CHAPTER ONE
INTRODUCTION
1.1
Background of the study
Employee training is one of the vital tools that help to enhance effective organizational
performance and at the same time helps to promote the stability index of the organization. It is
very important for the organization to exert extra efforts and invest much in employee training if
it wants to achieve its objectives in the most economical way. Shaw (2011) defined training as a
process that provides employees with skills, information and understanding of the organization
and its goals. Training is a systematic process, which helps people to learn how to be more
effective at work by modifying knowledge, skills or attitudes through learning experience to
achieve effective performance. Training is very important in achieving the objectives of the
organization by continuing to view the interest of employees and organization (Stone,
2002).Improved capabilities, knowledge and skills of the talented workforce have been proved to
be the main source of competitive advantage in a global market. When the organization is unable
to deliver effective training to its employees it is not only the employees who suffer, the impact
can be felt by the organization itself. If someone is not delivering the training in an impressive
style and he is not capturing the attention of the audience it means he is wasting the time.
Training primarily focuses on teaching the organizational members how to perform their current
jobs and at the same time help them to acquire the knowledge and skills they need to be effective
performers (Janes, 2018).
The excess of training in an organization is for new things to be done, or old things to be done in
new ways to increase performance in terms of sales, profitability and market shares in an
1
organization. It is an application of technological, institutional, human resources and discoveries
to productive processes, resulting in new practices, products, markets, institutions and
organizations that need organizational improvement or performance in terms of sales,
profitability and market shares (Ogbu & Osanaiye 2017)
Effective training programs help in building a supportive and conducive learning environment to
the workforce and at the same time help them to deal effectively with foreseeable challenges
easily and in time (Tai, 2006). In order for managers to meet the objectives of their employees’
training, they must understand the benefits of the training to the organization and to the
employees identify the training needs of the employee and finally have effective training design
that lies in the heart of organizational objectives. The need and objectives of the training program
should be identified before offering training to employees. Bad training design is nothing but the
loss of time and money. It is very important for the organization to design the employee training
very carefully. Organizations which develop effective training design that based on the needs of
employees and the organization always get good results. Managers should do everything possible
within their control to develop the capabilities of employees. Effective training programs help
employees to advance themselves with new technology and at the same time gaining full
command of the skills and competencies necessary to carry out a specific task and to avoid
mistakes on the job (Gunter Walden, 2011).
It is apparently important than ever for organizations to come up with multi-faceted strategies of
human capital management that seeks to strengthen employee engagement and create a
commitment that goes further than the contractual employer/employee relation to enhance
organization performance. A holistic human capital approach requires organizations to view
talent acquisition, development, and retention and employee engagement in a radically new way
2
as a single entity rather than distinct parts. Organizations have to evaluate the value that is
generated by the employees to be able to find out how successfully they use their knowledge and
skills. Many Human Resource Managers have not attempted to understand the usefulness or how
Human Capital Management can be used in their organizations successfully (Ali &Thomas,
2019).
Employee training is one of the vital tools that help to enhance effective organizational
performance and at the same time helps to promote the stability index of the organization. It is
very important for the organization to exert extra efforts and invest much in employee training if
it wants to achieve its objectives in the most economical way. Effective training programs help in
building a supportive and conducive learning environment to the workforce and at the same time
help them to deal effectively with foreseeable challenges easily and in time (Gunter, 2011).
Konings and Vanormelingen (2015) proposed that training is a fundamental and effectual
instrument in the successful accomplishment of the firm's goals and objectives, resulting in
higher productivity.
1.2
Statement of the problem
Training is paramount to the success of any modern organization, for organization to compete
effectively it must train its manpower to meet with the requirements for sustainability. However,
organisation that do not train or embark on inadequate training encounter certain problems, these
include low performance, poor coordination, increase labuor turnover, inadequate manpower low
capital base, loss of market share, and the inability to cope favorably with the technological and
informational demands of the business environment.
3
Achieving employee training goals and objectives is a big challenge for many organizations
including drilling companies. The quality of training has been a subject for discussion for many
drilling companies. Today some drilling companies suffer in terms of performance because of
the lack of effective employee training. Performance is the key element to achieve the goals of
the organization.
Organizations in Nigeria spend huge amount of money on training and development. The
essence is to meet the challenges posed by dynamism of today’s work place. It is expected that
training and development should enhances and increase knowledge of employees on how to do
more than it is done presently hence improved performance of the organization. But the fact that
organizations still remains where they were for years, elicit questions on whether training and
development usually achieve desired results. The issues of employee training were not taken
seriously by many organizations. This is because of the failure to acknowledge the fact that the
business environment has become very dynamic and only those organizations with the right
manpower to meet the modern technological and informational need in the business times can
succeed in the globalized business world.
The training process has always been useful for organisation, since there has been a constant
impact of training over organizations showing their culture as being socially responsible. Even
though, organisation in Nigeria is spending large amount of money to train machine operators
than human personnel as they are the key resource of the organization, who contribute a lot to
achieve success of the organization, the observations had in the organization show that trainings
are given for individuals, without identifying gaps between their actual performance and desired
level of performance, which means employees take trainings that are not related with their work.
4
Furthermore, management is facing difficulty in delivering the orders on time to the customers
when their employees could not meet production targets and due to the quality defects identified
in garments. Therefore, it has become a problem to organizations whether their trainings have an
impact over employee performance.
1.3
Objectives of the Study
This study is designed to examine the impact of employee training on organization performance.
The specific objectives of the study are to:

Examine the impact of employee training on organization performance

Evaluate the impact of induction and orientation on employee job effectiveness in an
organization

Determine the extent at which On-The-Job training can aid employee productivities in an
organization

1.4
Determine the relationship between Off-The-Job training on employee innovativeness
Research Questions
The following research questions are derived from the problem statement and objectives of the
study and shall be addressed in the study.

Is there any significant impact of employee training on organization performance?

What are the impact of induction and orientation on employee job effectiveness in an
organization?

To what extent can On-The-Job training can aid employee productivities in an
organization?
5

1.5
What is the relationship between Off-The-Job training on employee innovativeness?
Research Hypotheses
The following hypotheses are derived from the objectives, and research questions. Therefore, the
following hypothesis shall govern our study:
1.6
1) H0:
There is no significant impact of employee training on organization performance
2) H0:
On-The-Job training cannot aid employee productivities in an organization
Scope of the Study
The scope of this study is restricted to the impact of employee training on organization
performance. Geographically, the study select zenith banks akoda, Ede, Osun State as its case
study. The independent variable (employee training) shall be restricted to on the job and off the
job training while the dependent variable organizational performance was restricted to
productivity, innovativeness, profitability and customer satisfaction.
1.7
Significance of the Study
The result of this study will serve as a yardstick to measure the successes of training in
organization. The study will prepare the managers of Nigerian organisations with the right
information for training.
The study will correct the misconceptions by most people that investment in training is a waste
of organization scarce resources that could be utilized for other things.
The study will also serve as reference materials for future studies.
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1.8
Definitions of Terms
In the course of the study, the following terms were used.

Training: A systematic acquisition of knowledge, skills and attitude required by an
individual to perform a task adequately.

Employee Performance: An increase in employee’s productivity, being able to meet
a set objective effectively and efficiently.

Goal: This means objects of one’s effort. It can also mean one’s target

Job: A piece of work either to be done or completed.

Innovation: It is the development of a new product, process, service, technology and
market by an entrepreneur for profitable operation in a dynamic and competitive
business environment (James, 2016).

Unemployment: Unemployment, according to the OECD (2017), is persons above a
specified age not being in paid employment or self-employment but currently
available for work during the reference period.

Motivation: Motivation can be defined or can be refers to that force that channels,
direct, energizes and sustain a person’s effort or behaviour toward satisfaction of the
need and desires. Motivation therefore implies the reason why some behave in a
particular way which may be based on their own self-interest or whatever may
compel them to put in effort management must therefore ensure that employees are
properly motivated (Adegunju, 2015)
7

Performance: The accomplishment of a given task measured against preset known
standards of accuracy, completeness, cost, and speed. In a contract, performance is
deemed to be the fulfillment of an obligation, in a manner that releases the performer
from all liabilities under the contract (Mike, 2014)

Employee: An individual who renders services to a company or another person in
order to earn a living (Welder, 2015).

