Contents

CHAPTER ONE.....................................................................................................................................1
1 INTRODUCTION...............................................................................................................................1
1.1 BACK GROUND OF THE STUDY............................................................................................1
1.2. STATEMENT OF THE PROBLEM...........................................................................................3
1.3. RESEARCH QUESTION...........................................................................................................3
1.3 .OBJECTIVES OF THE STUDY................................................................................................4
1.3.1 GENERAL OBJECTIVE......................................................................................................4
1.3.2 . SPECIFIC OBJECTIVES...................................................................................................4
1.4. SCOPE OF THE STUDY...........................................................................................................4
1.5. SIGNIFICANCE OF THE STUDY............................................................................................4
CHAPTER TWO....................................................................................................................................5
RELATED LITRATURE REVIEW......................................................................................................5
2.1 CONCEPTS AND DEFINITION OF TRAINING AND DEVELOPMENT..............................5
2.2. DEFINITION OF TERMS..........................................................................................................5
2.3. TRAINING AIMS AND OBJECTIVES....................................................................................5
2.4 THE FOUR STAGES OF TRAINING.......................................................................................6
2.4.1 STAGE 1 ASSESSING TRAINING NEEDS.......................................................................6
2.4.2 STAGE 2 PLANNING AND CARRYOUT THE TRAINING............................................6
2.4.3 STAGE 3CARRYING OUT THE TRAINING....................................................................7
2.4.4. STAGE 4 EVALUATING THE TRAINING......................................................................7
2.5. VALUES OF TRAINING..........................................................................................................7
2.6. ELEMENTS OF TRAINING......................................................................................................7
2.6.1 PREPARATION OF OF THE THE TRAINEE...................................................................8
2.6.2 TRAINERS............................................................................................................................8
2.6.3. TRAINING PROGRAM......................................................................................................8
2.6.4.EVALUATION OF TRAINING PROGRAM......................................................................8
2.7. TECHINIQUES AND MATERIALS OF TRAINING AND DEVELOPMENT......................8
2.7.1. ON THE JOB TRAINING...................................................................................................8
2.7.2 OFF THE JOB TRAINING...................................................................................................9
2.8. THE NEED FOR TRAINING...................................................................................................10
2.9. MAKING TRAINING MEANINGFUL...................................................................................11
2.10. CONTRIBUTION OF TRAINING AND DEVELOPMENT TO ORGANIZATION
EFFECTIVENESS...........................................................................................................................11

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CHAPTER THREE..............................................................................................................................12
3. RESEARCH DESIGN AND METHODOLOGY............................................................................12
3.1. RESEARCH DESIGN...............................................................................................................12
3.2 .SOURCE OF DATA.................................................................................................................12
3.3. POPULATION AND SAMPLE SIZE......................................................................................12
3.4.SAMPLING TECHNIQUE........................................................................................................12
3.5. METHOD OF DATA COLLECTION......................................................................................12
3.6. DATA ANALYSIS...................................................................................................................13
CHAPTER FOUR................................................................................................................................13
4. TIME AND COST BUDGET..........................................................................................................13
4.1 COST BUDGET.........................................................................................................................13
4.2. TIME BUDGET........................................................................................................................14

CHAPTER ONE

1 INTRODUCTION
1.1 BACK GROUND OF THE STUDY
Training refers to a planned effort by organization to facilitates employee's learning of job
related competencies. These competencies include knowledge ,skills or behaviors that are critical for

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successful job performance in the immediate term or near future . This in contrast with
development ,which is training that provides employees with competencies for anticipated future job
and roles .

The quality of employees and their development through training and education are major factors
in determining long term profitability of organizations. If organization hires and keep good
employees ,its good policy to invest in the development of their skills , so they can increase their
productivity .

Training often is consider for new employees only . This is a mistake because on going training for
current employees helps often them adjust to rapidly changing job requirement , offers seminars and
work shops to help organization start or improve their business operations . The goals of training
are for employee to master the knowledge, skill and behaviors emphasized in training programs and
to apply them to their day to day activities. Employees are expected to acquire new skill and
knowledge applies them on the job and share information with other employees. Manager take an
active role in identifying training needs and help to ensure that employees use training in their work.

