GHANA TECHNOLOGY UNIVERSITY COLLEGE

NAME: AGNES BAKEIKO DEBRAH

INDEX NO: 0513001

PROGRAM: MSC. ENGINEERING AND MANAGEMENT

TOPIC: THE ROLE OF TRAINING AS A MOTIVATIONAL TOOL ON

EMPLOYEES PERFORMANCE AND PRODUCTIVITY

A case study of NATIONAL INVESTMENT BANK GHANA

Limited

CHAPTER ONE

1.1 Introduction

Motivation and training are prerequisites for success and create competitive advantage for every

company. It is established that since the greatest asset of any organization is its human

capacities, it is important that the subject of motivation and training as a tool in measuring

organizational success cannot be underestimated. As a result, its benefits to all organizations are

numerous whether big, small, local or international.

This chapter seeks to introduce the initial components that are to be looked at under the study of

the role of training as a motivation to employees on their performance. The chapter will also

consider the study area, statement of the problem, objectives of the research, scope and

significance of the study as well as the chapter disposition.

1.2 Background of the Study

Every organization irrespective of the size or type aims at influencing employees to ensure

higher levels of performance and challenge competitors in order to stay in business and satisfy

customers efficiently and profitably. Much attention is currently being given to the quality and

quantity of employees’ performance.

Since we all accept the fact that a highly motivated and trained team of employees perform better

than the opposite, it is very important to make available the basic tools and equipment that would

facilitate the accomplishment of the expected task of these employees. It is based on these that

the researcher has taken the pain to research on the topic “the role of training as a motivational

tool on employees’ performance and productivity”

At a point in time in the lives of men, certain specific human needs or deficiencies of which an

individual feels is eliminated and the cognition processes that take place in the mind of an

individual influences his or her behaviour.

Linda L. Davidoff, a renowned American Psychologist emphasizes the above mentioned

situation under her topic “respondents”. She defined “respondents” as acts that are triggered by

events immediately preceding them. Linda further explained that respondents may also include

immediate emotional reactions. Well trained and motivated employee is a valuable asset to the

organization. Employers expect their employees to do their possible best in the organization to

increase productivity, increase profit and reduce cost and wastage in the organization.

Employees also expect their employers to treat them well and give them all the benefits they

deserve. Even though this psychological contracts are not business contracts and are therefore

not written out, employees become satisfied when employers keep their side of the bargain.

Motivation is termed as the magic ingredient which an employer has to add to the situation to

generate desired results. Human motivation studies aim in discovering what triggers and sustains

human behaviour.

Training is an act of increasing the knowledge and skills of employees for doing a particular job.

It tends to increase productivity, improve quality of job done, helps organizations to fulfill their

future needs and even build the personal growth of employees.

Readers must however know that training without motivation is empty. These two words should

work hand in hand to ensure successful attainment of the organization’s success.

1.3Profile of the Organization

1.4 Statement of Research Problem

Many prominent issues have called for the need to conduct this study entitled “The Role of

Training as a Motivation to Employees of National Investment Bank on their Job Performance”.

The perceived problems that have necessitated the need for this research could be attributed to

low standards of employee training that could account for poor performance. Customers

complains about employees’ human relations as well as professionalism of their work. And

lastly, the knowledge and attitude of some employees towards training is very poor. There is

therefore no doubt that employee turnover is increasing as a result of lack of training.

There is not any doubt about the general understanding, that training and motivation contribute

immensely to the efficient, effective and vibrant growth of banks. The study therefore, set out to

investigate how management of the National Investment Bank will ensure efficient and effective

banking services.

1.5 Objectives of the Study

This study seeks to achieve the following objectives:

To identify the major purposes of training in an organization as well as the key

internal and external influences on training;

To find out the effect of training on employees’ performance and productivity;

To examine the effect of training on employee turnover; and

To find out why training programmes sometimes fail to achieve results.

1.6 Research Questions

The following questions will be asked to help analyze the role of training as motivation to

employees on their performance which will help in reaching the set objectives.

For what reasons does the organization train its employees?

In what ways has training imparted on your performance?

What effect does training have on labour turnover?

What causes training programmes to fail?

1.7 Significant of the Study

The study will help bridge and enhance bank customer relationships, and help promote efficient

and effective service delivery through its recommendations to the bank under study. It will also

help improve the knowledge base of employees with regards to training and, as well, motivate

them to bring out their best in the organization.

The study will provide a data base that will inform the banking institutions on the importance of

training as a motivation to employees and its effect on their performance as well as the non-

banking sectors of the economy of Ghana and also other academics.

1.8 Limitation of the Study

Financial constraints to this project, since the project involves photocopying, typewriting,

traveling and other expenses.

This work was done alongside academic work. Hence, it put more limitation on the researcher as

regards to the gathering of necessary information. Not all information necessary for the

completion of this project work was given readily. The researcher also encountered little

difficulty getting questionnaires feedback from the respondents due to their tight schedules, but

persisted until she received as many as possible of the answered questionnaires from the

respondents.

Attitude of Respondents: there was poor response by respondents to questionnaires and

interviews which brought difficulty in compiling and analyzing available data.

In the face of all these constraints, the researcher got the needed data and successfully worked

within the limited time frame to come out with adequate material, which shall be useful to the

banks, academia, society and to the world at large.

1.9 Organization of the study

This research paper is organized into chapters, with the chapters being organized as below:

Chapter one gives the general overview of the study. It is concerned with the background of the

study, problem statement, objectives of the study, and research question of the study.

Chapter Two is concerned with the review of related literature to the study.

Chapter Three deals with methodology of the research

Chapter Four deals with the analysis and interpretation of field data

Chapter Five is concerned with the Findings, Conclusion and Recommendation

CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

Training and motivation have been the talk of many organizations today. Books, Articles,

Consultants and Seminars are increasingly focusing their attention on this topic. This chapter

focuses on the review of existing literature relevant to the role of training as a motivational tool

on employees performance and productivity as there is still a fair amount of ignorance as to what

exactly employee training and motivation are, how it might be implemented and exactly what

can be gained through its implementation. Few different definitions of motivation, various

theories of motivation and their implementation strategies were quoted to bring about employee

efficiency. This Chapter will also develop a good understanding of the research topic to avoid

repeating existing work and to facilitate the submission of a comprehensive and reliable research

work.

2.2 Overview of Training

One major area of the human resource management function of particular relevance to the

effective use of human resources is training and development. Few people these days would

argue against the importance of training as a major influence on the success of an organization.

Employees are a crucial, but expensive resource.

In order to sustain economic growth and effective performance, it is important to optimize the

contribution of employees to the aims and goals of the organizations. The importance of training

as a central role of management has long been recognized by leading writers. For instance

according to Drucker (2002), the one contribution a manager is uniquely expected to make is to

give others vision and ability to perform.

The general movement towards downsizing, flexible structures of organizations and the nature of

management moving towards the devolution of power to the workforce give increasingly

emphasis to an environment of coaching and support. Training is necessary to ensure an

adequate supply of staff that is technically and socially competent and capable of career

development into specialized departments or management positions. There is therefore a

continual need for the process of staff development, and training fulfils an important part of this

process. Training should be viewed therefore as an integral part of the process of total quality

management.

According to Cole (2002), in his book Personnel and Human Resource Management, training is a

learning activity directed towards the acquisition of specific knowledge and skills for the purpose

of an occupation or task. The focus of training is the job or task for example, the need to have

efficiency and safety is the operation of particular machines or equipment, or the need for an

effective sales force to mention but a few.

Reynolds (2005) defines training as the systematic and planned instruction activities to promote

learning. The approach can be summarized in the phrase ‘learner- based training’. It involves the

use of formal processes to impact knowledge and help people acquire the skills necessary for

them to perform their job satisfactorily. It is described as one of the several responses an

organization can undertake to promote learning.

It was indicated that training involves an expert working with learners to transfer to them certain

areas of knowledge or skills to improve in their current jobs. According to him knowing what

employees are expected to know and do it influenced by what the dynamic nature of the

environment and demand of customers. Employees should be trained to deliver their best on the

job field (Carter, 2006)

This was also affirmed by Sherman et al (2000). They expressly indicated that the success of a

training programme depends more on the organization’s ability to identify training needs and the

care with which it prepares the programme so that if the trainees do not learn, it is probably only

because some important learning principle had been overlooked.

What they are saying is that the success or failure of a training programme is frequently related

to the recognition and application of basic psychological principles of learning. This assertion is

not necessarily right. If the trainees do not learn anything then of what benefit will they be for

the organization. If trainees return empty, with nothing to contribute, it can also mean that even

though the organization might have done all that is necessary to ensure training program, the

wrong candidate might have been selected for the training program.

This is not to say that there has been no learning if there is no overt behavioural change. Since

training generally is intended to provide learning experiences that will help people perform more

effectively in their jobs, organizational training should follow the learning principle.