Leadership: Leadership is the process through which an individual tries to influence
another individual or a group of individuals to accomplish a goal (Daniel, 2017).

Productivity: productivity is referred to the measures of the efficiency of production
of individuals. A productivity measure is expressed as the ratio of a total output to a
single input or a total input used in a production process (Abdul, 2016)
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CHAPTER TWO
LITERATURE REVIEW
2.1
CONCEPTUAL FRAMEWORK
Concept of training
There are many definitions of the concept, as there are different authors on the subject. Ojoh and
Okoh (2015) defined training as the organized procedure by which people learn knowledge and
skills for a definite purpose. According to Badeian (2009) training is the process of developing
individual’s skills, knowledge and attitude so as to improve present and future performances.
Ogbu and Osanaiya (2017) defines training as the use of systematic and planned instruction
activities to promote learning. Training could also be defined as a set of activities which react to
present needs and is focused on the instructor and contrasts with learning as a process that
focuses on developing individual and organizational potential and building capabilities to beat
present and future challenges. According to Maureen, (2013) “training is the process of teaching,
informing or educating people so that they may become as well qualified as possible to their
work and so that they become qualified to perform in positions of greater difficulty and
responsibility”.
Ejiogu (2011) sees training as a process of causing a person or even an animal to respond to
discipline and instruction, a process of making someone to respond to discipline and instruction,
a process of making someone to become more proficient. Encyclopedia of professional
management (2012) defined employee training as a programme designed to provide the
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knowledge, attitude or job skills that will help employees to perform their present role. Stoner
(2009) defined training as the teaching of technical skills to non-managerial staff.
After an employee is selected, place and introduced, he or she must be provided with training
facilities. Training is the act of increasing the knowledge and skill of an employee for doing a
particular job. Training is a short-term educational process and utilizing a systematic and
organized procedures by which employee learn technical skills and knowledge for a definite
purpose. Training is carried out primarily to help members of an organization, to acquire and
apply the knowledge, skills, abilities and attitudes needed for a particular job.
The Need For Training
Every organization should provide training to all employees irrespective of their qualifications,
skills, suitability for the job, etc. Training is not something that is done once, to new employees,
it is used continuously in every well run establishment. Further technological changes,
automation, require updating the skills and knowledge and as such an organization has to retrain
the old employees. Specifically the need for training arises due to the following (Ojoh & Okoh,
2015):
a)
To match the employee specifications with the job requirement and organization
needs: An employee’s specification may not exactly suit the requirement of the job and the
organization irrespective of past experience, qualifications, skills, knowledge, etc. Thus
management may find deviations between employee’s present specifications and the job
requirements and organizational needs. Training is needed to fill these gaps by developing and
moulding the employee’s skill, knowledge, attitudes, behaviour, etc to the tune of the job
requirements and organizational needs.
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b)
Organizational viability and the transformation process: The primary goal of most of
the organizations is their efficiency; but the organizational viability is continuously influenced by
environmental pressures. If the organization does not adapt itself to the changing factor in the
environment, it will lose its market share. If the organization desires to adopt these changes, first
it has to train the employees to impact specific skills and knowledge in order to enable them to
contribute to the organizational efficiency and to cope with the changing environment. It also
provides continuity to the organization process and development. The achievement of these
objectives mostly depends on the effectiveness of the human resources that the organization
possesses. Employee’s effectiveness can be secured by proper training.
c)
Technological advances: Every organization, in order to survive and to be effective,
should adopt the latest technology i.e. mechanization, computerization and automation.
Technology alone does not guarantee success unless it is supported by people possessing
requisite skills. So organizations should train the employees to enrich them in the areas of
changing technical skills and knowledge from time to time.
d)
Organizational complexity: With the emergency of increased mechanization and
automation, manufacturing of multiple products and by-products or dealing in service or
diversified lines, extension of operation to various regions of the country. Organizations of most
of the companies have been complex. This leads to growth in numbers and kind of employees
and layers in organizational hierarchy. This in turn creates the problem of co-ordination and
integration of activities at various levels. Companies constantly search for opportunities to
improve organization effectiveness. Training is responsible for much of the planned change and
effectiveness in an organization as it prepares the people to the change agent and to implement
the programmes of effectiveness.
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e)
Change in job assignment: Training is also necessary when the existing employee is
promoted to the higher level in the organization and when there is some new job or occupation
due to transfer. Training is also necessary to equip old employees with the advanced discipline,
techniques, etc. Training is needed also to:

Increase productivity.

Help a company fulfill its fulfill its future personnel needs.

Improve health and safety.

Minimize the resistance to change.

