The purpose of this study was to identify the major problems encountered in staff training andrndevelopment of four selected government TVET Colleges in Addis Ababa City Administrationrn(Addis Ababa Tegbareid TVET, General Wingate TVET, Misrak TVET, and Nifas Silk TVETrncol/ges) and to suggest possible alternative solutions and recommendations based on the findings ofrnthe study. The overall objective of the national Technical and Vocational Education and Trainingrn(TVET) strategy is to create a competent, motivated, adaptable and innovative workforce inrnEthiopia at middle level that contributes for sustainable social and economic development. Therngeneral objective of the study was to identify staff training and development factors and torninvestigate the general situation of staff training and development practices and problems inrnselected government TVET Colleges in Addis Ababa City Administration over the last three yearsrn(2000-2002 E. C). Descriptive survey method was employedfor the study and questionnaires, guidedrninterview and document analysis were used as data gathering tools. The data collected from thernpopulation representative sample was analyzed using percentages and frequency distribution ratingrnscale. The Likert scale and Chi-Square Test for Goodness of Fit was used to identify the magnitudernof the relationships among opinions of the respondents. The study indicated government TVETrncolleges in the region did not give due attention for staff training and development programs andrnthere were no mechanisms for monitoring and evaluation of employee training and developmentrnprograms. As a result, employee training and development in the region did not contribute forrninstitutional and employee development. It was found that government TVET colleges in the regionrndid not maintain records of staff training and development programs. There were no staff HRDrnprofessionals in all sample colleges in the colleges. This fact adversely influences the monitoringrnand evaluation aspects of employee training and development programs. Consequently, governmentrnTVET colleges in the region could not evaluate employee training and development programs. Thernstudy also found that the colleges had no a standard to evaluate the effectiveness of staff trainingrnand development programs. Generally, employee training and development in government TVETrncolleges in Addis Ababa was impeded by factors such as absence of transparency during employeernselection for training and developing, lack of training resources, absence of training andrndevelopment plans in the short-term and strategic plans of the colleges. Government TVET collegesrnin Addis Ababa must appreciate employee training and development programs to minimize the skillrngaps and update the workforce with the recent technological advancements for better performancernin their service delivery. Thus, government TVET colleges in Addis Ababa should formulate andrnimplement appropriate employee training and development policy and incorporate in their collegernlegislatives and they should focus on staff training and development programs to abreast thernemployees with dynamic skill requirements of work environment .