Training therefore can be explained as a planned and systematic effort by management aimed at

altering behaviour of employees, in a direction that will achieve organizational goals. A formal

training program is an effort by the employer to provide opportunities for the employee to

acquire job-related skills, attitudes and knowledge, McGhee et al (2004)

2.3 Benefits of Training

The purpose of training is mainly to improve knowledge and skills, and to change attitudes or

behaviour. It is one of the most potential motivators which can lead to many possible benefits

both individuals and the organization. Changing technology requires that employees possess the

knowledge, skills and abilities needed to cope with new processes and production techniques.

According to Cole (2002) training can achieve:

High morale- employees who receive training have increased confidence and motivation;

Lower cost of production – training eliminates risks because trained personnel are able to make

better and economic use of material and equipment thereby reducing and avoiding waste;

Lower turnover – training brings a sense of security at the workplace which reduces labour

turnover and absenteeism is avoided.

Change management – training helps to manage change by increasing the understanding and

involvement of employees in the change process and also provides the skills and abilities needed

to adjust to new situations;

Provide recognition, enhanced responsibility and the possibility of increased pay and promotion;

Give a feeling of personal satisfaction and achievement, and broaden opportunities for career

progression; and help to improve the availability and the quality of staff.

Derrick et al (2000) looked at the training environment and the structure of organizations and

emphasized on the effects of internal political and cultural factors on training and development.

Sherman et al (1996) argues that many new employees can be equipped with most of the

knowledge, skills and attitudes needed to start work, but others may require extensive training to

ensure their effective contribution to the organization. A majority however, will require some

type of training at one time or another to maintain an effective level of job performance.

According to Krietner (2000) in his book, The Manager’s Guide, no matter how carefully job

applicants are screened, typically a gap remains between what the employee does know and what

they should know. An organization which desires to gain the competitive edge in its respective

industry, needs among other things, extensive and effective training of its human resources.

Training is therefore a key element for improved organizational performance; it increases the

level of individual and organizational competences. It helps to reconcile the gap between what

should happen and what is happening – between desired targets or standards and actual levels of

work performance. Although many employers continue to have reservations about the cost and

extent of tangible business returns from training, the development of skills has been identified as

a key factor in sharpening competitiveness. Casio (2002) puts it this way: “The economic and

technological trends, the pace of innovation, change and development are growing faster year-

by-year and as a result, provide clear signals that training and development are so relevant that

both organizations and individual stakeholders must give a serious attention to.

2.4 Principles of Training

Since the subject of training is to assist a learner acquire the behaviour necessary for effective

work performance, it is essential that a clear grasp of the ways in which learning theories are

applied when designing training programs are laid bare. According to Bryn Leslie (1990), there

are four main requirements for learning to take place. The first is motivation. The old saying that

a horse can be led to the river but cannot be made to drink cannot be over emphasized as it

contains an important lesson for the trainer. People learn if they accept the need for training and

commit to it. If their motivation is weak, for instance if they doubt their ability to learn, no

matter how well their training is designed and implemented, its effectiveness will be limited.

Edwin Flippo (1976) also came with the fact that the more highly motivated the trainee, the more

quickly and thoroughly a new skill or knowledge is learned. This means training must be related

to something which the trainee desires. This could be money, job promotion, recognition and so

on.

The second requirement is cue. Through training the learner recognizes relevant cues and

associates themselves with desired responses. The third is response. Training should be

immediately followed with positive reinforcement to enable the learner feel the response. The

reinforcement should be positive, timely and consistent. Bryn Leslie (1990)

Finally, feedback – the information the learner receives indicating the quality of his response is

the feedback. It should be made available as quickly as possible to ensure possible effective

learning.

Even though these learning principles are good, they fail to talk about practice where the learner

actively participates in using the skills and knowledge acquired. Furthermore, it also fails to

mention that the level of aptitude and intelligence of individuals are and that could affect the

methods of training.

2.5 Determination of Training Needs

The first step in managing is to determine training needs and set objectives for these needs.

According to G.A Cole (2002) if an organization has to justify its training expenditure, it must

surely do so on the basis of organizational need. Organizations adopting a systematic approach to

training and development will usually set about defining their need for training in accordance

with a well organized procedure. Such a procedure will entail looking at the training needs of

from a number of different perspectives.

These perspectives are; organizational, departmental, job and employee. Organizational need-

the organizational analysis of happens in the situation where effectiveness of the organization

and its success in meeting its goals are analyzed to determine where deviation or differences

exist. This makes it easy to know what program to be implemented. According to Kaufman

(1974), organization analysis looks at the variances between their success and failure to ascertain

which training could help remedy. Functional need – at this level, training managers analyze the

specific ability needs determined by job descriptions and job specifications of the jobs in the

work unit work area.

The need can also be determined by the job performance of work groups and survey job holders,

supervisors, and training committees. Any lapses in their efficiency and effectiveness help

determine the training need. Individual need- Kaufman continues that employees’ training needs

could be measured by the individual performances of the employees. He stated that the

effectiveness and efficiency is measured against the required standards through interviews,

observations, attitudes, or objective records of their performance.

The researcher thinks that these three levels – organizational, functional and individual gaps

between expected results and actual results can suggest training needs, for the researcher, active

solicitation of suggestions from employees, supervisors, managers and training committees can

also provide training needs ideas. The particular perspective chosen will depend on the

circumstances. For example, if changes in the external environment of the organization are

exerting pressures for change internally, then a corporate or organizational perspective needs to

be taken.

If, however, the issue is one of improving skills in a particular category of employees, then

occupational or job group will provide the focus of efforts.

Training need is any shortfall in employee performance, or potential performance which can be

remedied by appropriate training. There are many ways of overcoming deficiencies in human

performance at work, and training is only one of them. It is important to recognize this fact since

sometimes training staff are asked to meet needs which ought to be dealt with in some other way,

such as improving pay, replacing machinery or simplifying procedures. Armstrong (1996)

however, argues that training needs analysis should cover problems to be solved, as well as

future demands based on whether the organization must acquire new skills or knowledge or must

improve existing competencies.

2.5.1 Determining Training Objective and Training Plan

After these analyses have been done, it is easier for the training objectives to be established and

also to know what the learners must be able to do after the training program. According to

McKenna and Beech (2002) in their book “Human Resource Management-A concise Analysis”,

it is stated that “it is important that a sound basis is established for other associated elements of

Human Resource Management practice such as performance management (appraisal), reward

management (motivation) combined with training and development”. What this means is that

training and development itself cannot help in total employee development without the

complement of employee appraisal and motivation.

One of the things to consider in designing a training program is what the program is to

accomplish, that is the objectives. In other words a training program cannot be designed until

what that program is to accomplish is known. It is imperative for organizations to realize that in

designing a training program, it is equally important to consider what the trainees should know

or be able to do after the training is complete. Training objectives should however be attainable

and measurable. A training program is successful if the objectives are achieved. Zaccarelli

(1997) outlines the process of planning as;

1) Develop a training plan

Once attainable and measurable training objectives have been considered, a training plan can

be developed. This planning tool provides a step-by-step written document for others to

follow. A training plan can either be a complete training program or just one task. The

training plan details the course content, resources required, and methods of training, who

should do the training and who should be trained.

ii) Design a training lesson

Once a training plan is outlining general program requirements has been developed, the

organization will need to concentrate on specific segments of that plan. This is done with the

use of a training lesson. Generally, there is one training lesson for each training sessions.

This means if ten sessions are planned, ten training lessons must be developed. A training

lesson serves the following purpose;

a) It provides a content outline for the lesson.

b) It suggests activities/specific instructions which will help to make training easier

c) It defines suggested time to be spent on each segment within the segment

iii) Select the trainer(s)

Who is going to train? Who is good communicator and has the necessary knowledge/skill to

train? What should the trainer do to get the trainees ready for the training? These are the

questions to be addressed when selecting a trainer.

iv) Prepare the trainer(s)

Training is one of the most important things any organization does. As a result, the personnel

responsible for the training must be given adequate training themselves, as well as equip them

with the necessary logistics. Remotely linked to this, trainees must also be concerned and

prepared for the learning experience.

2.5.2 Presenting the Training

a) Kinds of Training

There are various types of training that an organization may adopt depending on the main

objectives of training and these are outlined below;

i. Refresher Training

Here the employees are made to attend refresher courses at specific training institutions such as

Ghana Institute of Management AND Public Administration (GIMPA), Institute of Management

Studies, Polytechnics and the like, sponsored by the employer. This exposes the employee to

modern trends in the field of business. That is, it involves updating skills to meet the job

requirement of employees.

ii. Orientation training

This is mainly concerned with acquainting new employees with the organization. This training is

aimed at getting all new entrants familiarize with the organization’s goals, structure, culture,

work standard and other conditions of employment.

iii. Career or development training

This type of training aims at preparing for the future. This enables employees to take up higher

responsibilities.

iv. Job training

This involves teaching the employee now to perform the job for which he or she was hired or

employed for. This is to help employees to acquire the necessary skills and experience for

specific jobs.

