TRAINING AND EMPLOYEE PERFORMANCE IN PRIVATE HOSPITALS IN UGANDA: A CASE OF KISUBI HOSPITAL

BY

KITONE EMMANUEL

2018/FEB/MBA/M223096/WKD/KLA

A RESEARCH DISEERTATION SUBMITTED TO THE SCHOOL OF BUSINESS ADMINISTRATION FOR FIELD RESEARCH AS PARTIAL FULFILLMENT 
OF THE REQUIREMENTSFOR THE DEGREE OF MASTERS 
OF BUSINESS ADMINISTRATION (MANAGEMENT) OF 
NKUMBA UNIVERSITY, ENTEBBE UGANDA

FEBRUARY, 2022
DECLARATION
I, Kitone Emmanuel, declare that, this study is my original work and has never been presented to any Educational Institution or University for both professional and academic purposes. Where the works of others have been cited due acknowledgements have been done.

Signed…………………………………….. Date……………………………….

KITONE EMMANUEL

STUDENT

APPROVAL
I certify that, Kitone Emmanuel has carried out his research on “Training and Employee Performance in Private Hospitals: a case of Kisubi Hospital” under my supervision. 

Signed……………………………...……….  Date…………………….……….  

MR. KAMUSIIME SAMUEL

SUPERVISOR

DEDICATION

I dedicate this dissertation to my family members and friends who have always been there for me in the process Most especially, my grandmother, madam, Nanssamba Elizabeth, Fr.RE Xavier Francis Kikomeko, Mr. Luca Pavesi, madam Racheil Rennie, Jane Smith, Mr. Stevenstone, Colptts Rowena and Rev Fr. Gerald Wamala

ACKNOWLEDGEMENT

First of all, I thank the Almighty God who has kept me alive and enabled me to achieve such academic accreditation.

My sincere gratitude go to family members who enabled me excel to this stage. I thank you so much.

My sincere gratitude goes to my supervisor Mr. Kamusiime Samuel for the effective supervision, guidance and encouragement that has enabled me to complete this dissertation.

To my siblings for all the direct and indirect support you have rendered to me throughout the course of producing this work.

TABLE OF CONTENTS
DECLARATION
APPROVAL
DEDICATION
ACKNOWLEDGEMENT
TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.0. Overview
1.1.Background to the study
Problem Statement
1.2.Purpose of the study
1.4.Research questions
1.6.Scope of the Study
Geographical scope
Content scope
1.8. Justification
1.9.Significance of the Study
CHAPTER TWO
STUDY LITERATURE
2.0. Introduction
2.1. Literature survey
2.3. Empirical Review
Conceptual Framework
CHAPTER THREE
STUDY METHODOLOGY
3.0. Introduction:
3.2. Research design
3.3. Study Population
3.4. Sample Size
3.5. Sampling techniques
3.7. Data collection procedures
3.8. Data Sources
Primary data Collection
Secondary Data
3.9. Data collection methods and instruments
Data collection methods
Data collection instruments
Self Administered Questionnaire
Interview guide
3.10. Data processing
3.11. Data Analysis
3.12. Reliability and Validity of research instruments
3.13. Ethical considerations
3.13. Study limitations
3.14. Conclusion
CHAPTER FOUR
RESPONDENTS’ PERSONNEL CHARACTERISTICS
CHAPTER FIVE
ON-JOB- TRAINING AND EMPLOYEES’ PERFORMANCE
5.0. Introduction
5.1. Descriptive statistics about on-job- training and employees’ performance
5.2. The relationship between on-job-training and Employees’ performance
CHAPTER SIX
OFF JOB- TRAINING AND EMPLOYEES’ PERFORMANCE
6.0. Introduction
6.1. Descriptive statistics on the Off-the-job training
CHAPTER SEVEN
FINDINGS ON ROTATION AND EMPLOYEE PERFORMANCE
7.0. Introduction
7.1. Descriptive statistics on the job rotation
7.2. Correlation Analysis between Job rotation and Employee Performance at Kisubi Hospital
CHAPTER EIGHT
HORMIONIZATION OF TRAINING AND EMPLOYEE PERFORMANCE
8.0. Introduction
8.1. Training
8.2. On-the-job Staff Training and Employee Performance
8.3 Off-the-job Training and Employee Performance
8.4. Job rotation and Employee Performance
8.5. Employee performance
8.5.1 Descriptive Statistics on employees’ Performance
CHAPTER NINE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
9.1. Introduction
9.2 Summary of the Findings
9.2.3 Off-The Job Training and Employee Performance.
9.3 Conclusions
9.4 Recommendations
9.5 Suggestions for Further Research
REFERENCES
APPENDICES
Appendix I. Self Administered Questionnaire
Appendix II: Interview guide

LIST OF TABLES
Table 13.1: Sample Size and Sampling Techniques……………………………………………..
Table 3.2. Age of Respondents
Table 3.3. Tenure of Service
Table 3.4. Education Level of Respondents
Table 3.5. Sex of Respondents
Table 4.1. Age of Respondents
Table 4.2. Tenure of Service
Table 4.3. Education Level of Respondents
Table 4.4. Sex of Respondents
Table 5.1: Descriptive statistics about on-job- training and employees’ performance
Table 5.2: Correlation Coefficient for on-job-training and employees’ Performance
Table 6.1: Descriptive statistics on the Off-the-job training
Table 7.1: Descriptive statistics on the job rotation
Table 7.2: Correlation Results on job rotation and Employee Performance
Table 8.1.: Employees Performance

ABSTRACT
The study aimed at establishing the contribution of training to employee’s performance of Private Hospitals using its Kisubi Hospital ant it based on the following objectives; To establish the contribution of on the job training to employee performance at Kisubi Hospital, to investigate contribution off the job training to employee performance at Kisubi Hospital and to find out the contribution of job rotation to employee performance at Kisubi Hospital. The study used across sectional design with both quantitative and qualitative approaches. Self-administered questionnaire and the interview guide were the main data collection instruments. 

Findings indicated that, 22.7 percent of the respondents strongly agreed to the statement that on-the-job trainings used during orientations impact positively on performance, 53.2 percent agreed, while 22.2 percent disagreed and only 1.9 percent strongly disagreed. Asked further whether “all training forms used to develop employees on-the-job are flexible”, 7.4 percent strongly agreed, 35.6 percent agreed, 3.7 percent were undecided, while 42.6 percent denied and 10.6 percent strongly denied the statement. On whether employees are highly satisfied with on-the-job training as compared to of-the-job trainings; 6.0 percent strongly agreed, 17.6 percent agreed, 7.9 percent were undecided, whereas 62.5 percent disagreed and only 6.0 percent strongly disagreed.  Details of the results also indicated that, 14.8 percent of the respondents strongly agreed to the statement that “off-the-job training in the Kisubi Hospital is linked to career development”; 38.9 percent agreed, 9.3 percent were undecided, whereas 35.0 percent disagreed and only 2.0 percent strongly disagreed. The analysis showed that 53.7 percent conformed to the view that “off-the-job training in the Kisubi Hospital is linked to career development. 

The study concluded that, performance of workers of Kisubi Hospital is influenced positively by on-job training. The employees of the association mainly access on- the job training which affect efficiency of employees which is quite relevant and useful in enhancing their performance in as far as accomplishment of tasks and delivering quality work is concerned. In light of the correlation results which were positive and significant and views of respondents which indicated a positive link between off-job training and employee performance, the study concludes that performance of staff of Kisubi Hospital is significantly affected off-job training. Also Kisubi Hospital adopts job rotation practices.

The study recommends the need for increased support to the off-job training component of human resource performance improvement strategy at Kisubi Hospital. Increased access to off-job training will improve’ employees’ work skills and enhance their performance. Off job training should be in terms of works, seminars, conferences and sending staff for further studies.

CHAPTER ONE
INTRODUCTION
1.0. Overview
This chapter presents the background of the study, problem statement and purpose of the study, research objectives, and research questions, scope of the study and setting, justification, significance and arrangement of the study.
1.1.	Background to the study
Training practices is one way that organizations are able to improve their performance, scholars have argued that an organization’s success is at least partially dependent on its employees and their behaviors in carrying out the strategies of the business (Becker & Gerhart, 1996). Organizations that can effectively influence the behaviors and motivation of their employees through training are always able to increase their performance and viability (Henning, 2009). 
The study is very important because, a crucial goal for any organization is to perform well and achieve good results and there can be many means to achieve this, and one possibility is to manage the training programms in such a way that they give rise to increased performance and improved organizational results. There is therefore a continual need for this study since information about staff development and training fulfils is critical for performance of any organizations as stated by Sultana et al. (2012). To develop the desired knowledge, skills and abilities of the employees to perform well on the job, requires effective training programs that may also effect employee motivation and commitment Meyer and Allen, (1991). 
In order to prepare their employees to do their job properly, organizations have to offer training as to optimize their employee’s potential. Giving them long term training, new skills and career development.
Historically, the origin of training goes way back to Frederick Taylor and Scientific Management as cited by Wright (2006). Taylor’s (1911) accounts for his experiments and ways of ensuring and increasing effectiveness are similar to what we now know as job analysis, selection, training, and motivation through compensation. From the early steps of Frederick Taylor, training came to be through influences from industrial psychology, industrial sociology and labour economics theory (Machmer & Craver, 2000). The Hawthorne studies of the 1930s further induced the interest in how to make the jobs and work place motivational and how to enhance employee commitment. During the era of Industrial Relations, the organizational activities centre on people and employees were grouped together under the name of personnel administration. Here, each activity had a clear objective based on one specific theoretical model tied to a distinct problem; however, the overall objective of personnel administration was yet to be stated. Further down the line, there was a shift in focus that generated the shift from personnel administration to strategic human resource. The object of understanding and achievement was no longer individual job performance but rather the overall organizational effectiveness. 

In the 1960s, both scholarship and practice shifted from design and administration of activities to managing a workforce for the accomplishment of organizational objectives. The shift in terms, from organizational setups to training, signified a new way of thinking about the employees; they were now considered to be resources in an employing organization which needed to be managed jointly with other resources in order to achieve organizational effectiveness (Mahoney & Danford, 2004). 
In addition, one began to see a more strategic view of the activities or practices as a whole, the overall objective of training became more noticeable and was guided towards organisational effectiveness An ever rapidly changing business environment therefore demands for a lifelong learning as an essential coping strategy. 
Business environments change from time to time which calls for continuous upgrading of employee skills and capabilities to improve on their job performance, growth and the ability to adapt to the rapidly changing economic environments for the organization to remain competitive (Amin et al., 2013). 

Pfeifer, Janssen, Yang & Backes-Gellner (2011) support this by saying that next to schooling, human capital accumulation after entry into the labour market is considered key to economic performance at both themicro and the macro level. Further Elnaga and Imra (2013) posit that to develop the desired knowledge, skills and abilities of the employees, to perform well on the job, requires effective training programs that may also effect employee motivation and commitment. 
Elnaga and Imra (2013) further argue that in order to prepare their workers to do their job as desired, organizations provides training so as to optimize their employee’s potential. They note that most of the firms, by applying long term planning, invest in building new skills by their workforce, enabling them to cope with the uncertain conditions that they may face in future, thus, improving the employee performance through superior level of motivation and commitment and when employees recognizes their organization interest in them through offering training programs, they in turn apply their best efforts to achieve organizational goals and show high performance on the job. Hence training is therefore critical in achieving an elastic workforce which is motivated and committed (Boxall & Purcell, 2008).

