Practices and Challenges of Human Resource Development in Secondary Schools of Hadiya Zone, South Ethiopia

Dekeyo Lapiso; Endale Berhanu

doi:doi:10.11648/j.ebm.20190503.11

| Peer-Reviewed

Practices and Challenges of Human Resource Development in Secondary Schools of Hadiya Zone, South Ethiopia

Dekeyo Lapiso, Endale Berhanu

Published in European Business & Management (Volume 5, Issue 3)

Received: 12 April 2019 Accepted: 3 June 2019 Published: 9 July 2019

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The main purpose of this study was to assess the practices and challenges of human resource development that have been carried out by Hadiya Zone Secondary Schools. To this effect, descriptive survey research design was employed by which questionnaires, interviews, and document analysis were used as instruments of data gathering. Both primary and secondary sources of data were used. The primary data sources were teachers, principals, supervisors, woreda education officers and zone education department experts. The school documents were used as a secondary data source. The data were collected from randomly selected 100 secondary school teachers including 21 principals and 3 supervisors were selected by using availability sampling and 9 Woreda Education Officers and 3 zone education department experts of Hadiya Zone were selected purposefully. A total of 136 respondents were included as subjects of the study. The findings of the study indicated the absence of the systematic needs assessment practices, no HRTD plan incorporated in strategic plans, objectives of TDP had not been well presented to trainees, no clear and transparent training and development criteria for selecting trainees and trainers. the practice of preparing and implementing TDPs had been constrained by low attention of top level educational leaders, lack of adequate budget, selection of inappropriate trainees and trainers, allocation of insufficient time. Based on the findings, the following conclusion was drawn; due to lack of systematic training and development needs assessment capacity and potentials of individuals had not been built for better future performance, appropriate individuals were neglected from the selection for the TDPs, secondary schools and education departments fail to measure the effects and benefits of the TDPs to the organization and the employees/ teachers and administrative staffs/. Based on the conclusions, the following are recommended: appropriate attention to be given to training and development needs assessment, allocation of necessary resources for TDP, planning TDP in association with strategic plan, arranging of induction/orientation programs, applying on-the-job methods, creating systematic monitoring and evaluating practices of TDP, arranging awareness creation programs and formulating clear and transparent TDP directives, and giving more emphasis on professional development rather than other activities in secondary schools and woreda education offices.

Published in	European Business & Management (Volume 5, Issue 3)
DOI	10.11648/j.ebm.20190503.11
Page(s)	24-41
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Human Resource, Development, Secondary School and Zone

References

[1]	Krung. S. E. (1992). “Instructional Leadership: A constructive Perspective.” Educational Administration Quarterly vol. 28. No. 3, pp 430-443.
[2]	Chandan, J. S. (2003). Management Concepts and Strategies. New Delhi: Vikas Publishing House Pvt. Ltd.
[3]	Ayalew Shibeshi (1991). Approaches to Educational Organization and Management Teaching material: Addis Ababa University (Unpublished).
[4]	Heneman, and L. D. Dyer, (1996). Personnel/human resources and management, 4th ed. New Delhi: Universal Book Stall.
[5]	Swanson, R. A. (1995). Human Resource Development: Performance is the Key. Human Resource Development Quarterly, 62 (2), 207-213.
[6]	Mc Lagan, P. A. (1989). Systems Model 2000: Matching Systems Theory to Future HRD Issues. lexandria, VA: ASTD Press.
[7]	Desimon, L. R, Werner, M. J, Harris, M. D (2002). Human Resource Development (3^rd ed) Thomson; south –western publisher
[8]	Lewin and Janet, (1999). Educational Innovation in Developing Countries. London: Macmillan Press Ltd.
[9]	Fiona E. and Alan G. (2005). “HRM Practices and Employees’ Attitudes: different measures-different results”, Personnel Review, Vol. 34 No. 5, pp. 534-569.
[10]	Tamirat (2010). Employees’ opinion about human resource development practices of national bank of Ethiopia.
[11]	Laird D, (1985). Approaches to Training and Development (2^nd ed).
[12]	Cohen, L. e. (2007). Research Method in Education. Oxon: Routledge.
[13]	Abiy (2009). Introduction to Research Methods. Addis Ababa University.
[14]	James, G., & Rodney, R. (1991). Educational Administration and Policy. Boston: Allyn and Bacon.
[15]	Mathis, R. L. and J. H. Jackson, (1997). Human resource management, 8^th ed. Minneapolis: West Publishing Co.
[16]	Gomez-Mejia and L. Cardy, (1995). Managing Human Resources. Englewood Cliff: Prentice Hall.
[17]	Getachew Minas, (1998). “Human resource management in the Ethiopian public sector” Adis Ababa.
[18]	Armstrong, M., (2001). A handbook of human resource management practice, 8th ed. London. Kogan page Limited.