Improve organizational climate.
The Objectives of Training
The human resources manager formulates the following training objectives to keep the
company’s overall objectives in mind. According to Ojoh And Okoh (2015) the following are the
objectives:
a)
To prepare the employees both new and old to meet the present and changing
requirement of the job and the organization.
b)
To prevent obsolescence.
c)
To impact the new basic knowledge and skills needed for an intelligent performance of
definite jobs.
d)
To prepare employees for higher-level tasks.
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e)
To assist employee’s to function more effectively in their present position by exposing
them to the latest concepts information and techniques and developing the skills they will need
for their particular field.
Types Of Employee Training
Generally speaking, there are three basic types of training namely: off-the-job training, induction
and on-the-job training.
Off-the-job Training (Formal Training): This type of training takes place outside the work
place, but in some cases attempts are made to stimulate actual working condition, off-the-job
training may focus on the classroom with training seminars, lectures and films. It may include
vestibule training where an employee work on the actual equipment and materials and in a
realistic job settings, but in a different room from the one in which he will be working. Reasons
for this are to avoid on the job pressure that might inhibit the learning. Formal training may also
include day-release form of classroom training whereby employees are allowed one or two days
off weekly or monthly to attend formal lectures.
Adeleye, Adegbite and Aderemi (2014) have classified training and development under two
main categories: on-the-job training and off-the-job training. It must be noted that both on-thejob training is genre terminology for classification of training and development and not training
and development methods per se. An organization may decide to training its employees whilst on
the job, or off the job. In the case of the former, the worker is trained inside (internally) the
organization. Some of the training and development methods that may be adopted by an
organization to upgrade the skills of its employees include apprenticeships, induction and job
rotation. For the latter, the employee is trained outside (externally) the organization and training
13
and development methods that may be employed here include simulation, role play and case
study.
Orientation/Induction: It deals with a situation whereby new employees are given training to
enable them to get acquainted with the work and the organization as a whole in respect of values,
rules and regulation (Olaniyan & Ojo, 2008). According to ogbu and osanaiya (2017), orientation
is a continuous process and takes time for its purpose to be achieved. Organizations give
orientation to their new employees based on three reasons. First, the orientation will afford the
new employee the opportunity to acquaint himself/herself with job procedures. The new
employee is also oriented on how to relate with other employees and finally it makes the new
employee feel that he is part of the organization and that his/her job is important. Generally,
orientation is carried out for new entrants on the job to make them familiar with the organization
as a whole in terms of structure, objectives, policy etc. (Malaolu & Ogbuabor,2013). One
advantage of this method is that it boosts the morale of the employee to deliver without
committing grievous errors.
On-the-job Training (Informal Training): This type of training occurs where the supervisor or
the superior officer takes time off his schedule to coach or instruct his subordinate. It could be in
form of job rotation where the staff is allowed to move from one unit or department to another,
working on a series of job thereby learning a variety of skills. Job rotation is particularly
employed in the service industries such as banks, insurance houses, etc. On-the-job training
could also be in form of internship where job training is combined with related classroom
instructions or apprenticeship where the employee is trained under the guidance of a supervisor
or a highly skilled co-worker. One major advantage of on-the-job training is that no special
facilities are needed and trainees can immediately be engaged in reproductive work. However,
14
expenses of damaged equipment, wasted materials and dissatisfied customers or clients might be
very high.
Employee Training Techniques
Training and development techniques are designed for many purposes and because of the wide
variety of training objectives and range of sophistication among trainees and trainers alike, no
method or technique can be said to be superior to the other. The best we can do as trainers and a
manpower development is to find the situation for which any of the techniques to use is
appropriate. In our effort to select the appropriate techniques to use, the following criteria spelt
out in the encyclopedia of management might be of assistance.
a. Whether the technique is oriented toward knowledge, attitude and skill.
b. The unique trainer’s skills required.
c. Whether the technique is generally applied on the job or off.
d. The degree to which the technique incorporates the major principles of training (learning).
e. The degree of the technique lends itself to evaluation.
The following are some of the commonly used techniques:
i.Lecture: This is the traditional method of teaching which gives the trainer the greatest degree of
control over the training situation. It is economical to develop and flexible in application with
regards to time required and group size, its effectiveness can be assessed by the objectives test or
knowledge. A lecture is however unlikely to change fixed attitude and is of little help in
15
developing skills. Some lectures could be boring while others may be entertaining without being
instructive.
ii.Programme instruction: This is designed for trainees to learn on their own i.e. self learning
instructional materials are arranging in ascending order of complexity and mastery as one level is
a prerequisite to another level. The programmed materials are usually presented to trainees either
through a machine or programmed textbooks.
iii.Films/video tapes: For films to be used, a projector screen and a room are needed. Films are
shown to demonstrate appropriate behaviour or to communicate essential details of a procedure.
They are shown for a discussion by a group and for increasing trainees on their actual behaviour.
iv.Job rotation: This involves moving staff systematically from one job to another after some time
to allow for basic competency. The purpose is to make the trainee appreciate the interrelationship
between each of the several jobs.
v.Apprenticeship: This method combines the features of on-the-job and off-the-job techniques of
training. It is a blend of both theory and practice. Examples abound in careers such as
hairdressing, printing, etc. The learning principle in this type of work includes participation,
feedback, etc.
Concept of Organizational Performance
It measures how well an organization function and also an indication of efficiency and
competition of a single or department; According to Mali (2018), performance was seen as a
measure of how well resources are brought together in an organization and also utilized for
accomplishing a set of results. Productivity is at the highest level of performance with the least
16
expenditure or resources. It is often seen as the relationship between total output / total input.
The effectiveness of the use of the factors of production is commonly referred to as productivity.
Nwachhukwu (2014), identified four major factors of low productivity which are economic
factor, sociological factor, management factor and technological factors while the pre-condition
for high productivity includes: Production targets, planning and workforce of output, physical
working conditions, incentive, job allocation and effective supervision.
Factors that affects performance according to Watt, Murrclick and Schuster (2013) have two
broad categories: internal and external forces; includes managerial leadership, management
processes and motivation.
Approaches to Training
There are four main approaches to training, They are:
a.
Traditional Approach
b.
Cognitive Approach
c.
Behavioral Approach
d.
Combination of Social Learning Approach
They are explained below:
Traditional Approach: This approach provides the employees with the training necessary for
performing the current job without looking forward to what the employee future will be.
Kuruppu (2021) provide three types of traditional approaches to training. They include:
(a)
Training as “Nuts and Bolts”: This connotes that training is directly aimed at skill
building for current job. It is only beneficial where the organization has paid due regards to what
next the employee will achieve after receiving such training otherwise, it will find that it has put
17
some money into training which is wasted hence workers are appraised and trained based only
on the current styles.
(b)
Training as Smorgasbord: In this training, it viewed training simply as a work fringe
benefit with some learning value on the side employees are offered a smorgasbord of
possibilities ranging from in house programmes to courses at nearly colleges.
(c)
Training as Rewards: Conference, tuition, reimbursement in seminars and other
educational benefits may be granted for performance or promotion to other position. This is
similar to smorgasbord of training, only that smorgasbord is more usual. as observed by Kay, it
can be more effective when it is placed in the context of comprehensive career programme that is
integrative.
Cognitive Approach: This approach indicates that individuals learn through a very mechanized
process. Take for example when an action is taken it is either rewards or punishment and the
action is reported more often or less as a result of the reward or punishment. This shows that the
trend of events is riigidly, in line with the above prescription hence its mechanistic in outlook.
This approach concerns teaching of a particular skills and then testing to know that it was indeed
learned, it also emphasises skills, workshop case studies, role playing exercises and thorough,
testing of each level or step of the training process.
Combined or Social Learning Approach: As the name presupposes, the approach is a
combination of cognitive and behavioral approaches. It is based on internal processes (thinking)
as well as external factors (reward or punishment). This approach believes . that knowledge
enables an individual to have a clear picture of which behaviour lead to desired performance and
value is attacked to desired performance. It also holds mat skill is developed through a process of
18
watching other perform, performing the behavior personally until confidence at the new behavior
is realized.
With the use of the above approach, such onerous skills like performance appraisal, declining
with public sales techniques, correcting employee behaviors and counseling are made simple.
The use of the learning approach is also employed when teaching skills of machinery operation,
repair among others.
The step used in adopting this approach is as follows:
(a)
Create a value for the performance
(b)
Provide knowledge (the prior knowledge of the training)
(c)
Provide a model by doing it yourself
(d)
Give the trainee skill and confidence by watching him do it and intervene immediately a
mistake is noticed.
Procedures For Effective Training
Considering the effectiveness of training in an organization, Kagiri (2012) avers that for training
to be effective the following procedure must be adopted:
1.
Outline Specific training objectives on the basis of the type of performance needed in
order to achieve organizational goals, objectives and audit of personal needs compared with
operational requirements will determine the specific training need of individual employees.
2.
Determine if there are deficiencies in the trainees” intelligence, maturity and motivation
to complete the training programme, the training may need to be postponed or cancelled unless
improvements are noted.
19
3.
Help the trainee to see the need for training by making him aware of the personal benefits
he will achieve through better performance such as rewards and satisfaction.