In 1987, Guest introduced training as a new approach to personnel management, where it differentiated itself from more traditional ways of managing employees. This included greater involvement of line-managers and a strategic alignment with the company as a whole. Further, Guest emphasised strategic human resource management’s contribution to flexibility, quality and employee commitment, which in turn would influence employee absence, turnover and work performance in a positive matter. This presumption was soon acknowledged by both practitioners and academics, contributing to the explosion of research and the renaming of employment positions and departments that followed. However, much of the interest in systems of training stems from the rise of Japanese high-quality production systems in the 1970s and 1980s (Boxall & Purcell, 2008). Faced with competitors who were simultaneously raising product quality, reducing production costs, and improving rates of innovation, some elements of western manufacturing simply disappeared, while others soon learnt that they could not rely solely on their marketing skills (Blasi & Kruse, 2006). In order to survive they had to change and seek new ways of achieving competitive advantage. This included an increased focus on their internal operations, and adopting the Japanese lean principles. This meant moving away from the low-discretion, control-focused work systems associated with Fordist operations management towards work systems that increased involvement of production workers and raised skills and incentives (Hall, 2004).
Conceptually, training is a systematic process of acquiring knowledge, skills, abilities, and the right attitudes and behaviours to meet job requirements” (Gomez-Mejia, et. al., 2007). Training has been reckoned to help employees do their current jobs or help meet current performance requirements, by focusing on specific skills required for the current need. 
According to Smither et al (2005), performance refers to the ability of the business to survive and makes profits and expands. Performance refers to the accomplishment or achievement of the business objectives. (Osterman, 2000). Eliot also defines performance as the act, process or manner of doing, functioning and execution of the duties. Performance management can be measured by the quality of the work done, cost reduction, reduction of the variances among others (Bacon and Blyton, 2000). 
Performance has different features such as continuity of the process and not annual event and individual contribution to the organization as a whole must be considered (Ackroyd and Fleetwood, 2004).  
Theoretically, the study will be guided by the Learning theory and the goal setting theories.  Learning theory as cited by Long, et al (2016) keep clear that training is an organizational process whereby employees can learn new skills as well as relearn and reinforce existing knowledge and skills. This means that training is sustainable process to make an employee go parallel with new technologies, skills and knowledge. The most important for the existing management is to think about the new opportunity and method of training and skills that can develop effectiveness and efficiency of employee in which finally could be added advantage to the organization. On the part of McGehee and Thayer (1961) viewed that employees acquire new skills and knowledge by observing other employees whom they have confidence in, credible and who seem to be more knowledgeable. In addition, training is influenced by persons’ ability to successfully learn new skills, which is originated from encouragement and observation on others. Taking what McGehee and Thayer (1961) say, it seem that they of the view that there is no need of employees training because the employees will learn and acquire new skill as they continue working by seeing what other employees are doing. Moreover, Stoner et al (2004) differentiate those three terminologies as he explain that Training is directed towards maintaining and improving current job performance, while development seeks to develop skills for future jobs, both Managers and non-Managers may receive help from training and development programs, but the mix of experience is like to vary.
Goal theory on the other hand highlights four mechanisms that connect goals to performance outcomes: 1) they direct attention to priorities; 2) they stimulate the process of Performance Management effort; 3) they challenge people to bring their knowledge and skills to bear to increase their chances of success; and 4) the more challenging the goal, the more people will draw on their full repertoire of skills. This theory underpins the emphasis in performance management on setting and agreeing objectives against which performance can be measured and managed which are only attained through training. As cited by Hall et al, (2009), on job training that includes rotations, seminars and workshops is always effective in equipping employees with the best knowledge and skills to perform their duties. Snape & Redman (2010) argues that training is responsible for creating and changing work environment that recognizes employees whose actions and activities exemplify the organization’s joint viewpoint and apprehensions.   Therefore, this theory is considered the best because of the simple observation that setting training goals for employees motivates them to strive towards achieving these goals which in turn improves their performance. 
Contextually, Kisubi Hospital is a Catholic Printing Press which was founded by the Missionary Sisters of St. Peter Claver on March 28th, 1957. It was managed and run by the Sisters for 17 years. Kampala Archdiocese took over its ownership on April 1st, 1973. The hospial was registered as a medical facility in 1994 to be legible for offering medical services. Kisubi Hospital is located at Kisubi; 22 kms off Entebbe Road from Kampala.  The Performance of in the Kisubi Hospital has been and continues to draw attention from the external and internal environment. There are various factors that affect performance of employees and it is the purpose of the study to analyze the contribution of training to employees’ performance and come up with recommendations on how to improve performance of employees beneficiaries will enjoy an extensive range of services and comprehensive or highly personalized services. 
The range of support comprises all services, including administrative services such as health care, medical care, community health and support (Kisubi Hospital, 2018).  This mandate is achievable through a frame work of employee knowledge and skills to handle the dynamic situations on the ground. According to the   human resource handbook (2020), the strategic objectives are: 
i.	Employing skilled staff which promote a culture of high performance, personal development and continuous leaning
ii.	Encouraging high level of staff participation in planning, delivery and evaluation of work
iii.	Recognizing success staff performance  and addressing under performance in affair and equitable manner
iv.	Designing good training programs
 Problem Statement
In Uganda, many hospitals both private and public engage in training of staff so that they can achieve its purpose by adding value to its key resource they employ and this is because every aspect and activity of hospitals involves people. Kisubi Hospital using its human resource policy has been trying to improve the employees’ performance by exposing its employees in various trainings programs such as rotations, workshops and seminars. All these are done to modify employee behaviors through learning events, activities and programs which results in the participants achieving the levels of knowledge, skills, competencies and abilities to carry out their work effectively. However, there are a number of issues including of poor quality service, delays in service delivery, lack of staff commitment and poor decision making thus affecting its performance. The human resource report of Kisubi Hospital, for the year 2019 indicated that services and decision making declined by 18% and 15% in the years 2018 and 2019 respectively. Employees at the Hospital signal delays in the medical service provision to the clients. Therefore, the study intended to find out whether training contributes to employee performance at Kisubi Hospital.
1.2.	Purpose of the study
The purpose of the study was to establish the contribution of training to employee’s performance in Private Hospitals using Kisubi Hospital as a case study.
1.3.	Objectives of Study
i.	To establish the contribution of rotation-the job training to employee performance at Kisubi Hospital.
ii.	To investigate contribution of off-the job training to employee performance at Kisubi Hospital,
iii.	To find out the contribution of job rotation to employee performance at Kisubi Hospital.
1.4.	Research questions
i.	What is the contribution of on the job training to employee performance at Kisubi Hospital?
ii.	What is the contribution of off the job training to employee performance at Kisubi Hospital?
iii.	What is the contribution of job rotation to employee performance at Kisubi Hospital?
1.5.	Hypotheses 
H0: there is no significant relationship between training and employee’s performance in Kisubi Hospital
HI: There is a significant relationship between training and employee’s performance in Kisubi Hospital.
1.6.	Scope of the Study
Geographical scope
The study was carried out at Kisubi Hospital in Busiro South, Wakiso District.  The Hospital is located at Kisubi about 22 kilometers off Kampala-Entebbe highway in Kisubi. It is neighbored by St. Josephs Technical Institute, Kisubi to the North and Goggonya to the East.
Content scope
The study focused on the training to employee’s performance of Private Hospitals and it focuses on the following aspects including to establish the contribution of job rotation to employee performance at Kisubi Hospital, to investigate contribution of on job training to employee performance at Kisubi Hospital and to find out the contribution of seminars and workshops to employee performance at Kisubi Hospital
Time scope
The study focused on organizational reports for a period between 2018 to 2021 and this is due to the fact that performance started becoming questionable during this period. However, Data collection was done between October to December 2021. 

1.7.	Setting of the study
The idea behind the assumption that training significantly contributes to organizational results is that the training affects the employees in a positive matter, for example by increasing job satisfaction and motivation, which in turn affects the operational results, such as the quantity and quality of services, which again shall have positive effect on the performance of organization (Paawe, 2009). 
1.8.	Justification 
The presumed connection between training and employees’ performance has received much support from empirical research, where they have investigated both systems of training and single practices’ effects on organizational performance. These systems of training are also known as high performance work systems, high commitment work systems, or high involvement work systems. These systems are believed to consist of several coherent and reinforcing strategic management practices, which together support each other in creating more committed, motivated, satisfied and skilled employees, which in turn has a positive effect on the overall performance of the organization. Included in these systems are practices such as selection and job rotation, on job training and seminars and workshops and other practices like extensive information sharing, job security, welfare benefits and grievance systems. The idea is logical and appealing in itself: you recruit employees who are believed to perform well in the organization, you praise and reward the employees who meet or exceeds your expectations, you train and develop the employees to perform even better; and in between these more strategic practices the employees experience safety, inclusion, and commitment through other training and policies, which creates a healthy work environment that reduces absenteeism and make the employees want to stay with the organization.
1.9.	Significance of the Study
The study on training and employees’ performance of Private Hospitals: a case of Kisubi Hospital shall be of great important to the following parties:
Researchers: 
The study findings, conclusions and recommendations shall provide additional literature to the existing body of knowledge about training and performance and this shall act as a basis for future research. 
Management of Kisubi Hospital
The study shall help management of Kisubi Hospital to put in place appropriate procedures and policies for training in order to improve performance.
The government of Uganda
 The study shall be of practical significance to the government in that it shall be a guide in the formulation of human resource policies, rules and guidelines which shall act as a tool for performance.
1.10.	Arrangement of the study
This section presents the arrangement of the study. This study was structured into eight chapters as follows: 
Chapter one: Introduction- presented the background information about the study, statement of the problem, purpose of the study, the objectives of the study, research questions, study scope and the significance of the study.
Chapter two: Study Literature- presented a survey of literature based on the findings of various researchers in Uganda about the issue at hand. A review of related literature and writings of various researches outside Uganda on the issue at hand, and a conceptual framework to guide the study.
Chapter three: Study Methodology- this chapter discussed the methods that were used by the researcher to carry out the research and includes the research design, area of study, population, sampling techniques, sample size, data types and data collection methods, data collection procedure, instruments/ tools used data analysis and the limitations of the study.
Chapter four presents the findings/ results on the contribution of job rotation to employee performance at Kisubi Hospital. 
Chapter five presents the findings/ results on how on job training ensure employee performance at Kisubi Hospital.
Chapter six presents the findings/ results on the contribution of seminars and workshops on quick decision making at Kisubi Hospital.
Chapter seven presents the harmonization towards training and employees’ performance.

Chapter eight presents the summary and conclusions to the study

Finally the References and Appendices. 

CHAPTER TWO
 STUDY LITERATURE
2.0. Introduction
This chapter presents what other researchers have written about the Service Quality and customer satisfaction. It consist the literature review and literature survey in done to identify any gaps that other researchers left.
2.1. Literature survey
Nsubuga (2008) conducted the study on the impact of human resource management factors influencing employees’ productivity among employees of Mulango Hospital. The study based on the following objectives: to find out the factors that contributes to employees’ productivity and to find out the effect of satisfying employees. The study used a case study design with both qualitative and quantitative approaches, he used questionnaires and the interviews as the main data collection methods. The findings of the study revealed that factors like financial remuneration determine employees’ productivity. Furthermore, training is necessary to enable employees to perform better on their current job as well as provide them with the knowledge, skills and abilities to perform in future jobs  The study recommended that employees be effectively and sufficiently recognition, capacity building be offered, employees be involved in decision making among others contributes to employees’ productivity. However, Nsubuga (2008) in his study did not cover the influence of job rotation to performance and therefore this study intends to close this gap.
Nakalema (2010) undertook research on ‘the effects of performance management on staff performance at Ministry of Health. The objectives included; to find out the training methods employed by the ministry of Health, to establish the contribution of training programs on the performance of Ministry of Health.  The study used across sectional design with only qualitative approach. The study findings indicated revealed that, training is the planned and systematic modification of behavior through learning events, activities and programs which results in the participants achieving the levels of knowledge, skills, competencies and abilities to carry out their work effectively. The implementation of training and development programs are critical factors that most organizations need in order to enhance employee performance. Employee training can be on-the-job training (OJT).The study reported that Ministry of Health lacks training systems, it revealed that performance had decreased over the last three years of the study period and the major cause was performance management. The study recommended better performance management systems will improve on staff performance. However, this study did not indicate how training impact on the performance and therefore the current study intends to close this gap.
2.2. Theoretical review
The nature of the training in the public sector has changed over the recent decades. Traditionally, training was considered to be job-focused limited to the technical skills and abilities needed by public employees to perform their specific tasks. Individuals obtained their education first and subsequently received training in a working environment. The following four theories underpinned employee training and organization performance have been identified by the collection of theorist.
Goal setting Theory
Goal setting theory as developed by Latham & Locke (1979) and cited in Hall et al, (2009), highlights four mechanisms that connect goals to performance outcomes: 1) they direct attention to priorities; 2) they stimulate the process of Performance Management effort; 3) they challenge people to bring their knowledge and skills to bear to increase their chances of success; and 4) the more challenging the goal, the more people will draw on their full repertoire of skills. This theory underpins the emphasis in performance management on setting and agreeing objectives against which performance can be measured and managed.
As adapted to this study people are more likely to achieve difficult yet attainable goals than they are to achieve less difficult goals. In addition, the theory proposed establishes an intimate link between goal setting and employees training. Organizations leaders wanting to increase efficiency and productivity can benefit from fully understanding the theory and its underlying principles. Lack of accomplishment of goals leads to job dissatisfaction. Thus Goal Setting Theory can be useful in predicting job satisfaction. Job satisfaction is an important attribute for employee productivity and commitment to the organization.
Also, the Goal setting involves the conscious process of establishing levels of performance in order to obtain desirable outcomes. If individuals or teams find that their current performance is not achieving desired goals, they typically become motivated to increase effort or change their strategy Locke & Latham, (2006). An organizational goal is thereby of vital importance because it helps an individual to focus his or her efforts in a specified direction in performing specific tasks.
In other words, goals canalize behavior. A direct linear relationship between goal difficulty, level of performance, and effort involved. This relationship will stay positive, as long as the person is committed to the goal, has the requisite ability to attain it, and doesn't have conflicting goals. The employee performance of such organization comes through the action taken from implementing the setting goal, which should include; setting a structure that directs actions and behaviors, which improve the unsatisfactory performance. Setting a goal through regarding training program application will change a person's behavior in order to work towards achieving the set goal. Goal-setting theory predicts that people will channel effort toward accomplishing their goals, which will in turn affect performance thus the organization must be prepare the SMART goals, which are conditions that are necessary to make goals effective.
Resource-Based View (RBV) Theory
The resource-based view (RBV) is based on the idea that the effective and efficient application of all useful resources that company can muster helps determine its advantage. The origins of the resource-based view can be traced back to earlier research. Retrospectively, elements can be found in works by Wernerfelt (1984), where emphasis is put on the importance of resources and its implications for firm performance. Major concern in RBV is focused on the ability of the firm to maintain a combination of resources that cannot be possessed or built up in a similar manner by competitors. This paradigm shift from the narrow neoclassical focus to a broader rationale, and the coming closer of different academic fields (industrial organization economics and organizational economics being most prominent) was a particular important contribution.
Some aspects of theories are thought of long before they are formally adopted and brought together into the strict framework. A resource-based view of a firm explains its ability to deliver sustainable competitive advantage when resources are managed such that their barrier. RBV explains that a firm’s sustainable competitive advantage is reached by virtue of unique resources being rare, valuable, inimitable, non-tradable, and non-outcomes cannot be imitated by competitors, which ultimately creates a competitive substitutable, as well as firm-specific. A firm may reach a sustainable competitive advantage through unique resources, which it holds, and these resources cannot be easily bought, transferred, or copied, and simultaneously, they add value to a firm while being rare.
The adaptations of this theory are catered on managerial routines at the capability level, rather than apply to the resource base level. In other words, organization management need to make the most of their existing resource material in term of tangible, network resources, cultural, knowledge resource, skill, experience as well as procedural resources with the resource of potential dynamics yet simultaneously understand the ongoing depreciation of this resource base at all time. Resources are the inputs or the factors available to any organization, which helps to perform its operations or carry out its activities. The unique value-creating resources will generate a sustainable competitive advantage to the extent that no competitor has the ability to use the same type of resources, either through acquisition or imitation. The organization development and employees performance depends on the ability of use identical or similar resources that make the same implications on a firm’s performance. This ability of a firm to avoid imitation of their resources should be analyzed in depth to understand the sustainability strength of a competitive advantage.
According to the characteristics of the RBV, rival firms may incumbents of the market, since they do not possess the required resources to perform at a level that creates a threat and competition. RBV provides the understanding that certain unique existing resources will result in superior performance and ultimately build a competitive advantage. There is a vital need to modify and develop resources in order to encounter the future market competition. In order to survive and stay ahead of competition in any public sector organizations, the new and modern resources become highly necessary. 
The need to update resources is a major management task since all business environments reflect highly unpredictable market and environmental conditions, which will reinforce employees in organization improving their performance. The existing winning edge needed to be developed since various world and market dynamics may make existing value-creating resources obsolete.
Also, Organizations use different resources to accomplish goals. The major resources used by organizations are often described as follow: (1) human resources, (2) financial resources, (3) physical resources, and (4) information resources. M anagers are responsible for acquiring and managing the resources to drive the organizational task as well as enabling employees performing their rights, duties and responsibilities which can lead to accomplish the organization goals.
The employee performance seems to improve when all assets that are available in organization uses during the production process and service delivery at the right time and right needs and transformed into output from input. The presence of numerous resources of organization may be inelastic in supply and be possible sources of performance difference, For example, highly skilled employees, creative laborers, effective managers, and modern and quality resources and information resources.
On the other hand, Resource-Based View (RBV) theory as described in Rumelt (1984), advocates that an organization can gain competitive advantage by attracting and retaining competent human resources. A relevant training improves their capacity for optimal performance as well. By implications, the effectiveness of training depends on the pattern of job related knowledge, competencies and behavior that are important for greater performance and organizational success.
Learning Theory
Also there are three terminologies used in this environment, which is learning, or education, training and development. Theoretically these terminologies are confused in their use. Long, et al (2016) keep clear that training and development is an organizational process whereby employees can learn new things as well as relearn and reinforce existing knowledge and skills. This means that training is sustainable process to make an employee go parallel with new technologies, skills and knowledge. The most important for the existing management is to think about the new opportunity and method of training and skills that can develop effectiveness and efficiency of employee in which finally could be added advantage to the respective organization.