Cite This Article

Plain Text BibTeX RIS

APA Style

Dekeyo Lapiso, Endale Berhanu. (2019). Practices and Challenges of Human Resource Development in Secondary Schools of Hadiya Zone, South Ethiopia. European Business & Management, 5(3), 24-41. https://doi.org/10.11648/j.ebm.20190503.11

Copy | Download

ACS Style

Dekeyo Lapiso; Endale Berhanu. Practices and Challenges of Human Resource Development in Secondary Schools of Hadiya Zone, South Ethiopia. Eur. Bus. Manag. 2019, 5(3), 24-41. doi: 10.11648/j.ebm.20190503.11

Copy | Download

AMA Style

Dekeyo Lapiso, Endale Berhanu. Practices and Challenges of Human Resource Development in Secondary Schools of Hadiya Zone, South Ethiopia. Eur Bus Manag. 2019;5(3):24-41. doi: 10.11648/j.ebm.20190503.11

Copy | Download

@article{10.11648/j.ebm.20190503.11,
  author = {Dekeyo Lapiso and Endale Berhanu},
  title = {Practices and Challenges of Human Resource Development in Secondary Schools of Hadiya Zone, South Ethiopia},
  journal = {European Business & Management},
  volume = {5},
  number = {3},
  pages = {24-41},
  doi = {10.11648/j.ebm.20190503.11},
  url = {https://doi.org/10.11648/j.ebm.20190503.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ebm.20190503.11},
  abstract = {The main purpose of this study was to assess the practices and challenges of human resource development that have been carried out by Hadiya Zone Secondary Schools. To this effect, descriptive survey research design was employed by which questionnaires, interviews, and document analysis were used as instruments of data gathering. Both primary and secondary sources of data were used. The primary data sources were teachers, principals, supervisors, woreda education officers and zone education department experts. The school documents were used as a secondary data source. The data were collected from randomly selected 100 secondary school teachers including 21 principals and 3 supervisors were selected by using availability sampling and 9 Woreda Education Officers and 3 zone education department experts of Hadiya Zone were selected purposefully. A total of 136 respondents were included as subjects of the study. The findings of the study indicated the absence of the systematic needs assessment practices, no HRTD plan incorporated in strategic plans, objectives of TDP had not been well presented to trainees, no clear and transparent training and development criteria for selecting trainees and trainers. the practice of preparing and implementing TDPs had been constrained by low attention of top level educational leaders, lack of adequate budget, selection of inappropriate trainees and trainers, allocation of insufficient time. Based on the findings, the following conclusion was drawn; due to lack of systematic training and development needs assessment capacity and potentials of individuals had not been built for better future performance, appropriate individuals were neglected from the selection for the TDPs, secondary schools and education departments fail to measure the effects and benefits of the TDPs to the organization and the employees/ teachers and administrative staffs/. Based on the conclusions, the following are recommended: appropriate attention to be given to training and development needs assessment, allocation of necessary resources for TDP, planning TDP in association with strategic plan, arranging of induction/orientation programs, applying on-the-job methods, creating systematic monitoring and evaluating practices of TDP, arranging awareness creation programs and formulating clear and transparent TDP directives, and giving more emphasis on professional development rather than other activities in secondary schools and woreda education offices.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Practices and Challenges of Human Resource Development in Secondary Schools of Hadiya Zone, South Ethiopia
AU  - Dekeyo Lapiso
AU  - Endale Berhanu
Y1  - 2019/07/09
PY  - 2019
N1  - https://doi.org/10.11648/j.ebm.20190503.11
DO  - 10.11648/j.ebm.20190503.11
T2  - European Business & Management
JF  - European Business & Management
JO  - European Business & Management
SP  - 24
EP  - 41
PB  - Science Publishing Group
SN  - 2575-5811
UR  - https://doi.org/10.11648/j.ebm.20190503.11
AB  - The main purpose of this study was to assess the practices and challenges of human resource development that have been carried out by Hadiya Zone Secondary Schools. To this effect, descriptive survey research design was employed by which questionnaires, interviews, and document analysis were used as instruments of data gathering. Both primary and secondary sources of data were used. The primary data sources were teachers, principals, supervisors, woreda education officers and zone education department experts. The school documents were used as a secondary data source. The data were collected from randomly selected 100 secondary school teachers including 21 principals and 3 supervisors were selected by using availability sampling and 9 Woreda Education Officers and 3 zone education department experts of Hadiya Zone were selected purposefully. A total of 136 respondents were included as subjects of the study. The findings of the study indicated the absence of the systematic needs assessment practices, no HRTD plan incorporated in strategic plans, objectives of TDP had not been well presented to trainees, no clear and transparent training and development criteria for selecting trainees and trainers. the practice of preparing and implementing TDPs had been constrained by low attention of top level educational leaders, lack of adequate budget, selection of inappropriate trainees and trainers, allocation of insufficient time. Based on the findings, the following conclusion was drawn; due to lack of systematic training and development needs assessment capacity and potentials of individuals had not been built for better future performance, appropriate individuals were neglected from the selection for the TDPs, secondary schools and education departments fail to measure the effects and benefits of the TDPs to the organization and the employees/ teachers and administrative staffs/. Based on the conclusions, the following are recommended: appropriate attention to be given to training and development needs assessment, allocation of necessary resources for TDP, planning TDP in association with strategic plan, arranging of induction/orientation programs, applying on-the-job methods, creating systematic monitoring and evaluating practices of TDP, arranging awareness creation programs and formulating clear and transparent TDP directives, and giving more emphasis on professional development rather than other activities in secondary schools and woreda education offices.
VL  - 5
IS  - 3
ER  -

