Assignment Writing Service http://StudyHub.vip/ANALYSIS-OF-ON-THE-JOB-TRAINING-ON-EMPL 👈

1. ANALYSIS OF ON-THE-JOB TRAINNING ON EMPLOYEES PERFORMANCE:
CASE OF PUNTLAND CIVIL SERVICE COMMISSION
MOHAMED AWIL JAMA
A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OFTHE
REQUIREMENT FOR THE AWARD OF THE MASTERS DEGREE IN PUBLIC
ADMINSTRATION AND MANAGEMENT OF MOUNT KENYA UNIVERSITY
March, 2017

2. ii
DECLARATION
Student Declaration
I declare this is my original work and it has not been presented for any degree in any other
university.
Signature: Date: 05/03/2017
MOHAMED AWIL JAMA
MPAM/2014/62653
SUPERVISOR’S DECLARATION
This research project has been submitted with our approval as the Mount Kenya University
Supervisors.
Signature: ------------------------------ Date: -------------------------
Dr. Evans Mwiti
First Supervisor
Signature: -------------------------- Date: --------------------------
MS.GRACE KAREMU
Second Supervisor

3. iii
DEDICATION
This work is dedicated to my wife, Ms. Yasmin S. Ismail, without whose caring supports it
would not have been possible, and to my lovely mother, Halima Ahmed and the memory of
my father Awil Jama, who passed on a love of family and respect for education.

4. iv
ACKNOWLEDGEMENT
It is a pleasure to thank many people who made this work possible. All praises be to Allah
who made potential for this project to be ended smoothly and comfortably. I sincerely
acknowledge the invaluable and tireless counsel, commitment, encouragement and
commendable support of my supervisors Dr. Evans Mwiti and Ms. Grace Karemu for their
guidance and instructive feedback that helped me to complete this work. I also wish to thank
my family for providing a loving environment for me. I wish to express heartfelt gratitude to
the to the Puntland civil Commission for their commitment and support by which they
provided me with an opportunity to carry out my research project in their esteemed
organization without much difficulty. Finally my appreciation also goes to Mount Kenya
University Hargeisa Campus for giving me the opportunity to study this master’s degree.
May ALLAH reward you abundantly.

5. v
LIST OF FIGURES
Figure2.3: Conceptual Framework………………………………………………………....14
Figure 4.1 Gender of the respondents………………………………………………………25
Figure 4.2 Job rotations and employees performance……………………………………...31
Figure 4.3 Job rotations help employees to learn…………………………………………..32
Figure 4.4 Job rotation improves employee’s skills and experiences……………………....33
Figure 4.5 Achievement of institutional goals through workshops………………………...35
Figure 4.6 impacts of workshops on employee’s skills……………………………….........37
Figure 4.7 Committee assignment and teamwork………………………………………….38
Figure 4.8 Committee assignment creates employees interaction………………………….39
Figure 4.8 on the-job-training and the public service delivery……………………………..41
Figure 4.9 Investing Public Sector training improves public service delivery……………..42
Figure 4.10 Investing Public Sector training improves public service delivery …………...43

6. vi
LIST OF TABLES
Table 3.2: population size of the study...…………………….……………………….……..18
Table 3.3: Sample size of the Study.......................................................................................18
Table 4.1: Response Rate……………………………………………………………...........24
Table 4.2: occupation of respondents…………....................................................................25
Table 4.3 Ages of the Respondents…………………………………………………….......26
Table 4.4 Level of Education……………………………………………………………….27
Table 4.5 Duration of stay in the institution………………………………………………..27
Table 4.6 New skills and employees’ performance………………………………………...28
Table 4.7 work tasks and employees performance…………………………………………29
Table 4.8 Mentorship inspires employee’s performance…………………………………...29
Table 4.9 Use of mentorship training method…………………………………………….. 30
Table 4.10 In-adequate Mentorship and performance……………………………………...31
Table 4.11 Job Rotation and Employees performance……………………………………. 32
Table 4.12 Organization’s job rotation plan………………………………………………..33
Table 4.13 Workshops and employees performance…………………………………….....34
Table 4.13 Workshops and organizational performance…………………………………...35
Table 4.14 Satisfaction of organization’s workshop methodology………………………...37
Table 4.15 Committee assignment and the team sprit……………………………………...40
Table 4.16 Relevancy of committee assignment on your work…………………………….41
Table 4.17 On-the-job trainings as a function in the public service delivery……………....43

7. vii
TABLE OF CONTENTS
DECLARATION .................................................................................................................. ii
DEDICATION..................................................................................................................... iii
ACKNOWLEDGEMENT.....................................................................................................iv
LIST OF FIGURES................................................................................................................v
LIST OF TABLES ................................................................................................................vi
OPERATIONAL DEFINITIONS OF TERMS .......................................................................x
CHAPTER ONE ....................................................................................................................1
1.0 Introduction...................................................................................................................1
1.1 Background of the Study...............................................................................................1
1.2 Statement of the Problem. .............................................................................................2
1.3 Purpose of the study......................................................................................................3
1.4 Objectives of the Study .................................................................................................3
1.4.1 General Objective:..............................................................................................................3
1.4.2 Specific Objectives:............................................................................................................3
1.5 Research Questions .......................................................................................................3
1.6 Significance of the Study...............................................................................................3
1.7 Justification of the Study...............................................................................................4
1.8 Assumptions of the Study..............................................................................................4
1.9 Limitations of the Study................................................................................................4
1.10 Scope of the Study ......................................................................................................4
CHAPTER TWO....................................................................................................................5
LITRATURE REVIEW .........................................................................................................5
2.1 Introduction...................................................................................................................5
2.2 Theoretical framework:.................................................................................................5
2.2.1 Theory of Social learning: ..........................................................................................5
2.2.2 Reinforcement theory .........................................................................................................6
2.2.3 Capital Theory of Employee Effectiveness and Improvement:.............................................7
2.2.4 Effective event theory.........................................................................................................8
2.3 Empirical Review..........................................................................................................9
2.3.1 Job rotation.........................................................................................................................9
2.3.2 Mentorship .......................................................................................................................10

8. viii
2.3.3 workshops/seminars..........................................................................................................12
2.3.4 Departmental management Committee..............................................................................13
CHAPTER THREE..............................................................................................................17
RESEARCH METHODOLOGY..........................................................................................17
3.0 Introduction.................................................................................................................17
3.1 Research Design..........................................................................................................17
3.2 Research Location.......................................................................................................17
3.3 Target population ........................................................................................................17
3.4 Sample and sampling procedure ..................................................................................18
3.5 Data Collection Instruments ........................................................................................18
3.6 Data collection Procedures..........................................................................................19
3.7 Piloting Testing...........................................................................................................19
3.7.1 Validity of Research Instruments ......................................................................................19
3.7.2 Reliability of Research Instruments...................................................................................20
3.8 Data Analysis and Presentation ...................................................................................21
3.9 Ethical Consideration ..................................................................................................21
3.9.1 Ethical consideration related to research ...........................................................................21
3.9.2 Ethical consideration concerning research participants......................................................22
CHAPTER FOUR................................................................................................................23
FINDINGS AND DISCUSSION..........................................................................................23
4.1 Introduction: ...............................................................................................................23
4.2 Demographic characteristics and background information of the respondents..............23
4.2.1 Gender of the respondents.................................................................................................23
4.2.2 Age of the respondents .....................................................................................................24
4.2.3 Level of Education of the respondents ..............................................................................25
4.2.4 Duration of stay in the institution......................................................................................25
4.2.5 Position of respondent in the organization.........................................................................26
4.3 Mentorship and employee’s performance ....................................................................27
4.4 Job rotation .................................................................................................................33
4.5 Workshops and seminars.............................................................................................37
4.6 Departmental Committee assignments.........................................................................43
4.7 Service delivery at Public Service Commission...........................................................47
4.8 Significant relationship between the study Variables using Pearson Linear Correlation
Co efficiency ....................................................................................................................50

9. ix
4.8.1: Significant relationship between on job training and Employees’ performance. ................51
4.9 Regression Analysis to test the degree of relationship between the variables ...............52
CHAPTER FIVE..................................................................................................................55
CONCLUSION, SUMMARY AND RECOMMENDATION...............................................55
5.1 Introduction.................................................................................................................55
5.2 Summery of the findings .............................................................................................55
5.2.1 Mentorship and employee’s performance..........................................................................55
5.2.2 Job Rotation and Employees performance.........................................................................56
5.2.3 Workshops/Seminars and Employees performance ...........................................................56
5.2.4 Departmental Committee assignment and the employee’s performance.............................57
5.2.6 Service Delivery...............................................................................................................57
5 .3 Summary....................................................................................................................58
5.4 Recommendations.......................................................................................................59
5.4.1Policy Recommendations...................................................................................................59
5.4.2 Areas for Further Research ...............................................................................................59
REFERENCES.....................................................................................................................60
APPENDICES .....................................................................................................................64
APPENDIX 1: INTRODUCTORY LETTER....................................................................64
APPENDIX 2: QUESTIONNAIRE ..................................................................................65
APPENDIX 3: PROPOSED RESEARCH BUDGET ........................................................70
APPENDIXI 4: PROPOSED WORK PLAN FOR CARRYING OUT RESEARCH.............71