On the part of McGehee and Thayer (1961) viewed that employees acquire new skills and knowledge by observing other employees whom they have confidence in, credible and who seem to be more knowledgeable. In addition, training is influenced by persons’ ability to successfully learn new skills, which is originated from encouragement and observation on others. Taking what McGehee and Thayer (1961) say, it seem that they of the view that there is no need of employees training because the employees will learn and acquire new skill as they continue working by seeing what other employees are doing. Moreover, Stoner et al (2004) differentiate those three terminologies as he explain that Training is directed towards maintaining and improving current job performance, while development seeks to develop skills for future jobs, both Managers and non-Managers may receive help from training and development programs, but the mix of experience is like to vary.

2.3. Empirical Review
2.3.1. Impact of on the job training on employee performance 
Kenney et al (1992) makes a point that companies should have different policies for training depending on the class or level of employment or level of employees to be trained. They pointed out that training policies are necessary for the following reasons: To provide guidelines for those responsible for planning and implementing training, to ensure that a company’s training resources are allocated to pre-determined requirements, to provide for equality of opportunity for training throughout the company; and, to inform employees of training and development opportunities. As much as these policies seem to be accurate, they are silent on the elements of budgetary provision and top management support for training. According to Michael Armstrong in his book: A Handbook for Personnel Management Practice (1996), training policies are expressions of the training philosophy of the organization. He also affirms the assertion of Kenny et al (1992), but even further stated that training policy shows the proportion of turnover that should be allocated to training. Training and development falls under HRD function which has been argued to be an important function of HRM (Weil & Woodall 2005). Nadler (1984:1.16) noted that all the human resource development activities are meant to either improve performance on the present job of the individual, train new skills for new job or new position in the future and general growth for both individuals and organization so as to be able to meet organization’s current and future objectives. 
Training as one of the major functions within HRM, training has for long been recognized and thus attracted great research attention by academic writers (Gordon 1992, Beardwell, Holden & Claydon 2004). This has yielded into a variety of definitions of training. 
For example, Gordon (1992) defines training as the planned and systematic modification of behavior through learning events, activities and programs which result in the participants achieving the levels of knowledge, skills, competencies and abilities to carry out their work effectively. 
One of a manager’s most important jobs is to manage the employee development which includes his/her personal growth and career development Linda Maund (2001). For any enterprise to function effectively, it must have money, materials, supplies, equipment, ideas about the services or products to offer those who might use its outputs and finally people, which is the human resource, to run the enterprise. The effective management of people at work is Human Resource Management, Armstrong (1996). Human Resource Management has emerged as a major function in most organizations and is the focus for a wide-ranging debate concerning the nature of the contemporary employment relationships. Managing human resources is one of the key elements in the coordination and management of work organizations. Several new technologies are used to ensure the creation and delivery of services and goods in modern economies. Whatever means are used, the role of individuals and groups as employees and the ability of management to effectively deploy such a resource is vital to the interest of both the employee and organization. Traditionally, Human Resource concerns itself with recruitment, selection, placement, training, compensation and industrial relations among others, (Armstrong 1996). Beer et al (1984) define Human Resource Management as the involvement of all management decisions and actions that affect the nature of the relationship between the organization and its employees-the human resources. According to Beer et al (1984), general management make important decisions daily that affect this relationship and this leads to a map of Human Resource Management territory. 
The global competition and swiftness of changes emphasize the importance of human capital within organizations, as well as the swiftness and ways of knowledge gaining of that capital. In the economy where uncertainty is the only certainty, knowledge is becoming a reliable source of sustained competitive advantage. Knowledge is becoming basic capital and the trigger of development. Previously built on foundations of possessing specific resources and low costs, present day competition is based on knowledge possessing and efficient knowledge management. Modern organizations therefore use their resources (money, time, energy, information, etc.) for permanent training and advancement of their employees. Organizations which are constantly creating new knowledge, extending it through the entire organization and implementing it quickly inside the new technologies, develop good products and excellent services. These activities determine the company as a learning organization with constant innovation being its sole business. These are organizations which realize that learning and new knowledge are becoming the key of success, and that education is crucial for abundance. 
Most workers and managers experience their work environment as increasingly uncertain, with greater pressure to deliver high levels of performance using fewer resources and people (Macneil, 2001). Both workers and managers are expected to demonstrate more knowledge and a wider range of skills, along with self-motivation, initiative and innovation. Emphasis is placed on teams that work collaboratively and share knowledge, which assumes that managers have relinquished the traditional “command and control” approach. At various times managers need to act as instructor, conflict mediator, mentor and coach. Flatter organizational structures rely more on relationships and informal networking. The study found that line managers (rather than HR) had primary responsibility for promotions, coaching, performance management, employee disciplinary action, termination decisions, career development, and recruitment and selection. At the same time, the study found that line managers did not feel comfortable with many of these responsibilities. This is not surprising. Antonioni (2000) says that most managers are appointed because of their prowess in technical functions, and they therefore tend to be uncomfortable with the training and development aspects of the managerial role. 
Organizations often begin their involvement in training with executive coaching. In situations where the outcomes are positive, the organization may then decide there is value in extending training further down through the management ranks. In most cases, external trainers are engaged for these purposes, and the impact on both individuals and the organization can be profound. For example, a study by Manchester Consulting (McGovern et al, 2001) found that 77% of executives reported improved working relationships with their direct reports. The incidence of training and programs is increasing. About 60% of the 25 largest public companies in Australia had training programs in 2001. The CCH Australia/Australian Graduate School of Management survey for 2001 found that 26% of all organizations had training schemes in place for workers, an increase from 19% in 1996. In fact Kinlaw (2000), an author of one of the more popular books on corporate training, describes training as a “distributed leadership function”. He explains that training is a function that can be performed at various times by any member of a team, not just by the person in an appointed leadership role. 
A number of factors are required for training programs to be effective. Firstly, there must be a degree of organizational readiness. The Kulik and Bainbridge study (2004) explored the shift of responsibility between HR managers and line managers for various people management functions, including training. It found that HR managers were more optimistic than line managers about the benefits of line manager involvement for the organization (in terms of higher employee satisfaction and employees’ performance). 
2.3.2. off the job training and  employee performance 
The evaluation scheme that many corporate training programs use is Kirkpatrick’s four level of evaluation; reaction, learning, behaviour and results (Kirkpatrick 1994). However surveys of the evaluations of corporate training programs show limited applications of the levels other than at the reaction level (Allegre & D Janak, 1989; American society for training and development, 1996 Brinkerhoff, 1989; Dixon, 1990; industry report, 1996; parker, 1986; plant and Ryan, 1994). Training participant’s reaction is the most commonly used criterion for determining the effectiveness of corporate training programs. Most corporate trainers evaluate the training programs by using a simple end-of-course reaction form often referred to as a “happy sheet” (Plant and Ryan), a “smile or whoopee sheet” (Robinson and Robinson 1989), an “end-of-event questionnaire” (Bramleey, 1996) or “reactionaire” (Newby, 1992).  Based on recent survey of corporate training programs using Kirkpatrick’s four-level evaluation (American society for training and development 1996), only 4.3% of the organizations surveyed measured results, 13.7% measured behavior change, 27.9% measured learning and 88.9% 17 reported using participants’ reactions. These findings indicate that majority of the organizations evaluated the reactions and opinions of their training participants immediately upon completion of training programs. The main purpose of reaction evaluation is to enhance the quality of training programs, which in turn leads to improved performance. The ultimate objective is to make training programs more efficient and more effective for employees’ performance empowerment. 

Reaction evaluation is type of formative evaluation where the results are used for program modification and the redesigning of content, course materials and presentations (Anthiel & Casper, 1996; Robinson and Robinson 1989). Generally they collect information that is specific enough to help make revision and improvements in the training programs. 
Reaction evaluation provides programs designers with insights about the participants’ degree of satisfaction with a program design and implement. This is crucial information. If participants are not satisfied with the training experience they may not use what they have learned and will probably advise others not to attend the training program. Reaction evaluation can also be summative in nature. In such cases the goal of reaction evaluation is to determine the value, effectiveness or efficiency of a training program (Smith & Bradenberg, 1991) to make decisions concerning program continuation, termination, expansion, modification or adoption (Worthen, 1990; Worthen and Sandlers, 1987). Summative evaluation provides program decision makers and potential customers with judgments about a program worth or merit (Worthen, Sandlers & Fitzpatrick, 1997). Any aspect of a training program can be evaluated i.e. the trainee, instructional strategies, training material and even training facilities. 
In an attempt to look into the success of the training program, there is the need to also consider the costs and benefits of the training program. This will help the organization know whether there has been effectiveness in terms of profits. Evaluation should take place before, during and after the training programs. This should be jointly done by the managers, the trainer and the trainees themselves (Kenney, 1992). Evaluation may be conducted through the use of questionnaires or conducting case studies among other methods that may be used. Training can be evaluated in so many ways. Evaluation differs from validation in that it attempts to measure the overall cost benefit of the training program and not just the achievement of its laid down objectives. Hamlin (1974) advocated that until control measures are taken to correct any deficiencies after the training, evaluation has not been completed and thereby ineffective. Evaluation is an integral feature of training, but it could be difficult because it is often hard to set measurable objectives. Training evaluation should result in: determining the effectiveness of the training program, deciding whether to change, stop or expand the program, how to improve the program for future delivery. 
2.3.3. Influence of Job rotation on employee performance 
In the development of organizations, training plays a vital role; improving performance as well as increasing productivity and eventually putting organizations in the best position to face competition and stay at the top. This means that there is a significant difference between the organizations that train their employees and organizations that do not (April, 2010). Training is a type of activity which is planned, systematic and results in enhanced level of skill, knowledge 9 and competency that are necessary to perform work effectively (Gordon, 1992). There exists a positive association between training and employee performance. Training generates benefits for the employee as well as for the organization by positively influencing employee performance through the development of employee knowledge, skills, ability, competencies and behavior (April, 2010). Organizations that are dedicated to generating profits for its owners (shareholders), providing quality service to its customers and beneficiaries, invest in the training of its employees (Evans and Lindsay, 1999). The more highly motivated a trainee, the more quickly and systematically a new skill or knowledge is acquired. That is why training should be related to money, job promotion, and recognition etc, i.e. something which the trainee desires (Flippo, 1976). There are four prerequisites for learning: Motivation comes first. Cue is the second requirement. The learner can recognize related indicators (cue) and associate them with desired responses with the help of training. Response comes third. Training should be immediately followed by positive reinforcement so that the learner can feel the response. Last is the feedback; it is the information which learner receives and indicates in the quality of his response. This response must be given as quickly as possible to ensure successful learning is acquired (Leslie, 1990). 
Performance can be defined as the achievement of specified task measured against predetermined or identified standards of accuracy, completeness, cost and speed. In an employment contract, performance is deemed to be the accomplishment of a commitment in such a manner that releases the performer from all liabilities laid down under the contract. Efficiency and effectiveness are ingredients of performance apart from competitiveness and productivity and training is a way of increasing individual’s performance (Cooke, 2000). Kenney in 1992 noted that employee's performance is measured against the performance standards set by the organization. In every organization there are some expectations from the employees with respect to their performance. And when they perform up to the set standards and meet organizational expectations they are believed to be good performers. Functioning and presentation of employees is also termed as employee performance. This means that effective administration and presentation of employees’ tasks which reflect the quality desired by the organization can also be termed as performance. While much is known about the economics of training in the developed world, studies of issues associated with training in less-developed countries are rarely found. Intentionally, training and development are provided for the employees with best of the career opportunities in different industry and encourages their individual growth and achievement (Kruger, 2008). Job characteristics and firm background were found to play key roles in determining training provision. Workers who received off-the-job training were less likely to receive on-the-job training, while those who received on-the-job training were neither more nor less likely to have received off-the-job training. However, a complementary relationship was found between receiving informal training and receiving on-the-job or off-the-job training. Earnings differentials were not found to correlate with different types of training. Unlike in developed countries, training in China was usually intended to remedy skills deficiencies, rather than enhance productivity (Ying Chu Ng, 2004). There is a positive relationship between training and employee performance. Training generates benefits for the employee as well as the organization by positively influencing employee performance through the development of employee knowledge, skills, ability, competencies and behavior (Benedicta & Appiah, 2010). It is obvious that training plays an important role in the development of organization, improving performance as well as increasing productivity, and eventually putting companies in the best position to face competition and stay at the top. This means that, there is a significant difference between the organizations that train their employees and those organizations that do not (Benedicta & Appiah, 2010). 
According to McKenna and Beech (2002:110) in their book “Human Resource Management-A Concise Analysis”, it is stated that “It is important that a sound basis is established for other associated elements of Human Resource Management practice such as performance management (appraisal), reward management (motivation) combined with training and development”. What this means is that training and development itself cannot help in total employee development without the complement of employee appraisal and motivation. One of the things to consider in designing a training program is what the program is to accomplish, that is the objectives. In other words a training program cannot be designed until what that program is to accomplish is known. It is imperative for organizations to realize that in designing a training program, it is equally important to consider what the trainees should know or be able to do after the training is complete. Training objectives should however be attainable and measurable. A training program is successful if the objectives are achieved.
 There is also the need for the organization and the employees to know the motive for which they undergo training. It can, therefore be concluded that training programs will not be more effective unless the purpose for which it was administered is known. Therefore in planning training, it should go through these stages; develop a training plan, designing a training lesson, selecting the trainer and prepare the trainee. (Zaccarelli, 1997) Most of the benefits derived from training are easily attained when training is planned. This means that the organization, trainers and trainees are prepared for the training well in advance. According to Kenney &Reid (1986) planned training is the deliberate intervention aimed at achieving the learning necessary for improved job performance. The training plan will serve as the guidelines for both the trainer and the trainee to follow in order to successfully implement the program. It covers the individuals involved in the training, the person that will administer the program, the required resources and the content to be followed. Once the plan for the program has been outlined then the training lesson is designed. 
The training lesson is developed to help the participants focus on the segments developed and also set out the time frame for each segment. After this, a competent trainer is hired to undertake the training. The trainer should be able to communicate and transfer knowledge effectively. 

Conceptual Framework
The conceptual framework illustrates the relationship between training and employees performance as indicated in Figure 2.1.
Independent Variable				Dependent Variable      

Employees’ performance
Service Delivery
Staff commitment
Decision Making 

Training 
On job training    
Off the job training 
Job rotation 

                                                       Intervening Variable

Human Resource Polices 
Regulatory Framework
Organizational structure

Source: Adopted from Hall et al, (2009) and modified by the researcher 2022
Fig. 2.1 Conceptual Framework
The framework illustrates the relationship training as an independent variable and it constructs that include teamwork, performance appraisals and employees’ empowermentas well as performance as a dependent variable that reflects service delivery, staff commitment and quick decision making. However, there is the intervening variable that influences the two variables, which constructs that include: Human resource polices and regulatory framework and organizational structure.