Today training being evaluated not on the basis of the numbers of programs offered and training
activity in the organization, but on how training address business needs related to learning, behavior
change , and performance improvement. In fact training is becoming more performance focused.
That is training used to improve employee performance which leads to improved business results.
Training is seen as one of several possible solutions to improve performance and other solutions can
include such action as changing the job or increasing employee motivation through pay and
incentives.

Today there is a greater emphasis on :

➢ Providing educational opportunities for all employee's

➢ An on going process of performance improvement that is directly measurable rather than

organization one time training events

➢ The need to demonstrate to executives , managers and trainees the benefits of training .

➢ Learning as lifelong event in which senior management trainees managers and employees
have owner ship.

The effectiveness and success of an organization lies on the people who form and work with in the
organization . I t follows therefore that employee in an organization to be perform their duties and
make meaningful contribution to the success of their organizational goals needed to acquire the
relevant skill and knowledge .

I n appreciation of this fact organizational institution like education institution conducts training and
development program for the different levels of their manpower.

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 A according to JhonM.Invancich (2010) training and development has the following
purpose:

 I improve quality and quantity of output.

 Increasing job satisfaction, low turnover and absenteeism of employees.

 T o lower the number and cost of accidents.

 T o lower employees obsolescence.

T he study expects to assess training and development practice in Debre Markos University. Therefore, the
researcher is motivated to assess how the training and development given by the university , how to get
employee the chance of training and development or the criteria used by the university to select trainees and
the attitudes of employee's to ward training , to assess the need for training ,what the organization requires that
its people learn and to evaluate the change in the trainees after training and development.

1.2. STATEMENT OF THE PROBLEM

Training need in every organization to enhance job performance of the employees .Over the years , training
has become increasingly popular as a tool for increasing employees and managerial performance in
organization . Most organizations and governmental agencies provide some formal training and spend millions
of dollars to doing so. Successfully training depends up on a systematic approach involving a careful need
assessment, solid program design and through evaluation of results. Training should not be design as quickly
fixes for every organizational problem, nor should rely on faddish techniques .Instead; training should not be
designed to meet the particular need of the organization and its employee's. It should view as a continuous
learning endeavor by employees and managers to stay current and anticipate future needs. As greater demand
are placed on organizations to remain competitive , firms must ensure that their workforces are motivated and
able to take on these challenges .But to implement training programs without conducting need assessment may
be making errors or spending money unnecessarily. (John Bernardin 2003)

In order to cope up the fast change in the requirement of skill and knowledge, the need for systematic
training is now felt in almost all organizations. In today fast moving world basic education is no longer
sufficient to carry them through his job because jobs are going faster than the men them. This is primarily due
to the increasing obsolescence of human knowledge by ongoing revolution of science and technology.
Apparently a technologist trained today shall find many gaps in his occupational knowledge which he must fill
through training if his grow in his position later. Even if a person is skilled one he requires some training
because many jobs in the organization consist of tasks which are unique and peculiar and many other jobs seen
different work situation from what is found at the place of training. (Nirmals,2004)

Employee training and development is a key tool that enables the organization to compute in his globally
competitive business world. In service rendering organization such as Debre Markos University training and
development helps to increase the knowledge, skill and abilities of employee's. Today quality education is
desired, so that Debre Markos University has to provide quality education by enhancing the quality of
employees. To do so experienced, well trained and educated employees are desired, and this is achieved by
designing training and development programmed. The major challenges that may be face to conduct training
and development in Debre Markos University include lack of equipment and materials, lack of capital to
provide training for all, and lack of efficient time.

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Therefore, the purpose of conduct this research is to know and understand the way how Debre Markos
University applies training and development practices to increase its employee's knowledge, skills and abilities
.

1.3. RESEARCH QUESTION

Through this study the researchers try to answer the following question:

1) What kinds of training and development methods and techniques given by the
university and their effectiveness?

2) What are the attitudes of employees to ward training and development?

3) Does the university need assessment before conducting training and development
practice?

4) How to evaluate the changes in the trainees after the training given?

5) What are the major criteria that employees should be fulfill to get the chance of
training?

1.3 .OBJECTIVES OF THE STUDY

1.3.1 GENERAL OBJECTIVE
The general objective of the study will be to assess the training and development practice
given to employees in Debre Markos University (particularly training and development
practice given for Academic staff employees).

1.3.2 . SPECIFIC OBJECTIVES

1. To explore training and development methods and techniques used by the university to
conducting training program and their effectiveness.