10. x
OPERATIONAL DEFINITIONS OF TERMS
Employee training: Employee training is basically a systematic procedure for transferring
technical know-how to the employees so as to increase their knowledge and skills for doing
particular jobs (Beebe et al, 2012)
Employees Performance: This is defined as the outcome or contribution of employees to
make them attain goals (Herbert, John & Lee 2000). It is also what an organization has
accomplished with respect to the process, results, relevance and success or the achievement of
specific tasks measured against predetermined or identified standards of accuracy,
completeness, cost and speed (Afshan et al, 2012)
Puntland Civil Service Commission: This is a an autonomous body that was formed by the
government of Puntland in 2003, with a mandate of providing efficient, reliable and quality
personnel to the Puntland`s public institutions as well as offering consulting and training
services to the Puntland public officers with exemption of the armed forces (Constitution of
Puntland, 2004)

11. xi
ABSTRACT
The main aim of this study is to carry out an analysis of on-the- job trainning on employees
performance. The specific objectives of the study are to analyse the influence of workshops
on the performance of employees of the puntland civil service commission, to analyse the
influence of mentorship on the performance of employees of Puntland civil service
commission, to find out the influence of job rotation on performance of employees of
Puntland civil service commission and to determine the influence of committee asignments on
the performance of employees of Puntland civil service commission. Literature review of the
independent variable, critical review and identification of research gaps will extensively be
covered in chapter two. Theories which will be used in this study include: Social learning
theory, reinforcement theory, capital theory of employee effectiveness and improvement and
the effective event theory. A descriptive research design will be used in the study where
respondents will be drawn from departments of the public civil service commission, in
Puntland. The target population will be the employees of the puntland civil service
commission who are fifty (166) in number, and the sample size will be (50), taking 30% of
the total population. Data will be collected by the use of questionnaires. The questionnaire on
the other hand will be pre-tested on pilot respondents who will not be part of the study
respondents but knowledgeable in the study aspects in order to ensure their validity and
relevance. Cronbach’s alpha coefficient will be used to measure the reliability of the scale,
which will also be used to assess the interval consistency among the research instrument
items. Collected data will be edited, coded and entered into SPSS version 21 for analysis.
Data will be analyzed using quantitative technique and both descriptive and inferential
statistics will be used in the data analysis and Descriptive statistics output will be presented in
cumulative frequency table. Regression analysis model will also be used to show the
relationship between the independent and the dependent variable.
The researcher based on the research findings concludes that; there is a positive relationship
between the on-the-job trainings programs and employees’ performance and the level of their
good public service delivery. Giving on-the-job training programs to the Puntland Civil
Service employees inspires them moralities and performances and as well as improves basic
public service delivery. Application of the work done and provision of the
workshops/seminars assistances positively affects employee’s performance thus improving
their morale, skills, expertise, knowledge and teamwork in their work. From the findings the
level of performance an employee perceives by receiving on-the-job training programs is
expected to influence positively the good public service delivery of the institution. The study
recommends for further research on on-the-job trainings and performance, relationship
between on-the-job training and performance as well as comparative study on the relationship
between the different types of the on-the-job trainings programs to the organizational
performance.

12. 1
CHAPTER ONE
1.0 Introduction
The main purpose of the study was to analyze the influence of the on-the-job training on
employee performance of the public employees in the Puntland civil service commission.
Chapter one outlines the background, problem statement, main and specific objectives of
the study. The chapter will highlights the research questions, significance of the study,
scope of the study, and the limitations of the study.
1.1 Background of the Study
According to UNDP`s report Somali Institutional Development Project, the Puntland
public civil service employees requires professionalization which can be achieved
through training for capacity building to improve skills (Christine, Ayan and Muse,
2013). The Puntland public civil service has embarked on on-the-job training methods to
improve skills of its employees. Puntland public civil service was formed as an
autonomous body by the Puntland government in 2003 to carry out a special mandate of
attracting and retaining a high caliber professional government sector workforce and to
ensure that government sector recruitment and selection processes comply with the merit
principle and adhere to professional standards providing efficient, reliable and quality
consulting and training services to the Puntland public with exemption of the armed
forces (Alan Johnston, 2015).Puntland civil Service Commissionis also entrusted with
human resource planning and the oversight of public staff, planning and implementing
civil service reformsto right-size/downsize some selected ministries, as well as the
training of civil servants.
According to Wright&Geroy (2001), employee competencies changes through effective
training programs as it not only improves the overall performance of the employees to
effectively perform the current job but also enhances the knowledge, skills and attitude
of the workers necessary for the future job, thus contributing to superior organizational
performance. Through training, the employee competencies are developed and enable
them to implement the job related work efficiently, and achieve firm objectives in a
competitive manner (Swart et al., 2005). It is the responsibility of a country`s public
service commission to identify the factors that hinders training programs effectiveness in
civil service and should take necessary measures to neutralize their effect on employee
performance (Ahmad & Bakar 2003).However, for any Public Service Commission to

13. 2
fulfill such a mandate, its personnel must also be well advanced in various skills and
knowledge. After breaking away from the larger Somalia, Puntland was faced with acute
shortage in terms of the critical skills required by most of the Public institutions. There
was a significant deficiency of knowledge and skills to the directors of the departments,
middle level employees and the lower level employees in Puntland public civil service,
as well as in the public civil service commission. This shortage threatened to obstruct
public service delivery unless training programs for civil servants were instituted
(TNAReport, 2012). Puntland public civil service commission embarked on a series of
on-the-job trainings for its employees to enhance knowledge and skills. This study will
analyze the influence of such trainings on the performance of public civil service
commission employees.
According to (FarLand ,2006), training is the term used to describe the process through
which organization build the skill and abilities of non-managerial employee, employees’
development on the other hand includes the process by which manager and executives
acquire not only the skill but competence in their present job but also capacity for future
managerial task increasing scope.
1.2 Statement of the Problem.
Since Puntland inception in 1998 it has never had adequate trained qualified personnel
which the state needs for the country`s development and for service delivery to the
people. Various public institutions require skilled knowledgeab le people and the
Puntland public civil service commission is no exception. Puntland depends heavily on
United Nations bodies like UNDP and UNICEF and international NGO`s and due to lack
qualified personnel in the public sector these development organizations source for
qualified trainers to train and equip the Puntland public employees. In the Puntland`s
second five year development plan which runs from 2014-2018, the government
appreciated that there is lack of qualified manpower within civil service and outlined
civil service training as one of the priorities in the development plan. The government
has been depending on foreign experts due to lack qualified personnel in various areas of
expertise. Responding to this need, the Puntland public civil service commission has
embarked on the on-the- job programs for its employees to improve the employees`
performance. This study therefore analyzed the influence of the on-the-job training on
the performance of employees of the Public Civil service Commission.

14. 3
1.3 Purpose of the study
The purpose of the study was to analyze the influence of on-the-job training on
employees` performance at the Puntland public civil service commission.
1.4 Objectives of the Study
1.4.1 General Objective:
The main objective of this research was to analyze the influence of the on-the-job
training on employees` performance at the Puntland public civil service commission.
1.4.2 Specific Objectives:
The specific objectives which were considered in this study include:
i) To analyze the influence of the mentorships on the employee’s performance in the
Puntland public Civil Service Commission
ii) To determine how job rotation affects employees’ performance in the Puntland public
Civil Service Commission
iii) To analyze the impact of workshops on the employee’s performance in the Puntland
public Civil Service Commission.
iv) To find out how committee assignments has influenced employees’ performance in
the Puntland Public Civil Service Commission.
1.5 Research Questions
i) How has workshops impacted on the employee’s performance in the Punt land public
Civil Service Commission?
ii) To what extent have mentorships influenced employee’s performance in the Punt land
public Civil Service Commission?
iii) How has job rotation affected employees’ performance in the Punt land public Civil
Service Commission?
iv) To what extent have Departmental committee assignments influenced employees’
performance in the Punt land public Civil Service Commission?
1.6 Significance of the Study
Several parties were benefited from the findings of this study: The management of the
Puntland public civil service commission was benefited from the findings of this study.
Managers were understood better which methods of on-the-job training are more
effective for the employees. The findings may also be used by managers in other
government institutions to decide which of the on-the job training method is more

15. 4
effective to their employees` performance. Other future researchers can use the findings
of this study for reference as a source of secondary data.
1.7 Justification of the Study
This study was important as it will generate more information about the correlation
between on-the-job training and the employees` performance. It was also shed highlights
on the most suitable on-the-job training methods of the Puntland Public civil service
commission employee’s.
1.8 Assumptions of the Study
The study was based on the following assumptions: That the respondents were provided
accurate responses and give back filled questionnaires within the expected time period,
and that there was a relationship between the on-the-job training and employees`
performance.
1.9 Limitations of the Study
The limitations of this study were included lack of cooperation from respondents where
some fail to return filled questionnaires and other respondents may fail to give correct
information. To overcome these limitations, the researcher was protected the privacy and
confidentiality of the respondents by using coded names instead of their real names so
that they don`t worry that the information will be leaked. This is to encourage them to
respond honestly.
1.10 Scope of the Study
This study was carried out at Garowe, Puntland at the Puntland`s public civil service
commission`s offices. It was covered only the context of Puntland Civil Service
Commission. The research study was conducted between May 2016 and August 2016.
Data was collected from the employees of the Puntland public civil service commission`s
employees.

