The Impact of Workplace Learning on Individuals and Organizational Performances in Two Selected Eastern Ethiopian Public Universities

The Impact of Workplace Learning on Individuals and Organizational Performances in Two Selected Eastern Ethiopian Public Universities | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Impact of Workplace Learning on Individuals and Organizational Performances in Two Selected Eastern Ethiopian Public Universities Kersemi Fekadu, Yilfashewa Seyoum, Tassew Mezgebu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7469071/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 15 You are reading this latest preprint version Abstract The purpose of this work is to assess the impact of workplace learning on individuals and organizational performances of in two selected Eastern Ethiopian public Universities. Convergent a parallel design of a mixed-method approach was used to reach the result. The quantitative data was gathered through questionnaires from 597 respondents, which selected using a stratified sampling technique. The qualitative data gather using semi-structured interview from 4 informants, which selected purposively from two universities. The quantitative data were analysed using descriptive and Inferential statistics (mean, standard deviation, Pearson correlation). In sequence, the qualitative data were analysed using thematic analysis. Based on this the result depicted the strategies were not flexible and address the needs of individuals from different field of studies and learning styles and workplace learning has a positive impact on improving of job performance, job satisfaction and engagements, fostering of problem –solving ability of employees and impacts the organizational performance. To improve the initiatives, the universities should facilitate and promote a culture of lifelong learning to improve the knowledge, skills, and attitudes. Workplace Learning Individual performances Organizational Performances Introduction In the modern knowledge economy, businesses in every industry are realizing that learning is a strategic advantage rather than a supplementary activity (Bollinger & Smith, 2001). The process by which people gain and hone their abilities, knowledge, and skills in the context of their workplace, known as workplace learning, has emerged as a key component of long-term innovation and performance improvement (Marsick & Watkins, 2003; Billett, 2020). Workplace learning is very important in dynamic and resource-constrained situations since it is frequently informal, immersive, and context-specific, in contrast to traditional classroom-based training (Raelin, 2016; Marsick & Watkins, 2015). Since higher education institutions are expanding quickly, have limited infrastructure, and are subject to increasing performance demands, workplace learning is especially important in emerging nations like Ethiopia. Staffing shortages, skill mismatches, administrative inefficiencies, and sluggish research output are problems facing public universities in Eastern Ethiopia, including Jigjiga, Haramaya, and Dire Dawa University (Yizengaw, 2008; Teferra ; Altbach, 2004). The restricted scope and uneven caliber of official training programs, which are frequently externally motivated, irregular, and disengaged from current institutional requirements, exacerbate these difficulties (Chimombo, 2005). Because workplace learning is integrated into regular professional tasks and encourages learning by doing, reflecting, and collaborating, it offers a promising option in these situations (Eraut, 2004; Kolb, 2015). Furthermore, workplace learning supports both the development of individual competencies and more general corporate objectives including enhanced service delivery, creativity, and employee retention (Marsick & Watkins, 2003). For instance, reflective practice, peer evaluation, mentoring, and group projects can all operate as stimulants for performance improvement and institutional learning (Fuller & Unwin, 2004; Platt, 2020). Still, there is a dearth of empirical study on workplace learning in Ethiopian higher education, despite its potential, and little is known about how it might be successfully used or assessed in academic contexts. The purpose of this study is to investigate how workplace learning might improve both individual and organizational performance in Eastern Ethiopian public colleges. The study aims to provide a more contextualized view of human capital development in Ethiopian higher education by identifying common workplace learning techniques, evaluating their effects, and identifying facilitators and obstacles. Additionally, it will offer useful information to legislators, college officials, and development partners that are dedicated to creating institutional cultures that are learning-centered. Statement of the Problem Eastern Ethiopian public universities have a wide range of intricate issues that impede their capacity to expand their workforce, operate more efficiently, and produce high-quality academics. High employee turnover, ongoing competency gaps, low research productivity, and inadequate institutional learning mechanisms are some of these issues' most pressing effects (Teferra & Altbach, 2004; Yizengaw, 2008). These institutions also have trouble making independent decisions and coming up with creative funding sources because of their centralized control, political meddling, and constrained financial strategies (Mohammed, 2024). These problems are made worse by a lack of long-term professional development frameworks, bureaucratic inflexibility, and financial limitations. According to Chimombo (2005), traditional methods of staff development in these institutions have mostly depended on official, externally arranged training programs that are frequently sporadic, generic, and out of step with the unique requirements of the administrative and academic environments. As a result, these approaches have not been very effective in cultivating a continuous improvement culture or resolving persistent performance problems. Furthermore, colleges have not been able to fully utilize informal and experiential learning as effective instruments for organizational development due to the lack of organized, institutionally entrenched learning methodologies (Marsick & Watkins, 2003; Eraut, 2004). Workplace learning presents a viable substitute. It includes on-the-job training, peer collaboration, mentoring, reflective practice, and problem-solving in real-time situations. Because it views learning as an essential component of work rather than as a stand-alone activity, it is both economical and pertinent to the workplace (Billett, 2020; Fuller & Unwin, 2004). Even though workplace learning has been shown to be beneficial in a number of fields and nations, little is known about its use and effects in Ethiopian higher education. Numerous empirical research have examined the relationship between workplace learning and performance results in a variety of organizational and geographic contexts, highlighting its importance for both institutional and individual development. These studies highlight how informal, immersive, and collaborative learning approaches can help close professional skill gaps, promote creativity, and improve service delivery in higher education. When Marsick and Watkins (2003) looked at how informal learning affected organizational outcomes in American institutions, they discovered that learning-rich workplaces greatly improved organizational responsiveness and staff flexibility. In a similar vein, Eraut (2004) found that informal learning—such as work shadowing, mentorship, and reflective practices—often had a greater influence on day-to-day performance than formal training, especially in intricate settings like healthcare and education. Fuller and Unwin (2004) investigated the idea of "expansive learning environments" in vocational settings in the United Kingdom. They came to the conclusion that companies that enhanced employee motivation and institutional knowledge sharing were those that integrated learning into job roles, permitted collaboration, and offered ongoing feedback. Boud and Middleton (2003) also highlighted how relational and contextual factors, including peer networks, company culture, and support system accessibility, significantly influence workplace learning. Their research, which was conducted in Australian universities, showed that informal encounters and team-based learning were important factors in the growth of academic staff. Although workplace learning is still not well studied in Africa, new research shows both its potential and its drawbacks. In a study of Malawi's educational system, Chimombo (2005) discovered that because formal training was difficult to attain, informal learning was an essential tool for skill development. He did point out that institutional limitations, including a lack of managerial support, time, and learning infrastructure, severely reduced its efficacy. A study by Ngcwangu and Balwanz (2015) in South African universities shown that workplace-based and informal learning techniques, such as peer learning and group projects, aided in the growth of faculty members and the production of research. Wider institutional improvements were thwarted, meanwhile, by structural injustices and ill-defined policies. Workplace learning has received little attention in Ethiopian research on professional development in higher education, which have mostly concentrated on formal training programs. According to Yizengaw (2008), the majority of capacity-building initiatives in Ethiopian universities are short-term, externally sponsored, and not well suited to institutional settings. Similarly, informal learning opportunities like peer mentoring and joint research have a substantial impact on individual job satisfaction and retention, according to a study by Gebrehiwot and Woldie (2012) on academic staff development at Northern Ethiopian universities. Teshome and Waktola (2021) looked at the organizational learning culture in Ethiopian universities and discovered that staff performance and administrative efficiency were higher in those institutions that supported knowledge sharing and continuous improvement more. Their research, however, also showed that there are no clear regulations to encourage informal learning methods, which results in inconsistent and disjointed findings. Additionally, the three local studies listed below were carried out: Ethiopian medical schools were the site of the initial investigation. It concentrated on a curriculum that integrated problem-based learning (PBL) and discovered that preclinical students' self-directed learning (SDL) was effectively encouraged by this method (Kidane et al., 2020). Similar to this, a study carried out at the regional office of Amhara discovered that, in spite of obstacles including a lack of social capital and restricted learning environments, the learning potential in the public sector workplace is higher than average (Birhanu et al., 2022).Yimam studied the effects of training design, assessment, delivery style, and evaluation on Bahir Dar University workers' performance in 2022. Furthermore, a study on workplace learning facilitators and barriers was conducted in 2021 by Gugssa et al., with a particular focus on HDP programs at Bahir Dar University. The researchers combined parallel and convergent mixed techniques. According to them, the primary challenges were a constrictive corporate culture and a dearth of significant incentives and acknowledgment for employees. Together, the studies demonstrate the value of encouraging work environments, preparedness for self-directed learning, and carefully thought-out training initiatives in raising employee performance and learning across a range of industries. While these empirical studies affirm the relevance of workplace learning for improving both individual and organizational performance, a clear gap remains in understanding how such learning unfolds in the specific socio-economic and institutional context of Eastern Ethiopian public universities. The absence of empirical studies on the function of workplace learning in public universities in Eastern Ethiopia results in a significant knowledge gap. Without a thorough grasp of the present usage of these learning strategies and their impact on both individual and institutional performance, policymakers and university administrators lack the data necessary to make wise choices. Consequently, there are still many unexplored potential to enhance employee performance, foster creativity through workplace learning, and increase institutional capacity. Therefore, the purpose of this study is to look into how workplace learning techniques in Eastern Ethiopian public universities affect both individual job performance and overall organizational effectiveness. In order to give leaders and legislators in higher education useful advice, it will also pinpoint the obstacles and facilitators to putting in place efficient workplace learning systems. 