2.6TRAINING METHODS / TECHNIQUES

Training methods are means by which we intend to communicate information, ideas, skills,

attitudes and feelings to learn. Methods could be grouped as either on – the – job or off – the job

situation. (Armstrong, 2006)

2.6.1 OFF – THE – JOB METHOD

Off – the – job training means that the training session is not part of the normal job activities. It

could be in the classroom or place which are owned by the company or an associations and

universities which have no connection with the company. The following are examples of the off

– the – job method

A. Conference method

A conference is a small group meeting conducted according to an organized plan. While similar

to the lecture, the conference allows participation from the trainees. Not only is learning

facilitated through building on the ideas contributed by the participants, but the trainees learn

from another. Conferences follow a number of forms. One form is the directed conference, in

which the instructor has information to convey to the participants and guides or directs the

meeting in both transmitting and discussing these ideas. Another form is the problem-solving

conference, which focuses on identifying and resolving organization problems by thinking of the

participants and generating solutions for dealing with these situations.

B. Case study (Learning by doing)

In order to help students to learn for themselves by independent, thinking and by discovering in

the ever tangled skein of human affairs, principles and ideas which have lasting validity and

general applicability, Christopher Langdel of the Harvard law school developed this method in

the 1800s.

Case study is based on the assumption that managerial competence can best be attained through

the study, contemplation and discussion of concrete case. The case could be a set of data either

real or fictional written or oral. Employees are expected to identify a problem and recommend

tentative solutions when they are given cases to analyze. Case study is basically useful as a

training method for supervisors and is especially valuable as a technique of developing decision

– making skills and for broadening the perspective of the trainee.

C. Lectures ( class – room instruction)

One of the simplest ways of impacting knowledge to trainees especially when facts, concepts,

principles attributes, theories and problem solving abilities are to be taught is through the lecture

method. The lecture method can be used for very large groups which are to be trained within a

short time.

D. ROLE – PLAYING

This method was developed by Moreno, a venation Psychiatrist. He emphasized on learning

human relation skills through practice and insight into one’s own behaviour in the imaginary

situations. The idea of role – playing involves action, doing and practice. Trainees act out a given

role as they would in stage play when role – playing. Two or more trainees are assigned parts to

play before the rest of the class. These parts do not involve any memorization of lines or any

rehearsal. The role players are simply informed of a situation and of the respective roles they

have to play. Role – playing primarily involves employee – employer relationships. Hiring,

firing, discussing a grievance procedure, conducting a post – appraisal interview or disciplining a

subordinate.

E. SEMINAR OR TEAM DISCUSSION

Seminar or team discussion is considered to be an established method for training. It could be

conducted in the following ways’. It may be based on the statement made by the person in charge

of the seminar or on a document prepared by an expert who is invited to participate in the

discussion. Another way for conducting seminar is for the person in charge to distribute in

advance the material to be analyzed in the form of required readings. The seminar may compare

the reactions of trainees, encourages discussion or even defines the general trends and guide the

participants to a specific construction.

Seminar may be based on a paper prepared by one or more trainees on a subject selected in

consultation with the person in charge. It may be a part of a study or related to theoretical studies

or practical problems. The trainees are allowed to read their papers followed by discussion.

A chairman is chosen and he/she summarizes the contents of the papers and the discussions are

carried out.

F. Vestibule training In order not to disrupt the normal operations of a firm, some

organizations use vestibule training separate areas are set up with the same kind of

equipment that will be used on the job. This method enhances meaningful organization of

materials and feedback.

G. Virtual reality This consists of a number of technologies to replicate the entire real – life

working environment. It is a computer based technology that gives learners a realistic

three dimensional, interactive experience. This method also makes it possible for trainees

to work in realistic settings with real equipment. It is most beneficial when hazards such

as radiation or toxic chemicals are involved and trainees cannot access new products or

expensive equipments or when trainees find it very difficult to travel to a training site.

2.6.2 ON – THE – JOB TRAINING

This method is mainly used for training non – managerial employees. According to Mamoria and

Gankar (2005), every employee and manager from the clerk to the president gets some ‘on – the-

job – training’ when he or she joins an organization. To William Tracy, it is the most common

and most widely used and accepted and the skills acceptable for job performance. It has the

advantage of providing herds on experience under normal working conditions and an opportunity

for the trainer, senior employee or even the supervisor to build good relationship with new

employees. It is learning by doing and it is most useful for jobs that are either difficult to

stimulate or can be learned quickly by watching and doing.

Although on – the – job training is used by all types of organizations, it is often one of the most

Poorly implemented training methods. This could be attributed to the absence of well – defined

job performance criteria, lack of well – structured training environment and poor training skills

of supervisors among others.

In order to curb the above mentioned shortfall training experts suggest that trainers must plan a

specific training schedule goal, create conducive atmosphere for learning and conduct periodic

evaluation after the training session.

Simulation

It is a method that duplicates as nearly as possible the actual conditions encountered on a job.

Trainee interest and employee motivation are both high in this erase because whatever

employees do is closely linked to the real job.

job rotation

This method involves moving employees from one job to another following a given training

instruction. Job rotation helps the organization during vacations, absence or when resignation

occurs. It also enhances learner participation and high job transferability.

Apprenticeship and coaching

This method of training is the oldest and most commonly used especially when efficiency and

proficiency in a job requires a relatively long training period of 2 – 3years or 4 – 5 years for

others. Apprenticeship involves learning from a more experienced employee. It is common in

trades such as plumbers and carpenters.

Coaching is similar to apprenticeship since the coach provides a model for the trainee to imitate.

Shadowing and job rotation: this usually aims to give trainee managers a feel for the organization

by giving them the experience of working in different departments. Trainees must be encourage

to feel it is not time wasting and people in the various departments in which they are temporarily

working must feel a commitment and involvement in the training if it is to work. Unfortunately,

trainees are not usually welcomed and are by supervisors in the department as obstacles to the

daily routines. If well structured and planned with the cooperation of all departmental

supervisors, this method can be a worthwhile learning experience. (Aswathappa,k.2008)

2.6.3Methods of Evaluation

There are several methods of evaluating training. Bardwell and Holden (1993) have cited some

of these methods as following;

1. Questionnaires (feedback forms): this is a common way of eliciting trainee responses to

courses and programs.

2. Tests or examinations: these are common on the formal courses, especially those that result in

certification for instance a diploma in word processing skills. End-of-course tests can also be

employed after non-certificate short courses to check the progress of trainees.

3. Projects are initially seen as learning methods but they can also provide valuable information

to instructor about the participants’ understanding of subject matter.

4. Structured exercises and case studies also provide opportunities to apply learned skills and

techniques under the observation of tutors and evaluators.

5. Interviews of trainees after the course or instruction period are another technique for gathering

information directly from the learners. These can be formal or informal, individual or group,

face-to-face or by telephone.

2.7 Human Resource Development

One of a manager’s most important jobs is to manage the employee development of an employee

which includes his/her personal growth and career development Linda Maund (2001). In

previous business environments, career planning was handled in the main by the organization

which employed an individual, who was likely to be in that organization’s employment for life.

However, nowadays the work environment is rapidly changing with increasing work mobility

bringing about alternatives and potential for almost any worker (Linda Maund, 2001).

Sandra Kerka (1998) defines Career Development as an organized approach used to achieve

employee goals with the needs of the agency workforce development initiatives. According to

the author, the purpose of career development is to;

a) Enhance each employee’s current job performance

b) Enable individuals to take advantage of future job opportunities

c) Full fill agencies’ goals for a dynamic and effective workforce

Stretching on the importance of career development, Evans and Lindsay (1999) reported that the

massive career development program embark upon at the Coors Brewing Company in Golden,

Colorado, resulted in improved employee passion for the job and pride in their jobs, which

translated into measurable improvement in productivity, a remarkably low turnover rate, and the

delivery of quality product and service. In the past there was a failure to provide avenues for

career change which produced great losses in social productivity and in human satisfaction.

Employers now realize that they do not benefit by looking their employees into careers that long

ago ceased to be rewarding and challenging to them.

2.8 Training and Organisational Commitment

Training has been identified as contributing greatly to organisational competitiveness (Schuler

and MacMillan, 1984). Research suggests that investment in training can be justified by the

contribution it makes to improved individual and organisational performance (Bartel, 2000).

However, previous studies have indicated difficulty in identifying causality between training and

organisational performance ( Blundell et al., 1999). Bartlett (2001) suggests that one problem

exacerbated this difficulty is developing an effective measure for organisational performance.

Blundell et al. (1999) support this, arguing that a „lack of suitable data and methodological

difficulties have…prevented adequate assessment of the impact of human capital appreciation on

firm performance‟ and that „estimates of the impact of training on productivity are subject to

wide margins of uncertainty‟.

There is a growing consensus that HRM practices influence employee attitudes and work-related

behaviour (Allen et al., 2003; Gould-Williams, 2007). In order to judge better the effectiveness

of training it has been suggested that its relationship to organisational commitment be examined

directly. This has been demonstrated as positively related to organisational effectiveness

(Bartlett, 2001). The literature suggests that positive work-related behaviour and attitudes largely

depend on employee perceptions as to the extent to which their employer values their

contribution and cares about their well-being (Allen et al., 2003). This view is consistent with

social exchange theory (Blau,1964) which proposes that the psychological contract between

employer and the employee is an important determinant of organisational behaviour. This is the

theoretical basis for our study. Social exchange is initiated by organizations when they signal

their willingness to care for employee interests (Gould-Williams, 2007). Employees reciprocate

with positive attitudinal and behavioural responses helpful to their organisation (Settoon, 2002).