16. 5
CHAPTER TWO
LITRATURE REVIEW
2.1 Introduction
This chapter was reviewed the literature related to the study to the on-the-job training
methods and their effects on employee in Puntland Civil Service commission. Literature
will be reviewed according to the study objectives. A theoretical and conceptual
framework will be used to operationalize the variables and lastly the gaps in literature
will be summarized.
2.2 Theoretical framework:
The theoretical framework of the study, will be based on, Social learning theory,
Reinforcement theory, effective event theory and Capital theory of employee
effectiveness and improvement.
2.2.1 Theory of Social learning:
The study was based on Social learning theory which has been developed in the last 15
year (Bandura, 1963), this theory primarily describes and predict how people learn from
observation of models. Learning from models has been shown to be more efficient than
trial and error learning under many conditions. According to social learning theory,
observational learning is controlled by the processes of attention, retention, and
reproduction. Rewards operate to affect performance of behavior not learning. In
addition to motivating behavior by directly rewarding it, a person may perform behavior
that he observes another is rewarded for (extrinsic reward), and he may learn to reward
himself for appropriate behavior. From social learning theory, a number of rules can be
derived for optimal training conditions. Twenty statements about conditions for effective
training are given to illustrate the application of social learning theory to industrial
training. For example: "When modeling a task, give the learner a verbal model to guide
performance. The best verbal models will give rules for the responses of that task, but
will be as simple as possible and easy to remember. "The trainee is most likely to learn to
reward himself for a good job performance if he comes to feel that the work he is
performing is very important to him and to the company and that he has significant
control of the work outcomes." Social learning theory has been applied to industry in two
ways: a training method based on social learning theory has been used to teach managers
to deal more effectively with human relations problems occurring on the job and social

17. 6
learning theory have been used to predict which subordinates will imitate the behavior of
their supervisors. It is against this background that the current study seeks to adopt this
theory as it relates to the study topic.
2.2.2 Reinforcement theory
The study was be based on Behaviorist B.F. Skinner derived the reinforcement theory,
one of the oldest theories of motivation, as a way to explain behavior and why we do
what we do. The theory may also be known as Behaviorism, or Operant Conditioning,
which is still commonly taught in psychology today. The theory states that "an
individual’s behavior is a function of its consequences" (Management Study Guide,
2013). Behaviorism evolved out of frustration with the introspective techniques of
humanism and psychoanalysis, as some researchers were dissatisfied with the lack of
directly observable phenomena that could be measured and experimented with. In their
opinion, it would make the discipline of Psychology more "scientific" and on par with
the core sciences. These researchers turned to exploring only the behaviors that could be
observed and measured, and away from the mysterious workings of the mind (Funder,
2010).
The science of psychology that is often associated with the current era may be considered
inadmissible to those that follow Skinner’s beliefs. Psychology has frequently been
associated with the human mind and the evolution of cognitive awareness, causing
Skinner to move in a different direction. By applying his thoughts on adjusting
motivation through various stimuli, industries such as business, government, education,
prisons, and mental institutions can gain a broader understanding of human behavior. "In
understanding why any organism behaves the way it does, Skinner saw no place for
dwelling on a person’s intentions or goals” (Banaji, 2011). For him, it was outward
behavior and its environment that mattered. His most important contribution to
psychological science was the concept of reinforcement, formalized in his principles of
operant conditioning. This was in contrast to Ivan Pavlov’s principles of classical
conditioning, which along with J.B. Watson’s extreme environmentalism, strongly
influenced his own thinking.
Reinforcement theory has been used in many areas of study to include animal training,
raising children, and motivating employees in the workplace. Reinforcement theories
focus on observable behavior rather than needs theories that focus on personal states.

18. 7
Reinforcement theory is a form of operant conditioning and focuses on the
environmental factors that contribute to shaping behavior. Simply put, reinforcement
theory claims that stimuli are used to shape behaviors. There are four primary approaches
to reinforcement theory: positive reinforcement, negative reinforcement, positive
punishment, and negative punishment, which will be covered in a later paragraph. By
analyzing the various components of the Law of Effect and the primary approaches, we
can achieve desired results, otherwise known as consequences, through its application
within the workplace.
2.2.3 Capital Theory of Employee Effectiveness and Improvement:
The study was based on Capital Theory of Employee Effectiveness and Improvement.
Hargreaves (2001) developed a theory of employee effectiveness and improvement based
on: outcomes, both cognitive and moral; leverage, which is the relation between teacher
input and education output; intellectual capital, which is the sum of the company‟s
knowledge and experience; and social capital, that is, networks of trust and collaboration.
Hargreaves (2001) argues that the conventional model of measuring organizational
effectiveness (and improvement) is an inadequate tool for the analysis of organizational
success and failure. The concept of „company ethos‟ helped to make sense of the
correlation between a number of organization processes, but it did not allow one to test
the model in detail, or to predict the performance of an employee from any close analysis
of identifiable factors. He proposes a new theoretical model of employee training, which
provides a working model both of effectiveness and improvement. The theory has four
master concepts: outcomes, and (both intended and unintended) of two kinds: cognitive
and moral.
Hargreaves argues that instead of employers employing too much effort and yielding
little fruit, effective companies concentrate on effective strategies allowing a large
impact to result from relatively low effort (that is, working smarter not harder).
Outstanding companies use combinations of high leverage strategies. Understanding
employee effectivenessinvolves exploring how high leverage works (Hargreaves, 2001).
Intellectual capital: this is the sum of the knowledge and experience of the company‟s
stakeholders. This capital grows through creation of new knowledge and through the
capacity to transfer knowledge between situations and people. Social capital: the level of
trust and collaboration between people, and the existence of strong networks.

19. 8
High levels of social capital in a company strengthen its intellectual capital (through
sharing). Unlike financial capital, social and intellectual capital are increased rather than
depleted by passing on to others (Hargreaves, 2001). He uses this model to present
definitions of effective and improving company, stating that an effective company
mobilizes its intellectual capital (especially its capacity to create and transfer knowledge)
and its social capital (especially its capacity to generate trust and sustained networks) to
achieve the desired performance outcomes of intellectual and moral excellences, through
the successful use of high leverage strategies grounded in evidence-informed and
innovative professional practice. The applicability of the theory in the study can be seen
in the fact that all the theoretical concepts – Outcomes, Leverage, Intellectual capital, and
Social capital – have a bearing on the quality of employee performance.
2.2.4 Effective event theory
According to (Thompson & Phua, 2001) the affective event theory was developed by
Psychologist Howard M. Weiss & Russell Cropanzano to explain how emotions and
moods influence job satisfaction. The theory explains the linkages between employees’
internal influences - cognitions, emotions, mental states etc and their reactions to
incidents that occur in their work environment that affect their performance,
organizational commitment, and job satisfaction (Wegge, et. al, 2006).
The theory further proposes that affective work behaviors are explained by employee
mood and emotions, while cognitive-based behaviors are the best predictors of job
satisfaction. In addition, the affective events theory emphasized that positive-inducing
and negative-inducing emotional incidents at work are distinguishable and have a
significant psychological impact upon workers’ job satisfaction. This resulted in lasting
internal and external affective reactions exhibited through job performance, job
satisfaction and organizational commitment. Rolland & Fruyt (2003) research findings
on personality in support of affective events theory shows that there are a number of
factors that influence the theory. These are: consciousness, agreeableness, neuroticism,
openness to experience, and extraversion.
Finally performance feedback has an important influence on employee affect. Regular
reviews should be done on regular basis in both medium and large organizations. The
type of feedback on performance provided by managers can affect employee

20. 9
performance and job satisfaction (Fisher & Ashkanasy, 2000). Closely related to this
theory is Locke’s (1976) Range of Affect Theory. The major premise of this theory is
that satisfaction is determined by a discrepancy between what an employee wants in a
job what he has.
2.3 Empirical Review
This is the review of related literature from published research work of other scholars
and other published materials on the relationship between on-the job training employee
performance:
2.3.1 Job rotation
According to (Mccourt & eldridge,2003) job rotation involves training of employees
while on their jobs and it involves the movements of employees from one official
responsibility to another as a way of enhancing employee skills for instance getting on
higher rank position by way of promotion within the same department in
the organization,one branch of the organization to another within organization.According
to (Edward, 2005) describes job rotation as “the process of switching a person from job
to job” which increases an employee’s performance and value to an organization. Job
rotation can be defined as the performance by an employee of a new assignment on a
temporary basis for an agreed period of time. Job rotation can either be task rotation or a
position-oriented rotation, with management determining the need for a specific job.
Job Rotation is where an individual is moved through a schedule of assignments
designed to give that individual a breadth of exposure to the entire operation. Also its the
scheduled exchange of persons in offices, especially in public offices in order ro increase
the employees performance, it’s also an alternative to job specialization, It is a way to
reduce employee boredom and it also facilitates more of an understanding about the
organization. According to (Eriksson & Ortega, 2004) with employee learning, the
theory is “that employees who rotate accumulate more human capital because they are
exposed to a wider range of experiences. The employee motivation theory states, job
rotation “motivates employees who would otherwise become bored and tired of always
performing the same task” (Eriksson & Ortega, 2004). The employee motivation
argument is that job rotation helps make work more interesting, this argument was
mentioned in the late 1970s literature on the so-called “plateaued” employees with