2. To understand the attitudes of employees toward training and development program.

3. To assess how evaluating the organization , individual employees and employee's task
to determine what kind of training , if any ,are necessary.

4. To assess the changes after training.

5. To identify the major criteria that employees should fulfill to get the chance of
training.

1.4. SCOPE OF THE STUDY

The study mainly deals about training and development practice in Debre Markos University
especially Academic staff employees even if there is the same problem with in Administrative

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staff. Due to the shortage of time, finance and other resource of study is specifically limited
to Academic staff training and development practice.

1.5. SIGNIFICANCE OF THE STUDY

After the study is completed its outcome will help the organization, other researcher and
the researcher himself. The researcher required to carry out research projects as a partial
fulfillment to obtain their BA degree. For the organization the study will be helped to
understand how to apply training and development activities, what are the benefits of training
and development and the major criteria to train and develop employee. The empirical results
of the study will serve as aspiring board for other researchers who study in similar studies. In
addition to this the study will be increase the researcher skill, ability and knowledge.

CHAPTER TWO

RELATED LITRATURE REVIEW

2.1 CONCEPTS AND DEFINITION OF TRAINING AND DEVELOPMENT
Training is any process by which the aptitudes, skills and abilities of employees to perform specific jobs are
increased .It is the act of increasing the knowledge and skills of employees for doing a particular job.

Development is the systematic process of education, training and growing by which a person and applies of
information, knowledge, skill, aptitudes and perception. Development is said to include training to increasing
skills, knowledge and understanding. This shows that development involves learning opportunities aimed at
individual’s growth but not restricted to specific job. Training is usually related to operational or technical
employees while development is for managers and professionals. However, they are also many times used
interchangeable.

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 2.2. DEFINITION OF TERMS
A. Training

Training is typically involves providing employees the knowledge and skills needed to do a particular task or
job , though attitudes change may also be attempted. (Ramdy L. Desimone 2002)

B. Development

Developmental activities ,in contrast have along term focus on preparing for future work responsibilities
,while also increasing the capacities of employees to perform their current jobs (RandlyL.Desimone 2002).

2.3. TRAINING AIMS AND OBJECTIVES

The fundamental aims of training are to help the organization to meet its organizational objectives by
increasing the values of its major resources namely its employees.

According to Armstrong (2010) training has the following objectives.

➢ To develop the competence of employees and improve their performance.

➢ To help people grow within the organization in order that as far as possible its future
needs for human resource can be meet from within the organization.

➢ To reduce the learning time for employees starting in new job on appointment transfer
or promotion and ensure that they become fully component as quickly and economically
as possible.

There need to be a systematic approaches to training which means that training must be
directed towards specific ends . It is all of too common for employee to be sent on training
courses as a result of an attractive broacher arriving on managers desk with out considering
the real needs of the employee's or the implication of the training. A systematic approach is best
explained through analysis of training cycle. (Johns,2006 )

2.4 THE FOUR STAGES OF TRAINING

According to Jhons (2006) there are four stage of training cycle.

2.4.1 STAGE 1 ASSESSING TRAINING NEEDS

According to Armstrong training need arises due to the identified gap between the required skill, knowledge
and experience for the individual carry out the work and that actual possessed by the employee concerned .T
his identification of training needs process can be take place in number of ways

 When an employee start a new job ?

 Through the annual appraisal process

 When a specific incident occurs which demonstrate a majior gap

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 2.4.2 STAGE 2 PLANNING AND CARRYOUT THE TRAINING
Having carried out the analysis …. stage is to negotiate training plan .Its very rarely the case that all the
training needs to take place to deiced on priorities across departments . Roles and individuals .There is no
distinct cutting point off between planning and implementing training .Inherent with in the planning process is
the decision on a number of issues .

 Should the training takes places on on the job ,off the job?

 Should it be held in the company or outsourced to a training providing ?

 Which techniques should be used?

2.4.3 STAGE 3CARRYING OUT THE TRAINING

In terms of carrying out the training need is important to ensure that employees concerned are fully usage of
the objectives before they start and that they have the necessary information regarding the training itself
.Nothing puts training off more than poor administration so it is vital that all the necessary preparation is made
in respect of materials , exercise, workbooks ,case and technology .