2.1 Research Questions 1. What are the key workplace learning strategies implemented in Eastern Ethiopian public universities? 2. How does participation in workplace learning influence individual staff performance? 3. In what ways does workplace learning impact organizational performance indicators? Literature Review 3.1 Conceptualizing Workplace Learning Workplace learning is the process by which people pick up abilities, information, and attitudes from their regular work encounters (Cacciattolo, 2015). In contrast to conventional formal training, workplace learning involves cooperation and problem-solving in real time as well as informal, experiential, and incidental learning (Marsick & Watkins, 2015). Because it is highly contextualized and frequently unstructured, it is an effective method of developing competencies pertinent to certain job responsibilities (Eraut, 2004; Clauss, 2018). 3.2 Theoretical Frameworks of Workplace Learning : The study of workplace learning is supported by three main theories: experiential learning, contextual learning, and organizational learning. According to Garavan et al. (2002), organizational learning is concerned with the creation and dissemination of knowledge within businesses. Through communities of practice, situated learning highlights the value of social interactions and context in the learning process (Dochy et al., 2021). Experiential learning emphasizes how important introspection and real-world experience are to learning (Dochy et al., 2021). According to Atwal (2013), these theories are impacted by institutional, governmental, and personal variables. More informal, real-time, and situational learning experiences have replaced traditional, sporadic training in the workplace (Garavan et al., 2002). Government policies, organizational affordances, and human dispositions interact to determine effective workplace learning (Atwal, 2013). Understanding these theories and their practical applications is crucial for developing innovative approaches to learning, training, and teaching in the post-Covid-19 era (Dochy et al., 2021). These frameworks collectively underscore the dual individual-organizational benefit of workplace learning, especially in dynamic and complex settings like universities. 3.3 Workplace Learning and Individual Performance According to studies, workplace learning interventions can account for up to 45% of performance variance and have a significant impact on job performance (Dave et al., 2020). Task and contextual performance are enhanced by both formal and informal learning strategies (Al-Hammadi et al., 2020; Daryoush et al., 2013). Companies can anticipate major organizational and individual gains when they use well-designed workplace learning initiatives (Teare, 2011). According to Boud and Middleton (2003), reflective practices and unofficial peer learning are essential for university employees' ongoing professional growth. Because of its immediacy and contextual relevance, Eraut (2004) adds that informal workplace learning enhances professionals' daily effectiveness more than formal training. Within the African setting, Ngcwangu and Balwanz (2015) discovered that mentorship programs and cooperative projects improved the teaching and administrative skills of South African university employees. 3 . 4 Workplace Learning and Organizational Performance The importance of organizational learning and innovation in improving performance in higher education institutions (HEIs) has been highlighted by recent studies. Research shows that organizational learning capacities and overall quality management techniques have a positive effect on HEIs' innovation performance (Al Jabri & Nadarajah, 2021). Research indicates that learning organizations have an impact on the financial, operational, and market aspects of organizational performance in Portuguese HEIs (Antunes et al., 2019). Innovation serves as a mediator between organizational learning capability (OLC) and performance (Migdadi, 2019). Additionally, empirical data indicates that technological and administrative innovation are more directly impacted by organizational learning, which in turn enhances organizational performance (Chen et al., 2009). These findings underscore the importance of fostering continuous learning and innovation capabilities in HEIs to improve overall performance and maintain competitiveness in the rapidly changing educational landscape. Marsick and Watkins (2003) assert that learning organizations—those that embed learning into structures, culture, and strategy—demonstrate higher adaptability and effectiveness. Fuller and Unwin (2004) argue that expansive learning environments, which integrate learning into daily operations and encourage collaboration, lead to greater staff retention, innovation, and institutional knowledge. The establishment of such environments is frequently hindered by institutional constraints in Ethiopian universities. The majority of professional advancement is externally driven and unsustainable, according to Yizengaw (2008). Universities with embedded learning cultures demonstrate more effective administration and superior academic results, according to Teshome and Waktola (2021). 3.5 Research Gap Even though workplace learning is widely acknowledged as a potent development tool, there is a dearth of empirical data regarding its application and efficacy in Ethiopian public colleges, particularly those in the country's east. There is a knowledge vacuum about the ways in which experiential and informal learning affects both individual and institutional results in these colleges because the majority of research has concentrated on formal training programs. Materials and methods 4.1. Design In this study the researcher adopted a convergent mixed-methods design, which integrates quantitative and qualitative data collection and analysis within a single research phase (Heap & Waters, 2019). As the study aimed to investigate the workplace strategies and its impact on individuals and organizational performances. Therefore, as Creswell & Plano Clark, (2017) the researcher gathered and analysed both quantitative and make comparison of the result of quantitative. Moreover, Adhikari & Timsina, (2024) suggested that using this enrich the findings to generate a holistic understanding of how workplace learning affects performance. 4.2 Research Setting and Population The study was conducted at two selected Eastern public Universities. Haramaya and Dire Dawa. These institutions were chosen due to their representation of different levels of maturity, institutional capacity, and strategic importance in the eastern region of Ethiopia. These universities collectively employ thousands of academic and administrative personnel who are exposed to various formal and informal learning environments. According to the Ministry of Education (2022), Eastern Ethiopian universities have been facing challenges in staff development, high turnover, and limited access to continued learning opportunities. 4.3. Research Participants The participants in this study were both academic and administrative staff of two selected eastern public university at college level. To select 629 participants from both universities the researcher applied stratified random sampling technique for academic staff administrative staff. They were provided with questionnaire and about 597 of them returned (response rate of 94.9%). For qualitative part the study four top management, two from each university were selected purposively 4.4. Methods of data Collection In this study the researcher was gathered both quantitative and qualitative. The quantitative data was gathered through a questionnaire. The questionnaire was covered of both close-ended and open-ended items and has two components. The first, which address the workplace learning strategies and the second on address the impact of workplace leaning on both individuals and organizational performances having five –point Likert scale items. The respondents were provided with options; 1 for ‘strongly disagree’, 2 for ‘disagree’, 3 for ‘Neutral’, 4 for ‘agree’ and, 5 for ‘strongly agree’. Both items were developed by the researcher. Furthermore, to gather qualitative data, one-to-one interviews with top management were employed. This was done to assess the availability of workplace learning strategies and the impact of workplace learning initiatives on individuals and organizational performances. 4.5. Methods of data Analysis The response to closed-ended items the questionnaires were coded and analysed using SPSS (version 26). Descriptive statistics (means, standard deviation were computed to identify the workplace learning strategies and impact of workplace learning on individuals and organizational performances. Furthermore, inferential statistics (Pearson correlation) were applied to examine relationships between learning activities and outcomes. To analyse the qualitative data, which gathered through open-ended question and one-to-one interviews the researcher applied thematic analysis. The researcher also used direct quotes from the participants. Result and Discussions 5.1 Descriptive statistics The descriptive statistics was analysed using the mean and standard deviation of workplace learning strategies and impact on individuals and organizational performances of Based on these variables, the mean and standard deviation of the sample respondents of the academic and administrative staff of the Universities were examined. The higher the mean score means more respondents agreed with the statement and the lower the mean score means more respondents disagreed with the statement. To compare the mean the researcher use the mean score comparing scale instrument, which proposed by Zaidatol & Bagheri, (2009), i.e the mean score below 3.39 was considered as low, the mean score from 3.40 up to 3.79 was considered as moderate and the mean score above 3.8 was considered as high. 5.1.1 The Strategies to Improve Workplace Learning within the Universities The following table show the strategies of the universities to improve the practices of workplace learning initiatives. In this regard the sample employees were asked to rate the application of the strategies in the university in fostering workplace learning. As presented under table 1 the mean was computed to check the applicability of workplace learning strategies. From the results, it can be eminent that the university have big gap in applying of various workplace learning strategies to improve the performances of its employees. For most of the items measuring the strategies, the mean sore results are lower. The university had problem in promoting of interdisciplinary collaboration and sharing of best practices (with a mean score of 2.06), the university had a gap in providing resources and tools for employees to promote self-directed leaning (with the mean score 2.07), similarly the university shows hole in opportunities for experiential learning through practical projects for the employees (with the mean result 2.08). Furthermore, the university lack commitment from top management to invest in workplace learning for the employees (with mean score 2.07), the university has defect in encouraging of personalized leaning, application of newly acquired knowledge and skills in the workplace (with the mean score 2.09). As well the university lack experiences in providing mentoring and coaching programs to improve employees skill and knowledge this depicted with the mean score 2.09, there is an observed gap in rewarding and recognizing employees who actively engage in professional development and learning initiatives ( with mean score 2.09). regarding facilitating technological tools and platforms for employees learning, the university need to work on it because the mean score is 2.07, and the university need to give a serious in fostering of supportive and inclusive working environment which values divers need of employees ( with mean score 2.08). Table 1: The Strategies to Improve Workplace Learning within the Universities Item N Mean Std. Deviation 1. The institution promotes interdisciplinary collaboration and sharing of best practices 597 2.06 1.062 2. There are clear pathways for career development, including