21. 10
limited promotion prospects (Ference, et al 1977) and it was also analyzed by
Cosgel&Miceli (1999).
Traditionally, job rotation is usually addressed at an organizational level. From the
employers’ point of view, organizational theorists have advocated frequent rotation as a
means of reducing fatigue and boredom on jobs so as to maintain productivity (Miller, et
al 1973). And fairly frequent rotation after the initial hiring as a means of orientation and
placement (Wexley& Latham, 1981). Job rotation enables the training of workers to be
backups for other workers so that managers have a more flexible work force and a ready
supply of trained workers (Rothwell et al, 1994). When rotation occurs at longer
intervals, it has been thought as a practice of progressive human resource development or
a means of enhancing the value of work experience for career development (Campion, et.
al, 1994).
According to (Ortega, 2001), there are different reasons an organization may choose to
utilize job rotation such as using job rotation as a learning Mechanism, he suggests that
there are significant benefits that may outweigh the costs involved with training
employees for diversified positions. As a learning mechanism, employees are given the
opportunity to learn necessary skills which can help them to advance within a company.
2.3.2 Mentorship
According to (Schooley, 2010), he was stated that mentorship involves a formal or
informal training partnership where employees receive information, advice, and guidance
from an experienced professional, usually within the organization, who has expertise and
a motivation to help others grow in their jobs. In a traditional sense, mentorship involves
a process that brings together the inexperienced and the experienced in an attempt where
the former will gain knowledge, self-confidence, skills and competencies from the later
as they transit through the process (Colky& Young, 2006). Murrell et. al, ( 2012) has
differentiated these two relationships – informal and formal mentorship - along three
dimensions: initiation, structure, and process. Where formal mentorship relationship is
externally provided, informal one is initiated when two people are drawn towards one
another because of needs, interest or perceived similarity. Formal mentorship
relationships are generally provided for a specific amount of time and pre-designed with
predetermined frequency and locations for meeting between the mentor and the mentee.
Understanding the mentorship approaches requires significant upfront planning before

22. 11
you decide the type of mentorship that best matches your organization. For mentorship
program to succeed, executive-level support must be secured, the program planned well,
communicate to all employee on mentorship; provide upfront training for mentor and
mentee and designed in a way such that employees are simply encouraged to participate,
but no one is forced (Schooley, 2010).
According to (McQuerrey, 2015) articulates that in staff performance appraisal, the Key
performance indicators are several. Firstly, employee’s meeting of goals. This involves
measuring whether an employee has met pre-established goals during the assessment
period. Secondly, it involves an assessment of employee’s participation in teamwork. In
this case, an employee is rated on his/her involvement in participation of teamwork.
Thirdly, employee’s skill acquired is assessed. In this case, an assessment on the
employee’s job skill is done to establish whether he/she has the necessary skills to
perform any assigned tasks or not.
Leadership mentorship should focus on building the mentee’s cognitive/functional,
personal and social competencies (Milanet et.al 2008). Innovative mentorship practice
will be implemented by the mentee being able to search for and test new technologies,
create new paths for company goals and use new work methods (Thediech et.al, 2015).
Knowledge transfer mentorship practice will be implemented in firms by ensuring
mentor /mentee transfer of tacit and explicit knowledge in which knowledge is preserved
and socialized in employees (Blake-Beard 2012). Talent development mentorship
practice can be implemented using effective relevant programs that enhance employee
engagement and career advancement in firms (Duncan, 2012.)
Mentorship has immense benefits to an organization besides being the key to improving
project capability. While there is a reliance on personal knowledge, explicit knowledge
and collaboration within the project external networks play a crucial role in terms of
knowledge creation. These networks tend to be the informal networks of project team
members when external knowledge or expertise is required (Jennex, 2007). The process
of mentorship can be used to instruct organization culture, pass on technical expertise,
develop creative problem solving, foster critical thinking, and build interpersonal skills,
which are requisites to successful performance of an organization (Coppola et al, 2010).
There is a need to establish how leadership mentorship, innovative mentorship, and
knowledge transfer mentorship affect employee performance in small manufacturing

23. 12
firms. Furthermore, leadership and innovative competencies can be developed by an
employee through mentorship. This study therefore endeavors to find out how leadership
mentorship, innovative mentorship, Knowledge transfer mentorship and Talent
development mentorship influence employee performance in small firms in Garissa
County. According to (Coppola et. al, 2010) explains that mature and experienced
organizations will see mentorship as another method to help the entity achieve its
mission, objectives and goals as mentorship ensures that organizational skills, knowledge
and best practices are transferred from the mentor to the mentee. As a result of this
knowledge transfer mentorship, the organization benefits through the development of
more highly trained and competent employees who are loyal, with enhanced efficiency;
and, competence in their jobs. In this case mentorship is viewed as a method of
developing strategic leaders (Zachary et al, 2012).
2.3.3 workshops/seminars
According to (Bernardin,, 2003) found a positive relationship between workplace
training and organizational commitment. From an employee stand point, a training
received is related to a significant portion of satisfaction experienced on the job,
employee’s value training and job. Examined on another level, employees view training
as an aspect that allow them to be better able to offer customer satisfaction since they are
already satisfied them and will increase their performance levels.
According to (Schmidt , 2004) in his study on the relationship between workplace
training and overall job performance found out that components of job training and time
spent in training determined a significant relationship to employee performance on the
job.
The quality of training has maximum impact on performance since work output of an
employee would be dependent on the experience level that employee would have
acquired (Sahu, 2000). The training impacts on performance in that it determines
whether one will keep the job at hand or loose it altogether if not well done, a common
cause of job dissatisfaction is that the staffs do not have the basic skills required for their
job, The struggle to finish or accomplish an assigned work is seen and as a result the gap
between their skill level and the expected performance keep them away from job
satisfaction.
According to (Armstrong, 2007) points out that a needs analysis that is fully involving
and inclusive of all employees must be carried out before any training is done.

24. 13
According to (Harrison, 2000) learning through training influence the organizational
performance by greater employee performance, and is said to be a key factor in the
achievement of corporate goals, however, implementing training programs as a solution
to covering performance issues such as filling the gap between the standard and the
actual performance is an effective way of improving employee performance (Swart et al.,
2005). According to (Swart et. al,2005), bridging the performance gap refers to
implementing a relevant training intervention for the sake of developing particular skills
and abilities of the workers and enhancing employee performance. He further elaborate
the concept by stating that training facilitate organization to recognize that its workers
are not performing well and a thus their knowledge, skills and attitudes needs to be
molded according to the firm needs.
According to (wright, 2001) he identifies that training program is used to change
competency level of employees, It puts great impact on the employees performance, so
that organizational performance also be improved with the performance of employees as
well as .by the study of (swaret.al, 2005) training helps organizations to investigate that if
there is a need for modeling their employees then performance gap is filled by effective
training programs so that employees can be able to get knowledge about their job
requirements.
it is said by(cooke,2000) employees need continuous training for doing their assigned
tasks, well moreover he says presenting & functioning are also counted for performance
of employee .he states that on the job training is very appropriate to discover provision of
training by giving benefits to employees through skill development & quality services to
customers also.
2.3.4 Departmental management Committee
According to (Raj Kumar, 2010), under the committee assignment, group of trainees are
given and asked to solve an actual organizational problem, the trainees solve the problem
jointly, It develops team work.in this method trainees are asked to solve an actual
organizational problem. The trainees have to work together and offer solution to the
problems. Assigning talented employees to important committees can give these
employees a broadening experience and can help them to understand the personality
issues and processes governing the organization. It helps them to develop team spirit and
work in a united way towards common goals. However, managers should very well
understand that committee assignments could become notorious time wasting activities.

25. 14
The above on the job methods are cost effective. Workers actually produce while they
learn. Since immediate feedback is available they motivate trainees to observe and learn
the right way of doing things. Very few problems arise in the case of transfer of training
because the employees learn in the actual work environment where the skills that are
learnt are actually used. On the job methods may cause disruptions in production
schedules. Experienced workers cannot use the facilities that are used in training. Poor
learners may damage machinery and equipment. Finally, if the trainer does not possess
teaching skills there are very little benefits to the trainee.

