EFFECTS OF TRAINING ON EMPLOYEE PERFORMANCE

ABSTRACT

 

The purpose of this study was to explore the effects of training on employee performance among the international civil servants.The study was guided by the following research questions; What is the role of training on employee engagement?What is the role of training on employee motivation?What is the role of training on employee job satisfaction?

 

A survey research design was used for this study.The survey design was appropriate for this study because it allowed investigation of possible relationshipsbetween variables as well as data collection from broader category and comparisons between variables.The study population was 144 staff of the United Nations Support Office for the African Mission in Somalia. A sample of 45 was drawn using random stratified sampling approach from a list of sample frame provided by the employee register at UNSOA. The data was collected by use of a questionnaire.The data analysis involved frequencies, means, percentages, analysis of variance and bivariate analysis in form of cross tabulations. The findings were presented using Tables and figures.

 

On the role of training on employee engagement the study showed that in general training enhances employee engagement in change processes. As a measure of engaging in change process, the top level management and non-management management staff were more likely to be induced in taking new tasks after undergoing training compared to those in the middle level management. Similarly training most likely motivates the top level to be committed to taking initiatives in helping other employees. This case may not apply for the middle level management and the non-management staff. Secondly the study also showed that training enhances employee engagement in innovation. Thirdly, the study showed that training enhances better performance among employee and lastly the study showed thattraining enhances employee enthusiasm to work.

 

On the role of training on employee motivation the study showed that training enhances employee motivation as it allows for employee recognition within the organization. Likewise training aligns employees to the organizational goals at UNSOA. On the other hand training enhances positive leadership traits in the organization’s leaders. Lastly training facilitates motivation for work performance.

 

 

 

 

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On the role of training on job satisfaction the study showed that training enhances staff/supervisor/customer relationships at work. Though the level of conviction that training improves relationships with supervisor declines from the top level management, followed by middle level management and finally for the non-management staff. Further the study showed that training enhances the scope of the respondents’ ability to use their own initiatives and skills at work. Despite the findings the study has also shown that there is declining trend in the level of conviction that training enhances employee performance by influencing job satisfaction from the top level management to the non-management staff members. Lastly the study revealed that training imparts positively on the work activities.

 

The study concludes that training influences employee performance by positively influence employee engagement to change process; innovation; better performance and enhance enthusiasm to work. It further concludes that training enhances employee performance by positively influencing employee motivation level through employee recognition; alignment to organizational goals; positive leadership traits; and motivation for work performance. Finally training enhances employee performance by influencing positively job satisfaction by enhancing staff/supervisor/customer relationships at work; the employee’s ability to use their own initiatives and skills at work; opportunities for pay and promotion; and by influencing the work activities.

 

The study recommends that training should be conducted time to time to ensure that employees have the necessary engagement to change processes, innovation; better performance and job enthusiasm for enhanced employee and organizational performance. It also recommends that the management of UNSOAneeds to ensure training strategies are not only aligned to productivity but also to enhancing employee motivation for superior performance. Further UNSOAmanagement needs to evaluate its training strategies with respect to job satisfaction to ensure that the effects are uniformly attained across the organization. Finallythe study only focused on the international civil servants at UNSOA. Other studies on different populations and at different time zones would be welcome to ensure strong empirical conclusions on how training impacts on employee training.

 

 

 

 

 

 

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ACKNOWLEDGEMENT

 

I acknowledge my supervisor Nyambegera Stephen M., PhD for his continued guidance throughout the project. His time and thought provoking insights was very much appreciated.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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DEDICATION

 

To my loved ones for their support.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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TABLE OF CONTENTS

 

STUDENT’S DECLARATION………………………………………………………………………….. ii

 

COPYRIGHT……………………………………………………………………………………………………. iii

 

ABSTRACT………………………………………………………………………………………………………. iv

 

ACKNOWLEDGEMENT…………………………………………………………………………………. vi

 