opportunities for advancement through learning and skill-building 597 2.08 1.062 3. The institution supports self-directed learning by providing resources and tools for employees to explore new topics and skills 597 2.07 1.060 4. The institution provided opportunities for experiential learning, such as practical projects 597 2.08 1.066 5. There is a clear commitment from top management to invest in workplace learning for academic and administrative staffs 597 2.07 1.064 6. The institution encourages and supports personalized learning plans that align with individual career goals 597 2.09 1.077 7. The institution encourages the application of newly acquired knowledge and skills in the workplace 597 2.09 1.070 8. Mentoring and coaching programs are available to help faculties, staff, and administrators develop their skills and knowledge 597 2.09 1.082 9. The institution recognizes and rewards employees who actively engage in professional development and learning initiatives 597 2.09 1.083 10. Technology tools and platforms are utilized to facilitate accessible and efficient learning opportunities for employees 597 2.07 1.062 11. The institution fosters a supportive and inclusive environment that values the diverse learning needs of faculties, staff, and administrators 597 2.08 1.075 Concerning the strategies, the informants disused that there are several strategies could be implemented to enhance the effectiveness of workplace learning initiatives in their university. Among the strategies they enumerated were: conducting needs assessment and alignment; offering personalized learning paths; creating peer learning environment; securing leadership support; establishing of continuous feedback and evaluation mechanisms and promoting a culture of lifelong learning and professional development. Even though this is the case the reverse is true. Because, as the response of the informants elect that they had a gap in aligning of individuals need with the university goals and objectives, in providing access to a variety of resources, including on-the-job-training, mentorships programs , courses, and workshops opportunities regardless of their level based on their personal learning styles and interest. Besides, in establishing of communities of practice and facilitating cross-departmental collaboration on learning projects were the other missed strategies in both universities. As the informant from HrU stated ….leadership support and promotion of lifelong learning programs are strategies for improving the effectiveness of individuals as well the organization. We have a gap in the securing these vital schemes . In supporting way the informant from DDU, elaborated that, they have a problems in offering opportunities for employees to pursue learning outside of their immediate job responsibilities through encouraging of self-directed learning and attending in various conferences and workshops. ‘’Even though we are working to create learning society as suggested by SDG 4, we missed the road and our journey is not on the right path. We are on the road without considered the demand of the vibrant world. Still now we are following the tradition way of training provision without analysing the existing situation of our environment’’. Informants from DDU Therefore, from the response of the informants there is a discrepancy in implementing the fast changing workplace learning strategies and giving over emphasize for old-fashioned training programs for only one organ of the systems. This mean the systems in not working as it expected because, without coordination and applying eclectic strategies the system could not function properly. 5.1.2. The Perception of Employee on Impact of Workplace Learning The following table show the perception of employees towards the impact of workplace learning on individual and organizational performances. This table descriptive statistics (mean and Standard deviation) and correlational analysis was used. In the following table respondents were asked to express their level of agreement on whether workplace learning has positive impact on individual and organizational performances. As can be observed from computed mean results; the participants agreed that workplace leaning has positive impact on their job performances because the mean score is 3.86 is within the interval of (3.41-4.21), as well they agreed with the contribution of workplace leaning on job satisfaction and engagements ( with the mean score 3.89), on the same table the respondents accepted the effect of workplace leaning in improving their ability and adaptability to changes in job requirements this shown with the mean score 3.87. The respondent expressed their believe investing on workplace learning bring positive impact on organization performances (the mean score 3.89). On the same table item 5 depicted an agreement of the respondents on workplace learning improve their confidence in performing job task through equipping them with new knowledge and skill (with the mean score 3.89). on the same way the respondents agreed on a positive influence of workplace learning in improving their problem-solving skills and ability, this observed the mean result of 3.89), under item 7 the researcher sought to know the perception of respondents on impact of workplace learning in motivating employees to engage in their work, their response show that as the workplace learning has a positive impact on motivating employees with the mean score 3.89. Moreover, the respondent requested to express their level of agreement on the following items (contribution of workplace leaning on increasing innovation and creativity, in enabling of employees to make informed decisions and in creating of sustainable development for the institution) as shown in the table 7 the participants agreed with its positive contribution on the mentioned items with the mean score of 3.90, 4.06, 4.06 respectively. On the same table the researcher asked respondents view on impact of workplace learning in creating of conscious mind and enabling of employees to do things in a better manner, they express their view with agreement on the impact of workplace learning helping them in developing of conscious mind and completing activities in a better way (with mean score 3.87 and 4.09 respectively). Table 2: The Perception of Employee on Impact of Workplace Learning SN Item N Mean Std. Deviation 1. I think it has a positive impact on my individual job performance 597 3.86 1.055 2. I think it contribute to my overall job satisfaction and engagement 597 3.89 1.033 3. I think it help me to improve my ability to adapt to changes in job requirements 597 3.87 1.050 4. I hope the investment in employee learning positively impact the organization performance 597 3.89 1.041 5. I belief the knowledge and skills acquired through workplace learning increased my confidence in performing job tasks 597 3.89 1.042 6. I hope the knowledge and skills gained through workplace learning has a positive influence on problem-solving skills ability of employee 597 3.89 1.037 7. I hope workplace learning motivate employees to engage in their work 597 3.89 1.046 8. I hope learning initiatives at the workplace contribute to increased innovation and creativity among employees 597 3.90 1.030 9. I hope it enables me to make informed decisions in the workplace 597 4.06 1.060 10. I hope it creates sustainable development for the institution 597 4.06 1.075 11. In my view, it enables us to do things in a better manner 597 4.09 .967 12. I think it is compulsory learning to create a conscious mind 597 3.87 1.041 5.2 Inferential Statistics For second third research questions, Pearson’s correlation coefficient analysis was computed. With the help of this statistical tool, conclusions are drawn about the sample and decisions are made to the research question. 5.2.1. Pearson’s correlation coefficient The correlation coefficient indicates the strength and direction of the relationship and the p-value indicates the probability of significant relationships. As a result, Pearson’s Product Moment Correlation Coefficient was used to determine the relationship between workplace learning with employee and organizational performances. Correlation analysis is used to show the strength of the association between the variables involved. According to Zikumund (2000) a correlation coefficient relation between the values of 0.81-0.99 is very strong association, 0.61-0.80 is strong association (substantial association), 0.41-0.06 is moderate association, 0.21-0.40 there is weak (low) associations and 0.01-0.20 there is very weak ( negligible association) the opposite is true for negative correlation. As shown in Table 4, all most all items have weak relationships with workplace learning imitative in the university. Only making informed decisions have a strong positive relationships with workplace learning initiatives (r=0.701, P< 0.000). This mean there is other factors which affect the performances of employees and organization more than workplace learning. 5.2.2. Perception of informants on impact of workplace learning The response of the informants on the second and third research questions were organized in to three themes: the effectiveness of workplace learning on developmental needs of employees, key performance indicators or matrices for evaluation and best practical examples on the impact of workplace learning initiative on employees and organizational performances. Regarding the first theme, the informants recognized the importance and effectiveness of workplace learning initiatives to meet the developmental needs of employees at different levels. They also forwarded some consideration to improve the effectiveness of the initiatives in their universities. Among the forwarded essential pointe are the universities should consult with staff and department head to ensure alignment of the programs with the need of the workforce, offering of a variety of learning formats, applying of mixed delivery method, and identifying the strength and weakness of the existing workplace learning initiatives. As they manifested that without fulfilling the appropriate conditions no one could expect effectiveness of workplace learning initiatives. As well the management of the university need to be committed in ensuring of their programs remain relevant and responsive to the changing needs of their employees and organization. ‘’Despite the fact that we believe on positive impact of workplace learning programs on employees and our universities, our university is striving to enhance and refine the existing programs is below the expected standards’’ the informant from DDU2 The second theme for research question three was key performance indicators or matrices. As the informants indicated that any organization need to have a variety of technique to measure the impact and success of their organization as well the contribution of their employees because of the learning opportunities provided for them. In addition they mentioned some performance indicators and metrics: promoting feedback from managers and peers about the performance of employees, career progression, and higher retention rates of employees and using pre- and post- training assessments. As well conducting satisfaction survey and by tracking a participation rates in workplace learning programs. As the informants depicted that regular evaluating of these performance indicators in the university were important. However, they have challenges applying most of key performance indicators techniques because of this, they are using only career advancement and manager and peer feedback evaluation. As well in the case of academic staff they are using teacher’s evaluation metrics form. The third theme for question number three was success stories of workplace learning initiative impact on performances of employees and organization. In this regard the informants from both universities mention the pandemic epoch technology training initiatives. As they mentioned to catch- up with the world trend during the period they were provided training on e-learning for academic staff, those have courses and advisees in master and PhD degree programs. ‘’COVID-19 was not only threat for human being in the world it brings a new trend of learning and completing works using online systems. As well it was best time for innovation and knowledge management systems to coping from the challenges. And our university also successful using of online- learning (e-learning) programmes. However, we couldn’t sustain it’’ . Informants from HrU In addition to the above success story, HrU has been successful on leadership development program for female academician to improve their contribution in mentoring and supporting of the future females leaders from students. As the informant indicated that, the program was supported by the then President Shalework Zewede of Ethiopia with the collaboration of directorate of Women, Children and Youth Affairs of HrU and . Discussion In this part, the researcher strained to check the consistency of the findings with previous research reports discussion is conducted thematically based on the research questions to make the discussion more straightforward for the readers. 