26. 15
2.4 Conceptual Framework
Figure 2.3: Conceptual Framework
Source: Researcher, (2016)
Source: Researcher (2016)
A conceptual framework is defined as a broad idea and principles taken from relevant
fields of inquiry and used to structure a subsequent presentation (Reinchel & Rammey,
1987). It is essentially a research tool intended to assist a researcher to develop
awareness and understanding of the situation under scrutiny and to communicate this. It
forms part of the agenda for negotiation to be scrutinized and tested, reviewed and
formed as a result of the investigation (Guba & Lincoln, 2000). In this research there are
Independent variables, dependent variables, whereby the independent variable refers to
the variable that you can handle or manipulate in order to ascertain whether or not the
result you obtain is due to it (Adam & Kamuzora, 2008).Although the above literature
Dependent
Variable
Independent Variables
Employees
Performance
 Public service
delivery
 Public
employees
efficiency
Mentorship
 Internal
promotions
 knowledge of the
organizational
Job rotation
 Task Rotation
 Position Rotation
Workshops
 Job performance
ratings
 Levels of
motivation
Departmental
management Committee
 Timeliness in tasks
completion
 Quality and timely
reports

27. 16
provides the evidences regarding the benefits of on-the- job training and its positive
influence on employee performance, (Cheramieet et.al, 2007) argued that, management,
mostly feel hesitant while investing in its human resource due to various reasons.
Sometime, in spite of receiving effective and timely training programs, employee are
intended to cash it for the sake of their own market value and employment opportunity ,
or willing to change job just because of higher salaries, and thus, firm investment in
training results as a cost rather than profit. It is also observed that due to the resistance of
the organization towards offering training, propels individuals to invest themselves for
their career development and greater performance (Baruch, 2006).
Thus, this was what the researcher (or nature) manipulates a treatment or program or
cause, it influences, predict, control and determine the dependent variables. The
dependent variable is what is affected by the independent variable, the roles or outcomes
and the moderating variables work with the independent variables to influence the
dependent variables. For the purpose of this research, the independent variables are:
mentorship, workshops, job rotation and committee assignment of relative to their ideals
in terms of implementation and attitude of trainees towards specific attributes of the-on-
jo training programs. The dependent variable in this research is the performance of on-
the-job training program of which this factor depends on independent variables to occur.
2.5 Research Gap
DR. Amir & Imran (2013) carried out a study on the effectiveness of training on
employee Performance in the kingdom of Saudi Arabia and established a positive
relationship. However they did not carry out any study on the relationship between on-
the job training and employee performance: This study bridged this gap. Uzma and
Waqar (2015) researched on impact of training on employees` performance in Karachi
and found that employee training enhances performance. This study purposes to find out
whether the same findings applied for on-the-job training on performance of employees
in Puntland public civil service. Onyango &Wanyoike (2014) carried out a study on the
effects of training on employee performance of health workers in Siaya County, Kenya
and they established a positive relationship between the variables. But the study did not
single out on-the-job training on employee performance. This study covered this research
gap. All the above mentioned studies were carried out in countries outside the horn of
Africa. This study established whether similar findings applied for Puntland.

28. 17
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This study was used quantitative methodology approach where questionnaires will be
used as the research instruments for data collection. The Quantitative research is that
which tries to find answers to questions through analysis of quantitative data, that is, the
data shown in figures and numbers (Taylor, 1998). More over Gay, M. & Airasian,
(2009), explained that the strength of quantitative research is the opportunities that it
provides researchers to interact and gather data directly from their research participants
to understand a phenomenon from their perspectives.
3.1 Research Design
Descriptive research design was used in this study. A descriptive study ensured complete
description of the situation, making sure that there is minimum bias in the collection of
data to reduce errors in interpreting the data collected. The study adopted a case study
design which is a form of descriptive research. This was preferred because it was
concerned with answering questions which describe attitudes and feelings toward a
program or process (Cooper & Schindler, 2011).
3.2 Research Location
The location of the research was based on Garowe, Puntland; Somalia. Data was
collected from the employees of the Puntland public civil service commission offices.
3.3 Target population
The target population for the study was included all the employees of the Puntland`s
public civil service commission. The target population in a research study is the total
number of individuals in a group or the number of groups that the researchers are
intending to work with Sekaran (2003). Cooper & Schindler (2001) define the target
population as the total collection of the elements about which the researchers are
intending to make their inferences from. According to Puntland capacity development
program and the annual public service report (2015) there are 166 employees in the
public civil service commission which comprises of 98 lower management level
employees, 56 middle level employees and 12 departmental directors.

29. 18
Table 3.1: Target Population
Source: Researcher (2016)
3.4 Sample and sampling procedure
The researcher will use simple random sampling technique as it offers every member of
the population an equal chance of being included in the sample. A sample drawn at
random is unbiased in the sense that no member of the population has any more chance
of being selected than any other member (Mugenda and Mugenda, 2003).According to
Sekaran, (2006), a sample size should be adequate for the study and adequacy means the
sample should be large enough (i.e., at least 30 % of the population) to enable reasonable
estimates of variables, and to capture response variability. The researcher therefore used
30% of the employees according to the guideline of Sekaran (2006). The study had a
sample of 30% of the target employees (166) which is 50 employees of the Puntland
public civil service commission as shown in the table below:
Table 3.2: Sample size
Category Percentage of the
Target population
Sample size
Lower level employees 94 28
Middle level employees 68 21
Department Directors 04 01
Total 166 50
Source: Researcher (2016)
3.5 Data Collection Instruments
Primary data was used in this study. The data was collected through a self-administered
semi-structured questionnaire. The structured questionnaire was with closed- ended
questions and a customized five-part likert scale which was used to collect data on the
Category of employees Number of employees
Lower level employees 98
Middle level employees 56
Department Directors 12
Total 166

30. 19
independent variables. Respondents were asked to indicate agreement with each item.
Each item was have a five-point scale ranging from1=strongly agree, 2=agree,
3=Neutral, 4=disagree, and 5=strongly disagree. The questionnaires were preferred
because personal administration of questionnaires to individuals helped to develop close
relationships with the respondents. The questionnaire also provided the clarifications
sought by respondents on the spot by collecting the questionnaires soon after they are
filled. The data collected was edited to ensure consistency across respondents and detect
omissions.
3.6 Data collection Procedures
The data collection instrument in this study was a questionnaire. The research instrument
were conveyed to the respondents through the drop and pick technique. The researcher
was approached each respondent by explaining to them the nature and purpose of the
study and then left the questionnaires with the respondents to be completed and be
picked later within two weeks. Before the questionnaire was given out, the researcher
was first involved in seeking for authorization from the Puntland public civil service
commission management to collect data.
3.7 Piloting Testing
The data collection instrument (questionnaire) was pre-tested on a pilot set of respondent
employees for comprehension, logic and relevance. Five respondents in the pre-test will
be drawn from a public services agency which has similar operations to those in the
actual survey in terms of background characteristics. These respondents will comprised
of 10% of the population that was studied. All the aspects of the questionnaire was pre-
tested including question content, question difficulty, layout wording, sequence, and
form and instructions. The feedback obtained was used to revise the questionnaire before
administering it to the study respondents.
3.7.1 Validity of Research Instruments
Both the questionnaire and the measurement process were guided by the conceptual
framework in order to measure the key elements and ensure both face and construct
validity. This was because the questions must reflect the key components of the study
variables as described in the reviewed literature. The questionnaire on the other hand was
pre-tested on pilot respondents who were not part of the study respondents but
knowledgeable in the study aspects in order to ensure their validity and relevance.

31. 20
Validity is the accuracy and meaningfulness of inferences, which are based on research
results and it is the measure of how well a data collection instrument measures what it is
supposed to, (Kombo and Tromp, 2006).
The researcher ensured the validity of the instrument by face validity analysis using
research supervisors who went through checking if all the items constructed could help
achieve the aim of the study. This was done by using this formula.
Content Valid Index
CVI= valid items
Total number of items
3.7.2 Reliability of Research Instruments
Cronbach’s alpha coefficient was used to measure the reliability of the scale, which was
also used to assess the interval consistency among the research instrument items. The
Alpha coefficient can take any value from zero (shows that no internal consistency) to
one (complete internal consistency) according to Cronbach & Shavelson (2004). To
check for reliability, Cronbach’s alpha was used to pre-test the questionnaire and to test
the findings from the gathered data. If Cronbach’s Alpha value was ≥ 0.7, the researcher
interpreted and took it to mean that the instrument was reliable.
The researcher ensured reliability or the degree of consistency and precision in which the
measuring of instruments is demonstrated (Amin, 2005). In establishing the reliability of
the instrument, a test-retest method was used, in which 10 respondents were used to
ascertain the consistency of the instrument. Cronbanch’s (2004) alpha coefficient was
used to assess the internal consistency. The instrument was considered reliable when its
score was 0.70 and above thus reliable for the study.
Table 3.2: Cronbach alpha results (Reliability)
Variable Number Of
Items
Cronbach Alpha
Value
Content Validity
Index
On Job training 10 0.852 0.833
Employee performance 10 0.853 0.810