CHAPTER THREE
STUDY METHODOLOGY
3.0. Introduction:
This chapter shows the methodologies that were applied to address the three research questions and specifies the research design, study population, sampling size, research instruments, data processing and analysis of the data. 
3.2. Research design
A research design functions as the research blueprint and it articulates the strategies and tools by and through which empirical data was collected and analyzed (Creswell, 2003). This study adopted the cross sectional design. Cross sectional designs are simple and least costly alternative to use with larger area coverage (Sekaran, 2003). Cross sectional design also allowed for a wider range of the sample to be studied at the same time and more data is covered within a short period of time.  The cross sectional survey design involved triangulation (use of multiple data collection techniques simultaneously that is, utilizing both quantitative and qualitative approaches at the same time. Alongside the cross-sectional design, the study used a descriptive study design to ascertain and describe the characteristics of variables in the study (Sekaran, 2008).   
3.3. Study Population
According to Gronros (2007), study population is a study of a group of individuals taken from the general population who shared a common characteristic, such as age, sex, or health condition. The study population comprised of 51 respondents categorized as follows, managers (4), heads of department (4), ordinary staff (12), ministry of health officials (8), and supervisors (5) and 18 accessible beneficiaries as reflected in the Table 3.1.
3.4. Sample Size
 The sample size comprised of 45 respondents and this is determined by the Soloven’s formula for sample size determination as it is shown below.  
n = 
Where, N is the target population, 
n is the sample size
 e, is the level of statistical significance which was 0.05 for purpose of this study. 
(e)2 = 0.0025
For this case:
N = 100
n	=	51
	1+51(0.0025)
n	=	45
In addition to the above formula, Sekaran (2003) contends that, a sample size larger than 30 but less than 500 is appropriate for most studies and this in agreement with the current study. The distribution of the population and sample size is indicated in the table 3.1:
Table 13.1: Sample Size and Sampling Techniques
Category of respondents	Population	Sample size	Percentage (%)	Sampling 
Techniques	
Managers	4	4	9	Census sampling	
Heads of Department	4	4	9	 Census sampling	
Supervisors 	5	3	7	Purposive sampling	
Ordinary staff	12	10	22	Purposive sampling	
Ministry of health officials	8	6	13	Purposive sampling	
Accessible beneficiaries 	18	24	40	Random sampling	
Total	51	45	100		
Source; Primary Data (2022)
3.5. Sampling techniques
The study use random, purposive and census sampling techniques. 
 Random sampling
Random sampling was used to select respondents from the study population by chance.  In this process every respondent had an equal chance of being included in the sample and this were applied to accessible beneficiaries.
Purposive sampling
Purposive sampling was used where a number of respondents based on the nature of their occupation were selected.  This method was used to select respondents from supervisors, ordinary staff and ministry of health officials. This method was appropriate because the expected sample comprised of informed persons who possess vital data that is to be comprehensive enough to allow gaining a better insight in the problem.
Census Sampling
A census is a study of every unit, everyone or everything, in a population. It is known as a complete enumeration, which means a complete count Joshua (1998). When a population has been identified a decision needs to be made and taking a census sample is a more suitable option. This method was used because it provides a true measure of the population (no sampling error). It also provides a benchmark data that may be obtained for future studies, and further provides detailed information about small sub-groups within the population that would have been neglected
3.7. Data collection procedures
The researcher was given an official introductory letter from the University that was delivered to human resource department of Kisubi Hospital.  This enabled the researcher to officially conduct the study in the area under consideration.  The researcher then  proceeded to the field, and the introductory letter was presented to respondents on request.  The introductory letter thus helped the researcher to establish a strong relationship and confidence building with the respondents.
3.8. Data Sources
Primary data Collection
Primary sources of data are works created at a time of an even, or by a person who directly experienced an event.  Primary data was obtained by use of questionnaires with both structured and close ended questions and interview guide to obtain relevant data.
Secondary Data
This is any published work that is one step moved from the original source and this was obtained from documents such as reports on training and performance as well as annual reports, information from the internet, journals and relevant books and publications.
3.9. Data collection methods and instruments
Data collection methods
Interviews   
Interviews are one-on-one question and answer sessions and provide much information from a small number of people besides being useful when one wants to get an expert or opinion on a subject. The researcher assumes that in one on one interview, people discuss their ideas openly. The researcher carried out face to face interviews with the respondents and this helped him to obtain data that could not be collected by the use of questionnaire. The researcher interviewed the human resource managers. As they specialize in training, they are the best people to discuss the contribution of training to employees’ performance. The objective of interviewing human resource people is to have an open discussion with them. The researcher has them expound beyond what the researcher plans to ask them. The researcher was able to get more subjective answers to the questions, which would not be possible with questionnaire forms. 

Survey
A survey is a series of questions designed to obtain statistically useful information about a given topic (Groonos, 2007). Survey is preferred because it is an appropriate instrument for any survey research and is popular with researchers because information was obtained fairly, easily and the questionnaire responses are easily coded. 
Data collection instruments
This refers to the device used to collect data such as a proper self-administered questionnaire interview guide, Omagor (2000).  
Self-Administered Questionnaire 
Primary data was collected using structured questionnaire that was administered to answer the research questions which reflected study objectives. The questionnaire was designed to obtain the opinion of employees about their appraisals, motivation at work, their efficiency, commitment, their performance, rating by their manager, professional development and work-life balance. On a very high level, questions were designed to get an insight into the extent the organization’s training are effective in matching its core objective with the actual realization within the organization. Questionnaires were delivered physically to the respondents participating in the study so as to ensure an acceptable response rate for the study.  The questionnaire was administered at the workplace setting to diminish the effect of bias among the respondents.  Responses to the questions were anchored on the agree or disagree basis. The questionnaires were used because they helped to cover a large number of respondents in a relatively short time and can generate reliable data. 

Interview guide
According to Omagor (2000) interview provide opportunities for the interviewers to ask   probing questions about the respondents experience and how to explore the extent to which the respondents’ competence matches with the objectives of the firm. It also provided opportunities for the respondents to ask about issues concerning the Hospital.  This instrument was used because it allowed flexibility in asking questions, respondents provided brief responses in any way they understood the questions and more information that had been left was brought out. The structured interviews helped to ensure reliability and consistency of the information released by different respondents on similar issues. The interview guide helped to maintain consistency and uniformity of the questions asked in order to ensure that there was reliability of the findings of the study. 
3.10. Data processing
Data collected was edited manually, coded, tabulation and processed using Microsoft word and excel program before it is analyzed. Coding; this involved transcribing the data from the questionnaire to a coding sheet which then was punched into computer, tabulation; here the data was arranged in columns and rows to facilitate statistical computations and editing; this was done to ensure that the data was accurate consistent uniformly entered and are arranged to facilitate coding and tabulation.
3.11. Data Analysis
Analysis of quantitative data
Data from questionnaires was presented in form of tables, frequencies and percentages using Statistical Package for Social Scientists (SPSS) and the relationship between training and performance will be evaluated using Pearson’s correlation coefficient and regression analysis.
Analysis of qualitative data
Qualitative data was descriptive and obtained from interviews, open ended questions and review of documents. This data was presented in accordance with the objectives of the study and helped to substantiate findings from quantitative data. This was presented in accordance with the objectives of the study and helped to substantiate findings from quantitative data. In case of the qualitative data, the responses obtained was categorized into common responses and the data was analyzed using both inferential and descriptive statistics. Content analysis was used to edit the data from interviews and organizing it into meaningful shorter sentences. This was then presented to supplement the quantitative data in order to have a clear interpretation of the results.
3.12. Reliability and Validity of research instruments
Reliability
Reliability is a measure of the degree to which a research instrument yields consistent results or data after repeated trials (Omagor, 1986). The reliability of instruments was established basing on the preliminary results derived from the pilot study. Results realized was discussed with the supervisor for reliability and to make sure that, the instruments are acceptable.  The reliability of the questionnaire was assessed using Cronbach’s Alpha at 0.05 level of significance.  According to Odiya (2009:), Cronbach’s alpha is used if the instrument which has more than two responses provided for each item. Cronbach’s alpha coefficient was used to test for internal consistency of the research variables to test for the reliability of the questionnaire.
 The following formula was used;
                
Where 
∑ σ2k	=	the sum of the variances of the k parts (usually items) of the test.
σ 	= 	standard deviation of the test (items in the instrument).
α	= 	reliability coefficient.
Table 3.6.: Reliability and Content Validity Index
Items	Content Validity Index	Cronbach alpha (α) value	
On-the-job-training	0.80	0.863	
Off-the-job-training	0.90	0.731	
Job Rotation 	0.70	0.737	
Employees’ Performance	0.75	0.733	
Source: Primary Data
The questionnaire tested positive for reliability. A test‑retest method done on 10 respondents in Kisubi University who were later excluded from the study. Data from the test scores on every item were obtained per set within the group for the ten sets of questionnaires and results analyzed. The results of the reliability analysis adopted internal consistency technique (Cronbach alpha technique) to determine the reliability of the instruments. The total reliability score 3 and when divided by 4, the number of variables in the study yielded an average reliability score of 0.75 which above the 0.5 recommended by Amin (2005) for the instrument to be reliable. The formula of Cronbach Alpha Coefficient (α) used was;
Validity 
Omagor (1986) defines validity as the accuracy and meaningfulness of inferences, which are based on the research results. Validity of instruments was ascertained by discussing the questionnaire drafts with the supervisor. To ensure that data collection instruments are valid, they were pre-tested in Kisubi Hospital using a reasonable number of respondents. The supervisor and other experts in the field were consulted about the content of instruments, ambiguity of question items and their relevancy. Data collection instruments such as the questionnaire and the interview guide was presented to a panel of judges from Nkumba University who  tested the content validity of the instrument thereafter pilot-tested on staff and top management of Kisubi Hospital to measure content validity. Amin (2005) holds that validity is the appropriateness of the instrument. Validity is the extent to which data collection instrument collects data that have the characteristic or attribute the researcher wants to measure.
 Odiya (2009) in support to Amin holds that validity of an instrument is the ability of the instrument to collect justifiable and truthful data; that is, measuring what it is developed to measure (Odiya, 2009). Therefore, the instrument(s) was given to rates who will rate the relevancy of each item and a content validity index (CVI) was computed using the following formula:
CVI=
         Where 
CVI	= content validity index; R= Total number of items rated as relevantly N = Total number of items rated as Neutral; and IR= Total number of questions rated as irrelevant. The questionnaire tested positive for validity. This followed a procedure where the questionnaire discussed with the UMI supervisors as well as managers of the Kisubi Hospital. These constituted two subject matter specialist who evaluated each of the questions for relevancy in measuring the variables on a scale that is very relevant-4, quite relevant-3, somewhat relevant-2, Not relevant-1. The computation of CVI (Content Validity Index) was done by summing up the judges ratings and dividing by two to get the average. The CVI for the questionnaire was valid at above 0.70 because the least CVI recommended in a survey study should be 0.7 (Amin, 2005). Some adjustments were made by discarding and replacing items rated irrelevant with relevant ones. The results were as presented in Table 3.2.
3.13. Ethical considerations 
The researcher got an introductory letter from the university which presented him to the employers, employees and beneficiaries of Kisubi Hospital to seek permission and consent to carry out the research. The researcher considered the research values of voluntary participation, anonymity and protection of respondents from any possible harm that could arise from participating in the study.  Thus the researcher introduced the purpose of the study as a fulfillment of a Masters’ study program and not for any other hidden agenda by the researcher.  The researcher requested respondents to participate in the study on voluntary basis and refusal or abstaining from participating was permitted. The researcher also assure the respondents confidentiality of the information given and protection from any possible harm that could arise from the study since the findings was used for the intended purpose only.
3.13. Study limitations 
i) Time
 The study requires a lot of time and yet the researcher has commitments like taking assignments and examinations at the University during the same period. However, this was handled by making a time table. This is because most respondents were busy due to their nature of work. This was solved by scheduling appointments with them at their own most appropriate time.

ii) Secrecy 
The study area is perceived as sensitive by many respondents because it involved matters of secret information that could not be revealed. This is was overcome by assuring the respondents of their anonymity and proving to them that the study is strictly for academic purposes. 
iii) Finance
The researcher expects to incur many financial expenses related to collecting data from the field yet there are limited financial resources at his exposure. This was overcome by developing a budget which the researcher followed.
3.14. Conclusion
In conclusion, this chapter presents the methods that were used to collect data which include: research design, study area, survey population, sample size, sampling methods sources of data, research instruments, data analysis and presentation, limitations of the study and the ethical consideration. After collecting data, there was a need to present, interpret and analyze it and thus leading the researcher to chapter four, five and six.

CHAPTER FOUR
RESPONDENTS’ PERSONNEL CHARACTERISTICS
In this study, personnel characteristics of respondents are very significant since respondents play an important role through expressing and giving the responses about the problem. Keeping this in mind, in this study a set of personal characteristic questions about age, sex, education, level of administration and others were examined and presented in this section;
Age of the Respondents
Respondents were to show their age, so as to establish their eligibility to participate in the research study. The findings are provided below.
Table 4.1. Age of Respondents
Age	Frequency	Percent (%)	
20 - 30 years	4	8	
31 - 40 years	21	47	
41 - 50 years	14	31	
51 years and above	6	14	
Total	45	100.0	
Source: Primary Data
The table 4.1 reveals that 21(47 percent) respondents were aged 31-40 years, 14 (31 percent) were aged 41-50 years, 6 (13 percent), were aged 51 years and above and 4 (8 percent) were aged 20-30 years. This implies that majority 92.1 percent were mature enough to understand and appreciate the study interest. Such people, therefore, could be relied on for valid information.
Sex of Respondents
The study collected information on gender so as to ascertain the spread across the sample. The findings are presented in table 7 below:‑
Table 4.2. Sex of Respondents
Gender	Frequency	Percent (%)	
Female	20	44	
Male	25	56	
Total	45	100.0	
Source: Primary data
The table shows both male and female respondents participating in the study, with the males forming majority 25(56 percent) whereas the females constituted 20(44 percent). This is a true gender balance representation of the workforce at the Parliamentary Service, where males are the majority constituting 56 percent as compared to females who constitute 44%.
Education level of the Respondents
Education levels of the respondents were considered; the intention being to ascertain their level of understanding. The findings are presented below.
Table 4.3. Education Level of Respondents
Education level	Frequency	Percent (%)	
Master’s degree	16	36	
Bachelors’ degree	25	56	
Diploma	3	7	
Advanced level	1	2	
Total	45	100.0	
Source: Primary Data
In table 4.3 above, majority 25(56 percent) respondents hold a bachelors’ degree qualification. 16(36 percent) hold a master’s degree, 3(7 percent) are diploma holders and only 1 (2 percent) have advanced level education. The results insinuate that all the respondents were knowledgeable enough to give independent answers to the queries raised during the study. 
Tenure of Service
Information was also collected on tenure of service of the respondents, to establish whether respondents had been in the service for a reasonable period that could enable them comment on the connection between the variables of study, and the findings are shown in table 4 below.
Table 4.4. Tenure of Service
Tenure of service	Frequency	Percent (%)	
1 - 5 years	5	11	
6 - 10 years	21	47	
11 - 15 years	13	29	
Above 15 years	6	13	
Total	45	100.0	
Source: Primary Data
The results showed the highest respondents 21 (47 percent) having a tenure of 6-10 years, whereas 13 (29 percent) had 11-15 years, 6 (13 percent) had above 15 years and 5 (11 percent) had 1-5 years of tenure. This implies that a majority 89.4 percent had over 5 years of tenure at the Parliamentary Service; a period sufficient enough for one to understand any connection between employee training and employees’ performance.