6.1.1. Workplace Learning Strategies . As previous studies revealed that, organization needs to implement various workplace strategies; organization should create a conducive working and learning environment in which employees create and put the skills learned into action in order to be able enhance their performance Ashton & Sung (2002). According to Smith (2014) an organization needs to have adequate feedback mechanisms if not it will be difficult for the organization to control the system. Additional, Taylar (2014) asserted that organization needs to apply different performance management because the organization consists of numerous different individuals and groups who have different aspirations, goals and views. Using of incentives, positive feedback, and improved decision making mechanisms may shape more positive behaviours and performance. Furthermore, Van De Mieroop, (2014) stated that leaders need to apply performance appraisal as a strategy tool to improve competencies. Employees cannot meet performance requirements without access to technology integration with learning. Moreover, Lee & Tan, ( 2023) illustrated the role of individuals, social practices, the organizational supports and technology affordances in workplace leaning. Therefore, the workplace learning needs the coordination of all parties in the working environments. 6.1.2. The Perception of Employee on Impact of Workplace Learning . As the literature dictates that workplace learning is a means of improving the skills of employees and enhancing their knowledge (Hamburg & Hamburg, 2021). According Cacciattolo (2015), Workplace learning is vital for enhancing the performance of both the individual employee and the organisation as a whole. Formal, informal, and incidental workplace learning significantly improve task and contextual performance (Al-Hammadi et al., 2020). Furthermore, Boud & Solomon, (2003); Gerber, (1998) they believe that workplace learning has a positive impact on both employees and organisation. Westover, (2024), stated that workplace learning raise the level of confidence of employee through training, mentorship, autonomy, feedback, and recognition. Generally workplace learning creates a win-win system between the individual and organization. Conclusions Based on the findings of the research and the discussions presented above, the researcher come to the following conclusions: The research also concealed that the strategies employed by the universities to improve the performances of individuals and organizations were fixed to formal trainings for the academic staff only. This indicates that the strategies were not flexible and address the needs of individuals from different field of studies and learning styles. As the respondents response show the reason were lack of commitment from the management of the universities, interest of the individuals and the fast changing of the world economies. Therefore, it can be concluded that without applying of various strategies which need by the organization, individuals and the word economy no one can improve the practices of workplace learning and improving of performances of individuals and organizations. As the result of the research indicate that the respondents have a positive perception about the impact of workplace learning on improving of job performance, job satisfaction and engagements, fostering of problem –solving ability of employees and impacts the organizational performance. In spite of this without the improvement of the above situations ( strategies), one can’t expect a positive impact on workplace learning. Therefore, the universities need to improve the status and strategies of workplace learning to be part of the dinner table. 8. Recommendations The universities should create different types of learning opportunities for their employees in line with their strategic goals and operational plan, the universities should facilitate and promote a culture of lifelong learning to improve the knowledge, skills, and attitudes. As well, universities should regularly evaluate the effectiveness of workplace learning programs and solicit feedback from participants to identify areas for improvement. Moreover, the universities should invest in technology infrastructure and provide training and support to employees to facilitate the integration of technology into workplace learning programs. Declarations Acknowledgments We would like to express our sincere gratitude to the respondent of this paper at Haramaya and Dire Dawa University. Their readiness to invest their precious time in supplying important facts was a major factor in the successful completion of this study report. Additionally, we are grateful to Dire Dawa University and Haramaya for their important contributions to the accomplishment of this study. Funding The Haramaya University research office funded this research work. Conflict of Interest We hereby certify that our research is free from conflicts of interest. Every source used in this research has been properly referenced and acknowledged within the text. The researchers acknowledge Ethics approval and consent to participate The Haramaya University Institutional Review Board examined and approved the ethical issues of this study, as well as the participants' agreement to participate. All participants were thoroughly informed about the purpose of the study and their rights prior to participation, and formal informed consent was acquired. 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Rationalising workplace learning in South African post-school education. International Journal of Educational Development, 43 , 62–71. Platt, A. (2020). Enhancement of learning & teaching practices in a challenging context: Evaluating the outcomes of a refreshed peer supported review process. Innovations in Education and Teaching International, 57 , 602 - 612. Raelin, J. A. (2016). Work-based (not classroom) learning as the apt preparation for the practice of management. Management Teaching Review, 1 (1), 43-51. Smith, W. K. (2014). Dynamic decision making: A model of senior leaders managing strategic paradoxes. Academy of management Journal, 57 (6), 1592-1623. Taylor, J. (2014). Organizational culture and the paradox of performance management. Public performance & management Review, 38 (1), 7-22. Teare, R. (2011). Learning at work: practical steps to maximize the individual and organizational benefits. Worldwide Hospitality and Tourism Themes, 3 (1), 14-29. Teferra, D., & Altbachl, P. G. (2004). African higher education: Challenges for the 21st century. Higher Education, 47 (1), 21–50. Teshome, A. &. Watola (2021). Organizational learning culture and its effect on administrative efficiency: Evidence from Ethiopian public universities. . International Journal of Educational Management, 35 (6), 1145-1161. Van De Mieroop, D., & Vrolix, E. (2014). A discourse analytical perspective on the professionalization of the performance appraisal interview. International Journal of Business Communication, 51 (2), 159-182. Westover, J. (2024). Building Confidence in the Workplace. Human Capital Leadership Review., 13 (1). Yimam, M. H. (2022). Impact of training on employees performance: A case study of Bahir Dar university, Ethiopia. Cogent Education, 9 (1), 2107301. Yizengaw, T. (2008). Challenges of higher education in Africa and lessons of experience for the Africa-U.S. higher education collaboration initiative. NEA Higher Education Journal , 45–52. Table 3 Table 3 is available in the Supplementary Files section. Additional Declarations No competing interests reported. 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The process by which people gain and hone their abilities, knowledge, and skills in the context of their workplace, known as workplace learning, has emerged as a key component of long-term innovation and performance improvement (Marsick \u0026amp; Watkins, 2003; Billett, 2020). Workplace learning is very important in dynamic and resource-constrained situations since it is frequently informal, immersive, and context-specific, in contrast to traditional classroom-based training (Raelin, 2016; Marsick \u0026amp; Watkins, 2015).\u003c/p\u003e\n\u003cp\u003eSince higher education institutions are expanding quickly, have limited infrastructure, and are subject to increasing performance demands, workplace learning is especially important in emerging nations like Ethiopia. Staffing shortages, skill mismatches, administrative inefficiencies, and sluggish research output are problems facing public universities in Eastern Ethiopia, including Jigjiga, Haramaya, and Dire Dawa University (Yizengaw, 2008; Teferra ; Altbach, 2004). The restricted scope and uneven caliber of official training programs, which are frequently externally motivated, irregular, and disengaged from current institutional requirements, exacerbate these difficulties (Chimombo, 2005). Because workplace learning is integrated into regular professional tasks and encourages learning by doing, reflecting, and collaborating, it offers a promising option in these situations (Eraut, 2004; Kolb, 2015).\u003c/p\u003e\n\u003cp\u003eFurthermore, workplace learning supports both the development of individual competencies and more general corporate objectives including enhanced service delivery, creativity, and employee retention (Marsick \u0026amp; Watkins, 2003). For instance, reflective practice, peer evaluation, mentoring, and group projects can all operate as stimulants for performance improvement and institutional learning (Fuller \u0026amp; Unwin, 2004; Platt, 2020). Still, there is a dearth of empirical study on workplace learning in Ethiopian higher education, despite its potential, and little is known about how it might be successfully used or assessed in academic contexts.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; The purpose of this study is to investigate how workplace learning might improve both individual and organizational performance in Eastern Ethiopian public colleges. The study aims to provide a more contextualized view of human capital development in Ethiopian higher education by identifying common workplace learning techniques, evaluating their effects, and identifying facilitators and obstacles. Additionally, it will offer useful information to legislators, college officials, and development partners that are dedicated to creating institutional cultures that are learning-centered.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStatement of the Problem\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEastern Ethiopian public universities have a wide range of intricate issues that impede their capacity to expand their workforce, operate more efficiently, and produce high-quality academics. High employee turnover, ongoing competency gaps, low research productivity, and inadequate institutional learning mechanisms are some of these issues\u0026apos; most pressing effects (Teferra \u0026amp; Altbach, 2004; Yizengaw, 2008). These institutions also have trouble making independent decisions and coming up with creative funding sources because of their centralized control, political meddling, and constrained financial strategies (Mohammed, 2024). These problems are made worse by a lack of long-term professional development frameworks, bureaucratic inflexibility, and financial limitations.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;According to Chimombo (2005), traditional methods of staff development in these institutions have mostly depended on official, externally arranged training programs that are frequently sporadic, generic, and out of step with the unique requirements of the administrative and academic environments. As a result, these approaches have not been very effective in cultivating a continuous improvement culture or resolving persistent performance problems. Furthermore, colleges have not been able to fully utilize informal and experiential learning as effective instruments for organizational development due to the lack of organized, institutionally entrenched learning methodologies (Marsick \u0026amp; Watkins, 2003; Eraut, 2004).