Training, like other HRM practices, can be utilised to elicit desired responses which may include

improved organisational commitment (Bartlett, 2001). Existing research suggests that training

and development provision is taken as a sign by employees that their organisation desires to

enter into a social exchange with them. This creates a strong psychological bond between them

and their employer (Garrow, 2004).

However, the impact of training on organisational commitment has not been so widely

researched. A limited number of studies have been conducted in America (Bartlett, 2001),

Malaysia (Ahmad and Bakar, 2003) and the Middle-East (Al-Emadi and Marquardt, 2007).

These studies all find a strong positive relationship between training perceptions and affective

organisational commitment and a weaker relationship with continuance commitment. Bartlett’s

(2001) study in the US health care context, finds a strong relationship between four training

variables and affective commitment. However, his research suggests a limited impact of them on

continuance commitment. Ahmad and Bakar's (2003) study, conducted in Malaysia, finds a

significant relationship between five training variables and affective commitment. For

continuance commitment their research only demonstrated a significant correlation with two, the

training environment and perceived training benefits. Al-Emadi and Marquardt (2007) examine

the perceptions of senior staff in the Qatari petrochemical industry on the perceived benefits of

training participation and its impact on organisational commitment. They found a positive

relationship between perceived training benefits and both affective and continuance

commitment.

2.9 EFFECT OF TRAINING ON EMPLOYEES PERFORMANCE

Heather Lacey (2010), emphasized on some of the effects of training. She went further to explain

employee training as the training that involves teaching employees skills that can make them

more efficient and productive workers. A trained workforce has benefit for employees and

employers as well.

According to her employees who are trained often have higher motivation and moral because

they feel that the company has invested in their ability and development and need to show their

appreciation and gratitude by working hard to achieve organizational goal.

This also results in lower turnover rates. Trained employees often work better as team because

everyone is aware of the expectations and can achieve them together smoothly.

Lacey emphasized that trained employees are also more confidence in their performance and

decision making skills. In addition employees who receive regular training are more likely to

accept change and come up with new ideas

According to her, employees who learn new things through training make good candidates for

promotions because they have shown their ability to learn, retain and use information. Reliable,

skilled employees can also be empowered to train other employees which can reduce pressure for

the management team. It can course financial strain for some companies. Outsourcing training or

tuition reimbursement programs are generally most expensive. Taking time for training also

takes an employee away from job tasks, which can course a short term drop in productivity.

Highly trained employees may also be recruited by competitor company, who will benefit from

your training efforts and costs should the employee choose to switch companies

2.10 MEANING OF MOTIVATION

According to Nickels (2000), a country that dreams of surviving and competing in the

international market must have an increase in new products, new ideas and an increased in

productivity.

To Nickels, all these factors depend on the human resource or labour of the country as they have

direct impact on the economy. Labour force is undoubtedly the most sensitive and valuable

assets of business in every country. This sensitivity has called for the need to sustain them. One

way of sustaining employees is through motivation.

The term motivation was coined from the Latin word ‘Movere’ which simply means to ‘move’.

Stephen P. Robbins (2002) defines motivation as the willingness to exert high levels of effort

towards organizational goal conditioned by the efforts ability to satisfy some individual need.

According to William et al, motivation is a goal directed behaviour that results from a felt need

that a person wants to satisfy.

To Robert Krietner and Angelo Kinicki (2000), motivation represents psychological processes

that cause the arousal, direction and persistence of voluntary actions that are goal directed.

A more comprehensive definition emphasis three distinct aspects of motivation very necessary:

First, motivation represents an energetic force that drives people to behave in a particular way.

Secondly, this drive is directed toward something that’s motivation is goal oriented.

Third, the idea of motivation is best understood within a system perspective. In other words, to

understand human motivation, it is necessary to examine the forces within individuals and their

environments that provide them with feedback and reinforce their intensity and direction.

Motivating an employee gives that person some satisfaction on the job. Even though job

satisfaction cannot be observed, it can be inferred from an employee’s behaviour or verbal

statement especially when there are discrepancies between the Employee’s previous performance

and current performance.

To Durbin (1997) motivation in a work setting is the process by which behaviour is mobilized

and sustained in the interest of achieving organizational goals.

many managers believe that a happy worker is a productive worker so much effort are made to

make employee happy at work, but recent research has also proven that a happy worker or

employee might not necessarily be productive. Managers are therefore edged to find the genuine

needs and interest of their employees and try as much as possible to satisfy them efficiently and

effectively. Managers must indeed make sure that high performance is actually rewarded.

2.11 MOTIVATIONAL THEORIES

The theories of motivation can be categorized into two (2) broad areas. The content theories is

the first category and it focus mainly on individual needs. Physiological or psychological

deficiencies that feel are difficult to reduce (Carter McNamara, 2008).

The manager’s job, they say is to create a work environment that responds positively to

individual needs.

Major content theories of motivation include;

SCHEIN’S CLASSIFICATION OF MOTIVATIONAL ASSUMPTIONS

In 2004, Lucey quotes professor Schein’s review of assumptions about people that were very

implicit in ideas about what factors and conditions motivate people at work and summarizes

Schein’s four – way classification as follows;

Social Man:

Assumption – man is a social animal and gains his basic sense of identity through relationships

with others and so the help of training employees are able to relate. The effect of these

assumptions is that, management is only effective to the extent it can mobilized and depend on

these social relationships. Much attention is therefore needed to promote leadership and group

behaviour.

Self – actualizing Man: The assumption made was that, man is primarily self –

motivated and self controlled hence man needs self – fulfillment, challenge,

responsibility and a sense of pride in this work. This concept is based on Abraham

Maslow’s hierarchy needs and closely linked to McGregor’s theory.

Rational – Economic Man: The assumption mode was that, man is primarily

motivated by economic needs. He therefore has to be manipulated, controlled and

financially motivated by the organization.

Complex Man: Man is variable. He has many motives which are arranged in a

hierarchy which is subjected to charge from time to time depending on the

prevailing situation. Managers are therefore encouraged to vary their behavior in

accordance with the motivational needs of particular individuals and groups to

Sechein, the relationship between the individual and the organization is

interactive and interdependent.

THEORY X AND THEORY Y

With reference to Maslow’s needs theory, Douglas McGregor grouped the physiological and

safety needs as lower order needs and the social esteem and self – actualization needs as upper

needs.

Douglas proposed two alternative sets of assumptions and labelled them X and Y. to McGregor,

people should be treated differently depending on whether they are motivated by lower order or

higher order needs. He believes that theory X assumptions are appropriate for employees

motivated by lower order needs and theory Y assumptions are appropriate for employees who are

motivated by higher order needs. He emphasized on the fact that people with lower order needs

are motivated by higher order needs.

ABRAHAM MASLOW’S HIERARCHY OF NEEDS

According to Lucey (2004), Abraham Maslow was an American Psychologist who developed the

theory that people are motivated by a desire to satisfy specific groups of needs and that they tend

to satisfy their needs progressively starting with basic physiological needs and moving up the

hierarchy. Maslow’s needs hierarchy was reformulated in an ERG theory of motivation. [Maslow

emphasized on the fact that when one need is more or less satisfied, another higher level needs

behind Maslow’s].

The main idea behind Maslow’s theory of human motivation is seen in a hierarchy of fire needs

categories which he labelled as Physiological needs, safety and security needs, love (social)

needs, esteem needs and the need for self – actualization.

Maslow emphasized on the fact that when one need is more or less satisfied, another higher level

need becomes dominant. This means that when a need is satisfied, it ceases to be a motivator. He

commends that a starving man is obviously dominated by the need for food and pays less

attention to esteem and status.

Although some researchers have challenged the assumption the theory stresses that only

ungratified needs motivate behaviour and mostly it is the lowest level of ungratified needs in the

hierarchy that motivates behaviour. As one level of need is met, a person progresses up the

hierarchy as they successively gratify each level of need. A shortfall of this progression

hypothesis is that, it makes no room to move down the hierarchy.

HERZBERG’S MOTIVATION – HYGIENE THEORIES

Frederick Herzberg provided an influential insight into motivation in which Herzberg confirmed

that it contain factors lead to job satisfaction and termed it as hygiene factors. To Herzberg

people had two set of needs, one related to the humanistic desire for psychological growth.

Conditions in the work place he says, would affect one or the other of these needs. He termed

work conditions that are related to satisfaction of the need for psychological growth as

motivation factors and work condition related to dissatisfaction caused by discomfort or pains as

hygiene factors.

Hygiene factors and motivation are not opposites and that hygiene factors even if provided for

them do not include job satisfaction but prevent dissatisfaction. To him, hygiene factors maintain

production but motivation are needed to increase output (Cole 2000).