CHAPTER FIVE
ON-JOB- TRAINING AND EMPLOYEES’ PERFORMANCE
5.0.	Introduction
This chapter presents the study findings about on-job- training and employees’ performance. This objective of the study sought to establish how on-the-job staff training related to employees’ performance of employees in Kisubi Hospital. Laing (2009) defines on the job training as an indicator to enhance superior skills, knowledge, capabilities and outlook of the employees that results in effective performance of the workers. On-the-job training is typically one-on-one instructional session designed to give an employee additional skills, tools and resources in performing a job more successfully. This training can be direct instruction between employer and employee, a classroom environment between an expert and a small employee unit or a simulation, such as computer and online training programs.
As on-the-job training is a considerable investment, companies and employees need to know the effects of it and decide whether the investments will be justified. A number of question items on the same were put to the respondents. The question items were scaled using the five-point Likert scale where code 1 = Strongly Disagree, 2 = Disagree, 3 = not sure, 4 = Agree and 5 = Strongly Agree. Findings on the objective are as presented in Table 4.1.

5.1. Descriptive statistics about on-job- training and employees’ performance 
Table 5.1: Descriptive statistics about on-job- training and employees’ performance
Statements	SA	A	NS	D	SD	Mean	S.D.	
	(%)	(%)	(%)	(%)	(%)			
On-the-job trainings used during
orientations impact positively on
performance	22.7	53.2	0.0	22.2	1.9	3.7	1.1	
All training forms used to develop staff
on-the-job are flexible.	7.4	35.7	3.7	42.6	10.6	2.9	1.2	
Transparency is exercised when
determining the kind of training for
employees	1.9	28.2	7.4	54.2	8.3	2.6	1.0	
Staff are highly satisfied with on-the-job
training as compared to off-the-job
trainings	6.0	17.	7.9	62.5	6.0	2.6	1.0	
Access to mentoring from my supervisors 	7.8	21. 	- 	50. 	20. 	3.5 	1.2	
I am made to act in different assignments 	9.2	13.8 	3.1 	18.5 	55.4 	3.97 	1.3	
I have received instructions on the job my superiors 	9.2	10.8 	- 	63.1 	16.9 	3.68 	1.1.	
I have often been delegated to several assignments 	6.2 	15.4 	- 	33.8 	44.6 	3.95 	1.1	
Source: Primary Data (2021)
Key: SA-Strongly Agree, A-Agree, UD-Undecided, D-Disagree, SD-Strongly Disagree, S.D.-Standard Deviation.
In addition, the table reveals that majority of the respondents agreed on three out of four statements used to measure on-the-job training under the types of training dimension, with a reasonable number of respondents disagreeing and a few being undecided. The analysis showed majority 75.9 percent agreeing to the statement that “on-the-job trainings used during orientations impact positively on the performance of the employees”. The results indicated that 22.7 percent of the respondents strongly agreed to the statement that on-the-job trainings used during orientations impact positively on performance, 53.2 percent agreed, while 22.2 percent disagreed and only 1.9 percent strongly disagreed. The statement complied with a key respondent who had this to say: “On-the-job trainings used during orientations are good for the new employees because they impart knowledge and enable them understand the institution as they get along with their tasks. The methods also permit sharing of views, and enable people from different backgrounds to mix and get to know each other”.
Asked further whether “all training forms used to develop employees on-the-job are flexible”, 7.4 percent strongly agreed, 35.6 percent agreed, 3.7 percent were undecided, while 42.6 percent denied and 10.6 percent strongly denied the statement. This implies that a majority 53.2 percent differed with the view that all training forms used to develop staff on-the-job are flexible. This is because literature has it that the form used to train employees by a particular organization, depend on a number of reflections; the nature of the job, resources available, the organizations strata the skills gap to be filled and the like. Inadequate resources for example may not allow the Hospital to be flexible in deciding the choice of training for its staff.
On whether “transparency is exercised when determining the kind of training for employees”; only 1.9 percent strongly agreed, 28.2 percent agreed, 7.4 percent were undecided, whereas 54.2 percent disagreed and 8.3 per cent strongly disagreed. This implies that the majority 62.5 per cent were of the view that transparency is not exercised when determining the kind of training for employees. Lack of transparency depicts dishonesty and lack of trust amongst employees which could promote poor relationships and thus disrupting commitment to work.
Further, on whether employees are highly satisfied with on-the-job training as compared to of-the-job trainings; 6.0 percent strongly agreed, 17.6 percent agreed, 7.9 percent were undecided, whereas 62.5 percent disagreed and only 6.0 percent strongly disagreed. This implies that the majority 68.5 per cent were of the view that staffs are not satisfied with on-the-job training as compared to off the-job trainings. As discussed earlier, off-the-job trainings are preferred by staffs because most of them have longer durations and have benefits as compared to on-the-job training. Besides, on-the-job trainings tend to clash with the office work and trainees end up missing some sessions.
In the table above, means between 1.0 & 2.4 indicate that respondents were in disagreement on that statement; means between 2.5 & 3.4 shows the respondents who were undecided, and means between 3.5 & 5.0 indicate respondents in agreement. A standard deviation less than 1 shows that responses were close to the mean, while that exceeding 1 shows that responses deviated much from the mean. 
The study discovered that, one major area of the human resource management function of particular relevance to the effective use of human resources is on-job-training and few people from Kisubi Hospital argued against the importance of on-job training as a major influence on the success of the Hospital. It is obvious that, employees are a crucial, but are an expensive resource and in order to sustain growth and effective employee performance, it is important to optimize the contribution of employees to the aims and goals of the organizations which is done through on the job training. 
These results are in agreement with Benedicta & Appiah (2010) who argued that, on-job training is viewed as an integral part of the process of total quality management and the recognition of the importance of on-job staff training in recent years has been heavily influenced by the intensification of competition and the relative success of organizations where investment in employee development is considerably emphasized. 
The study through interviews revealed that, environmental changes such as competition and client preferences have gradually led Kisubi Hospital to the realization that success relies on the skills and abilities of their employees, and this means considerable and continuous investment in on-job training. The unfortunate bit of it is that training in most of the organizations is more or less unplanned and unsystematic. 
Furthermore, the Hospital in charge, told the researcher that, 
“On-job training plays a vital role in the process of developing a committed workforce 	because, it improves performance as well as productivity, and eventually puts the 	Hospital in the best position to face competition and stay at the top”. 
This is supported by Benedicta & Appiah (2010) who assert that training is a type of activity which is planned, systematic and results in enhanced level of skill, knowledge and competency that are necessary to perform work effectively. Therefore, there exists a positive association between on training and employee performance. 

In addition, it was discovered that, on- job training generates benefits for the employee as well as for the Hospital by positively influencing employee performance through the development of employee knowledge, skills, ability, competencies and behavior and to achieve this the Hospital takes employees through job rotation, coaching and apprenticeship training. 
The study through interviews discovered that; 
Many respondents viewed employee performance in different ways but majority  argued that, it is the achievement of a specified task measured against predetermined or identified standards of accuracy, completeness, cost and speed and all these requires specific skills and knowledge which are only attained during on-job training. For example, in an employment contract, performance is deemed to be the accomplishment of a commitment in such a manner that releases the performer from all liabilities laid down under the employment contract training is a way of increasing individual’s performance. 

Further more; an employee’s performance is measured against the performance standards set by the organization and good performance meant how well employees performed on the assigned tasks, therefore, like any other Kisubi Hospital, there are some expectations from the employees with respect to their performance. The human resource personnel of the Hospital stated that, when they perform up to the set standards and meet the expectations they are believed good performers. This means that effective administration and presentation of employees ’tasks which reflect the quality desired by the Hospital can also be termed as performance but this requires special skills and knowledge which can only attained during the on-job training such as job rotation. 
Through interviews, the respondents gave several responses in relation to staff accessing on-the-job training. The respondents revealed, they were coached by senior colleagues on how to perform certain activities and even received written instructions on how to do jobs and this helped them to perform well their jobs. 
As to whether staff accessed mentoring from their supervisors, cumulatively the majority percentage (70.3%) of the respondents agreed with 29.7% disagreeing. The mean = 3.53 was close to four meaning that the respondents agreed. This implied that the respondents agreed that there was mentoring from their supervisors. In the interviews, the respondents revealed that mentoring took place in different ways that included regular meetings between superiors and subordinates, staff supervision by senior colleagues and counseling by senior staff. One respondent said, “Superiors guide subordinates on how to implement projects and handle farmers and this has helped in enhancing services delivery.” Another respondent stated, “In most cases subordinates work alongside seniors when implementing projects and this helps them to learn” The results above show that mentoring existed in Kisubi Hospital and helped subordinate staff to learn from their seniors. 
With respect to staff being made to act in different assignments, cumulatively the majority percentage (73.9%) of the respondents agreed, 23.0% disagreeing and 3.1% being undecided. The mean = 3.97 was close to four which corresponded with agreed. The results suggested that staff were made to act in different assignment. In the interviews, it was revealed that in some cases, staff were rotated in different assignments and made to act in case of there being no substantive staff and that was an opportunity for leaning on the job. One respondent stated, 
“Quite often staff work in acting capacities when there are unfilled vacancies.” Another respondent stated, “On number of occasions staff are given to act on assignments when superior staff are away.” Also another respondent stated; “We are always shifted from one position to another. Every time you get into another office, you have to start afresh. In every new office, one meets new work challenges. It takes some time to adjust to the new environment”. The results above show that staff were being made to act in different assignments. 
With respect to staff receiving instructions on the job from superiors, cumulatively the majority percentage (70.0%) agreed with 20.0% disagreeing. The mean = 3.68 close to code 4 suggested that receiving instructions on the job from superiors. On the other hand, as to whether staff were being delegated several assignments, cumulatively the majority percentage (78.4%) of the respondents agreed 21.6% disagreeing. The mean = 3.95 close to code 4 suggested that staff were being delegated several assignments.
These results are in line with Rasul (2007) who affirmed that, there is a complementary relationship between receiving informal training and receiving on-the-job training, giving the example of training in China in the past usually intended to remedy skills deficiencies, rather than enhance productivity. Today, China is the first country that boasts of highly performing employees. The implication would be that there is a positive relationship between training and employee performance. This is because training generates benefits for the employee as well as the organization by positively influencing employee performance through the development of employee knowledge, skills, ability, competencies and behavior. 
Therefore, it is obvious that on-job training plays an important role in the employees’ performance of Kisubi Hospital as well as increasing overall productivity, and eventually putting Hospital in the best position to face competition and stay at the top. This means that, there is a significant difference between the Hospitals that train their employees and those that do not. 
5.2. The relationship between on-job-training and Employees’ performance
 The researcher proceeded to statistically assess the relationship between on-job-training and employees’ performance. The assessment was directed by the hypothesis below. Hypothesis: “There is a positive relationship between the on-job-training and employees’ performance in the Kisubi University”.
5.2.1. Correlation Analysis
The hypothesis was verified at a 95 percent level of significance (two-tailed) using spearman’s correlation coefficient, which assessed the extent of relationship between on-job-training and employees’ performance. The results are presented in table 4.2.
Table 5.2: Correlation Coefficient for on-job-training and employees’ Performance
	Variables	Types of training	Organization
performance	
	Correlation Coefficient	1.000	.549*	
	On-job	Sig. (2-tailed)	.	.000	
Spearman's rho	Training
N	216	216	
	Correlation Coefficient	.549*	1.000	
	Employees’	Sig. (2-tailed)	.000		
	performance
N	216	.
216	
*. Correlation is significant at the 0.05 level (2-tailed).
Table 12 shows a moderate positive relationship between on-job training and employees’ performance, (r=0.549, p=0.000 N=216). The relationship is statistically significant at 95 percent confidence level since p-value (Sig.) is less 0.050 (=0.000). This implies that improvements in types of training shall be related to improvements in employees’ performance. Similarly declining types of training shall be related to declining employees’ performance.
The findings from correlation analysis established a statistically significant positive relationship between types of training and employees’ performance. Qualitative findings from key informants further proved the actuality of a relationship between types of training and employees’ performance. Therefore the hypothesis that was stated: “There is a positive relationship between the on-job-training and employees’ performance in the Kisubi University” was accepted.