\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;Workplace learning presents a viable substitute. It includes on-the-job training, peer collaboration, mentoring, reflective practice, and problem-solving in real-time situations. Because it views learning as an essential component of work rather than as a stand-alone activity, it is both economical and pertinent to the workplace (Billett, 2020; Fuller \u0026amp; Unwin, 2004). Even though workplace learning has been shown to be beneficial in a number of fields and nations, little is known about its use and effects in Ethiopian higher education.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;Numerous empirical research have examined the relationship between workplace learning and performance results in a variety of organizational and geographic contexts, highlighting its importance for both institutional and individual development. These studies highlight how informal, immersive, and collaborative learning approaches can help close professional skill gaps, promote creativity, and improve service delivery in higher education.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; When Marsick and Watkins (2003) looked at how informal learning affected organizational outcomes in American institutions, they discovered that learning-rich workplaces greatly improved organizational responsiveness and staff flexibility. In a similar vein, Eraut (2004) found that informal learning\u0026mdash;such as work shadowing, mentorship, and reflective practices\u0026mdash;often had a greater influence on day-to-day performance than formal training, especially in intricate settings like healthcare and education.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;Fuller and Unwin (2004) investigated the idea of \u0026quot;expansive learning environments\u0026quot; in vocational settings in the United Kingdom. They came to the conclusion that companies that enhanced employee motivation and institutional knowledge sharing were those that integrated learning into job roles, permitted collaboration, and offered ongoing feedback.\u003c/p\u003e\n\u003cp\u003eBoud and Middleton (2003) also highlighted how relational and contextual factors, including peer networks, company culture, and support system accessibility, significantly influence workplace learning. Their research, which was conducted in Australian universities, showed that informal encounters and team-based learning were important factors in the growth of academic staff.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;Although workplace learning is still not well studied in Africa, new research shows both its potential and its drawbacks. In a study of Malawi\u0026apos;s educational system, Chimombo (2005) discovered that because formal training was difficult to attain, informal learning was an essential tool for skill development. He did point out that institutional limitations, including a lack of managerial support, time, and learning infrastructure, severely reduced its efficacy.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; A study by Ngcwangu and Balwanz (2015) in South African universities shown that workplace-based and informal learning techniques, such as peer learning and group projects, aided in the growth of faculty members and the production of research. Wider institutional improvements were thwarted, meanwhile, by structural injustices and ill-defined policies.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;Workplace learning has received little attention in Ethiopian research on professional development in higher education, which have mostly concentrated on formal training programs. According to Yizengaw (2008), the majority of capacity-building initiatives in Ethiopian universities are short-term, externally sponsored, and not well suited to institutional settings. Similarly, informal learning opportunities like peer mentoring and joint research have a substantial impact on individual job satisfaction and retention, according to a study by Gebrehiwot and Woldie (2012) on academic staff development at Northern Ethiopian universities.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;Teshome and Waktola (2021) looked at the organizational learning culture in Ethiopian universities and discovered that staff performance and administrative efficiency were higher in those institutions that supported knowledge sharing and continuous improvement more. Their research, however, also showed that there are no clear regulations to encourage informal learning methods, which results in inconsistent and disjointed findings.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;Additionally, the three local studies listed below were carried out: Ethiopian medical schools were the site of the initial investigation. It concentrated on a curriculum that integrated problem-based learning (PBL) and discovered that preclinical students\u0026apos; self-directed learning (SDL) was effectively encouraged by this method (Kidane et al., 2020). Similar to this, a study carried out at the regional office of Amhara discovered that, in spite of obstacles including a lack of social capital and restricted learning environments, the learning potential in the public sector workplace is higher than average (Birhanu et al., 2022).Yimam studied the effects of training design, assessment, delivery style, and evaluation on Bahir Dar University workers\u0026apos; performance in 2022. Furthermore, a study on workplace learning facilitators and barriers was conducted in 2021 by Gugssa et al., with a particular focus on HDP programs at Bahir Dar University. The researchers combined parallel and convergent mixed techniques. According to them, the primary challenges were a constrictive corporate culture and a dearth of significant incentives and acknowledgment for employees. Together, the studies demonstrate the value of encouraging work environments, preparedness for self-directed learning, and carefully thought-out training initiatives in raising employee performance and learning across a range of industries.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;While these empirical studies affirm the relevance of workplace learning for improving both individual and organizational performance, a clear gap remains in understanding how such learning unfolds in the specific socio-economic and institutional context of Eastern Ethiopian public universities.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe absence of empirical studies on the function of workplace learning in public universities in Eastern Ethiopia results in a significant knowledge gap. Without a thorough grasp of the present usage of these learning strategies and their impact on both individual and institutional performance, policymakers and university administrators lack the data necessary to make wise choices. Consequently, there are still many unexplored potential to enhance employee performance, foster creativity through workplace learning, and increase institutional capacity.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;Therefore, the purpose of this study is to look into how workplace learning techniques in Eastern Ethiopian public universities affect both individual job performance and overall organizational effectiveness. In order to give leaders and legislators in higher education useful advice, it will also pinpoint the obstacles and facilitators to putting in place efficient workplace learning systems.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.1 Research Questions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e1. What are the key workplace learning strategies implemented in Eastern Ethiopian public universities?\u003c/p\u003e\n\u003cp\u003e2. How does participation in workplace learning influence individual staff performance?\u003c/p\u003e\n\u003cp\u003e3. In what ways does workplace learning impact organizational performance indicators?\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cp\u003e3.1 \u003cstrong\u003eConceptualizing Workplace Learning\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWorkplace learning is the process by which people pick up abilities, information, and attitudes from their regular work encounters (Cacciattolo, 2015). In contrast to conventional formal training, workplace learning involves cooperation and problem-solving in real time as well as informal, experiential, and incidental learning (Marsick \u0026amp; Watkins, 2015). Because it is highly contextualized and frequently unstructured, it is an effective method of developing competencies pertinent to certain job responsibilities (Eraut, 2004; Clauss, 2018).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.2 Theoretical Frameworks of Workplace Learning\u003c/strong\u003e:\u003c/p\u003e\n\u003cp\u003eThe study of workplace learning is supported by three main theories: experiential learning, contextual learning, and organizational learning. According to Garavan et al. (2002), organizational learning is concerned with the creation and dissemination of knowledge within businesses. Through communities of practice, situated learning highlights the value of social interactions and context in the learning process (Dochy et al., 2021). Experiential learning emphasizes how important introspection and real-world experience are to learning (Dochy et al., 2021). According to Atwal (2013), these theories are impacted by institutional, governmental, and personal variables. More informal, real-time, and situational learning experiences have replaced traditional, sporadic training in the workplace (Garavan et al., 2002). Government policies, organizational affordances, and human dispositions interact to determine effective workplace learning (Atwal, 2013). Understanding these theories and their practical applications is crucial for developing innovative approaches to learning, training, and teaching in the post-Covid-19 era (Dochy et al., 2021). These frameworks collectively underscore the dual individual-organizational benefit of workplace learning, especially in dynamic and complex settings like universities.\u003c/p\u003e\n\u003cp\u003e3.3\u003cstrong\u003e Workplace Learning and Individual Performance\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to studies, workplace learning interventions can account for up to 45% of performance variance and have a significant impact on job performance (Dave et al., 2020). Task and contextual performance are enhanced by both formal and informal learning strategies (Al-Hammadi et al., 2020; Daryoush et al., 2013). Companies can anticipate major organizational and individual gains when they use well-designed workplace learning initiatives (Teare, 2011). According to Boud and Middleton (2003), reflective practices and unofficial peer learning are essential for university employees\u0026apos; ongoing professional growth. Because of its immediacy and contextual relevance, Eraut (2004) adds that informal workplace learning enhances professionals\u0026apos; daily effectiveness more than formal training.\u003c/p\u003e\n\u003cp\u003eWithin the African setting, Ngcwangu and Balwanz (2015) discovered that mentorship programs and cooperative projects improved the teaching and administrative skills of South African university employees.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3\u003c/strong\u003e.\u003cstrong\u003e4 Workplace Learning and Organizational Performance\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe importance of organizational learning and innovation in improving performance in higher education institutions (HEIs) has been highlighted by recent studies. Research shows that organizational learning capacities and overall quality management techniques have a positive effect on HEIs\u0026apos; innovation performance (Al Jabri \u0026amp; Nadarajah, 2021). Research indicates that learning organizations have an impact on the financial, operational, and market aspects of organizational performance in Portuguese HEIs (Antunes et al., 2019). Innovation serves as a mediator between organizational learning capability (OLC) and performance (Migdadi, 2019). Additionally, empirical data indicates that technological and administrative innovation are more directly impacted by organizational learning, which in turn enhances organizational performance (Chen et al., 2009). These findings underscore the importance of fostering continuous learning and innovation capabilities in HEIs to improve overall performance and maintain competitiveness in the rapidly changing educational landscape. Marsick and Watkins (2003) assert that learning organizations\u0026mdash;those that embed learning into structures, culture, and strategy\u0026mdash;demonstrate higher adaptability and effectiveness. Fuller and Unwin (2004) argue that expansive learning environments, which integrate learning into daily operations and encourage collaboration, lead to greater staff retention, innovation, and institutional knowledge.