MCCLELLAND'S THEORY OF NEEDS

Another theory of needs to be discussed is by David McClelland (1961). According to

McClelland, individuals are thought to vary in their drive to gratify Six (6) basic human needs.

These are the need for achievement, power, affiliation, esteem, independence and security. He

stresses on the fact that people will accomplish the most when they have a high need for

achievement. They will select goals that are medium in difficulty, challenging but not impossible

goals. To him, people who have low in need for achievement will select goals that are either low

in difficulty or easy to accomplish or very high in difficulty. Failure to achieve such extreme

goals would therefore be expected. One interesting finding of McClelland work is that, need for

achievement varies among nations (1961, page 100). On a practical level, McClelland has

proposed that the populace of entire nations or portions of a nation’s populace could be trained to

be higher on needs would manifest themselves as people chose more difficult goals and worked

to achieve those goals. He concluded that the economy of a whole region could be positively

influence.

2.12 The Relationship between Training and Motivation

Tharenou Phyllis (2001) explains training as the formal process by which a person acquires

knowledge, skills and competencies. Motivation on the other hand is the direction and intensity

of one’s effort or the psychological features that arouses an organism t and action towards a

desired goal. The basis of motivation or the yearning to attain a desired goal depends on

awareness such as goals and the realization that the person has the means capabilities to attain

such goals.

He says training provides both the awareness and the competency that allows people to be

motivated towards a certain goal or objectives. The theoretical framework of motivation and

training lies in theories such as Alderfer’s ERG theory. The major reasons of lack of motivation

at work include lack of faith in one’s abilities, fear of failure, low self esteem, habit such as

procrastination and laziness, poor time management, monotony at work, poor reward and other

factors, training provides a solution to most of these factors.

The most obvious result of any company sponsored training intervention is skill enhancement.

Training equips the employees with skills to do the work faster and efficiently and apply

themselves to perform job more intelligently.

In his view, training also help employees develop soft skills such as better time management,

better critical thinking ability, better communication skills and other skills, all of which remains

essential trait to succeed in any job. Training thus has become the basis of affecting performance

improvement. The ability of employees to work better increases confidence, removes the fear of

failure and improves self esteem, all translating to better motivation.

Skills and competence enhancement through training also allows for job enlargement and job

enrichment, whereby employees get a broader range of roles and responsibilities and end

monotony. All these usually come with better rewards and recognition for primary motivators.

He went further to explain that normally people remain disinclined to work in a company they

cannot associate themselves with, training allows the employee to fit within the organization

better, or affect a match between their personal values and organizational values and adjust their

latent skills and competencies with what the company requires. It also provides a path to reduce

mismatches and acquire the skills and competencies that remains in the demand but which the

person lacks.

Such training intervention motivates employees to associate themselves with the company,

further substantiating the relationship between training and motivation.

Training motivates employees primarily by building their skills levels and developing their level

of competencies. Most employees remain aware of the need to keep their skills updated to

remain competitive in today’s fast changing world. The routine nature of work however does not

provide them with opportunity to learn new things very often and as such they remain in a state

of anxiety and frustration providing regular periodic company sponsored training and

developmental intervention is one way companies helps employees relieve the anxiety and

frustration regarding their skill stagnating and becoming employable in the future. This makes

them motivated enough to remain and perform in their present job.

2.13 Motivating Employees through Training Result in Retaining

Jim brown (2007), people may come and go in a particular company. Others may stay long and

loyal even up to the point of retirement while others leave early on or in a couple of years for

certain reasons. Such reasons could either be being offered a better paying job some place else,

deciding to pursue further studies, getting bored with the existing job or basically losing the

motivation and drive to stay with the current employer.

Employees are motivated to work by several factors. Of course, the financial factor involved is

one that you cannot erase from the picture for many if not majority work for the money. But one

key factor though that motivates and encourages employees to work and to stay with their

current employer is the availability of opportunities for him or her to grow within the company

and advance his or her career through training.

According to him different employees may have different viewpoints about the type of training

opportunities they wish to get. Training is not just all about attending external training seminars

and classes. Within the company itself training and development can range from promoting hard-

working employees to higher responsibility positions or even just rotating employees to different

departments to give them the opportunity to learn other skills that could prove to be useful for

their career development.

He further explains that the type of responsibilities that an employee currently has on his or her

current job can significantly impact his or her training in the company. Expanding his or her

current duties with higher level responsibilities, reassigning routine tasks and assigning new ones

can train and prepare that employee for higher job positions or job openings for other

departments within the company. More room for decision making, planning and supervision

responsibilities should be given. Afford as well the opportunity for employees to train in other

duties and responsibilities.

In view of this external seminars as well as the company's internal training sessions can help

develop and further enhance both an employee's skills and knowledge. Enable your employees to

take online classes whether they are work-related or for further knowledge. Provide flexible

work schedules to enable them to attend university or college classes to further pursue advance

studies or continuing education.

Employees should be given the opportunity to pursue training not only work-related but also in

what they choose to be interested in. Any company should support and rally for learning. Apart

from motivating and retaining employees, training can create employees who will benefit the

company and who will benefit themselves as well from the leanings that they have gained.

2.15 Motivation to learn

Well-motivated employees are more likely to have a positive perception of the training

environment in their organisations. This has been shown to lead to greater participation in

training activities (Mathieu et al., 1992). Empirical research also indicates that those motivated to

learn tend to apply learnt skills more effectively in their work (Cannon-Bowers et al., 1993;

Facteau et al., 1995). The benefits resulting should generate positive feelings towards the

organisation, and so enhance affective commitment.

Empirical studies by Bartlett (2001) and Ahmad and Baker (2003) confirm a strongly significant

relationship between an individual’s motivation to learn and their affective commitment but no

relationship with continuance commitment. These findings suggest that organisations may

benefit from greater affective commitment through motivating their employees to participate in

training activities. Previous research in Hong Kong also confirms a positive relationship between

motivation to learn and affective commitment (Cheng, 2001). This study tests whether

multinationals in China may engender greater commitment by improving employee motivation

to learn. This leads to the following hypothesis: H2: There is a positive relationship between

motivation to learn and affective commitment.

CONCLUSION

In conclusion, employees are the crucial assets whose needs should be of utmost importance to

the organization. One way of fulfilling these needs can be achieve through training. Training

equips the individual with the necessary skills, knowledge and competence to do his/her work

effectively since it serves as a motivation leading explained in the above.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter looks at the way the study would be done and the technique to elicit the relevant

information for the study, four major areas to be covered are, Data Source, Sampling, Study

instrument and Data Analysis.

3.2THE STUDY SITE

The research was carried out in National Investment Bank, Koforidua Branch in the Eastern

Region.

Established on 22nd March, 1963, the National Investment Bank Limited was the first

development bank in Ghana to promote and strengthen rapid industrialization in all sectors of the

Ghanaian economy. National Investment Bank (NIB) Limited now operates as a universal bank

in focusing on development and commercial banking activities.

The corporate mission is to serve as a trusted provider of customer focused banking services to

retail and corporate customers, building on past successes and devoting our human, financial and

technological resources to add value to the activities of stakeholders. The company’s vision is to

become the Fifth Largest Bank in Ghana with effective banking links with our overseas

correspondent banks.

NIB Ltd has undergone management, institutional and financial restructuring, which has

strengthened the organization and now, has Twenty-Seven (27) branches nationwide. It has in

the past participated in foreign lines of credit, which were administered by Bank of Ghana to

meet term loan and working capital needs of the Bank's customers.

The bank is also one of the designated financial institutions, which sources funds from Export

Development and Investment Fund (EDIF) for on lending to exporters as Term and Working

capital loans. It was awarded the prestigious Euro Market Award in 1994 and won the 2003 Best

Bank of the Year for Long Term Loan Financing.

The National Investment Bank plays leading role in developing a number of highly successful

industrial projects in Ghana, through equity and debt financing. Some of these are Nestle Ghana

Ltd, Nexans Kabelmetal (Ghana) Ltd, National Investment bank (Ghana) Ltd and Total Ghana

Ltd.

Products and Services

Apart from its development banking activities, NIB Ltd also provides corporate and commercial

banking facilities involving both domestic and foreign transactions at very competitive rates and

on flexible terms. They include Current and Savings Account, Call Deposits, Fixed Deposits,

Loans and Advances, Personal Loans, Overdrafts, Western Union Money Transfer, Mobile

Management Services and Warehousing.

National Investment Bank Limited is networked nationwide and renders efficient banking

services to ensure that our customers receive consistent and efficient services, highly trained

personnel of the Bank attend to standard banking needs promptly. They also deliver quality

service, tailored to meet requirements of customers.

The bank’s core values

1. Provide Ultimate Customer Service. NIB's success is all about service - exceptional

customer service. The bank connects with customers, understanding them to help them realize

their potentials. They aim to exceed client's expectations. We value action and decisiveness and

recognize that the best opportunities come to those that act quickly.

2. Respect for Employees. NIB's staff has great values. They deliver, are honest, open and

respectful, willing to take on big challenges, self-critical and accountable. At NIB, everyone's

contribution is valued. They place high value on teamwork because they know that the power of

many is greater than the power of one.