Copy | Download

Author Information

Dekeyo Lapiso

Yekatit 25/67 Secondary School, Hosaena, Ethiopia
Endale Berhanu

Department of Educational Planning and Management, School of Education & Behavioral Science, Wolaita Sodo University, Sodo, Ethiopia

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Dekeyo Lapiso, Endale Berhanu. (2019). Practices and Challenges of Human Resource Development in Secondary Schools of Hadiya Zone, South Ethiopia. European Business & Management, 5(3), 24-41. https://doi.org/10.11648/j.ebm.20190503.11

Copy | Download

ACS Style

Dekeyo Lapiso; Endale Berhanu. Practices and Challenges of Human Resource Development in Secondary Schools of Hadiya Zone, South Ethiopia. Eur. Bus. Manag. 2019, 5(3), 24-41. doi: 10.11648/j.ebm.20190503.11

Copy | Download

AMA Style

Dekeyo Lapiso, Endale Berhanu. Practices and Challenges of Human Resource Development in Secondary Schools of Hadiya Zone, South Ethiopia. Eur Bus Manag. 2019;5(3):24-41. doi: 10.11648/j.ebm.20190503.11

Copy | Download

@article{10.11648/j.ebm.20190503.11,
  author = {Dekeyo Lapiso and Endale Berhanu},
  title = {Practices and Challenges of Human Resource Development in Secondary Schools of Hadiya Zone, South Ethiopia},
  journal = {European Business & Management},
  volume = {5},
  number = {3},
  pages = {24-41},
  doi = {10.11648/j.ebm.20190503.11},
  url = {https://doi.org/10.11648/j.ebm.20190503.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ebm.20190503.11},
  abstract = {The main purpose of this study was to assess the practices and challenges of human resource development that have been carried out by Hadiya Zone Secondary Schools. To this effect, descriptive survey research design was employed by which questionnaires, interviews, and document analysis were used as instruments of data gathering. Both primary and secondary sources of data were used. The primary data sources were teachers, principals, supervisors, woreda education officers and zone education department experts. The school documents were used as a secondary data source. The data were collected from randomly selected 100 secondary school teachers including 21 principals and 3 supervisors were selected by using availability sampling and 9 Woreda Education Officers and 3 zone education department experts of Hadiya Zone were selected purposefully. A total of 136 respondents were included as subjects of the study. The findings of the study indicated the absence of the systematic needs assessment practices, no HRTD plan incorporated in strategic plans, objectives of TDP had not been well presented to trainees, no clear and transparent training and development criteria for selecting trainees and trainers. the practice of preparing and implementing TDPs had been constrained by low attention of top level educational leaders, lack of adequate budget, selection of inappropriate trainees and trainers, allocation of insufficient time. Based on the findings, the following conclusion was drawn; due to lack of systematic training and development needs assessment capacity and potentials of individuals had not been built for better future performance, appropriate individuals were neglected from the selection for the TDPs, secondary schools and education departments fail to measure the effects and benefits of the TDPs to the organization and the employees/ teachers and administrative staffs/. Based on the conclusions, the following are recommended: appropriate attention to be given to training and development needs assessment, allocation of necessary resources for TDP, planning TDP in association with strategic plan, arranging of induction/orientation programs, applying on-the-job methods, creating systematic monitoring and evaluating practices of TDP, arranging awareness creation programs and formulating clear and transparent TDP directives, and giving more emphasis on professional development rather than other activities in secondary schools and woreda education offices.