\u003c/p\u003e\n\u003cp\u003eThe establishment of such environments is frequently hindered by institutional constraints in Ethiopian universities. The majority of professional advancement is externally driven and unsustainable, according to Yizengaw (2008). Universities with embedded learning cultures demonstrate more effective administration and superior academic results, according to Teshome and Waktola (2021).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.5 Research Gap\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEven though workplace learning is widely acknowledged as a potent development tool, there is a dearth of empirical data regarding its application and efficacy in Ethiopian public colleges, particularly those in the country\u0026apos;s east. There is a knowledge vacuum about the ways in which experiential and informal learning affects both individual and institutional results in these colleges because the majority of research has concentrated on formal training programs.\u003c/p\u003e"},{"header":"Materials and methods","content":"\u003cp\u003e\u003cstrong\u003e4.1. Design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn this study the researcher adopted a convergent mixed-methods design, which integrates quantitative and qualitative data collection and analysis within a single research phase (Heap \u0026amp; Waters, 2019). As the study aimed to investigate the workplace strategies and its impact on individuals and organizational performances. Therefore, as Creswell \u0026amp; Plano Clark, (2017) the researcher gathered and analysed both quantitative and make comparison of the result of quantitative. Moreover, Adhikari \u0026amp; Timsina, (2024) suggested that using this enrich the findings to generate a holistic understanding of how workplace learning affects performance. \u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2 Research Setting and Population\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study was conducted at two selected Eastern public Universities. Haramaya and Dire Dawa. These institutions were chosen due to their representation of different levels of maturity, institutional capacity, and strategic importance in the eastern region of Ethiopia. These universities collectively employ thousands of academic and administrative personnel who are exposed to various formal and informal learning environments.\u003c/p\u003e\n\u003cp\u003eAccording to the Ministry of Education (2022), Eastern Ethiopian universities have been facing challenges in staff development, high turnover, and limited access to continued learning opportunities.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.3. Research Participants \u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe participants in this study were both academic and administrative staff of two selected eastern public university at college level. To select 629 participants from both universities the researcher applied stratified random sampling technique for academic staff administrative staff. They were provided with questionnaire and about 597 of them returned (response rate of 94.9%). For qualitative part the study four top management, two from each university were selected purposively\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.4. Methods of data Collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn this study the researcher was gathered both quantitative and qualitative. The quantitative data was gathered through a questionnaire. The questionnaire was covered of both close-ended and open-ended items and has two components. The first, which address the workplace learning strategies and the second on address the impact of workplace leaning on both individuals and organizational performances having five \u0026ndash;point Likert scale items. The respondents were provided with options; 1 for \u0026lsquo;strongly disagree\u0026rsquo;, 2 for \u0026lsquo;disagree\u0026rsquo;, 3 for \u0026lsquo;Neutral\u0026rsquo;, 4 for \u0026lsquo;agree\u0026rsquo; and, 5 for \u0026lsquo;strongly agree\u0026rsquo;. Both items were developed by the researcher.\u003c/p\u003e\n\u003cp\u003eFurthermore, to gather qualitative data, one-to-one interviews with top management were employed. This was done to assess the availability of workplace learning strategies and the impact of workplace learning initiatives on individuals and organizational performances.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.5. Methods of data Analysis \u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe response to closed-ended items the questionnaires were coded and analysed using SPSS (version 26). Descriptive statistics (means, standard deviation were computed to identify the workplace learning strategies and impact of workplace learning on individuals and organizational performances. Furthermore, inferential statistics (Pearson correlation) were applied to examine relationships between learning activities and outcomes. To analyse the qualitative data, which gathered through open-ended question and one-to-one interviews the researcher applied thematic analysis. The researcher also used direct quotes from the participants. \u003c/p\u003e"},{"header":"Result and Discussions","content":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003e5.1 Descriptive statistics\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; The descriptive statistics was analysed using the mean and standard deviation of workplace learning strategies and impact on individuals and organizational performances \u0026nbsp;of \u0026nbsp;Based on these variables, the mean and standard deviation of the sample respondents of the academic and administrative staff of the Universities were examined. The higher the mean score means more respondents agreed with the statement and the lower the mean score means more respondents disagreed with the statement.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;To compare the mean the researcher use the mean score comparing scale instrument, which proposed by Zaidatol \u0026amp; Bagheri, (2009), i.e the mean score below 3.39 was considered as low, the mean score from 3.40 up to 3.79 was considered as moderate and the mean score above 3.8 was considered as high.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.1.1 The Strategies to Improve Workplace Learning within the Universities\u0026nbsp;\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; The following table show the strategies of the universities to improve the practices of workplace learning initiatives.\u0026nbsp;In this regard the sample employees were asked to rate the application of the strategies in the university in fostering workplace learning. \u0026nbsp;As presented under table 1 the mean was computed to check the applicability of workplace learning strategies. From the results, it can be eminent that the university have big gap in applying of various workplace learning strategies to improve the performances of its employees. For most of the items measuring the strategies, the mean sore results are lower.\u0026nbsp;The university had problem in promoting of interdisciplinary collaboration and sharing of best practices (with a mean score of 2.06), the university had a gap in providing resources and tools for employees to promote self-directed leaning (with the mean score 2.07), similarly the university shows hole in opportunities for experiential learning through practical projects for the employees (with the mean result 2.08).\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; Furthermore, the university lack commitment from top management to invest in workplace learning for the employees (with mean score 2.07), the university has defect in encouraging of personalized leaning, application of newly acquired knowledge and skills in the workplace (with the mean score 2.09). As well the university lack experiences in providing mentoring and coaching programs to improve employees skill and knowledge \u0026nbsp;this depicted with the mean score 2.09, there is an observed gap in rewarding and recognizing employees who actively engage in professional development and learning initiatives ( with mean score \u0026nbsp;2.09). regarding facilitating technological tools and platforms for employees learning, the university need to work on it because the mean score is 2.07, and the university need to give a serious \u0026nbsp;in fostering of supportive and inclusive working environment which values divers need of employees ( with \u0026nbsp;mean score 2.08).\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTable 1:\u0026nbsp;\u003c/em\u003e\u003cem\u003eThe Strategies to Improve Workplace Learning within the Universities\u0026nbsp;\u003c/em\u003e\u003cem\u003e\u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"642\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eItem\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eStd. Deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThe institution promotes interdisciplinary collaboration and sharing of best practices\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.062\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThere are clear pathways for career development, including opportunities for advancement through learning and skill-building\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.062\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThe institution supports self-directed learning by providing resources and tools for employees to explore new topics and skills\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.060\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThe institution provided opportunities for experiential learning, such as practical projects\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.066\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThere is a clear commitment from top management to invest in workplace learning for academic and administrative staffs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.064\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e6.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThe institution encourages and supports personalized learning plans that align with individual career goals\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.077\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThe institution encourages the application of newly acquired knowledge and skills in the workplace\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.070\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e8.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMentoring and coaching programs are available to help faculties, staff, and administrators develop their skills and knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.082\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e9.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThe institution recognizes and rewards employees who actively engage in professional development and learning initiatives\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.083\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eTechnology tools and platforms are utilized to facilitate accessible and efficient learning opportunities for employees\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.062\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e11.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThe institution fosters a supportive and inclusive environment that values the diverse learning needs of faculties, staff, and administrators\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.075\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; Concerning the strategies, the informants disused that there are several strategies could be implemented to enhance the effectiveness of workplace learning initiatives in their university. Among the strategies they enumerated were: conducting needs assessment and alignment; offering personalized learning paths; creating peer learning environment; securing leadership support; establishing of continuous feedback and evaluation mechanisms and promoting a culture of lifelong learning and professional development.