This study aimed at examining the influence of training on employees" performance; it involved a case study design where Tanga Urban Water Supply and Sewerage Authority (Tanga UWASA) was selected. Stratified Random sampling and purposive sampling techniques were used to select a sample of 71 respondents for the study. Respondents were chosen from ordinary employees, heads of departments and the management of Tanga UWASA. Data were collected using interview, questionnaires and documentary review. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) to yield descriptive statistics such as frequency and percentages while Chi square was used to determine influence of training on employee perfomance. Qualitative data were analysed using content analysis.The findings indicated that Tanga UWASA organises several training programmes and employees are systematically selected to attend those programmes to acquire knowledge and skills. On the other hand, the study found that training has significant influence on employee performance. This relationship was found statistically significant at P < 0.05. The more the employee gets training, the more efficient their level of performance would be. Training programmes contributed to the increase of efficiency, productivity, rise of customers" level of satisfaction and the increase of Tanga UWASA"s competitive advantage over other water supply authorities.
For obtaining benefits from using Information and Communication Technology (ICT) in education sector, technical and management aspects related to the use of ICT are needed. This literature review article focuses on assessing managerial aspects that influence deployment of e-learning technologies. Provision of details in each managerial dimension attempted to cover description of their significance, and the extent to which they influence adoption and usage of e-learning technologies. Key considerations were also extracted and presented as benchmarks for smooth practicality. A stock of existing literature n=81 devoted to the study, were reviewed to capture the specific themes for extracting arguments to acquire a wider perspective of the findings. The downloaded literature was categorised thematically and timely to capture a review of themes and trends on appreciable increase of usage or adoption published respectively. The process supported by NVivo software (version 12). From the findings training seemed the most discussed and considered managerial factor in terms of its significance and influence. It might be so due to its nature and need as it has to be conducted from the initial stage and continuously. The literature seems to be concerned with managerial aspects facilitating e-learning technologies in a holistic way, for stance combining different aspects of training, ultimately reflecting a high level of training aspect analysed. Still, despite some of these aspects being dubbed ‘all inclusive’, many tend to be little reported if we consider the possibilities in terms of those managerial dimensions.
Whereas the integration of innovative technology in facilitating learning is crucial in higher education institutions (HEIs), its sustainability has been a challenge, especially in developing countries. This paper reports the findings of a qualitative study that explored academic leaders' views, perceptions, and experiences on sustainability strategies for the integration of innovative teaching and learning technologies (ITLTs). The paper contributes empirically to the educational discipline by developing a deeper understanding of specific strategies for the sustainability of the ITLTs integration in HIEs. Specifically, the study examined reinforcement measures related to rewards, culture, policies, and capacity building used by academic leaders for the integration of ITLTs in the selected Tanzanian universities. Secondly, the study looked into the perceived level of importance regarding attributes to effective integration of ITLTs in the respective universities. A semi-structured interview was used to collect data among 13 academic leaders from two public universities. Lewin’s change management model guided the study in theorising and analysis of the findings. Thematic-deductive analysis revealed that most participants favoured capacity-building strategy reinforcements. Meanwhile, implicit policies were reported to have a higher positive likelihood of enhancing the sustainability of effective integration of ITLTs. Concerning rewards, in-house training and recognition for what academics do were regarded as favourable strategies. Additionally, participants reported that the culture of offering directives and communication through online platforms has promoted the integration of ITLTs. Lastly, capacity building and policies were vital in enhancing the effective integration of ITLTs. There is a need to strengthen ITLTs policies development, rewards, and capacity-building strategies for more effective and sustainable integration of ITLTs. This further supports the cultural transformation of ITLTs usage among academics in universities.
While there have been recent trends in investigating the role of leader support on technological integration, such research in educational settings is rare. Moreover, the attention paid towards investigating leadership support for the integration of technological changes in education has not led to the explicit specification of what support teachers would entail from their mid-level academic leaders regarding the current challenge of ITLTs-low uptake in developing countries. Therefore, the present study investigates the influence of leader support and integration of ITLTs among academicians of the selected Tanzanian universities, mediating the effect of the Technological Knowledge Level (TKL). A questionnaire was used as the main collection tool to collect data from 192 academic staff. The study used Structural Equation Modeling (SEM) to analyse the extent to which leader support influences the integration of ITLTs, mediated by the TKL when controlled for demographic factors such as age, gender, and ITLTs prior knowledge. The yielded results reveal that the integration of ITLTs among academics is positively influenced by leader support; the higher the support the academics receive from their leaders, the better the integration of ITLTs. Furthermore, the perceived leader support is also predictive of academicians’ technological knowledge level; however, no significant effect of technological knowledge level was found when mediating the two variables, indicating that leaders support strongly influenced the integration of ITLTs. This study, therefore, proves the inclusive findings and extends the research on the potential of mid-level academic leadership to bring about educational change in higher learning and thus, enhance the integration of ITLTs.
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