DEDICATION…………………………………………………………………………………………………. vii

 

TABLE OF CONTENTS…………………………………………………………………………………. viii

 

LIST OF ABBREVIATIONS……………………………………………………………………………… x

 

LIST OF TABLES…………………………………………………………………………………………….. xi

 

LIST OF FIGURES………………………………………………………………………………………….. xii

 

CHAPTER ONE………………………………………………………………………………………………… 1

 

1.0 INTRODUCTION…………………………………………………………………………………………. 1

 

1.1 Background of the Problem…………………………………………………………………………… 1

 

1.2 Statement of the Problem……………………………………………………………………………… 5

 

1.3 Purpose of the Study……………………………………………………………………………………. 7

 

1.4 Research Questions………………………………………………………………………………………. 7

 

1.5 Importance of the Study……………………………………………………………………………….. 7

 

1.6 Scope of the Study………………………………………………………………………………………. 8

 

1.7 Definition of Terms………………………………………………………………………………………. 8

 

1.8 Chapter Summary………………………………………………………………………………………… 9

 

CHAPTER TWO……………………………………………………………………………………………… 10

 

2.0 LITERATURE REVIEW……………………………………………………………………………. 10

 

2.1 Introduction………………………………………………………………………………………………. 10

 

2.2 Training programs and Employee Engagement………………………………………………. 10

 

2.3 Training and Motivation……………………………………………………………………………… 14

 

2.4 Training Programs and Job Satisfaction…………………………………………………………. 17

 

2.5 Chapter Summary………………………………………………………………………………………. 22

 

CHAPTER THREE………………………………………………………………………………………….. 24

 

3.0 RESEARCH METHODOLOGY…………………………………………………………………. 24

 

3.1 Introduction………………………………………………………………………………………………. 24

 

3.2 Research Design…………………………………………………………………………………………. 24

 

3.3 Population and Sampling Design………………………………………………………………….. 24

 

3.4 Data Collection Methods…………………………………………………………………………….. 26

 

 

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3.5 Research Procedures………………………………………………………………………………………. 26

 

3.7 Chapter Summary………………………………………………………………………………………….. 27

 

CHAPTER FOUR…………………………………………………………………………………………….. 28

 

4.0 RESULTS AND FINDINGS……………………………………………………………………….. 28

 

4.1 Introduction………………………………………………………………………………………………. 28

 

4.2 Demographics of the Respondents……………………………………………………………….. 28

 

4.3 The Role of Training on Employee Engagement…………………………………………….. 32

 

4.4 The Role of Training on Employee Motivation………………………………………………. 39

 

4.5 The Role of Training on Employee Job Satisfaction………………………………………… 46

 

4.6 Chapter Summary………………………………………………………………………………………. 53

 

CHAPTER FIVE……………………………………………………………………………………………… 54

 

5.0 DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS…………………. 54

 

5.1 Introduction………………………………………………………………………………………………. 54

 

5.2Summary……………………………………………………………………………………………………. 54

 

5.3 Discussion…………………………………………………………………………………………………. 55

 

5.4 Conclusions……………………………………………………………………………………………….. 60

 

5.5 Recommendations………………………………………………………………………………………. 62

 

REFERENCES………………………………………………………………………………………………………………………………….. 64

 

APPENDICES………………………………………………………………………………………………….. 70

 

Appendix A: Cover Letter………………………………………………………………………………… 70

 

Appendix B: Questionnaire………………………………………………………………………………. 71

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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LIST OF ABBREVIATIONS

 

 

AMISOM

 

UN

 

UNPOS

 

UNSOA

 

UNSOM

 

UNSSC

African Union Mission in Somalia

 

United Nations

 

United Nations Political Office for Somalia

 

United Nations Support Office for African Mission in Somalia

 

United Nations Assistance Mission in Somalia

 

United Nations Systems Staff College

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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LIST OF TABLES

 

Table 3.1: Sample Size Distribution……………………………………………..………26

 

