS)
Goal: ability to provide
solutions to customers on
demand
Training on systems (TS)
Goal: Ability to manoeuvre
the system and offer instant
solutions
Programs on customer
experience(CE)

Goal: to be empathetic to
customers
Customer relationship (CR)
Goal: offer the best customer
service to ensure retention.
Part B:
Please read the following questions and tick correctly
6. Proper training design captures identified gaps in employee skills and improves
organization performance
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
7. The style of training delivery affects the performance of an organization
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
8. There is correlation between the perception of the trainee on training and the
performance of the organization
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
9. Employee training and development impacts the performance of the organization
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
Thank You!