32. 21
3.8 Data Analysis and Presentation
After the data was collected, the researcher was edited them to ensure their completeness
and consistency. Coding and classification then was followed to ensure sufficient
analysis. The data was entered and analyzed by using statistical package for social
scientists version 16 (SPSS) computer software to generate cumulative frequencies and
percentages. The software package was chosen because it was the most used package for
analyzing survey data. Besides being the most used package, the software has the
advantage of being user friendly (Mugenda, 2003). Descriptive statistics used to deduce
any patterns, averages and dispersions in the variables. They include measure of
locations (mean) and measure of dispersions (standard error mean). The study expects
that the relationship between the study variables followed a correlation model of the
nature:
Y = β0 + β1X1 + β2X2+ β3X3+ β4X4 ε Where:
Y = dependent variable (performance).
β0 = Constant or intercept which is the value of dependent variable
when all the independent variables are zero.
β1-4 = Regression coefficient for independent variables.
X1 = workshops as a method of on-the job training
X2 = mentorship as a method of on-the-job training
X3 = Job- rotation
X4 = committee assignments
ε = Stochastic or disturbance term or error term
After the data was analyzed using quantitative technique, both descriptive and inferential
statistics were used in the data analysis. The results of data analysis which were included
in results of regression analysis, descriptive and inferential statistics as well as the
statistical output tables was presented with brief explanations. Descriptive statistics
output was presented in cumulative frequency tables.
3.9 Ethical Consideration
3.9.1 Ethical consideration related to research
Before the research was conducted, the researcher sought permission from the school of
postgraduate studies, Mount Kenya University, by requesting a letter of introduction, the

33. 22
work was scheduled in such a way that includes the distribution of the questionnaire to
the various participants.
3.9.2 Ethical consideration concerning research participants
The researcher ensured that the questionnaire was in an objective manner for the
respondents to have confidence. The respondent’s privacy and psychological needs was
ensured.
3.9.3 Ethical consideration concerning the research process
The research was out in an objective manner ensuring that in case in case of any
interview, the researcher and the assistants were objective. The steps laid down in this
thesis were flowed as honestly as possible till the findings were presented.

34. 23
CHAPTER FOUR
FINDINGS AND DISCUSSION
4.1 Introduction:
This chapter presents the results and discussions of quantitative data analysis of the
study. It is divided into two major sections. The first section describes the demographic
characteristics of the empirical survey, covering the gender of the respondents, age of
respondents, and work experience. The second section of the chapter provides results and
discussions which were based on the four major research questions of the study. For the
purposes of this preliminary analysis, Pearson Linear Correlation Co efficiency (PLCC)
was used to look for the relationship between the variables and Regression Analysis was
used to test the degree of relationship between variables.
4.2 Demographic characteristics and background information of the respondents
This section explains the response rate, occupation of the respondents, gender and
duration of the working in the institution, age and highest level of education attained.
4.2.1 Gender of the respondents
The response was 100%. All the 50 respondents who formed the sample size returned
their questionnaire. The response rate is shown in the figure 4.2.1 below.
Figure 4.2.1 showing the gender of respondents
Source: Primary data, 2016

35. 24
Figure4.2. 1 shows that Puntland Civil Service Commission has employed both male and
female employees though the gender difference still exists. This is shown at the response
rate and the fact that the distribution of questionnaire was done with all employees
having equal chance of being included in the sample, 40% were female which more than
half were male i.e. 60% of the respondents. The above statics reveals that the research
was not biased to only one gender.
The results mean that in order to cover the gender gap Puntland Civil Service
Commission should consider to employ more females in the commission.
4.2.2 Age of the respondents
Figure 4.2.2 showing the age of respondents
Source: primary data 2016
Based on the table 4.2.2 indicates that majority of the respondents who works with
Puntland Civil Service Commission were in the age bracket of 26 and 35, with a rating of
42%, age bracket 36 to 45 were rated at 28%, 18 to 25 at 22% and the least were age
bracket of 46 to 55. The findings mean Puntland Civil Service Commission employs
more young people who are energetic and capable to chance the performance of the
commission.

36. 25
4.2.3 Level of Education of the respondents
Figure 4.2.3 showing the education of respondents
Source: primary data 2016
Based on the results in figure 4.2.3, the results indicate that 38% of the respondents were
degree holders, followed by a 28% Diploma level, 20% were secondary level holders and
16% were master’s holders’ level. The information reveals that Puntland Civil Service
Commission has tried to recruit qualified personnel with considerable qualification. The
researcher also noted that some secondary holders were holding some big positions and
heading some leading departments. The researcher noted that there was need to fully
professionalize the commission by recruiting doctorate holders and more masters holders
to fill the qualification gap.
4.2.4 Duration of stay in the institution
Figure 4.2.4 showing the duration of stay in the institution of the respondents

37. 26
Source: primary data 2016
Based on the results in figure 4.2.4, the results confirm that 32% of the respondents of
this study had stayed in the institution between 3 to 5 years, followed by 30% who had
stayed at the institution for 6-8 years, 20% of employees had stayed in the organization
for less than 2 years and 18% had stayed for more than 9 years. This information shows
that majority of the employees had stayed for considerably longer period and minority
had been with the commission for fewer periods. This means that the study targeted
employees who had worked for long and for a short period so as to cut across all the
sections of the commission. The views they shared with the researcher were based on
knowledge and experience in serving the commission.
4.2.5 Position of respondent in the organization
Figure 4.2.5 showing the position of the respondents

38. 27
Source: primary data 2016
Figure 4.2.5 reveal that 36% of the respondents of this study were heading the divisions,
28% were department directors, 24% were departmental assistants and 12% were in the
general directors department. This means that the selection of the respondents was done
well to represent the entire organization. The information obtained can be dependable
because the officers who took part in the study were those who run the day to day
activities of the commission.
4.3 Mentorship and employee’s performance
Figure 4.3.1 showing that mentorship gives new skills for employees’ performance

39. 28
Source: primary data 2016
Results in figure 4.3.1 indicates that majority of the respondents strongly agreed that the
mentorship gives the employees necessary skills to work in the task from start to the end
with a rating of 42%. 36% of the respondents agreed, 18% were neutral and only 4% of
the respondents in total disagreed that the mentorship gives the employees necessary
skills to work in the task from the start to the end. This means that Puntland Civil Service
Commission should develop mentorship program in order to increase the skills and the
competences of the employees and ultimately improve the service delivery of the
institution. This means that mentorship can be tailored to the specific needs of the
individual trainee – you select the method that is right for the person. A trainee can be
given the opportunity to shadow a senior employee and benefit from observing that
employee's practices. Mentoring pairs a junior employee with a more seasoned one who
guides his charge through the learning process. The mentor has a more enduring
relationship and can also help his mentee with many various aspects of learning company
practices. A coach, like his athletic counterpart, observes the trainee's performance and
gives him feedback, directing him in the desired practices.

40. 29
Figure 4.3.2 showing that mentorship gives employees necessary skills to work.
Source: primary data 2016
Figure 4.3.2 shows that 42% of the respondents in total agreed that mentorship gives
employees necessary skills to work in the task from start to the end, 24% were neutral,
26% strongly agreed and 4% disagreed and another 4% disagreed strongly. This means
that Puntland Civil Service Commission management should continue the mentorship
activities if it’s on the ground currently or if not on the ground yet to come up a
mentorship training program in order to inspire and increase the employee’s
performance. This means that mentorship is the most cost-effective way to bring an
employee's performance up to the standard you wish. You do not have to pay extra for a
trainer – he is already on the payroll. The trainee is productive while he is being trained.
Using employees and supervisors to provide training affords you the opportunity to
provide a higher quality of training, since you can select the best-qualified trainers –
those with the knowledge and training skills. On-the-job training is an effective way to
bring new hires up to speed quickly, which helps your bottom line.

41. 30
Figure 4.3.3 showing that mentorship inspires employees’ performance
Source: primary data 2016
Figure 4.3.3 shows that 60% in total of the respondents agreed that the Puntland Civil
Service Commission mentorship inspires employee performance, 22% strongly agreed
and 10% are not sure, 6% disagreed and 2% strongly disagreed. This means that
mentorship is responsible for employee performance. This also means that both new
hires and employees being transferred to new positions benefit from on-the-job training,
and virtually everyone needs training to keep abreast of market and technological
developments. There are benefits to using employees and supervisors to handle training
requirements. Outside trainers may be knowledgeable and preferred in some instances,
but they will not be familiar with your company's practices and culture. Not all
employees are skilled instructors, however. When you tap your employees to handle on-
the-job training, be sure they have the skills to do the job. Proficiency at what they do
does not necessarily mean they can share that knowledge with their trainees.

42. 31
Figure 4.3.4 showing that mentorship training is used at Public Service Commission
Source: primary data 2016
Figure 4.3.4 shows that 30% in total of the respondents agreed that the commission uses
mentorship method, 10% strongly agreed, and 26% were neutral, 24% disagreed and
10% strongly disagreed. This means that mentorship method was vital at the
commission. This indicates that once you’re comfortable in your role and your mentors
assure the boss you have the knowledge necessary to perform your job on your own,
you'll get the opportunity to perform hands-on work functions in conjunction with the
employee you’re shadowing. For example, if it’s time to clean animal cages, your fellow
employee may allow you to take the lead, correcting mistakes and giving you prompts if
you skip a step. If you run into problems, your colleague will be there to troubleshoot
and assis

43. 32
Figure 4.3.5 showing that without mentorship employees’ performance is less
Source: primary data 2016
The findings shown in the figure 4.3.5 indicates that 42% of the respondents agreed that
employees without adequate mentorship results in less performance, 30% strongly
agreed, 12% were neutral, another 12% disagreed and only 4% strongly disagreed. This
means that after successfully completed a few shifts while being overseen by your
colleague, you'll move into a supervised work position. The employee performs the
regular duties of the position, but you’ll have one or more colleagues checking up on you
and making themselves available if problems arise. After a set period of time, your boss
will clear you to handle all your responsibilities without additional oversight.

