The main purpose of this study was to assess the current practices of human resource trainingrnand development programs in education offices of Hadiya Zone and there by single out thernstrengths and weakness of the programs. Methodology, a descriptive survey method wasrnemployed Simple random, stratified and purposive sampling techniques were used The datarnwere collected through questionnaire, semi-structured interview, focused group discussion andrndocument analysis. The samples for this purpose were taken from seven woreda education officesrnand Zone education department. The study comprises a total of 85(61.6%) officials andrn53(38.4%) of supervisors as actual sources of information. Data analysis was made using bothrndescriptive and inferential statistics such as cronbach 's alpha coefficient, percentage, frequencyrncount, rank, mean comparison, spearman's rank ordered correlation coefficient test and chisquarerntest, where appropriate. The major findings were the practice of conducting needsrnassessment prior to training were found very poor; on instances where it was done, individualrnemployees were given little opportunities to determine their own needs. There were absence ofrncriteria for selecting individuals for the programs; as a result opportunities were given based onrnpersonal relationships with immediate supervisors and top level managers. The involvement ofrnemployees in setting objectives and content selection had been neglected Most of the trainingrnand development programs offered so far were short-term ofl-the-job and little emphasis hasrnbeen given to on-the-job training and development methods. The practice of arrangingrnorientation programs to new recruits was neglected; and there were no inbuilt system ofrnevaluation by which the effectiveness of training programs was assessed Besides, inadequaternbudget for training and development programs, absence of clearly stated training policy, lowrnpriority given to training and development programs, lack of managerial support, inadequaternorganizational facility, and lack of selection criteria for selecting individuals for the programsrnwere seen as some of the major constraints in their training and development endeavors. It canrnthen be concluded that the offices have lost money on training and development activitiesrnbecause it is poorly designed and not linked to performance problems. Offices effort tornparticipate stakeholders in setting objectives and content selection; and to use on-the-jobrnmethods didn't meet the expectations. Thus, in light of the above problems, the followingrnrecommendations were forwarded Needs assessment has to be carried out systematically in thernoffices. REB and ZED have to develop training and development directive which include guidernfor needs assessment, selection criieria and other related issues. Participation of stakeholdersrnhas to be encouraged in setting objectives and content selection for the programs. The officesrnhave to design and endorse a system of evaluation for training and development endeavors. Thernoffices have to design various projects and negotiate with donor agencies in order to obtainrnmaterial, financial and technical support.