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<p>Public sector organisations in developing countries, including Tanzania, face challenges in efficiency, accountability, and service quality, making effective employee training essential to strengthen workforce skills and institutional performance. In this context, this study examined the effects of off-the-job training on employee development at the Singida Municipal Council in Tanzania. Informed by Kolb’s Experiential Learning Theory (ELT), Bandura’s Social Learning Theory (SLT), and Kirkpatrick’s Training Evaluation Model, we adopted a qualitative case study approach. Data were collected between June and August 2022 through 38 in-depth interviews and three focus group discussions with managerial and non-managerial staff drawn from all 13 departments and six sections of the council. Thematic analysis, guided by the three frameworks, explored how experiential, social, and evaluative processes shaped learning outcomes and workplace performance. Findings revealed that off-the-job training enhanced employees’ knowledge and skills in areas such as labour laws, customer service, supervision, communication, and record management. Experiential methods, such as role-play, group discussions, and presentations, fostered concrete experience, reflection, and active experimentation (ELT), while peer observation and modelling reinforced skill transfer and behavioural change (SLT). Improved job reliability, confidence, and adaptation to policy and technological changes reflected the behaviour and results levels described by Kirkpatrick’s model. However, variations in relevance were observed across job cadres, and mixed-group sessions sometimes limited applicability. The study contributes to scholarship on public sector capacity building by demonstrating how experiential and social learning mechanisms underpin the effectiveness of off-the-job training. It further offers practical insights into designing contextually responsive, interactive, and continuously updated training programs to enhance workforce competence and institutional performance.</p>

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Experiential and social learning in off-the-job training and its impact on workforce development in Singida Municipal Council, Tanzania

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月23日

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  • Georgina J. Ngwasi,
  • Dickson Utonga,
  • Kastory A. Mbunda

摘要

Public sector organisations in developing countries, including Tanzania, face challenges in efficiency, accountability, and service quality, making effective employee training essential to strengthen workforce skills and institutional performance. In this context, this study examined the effects of off-the-job training on employee development at the Singida Municipal Council in Tanzania. Informed by Kolb’s Experiential Learning Theory (ELT), Bandura’s Social Learning Theory (SLT), and Kirkpatrick’s Training Evaluation Model, we adopted a qualitative case study approach. Data were collected between June and August 2022 through 38 in-depth interviews and three focus group discussions with managerial and non-managerial staff drawn from all 13 departments and six sections of the council. Thematic analysis, guided by the three frameworks, explored how experiential, social, and evaluative processes shaped learning outcomes and workplace performance. Findings revealed that off-the-job training enhanced employees’ knowledge and skills in areas such as labour laws, customer service, supervision, communication, and record management. Experiential methods, such as role-play, group discussions, and presentations, fostered concrete experience, reflection, and active experimentation (ELT), while peer observation and modelling reinforced skill transfer and behavioural change (SLT). Improved job reliability, confidence, and adaptation to policy and technological changes reflected the behaviour and results levels described by Kirkpatrick’s model. However, variations in relevance were observed across job cadres, and mixed-group sessions sometimes limited applicability. The study contributes to scholarship on public sector capacity building by demonstrating how experiential and social learning mechanisms underpin the effectiveness of off-the-job training. It further offers practical insights into designing contextually responsive, interactive, and continuously updated training programs to enhance workforce competence and institutional performance.