44. 33
4.4 Job rotation
Figure 4.4.1 showing that job rotation emboldens employees’ performance
Source: primary data 2016
Figure 4.4.1 reveals that 44% of the respondents agreed that job rotation positively
emboldens moralities and employee performance, 22% of the study respondents strongly
agreed, 20% were neutral, 10% disagreed and 4% strongly disagreed. This means that
Job rotation helps employees to improve performance. This indicates that even after
you’ve mastered your regular job responsibilities there may be instances in the future
when the boss will require that you complete continuing education through on-the-job
training. For example, if your pet store gets a new aquatic filtration system that requires a
certain cleaning technique, your boss may put you through specified training. This type
of ongoing on-the-job training allows you to continuously grow in your chosen career.

45. 34
Figure 4.4.2 showing that job rotation reduces employees’ turnover
Source: primary data 2016
Figure 4.4.2 indicates that 58% of the respondents agreed that job rotation reduces
employee turnover at Puntland Civil service commission, 16% strongly agreed, 10%
were neutral, 12% disagreed and 4% strongly disagreed. This means that job rotation
should be encouraged at the commission since it helps to reduce the labour turnover.
This means that after briefing, the manager typically watch another employee go about
his daily tasks and have the opportunity to observe and ask questions. Using the pet store
example, you may gradually begin assisting the employee you’re shadowing with minor
tasks, working up to full-level responsibilities. This approach allows you to be useful and
helpful while learning the ins and outs of your job functions.
The findings agree with Eriksson & Ortega, (2004). The employee motivation argument
is that job rotation helps make work more interesting, this argument was mentioned in
the late 1970s literature on the so-called “plateaued” employees with limited promotion
prospects (Ference, et al 1977) and it was also analyzed by Cosgel&Miceli (1999).

46. 35
Figure 4.4.3 showing that job rotation helps employees’ learn different departments
Source: primary data 2016
Figure 4.4.3 shows that 48% agreed that Job rotation helps employees learn about
different department, while 28% of the respondents were neutral, 12% strongly agreed
and another 12% disagreed. This means that rotation gives multi skills and knowledge to
work in different departments. This makes the employees all round people with many
skills for a better survival.
The findings agree with Mccourt & eldridge, (2003), who notes
that job rotation involves training of employees while on their jobs and it involves the
movements of employees from one official responsibility to another as a way of
enhancing employee skills for instance getting on higher rank position by way of
promotion within the same department in the organization,
one branch of the organization to another within organization.
Figure 4.4.1 showing that Public Service Commission has job rotation plans

47. 36
Source: primary data 2016
Figure 4.4.4 indicates that 38% of the respondents have strongly disagreed that the
commission has job rotation plans, 28% disagreed, 16% were neutral, 10% agreed, and
8% strongly agreed. This means that the commission should put in place job rotation
plans since they were important in boosting employee performance.
Figure 4.4.5 showing that job rotation improves the skills, knowledge and
experience of employees

48. 37
Source: primary data 2016
Figure 4.4.5 confirms that 46% of the respondents agreed that job rotation improves the
skills, knowledge, and experience of the employees. This means that the commission
should encourage the job rotation plans to boot performance.
The finding agree with Ortega, (2001), there are different reasons an organization may
choose to utilize job rotation such as using job rotation as a learning Mechanism, he
suggests that there are significant benefits that may outweigh the costs involved with
training employees for diversified positions. As a learning mechanism, employees are
given the opportunity to learn necessary skills which can help them to advance within a
company.
4.5 Workshops and seminars
Figure 4.5.1 showing that workshops and seminars contribution to employees’
understanding their areas of working.

49. 38
Source: primary data 2016
Figure 4.5.1 shows that 50% in total of the respondents strongly agreed that learning
through workshops and seminars contributes to the understanding of employee areas of
working and influences the organizational performance, on the other hand only 42% of
the respondents agreed, and only 8% were neutral and undecided. This means that
workshops and seminars were very important in influencing the performance of the
employees at workplace.
The findings agree with Harrison, (2000) learning through training influence the
organizational performance by greater employee performance, and is said to be a key
factor in the achievement of corporate goals, however, implementing training programs
as a solution to covering performance issues such as filling the gap between the standard
and the actual performance is an effective way of improving employee performance
(Swart et al., 2005).

50. 39
Figure 4.5.2 showing that workshops and seminars influence organizational
performance
Source: primary data 2016
Figure4.5. 2 shows that 52% in total of the respondents agreed that learning through
workshops and seminars influences the organizational performance, on the other hand
only 40% of the respondents strongly agreed, and only 8% were neutral and undecided.
The findings concur with Cooke, (2000) employees need continuous training for doing
their assigned tasks, and well moreover he says presenting & functioning are also
Counted for performance of employees.
Figure 4.5.3 showing that workshops and seminars improves employee performance

51. 40
Source: primary data 2016
Figure 4.5.3 shows that 42% in total of the respondents agreed that workshops and
seminars could provide a solution to employee performance and a factor in achievement
of the institution goals, on the other hand only 38% of the respondents strongly agreed,
and only 18% were neutral and undecided as well as 2% of the respondents disagreed.
This means that workshops are important and the commission should take advantage of
them.
The findings concur with Harrison, (2000) learning through workshops influence the
organizational performance by greater employee performance, and is said to be a key
factor in the achievement of corporate goals, however, implementing training programs
as a solution to covering performance issues such as filling the gap between the standard.

52. 41
Figure 4.5.4 showing that employee are satisfied with workshops and seminars
Source: primary data 2016
Figure 4.5.4 shows that 52% in total of the respondents disagreed that they were satisfied
with workshop methodology at the commission, on the other hand only 10% of the
respondents strongly agreed, and only 26% were neutral and undecided, 24% agreed, and
12% strongly disagreed. This means that Public Service Commission was not using
workshop methodology despite the factor that employees were encouraged to use the
technology.
The findings concur with Swart et. al, (2005), bridging the performance gap refers to
implementing a relevant training intervention for the sake of developing particular skills
and abilities of the workers and enhancing employee performance. He further elaborate
the concept by stating that training facilitate organization to recognize that its workers
are not performing well and a thus their knowledge, skills and attitudes needs to be
molded according to the firm needs.

53. 42
Figure 4.5.5 showing that workshops and seminars contribution to employees’
understanding their areas of working
Source: primary data 2016
Figure 4.5.5 shows that 48% in total of the respondents agreed that workshop sessions
have impact on the employee skills, on the other hand only 12% of the respondents
strongly agreed, and only 28% were neutral and undecided and 3% disagreed and 4%
strongly disagreed. This means that according, Wright, (2001) he identifies that training
program is used to change competency level of employees, it puts great impact on the
employees performance, so that organizational performance also be improved with the
performance of employees

54. 43
4.6 Departmental Committee assignments
Figure 4.6.1 showing that committee assignments develop team work in Public
Service Commission
Source: primary data 2016
Figure 4.6.1 shows that 34% in total of the respondents agreed that committee
assignments develop team work in the organization, on the other hand only 14% of the
respondents strongly agreed, and only 26% were neutral and undecided, 22% disagreed
and 4% strongly disagreed. This means that according to Raj Kumar, (2010), under the
committee assignment, group of trainees are given and asked to solve an actual
organizational problem, the trainees solve the problem jointly, it develops team work.in
this method trainees are asked to solve an actual organizational problem.
Figure 4.6.2 showing that committee assignments develop team spirit and unity
work in Public Service Commission

55. 44
Source: primary data 2016
Figure 4.6.2 indicates that 28% in total of the respondents agreed that committee
assignments help to develop team spirit and work in a united way towards achieving
common goals, 16% of the respondents strongly agreed, and 44% were neutral and
undecided, 10% disagreed and 2% strongly disagreed.
The findings concur with Raj Kumar, (2010), assigning talented employees to important
committees can give these employees a broadening experience and can help them to
understand the personality issues and processes governing the organization. It helps them
to develop team spirit and work in a united way towards common goals. However,
managers should very well understand that committee assignments could become
notorious time wasting activities.