CHAPTER SIX

OFF JOB- TRAINING AND EMPLOYEES’ PERFORMANCE

6.0. Introduction 
This objective of the study sought to establish how on-the-job staff training related to performance of employees of Kisubi Hospital. A number of question items on the same were put to the respondents. The question items were scaled using the five-point Likert scale where code 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree and 5 = Strongly Agree. Findings on the objective are as presented in Table 4.9.
6.1. Descriptive statistics on the Off-the-job training
Table 6.1: Descriptive statistics on the Off-the-job training
Statements	SA	A	UD	D	SD	Mean	S.D.	
	(%)	(%)	(%)	(%)	(%)			
Off-the-job training in the PS is linked to
career development	14.8	38.9	9.3	35.0	2.0	3.2	1.2	
Off-the-job trainings are more
motivating to employees.	14.8	61.1	3.7	18.1	2.3	3.7	1.0	
Staff who have attended off-the job
training have better skills compared to
those who have not.	36.7	34.7	7.4	17.0	4.2	3.2	1.2	
Off-the-job trainings are offered to top
level employees only.	12.0	7.4	5.6	66.2	8.8	2.5	1.1	
I have often participated in off-the-job trainings provided by Kisubi Hospital 	12.3 	43.1 	- 	18.5 	26.2 	3.03 		
I have had the opportunity to go for further studies 	3.1 	20.0 	- 	41.5 	35.4 	3.05 	1.1	
The off-the-job trainings accessed at Kisubi Hospital is quite relevant to my performance 	12.3 	20.0 	15.4 	32.3 	20.0 	3.28 	1.2	
The off-the-job trainings offered by Kisubi Hospital is always delivered appropriately 	3.1 	20.0 	- 	41.5 	35.4 	3.86 	1.0	
I have always acquired useful skills from the off-job trainings that are useful to my performance 	- 	26.2 	- 	53.8 	20.0 	3.68 	1.0	
Source: Primary Data (2021)
Key: SA-Strongly Agree, A-Agree, NS-Not Sure, D-Disagree, SD-Strongly Disagree, S.D.-Standard Deviation.
In the table above, means between 1.0 & 2.4 indicate that respondents were in disagreement on that statement; means between 2.5 & 3.4 shows the respondents who were undecided, and means between 3.5 & 5.0 indicate respondents in agreement. A standard deviation less than 1 shows that responses were close to the mean, while that exceeding 1 shows that responses deviated much from the mean.  The table shows that largely, respondents agreed on the statements used to measure off-the-job training under the dimension of types of training. A reasonable number of respondents disagreed and a few were undecided. Details of the results indicated that 14.8 percent of the respondents strongly agreed to the statement that “of-the-job training in the Kisubi Hospital is linked to career development”; 38.9 percent agreed, 9.3 percent were undecided, whereas 35.0 percent disagreed and only 2.0 percent strongly disagreed. The analysis showed that 53.7 percent conformed to the view that “off-the-job training in the Kisubi Hospital is linked to career development”. This affirms the opinion from two responses who stated that: “Of-the-job training has helped many employees move on to different positions in the PS. This is because of-the-job trainings like post graduate and graduate qualifications have enabled a number of employees acquire requisite qualification to be eligible for promotions”.
Asked whether “of-the-job trainings are more motivating to employees ”, responses were as follows:- 14.8 percent strongly agreeing, 61.1 percent agreeing, 3.7 percent undecided, 18.1 percent deviating, and only 2.3 percent strongly deviating. This showed majority 75.9 percent agreeing that off-the-job trainings are more motivating to employees. A key respondent enlightened that:- “Of-the-job trainings are more motivating because staffs enjoy the benefits of facilitation which cannot be gotten with on-the-job trainings. On-the-job trainings also have the problem of apportioning time between work and study. Sometimes the two collide and most often the employees may have to miss out on one of the two”.
Respondents were again asked to give their pinion on the assertion that “employees who have attended of-the job training have better skills compared to those who have not ”. The responses disclosed that 36.7 percent strongly concurred with the statement, 34.7 percent agreed, 7.4 percent were undecided, whereas 17.0 percent disagreed and 4.2 percent strongly disagreed. This means that majority 71.4 percent were in support of the statement. The analysis concurred with a respondent who explained the difference in skills acquisition between on-job and off-job trainings as follows: “employees who have attended of-the-job trainings perform their tasks with self-esteem and have talent than their counter parts who have attended on-the-job trainings. Moreover most of-the-job training that the service sponsors are for long durations which are rich in content”. This is linked to Bretz & Thompsett (1993), who regard off-the-job trainings as a means of making employees more aware of new ideas, gain from exposure, allow for concentration and improve on their innovativeness.

Similarly, on the statement: “of-the-job trainings are offered to top level employees only ” 12.0 percent strongly agreed, 7.4 percent agreed, 5.6 percent were undecided, whereas 66.2 percent disagreed and 8.8 percent strongly disagreed. The implication is that majority 75 percent were of the view that off-the-job trainings are not offered to top level employees only. As revealed earlier by a key respondent, selection of the staffs to attend different trainings is based on identification of training gaps amongst staffs and also nomination by the supervisors, irrespective of the level of the employee. 
The results in Table 4.9 on whether staff often participated in off-the-job trainings provided by Kisubi Hospital showed that the larger percentage (55.4%) of the respondents disagreed while 46.6% agreed. The mean = 3.03 which on the five-point Likert scale used was close to code three which corresponded to undecided, this suggested that the respondents were undecided which is the average. This meant that fairly staff often participated in off-the-job trainings. In the interviews, the respondents gave several responses in relation to staff accessing off-the-job training. In relation to the above, the as to whether staff had had the opportunity to go for further studies, cumulatively that majority percentage (76.9%) of the respondents agreed with 23.1% disagreeing. The mean 3.05 close to code three which corresponded with undecided implied that the respondents were undecided. This suggested that the respondents indicated that opportunities to go for further studies were fair. The respondents revealed that,  there were some few staff that had received scholarships through the Hospital to go for further studies or attend short courses on farming. One respondent stated, “Some staff have had the opportunity of going on short courses even abroad on sponsorship of donors who are friends of our Hospital.” Another respondent stated, “There are some few staff that have received scholarships through the Hospital and these have gone for further studies.” Another respondent said, “Several staff have gone for further studies to attain diplomas and degrees, but this has been their own initiative and have sponsored themselves.” The results above suggest that accessed off-the-job trainings 
As to whether the off-the-job trainings accessed at Kisubi Hospital were quite relevant to staff performance, cumulatively the larger percentage (50.3%) of the respondents agreed while 32.3% disagreed and 15.4% were undecided. The mean = 3.28 was close to code three which corresponded with undecided indicated that the respondents were undecided. This suggested that the respondents indicated that the off-the-job trainings accessed at Kisubi Hospital were quite relevant. In the interviews the respondents revealed that they attended workshops and seminars. The respondents revealed that staff during training acquired skills in various areas such as management, community development and different agricultural practices. One respondent stated, “Staff attend seminars and workshops organized by the Hospital and other nongovernment organizations and these have been instrumental in improving skills of staff in various spheres.” The views above reveal that staff accessed on-the-job training. 60 

With respect to the off-the-job trainings offered by Kisubi Hospital always being delivered appropriately, cumulatively the majority percentage (76.9%) of the respondents agreed with 23.1% disagreeing. The mean = 3.86 was close to four which corresponded with agreed. The results suggested that the off-the-job trainings accessed at Kisubi Hospital were quite relevant. Relatedly, as to whether staff always acquired useful skills from the off-job trainings that were useful to their performance, cumulatively the majority percentage (73.8) of the respondents agreed with 26.2% disagreeing. The mean = 3.68 was close to four which corresponded with agreed. The results suggested that staff always acquired useful skills from the off-job trainings that were useful to their performance. In the interviews responses indicting that staff received off-the-job trainings that were relevant were echoed. The respondents revealed that the organization had opportunities of receiving scholarships mostly for short courses for staff where crucial skills necessary for the performance of staff would be got. One respondent stated: “When you go out for a course, you cannot come back with nothing. There is always something new to learn regarding better ways of doing things. Those who apply the skills obviously perform better.” Another respondent stated, “There are always short courses such as on monitoring and evaluation which staff attends. Staffs learn important things for the Hospital such as data management and these are useful in the performance of the work of the Hospital. Overall the above views mean that staff attended off-the –job training and obtained skills essential for their work performance.
The study revealed that,  employee competencies change through effective off-the-job training programs and not only improves the overall performance of the employees to effectively perform their current jobs but also enhances the knowledge, skills and attitude of the workers necessary for the future job, thus contributing to superior organizational performance.  It was discovered that, off-the-job training proves training to generate performance improvement related benefits for the employee as well as for the hospital by positively influencing employee performance through the development of employee knowledge, skills, ability, competencies and behavior.  These findings are supported by the Swart et al. (2005) who elaborate that, off-the-job training is the means of dealing with skill deficits and performance gaps as a way of improving employee performance. 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 employees and enhancing employee performance. They further elaborate the concept by stating that while on-job 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 organizations needs.  Therefore, it is always so that employees possess a certain amount of knowledge related to different jobs which are done through off job training. It is important to note that on job training is not enough and employees need to constantly adapt to new requirements of job performance. In other words, organizations need to have continuous policies of off-the-job training and retaining of employees and thus not to wait for occurrences of skill and performance gaps. 

The study through interviews discovered that, 
Employee competencies change through effective off job training programs. It not only improves the overall performance of the employees to effectively perform the current job but also enhance the knowledge, skills and attitude of the workers necessary for the future job, thus contributing to superior organizational performance. Through providing opportunities for employees’ off-job training, the employee competencies are developed and as a result, they are able to implement the job related work efficiently, and achieve firm objectives in a competitive manner. Further still, dissatisfaction complaints, absenteeism and turnover can be greatly reduced when employees are so well trained that can experience the direct satisfaction associated with the sense of achievement and knowledge that they are developing their inherent capabilities.  
Therefore, most of the benefits derived from training are easily attained when training is planned and attained off-the-job and this means that the organization and trainees are prepared for the training program well in advance and according to Wright & Geroy (2001), off- job training is the deliberate intervention aimed at achieving the learning necessary for improved job performance. This means that, off-job staff training is a work activity that can make a very significant contribution to the overall effectiveness of the Hospital. If the Hospital has in place a systematic approach to off-job training, it can undoubtedly realize the fruits of staff training. 
The study found out that, off-job training aims at developing competences such as technical, human, conceptual and managerial for the furtherance of individual and growth and the process of training is a continuous one and  some of the functions of off-job training include increase in productivity, improvement in the quality of work; improvement in employee skills, knowledge, understanding and attitude; enhancement of the use of tools and machine; reduction on the accidents, turnover, lateness, absenteeism, elimination of obsolesce in skills, technologies, methods, products and capital management among others. 
In addition, Mondy, Noe & Premeaux (2002) argues that, man is dynamic in nature and therefore there is need to be current and relevant in all spheres of human endeavors makes and this off-job training a necessity to keep track with current event and methods. This has drawn the attention of the researcher to investigate the value of off-the-job training in many private Hospitals. Also the European Journal of Scientific Research (2008) notes that where learning becomes integrated with the current employment work practices, organizations are more likely to be innovative, extend learning and reward employees. Therefore, the focus of off-the-job training is the job or task and, the need to have efficiency and safety in the operation of particular machines or equipment, or the need for an effective work force to mention but a few. 

CHAPTER SEVEN

FINDINGS ON ROTATION AND EMPLOYEE PERFORMANCE

7.0. Introduction 
The study was set out to assess the impact of job rotation on employee performance with particular reference to Kisubi Hospital. The adoption of job rotation as learning model for employees is widely utilized by human resource practitioners. Job rotation when utilize as learning model seeks to equip employees with variety of skills to enhance their efficiency, increase their productivity and also ensure that staff of the organization can perform multiple task.
For this study, the researcher determines the practice of job rotation and the resultant effect on employee performance. Job rotation has been considered as a systematic replacement of employees from a job to another or a project to another within the organization to train qualified human resources for competitive advantage. Thus, job rotation system causes enhancing productivity of human resources and improves organizational performance in both organization and individual level by training multi-skilled employees, creating a logical efficient interaction between skill and motivation and providing practical participation for employees whose greatest advantage is increased job satisfaction of employees. Therefore, job design methods are extremely important, including: job rotation in order to achieve maximum efficiency and effectiveness and the highest levels in performance. The results are indicated in table 6.1.

7.1. Descriptive statistics on the job rotation
Table 7.1: Descriptive statistics on the job rotation 
Statements	SA	A	UD	D	SD	Mean	S.D.	
	(%)	(%)	(%)	(%)	(%)			
All employees been rotated on their job	18.8	38.9	9.3	31.0	2.0	3.2	1.2	
The hospital follows any sequential procedures in rotating employees	19.8	61.1	3.7	13.1	2.3	3.7	1.0	
Job rotation take away/reduce boredom in performing same task 	36.7	34.7	7.4	17.0	4.2	3.2	1.2	
Job rotation 	develops skills as well as gaining experience for management careers
	12.0	7.4	5.6	66.2	8.8	2.5	1.1	
Job rotation is linked with the career management process so employees know what development needs each assignment addresses.	14.3 	43. 	- 	16.5 	26.2 	3.03 		
I have had the opportunity to go for further studies 	3.1 	20.0 	- 	41.5 	35.4 	3.05 	1.1	
Source: Primary Data (2021)

In the table 6.1, means between 1.0 & 2.4 indicate that respondents were in disagreement on that statement; means between 2.5 & 3.4 shows the respondents who were undecided, and means between 3.5 & 5.0 indicate respondents in agreement. A standard deviation less than 1 shows that responses were close to the mean, while that exceeding 1 shows that responses deviated much from the mean. The table shows that largely, respondents agreed on the statements used to measure job rotation under the dimension of types of training
Findings in the table 6.1 18.8% strongly agreed that all employees been rotated on their job, 38.8% agreed, and 33% disagreed with the statement.  Majority of the respondents agreed and this means that, job rotation contributes to employees’ performance. It was revealed that, Robbin (1996) revealed that job rotation can reduce boredom and increase motivation through the divergence of employee’s activities. Again, optimal implementation of job rotation followed by motivational payments based on learning skills by employees not only increases human capital but also drives out the organization from inactivity and monotony and results in satisfaction as a result of increased efficiency and effectiveness.

Findings from the group interviews revealed that majority of employees had experienced job rotation. 4% of the participates stated that, they have been rotated more than fifteen (15) times 2% of the participates have been rotated twelve (12) times. 8% of the participates have been rotated ten (10) times 2% of the participates have been rotated eight (8) times, 12% of the participates have been rotated six (6) times 22% of the participates have been rotated at least four (4) times, 20% of the participates have also been rotated for not less than three (3) times, 16% of the participates have been rotated two (2) times,14% of the participates have been rotated at least once.
Findings in table 6.1 indicates that, the hospital follows sequential procedures in rotating employees,  19.8% of the respondents strongly agreed, 61.1% agreed, 13.1% disagreed and 2.3% strong agreed. Majority of the respondents agreed and this means that, the hospital follows sequential procedures in rotating employees. It was discovered that, it is worth to note that having employees who are resourceful is an essential key for any private hospital to position itself to face the future, such employees have the tendency of exhibiting qualities as think strategically, flexible in problem solving, work effectively higher management. Therefore, job rotation help employees gain an appreciation for the hospital’s goals, increases their understanding of different hospital functions, develop a network of contacts, and improves problem-solving and decision-making skills. 
However, the interview findings, 22% of the participants reported that there was no policy frame work guiding the rotation of employees. 14% of the participants reported that occasionally, the hospital employed a policy frame work to guide the rotation of employees. 4% of the participants reported that they had no idea as to whether a policy frame work was employed to guide the rotation of employees. According to these findings, the hospital must not be short chain with the challenges that job rotation brings to them, but rather draw up a road map that seeks to develop employee at different levels since job rotation help to develop skills and provide immediate feedback to employees. But all in all, new skills should be learned in order to fit into a new job and thus, correct implementation of job rotation should provide for the employee to be able to see various stages of the production process as a whole. That is, rotation facilitates the learning of all aspects of the business, all products and services, sales and deliveries, even extending to after-sales service as argued by Adomi (2006).