3. Innovation and Responsibility. They operate in an environment of trust, openness and

flexibility. NIB staff is not afraid to come out with creative ideas to solve problems.

5. Social Responsibility. They believe in support for the community in which they operate.

They improve communities by being active, responsible and generous members of the

communities they serve. To this end, they support causes such as Road Safety and Education.

They believe in putting back into the community for a better tomorrow.

6. Contribution to Economic Growth. NIB supports the government in its bid to strengthen

industrial base by giving financing to agro-based and industrial projects. To encourage growth in

the agro-processing industry, NIB is instituting an award scheme for the Best Agro-Based

Industry.

3.3 THE RESEARCH POPULATION

The population of the study includes the entire staff the bank’s branch at Koforidua. In the entire

branch have (20) staff members.

.3.4 SAMPLE SIZE

According to Osuala, (2005) Sampling is taking any portion of a population or universe as

representative of that population or universe. For the purpose of this study, all the Twenty-two

(20) members were used due to their satisfactory number.

3.5 SAMPLING TECHNIQUE

The researcher deemed it possible to use census study because the researcher found the number

convenient enough to involve all of them in the study.

3.6 DATA COLLECTION METHOD

With respect to this study, primary method is used in the gathering of information. The primary

source includes the issuance of research questionnaires and face to face interview with

respondents. This study rarely used secondary source of data gathering also included books,

journals, internet and articles.

3.7 METHOD OF DATA ANALYSIS

Statistical Package for Social Sciences (SPSS Software) is used to analyze the various data

gathered for this research work. Thus, the SPSS is used to analyze responses reached me by the

respondents of the study. Thus, according to Herzog (1996) SPSS is computer software that is

used to analyze all the data gathered on a research work

CHAPTER FOUR

DATA ANALYSIS AND INTERPRETATION

4.1 Introduction

In this chapter, we are concentrating on analysing and giving proper interpretation to data

gathered from the field of survey. The analysis of data is grouped into two; the first part involves

the analysis of data gathered through one on one interview conducted with the three selected

senior managers of the organization. The managers selected were the human resource manager,

production manager and the sales manager. This analysis is done quantitatively. The second part

is also concerned with the analysis of data gathered through the issuance of questionnaires to

selected employees of the organization. This analysis is done by the use of Statistical Package for

Social Science (SPSS). This type of analysis is known as qualitative analysis.

4.2 Interview analysis

4.2.1 Purposes of training in the organization

According to the view of the managers, the organization really organizes training programs for

the employees to build up their competencies. According to the training manager training

participants are selected based on various criteria but was not able to specify exactly how

training needs are identified except to say that it depends on the circumstance.

From the manager, issues on the ground determine the objectives of the training but training has

to be a planned process that takes care of issues on the ground. According to him training is

organizing to help improve the performance level of the employees so as to equip them to be

able to deliver to ensure the achievement of the corporate goals.

4.2.2 Effect of training schemes on employees’ performance and productivity

When the manager was asked concerning the effect of training on employees’ performance and

productivity, he clearly stated that training to a very high extent affects employees’ performance

and productivity in the sense that it leads to improved skills, knowledge, abilities and

competencies of the employee and by so doing according to him productivity and profitability

will also increase.

4.2.3: employees training and turnover rate

By the manager’s response, turnover within the organization is reduced when employees are

trained. This is because, according to the manager, training brings out the best and also adds up

to the skills and abilities of the employee so he works with joy and also shows commitment to

work. Also, when employees are not well trained they cannot perform to meet target and this if

continues for long puts the job security of the employee at a risk and so training has a very great

impact on labour turnover he said.

4.2.4: Causes for the Failure of Training Programs

On the issue of training failure, the manager asserted that training programs sometimes fail to

generate results as expected but on the whole according to him has been good. He further

explained that, the factors that lead to the failure sometimes may be attributed to the method and

may be the timing of the program organization but failed to hit on other factors that research has

already shown.

4.3 Presentation and Analysis of Tables

4.3.1 To identify the major purposes of training in the organization

Before an organization will put up or organize a training program, there must be an objective to

be achieved. It might be either to improve performance or to help employees to be acquainted

with introduction of new ways of doing things in the organization. So the researcher, therefore,

deemed it important to find out the purposes for organizing training programs by the

organization.

Table 4:1 employees’ participation in training programs

The view of the managers indicated that the company really take steps to improve the

performance of the employees, but to find out the real truth in what he said, the researcher

decided to find out from the respondents also if the assertion is true or not. The responses are as

shown in the table below.

Have you participated in any form of training before?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid Yes 13 65.0 65.0 65.0

No 7 35.0 35.0 100.0

Total 20 100.0 100.0

Source: field survey march 2014

From the above table, responses indicate that 65% of the respondents have engaged in training

programs while 35% have not also participated in any form of training program in the

organization before. The former figure sounds good, because it means the organization is really

taken steps to equip its employees for good works. Nonetheless, the later figure also is an

indication that some of the respondents are not being given the opportunity to improve their

skills and should be provided the right to do so.

Table 4.2: Employee Selection for Training Process

Literature tells us that training is planned and systematic flow of activities involving determining

training purpose and policy, and following through by determining training and development

needs, planning the training, and evaluating training. Selecting the participants through a careful

process of training needs identification is therefore the proper process of initiating training.

Subsequently, respondents were asked a series of questions to determine the flow, planned and

systematic nature of training and development process at the organization of study. The starting

point was to know how respondents were selected for inclusion in the training programs they

have participated in.

The table below indicates responses as provided by the respective respondents to the above state

How were you selected

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 0 7 35.0 35.0 35.0

supervisor

recommendation2 10.0 10.0 45.0

employee request 2 10.0 10.0 55.0

through performance

appraisal2 10.0 10.0 65.0

new technology 1 5.0 5.0 70.0

don’t know 6 30.0 30.0 100.0

Total 20 100.0 100.0

Source: field survey March 2014

The above table 4.3 indicates that many of the respondents constituting 30% out of the total

respondents who have participated in training programs before do not know how they were

selected for the training programs they participated in. when the training manager was asked

about the criteria for selecting employees for training, his response indicates that participants are

selected based on various criteria and he was not able to specify exactly how training needs are

identified except to say that it depends on the circumstance.

Table 4.3: Respondents’ Awareness of Training Purposes

In training practice, it is also good to have trainees know the objectives for each training program

they participate in. the respondents were asked if they were always clear about the objectives of

each training program they participated in. The table below captures the responses from the 13

respondents who have participated in training before.

Are you always clear about the purposes of the training

program you participated?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 0 7 35.0 35.0 35.0

Yes 9 45.0 45.0 80.0

No 4 20.0 20.0 100.0

Total 20 100.0 100.0

Source: field survey March 2014

Table 4.4 demonstrates clearly that the minority of respondents that is 20% out of the total

population are always not clear about the objectives of the training programs they participated in.

o 45% of the respondents indicated that sometimes they do get the objectives of training

programs they attend. When the training manager was asked in the interview to indicate how

training objectives were determined, he did say issues on the ground determine the objectives of

the training but training has to be a planned process that takes care of issues on the ground.

Table 4.4 Purposes of the Training Programs They Participated In

There is a purpose for carrying out every plan and so is the organization of training programs and

so the researcher decided to find out from the respondents the purposes for the program they

participated in.

What were the purposes of the program you participated?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 0 7 35.0 35.0 35.0

to help improve

performance3 15.0 15.0 50.0

to gain more knowledge

and skill2 10.0 10.0 60.0

to build-up your

abilities and

competencies

1 5.0 5.0 65.0

All of the above 7 35.0 35.0 100.0

Total 20 100.0 100.0

Source: field survey March 2014

When respondents were asked to indicate the among number of factors the ones which serve as

purposes for the training programs they have participated in, 15% indicated to improve

performance to gain more knowledge and skills was indicated by 10% of the respondents while

only 5% indicated to build-up their abilities and competencies for work. However, the majority

of the respondents indicated all of the above.

Table 4.5: Methods used for the program facilitation

When the training manager was asked to identify the training types and methods used, he

indicated that the organization engages in orientation training for new employee, refresher

training for existing employees, job training, and career development training. Regarding

training methods, he mentioned on the job training, mentoring, seminar etc. as the methods of

training, it was necessary to assess these methods from the point of view of the respondents. So

they were asked a question regarding what training methods they had experienced.

Table 4.5: What methods were used for the facilitation?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 0 7 35.0 35.0 35.0

Seminar 7 35.0 35.0 70.0

On-the-job

training4 20.0 20.0 90.0

Understudy

training2 10.0 10.0 100.0

Total 20 100.0 100.0

source: field survey march 2014

By responses from the respondents, 35% indicated that the method use is seminar, while 20%

indicated on-the-job training and the 10% also indicated understudying method.

4.3.2 To find out the effect of training schemes on employees’ performance and

productivity

Training is meant to enhance the performance of the employees involved and consequently

increase productivity. In view of this, it excited the researcher to find out from the respective

respondents if training actually has an impact on their performances and increased productivity

or not.