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; Even though this is the case the reverse is true. Because, as the response of the informants elect that they had a gap in aligning of individuals need with the university goals and objectives, in providing access to a variety of resources, including on-the-job-training, mentorships programs , courses, and workshops opportunities regardless of their level based on their personal learning styles and interest. Besides, in establishing of communities of practice and facilitating cross-departmental collaboration on learning projects were the other missed strategies in both universities.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;As the informant from HrU stated\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e….leadership support and promotion of lifelong learning programs are strategies for improving the effectiveness of individuals as well the organization. We have a gap in the securing these vital schemes\u003c/em\u003e.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; In supporting way the informant from DDU, elaborated that, they have a problems in offering opportunities for employees to pursue learning outside of their immediate job responsibilities through encouraging of self-directed learning and attending in various conferences and workshops.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e‘’Even though we are working to create learning society as suggested by SDG 4, we missed the road and our journey is not on the right path. We are on the road without considered the demand of the vibrant world. Still now we are following the tradition way of training provision without analysing the existing situation of our environment’’.\u0026nbsp;\u003c/em\u003eInformants from DDU\u003cem\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;Therefore, from the response of the informants there is a discrepancy in implementing the fast changing workplace learning strategies and giving over emphasize for old-fashioned training programs for only one organ of the systems. This mean the systems in not working as it expected because, without coordination and applying eclectic strategies the system could not function properly.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.1.2. The Perception of Employee on Impact of Workplace Learning\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; The following table show the perception of employees towards the impact of workplace learning on individual and organizational performances. This table descriptive statistics (mean and Standard deviation) and correlational analysis was used. \u0026nbsp;In the following table respondents were asked to express their level of agreement on whether workplace learning has positive impact on individual and organizational performances. As can be observed from computed mean results; the participants agreed that workplace leaning has positive impact on their job performances because the mean score is 3.86 is \u0026nbsp;within the interval of (3.41-4.21), as well they agreed with the contribution of workplace leaning on job satisfaction and engagements ( with the mean score 3.89), on the same table the respondents accepted the effect of workplace leaning \u0026nbsp;in improving their ability and adaptability to changes in job requirements this shown with the mean score 3.87.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; The respondent expressed their believe investing on workplace learning bring positive impact on organization performances (the mean score 3.89). On the same table item 5 depicted an agreement of the respondents on workplace learning improve their confidence in performing job task through equipping them with new knowledge and skill (with the mean score 3.89). on the same way the respondents agreed on a positive influence of workplace learning in improving their problem-solving skills and ability, this observed the mean result of 3.89), under item 7 the researcher sought to know the perception of respondents on impact of workplace learning in motivating employees to engage in their work, their response show that as the workplace learning has a positive impact on motivating employees with the mean score 3.89. Moreover, the respondent requested to express their level of agreement on the following items (contribution of workplace leaning on increasing innovation and creativity, in enabling of employees to make informed decisions and in creating of sustainable development for the institution) as shown in the table 7 the participants agreed with its positive contribution on the mentioned items with the mean score of 3.90, 4.06, 4.06 respectively.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; On the same table the researcher asked respondents view on impact of workplace learning in creating of conscious mind and enabling of employees to do things in a better manner, they express their view with agreement on the impact of workplace learning helping them in developing of conscious mind and completing activities in a better way (with mean score 3.87 and 4.09 respectively).\u003c/p\u003e\n\u003cp id=\"_Toc164435024\"\u003e\u003cstrong\u003eTable 2: The Perception of Employee on Impact of Workplace Learning\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"672\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eItem\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eStd. Deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eI think it has a positive impact on my individual \u0026nbsp;job performance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.86\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.055\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eI think it contribute to my overall job satisfaction and engagement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.033\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eI think it help me to improve my ability to adapt to changes in job requirements\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.050\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eI hope the investment in employee learning positively impact the organization performance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.041\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eI belief the knowledge and skills acquired through workplace learning increased my confidence in performing job tasks\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.042\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e6.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eI hope the knowledge and skills gained through workplace learning has a positive influence on problem-solving skills ability of employee\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.037\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eI hope workplace learning motivate employees to engage in their work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.046\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e8.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eI hope learning initiatives at the workplace contribute to increased innovation and creativity among employees\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.030\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e9.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eI hope it enables me to make informed decisions in the workplace\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.060\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eI hope it creates sustainable development for the institution\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.075\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e11.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eIn my view, it enables us to do things in a better manner\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e.967\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e12.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eI think it is compulsory learning \u0026nbsp;to create a conscious mind\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e597\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.041\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e5.2 Inferential Statistics\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; For second third research questions, Pearson’s correlation coefficient analysis was computed. With the help of this statistical tool, conclusions are drawn about the sample and decisions are made to the research question.\u0026nbsp;\u003c/p\u003e\n\u003cp id=\"_Toc164436351\"\u003e5.2.1. Pearson’s correlation coefficient\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; The correlation coefficient indicates the strength and direction of the relationship and the p-value indicates the probability of significant relationships. As a result, Pearson’s Product Moment Correlation Coefficient was used to determine the relationship between workplace learning with employee and organizational performances.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; Correlation analysis is used to show the strength of the association between the variables involved. According to Zikumund (2000) a correlation coefficient relation between the values of 0.81-0.99 is very strong association, 0.61-0.80 is strong association (substantial association), 0.41-0.06 is moderate association, 0.21-0.40 there is weak (low) associations and 0.01-0.20 there is very weak ( negligible association) \u0026nbsp;the opposite is true for negative correlation.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;As shown in Table 4, all most all items have weak relationships with workplace learning imitative in the university. Only making informed decisions have a strong positive relationships with workplace learning initiatives (r=0.701, P\u0026lt; 0.000). This mean there is other factors which affect the performances of employees and organization more than workplace learning. \u0026nbsp;\u003c/p\u003e\u003cp id=\"_Toc164435025\"\u003e\u003cstrong\u003e5.2.2. Perception of informants on impact of workplace learning \u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe response of the informants on the second and third research questions were organized in to three themes: the effectiveness of workplace learning on developmental needs of employees, key performance indicators or matrices for evaluation and best practical examples on the impact of workplace learning initiative on employees and organizational performances.\u003c/p\u003e\n\u003cp\u003eRegarding the first theme, the informants recognized the importance and effectiveness of workplace learning initiatives to meet the developmental needs of employees at different levels. They also forwarded some consideration to improve the effectiveness of the initiatives in their universities. Among the forwarded essential pointe are the universities should consult with staff and department head to ensure alignment of the programs with the need of the workforce, offering of a variety of learning formats, applying of mixed delivery method, and identifying the strength and weakness of the existing workplace learning initiatives. \u003c/p\u003e\n\u003cp\u003eAs they manifested that without fulfilling the appropriate conditions no one could expect effectiveness of workplace learning initiatives. As well the management of the university need to be committed in ensuring of their programs remain relevant and responsive to the changing needs of their employees and organization. \u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026lsquo;\u0026rsquo;Despite the fact that we believe on positive impact of workplace learning programs on employees and our universities, our university is striving to enhance and refine the existing programs is below the expected standards\u0026rsquo;\u0026rsquo; the informant from DDU2\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe second theme for research question three was key performance indicators or matrices. As the informants indicated that any organization need to have a variety of technique to measure the impact and success of their organization as well the contribution of their employees because of the learning opportunities provided for them. In addition they mentioned some performance indicators and metrics: promoting feedback from managers and peers about the performance of employees, career progression, and higher retention rates of employees and using pre- and post- training assessments. As well conducting satisfaction survey and by tracking a participation rates in workplace learning programs. \u003c/p\u003e\n\u003cp\u003eAs the informants depicted that regular evaluating of these performance indicators in the university were important. However, they have challenges applying most of key performance indicators techniques because of this, they are using only career advancement and manager and peer feedback evaluation. As well in the case of academic staff they are using teacher\u0026rsquo;s evaluation metrics form.