Table 4.1: Training and Employee Engagement in Change Process…………………….33

 

Table 4.2: ANOVA for Training and Employee Engagement in Change Process………33

 

Table 4.3: Cross Tabulation for Management Level…………………………………….34

 

Table 4.4: Training and Employee Engagement in Innovation………………………….35

 

Table 4.5: ANOVA for Training and Employee Engagement in Innovation……………36

 

Table 4.6: Training and Employee Engagement for Better Performance………………..36

 

Table 4.7: ANOVA for Training and Employee Engagement for Better Performance….37

 

Table 4.8: Training and Employee Enthusiasm………………………………………….37

 

Table 4.9: ANOVA for Training and Employee Enthusiasm……………………………38

 

Table 4.10: Training and Employee Recognition………………………………………..40

 

Table 4.11: ANOVA for Training and Employee Recognition………………………….40

 

Table 4.12: Cross Tabulation for Recognition versus Education Level………………….41

 

Table 4.13: Training and Organizational Vision…………………………………………42

 

Table 4.14: ANOVA for Training and Organizational Vision……………………………42

 

Table 4.15: Training and Leadership Style………………………………………………43

 

Table 4.16: ANOVA for Training and Leadership Style…………………………………44

 

Table 4.17: Training and Work Itself…………………………………………………….45

 

Table 4.18: ANOVA for Training and Work Itself………………………………………45

 

Table 4.19: Work Relationships………………………………………………………….47

 

Table 4.20: ANOVA for Work Relationships……………………………………………47

 

Table 4.21: Cross Tabulation for Management Level versus Work Relationships………48

 

Table 4.22: Scope of Using Own Initiative and Skills……………………………………49

 

Table 4.23: ANOVA for Scope of Using Own Initiative and Skills……………………..49

 

Table 4.24: Pay and Promotion Potential…………………………………………………50

 

Table 4.25: ANOVA for Pay and Promotion Potential………………………………….51

 

Table 4.26: Cross Tabulation for Pay and Promotion Potential………………………….51

 

Table 4.27: Work Activities………………………………………………………………52

 

Table 4.28: ANOVA for Work Activities………………………………………………..53

 

 

 

 

 

 

 

 

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LIST OF FIGURES

 

Figure 4.1: Gender of the respondents……………………………………………………28

 

Figure 4.2: Management Position of the Respondents……………………………………29

 

Figure 4.3: Respondents’ Department……………………………………………………29

 

Figure 4.4: Age Group of the Respondents………………………………………………30

 

Figure 4.5: Highest Level of Education of the Respondents……………………………..30

 

Figure 4.6: Frequency of Training……………………………………………………….31

 

Figure 4.7: Training Attended in the Last 12 Months……………………………………31

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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CHAPTER ONE

 

 

 

1.0 INTRODUCTION

 

1.1 Background of the Problem

 

There are different ways of defining the term training. It may be defined as a systematic development of the knowledge, skills and behaviour required by employees to do adequately on confirmed task or job (Shaheen, Naqvi& Khan, 2013) or simply learning that is provided in order to improve performance on the present job (Amin et al., 2013). On the other hand Elnaga and Imra (2013) define employee training as programs that provide workers with information, new skills, or professional development opportunities. It can take place in numerous ways, on the job or off the job; in the organization or outside organization. Regardless of the view, the term training draws elements of acquiring new knowledge to help manage both current and future situations.

 

An ever rapidly changing business environment therefore demands for a lifelong learning as an essential coping strategy. Business environments change from time to time which calls for continuous upgrading of employee skills and capabilities to improve on their job performance, growth and the ability to adapt to the rapidly changing economic environments for the organization to remain competitive (Amin et al., 2013).

 

Pfeifer, Janssen, Yang and Backes-Gellner (2011) support this by saying that next to schooling, human capital accumulation after entry into the labour market is considered key to economic performance at both themicro and the macro level. Further Elnaga and Imra (2013) posit that to develop the desired knowledge, skills and abilities of the employees, to perform well on the job, requires effective training programs that may also effect employee motivation and commitment.