56. 45
Figure 4.6.3 showing that committee assignments create a platform for sharing
Source: primary data 2016
Figure 4.6.3 the researcher was covering the aspect Committee assignment creates a
platform where by the employees can share and exchange their expertise, skills and
motives. Respecting the study respondents, 34% of the respondents agreed that
Committee assignment creates a platform where by the employees can share and
exchange their expertise, skills and motives while only 8% of the respondents have
disagreed and 36% of the respondents were not sure. So these findings shows that almost
half of the respondents have a reproach on this issue, so Puntland Civil service
commission needs to re-adjust the modality they are using in order to realize that the
current committee assignment temple can create a platform where by the employees can
share and exchange their expertise, skills and motives.
Figure 4.6.4 showing that committee assignments enhance training at Public Service
Commission

57. 46
Source: primary data 2016
Figure 4.6.4 shows that 22% of the respondents agreed and 4% that committee
assignments were relevant to their work, while only 30% of the respondents have
disagreed that committee assignments were relevant to their work and 30% of the
respondents were not sure. These findings are similar to the previous research findings
by Raj-Kumar, 2010), the above on the job training method are cost effective. Employees
actually produce and serve while they are learning. Since immediate feedback is
available they motivate trainees to observe and learn the right way of doing things. Very
few problems arise in the case of transfer of training because the employees learn in the
actual work environment where the skills that are learnt are actually used.

58. 47
4.7 Service delivery at Public Service Commission
Figure 4.7.1 showing that on job training programs are the tools for improvement
of service delivery at Public Service Commission
Source: primary data 2016
Figure 4.7.1 shows that 40% of the respondents agreed that On the-job-training as a tool
for improving public service delivery, while 8% of the respondents disagreed that On
the-job-training as a tool for improving public service delivery and 22% of the
respondents were not sure. Previous studies have found that, employee competencies
changes through effective training programs as it not only improves the overall
performance of the employees to effectively perform the current job but also enhances
the knowledge, skills and attitude of the workers necessary for the future job, thus
contributing to superior organizational service delivery (Wright & Geroy, (2001).
Through training, the employee competencies are developed and enable them to
implement the job related work efficiently, and achieve firm objectives in a competitive
manner, (Swart et al., 2005).

59. 48
Figure 4.7.2 showing that training is smart choice for improvement of service
delivery at Public Service Commission
Source: primary data 2016
Figure 4.7.2 shows that 36% of the respondents agreed that On the-job-training as a tool
for improving public service delivery, while 14% of the respondents disagreed that On
the-job-training as a tool for improving public service delivery and 16% of the
respondents were not sure. Previous studies have found that, employee competencies
changes through effective training programs as it not only improves the overall
performance of the employees to effectively perform the current job but also enhances
the knowledge, skills and attitude of the workers necessary for the future job, thus
contributing to superior organizational service delivery (Wright & Geroy, (2001).
Through training, the employee competencies are developed and enable them to
implement the job related work efficiently, and achieve firm objectives in a competitive
manner (Swart et al., 2005).

60. 49
Figure 4.7.3 showing that training and development programs are functions of
service delivery at Public Service Commission
Source: primary data 2016
Figure 4.7.3 reveals that 48% in total of the respondents agreed that on-the-job training
programs motivations matters the good public service delivery, while 8%of the study
respondents disagreed that on-the-job training motivations matters the good public
service delivery and only 22% of the respondents were not sure that on-the-job training
motivations matters the good public service delivery. Going with the majority of the
respondents, it can be concluded that the employee believes that on-the-job training
motivations matters the good public service delivery as it motivates employees to
perform well and deliver good public service delivery.

61. 50
Figure 4.7.4 showing that on job training motivates public service delivery at Public
Service Commission
Source: primary data 2016
Figure 4.7.4 shows that 40% of the respondents have agreed that effective training and
development programs motivate good public service delivery and 20% of the
respondents were not sure, while only 20% of the respondents disagreed effective
training and development programs as a function in the public service delivery. These
findings are similar to the previous research findings by Wright & Geroy (2001),
employee competencies changes through effective training programs as it not only
improves the overall performance of the employees to effectively perform the current job
but also enhances the knowledge, skills and attitude of the workers necessary for the
future job, thus contributing to superior organizational service delivery.
4.8 Significant relationship between the study Variables using Pearson Linear
Correlation Co efficiency
The researcher used the Pearson (r) order correlations to establish the relationships
between the variables.

62. 51
4.8.1: Significant relationship between on job training and Employees’
performance.
The PLCC was used to determine if there was a significant relationship in the levels of
on job training and Employees’ performance in Puntland Civil Service Commission at
0.05 level of significance and determine significance relationship in the variables to help
the researcher accept or reject the null hypothesis and the alternative hypothesis. The
results were;
Table 4.8:1 PLCC results for on job training and Employees’ performance
Results indicated that on job training is positively related to Employees’ performance (r
value = 0.300, sig= 0.034) the r value was big enough and above 0.05 level of
significance while the sig value was small enough and below 0.05 level of significance.
Descriptive Statistics
Mean
Std.
Deviation r-value
Sig Interpretation Decision on Ho
On job training
2.2740 0.36031
0.300*
*
Significantly
correlated
Null Hypothesis
Rejected
Employees’
performance
2.2650 0.76667 0.034
Correlation is significant at the 0.05 level (2-tailed).
Source: primary data 2016

63. 52
Further the findings indicate that On job training in terms of mentorship, job rotation,
workshops, and departmental committee assignments constructs of On job training
positively did correlate with Employees’ performance constructs. The findings also
indicate that the null hypothesis was Rejected while the alternative was Accepted
because the r= value (r-value=0.300) were big enough and above 0.05 level of
significance and the accompanying sig (sig=0.034) was small enough. Therefore, the null
hypothesis stated which there is no significant relationship between on job training and
Employees’ performance in Puntland Civil Service Commission was Rejected and the
alternative hypothesis which stated that there is a significant relationship between on job
training and Employees’ performance in Puntland Civil Service Commission was
accepted. This means that when employees are trained on their jobs, they can increase
their performance.
This study agrees with Onyango &Wanyoike (2014) who carried out a study on the
effects of training on employee performance of health workers in Siaya County, Kenya
and established a positive relationship between the variables.
4.9 Regression Analysis to test the degree of relationship between the variables
The regression model below shows the predictive potential of on job training on
Employees’ performance.
Table 4.9.1 illustrates the findings on the strength of relationship between the two
research variables using regression analysis.

64. 53
Variables
regressed
Adjusted R
Square F Sig.
Interpretation Decision on
Ho
On job
training
against
Employees’
performance
s 0.071 4.738 0.034a
Significantly
related
Null
Hypothesis
Rejected
Coefficients
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B Std. Error Beta
1 (Constant) 0.815 0.674 0.300 1.208 0.233
Employees’
performance
0.638 0.293 2.177 0.034
a. Dependent Variable:
Employees’ performance
Source: primary data 2016
From table 4.9.1 since the sig value (sig=0.34a) is less than 0.05 at 5 % level of
significance, therefore, the researcher rejected the null hypothesis and accepted the
alternative hypothesis and conclude that the said two variables (On job training as the
independent variable and employees’ performance as dependent variable) were
significantly related and that they are dependent on each other.

65. 54
From chapter three of the methodology, the research proposed to use regression to test
the degree of relationship of the variables. It was upon this background that this equation
was drawn and pending proof from the data findings of the study. Thus;
Y = β0 + β1X1 + β2X2+ β3X3+ β4X4 ε Where:
Y = dependent variable (performance).
β0 = Constant or intercept which is the value of dependent variable
when all the independent variables are zero.
β1-4 = Regression coefficient for independent variables.
X1 = workshops as a method of on-the job training
X2 = mentorship as a method of on-the-job training
X3 = Job- rotation
X4 = committee assignments
ε = Stochastic or disturbance term or error term
From the empirical model above, the research summarized the equation into a simple and
understandable and deduced:
EP = OJT
0.638 + 0.815
Where;
EP = Employees’ Performance
OJT = On Job Training
From the equation above it is revealed that 0.648% variations in employees’ performance
of Puntland Public Service Commission is caused by on job training; which means that
other factors contributes 0.815% variations. The others factors which influence
employees’ performance include; motivation of employee, management styles, job
security and management employee policy.
It is evident from the results that on job training has the potential to explain a 63.8% of
the variance in the employees’ performance. The model further suggests that it is very
essential for Puntland Public Service Commission to deal with on job training (Beta =
0.300, Sig. 0.034) before they address any other issue.

66. 55
CHAPTER FIVE
CONCLUSION, SUMMARY AND RECOMMENDATION
5.1 Introduction
This chapter presents the summary of the findings of the study for the previous chapter
four.
This chapter also includes conclusions, recommendations for the study, and areas of
further research suggested.
5.2 Summery of the findings
5.2.1 Mentorship and employee’s performance
The study found out that mentorship gives the employees necessary skills to work in the
task from start to the end, because majority of the of the employees have agreed that the
mentorship gives the employees necessary skills to work in the task from start to the end
and as well as inspires employees performance. The study also found that after employee
mentorship, as an employee they got a new skills and ability to serve more. These
findings are in agreement with the Schooley, (2010), who noted that mentorship involves
a formal or informal training partnership where employees receive information, basic
skills, advice, and guidance from an experienced professional, usually within the
organization, who has expertise and a motivation to help others grow in their jobs.
In a traditional sense, mentorship involves a process that brings together the
inexperienced and the experienced in an attempt where the former will gain knowledge,
self-confidence, skills and competencies from the later as they transit through the process
Colky& Young, (2006).
However the study found out that Puntland Civil Service commission doesn’t use
mentorship programs and 60% of the respondents have total disagree that the institution
is currently using the mentorship as a training method to inspire the employee’s
performance.