Table 4.6: respondents view on how training boosts their performances:

Responses provided by the respondents in respect to the above statement are as indicated in the

table 4.6 below.

In your view, do you think training has helped improve your

performance?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 0 6 30.0 30.0 30.0

Yes 14 70.0 70.0 100.0

Total 20 100.0 100.0

source: field survey march 2014

From the above table, the responses provided by the respondents indicate with 100% response

that training of cause has helped their performance level. This figure is very relevant because it is

an indication that the training is actually having effect on the employees.

Table 4.7: Training Effect on Productivity

Literature has it that training has effect on productivity just as the manager indicated. More so,

the researcher wanted to find out from the respondents if they also have the same view or not.

The responses provided are as shown in the table below.

Would you say training have effect on productivity?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid Yes 17 85.0 85.0 85.0

No 3 15.0 15.0 100.0

Total 20 100.0 100.0

Source: field survey March 2014

From the above table, the responses provided by the total respondents indicate clearly that

training has effect on productivity. This is shown with 100% response from the total respondents.

Table 4.8: Kind Of Effect Training Has On Productivity:

Though the above response has indicated that training has effect on productivity but the type of

effect it has on productivity is not yet known. It could be positive and it could be negative. The

researcher therefore decided to find out from the respondents the type of effect it has on

productivity.

What effect has it on productivity if the answer is yes?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 0 3 15.0 15.0 15.0

positive 17 85.0 85.0 100.0

Total 20 100.0 100.0

source: field survey march 2014

By way of response to the above question, the majority of the respondents indicated that truly

training has positive effect on productivity. This is indicated by 85% response from the total

respondents.

Table 4.9: Opportunity Offered By Training to Attendees for Future Studies

The researcher also sought to find out if training has in any way offered the employees the

opportunity to identify any potential for further studies or not. The responses provided are as

indicated in the table below.

Has training offered you the opportunity to identify any

potential you have for further studies?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 0 7 35.0 35.0 35.0

Yes 13 65.0 65.0 100.0

Total 20 100.0 100.0

Source field survey March 2014

In response to the above question, as many as 70 out of the total number of 80 respondents

representing 87.5% responded “No” to the above stated question. Since our discussions prior to

this one has proven that training and development as well as career development are not planned

and are not orderly organized, the above responses will by no means be an astonishing one.

Table 4.10: Respondents’ View on How Training Enhances Their Knowledge Skills,

Abilities and Competencies to Increase Performance and Profitability

Table 4.10 below indicates responses to the above stated point as indicated by the respondents to

the study.

Training enhances your knowledge, skills, abilities and

competencies to increase productivity through better

performance?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid True 18 90.0 90.0 90.0

False 2 10.0 10.0 100.0

Total 20 100.0 100.0

source field survey march 2014

The responses provided by the respondents as indicated in the above table shows clearly that the

majority of the respondents which consist of 90% are of the view that training enhances their

knowledge, skills, abilities, and competencies to put up better performances to increase

productivity.

Objective 3: To find out the effect of training on employee turnover

Training programs increase an employee's job knowledge. An increase in job knowledge means

that the employee will feel more comfortable doing his job and will perform at a high level, and

as a result would like to stay on the other hand if the employee is unable to perform because he

has not the knowledge and skill require would also find it difficult to stay. In view of this it

became necessary for the researcher to also find out the impact of training on employees

turnover as stated above. Discussions below will help us address the above objectives

Table 4.11 Respondents’ view training effect on labor turnover

Ahmad and Bakar (2003) find evidence of a significantly positive relationship between the

perceived benefits of training and affective and continuance commitment. This is to prove that

there is a relationship also between employee training and commitment for work. This also

propelled the researcher to draw attention to the effect of training on labor turnover. The table

below provides responses to the above statement.

Are you of the assertion that training has effect on labour

turnover?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid Yes 20 100.0 100.0 100.0

source: field survey march 2014

From the above table, it is well indicated that 100% of the total population are of the assertion

that training has effect on labour turnover.

Table 4.12 Employee Training and Expectations Attainment

Employees are trained to help them acquire the needed skills and knowledge to perform at high

level and probably live up to expectations. As a result, the researcher also decided to find out

form the respondents their view concerning this fact. Table 4. Below provides responses to the

above statement.

When employees are well trained, they are equipped to live-up to

expectations?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid strongly agree 11 55.0 55.0 55.0

Agree 9 45.0 45.0 100.0

Total 20 100.0 100.0

source: field survey march 2014

From the above table it is clearly seen that 55% are in strong agreement to above assortment

while 45% are also in agreement to the statement. These figures are very significant because they

attest to the importance of training as a motivational tool to improve employee performance and

productivity.

Table 4.13 Factors created by employee training: respondents’ view

Training programs are organized for employees to make them competent for work. That is to

create in them certain factors that will enable them to perform better. The respondents were

therefore asked to indicate the factors that training programs create in the attendees and the

responses are as indicated below.

Which of the following factors does employee training create?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid Flexibility 4 20.0 20.0 20.0

Adaptability 3 15.0 15.0 35.0

Employability 2 10.0 10.0 45.0

competencies

enhancement1 5.0 5.0 50.0

all of the above 10 50.0 50.0 100.0

Total 20 100.0 100.0

source: field survey march 2014

From the table above, responses have indicated lucidly that training creates in the employee such

factors as flexibility, adaptability, employability, and competency enhancement as indicated by

50% response of all of the above as shown in the above table. This also buttresses on the fact that

employee training plays a major role in competency building and organizations must not over

look at it.

Objective four: To find out why training programs sometimes fail to achieve expected

results

Even in companies that tend to support the training of employees, and make training and

development opportunities available to employees, much of the resources allocated to training

are wasted. That is, there are no measurable or obvious positive results in terms of better

employee contributions or productivity. The researcher therefore deemed it necessary to find out

the reasons why training programs sometimes fail to hit results.

Table 4.14 Results achievement of training programs

It is a known fact that companies engage in training programs in order to equip its employees to

perform and live-up to expectations yet much of it results in failure. It therefore interested the

researcher to find out it companies are able to achieve results or not. The table below provides

responses to the above statement.

Do you always achieve results for training?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid Yes 6 30.0 30.0 30.0

No 14 70.0 70.0 100.0

Total 20 100.0 100.0

source: field survey march 2014

From the above table, it is clearly indicated by the majority of the respondents comprising of

70% that the organization do not always achieve results with which training programs are

organized while 30% are also of the assertion that the organization does achieve results always.

The former figure is very significant because training is meant to equip employees and so if the

organization is not achieving results then it is incurring cost instead of yielding better returns of

improving productivity.

Table 4.15: Causes of training programs failure: respondents’ view

There is a cause for everything that happens under the sun and so there are causes that may also

account for the failure of training programs and so the researcher tried to find out from the

respondents what they think causes the failure of training programs organize by the organization.

The responses are as shown in the table below.

If the answer is no, what causes the failure?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid lack of systematic plan 3 15.0 15.0 15.0

Training methods not

linked to actual needs3 15.0 15.0 30.0

lack of proper

monitoring2 10.0 10.0 40.0

inadequate support for

training2 10.0 10.0 50.0

all of the above 10 50.0 50.0 100.0

Total 20 100.0 100.0

source: field survey march 2014

As it is clearly seen in the above table, lack of systematic planning, training methods and

contents not linked to actual needs for the training; lack of proper training monitoring; and

inadequate support for training all accounts for the failure of training programs. This figure is

also signified with 50% response of ‘all of the above’ by the total respondents. Thus for the

organization to achieve training results, critical view must be given to the above factors.

Table 4.16: Aiming of training programs and failure: respondents’ view

It is a good thing to invest bountifully in training your employees but if the training do not

address the needs and wants of both the company and the attendees, very little impact is achieved

and the company’s time and money is wasted. In view of this the researcher tried to find out

from the respondents if the above assertion is actually true or not. The responses provided by the

respective respondents to the study in relation to the above view are as indicated in the table

below.

When employee training and employee development is not

aimed at addressing needs and wants of both attendees, they

are not likely to hit results?

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid True 20 100.0 100.0 100.0

source: field survey march 2014

The responses indicated in the above table affirms the fact that when employee training

development is not aimed at addressing needs and wants of both attendees, they are highly

unlikely to hit target results. This is shown by 100% response of all of the above.

CHAPTER FIVE

RESEARCH FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

5.1 Introduction

This chapter deals basically with the summarization of research findings conclusions and

recommendations to help curtail issues pertaining to training in the organization.

5.2 Summarization of Research Findings

With this section we are looking at summarizing the findings gathered after the research analysis

in the preceding chapter. After the analysis, the following findings were made;

1. It was found that 65% of the respondents have engaged in training programs while 35%

have not also participated in any form of training program in the organization before, but

many of the respondents constituting 30% out of the total respondents who have partici-

pated in training programs before do not know how they were selected for the training

programs.

2. It was uncovered that the minority of respondents out of the total population are always

not clear about the objectives of the training programs they participated in while 45% of

the respondents indicated that sometimes they do get the objectives of training programs

they attend.