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Practices and Challenges of Human Resource Development in Secondary Schools of Hadiya Zone, South Ethiopia
AU  - Dekeyo Lapiso
AU  - Endale Berhanu
Y1  - 2019/07/09
PY  - 2019
N1  - https://doi.org/10.11648/j.ebm.20190503.11
DO  - 10.11648/j.ebm.20190503.11
T2  - European Business & Management
JF  - European Business & Management
JO  - European Business & Management
SP  - 24
EP  - 41
PB  - Science Publishing Group
SN  - 2575-5811
UR  - https://doi.org/10.11648/j.ebm.20190503.11
AB  - The main purpose of this study was to assess the practices and challenges of human resource development that have been carried out by Hadiya Zone Secondary Schools. To this effect, descriptive survey research design was employed by which questionnaires, interviews, and document analysis were used as instruments of data gathering. Both primary and secondary sources of data were used. The primary data sources were teachers, principals, supervisors, woreda education officers and zone education department experts. The school documents were used as a secondary data source. The data were collected from randomly selected 100 secondary school teachers including 21 principals and 3 supervisors were selected by using availability sampling and 9 Woreda Education Officers and 3 zone education department experts of Hadiya Zone were selected purposefully. A total of 136 respondents were included as subjects of the study. The findings of the study indicated the absence of the systematic needs assessment practices, no HRTD plan incorporated in strategic plans, objectives of TDP had not been well presented to trainees, no clear and transparent training and development criteria for selecting trainees and trainers. the practice of preparing and implementing TDPs had been constrained by low attention of top level educational leaders, lack of adequate budget, selection of inappropriate trainees and trainers, allocation of insufficient time. Based on the findings, the following conclusion was drawn; due to lack of systematic training and development needs assessment capacity and potentials of individuals had not been built for better future performance, appropriate individuals were neglected from the selection for the TDPs, secondary schools and education departments fail to measure the effects and benefits of the TDPs to the organization and the employees/ teachers and administrative staffs/. Based on the conclusions, the following are recommended: appropriate attention to be given to training and development needs assessment, allocation of necessary resources for TDP, planning TDP in association with strategic plan, arranging of induction/orientation programs, applying on-the-job methods, creating systematic monitoring and evaluating practices of TDP, arranging awareness creation programs and formulating clear and transparent TDP directives, and giving more emphasis on professional development rather than other activities in secondary schools and woreda education offices.
VL  - 5
IS  - 3
ER  -

Copy | Download