2.4.4. STAGE 4 EVALUATING THE TRAINING

Unless there can be reasonable evaluation that the training actually added value ,then it becomes easy to
dismiss as a waste of time and money . There are two form of evaluation subjective and objective . Subjective
evaluation can be made by trainer ,who will be aware whether or not training went well .It well also ensure
from the trainees who should be asked for their opinion of various stages through the pro gramme both
verbally and in written ''happy sheets ''.A final evaluation by the trainees should move towards the objective
view point having to answer question such as how has this training benefited you in work place or name a
number of area where you will put in to effect improvements that ave a risen from what you have learning
during this training.

Other objectives measures can be involved in observing improved performance (product,quality ,customer
relation) and any measures considered robust by the organization .These will be balanced with subjectives
measures from trainees ,managers and internal customers .Some training such as graduate training pro gramme
take some time to bear fruit ,national evaluation may takes place a year two after training is completed.

2.5. VALUES OF TRAINING

Training enables the employees to get acquitted with job and increase their attitudes, skills and knowledge .It
helps the newly recruited employees to be productive in minimum amount of time. Even for the experienced
workers ,it is necessary to refresh and enable them to keep up with new methods ,techniques .new machines
and equipment for doing the work .(Nirmals,2004)

The following are the major values of training

I. Reduce learning time:a systematic pro gramme of training helps to reduce the learning
time reach at the acceptance level of performance.

II. Better performance: well trained employee usually show a greater increase in a higher
quality of work out put than untrained group. Training increase the skill of employees in
the performance of a particular job. It helps them to increase their level of on their
present job assignment.
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 III.Reduce supervision: if the employees are given proper training ,their responsibility of
supervision is lessened .Training does not eliminated the need.

2.6. ELEMENTS OF TRAINING

Every training pro gramme includes trainees ,trainers , training pro gramme and training materials .
(Nirmals,2004)

2.6.1 PREPARATION OF OF THE THE TRAINEE

The proper selection of trainees major importance of permanent and gain full results are to be obtained. A
trainee should trained for the kind of the job he likes and is suitable to perform .In this respect training is
closely related to the selection of personal care full screening of candidate for training raises the effectiveness
of the training work.

2.6.2 TRAINERS
The trainer is a key figure in an effective training pro gramme .Qualified instructors may be obtained from
inside or outside the organization .He must be able to divided the job into logical part .So that he may teach
one part at tie without losing the perspective of the whole . The trainer should be explain and demonstrate the
operation step by step and should allow the trainees to repeat these operation .He should also encourage
question from the trainees in order to be sure that the trainee understanding the job.

2.6.3. TRAINING PROGRAM

It is a program which specify duration starting time ending time number of executives being trained identify
resources like trainers and training aids being utilized amount ,earn marked etc...

2.6.4.EVALUATION OF TRAINING PROGRAM

Evaluation is essential features of all pro gramme for the training of employee. The concept of evaluation is
most commonly interpreted in determining the effectiveness of training pro gramme in relation to its
objectives. Evaluation can be done various purposes . It can be done:

• To increase the effectiveness of training pro gramme while its going on

• To increase the effectiveness of the pro gramme to be held next time

• To find out what extent the training objectives are achieved

• To help participants to get feed back for their improvements and efficiency

2.7. TECHINIQUES AND MATERIALS OF TRAINING AND

DEVELOPMENT
Several techiniques /methods can be used to satisfy the organization training needs and accomplish its
objectives .Some of the more commonly used methods including on the job training and off the job training .

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 2.7.1. ON THE JOB TRAINING
This method is the most commonly used method and it simply means putting the worker on the job under
close supervision of a trained instructor . In support there may be a variety of training aids and techniques such
as lecture manuals ,procedural charts ,sample problems, demonstration and so on. This training continuous
until the supervisor satisfied that the employee can be adequately perform the job without supervision.

On the job training include the following (Js.Chandan 2005)

A. Job rotation : this refers to the movement of the trainees executive from one job to an other with in the
organization on some planned basis . This would help the trainees to be familiar with different aspect of the
organizational operations which result in bordering of out look and exposure to a variety of management skill.
Such free movement of personnel across functional lines reduce barrier to internal communication and ensures
a free flow of information and ideas among all divisions (Js.Chandan 2005).