Further, more findings in table, 6.1 indicates that job rotation take away/reduce boredom in performing same task and this where 36.7% strongly agreed, 34.7% agreed, 17% disagreed and 4.2% strongly disagreed. Majority of the respondents agreed and this means that, job rotation helps employees become more flexible and develop new competencies because it promotes promotion of staff from within and hence reducing staff turnover.
The study found out that, most employee development occurs through job rotations which are the combination of relationships, problems, demands, tasks, and other features of an employee’s jobs. Although the research on development through job rotation always focuses on managers, line employers also can learn through job experiences. The hospital may for example, use job rotation to develop skills needed for teamwork, including conflict resolution, data analysis, and client service. These experiences may occur when forming a team and when employees switch roles within a team.  However, the usefulness of job rotation for job development varies depending on whether the employee views the rotation as positive or negative sources of stress. Therefore, moving from one position to another for set periods results in mobility, new skills, a new working environment, new social dialogue, new experiences, new professional fields, removes the employee from going through the same
Also findings in table 6.1 indicates that, job rotation develops skills as well as gaining experience for management  and this is because  19.8% strongly agreed, 61.1% agreed,  13.1% disagreed and 2.3 strongly disagreed.  Majority of the respondents agreed with the statement and this means that, job rotation help employees gain an appreciation for the hospital’s requirements, increases their understanding of different tasks to be performed, develop a network of contacts, and improves problem-solving and decision-making skills. Job rotation also helps employees increase their salary and earn promotions faster. However, with the number of disagreements, it was discovered that, job rotation poses some problems for employees and the hospital. For example, knowing they would be rotated to another job may give the employees a short-term perspective on problems and their solutions. Employees may feel less satisfied and motivated because they have difficulty developing specialized skills and leave the position too soon to fulfill any challenging assignments. In addition, the rotation of employees through a department may hurt productivity and increase the workload of those who remain after employees are rotated out.
Findings further more, discovered that, job rotation is linked with the career management process so employees know what development needs each assignment addresses and the decision is based on the 14.3% of respondents who strongly agreed, 43% agreed, 26.2% and 16.5% who disagreed and strongly disagreed respectively. These findings are in agreement with Noe &Ford (1992) who suggested that rotation among executive helps career development because it increases management experience in many ways. It provides managers with a broader knowledge in different areas of business ranging from developing a network of organizational contacts to increasing their problem-solving skills. However, the usefulness of job rotation is harnessed when employees are allowed to use their latent talent to perform a range of duties, this is because it facilitates the horizontal movement of employees to widen their knowledge and varied skills, it enables the organization to identify the skill deficit and training requirement of its employees, it enables the interest and satisfaction of the employees in the performance of the job, it reduces or eliminates the boredom associated with the performance of the same job for longer period and it helps in the identification of the latent talents and also in finalizing the career growth plan of each employee
7.2. Correlation Analysis between Job rotation and Employee Performance at Kisubi Hospital
To establish whether there was a relationship between job rotation and employee performance at Kisubi Hospital, a correlation analysis was carried out. The results are presented in Table 6.2.
Table 7.2: Correlation Results on job rotation and Employee Performance
	Employee
performance	Job rotation 	
Employee
Performance	Pearson Correlation
Sig. (2-tailed)
N	1
65	.587**
.000
65	
IndJob rotation 	Pearson Correlation
Sig. (2-tailed)
N	.587**
.000
65	1
65	
**. Correlation is significant at the 0.01 level (2-tailed). 
Source: Primary Data (2021)
The results in Table 6.2 suggest that there is a positive significant relationship between job rotation and employee performance (r = .587, p < 0.000). The critical value was significant at below 0.05 level indicating the acceptance of the research hypothesis that there is a positive significant relationship between job rotation and employee performance.

CHAPTER EIGHT

HORMIONIZATION OF TRAINING AND EMPLOYEE PERFORMANCE
8.0. Introduction 
This chapter presents the harmonization between training and employee performance in Kisubi Hospital.
8.1. Training  
As one of the major functions within human resource management, training has for long been recognized and thus attracted great research attention by academic writers and this has yielded into a variety of definitions of training. For example, McNamara (2008), Beardwell et al. (2004), Debrah & Ofori (2006) defines training as the planned and systematic modification of behavior through learning events, activities and programs which result in the participants achieving the levels of knowledge, skills, competencies and abilities to carry out their work effectively. 
It is thus worth nothing that, as researchers continue with their quest into the training research area, they also continue their arguments into its importance to employee and overall organizational performance. Some of these researchers argue that the recognition of the importance of training in recent years has been heavily influenced by the intensification of competition and the relative success of organizations where investment in employee development is considerably emphasized. Also Beardwell et al. (2004) add that technological developments and organizational change have gradually led some employers to the realization that success relies on the skills and abilities of their employees, thus a need for considerable and continuous investment in off and on-the job training and development.  In this study training was considered in terms of; on the job training, off the job training and job rotation as presented next.
8.2. On-the-job Staff Training and Employee Performance
With regard to on the job training, the study revealed that access to on-the-job trainings provided enhanced job performance. 75.9 percent agreeing to the statement that “on-the-job trainings used during orientations impact positively on the performance of the employees, all training forms used to develop employees on-the-job are flexible”, 7.4 percent strongly agreed and 35.6 percent agreed and staffs are highly satisfied with on-the-job training as compared to of-the-job trainings; 6.0 percent strongly agreed, 17.6 percent agreed.  This finding agrees with the finding by Bandiera et al., (2007) that if an organization invests in right type of employee training it can enhance employee performance as well as competencies and skills. Also, Bakanye (2013) found a significant positive correlation between employees training programmes namely on-job training with employee performance. Similarly, on their part, Alipour, Salehi and Shahnavaz (2009) revealed that on the job training strongly positively affected creativity, achieving organizational objectives and improves work quality. This means that access to on-the-job training is important in enhancing employee performance. The study also found out that mentoring received by staff from supervisors significantly influenced performance. This finding agrees with the finding by Jagero et al. (2012) that on-the-job training such as mentoring had a big relationship between and employee performance. Bakanye (2013) who found out that on the job employee training in terms of mentoring and demonstrations had a significant positive correlation with employee performance. This means that employee mentoring was one of the training practices that promoted employee work performance.

The study also revealed that staff were trained through being made to act in different assignments influenced their performance. Further still, relatedly, the study found out that staff were being delegated several assignments and this influenced their performance. These findings are consistent with the finding by Bakanye (2013) that employee training in terms of on the job training, that is acting on different appointments increased the employees’ capacity to perform hence improved employee performance. This means that making employees act on different assignments was a training opportunity that enhanced performance.
8.3 Off-the-job Training and Employee Performance
The study revealed that, employee competencies change through effective off job training programs and it not only improves the overall performance of the employees to effectively perform the current job but also enhance the knowledge, skills and attitude of the workers necessary for the future job, thus contributing to superior organizational performance. Through providing opportunities for employees’ off-job training, the employee competencies are developed and as a result, they are able to implement the job related work efficiently, and achieve firm objectives in a competitive manner. Further still, dissatisfaction complaints, absenteeism and turnover can be greatly reduced when employees are so well trained that can experience the direct satisfaction associated with the sense of achievement and knowledge that they are developing their inherent capabilities (Debrah and Ofori, 2006).

Findings from the study indicate that, off-the-job trainings offered by Kisubi Hospital is always delivered appropriately with the majority percentage (76.9%) of the respondents agreed. In the place, the study established that employees often participated in off-the-job trainings and these positively influenced their performance. This finding agrees with the finding by Bakanye (2013) that off job training in terms of classes, demonstrations, lectures, simulations, and many other resources helped in developing new skills making employee more useful and more flexible hence better work performance. This thus shows that off-the-job training influenced employee performance. The study also revealed that off-the-job trainings accessed at Kisubi Hospital were quite relevant to staff performance and these finding are similar to the finding by Onyango (2014) that there is a strong positive relationship between off-the job-training such as workshops, seminars and performance. 

The study findings further discovered that, the off-the-job trainings accessed at Kisubi Hospital were quite relevant to staff performance and this was based on percentage 50.3% of the respondents agreed. In light with the present research during the development of the Hospital, off job employee training plays a vital role in improving performance as well as increasing productivity. This in turn leads to placing hospitals in the better positions to face competition and stay at the top. This therefore implies an existence of a significant difference between the hospital that train their employees and that do not.  In one way or another, the two are related in the sense that employee performance is a function of organizational performance since employee performance influences general organizational performance. In relation to this argument, Wright and Geroy (2001) noted that employee competencies change through effective off-the-job training programs. It therefore not only improves the overall performance of the employees to effectively perform their current jobs but also enhances the knowledge, skills and attitude of the workers necessary for the future job, thus contributing to superior organizational performance.

The current study on off-the-job training and employee performance have proved training to generate performance improvement related benefits for the employee as well as for the organization by positively influencing employee performance through the development of employee knowledge, skills, ability, competencies and behavior (Harrison 2000; Torrington, Hall & Taylor, 2005). Moreover, other studies for example Swart et al. (2005) elaborate on off-the job training as a means of dealing with skill deficits and performance gaps as a way of improving employee performance. 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 employees and enhancing employee performance. They further elaborate the concept by stating that while on-job 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. It is always so that employees possess a certain amount of knowledge related to different jobs. It is important to note that this is not enough and employees need to constantly adapt to new requirements of job performance. In other words, organizations need to have continuous policies of off-the-job training and retaining of employees and thus not to wait for occurrences of skill and performance gaps.

Most of the benefits derived from training are easily attained when training is planned and attained off-the-job (Debrah and Ofori, 2006). This means that the organization and trainees are prepared for the training program well in advance. Wright and Geroy (2001) contend that planned training is the deliberate intervention aimed at achieving the learning necessary for improved job performance. Planned training according to Wright and Geroy (2001) consists of a number of steps that include: identifying and defining training needs, defining the learning required in terms of what skills and knowledge have to be learnt and what attitudes need to be changed, defining the objectives of the training, plan training programs and for the training itself to meet the needs and objectives by using right combination for training strategies/techniques and locations, deciding where the training will be attained/ who provides the training and, amending and extending the training programs as necessary (Wright and Geroy, 2001).
Swart et al. (2005) observed that off-job staff training is a work activity that can make a very significant contribution to the overall effectiveness and profitability of an organization. If an organization has in place a systematic approach to off-job training, it can undoubtedly realize the fruits of staff training. Harrison (2000) submitted that off-job training aims at developing competences such as technical, human, conceptual and managerial for the furtherance of individual and organization growth as also Debrah and Ofori, (2006) postulated that the process of training and development is a continuous one.

The responses disclosed that 36.7 percent strongly concurred with the statement and 34.7 percent agreed that off the job training provides skills to employees and this is in line with Purcell et al., (2003) who identified the functions of off-job training as increase in productivity, improvement in the quality of work; improvement in employee skills, knowledge, understanding and attitude; enhancement of the use of tools and machine; reduction of accidents, turnover, lateness, absenteeism and other overhead costs, elimination of obsolesce in skills, technologies, methods, products and capital management among others. The study also revealed that staff had had fair opportunity to go for further studies which also influenced their performance. This finding supports the finding by Ng and Feldman (2009) who found out that in addition to positively influencing core task performance, education level is also positively related to creativity and citizenship behaviours and negatively related to on-the-job substance use and absenteeism. This means that employees’ going for further studies is healthy for the organization and leads to increased job performance.
The findings of the study revealed that staff always acquired useful skills from the off-job trainings that were useful to their performance. This finding concurs with the finding by Cheng and Ho (2001) adequate training produced marked improvements in employee performance. They established that with training, employees looked improved their job performance because employees transferred their positive learning/ acquired skills to their jobs. Similarly, Swart et al. (2005) elaborate on off-the-job training as a means of dealing with skill deficits and performance gaps is a way of improving employee performance. Accordingly, bridging the performance gap refers to implementing a relevant training intervention for the sake of developing particular skills and abilities of the employees and enhancing employee performance. This means that training offered skills which enhanced employee performance.
8.4. Job rotation and Employee Performance
In the first place, the study found out that employees participated in job rotation trainings provided by Kisubi hospital and this influenced their performance. This finding is consistent with the views by Foot and Hook (2008) who suggested that an organization can strengthen its competitive advantage and decrease the employee turnover by investing in employee training since the beginning of the employment with a proper employee job rotation. This means that appropriate job rotation enhances employee performance. The study also found out that staff received job orientation whenever assigned new tasks which influenced their performance. This finding concurs with Purcell and Boxall (2003) who indicates that important part employee ability is created by providing job rotation. This means that with job rotation, high performance levels can be achieved with job rotation.
The study further found out that high level of socialization at Kisubi Hospital enhanced employee performance. This finding concurs with the finding by Kebenei (2014) who revealed that the job rotation socialization process help new employees recto get relieved of anxieties about the job and helped build workplace relationships by allowing two way interactions and this enhanced their performance. Therefore, work place socialization during job rotation is important for the performance of an employee. Further, the study revealed that job rotation received was relevant to performance of the jobs. This finding supports the finding by Alabi (2004) that orientation/ job rotation given to new employees gives them a good start for better performance because it provides new employees with basic information regarding working conditions, policies, procedures, pays and benefits, and introduced management and co-workers. Therefore, relevant job rotation helps employees to perform their jobs.

Job rotation is considered as an important part of an organization’s human resource practices, many aspects are however addressed when discussing the importance and objectives of job rotation process as regards performance. Jones (2010) asserts that trained employees perform better and are more likely to serve customers in a desired way. One of the objectives of an job rotation process is to increase client satisfaction through minimizing errors and raising employee performance. In the context of the present study, systematic job rotation process also aims at increasing employee commitment and this way improving motivation.  However, Dessler (2013) asserts that a weak job rotation process affects the organization’s credibility not only externally but also internally. Well motivated employees have the energy to be productive and provide quality service. If the company management is not committed to deliver an effective job rotation process, the motivation levels of the employees can decrease (Bratton and Gold 2013; Davidson, 2002). While this might not occur straight after starting a new job, as the new employees usually are eager to prove themselves, employees are usually highly motivated when starting a job and a poor job rotation might impair the motivation in early stages. In many hospitals, employees usually have a high level of motivation in the first few months, which then gradually decreases due to the several challenges in the organization and therefore, ratating them may again motivate them. These findings are in agreement with Armstrong (2010) who observes that the diminishing motivation of the employees occurs mostly because the human resource management is to a large extent neglected in the organization and the management is not aware of the practical challenges. If the employees consistently need to lower their own quality standards, it hinders their work commitment and thus decreases the quality of service. From the previous research findings, it is advisable that it is high time organizational management became more aware of the practical work done in the cafeteria in order to be able to manage it better (Armstrong, 2010; Dessler, 2013).
8.5. Employee performance 
Armstrong (2000) looks at employee performance in terms of outcomes. However, it can also be looked at in terms of behavior but in this study, it is measured against the performance standards set by the hospital. There are a number of measures that can be taken into consideration when measuring performance for example using of productivity, efficiency, effectiveness, quality and profitability measures. Efficiency is the ability to produce the desired outcomes by using as minimal resources as possible while effectiveness is the ability of employees to meet the desired objectives or target and productivity is expressed as a ratio of output to that of input. Kamoche (2002) contend that productivity is a measure of how the individual, organization and industry converts input resources into goods and services and, the measure of how much output is produced per unit of resources employed. 

Quality is the characteristic of products or services that bear an ability to satisfy the stated or implied needs. This is increasingly achieving better products and services at a progressively more competitive price and as noted by Kamoche (2004), it is the responsibility of the organization managers to ensure that the organizations strive to and thus achieve high performance levels. This therefore implies that administrators have to set the desired levels of performance for any periods in question. This they can do by for example setting goals and standards against which individual performance can be measured (Kotler and Armstrong 2002). Organizations ensure that their employees are contributing to producing high quality products and/or services through the process of employee performance management.  
8.5.1 Descriptive Statistics on employees’ Performance
Employees’ performance was measured using 6 assertions which required the respondents to indicate their level of conformity or nonconformity using the Likert Scale. The findings are presented in table 8 below. Qualitative findings from interview guides were used to validate the quantitative findings presented in the questionnaires.