4.
Plan the training programme so that progress in one step will permit each step building
upon the previous ones. These progressions may need revision as the programme unfolds but
only, when there Is an orderly plan of revision needed..Plan the training programme so that it is
related to the trainee’s previous experiences and background. Use his background as a
foundation for new development
6.
Attempt to create organizational conditions (formal and informal) that are conducive to a
good learning environment. Relate newly expected behavior norms with existing formal and
informal norms.
7.
Broaden the knowledge of the participants in all phases of the company’s or government
operations and in the fields of general management and office operation.
8.
Give final polish to the potential managers, develop intellectual skills of managers and
encourage them in the use of modern techniques of decision making and solving of managerial
problems.
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2.1.1 CONCEPTUAL FRAMEWORK
The impact of employee training on the performance of organization has some backing for
positive relationship between employee and employer (organization) like job satisfaction,
employee development and performance particularly profitability.
INDEPENDENT VARIABLE
DEPENDENT VARIABLE
ORGANISATIONAL
Employee training
PERFORMANCE
CONCEPT OF EMPLOYEE
TRAINING
TYPES OF EMPLOYEE TRAINING
CONCEPT OF ORGANISATIONAL
OBJECTIVES OF EMPLOYEE
TRAINING
PERFORMANCE
Fg. 1: Conceptual Model linking Employee performance and Organization performance
Source: Adopted from the glance of Ogbu and Osanaiya (2015)
2.2 EMPIRICAL REVIEW
2.2.1 Employee Training and Organizational Performance
Training is a process that provides employees with skills, information and understanding of the
organization and its goals (Shaw, 2011). Employee training refers to programs that provide
workers with information, new skills, or professional development opportunities (Olalere &
Adesoji, 2013). Employee training is one of the vital tools that help to enhance effective
organizational performance and at the same time helps to promote the stability index of the
organization. It is very important for the organization to exert extra efforts and invest much in
21
employee training if it wants to achieve its objectives in the most economical way. When
employees are recruited into the organization, they may not come with all the required skill set to
discharge fully their roles in the organization. Training addresses gaps or discrepancies between
an ideal and an optimal stage of development. However, from a comparison between desired and
actual work methods or between desired and actual results, needs arise on the job. Smit and de
Cronje (2010) refer to three methods for identifying needs: the generic methods, performance
analysis, and competency assessment.
Mansoor, Shah, and Tayyaba (2015) did a survey on impact of training and development on
organization performance with mediating role of intention to quit as human resource quality cost.
The salary-based employees of the organizations having 5 – 250 employees have been selected
on the basis of stratified sampling technique for the data collection purposes. Out of 600
questionnaires distributed, 290 were returned and 278 were used for the study. The relationship
of training and development and organization performance was found to be positively mediated
by the intention of employees to quit the organizations. The positive relationship might exist due
to the number of other factors like inflation, less job opportunities existing in the Pakistani
context.
Karimi and Nejad (2018) conducted a study on effect of organizational training on job
satisfaction and individual performance of Ahwaz Oil Company Employees. The statistical
population of this study consisted of all employees of Ahwaz Oil Company, which according to
the data of the sample at the time of the research, their number was 800. Based on the Krejcie
and Morgan tables, for a community with this volume, at least 260 statistical samples were
needed. To select this sample size from the statistical population, stratified random sampling
method with proportional volume was used and the samples were selected accordingly. It should
22
be noted that the data collection tool in this study was a standard questionnaire consisting of 61
items in which responses were based on the five-point Likert scale. Inferential tests such as
normal test and path analysis were performed on the research data. The results of the research
showed that in the society under study, the quality of organizational education and job
satisfaction have a positive and significant effect on employees' performance.
Ogohi (2018) conducted a survey on effects of training on organizational performance in
Nigeria. The research attempts to find out the impact which training has employee performance
bearing in mind that the aggregate of individual performance will culminate to organizational
performance. The study considered the microfinance bank sub-sector from which three banks
were selected. Data was collected from 304 respondents who were drawn using Taro Yamane
sample size determination technique through structured questionnaire. The data collected was
subjected to both descriptive and inferential techniques were used to test formulated hypotheses.
The study showed that employee skill, knowledge and ability gained from training has
significant effect on productivity. Further findings reveal that training has effect on employee
commitment to the organization.
Janes (2018) conducted a study impact of employee training on organizational performance, a
case study of drilling companies in Geita, Shinyanga and Mara Regions in Tanzania. The study
comprised a sample size of 219 respondents selected using purposive and simple random
sampling techniques. Data collection was done through the questionnaire administered to the
respondents. Data was analyzed using descriptive statistics and results presented using tables.
The study results found that employee training has a significant effect on the performance of
drilling companies. However, the study results found that there is lack effective training and
development policies in drilling companies.
23
2.2.2 The Roles of Employees Training on Organizational Performance
According to Janes (2018), the following are the roles of employees training on organizational
performance:
Employee Training as a Source of Competency
Training enables employees to be competent and more effective in their work. According to
Wright and Geroy (2001), effective training programmes change the competency level of an
employee positively. Mathis and Jackson (2008) argued that training and development are also a
means for employers to address the employees‘ needs. Robert (2006) stated that effective
training programmes help employees to acquire new technology that helps them to perform their
job and at the same time gaining full command on the competencies and skills required to
perform that particular job with fewer errors and mistakes. Relatively, Valle et al, (2000)
supported that effective training helps the organization to build and maintain employee’s
capabilities. Jie and Roger (2005) narrated that raining help the organization to enhance its
employee’s abilities and competencies that are needed in the workplace.
Employee Training as a Motivation Factor
One of the most important factors that motivate the employee is training. Swart et al. (2005)
affirmed that employees normally perform better when they are given adequate and appropriate
training programs that motivate them and lead them to fulfil their needs. Anonymous (1998)
emphasized that training is essential not only to increase productivity but also to motivate and
inspire workers by letting them know the importance of their jobs and giving them all the
information they need to perform those jobs. Myles (2000) confirmed that a company that seeks
24
to train and develop its employees and reward them well for their performance makes them
motivated by improving their performance and loyalty to the company.
Employee Training as a Source of Productivity
In recent years training has been one of the crucial element that plays a vital role in increasing
organizational productivity. Konings and Vanormelingen, (2009) proposed that training is a
fundamental and effectual instrument in the successful accomplishment of the firm's goals and
objectives, resulting in higher productivity. Bartel (2004) opined that effective training
programmes and high productivity on the part of the employee are positively correlated.
Employee Training as a Source of Commitment
Ahmad and Bakar (2003) pointed out that if training is achieved on both individual and
organizational level, then it brings a high level of commitment on the part of employees Serkan
and Emir (2014) highlighted that training should be planned in such a way that it results in the
commitment of the organization. Mthokozisi and Clifford (2015) affirmed that commitment of
employees is as a result of some human resource practices such as career development and
training opportunities. Eisenberger et al.(2006) stated that workers feel more committed to the
firm when they feel the organizational commitment towards them and thus show higher
performance. Bartlett (2001) opined that companies can gain a competitive advantage over their
opponents by investing in training because training can enhance employee commitment.
Employee Training Improved Performance
According to Harrison (2000),learning through training is said to be a key factor in increasing
employees performance, achieving corporate goals and also influencing the performance of the
25
organization. Swart et al. (2005) suggested that performance gap of employees can be bridged by
implementing a relevant training method in order to develop particular skills and abilities of the
workers thereby enhancing the performance of employees.Chiaburu and Tekleab (2005)
commented that training is a planned intervention aiming at enhancing the elements of individual
job performance. Nguku (2006) contended that that employee training assists employees in
acquiring better skills, knowledge and attitudes towards their better performance.
Employee Training Increase Job Satisfaction
Amisano (2010) stressed that employee performance depends on many factors like job
satisfaction, knowledge and management. Champathes (2006) advocated that well trained and
developed employees are satisfied with their job hence leads to an increase of the organizational
productivity and profitability. Rowden (2002) emphasized that training may also be an effective
tool for improving one’s job satisfaction. Tsai et al (2007) affirmed that employees who learn as
a result of training program show a greater level of job satisfaction along with superior
performance.
Employee Training as a Source of Retention
Noe (2001) narrated that organizations that embrace training and development practices are able
to retain customers, suppliers, employees, stakeholders and shareholders in the long-run.
Kauffman (2010) argued that when it comes to improving employee retention. it is imperative to
use grass-roots employee involvement program like training in the firm‘s business.
26
2.3
THEORETICAL REVIEW
Schumpeter’ Theory of Innovativeness
The concepts of training and development are probably Schumpeter’s most distinctive
contributions to economics (Hamel and Green, 2017) role of innovativeness (“new
combinations”) and entrepreneurship in economic growth. Schumpeter highlighted the function
of entrepreneurs who is carrying out new combinations. He viewed the occurrence of
discontinuous and “revolutionary” change as the core of “economic development” which breaks
the economy out of its static mode (“circular flow”) and sets it on a dynamic path of fits and
starts. According to him, consumer preferences are already given and do not undergo
spontaneously. It means that they cannot be cause of the economic change. Moreover, consumers
in the process of economic development play a passive role.
In Theory of economic development and further work. Schumpeter described development as
historical process of structural changes, substantially driven by innovation which was divided by
him into five types; launch of a new product or a new species of already known product;