B. Apprenticeship: often are considered on the job training pro grammes even though they do consist of some
off the job training because they involve a substantial amount of on the job training . Typically the trainees
follows a prescribed order of course work and hands on experience (H.Jhon 2003).

C. Computer based training: use of computer to train employee is becoming increasingly more
common among organizations especially for training technical skills. The top way for delivering
computer based training is CD-ROM due its superior ability to handle video , audio , and
complex graphics (H.Jhons 2003).

D. Coaching : in this techniques the manager the subordinate (trainee) work together in
student tutor relationship in which the trainer coaches and guides the trainee and the
purpose is to explain the 'why'' and ''how'' of a particular job function and provides
feed back to the trainee regarding his /her performance and any ground for
improvements.

2.7.2 OFF THE JOB TRAINING

Such training methods take place outside actual work place but attempts simulate actual working conditions .
Also known as vestibule training such a method does not disrupt the normal operation and also it avoids ''on
the job'' pressures that might interfaces with the learning process.

Some of off the job training techniques are(Js. Chandan ,2005)

i. Case room lecture: a lecture simply means a teacher delivering lectures and explaining
issues to a group of trainees in a class rooms setting. Its major advantages is that large
amount of material can be presented in a short period.

ii. Case studies : in this techniques an actual business situation is presented to a trainee in
writing and a comprehensive manner. The trainee is asked to identify the problems in
the case analyze the situation and suggest solution that were previously developed in
solving such problems. Avariance and an improvement in the case study methods known
as “incident process” in which the trainer presents an event without furnishing details .

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 The participants have to ask pertient question to secure the additional necessarily
information about case .

iii. Role playing : this methods induces people to assume the role of a specific individuals
under a specific organization conditions. Each role player is also expected to react to
other role playing participants in the group. Role playing helps the participants
appreciate other and opposing point of view. For example, when a fore man plays a role
of a union representative , hee tends to understand the labour problems much better .

iv. Gaming approach : in this approach of training an actual business siutation presented
as model in which the team and individuals compete against one an others or against an
environment in order to achieve a given objectives.

2.8. THE NEED FOR TRAINING

It is important that the employee be inducted in to training pro gramme to improve their job knowledge , skill
and future performance .The need for proper training is increased by the following consideration (Js. Chandan
2005)

1) Increase productivity : adequate training increase job performance skill which improve
both the quality as well as the quantity of product due to increase vin the level of
performance .

2) Improvements in employee's moral : because of the improvements in needs skill training

program build up confidence and satisfaction among employee's.

3) Availability for future personnel needs of the organization: good training pro grammes
develop the employees and prepare them for future managerial and executive positions .
Accordingly when the need arises for personnel change the internal sources can be
utilized more effectively . This will ensure the organization ability to sustain its
effectiveness despite the possible loss of key personnel .

4) Improvement in healthy and safety : proper training can be help prevent industrial
accidents and create a safer work environment. Accidents are to deficiencies in people
who are not properly trained to handle and maintain such equipment skilled and
knowledgeable workers are less prove to accidents due to training in job skills and
saftey attitude.

5) Reduced supervision: atrained employee supervises himself . He accept responsibility

and expects more freedom and autonomy and less supervions.This creates the sprit of
participation and team work . Additionally it can result in span of supervision this
reducing the coast associated with supervions.

6) Personal growth : the training pro gramme give the participants a wider awareness a
sense of self satisfaction and fulfillment an enlightened philosophy and a value system
that are the apex of personal growth .

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 7) Organizational stability : training and development pro gramme faster the imitative and
creativity of employee which increase a sense of becoming thus preventing man power
obsolescence . There is no longer organizational asset than that of trained and motivated
personnel.

2.9. MAKING TRAINING MEANINGFUL

To make all types of training meaningful a manager should avoid several common pitfalls.
Lack of reinforcement is one. An employee who is praise for doing job well is likely to be
motivated to do it well again. Praise and recognition can very effectively reinforce an
employee's learning feedback regarding progress is critical to effective learning setting
standards for trainees and measuring performance against the standard encouraging learning .