Table 8.1.: Employees Performance
Statements	SA	A	UD	D	SD	Mean	S.D	
	(%)	(%)	(%)	(%)	(%)			
Employees in the hospital have often provided timely reports to management and committees	10.4	25.4	3.7	38.2	22.3	3.5	1.2	
The hospital has achieved its targets because reports are submitted on time	10.2	43.5	9.7	32.4	4.2	3.2	1.1	
The hospital ensures timely planning so as to achieve the organization objectives	21.8	44.9	5.6	24.1	3.7	3.6	1.1	
All hospital departments have adequate plans that
have enhanced organization performance	19.4	44.4	7.4	22.2	6.5	3.5	1.2	
Quality work has led to success in the hospital	38.0	43.1	1.9	14.8	2.3	4. 0	1.1	
Employees in the hospital are committed to delivering quality output in order to enhance
Performance	25.9	57.4	0.0	16.7	0.0	3.9	0.9	
Source: Primary Data
Key: SA-Strongly Agree, A-Agree, UD-Undecided, D-Disagree, SD-Strongly Disagree, S.D.-Standard Deviation
In the above table, means between 1.0 & 2.4 indicate that the respondents were in contrast with the assertions for measuring employees’ performance; means ranging from 2.5 - 3.4 reveal the undecided respondents and means between 3.5 - 5.0 reveal those in agreement. A standard deviation less than 1 is an indication that the responses were close to the mean, while tha exceeding 1 is an indication that the responses deviated much from the mean. Generally, the table disclosed that majority of the respondents backed the assertions used to measure firm performance. A few disagreed though and very few were undecided.
Details of the results show that 10.4 percent of the respondents strongly agreed to the statement that “employees in the service have often provided timely reports to management and committees”; 25.4 percent agreed, 3.7 percent were undecided, 38.2 percent disagreed and 22.3 percent strongly disagreed. The implication is that majority 60.5 per cent of respondents are not in support of the statement “employees in the service have often provided timely reports to management and committees”. On the assertion “the organization has achieved its targets because reports are submitted on time; 10.2 percent strongly agreed, 43.5 percent agreed, 9.7 percent were undecided, whereas 32.4 percent disagreed and only 4.2 per cent strongly disagreed. On this statement, a fair 53.7 percent of the respondents were of the view that the organization has achieved its targets because reports are submitted on time. The responses to these assertions were further conformity in with a key respondent who said: “Reporting in time ha sometimes helped staffs identify mistakes and consequently make amendments, thus shielding both management and the committees from public criticism. Kisubi Hospital employees however are just like any other public servants who do not produce work in time. Reports take long to be tabled”.
On the assertion that “Kisubi Hospital ensures timely planning so as to achieve the organization objectives ”, 21.8 percent strongly agreed, 44.9 percent agreed, 5.6 percent were undecided, whereas 24.1 per cent disagreed and only 3.7 percent strongly disagreed. The reflection is that majority 66.7 percent of the respondents were in harmony with the statement. This substantiates the reaction from one key respondent who said: “Timely planning by management at the PS has helped in scheduling the available resources, programming, and allocating tasks to employees. It has also enhanced timely delivery of reports; when management plans on time, decision making not only by the Kisubi Hospital, but also employees especially during committee work is effected on time”. The responses also confirm to the assertion by Bassam  (2015) who put it that “any comprehensive performance management program requires timely planning and measurement of data in order to produce desired results”. Respondents were also expected to indicate their level of agreement or disagreement on the assentation that “all Kisubi Hospital departments have adequate plans that have enhanced organization performance”. 19.4 percent strongly agreed, 44.4 percent agreed, only 7.4 percent were undecided, whereas 22.2 per cent disagreed and 6.5 percent strongly disagreed. The implication is that majority 63.8 percent were of the view that all Kisubi Hospital departments have adequate plans that have enhanced organization performance. This coincided with Bassam (2015) who also said that: “Failure to sufficiently plan can lead to ill-defined and ineffective goal measurement and hence unsuccessful organization performance”. To substantiate the above author, one key respondent said: “A majority of the Kisubi Hospital departments have fairly adequate plans that have guided managers and supervisors in the achievement of the organization goals. Some of the departmental plans may be considered inadequate in terms of quality but they are still available as inputs to the entire Kisubi Hospital plan”.
On the statement that “quality work has led to organizational success in the PS”, 38.0 percent strongly agreed, 43.1 percent agreed, only 1.9 percent were undecided, whereas 14.8 percent opposed and 2.3 percent strongly disagreed. This implied that majority 81.1 percent concurred with the statement - quality work has led to organization success. One key respondent had this to say when asked how he as part of the management team ensured that staff produce quality outputs: “As management, we encourage employees to own up to the tasks allocated to them, and personally account for the results. In fact even our reward and recognition scheme is aimed at rewarding efforts & achievements for exemplary performance and behavior”

Furthermore, on the assertion that “staffs in the Kisubi Hospital are committed to delivering quality output in order to enhance employees’ performance”; 25.9 percent sturdily concurred with the assertion, 57.4 percent concurred, and only 16.7 percent opposed. None were strongly in disagreement nor undecided. This implied that majority 83.3 percent were of the view that staffs in the Kisubi Hospital are committed to delivering quality output in order to enhance employees’ performance. The verdicts on this assertion were also in conformity with a key respondent who said “Quality service delivery motivates employees because they feel delighted; it inspires them to work better as it becomes the benchmark for the next level. Quality services also promote the image of the organization. So, majority of the Kisubi Hospital employees look forward to producing quality outputs”.

CHAPTER NINE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
9.1. Introduction
Chapter five presents the summaries, discussions, conclusions and recommendations based on the objectives of the study. In addition, the chapter presents limitations of the study and areas for further study.
9.2 Summary of the Findings
Summary of the findings are presented below based on the study objectives.
9.2.1.  On-The Job Training and Employee Performance.
The results indicated that 22.7 percent of the respondents strongly agreed to the statement that on-the-job trainings used during orientations impact positively on performance, 53.2 percent agreed, while 22.2 percent disagreed and only 1.9 percent strongly disagreed. Asked further whether “all training forms used to develop employees on-the-job are flexible”, 7.4 percent strongly agreed, 35.6 percent agreed, 3.7 percent were undecided, while 42.6 percent denied and 10.6 percent strongly denied the statement. On whether employees are highly satisfied with on-the-job training as compared to of-the-job trainings; 6.0 percent strongly agreed, 17.6 percent agreed, 7.9 percent were undecided, whereas 62.5 percent disagreed and only 6.0 percent strongly disagreed. 

With respect to staff being made to act in different assignments, cumulatively the majority percentage (73.9%) of the respondents agreed, 23.0% disagreeing and 3.1% being undecided. The mean = 3.97 was close to four which corresponded with agreed. With respect to staff receiving instructions on the job from superiors, cumulatively the majority percentage (70.0%) agreed with 20.0% disagreeing. The mean = 3.68 close to code 4 suggested that receiving instructions on the job from superiors. On the other hand, as to whether staff were being delegated several assignments, cumulatively the majority percentage (78.4%) of the respondents agreed 21.6% disagreeing. The mean = 3.95 close to code 4 suggested that staff were being delegated several assignments. The study established that there was a positive significant relationship between on-the job training and employee performance. Employee performance was found out to be predicted by on-the job training.
9.2.3 Off-The Job Training and Employee Performance.
Details of the results in chapter five indicated that, 14.8 percent of the respondents strongly agreed to the statement that “of-the-job training in the Kisubi Hospital is linked to career development”; 38.9 percent agreed, 9.3 percent were undecided, whereas 35.0 percent disagreed and only 2.0 percent strongly disagreed. The analysis showed that 53.7 percent conformed to the view that “off-the-job training in the Kisubi Hospital is linked to career development. Asked whether “of-the-job trainings are more motivating to employees ”, responses were as follows:- 14.8 percent strongly agreeing, 61.1 percent agreeing, 3.7 percent undecided, 18.1 percent deviating, and only 2.3 percent strongly deviating. This showed majority 75.9 percent agreeing that off-the-job trainings are more motivating to employees

The responses disclosed that 36.7 percent strongly concurred with the statement, 34.7 percent agreed, 7.4 percent were undecided, whereas 17.0 percent disagreed and 4.2 percent strongly disagreed. This means that majority 71.4 percent were in support of the statement. On the statement: “of-the-job trainings are offered to top level employees only ” 12.0 percent strongly agreed, 7.4 percent agreed, 5.6 percent were undecided, whereas 66.2 percent disagreed and 8.8 percent strongly disagreed. The implication is that majority 75 percent were of the view that off-the-job trainings are not offered to top level employees only. 
On whether staff often participated in off-the-job trainings provided by Kisubi Hospital showed that the larger percentage (55.4%) of the respondents disagreed while 46.6% agreed. As to whether the off-the-job trainings accessed at Kisubi Hospital were quite relevant to staff performance, cumulatively the larger percentage (50.3%) of the respondents agreed while 32.3% disagreed and 15.4% were undecided. The mean = 3.28 was close to code three which corresponded with undecided indicated that the respondents were undecided.
The study established that there was a positive significant relationship between off-the job training and employee performance. Employee performance was found out to be predicted by off-the job training.
9.3	Conclusions
9.3.1 On-job training and performance of employees
The first objective of the study was to determine effect of on-job training on performance of employees of Kisubi Hospital. In light of the correlation results which were negative and significant and views of respondents which indicated a negative link between on-job training particularly job-rotation and employee performance, the study concludes that performance of workers of Kisubi Hospital is influenced negatively by on-job training. The employees of the association mainly access on-job training but particularly job rotation which stabilize job routines and affect efficiency of employees which is quite relevant and useful in enhancing their performance in as far as accomplishment of tasks and delivering quality work is concerned. Job-rotation also exposes employees to new challenges time and again with no immediate solution which deter their performance.
9.3.2 Off-job training and performance of employees
The second objective of the study was to determine the effect of off-job training on performance of employees of Kisubi Hospital. In light of the correlation results which were positive and significant and views of respondents which indicated a positive link between off-job training and employee performance, the study concludes that performance of staff of Kisubi Hospital is significantly affected off-job training.
9.3.3. Job rotation and employees’ performance
The study revealed that Kisubi Hospital ado pts job rotation practices, however, the rotation is unstructured. As a result, the practice of job rotation in the hospital is considered blur, as some employees relates (interprets) it as job transfer. Whereas some employees perceived that, job rotation takes place only when employees’ services are more needed in other departments due the assumption of leave by a fellow colleague, others also feel the practice is bias and aimed at favouring some members of staff by placing them in strategic position. Again, the rotation is perceived to be carried out in a situation where

9.4 Recommendations
9.4.2 On-job training and performance of employees
The findings established that on-job training particularly enhanced employee performance. In light of this finding, Human resource managers at Kisubi Hospital need ensure that there is adequate onjob-training in terms of coaching, mentoring, employee acting in different positions and employee delegation.
9.4.3 Off-job training and performance of employees
The study established that though off-job training related to employee performance. In light of this finding, the study recommends the need for increased support to the off-job training component of human resource performance improvement strategy at Kisubi Hospital. Increased access to off-job training will improve’ employees’ work skills and enhance their performance. Off job training should be in terms of works, seminars, conferences and sending staff for further studies.
9.5	Suggestions for Further Research
This study investigated staff training and employee performance in Kisubi Hospital looking at the farmers association. However, this study can be also carried out on other organizations such as government agencies and nongovernmental organizations.

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 APPENDICES

Appendix I. Self Administered Questionnaire 
Dear respondent, I am Kitone Emmanuel  conducting a research on “Training and Employees' Performance in Private Hospital in uganda: A Case Study of Kisubi Hospital”. I therefore request you to provide information as requested below:

SECTION ONE:  GENERAL INFORMATION
Please Tick your appropriate Choice 
1.	Age (Years):  21-30		31 – 40	   41 – 50	     Above 50

2.	Gender:  Male 		Female 

3.	Marital Status 

        Single 		Married 		Divorced/Separated 
4.	Level of Education 
           Professional 	    Master’s Degree 	     Bachelor Degree	          Diploma 
          Certificate 		Any other please specify ………………………………
5.	Length of stay in Kampala 
Less than one year 	      1 – 3 years   	     3 – 6 years 	            Above 6 years 

SECTION TWO: on the job training and employees' performance
In this section the researcher seeks to establish the contribution on the job training to employees' performance.  Please Tick the appropriate alternative, Key: Where SA-strongly agree, A- agree, NS-not sure, SD-strongly disagree D-disagree.
Statement 	SA	A	NS	SD	D	
On-the-job trainings used during
orientations impact positively on
performance						
All training forms used to develop staff
on-the-job are flexible.						
Transparency is exercised when
determining the kind of training for
employees						
Staff are highly satisfied with on-the-job
training as compared to off-the-job
trainings						
Access to mentoring from my supervisors 						
I am made to act in different assignments 						
I have received instructions on the job by my superiors 						
I have often been delegated to several assignments 						

SECTION THREE: off job training and employees performance  
In this section the researcher seeks to establish the effect of off job training on employees performance .  Please Tick the appropriate alternative. Key: Where, SA=strongly agree, A= Agree, NS= Not sure, D=Disagree, SD=strongly disagree
Statement 	SA	A	NS	SD	D	
Off-the-job training in the Kisubi Hospital  is linked to career development						
Off-the-job trainings are more motivating to employees.						
Employees who have attended off-the job training have better skills compared to hose who have not.						
Off-the-job trainings are offered to top level employees only.						
I have often participated in off-the-job trainings provided by Kisubi Hospital 						
I have had the opportunity to go for further studies 						
The off-the-job trainings accessed at Kisubi Hospital is quite relevant to my performance 						
The off-the-job trainings offered by Kisubi Hospital is always delivered appropriately 						
I have always acquired useful skills from the off-job trainings that are useful to my performance 						

SECTION FOUR:  Job rotation and employees' performance 
In this section the researcher seeks to establish the effect of Job rotation on employees' performance.  Please Tick the appropriate alternative                          
Key: SA=strongly agree, A= Agree, NS= Not sure, D=Disagree, SD=strongly disagree
Statements 	SA	A	NS	SD	D	
All employees been rotated on their job						
The hospital follows any sequential procedures in rotating employees						
Job rotation take away/reduce boredom in performing same task 						
Job rotation 	develops skills as well as gaining experience for management careers
						
Job rotation is linked with the career management process so employees know what development needs each assignment addresses.
						
I have had the opportunity to go for further studies 						

Thank you for your cooperation

Appendix II: Interview guide

i.	What is the contribution of on job training to employee performance at Kisubi Hospital?

ii.	What is the contribution of off job training to employee performance at Kisubi Hospital?
iii.	What is the contribution of job rotation to employee performance at Kisubi Hospital?