3. It was brought to light that improve performance, to gain more knowledge and skills were

the purposes for the training programs they attended

4. It was also discovered that seminar, on-the-job training, and understudying are the meth-

ods use in the training facilitating.

5. It was found that training of improve performance level. While it also has effect of pro-

ductivity in that it has positive effect on productivity.

6. It was revealed that training enhances employees’ knowledge, skills, abilities, and com-

petencies to put up better performances to increase productivity and it also have an effect

on labour turnover.

7. It was unearthed that training creates in the employee such factors as flexibility, adapt-

ability, employability, and competency enhancement.

8. It was found by 70% of the respondents that the organization does not always achieve re-

sults with which training programs are organized while 30% are also of the assertion that

the organization does achieve results always.

9. It was disclosed that lack of systematic planning, training methods and contents not

linked to actual needs for the training; lack of proper training monitoring; and inadequate

support for training all accounts for the failure of training programs.

10. It was lastly found that when employee training development is not aimed at addressing

needs and wants of both attendees, they are highly unlikely to hit target results. This is

shown by 100% response of all of the above.

5.3 Conclusion:

On the bases of the findings made the following conclusions are also drawn.

It is concluded that majority of the respondents have participated in training programs before

while 35% have never gotten such an opportunity before. The majority that has engaged in

training programs before, only few knew the selection criteria for the training.

It is also concluded that majority of the respondents are always clear about the purposes for

which the training programs are organized while the few are unaware of the objectives of the

training programs. Among the purposes of organizing training sessions in the organization are to

improve performance, enhance employees’ skills and knowledge, abilities and competencies.

5.4 Recommendations

The following recommendations are given to help curb the challenges faced by NIB as it tries to

deal with the issues of training.

1. It is important for the Ghanaian Corporate sector to understand that training does not have

an impact on just employee performance but on a firm’s overall performance. There

should be a willingness thereof, to invest in employee training with the understanding

that it is an investment that will yield returns.

2. There must be adequate support for training while also ensuring that training is well

planned and linked properly. Training must also be aimed at addressing the needs of both

the company and the attendees as to ensure that results are achieve at the end of its

organization

3. Training needs should be considered on the basis of overall company objectives. The

goals of the company should determine what training programs are to be organized for

staff. Staff should be motivated to add value to themselves and their lives.

4. Identification needs should be done more professionally in conjunction with the line

manager as well as the individuals involved together with the HR personnel. Everyone

involved should agree exactly to what the trainees are lacking, for instance what skill is

indeed, and what attitudes need to be toward work performance. The needs identified

should emanate from the organization’s strategic plan, which also cover

departmental/sectional/teams and individual plans.

5. Objectives must be SMART (specific, measurable, achievable, realistic, and timely) and

clear-cut, and should develop the individual as well as meeting the needs of the

organization. Objectives should also include performance targets, standards and should

be seen as attainable by individuals. Also a basis for motivating through intrinsic and

extrinsic rewards should be provided as will lead to commitment and improved

performance.

GHANA TECHNOLOGY UNIVERSITY COLLEGE

Topic: THE ROLE OF TRAINING AS A MOTIVATIONAL TOOL ON EMPLOYEES

ON PERFORMANCE AND PRODUCTIVITY: A case study of NATIONAL

INVESTMENT BANK GHANA Limited

Please, this study is designed purely for academic purposes and so all information provided shall

be treated with adequate confidentiality.

Please tick in the brackets and provide short answers when required.

Section A:

Gender : Male [ ] Female [ ]

Age : 20-30 [ ] 31-40 [ ] 41-50 [ ] 51-60+ [ ]

Educational background : Basic [ ] Secondary [ ] Tertiary [ ]

Section B:

To identify the major purposes of training in the organization

1. Have you participated in any form of training before?

Yes [ ] No [ ]

2. How were you selected for the training?

Supervisor recommendation [ ]

Employee request [ ]

Through performance appraisal [ ]

New technology [ ]

Don’t know [ ]

3. Are you always clear about the purposes of the training program you participated?

Yes [ ] no [ ]

4. What were the purposes of the program you participated?

To help improve performance [ ]

To gain more knowledge and skill [ ]

To build-up your abilities and competencies [ ]

All of the above [ ]

5. What methods were used for the facilitation?

Seminal [ ]

On-the-job training [ ]

Understudy [ ]

To find out the effect of training schemes on employees’ performance and productivity

6. In your view, do you think training has helped improve your performance?

Yes [ ] No [ ]

7. Would you say training have effect on productivity?

Yes [ ] No [ ]

8. What effect has it on productivity if the answer is yes?

Positive [ ] Negative [ ]

9. Has training offered you the opportunity to identify any potential you have for further

studies? Yes [ ] No [ ]

10. Training enhances your knowledge, skills, abilities and competencies to increase produc-

tivity through better performance? True [ ] False [ ]

Are you of the assertion that training has effect on labor turnover? Yes [ ] No [ ]

11. When employees are well trained, they are equipped to live-up to expectations?

Strongly agree [ ]

Agree [ ]

Strongly disagree [ ]

Disagree [ ]

12. Which of the following factors does employee training create?

Flexibility [ ]

Adaptability [ ]

Employability [ ]

Competencies enhancement [ ]

All of the above [ ]

Objective four: To find out why training programs sometimes fail to achieve expected results

13. Do you always achieve results for training? Yes [ ] No [ ]

15If the answer is no, what causes the failure?

Lack of systematic plan [ ]

Training methods not linked to actual needs [ ]

Lack of proper monitoring [ ]

Inadequate support for training [ ]

All of the above [ ]

When employee training and employee development is not aimed at addressing needs and

wants of both attendees, they are not likely to hit results?

True [ ] False [ ]

Appendix 2

Interview Schedule with the Senior Managers

Rank...............................................

Department...............................................

1. Do you organize training seminars for your employees?

................................................................................................................................................

...................................................................................................................................

2. What criteria do you use to select individuals for the training seminars?

................................................................................................................................................

....................................................................................................................................

3. Are the employees always clear about the purposes of the training?

................................................................................................................................................

...................................................................................................................................

4. What are the purposes for the programs you organize?

................................................................................................................................................

....................................................................................................................................

5. What method do you always use for the training facilitation?

................................................................................................................................................

....................................................................................................................................

6. Is training good for your employees and why?

................................................................................................................................................

....................................................................................................................................

7. Does training has effect on labour turnover and how?

................................................................................................................................................

....................................................................................................................................

8. Does employee training benefit the organization and in what ways?

................................................................................................................................................

....................................................................................................................................

9. Do you always achieve results of training organization?

..........................................................................................................................................

10. If not what causes the failure?

................................................................................................................................................

....................................................................................................................................

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& Rieger, International Management.(1993)

Zaccarelli, H. E Improving Employee Performance Effective Training: Kogan. London,

UK(1997)

Angelo, k. Human resource and personnel management South Western College

Publishing (2000)

Ashwathappa, K Human Resource Management, New Delhi: McGraw Hill, fifth edition

(2008)

Amisssah Arthur, K. B "Double Efforts to Transform Economy. Governor Tells Banks."

Ghana News Agency. (2009).

Aryee, A. “Services, Brands and Success." 8th Ghana Banking Awards’ Magazine.

(2009)

Bartlett Management and organization Behaviour; 7th ed. Prentice Hall. (2001),

Black, S. E. and Lynch L. M. Human-Capital Investment and Productivity; The

American Economic Review. (1996)

Carter, M. Managing Human Resource in Canada; 5th edition(2006),

Cascio, W.F, Managing Human Resources; 2nd edition McGraw Hill Book Company.,

New York, USA. (1989)

Cole, G., Personnel and Human Resource Management; 5th edition York Publishers.,

Continuum London, UK. (2002)

De Cenzo, D. A.. Human Resource Management John Wiley and Sons., New York. USA.

(1996)

Gould-Williams, Managing Human Resource; 2nd edition (2007).

Gomez-Mejia, R., et al Managing Human Resources 2nd edition Pearson Education.,

New Jersey, USA (2007)

Jim brown, an article on motivating employees through training result in retaining. (2007)

Lindsay W. M. The Management and Control of Quality 4th edition South Westernllege

College Publishing., Cincinnati Ohio. U.S.A(1999)

Kenney Et Al, Management Made Easy 1st edition Omron Publishers., South Carolina,

USA(1992)

Krietner, S The Good Manager’s Guide; 1s edition Synene Publishers. (2000).

McGhee Et Al. Nature of Learning; 1st edition McGraw-Hill Book Company., Boston,

USA. (2004)

Neo Et Al. Gaining Competitive Advantage; 3rd edition McGraw-Hill., Boston, USA.

(2000)

Stephen P. Robbins. Gaining a competitive advantage; New York: McGraw hill,

international edition. (2002)

Tharenou Phyllis, the relationship of training and motivation to participant journals of

occupation. (2010)

Tung, R ‘Research in International Human Resource Management’, in: Wong-Rieger, D.

& Rieger, International Management.(1993)

Zaccarelli, H. E Improving Employee Performance Effective Training: Kogan. London,

UK(1997)