application of new methods of production or sales of a product (not yet proven in the industry);
opening of a new market (the market for which a branch of the industry was not yet represented);
acquiring of new sources of supply of raw material or semi-finished goods and new industry
structure such as the creation or destruction of a monopoly position.
Schumpeter argued that anyone seeking profits must innovate. That will cause the different
employment of economic system’s existing supplies of productive means. Schumpeter believed
that innovation is considered as an essential driver of competitiveness (Wise and Baumgartner,
2019) and economic dynamics (Hamel, and Green, 2017). According to Schumpeter innovation
27
is a "process of industrial mutation, that incessantly revolutionizes the economic structure from
within, incessantly destroying the old one, incessantly creating a new one". He divided the
innovation process into four dimensions: invention, innovation, diffusion and imitation. Then he
puts the dynamic entrepreneur in the middle of his analysis. In Schumpeter’s theory, the
possibility and activity of the entrepreneurs, drawing upon the discoveries of scientists and
inventors, create completely new opportunities for investment, growth and employment. In
Schumpeter’s analysis, the invention phase or the basic innovation have less of an impact, while
the diffusion and imitation process have a much greater influence on the state of an economy.
The macroeconomic effects of any basic innovation are hardly noticeable in the first few years
(and often even longer). What matters in terms of economic growth, investment and
employment, is not the discovery of basic innovation, but rather the diffusion of basic
innovation, which is the period when imitators begin to realize the profitable potential of the new
product or process and start to invest heavily in that technology (Freeman, 1982). According to
Schumpeter, invention is not the cause: discovery and execution are “two entirely different
things. The pure new idea is not adequate by itself to lead to implementation. It must be taken up
by a strong character (entrepreneur) and implemented through his influence. It is not the power
of ideas but the power that gets things done.
Diffusion Theory
Yates (2011) observes that the work of Ryan and Gross (1943) in rural sociology is cited as the
beginning of diffusion research. They used interviews as their main method of data collection.
This has been a trend in diffusion research since.
28
The diffusion theory literature overview of Nutley et al (2012) shows how evidence and ideas
from a wide range of underpinning disciplines are drawn together. These disciplines include
anthropology, education, geography and sociology. These underpinning disciplines provide a
range of perspectives on the diffusion of innovations (Nutley and Davies, 2010).
Rogers (2015) states that diffusion theories have their origins in the explanation of the adoption
of technological change by farmers. The first edition of Roger’s influential text on the diffusion
of innovations was published in 1962. Since then the scope of diffusion theories and associated
empirical research has broadened. While diffusion literature largely covers innovations in
industrial and service settings, a good deal of attention has now also been paid to public service
and public policy innovations, with considerable emphasis on the diffusion of innovations in
other fields (Nutley & Davies, 2010).
Rogers (2015) points out that diffusion is not a single, all-encompassing theory. It is several
theoretical perspectives that relate to the overall concept of diffusion; it is a meta-theory (Yates,
2011). There are four factors that influence adoption of an innovation (Rogers, 2015) including:
the innovation itself, the communication channels used to spread information about the
innovation, time and the nature of the society to whom it is introduced. Rogers (2015) explains
that there are four major theories that deal with the diffusion of innovations. These are the
innovation-decision process theory, the individual innovativeness theory, the rate of adoption
theory, and the theory of perceived attributes. The innovation-decision process theory is based on
time and five distinct stages (Nutley et al (2012). The first stage is knowledge. Potential adopters
must first learn about the innovation. Second, they must be persuaded as to the merits of the
innovation. Third, they must decide to adopt the innovation. Fourth, once they adopt the
29
innovation, they must implement it. Fifth, they must confirm that their decision to adopt was the
appropriate decision.
2.3.1 Theoretical Framework
Theoretical framework is sometimes referred to as the theory upon which the study is anchored.
Other terms such as ‘baseline study’, ‘theoretical underpinning’, ‘theoretical root’ and theoretical
groundwork are synonymous with theoretical framework. The underlying theories appropriate to
this study in respect of the independent variable (employee training) and the dependent variable
(organizational performance) are many. In the other words, there are several theoretical
frameworks one can draw upon to study training and organization performance. This study,
however, adopts the Schumpeter Innovativeness Theory and diffusion theory to explain
employee training and organization performance.
Schumpeter’ Theory of Innovativeness
Organization
performance
Employee
training
Diffusion Theory
Theoretical framework showing the link between training and organizational performance
Source: Developed by the researcher (2021) as gleaned from Marlow and Patton (2015), Rogers
(2015) and Davies (2010)
30
CHAPTER THREE
METHODOLOGY
This chapter discusses the methods and methodology that will be employed in carrying out the
study. In contains the study area, research design, population, sample size, sampling techniques,
sources of data collection, research instrument, reliability of the research instrument, validity of
the research instrument, re-statement of hypotheses, and method of data collection.
3.1 Area of Study
Zenith Bank was established in May 1990 and commenced banking operations in July of the
same year. At inception, it had a capital base of $4 million. It began operations during a period of
government liberalization of the banking sector when the central bank granted up to twenty
banking licences a year to investors. The bank's first office was originally a residential house in
Victoria Island that was modified into a banking hall. In its early's years, the bank witnessed a
period of rapid growth. In 1997, following a directive for banking institutions to shore up their
capital base, Zenith increased its capitalization to 500 million naira.
The Nigerian banking industry of the early 1990s was led by a select group of four major banks:
Union Bank, First Bank, UBA and Afribank. In 1999, Zenith bank embraced the use of the
internet for marketing of financial services and to promote the use of online banking by
consumers and becoming one of the earliest companies to invest in online banking.[6] In the early
2000s, Zenith's profile began to rise, its investments in information technology helped it compete
against the major banks that had a larger branch outreach and it soon began to announce net
profits comparable to some of the older big banks.
31
On 17 June 2004, following a successful IPO, the bank became a public limited company. On 21
October 2004 its shares of stock were listed on the Nigeria Stock Exchange (NSE). The bank's
shares are traded on the London Stock Exchange (LSE) following a listing of the $850 million
worth of its shares at $6.80 each, in 2013.
The bank has equity investments in Zenith Custodian, Zenith Securities and Zenith General
Insurance.
Furthermore, Zenith Bank Akoda Branch was launched in 2016 inside Redeemer University in
Ede, Osun State and since then has been performing remarkably well in financial industry.
3.2 Research Design
The research design that would be adopted for this study is descriptive in nature. It was designed
for the purpose of making sure of high degree of information reliability collected through
primary and secondary data. The responses to the questionnaire are presented in a tabular form
showing choice of options and the percentage each bear to the total population sampled the
option with the highest percentage as invariably taken as the answer to the question posed.
The data collected will thereafter be analyzed through the use of statistical formula. The chisquare will be used to test the hypothesis formulated
The formula is X2 =
(Oi-ei)2
Ei
32
3.3 Population, Sample Size and Sampling Techniques
The population for this study will consist of all the entire staff (45) in the company. But due to
practical impossibility of selecting the entire population; thus, a sample of 40 will be used.
In order to determine the sample size for the study, Taro Yamane (1967) formula for calculating
sample size for finite population was adopted. Where ‘n’ is the sample size, ‘N’ is the finite
population size, and ‘e’ is the level of precision.
Formula 1:
N
n = ──────
1+ N (e)2
Applying the formula above, where:
n = sample size
N = Finite population size = 45 staff
e = Maximum acceptable error margin which is 5%
n=
45
1+45 (0.05)2
n = 40.45 (approximately 40 staff)
population
Number of sample
Top management staff
10
9
Middle management staff
15
13
Lower management staff
20
18
Level of Management
33
45
Total
40
Therefore 40 represent the sample size for the population of each stratum or category of staff
sample was estimated using Bowley’s proportional allocation statistical technique as stated
below:
nh
=
nNh
N
Where
nh
=
Number of units allocated to each company/staff category
Nh
=
Number of employee in company/staff stratum in the
Population
n
=
the total population size under study.
Thus
Top management staff:
nh= (40x10) ÷ 45 = 8.88889 (approximately 9 staff)
middle management staff:
nh= (40x15) ÷ 45 = 13.33333 (approximately 13 staff)
lower management staff
nh= (40x20) ÷ 45 = 17.77778 (approximately 18)
3.4 Sources of Data Collection
The data for this study will be obtained from both the primary and secondary sources.
Specifically, structured questionnaire will be employed to generate data for the study. The
questionnaire will be divided into two sections, section A will provide information about the
34
respondent’s bio-data while section B will ask questions relating to the specific objectives and
problem under investigation.
The secondary source will includes textbook, newspapers report, journals, articles, internet
source among others.
3.5 Research Instrument
This study will make use of questionnaire. Questionnaire as an instrument for data collection will
be chosen because it will help the respondents to be objective and more precise in responding to
the research questions. The instrument was structure in likert scale form. The likert scale grading
follows:
Strongly Agree - - - - - - - - 5
Agree
-------- 4
Undecided
-------- 3
S. Disagree
-------- 2
Disagree
--------- 1
3.5.1 Reliability of the Research Instrument
To ensure that the instrument measure what it is purposed to measure, internal consistency will
be used in other to ensure that the instrument measures consistently as required by this work. The
reliability of this research shows the extent to which the researcher can confidently rely on the
information obtained through the use of the instrument adopted to gather data for the research
35
work. To do this, a pilot study will be conducted by selecting a small sample of about 50% of the
population before actual study at 0.5 level of significance
3.5.2 Validity of the Research Instrument
Validity describes the extent to which a research instrument measures what is supposed to be
measured. In other words, it is concerned with the relevance or the applicability of the instrument
(the questionnaire) of the study (Young and Harrison, 2016). The researcher established content
and face validity of the instrument by submitting the instrument to his supervisor, experts in
employee training and organization performance in well-established organizations for their
assessment, criticisms and contributions, all geared towards improving content and facial validity
of the instrument. All corrections were effected before the final copy of the questionnaire was
administered.
3.6 Re-Statement of Hypotheses
The following hypotheses shall guide our study:

H0 :
There is no significant impact of employee training on organization performance

H0 :
On-The-Job training cannot aid employee productivities in an organization
3.7 Method of Data Analysis
Data collected from the questionnaire administrated was checked severally and edited for
eligibility, accuracy, completeness and in uniformity with the purpose of the study. Due to the
nature of this research, statistical package for social sciences (SPSS version 24) was used in data
analysis. The result of the study was presented in tables. In analyzing the data collected, the
researcher made use of statistical method - the chi-square. The chi-square is used to test the
36
hypothesis formulated. The objective of the statistical analysis is to further the overall goal of
understanding social phenomena achieved through the process of description, explanation and
prediction of data collected. The statistical method was selected because it is suitable for the
purposes of the present study since the study attempted to describe the impact of employee
training on organization performance.
The formula of the chi-square is X2
(oi-ei)2
ei
Where X2
=
Oi
=
Observed frequency
ei
=
Expected frequency
Chi-square
The completed chi-square is compared with the agreed level of significance of 0.05.
The calculated chi-square (X2) will be compared with the Ambulated Chi-square using the
normal level significance of 5% which leaves 95% confidence interval the degree of freedom is
given by (R – 1).
(C – 1) = number of column in the contingency table, the contingency shows the observed and
expected frequencies.
The difference between the calculated values of the chi-square will form the based for accepting
or rejecting the null hypothesis.
37
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
4.0
Introduction
This chapter is designed to analyse and interprets various views/opinions of the respondent from
the data collected in the course of this research work in a refined form to make it meaningful to
readers, for easy reference and better understanding. The hypothesis was stated and tested to
arrive at a logical conclusion.
4.1
Presentation of Data
Data on respondents’ demographics were collected and analysed. Variables included were age,
gender, education and so on. The following subsections present the results.
Table 4.1: Profiles of Respondents in the Study Area
Variables
Duration in Service
Gender
Marital
Level of Education
Position in Organisation
Respondents’
Opinions
1-5 years
Frequency
Percentage
Total
8
20
-
6-10 years
12
32
-
11-15 years
15
34
-
15+ years
5
14
40
Male
16
40
-
Female
24
60
40
Single
12
30
-
Married
24
60
-
Widow(er)
4
10
40
SSCE
4
10
-
ND/NCE
12
30
-
HND/BSC
14
36
-
MSC/MBA
10
24
40
Operational Staff
6
16
-
Supervisor Staff
20
50
-
Head of Unit
8
20
-
Head of Department
6
14
100
38
Source: Field Study, September 2021
From table 1, it can be noted that Zenith Bank Akoda employs both the male and female
employees though the majority are female being represented by 60% while male are represented
by 40%. This implies that Zenith Bank Akoda employees both the male and the female although
there is a difference of
2%. Its an indication that Zenith Bank Akoda is not biased in
employeeing its employees.
Furthermore, the table also shows that 30 percent of the respondents who work with Zenith Bank
Akoda are single, the married 60 percent and the widow(er) being only 10 percent. This implies
that the Zenith Bank Akoda employees are more married workers as indicated in the above table.
Therefore, small scale investors in Zenith Bank Akoda should increase the number of singles
being recruited since such a labour force is more productive and not attached to so many
responsibilities.
Moreover, it is seen that 50 percent of the respondents who work with Zenith Bank Akoda are
supervisor as 20 percent of the respondents are head of units. Operational staff are 16 percent
while head of department are 14 percent. This means that Zenith Bank Akoda are more interested
in division of labour for more productivity.
Moreso, it is revealed that 36 percent of the respondents who work at Zenith Bank Akoda are
HND/BSC holders, followed by those of ND/NCE holders at 30 percent, while MSC/MBA
holders are 24 percents and SSCE holders are just 10 percent. This means that employee in
Zenith Bank Akoda considers education and experience highly when selecting its employees to
ensure quality work. Therefore, management of Zenith Bank Akoda should constantly revise its
practices in order to maintain the present standard
39
Also 34 percent of the respondents joined the Zenith Bank Akoda in the last 11-15 years and 32
percent 6-10 years back. The table also shows that 20 percent joined the Zenith Bank Akoda 1-5
years back and 14 percent join above 15 years back each. Using the above results it means that
Zenith Bank Akoda is serviced by experienced employees who joined in the past 11-15 years.
It’s an indication that the management of Zenith Bank Akoda can maintain its employees for a
long period of time explaining high staff retention within the organisation.
4.2
IMPACT OF EMPLOYEE TRAINING AND ORGANISATIONAL
PERFORMANCE
4.2.1 Organization Growth
Respondents were asked whether training in organization enhance growth or not. Below were the
responses;
Table 2: Organization Growth
Organization Growth
Frequency
Valid
Percent
Cumulative
Percent
Valid Percent
Strongly agree
18
44
44
44
Agree
13
32
32
76
Not sure
6
16
16
92
Disagree
2
6
4
96
Strongly disagree
1
2
4
100
40
100
100
Total
Source: Field Study, September 2021
Table 2 shows that 44 percent of the respondents strongly agree and 32 percent agree that
training in organization enhance growth. 16 percent of the respondents are not sure, 6 percent of
the respondents disagree while 2 percent of the respondents strongly disagree. This implies that
training in organization do enhance growth.
40
4.2.2 Employee Performance
Respondents were asked whether training leads to increase in employees performance or not.
Below were the responses;
Table 3: Employee Performance
Employee
Performance
Valid
Frequency
Percent
Cumulative
Percent
Valid Percent
Strongly agree
20
50
50
50
Agree
13
34
34
84
Not sure
2
4
4
88
Disagree
2
4
4
92
Strongly disagree
3
8
8
100
40
100
100
Total
Source: Field Study, September 2021
Table 3 reveals that 50 percent of the respondents strongly agree that training leads to increase in
employees performance, 34 percent of the respondents agree, 4 percent of the respondents are
not sure, 4 percent of the respondents disagree, while another 8 percent of the respondents
strongly disagree. This implies that training do leads to increase in employees’ performance.
4.2.3 On-the-job Training in Organization
Respondents were asked whether On-the-job training lead to growth of an organization or not.
Below were the responses;
Table 4: On-the-job Training in Organization
On-the-job Training
in Organization
Valid
Frequency
Strongly agree
Percent
Cumulative
Percent
Valid Percent
24
60
60
60
Agree
8
20
20
80
Not sure
4
10
10
90
Disagree
2
5
5
95
Strongly disagree
2
5
5
100
40
100
100
Total
Source: Field Study, September 2021
41
Table 4 shows 60 percent of the respondents were strongly agree that On-the-job training lead to
growth of an organization, 20 percent of the respondents agree while 10 percent of the
respondents were not sure, 5 percent of the respondents apiece disagree and strongly disagree
respectively. This indicates that On-the-job training lead to growth of an organization.
4.2.4 Experience on the Job
Respondents were asked whether experience on the job has impact on organization growth or
not. Below were the responses;
Table 5: Experience on the Job
Experience on the Job
Frequency
Valid
Percent
Cumulative
Percent
Valid Percent
Strongly agree
20
50
50
50
Agree
12
30
30
80
Not sure
2
5
5
85
Disagree
4
10
10
95
Strongly disagree
2
5
5
100
40
100
100
Total
Source: Field Study, September 2021
From table 5, 50 percent of the respondents strongly agree that experience on the job has impact
on organization growth, 30 percent of the respondents agree, 5 percent of the respondents were
not sure, 10 percent of the respondents disagree and 5 percent of the respondents strongly
disagree. This shows that experience on the job has impact on organization growth.
4.2.5 Desire Output
Respondents were asked whether training in organization results to a desire output or not. Below
were the responses;
42
Table 6: Desire Output
Desire Output
Frequency
Valid
Percent
Cumulative
Percent
Valid Percent
Strongly agree
16
40
40
40
Agree
16
40
40
80
Not sure
2
5
5
85
Disagree
3
7.5
8
92.5
Strongly disagree
3
7.5
7
100
40
100
100
Total
Source: Field Study, September 2021
Table 6 reveals that 40 percent of the respondents strongly agree that training in organization
results to a desire output, 40 percent of the respondents agree, 5 percent of the respondents are
not sure, 7.25 percent of the respondents disagree, while another 7.25 percent of the respondents
strongly disagree. This implies that training in organization results to a desire output
4.3
IMPACT OF INDUCTION AND ORIENTATION TRAINING ON EMPLOYEE
EFFECTIVENESS
4.3.1 Job Security
Respondents were asked whether training enhances employee job security or not. Below were
the responses;
Table 7: Job Security
Job Security
Frequency
Valid
Percent
Cumulative
Percent
Valid Percent
Strongly agree
22
55
55
55
Agree
12
30
30
85
Not sure
2
5
5
90
Disagree
2
5
5
95
Strongly disagree
2
5
5
100
40
100
100
Total
Source: Field Study, September 2021
43
Table 7 shows that 55 percent of the respondents strongly agree and 30 percent agree that
training enhances employee job security. Whereas 5 percent of the respondents disagree, 5
percent of the respondents strongly disagree while 5 percent of the respondents are not sure.
From this result, it is shown that training enhances employee job security
4.3.2 Employee’s Morale
Respondents were asked whether training increases employee’s morale or not. Below were the
responses;
Table 8: Employee’s Morale
Employee’s Morale
Frequency
Valid
Percent
Cumulative
Percent
Valid Percent
Strongly agree
16
40
40
40
Agree
20
50
50
90
Not sure
2
5
5
95
Disagree
1
2.5
2.5
97.5
Strongly disagree
1
2.5
2.5
100
100
100
100
Total
Source: Field Study, September 2021
Table 8 shows that 40 percent of the respondents strongly agree and 50 percent agree that
training increases employees. 5 percent of the respondents are not sure, 2.5 percent of the
respondents disagree while 2.5 percent of the respondents strongly disagree. This implies that
training increases employees
4.3.3 Employee’s Marketability
Respondents were asked whether training increases employee’s marketability or not. Below were
the responses;
44
Table 9: Employee’s Marketability
Employee’s
Marketability
Valid
Frequency
Percent
Cumulative
Percent
Valid Percent
Strongly agree
14
35
35
35
Agree
12
30
30
65
Not sure
6
15
15
80
Disagree
4
10
10
90
Strongly disagree
4
10
10
100
40
100
100
Total
Source: Field Study, September 2021
Table 9 shows that 35 percent of the respondents strongly agree and 30 percent agree that
training increases employees’ marketability. Whereas 15 percent of the respondents disagree, 10
percent of the respondents strongly disagree while 10 percent of the respondents are not sure.
From this result, it is shown that training do increases employees’ marketability.
4.3.4 Employee Position
Respondents were asked whether training qualify employees for higher position or not. Below
were the responses;
Table 10: Employee Position
Employee Position
Frequency
Percent
Cumulative
Percent
Valid Percent
Valid Strongly agree
14
35
35
35
Agree
20
50
50
85
Not sure
2
5
5
90
Disagree
2
5
5
95
Strongly disagree
2
5
5
100
40
100
100
Total
Source: Field Study, September 2021
45
Table 10 reveals that 35 percent of the respondents strongly agree that training qualify
employees for higher position, 50 percent of the respondents agree, 6 percent of the respondents
are not sure, 5 percent of the respondents disagree, while another 5 percent of the respondents
strongly disagree. This implies that training qualify employees for higher position.
4.3.5 Employee Self Confidence
Respondents were asked whether training increases employee self confidence or not. Below were
the responses;
Table 11: Employee Self Confidence
Employee Self
Confidence
Frequency
Percent
Cumulative
Percent
Valid Percent
Valid Strongly agree
14
35
35
35
Agree
14
35
35
70
Not sure
2
5
5
75
Disagree
4
10
10
85
Strongly disagree
6
15