\u003c/p\u003e\n\u003cp\u003eThe third theme for question number three was success stories of workplace learning initiative impact on performances of employees and organization. In this regard the informants from both universities mention the pandemic epoch technology training initiatives. As they mentioned to catch- up with the world trend during the period they were provided training on e-learning for academic staff, those have courses and advisees in master and PhD degree programs. \u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026lsquo;\u0026rsquo;COVID-19 was not only threat for human being in the world it brings a new trend of learning and completing works using online systems. As well it was best time for innovation and knowledge management systems to coping from the challenges. And our university also successful using of online- learning (e-learning) programmes. However, we couldn\u0026rsquo;t sustain it\u0026rsquo;\u0026rsquo;\u003c/em\u003e. Informants from HrU\u003c/p\u003e\n\u003cp\u003eIn addition to the above success story, HrU has been successful on leadership development program for female academician to improve their contribution in mentoring and supporting of the future females leaders from students. As the informant indicated that, the program was supported by the then President Shalework Zewede of Ethiopia with the collaboration of directorate of Women, Children and Youth Affairs of HrU and .\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eIn this part, the researcher strained to check the consistency of the findings with previous research reports discussion is conducted thematically based on the research questions to make the discussion more straightforward for the readers.\u003c/p\u003e\n\u003cp\u003e6.1.1. \u003cem\u003eWorkplace Learning Strategies\u003c/em\u003e. \u003c/p\u003e\n\u003cp\u003eAs previous studies revealed that, organization needs to implement various workplace strategies; organization should create a conducive working and learning environment in which employees create and put the skills learned into action in order to be able enhance their performance Ashton \u0026amp; Sung (2002). According to Smith (2014) an organization needs to have adequate feedback mechanisms if not it will be difficult for the organization to control the system. Additional, Taylar (2014) asserted that organization needs to apply different performance management because the organization consists of numerous different individuals and groups who have different aspirations, goals and views. Using of incentives, positive feedback, and improved decision making mechanisms may shape more positive behaviours and performance. Furthermore, Van De Mieroop, (2014) stated that leaders need to apply performance appraisal as a strategy tool to improve competencies. Employees cannot meet performance requirements without access to technology integration with learning. Moreover, Lee \u0026amp; Tan, ( 2023) illustrated the role of individuals, social practices, the organizational supports and technology affordances in workplace leaning. Therefore, the workplace learning needs the coordination of all parties in the working environments.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e6.1.2. The Perception of Employee on Impact of Workplace Learning\u003c/em\u003e .\u003c/p\u003e\n\u003cp\u003eAs the literature dictates that workplace learning is a means of improving the skills of employees and enhancing their knowledge (Hamburg \u0026amp; Hamburg, 2021). According Cacciattolo (2015),\u003c/p\u003e\n\u003cp\u003eWorkplace learning is vital for enhancing the performance of both the individual employee and the organisation as a whole. Formal, informal, and incidental workplace learning significantly improve task and contextual performance (Al-Hammadi et al., 2020). Furthermore, Boud \u0026amp; Solomon, (2003); Gerber, (1998) they believe that workplace learning has a positive impact on both employees and organisation. Westover, (2024), stated that workplace learning raise the level of confidence of employee through training, mentorship, autonomy, feedback, and recognition. Generally workplace learning creates a win-win system between the individual and organization.\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eBased on the findings of the research and the discussions presented above, the researcher come to the following conclusions:\u003c/p\u003e\n\u003col\u003e\n\u003cli\u003eThe research also concealed that the strategies employed by the universities to improve the performances of individuals and organizations were fixed to formal trainings for the academic staff only. This indicates that the strategies were not flexible and address the needs of individuals from different field of studies and learning styles. As the respondents response show the reason were lack of commitment from the management of the universities, interest of the individuals and the fast changing of the world economies. Therefore, it can be concluded that without applying of various strategies which need by the organization, individuals and the word economy no one can improve the practices of workplace learning and improving of performances of individuals and organizations.\u003c/li\u003e\n\u003cli\u003eAs the result of the research indicate that the respondents have a positive perception about the impact of workplace learning on improving of job performance, job satisfaction and engagements, fostering of problem \u0026ndash;solving ability of employees and impacts the organizational performance. In spite of this without the improvement of the above situations ( strategies), one can\u0026rsquo;t expect a positive impact on workplace learning. Therefore, the universities need to improve the status and strategies of workplace learning to be part of the dinner table. \u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003e8. Recommendations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe universities should create different types of learning opportunities for their employees in line with their strategic goals and operational plan, the universities should facilitate and promote a culture of lifelong learning to improve the knowledge, skills, and attitudes. As well, universities should regularly evaluate the effectiveness of workplace learning programs and solicit feedback from participants to identify areas for improvement. Moreover, the universities should invest in technology infrastructure and provide training and support to employees to facilitate the integration of technology into workplace learning programs. \u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgments\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe would like to express our sincere gratitude to the respondent of this paper at Haramaya and Dire Dawa University. Their readiness to invest their precious time in supplying important facts was a major factor in the successful completion of this study report. Additionally, we are grateful to Dire Dawa University and Haramaya for their important contributions to the accomplishment of this study.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;The Haramaya University research office funded this research work.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of Interest\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe hereby certify that our research is free from conflicts of interest. Every source used in this research has been properly referenced and acknowledged within the text. The researchers acknowledge\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe Haramaya University Institutional Review Board examined and approved the ethical issues of this study, as well as the participants\u0026apos; agreement to participate. All participants were thoroughly informed about the purpose of the study and their rights prior to participation, and formal informed consent was acquired. Following the rules set forth by Haramaya University\u0026apos;s Institutional Review Board for research involving human subjects, the study was carried out\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets collected and/or analyzed during the current study are not publically available due to institutional data protection policies, but can be obtained from the corresponding author upon reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAdhikari, R. \u0026amp;. TP Tunsuna (2024). 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Challenges of higher education in Africa and lessons of experience for the Africa-U.S. higher education collaboration initiative. \u003cem\u003eNEA Higher Education Journal\u003c/em\u003e, 45\u0026ndash;52.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Table 3","content":"\u003cp\u003eTable 3 is available in the Supplementary Files section.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Workplace Learning, Individual performances, Organizational Performances ","lastPublishedDoi":"10.21203/rs.3.rs-7469071/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7469071/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"The purpose of this work is to assess the impact of workplace learning on individuals and organizational performances of in two selected Eastern Ethiopian public Universities. Convergent a parallel design of a mixed-method approach was used to reach the result. The quantitative data was gathered through questionnaires from 597 respondents, which selected using a stratified sampling technique. The qualitative data gather using semi-structured interview from 4 informants, which selected purposively from two universities. The quantitative data were analysed using descriptive and Inferential statistics (mean, standard deviation, Pearson correlation). In sequence, the qualitative data were analysed using thematic analysis. Based on this the result depicted the strategies were not flexible and address the needs of individuals from different field of studies and learning styles and workplace learning has a positive impact on improving of job performance, job satisfaction and engagements, fostering of problem –solving ability of employees and impacts the organizational performance. To improve the initiatives, the universities should facilitate and promote a culture of lifelong learning to improve the knowledge, skills, and attitudes.","manuscriptTitle":"The Impact of Workplace Learning on Individuals and Organizational Performances in Two Selected Eastern Ethiopian Public Universities","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-14 12:03:46","doi":"10.21203/rs.3.rs-7469071/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-12-03T16:56:13+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-27T15:43:19+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-26T22:14:48+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-26T22:14:09+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"52258536269443761069353721503804997993","date":"2025-11-17T15:12:20+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"68558515144344092308657337986239555295","date":"2025-11-17T14:09:05+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"340016515935809690734455719157430670797","date":"2025-11-17T12:15:57+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-17T04:36:59+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"239510908743666314884865348022495178599","date":"2025-11-16T22:59:25+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"101824866804155463936256137611862796779","date":"2025-11-08T08:40:31+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"164570918320665913904559494195953443054","date":"2025-11-05T09:50:53+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-11-05T09:27:12+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-10-31T14:00:57+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-10-23T13:04:27+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-10-23T13:01:15+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"aaef69df-e6c6-4305-ba4e-2eee09563f1d","owner":[],"postedDate":"November 14th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-01-05T09:08:08+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-14 12:03:46","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7469071","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7469071","identity":"rs-7469071","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}