European Journal of Business and Management www.iiste.org ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online) Vol.10, No.22, 2018 92 Factors Negatively Affecting the Effective Implementation of Reform Tools: Particularly Instructors Networking in the Case of Wolaita Sodo University, Ethiopia Alemayehu Elda Department, of Management, college of business and economics, Wolaita Sodo University,Ethiopia. Po.box 138, Wolaita Sodo, Ethiopia Abstract The purpose of this study was to investigate the factors that negatively affecting the effective implementation of reform tools particularly instructors networking). a casual survey design was selected and the research employed various data collection methodologies and processed both primary and secondary data sources using quantitative and qualitative data analysis techniques. The study was conducted wolaita Sodo university academic wing among 6 college and four school instructors. 16 departments from 6 colleges and four schools were randomly selected out of 47 departments found in the WSU. A total of randomly selected 170 participated in the study by filling in the questionnaire prepared for data collection. The data collected was analyzed using measure of dispersions, correlation and regression models. The findings of the study revealed that the leadership inefficiency, instructors attitude, motivation knowledge, and inconsistent supervision were negatively affecting the effective implementation of reform tools (instructors networking). Among the major factors affecting the effective implementation of reform tools leadership, instructors attitude, motivation and follow up and continuous support. The variables which identified under this study were explained the variance of 47.7% and 52.3 variance can be explained by other variables which did not included under this study. Finally, recommendations were forwarded based on the major findings so as to minimize problems encountered and maximize the implementation of reform tools (instructors networking) in the wolaita Sodo University academic wing. Keywords: Reform Tools, Effective Implementation, Negatively Affecting Factors 1. Background of the study Learning is generally defined as cognitive change, that is, some addition to a learner’s knowledge structures or reorganization and reconstruction of that learner’s existing knowledge. This change occurs as connections is made between new material and prior knowledge and then integrated into the learner’s existing knowledge base. The more complex the learning, the more complex those cognitive changes are. According to socio-cognitive learning theory (Mugny & Doise, 1978, Vygotsky 1978), cognitive change is strongly influenced by interaction and activity with others. Because of this reason, today various College and university students are increasingly being asked by faculty to work co-operatively and learn collaboratively. This increased emphasis on group learning is partly a reaction to societal changes including a new emphasis on team work in the business sector Millis, B. J., Cottell, P.G. (1998), coupled with a realization that in a rapidly changing information society communication skills are increasingly important. At the tertiary level of education, the reasons include an increasingly diverse student population who need to develop ways of learning together in order to achieve Millis, B. J., Cottell, P.G. (1998), the increased use of teaching and learning that emphasize learner-driven approaches such as peer learning( Hansen, e. J., Stephens, J. a. (2000).) as cited by (Robyn M. Gillies and Adrian F. Ashman, 2003). Researchers have shown that group learning leads to academic and cognitive benefits. Group learning promotes student learning and achievement (Cockrell et al. 2000; Hiltz 1998; Johnson et al. 2000; Slavin 1992), increase the development of critical thinking skills (Brandon and Hollingshead Middle Eastern & African Journal of Educational Research, Issue 18 Year 2015 24 1999; Cockrell et al. 2000), and promote greater transfer of learning (Brandon and Hollingshead 1999). Group learning also aids in the development of social skills such as communication, presentation, problem solving, leadership, delegation and organization (Cheng and Warren 2000) as cited by (Robyn M. Gillies and Adrian F. Ashman, 2003). These days, Ethiopian public schools starting from primary to tertiary level implementing cooperative learning in the name locally called ‘one-to-five’ organization even though the implementation is at its infant stage. The method was implemented with the objective of enhancing students’ educational achievements in particular and improving quality of education in general. Therefore, it is sensible idea that conducting action researches in the area of cooperative learning in order to facilitate better learning environment for students who engage in it and to enhance outcomes of the cooperative learning Yohannes Kebede Tsegay (2015).