15
100
40
100
100
Total
Source: Field Study, September 2021
Table 11 reveals that 35 percent of the respondents strongly agree that training increases
employee self confidence, 35 percent of the respondents agree, 5 percent of the respondents are
not sure, 10 percent of the respondents disagree, while another 15 percent of the respondents
strongly disagree. This implies that training increases employee self confidence.
4.4
ON-THE-JOB TRAINING AND EMPLOYEE PRODUCTIVITY
4.4.1 Employee’s Job Satisfaction
Respondents were asked whether training brings about employee’s job satisfaction. Below were
the responses;
Table 12: Employee’s Job Satisfaction
46
Employee’s Job
Satisfaction
Valid
Frequency
Percent
Cumulative
Percent
Valid Percent
Strongly agree
12
30
30
30
Agree
14
35
35
65
Not sure
4
10
10
75
Disagree
4
10
10
85
Strongly disagree
6
15
15
100
40
100
100
Total
Source: Field Study, September 2021
Table 12 shows that 30 percent of the respondents strongly agree that training brings about
employee’s job satisfaction, 35 percent of the respondents agree, 10 percent of the respondents
were not sure, 10 percent of the respondents disagree, while 15 percent of the respondents
strongly disagree. This implies that training brings about employee’s job satisfaction.
4.4.2 Interpersonal Relationship
Respondents were asked whether on-the-job training increases interpersonal relationship
between managers and subordinates or not. Below were the responses;
Table 13: Interpersonal Relationship
Interpersonal
Relationship
Frequency
Percent
Cumulative
Percent
Valid Percent
Valid Strongly agree
11
27.5
27.5
27.5
Agree
13
32.5
32.5
60
Not sure
2
5
5
65
Disagree
8
20
20
85
Strongly disagree
6
15
15
100
40
100
100
Total
Source: Field Study, September 2021
From table 13, 27.5 percent of the respondents strongly agree that on-the-job training increases
interpersonal relationship between managers and subordinates, 32.5 percent of the respondents
agree, 5 percent of the respondents were not sure, 20 percent of the respondents disagree and 15
47
percent of the respondents strongly disagree. This shows that on-the-job training increases
interpersonal relationship between managers and subordinates.
4.4.3 Satisfaction and Motivation
Respondents were asked whether on-the-job training increases satisfaction and motivation or not.
Below were the responses;
Table 14: Satisfaction and Motivation
Satisfaction and
Motivation
Valid
Frequency
Percent
Cumulative
Percent
Valid Percent
Strongly agree
16
40
40
40
Agree
20
50
50
90
Disagree
2
5
5
95
Strongly disagree
2
5
5
100
40
100
100
Total
Source: Field Study, September 2021
From table 14, 40 percent of the respondents strongly agree that on-the-job training increases
satisfaction and motivation, 50 percent of the respondents agree, 5 percent of the respondents
disagree, and 5 percent of the respondents strongly disagree. This shows that on-the-job training
increases satisfaction and motivation.
4.5
EFFECT OF OFF-THE-JOB TRAINING ON EMPLOYEE INNOVATIVENESS
4.5.1 Off-the-job Training and Interpersonal Relations
Respondents were asked whether off-the-job training increases employee interpersonal relations
with customers. Below were the responses;
48
Table 15: off-the-job training and interpersonal relations
off-the-job training and
interpersonal relations Frequency
Valid
Percent
Cumulative
Percent
Valid Percent
Strongly agree
14
35
35
35
Agree
18
45
45
80
Not sure
2
5
5
85
Disagree
4
10
10
95
Strongly disagree
2
5
5
100
40
100
100
Total
Source: Field Study, September 2021
Table 15 shows that 35 percent of the respondents strongly agree and 45 percent agree that offthe-job training increases employee interpersonal relations with customers. Whereas 5 percent of
the respondents disagree, 10 percent of the respondents strongly disagree while 5 percent of the
respondents are not sure. From this result, it is shown that off-the-job training increases
employee interpersonal relations with customers
4.5.2 Accuracy and Speed
Respondents were asked whether Off-the-job training increases employee accuracy and speed in
performing a task. or not. Below were the responses;
Table 16: Accuracy and Speed
Accuracy and Speed
Frequency
Valid
Percent
Cumulative
Percent
Valid Percent
Strongly agree
16
40
40
40
Agree
16
40
40
80
Not sure
2
5
5
85
Disagree
3
7.5
8
92.5
Strongly disagree
3
7.5
7
100
40
100
100
Total
Source: Field Study, September 2021
49
Table 16 reveals that 40 percent of the respondents strongly agree that Off-the-job training
increases employee accuracy and speed in performing a task, 40 percent of the respondents
agree, 5 percent of the respondents are not sure, 7.25 percent of the respondents disagree, while
another 7.25 percent of the respondents strongly disagree. This implies that Off-the-job training
increases employee accuracy and speed in performing a task.
4.5.3 Customer Retention
Respondents were asked whether off-the-job training enables employee to attract and retain
customers or not. Below were the responses;
Table 17: Customer Retention
Customer Retention
Frequency
Percent
Cumulative
Percent
Valid Percent
Valid Strongly agree
11
27.5
27.5
27.5
Agree
13
32.5
32.5
60
Not sure
2
5
5
65
Disagree
8
20
20
85
Strongly disagree
6
15
15
100
40
100
100
Total
Source: Field Study, September 2021
From table 17, 27.5 percent of the respondents strongly agree that off-the-job training enables
employee to attract and retain customers, 32.5 percent of the respondents agree, 5 percent of the
respondents were not sure, 20 percent of the respondents disagree and 15 percent of the
respondents strongly disagree. This shows that off-the-job training enables employee to attract
and retain customers
4.6
Test of Hypothesis
Two hypotheses were raised and tested in this study using appropriate statistical tests. One way
Analysis of Variance (ANOVA) was used to test these hypotheses below:
50
Hypothesis One:
H0 :
There is no significant impact of employee training on organization performance.
Table 18
Model
Sum of Squares
Regression
1
Mean Square
Degree of freedom
1.696
5
1.586
Residual
33.332
35
.952
Total
35.027
100
Source: Author’s Calculation, September 2021
F-value
1.580
Sig.
.041b
*significant P<0.05
a. Dependent Variable: Training leads to increase in employees performance (table 3)
b. Predictors: (Constant), impact of employee training on organization performance.
Table 18 shows that the F-value is the Mean Square between (1.586) divided by the Mean
Square within (.952), yielding F=1.580. The p-value associated with this F-value is greater
(.041b). These values are used to answer the question "Is there significant difference between the
independent variables and dependent variable?” The p-value is compared to the alpha level set
at 0.05 and, if smaller, one can conclude that "Yes, there is a significant difference between the
independent variables and dependent variable and if otherwise then the research hypothesis will
be retained. In this study, the ANOVA result reveals that at F (3,422) = 0.041, and 0.05 significant
level. The null hypothesis (there is no significant impact of employee training on organization
performance) is therefore rejected and the alternative hypothesis (there is significant impact of
employee training on organization performance) is accepted.
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Hypothesis Two
H0 :
On-The-Job training cannot aid employee productivities in an organization
Table 19
Model
Sum of Squares
Degree of
Mean Square
F-value
Sig.
freedom
Regression
1
1.496
5
1.106
Residual
30.612
35
0.823
Total
32.108
40
Source: Author’s Calculation, September 2021
0.289
.004b
*significant P<0.05
a. Dependent Variable: On-the job training increases interpersonal relationship between managers and subordinates
(table 13)
b. Predictors: (Constant), On-The-Job training and employee productivities in an organization
Table 19 above has six columns. The source of variation column which is the source for
variance between the mean, within the mean and the Total; column for Sum of Square; degree of
freedom; Mean Square, F-value and Significance. Table 19 shows that the F-value is the Mean
Square between (1.496) divided by the Mean Square within (1.160), yielding F=1.106. The pvalue associated with this F-value is lesser (.004b). The p-value is compared to the alpha level
set at 0.05 and, if smaller, one can conclude that "Yes, there is a significant difference between
the independent variables and dependent variable and if otherwise then the research hypothesis
will be retained. The result reveals that at F (3,422) = 0.004, and 0.05 significant level. The null
hypothesis one (On-The-Job training cannot aid employee productivities in an organization) is
therefore rejected and the alternative hypothesis (On-The-Job training can aid employee
productivities in an organization) is accepted.
4.7
Discussion of the results
The result from the testing of Hypothesis one revealed F (3,422) = 0.041, and 0.05 significant level.
The null hypothesis (there is no significant impact of employee training on organization
52
performance) is therefore rejected and the alternative hypothesis (there is significant impact of
employee training on organization performance) is accepted
The result from the testing of Hypothesis two revealed that that at F
(3,422) =
0.004, and 0.05
significant level. The null hypothesis one (On-The-Job training cannot aid employee
productivities in an organization) is therefore rejected and the alternative hypothesis (On-TheJob training can aid employee productivities in an organization) is accepted.
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CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
This chapter presents the summary of the findings of the study for the previous four chapters.
This chapter also includes conclusions, recommendations for the study, and areas of further
research suggested.
5.1 Summary of the findings
The study found out that training in organization enhance growth, training leads to increase in
employee’s performance, on-the-job training leads to growth of an organization, experience on
the job has impact on organization growth and training in organization results to a desired output.
Furthermore, the study also discovered that training enhances employee job security, training
increases employees morale, training increases employees marketability, training qualify
employee for higher position and training increases employee self confidence.
Moreover, the study also deduced that on-the-job training brings about employee job satisfaction,
on-the-job training increases interpersonal relationship between managers and subordinates and
on-the-job training increases satisfaction and motivation.
In addition, the study found out that off-the-job training increases employee interpersonal
relations with customers, off-the-job training increases employee accuracy and speed in
performing a task and off-the-job training enables employee to attract retain customers
54
The result from the testing of Hypothesis one revealed F (3,422) = 0.041, and 0.05 significant level.
The null hypothesis (there is no significant impact of employee training on organization
performance) is therefore rejected and the alternative hypothesis (there is significant impact of
employee training on organization performance) is accepted
The result from the testing of Hypothesis two revealed that that at F
(3,422) =
0.004, and 0.05
significant level. The null hypothesis one (On-The-Job training cannot aid employee
productivities in an organization) is therefore rejected and the alternative hypothesis (On-TheJob training can aid employee productivities in an organization) is accepted.
5.2
CONCLUSIONS
The study concludes that training is an important aspect of any successful organization.
Adequate training of employees gives the organisation an advantage in a competitive business
environment. The need for investment in employees training is imperative in the light of growing
consumers’ sophistication and awareness which places a need for well informed employees. The
failure to invest in training is a loss of human capital base, market share and weakened capacity
to handle emerging market dynamics. The study established and provided evidence that on-thejob training and off-the-job training enhances employee ability to discharge their duties and this
had positive influence on organizational performance.
5.3
RECOMMENDATIONS
Based on the findings, the following recommendations were put forward:

