Factors Limiting Effective Implementation Of Training Programmes In Parastatal Organizations In Tanzania: A Case Study of Tanzania Electric Supply Company Limited, Dar-Es-Salaam And Coast Zone

Mndeme, Ignatius Shengena (2011) Factors Limiting Effective Implementation Of Training Programmes In Parastatal Organizations In Tanzania: A Case Study of Tanzania Electric Supply Company Limited, Dar-Es-Salaam And Coast Zone. Masters thesis, The Open University of Tanzania.

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Abstract

This study aimed at analyzing “Factors Affecting the Implementation of Training Programmes in Parastatal Organizations in Tanzania: A case study of Tanzania Electric Supply Company Limited, Dar-es-Salaam and Coastal Zone” A case study approach was selected and used due to the nature of the study. Total sample of 274 which is 25% of the population was picked from TANESCO Dar es Salaam and Coastal Zone by simple random and purposive sampling methods. Data were collected by questionnaires, interviews, and review of documents with a response of 254 staff which is 92.7% of the sample, and qualitative analysis method was used to process the data. The study revealed a number of factors that may cause in effective implementation of training programs in parastatal organization; but can mainly be grouped into two:- First, Organization factors such as, lack of training needs analysis, lack of sensitization of employees on existence of training program, shortage of training budget, and lack of training programs evaluation; Second, Sociological factors, such as; age characteristics, marital status, family responsibilities and low level of education. To enhance effective improvement of training programmes it is recommended to;- Develop a uniform TNA exercise improve the level of efficiency of training function and eventually have clarity in scope and objectives; Conduct evaluation after every training session and give feedback to trainees; increasing employee capacity by allocating adequate budget; Implement training function openly and involve every individual in determining the kind of training they need and adapt the “Blended Learning Programme Model”. Garvey (2011) and Kirkpatrick’s (1975) Evaluation Model as analyzed in the paper.

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