Manager sometimes also have preconceived an in accurate idea about what certain people or
group of people can or cannot do. A manager should realized that different people learn at
different rates. Some learn rapidly, some learn more slowly. A manager should not expect
everyone to catch on the job right way. The pieces of the training should be adjusted to the
trainee .Also a person who is not a fast learner will not necessarily always be a poor performer.
The manager should take the attitude that all people can learn and want to learn .(LeslieW.&
Liayet ,2005)

2.10. CONTRIBUTION OF TRAINING AND DEVELOPMENT TO

ORGANIZATION EFFECTIVENESS
Training and development provide employees with the knowledge and skills they need to
remain qualified for their job s. Periodic training is often necessarily because the nature of the
job may change to includes new responsibilities , performance standards , equipment or work
methods .

For many jobs training and development are essential simply to keep abreast of current
development in the field . A case in point human resource management professional continued
to be informed of changing legal requirement

and often need techniques and methods for dealing with the various human resource
management functions . Training also often necessary in order to remain qualified because
integral skills may be rarely used on the job.(ThomasH.stone,1998)

Besides assuring a qualified work force training and development can increase organization
effectiveness by helping to raise many employee performance capabilities beyond merely
acceptable levels. A more skill labor force allows an employee to adopt advanced technologies
and higher production standards. Depending on an organizational philosophy types of business
and size emphasis of training and development can be more cost effective than an alternative
approaches such as simplifying job or recruiting quality employees from other employees. The
availability of training and development opportunities can facilities recruiting. Training and
development can also be an important employee benefit for the retention of workers who value
opportunities for growth and advancement. To the extent training is effective at raising
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performance levels there should also be less need to dismiss employee’s for unacceptable
performance.(ThomasH.stone,1998)

CHAPTER THREE

3. RESEARCH DESIGN AND METHODOLOGY

3.1. RESEARCH DESIGN
The type of this study is descriptive research type. Because to describe and explore the nature of a situation as
it exists in the times of the study regarding the training and development practice in Debre Markos University.

3.2 .SOURCE OF DATA

The major sources the data for this research are both primary and secondary data sources. The primary data
will be collected through interview and self -structured questionnaire.

3.3. POPULATION AND SAMPLE SIZE

There are 800 permanent employees with in Academic staff in Debre Markos University. From this total
population 64 samples will be taken as sample respondent. This mean that 8% of the total academic staff
employee's.

3.4.SAMPLING TECHNIQUE
The sampling techniques used to conduct this study is stratified sampling technique. The total population is
divided in to five strata which means divided by schools to make the population more homogeneous (I.e
SOBE,SOE,SOHL,SONS & SOP) .

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 3.5. METHOD OF DATA COLLECTION
To collect data for this study formal method of data collection will be done by using interview and self
-structured questionnaire. Both open ended and closed ended questions are including in the questionnaire
which are filled by sample respondent.

3.6. DATA ANALYSIS

Once the data has been collected it will be analyzed by using descriptive statistics such as mean and standard
deviations for continuous random variables as well as percentage and frequency for categorical variables in
the subject of the study. And also use graphs and charts to present the study.

CHAPTER FOUR

4. TIME AND COST BUDGET

Every human activity understandably is carried out through time. It also inevitably requires
resources. Research as human activity accordingly is necessarily in need of both time and
resources. Since its procedural tasks it has to be undertaken in systematically bounded time
and with reasonably allocated resource. Hence, both the time and the resource are to be
planned prior to the actual worked the research. Based on this to carry out the research the
next time and cost budget has been designed.

4.1 COST BUDGET

Unit
Description cost Total cost
Quanti
unit ty Birr Cent Birr Cent

1.Stationary materials pieces 55 0 2 110 .00

-duplicating paper &
questionnaires

2. Flash disk --- 1 200 .00 200 .00

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3. Pen --- 8 10 00 80 .00

4.Printing and writing proposal Pages 15 10 .00 150 .00

5.Binding proposal paper Pieces 1 20 .00 20 .00

6.Typing the research final report Page 40 10 .00 400 .00

7.Binding research report Pieces 1 20 .00 20 .00

Total cost --- 187 980 .00

4.2. TIME BUDGET

No- Activity Time duration

JAN FEB MAR APRI MAY JUN JUL

CH L E Y

1. Problem identification

-statement of the problem

-setting objectives.

-setting research question

2 Research design specification of methods and

procedures

3 Developing reviews of literature

4 Writing research proposal

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5 Data collection instrument development

6 Distribution and collection of data

7 Data processing

8 Data analysis & interpretation

9 Writing the research report

10 Submission and presentation

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