Management should increase training of employees towards branch management
operations. Such trainings should involve strategies for take-off and growth of branches.
55

To boost and sustain employee satisfaction, banks should commit more resources to
training those who have not been trained or have not been sufficiently trained.

Organizations should integrate training laterally in all departments to enable employees
to be equipped to compete effectively in business by offering quality services within
minimum time
5.4
CONTRIBUTION TO KNOWLEDGE
This study contributes to knowledge in the following ways; The findings of this will assist Zenith
Bank Akoda and related organizations in employee training, job redesign and employee
involvement. The findings of this study provided a base that will strengthen employee
performance. Another contribution of this study is that it created awareness that employee’s
training should not be treated as a stand-alone discrete activity whose outcome has consequences
for the design of a comprehensive human capital development system.
5.5
LIMITATION TO THE STUDY
In the conduct of this research the following limitations were encountered which might also
affect the outcome of the research. These are:
i.
Time: the time frame allocated to the study does not enhance wider coverage as the
researcher has to combine other academic activities and examinations with the study.
ii.
Finance: the finance available for the research work does not allow wider coverage as
resources are very limited as the researcher has other academic bills to cover.
56
iii.
Sample size: the sample size in this research is inadequate in terms of ratio to population,
fairness of representation, generalization of results and so on.
5.6
SUGGESTIONS FOR FURTHER STUDIES
This study examines the impacts of corporate social responsibility on national economy. The
study used a sample of Fourty (40) people in Zenith Bank Akoda. It is suggested that further
studies can still be carried out on employee training as it affect organisational performance
within the case study by using a larger sample size or further studies to be carried out to examine
the impact of employee training on organisational sales performance.
57