 

Elnaga and Imra (2013) further argue that in order to prepare their workers to do their job as desired, organizations provides training so as to optimize their employee’s potential. They note that most of the firms, by applying long term planning, invest in building new skills by their workforce, enabling them to cope with the uncertain conditions that they may face in future, thus, improving the employee performance through superior level of motivation and commitment and when employees recognizes their organization interest in them through offering training programs, they in turn apply their best efforts to achieve

 

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organizational goals and show high performance on the job. Hence training is therefore critical in achieving an elastic workforce which is motivated and committed (Amin et al., 2013).

 

Despite these positive outcomes of training, some scholars have argued differently. For example Brum (2007) while acknowledging that training has been used extensively by organizations as a competitive strategy, notes that there is significant varying debates among professionals and scholars as to the effect that training has on bothemployee and organizational goals. He posits that one school of thought argues that training leads to an increase in turnover while the other states that training is a tool that can lead to higher levels of employee retention but regardless of the school of thought, most professionals agree that employee training is a complex human resource practice that can significantly impact a company’s success.

 

The effect of training on employee and organizational performance may be both direct and indirect. Sahinidis and Bouris (2008) notes that directly the role of training programs is seen as a measure of improving employee capabilities and organizational capabilities i.e. when the organization invests in improving the knowledge and skills of its employees, the investment is returned in the form of more productive and effective employees. While indirectly they highlight that as companies train their employees so as to enable them to handle both current and future issues, the training can lead to high levels of motivation and commitment by the employees, who actually see the opportunity they are given hence the appreciation of the investment their organization is making in them andis shown in their hard work and their contentment in being a member of such an organization.

 

Employee engagement may be seen as employees’ willingness and ability to help their company succeed, largely by providing discretionary effort on a sustainable basis and may be affected by many factors which involve both emotional and rational factors relating to work and the overall work experience (Markos&Sridevi, 2010). Agyemang and Ofei (2013) defines employee engagement as the positive, effective psychological work-related state of mind that leads employees to actively express and invest themselves emotionally, cognitively, and physically in their role performance. They posit that engaged employees work harder, are more likely to go above the requirements and expectations of their work and also tend to feel that their work actually positively affects their physical and psychological well-being.

 

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On the other hand job satisfaction is viewed as the extent to which people like or dislike their jobs (Adesola, Oyeniyi&Adeyemi, 2013). There are different aspects of job satisfaction, e.g. satisfaction with achievement, pay, job security or work itself (Burgard&Görlitz, 2011). Adesola et al. (2013) posit that job satisfaction is considered a strong predictor of overall individual well-being while Rizwan et al. (2012) explains that employee satisfaction relays on interpersonal skills, work place, pay, promotions, trainings and relations with co-workers. They continue that these factors bring positive feelings about that job ensuing from assessment of its uniqueness. Hence an employee among a high job satisfaction holds encouraging feelings about the work which enhances individual and organizational performance.

 

Motivation is very important from an organizational point of view because it transforms human resources into action (Saeed&Asghar, 2012). They continue to say that this improves the efficiency level of the employees and it leads to achieving organizational goals. In this way motivation is an internal feeling that comes from inside i.e. when employees are motivated towards their jobs, they are motivated to do more work. For this reason, it is necessary to provide such a workplace to the employees so that they feel motivated and perform better and better. Therefore motivation may be viewed as those psychological processes that cause the arousal, direction, and persistence of voluntary actions that are goal directed (Kreitner&Kinicki, 2006). Asim(2013) summarises that employees in any sector are the real assets of the organization and if they are motivated they perform their duties with full honour and dedication, they become fully loyal with it and are hence considered as a human capital of the organisation.

 

Employee job performance shows the individual behaviours that contribute to achieving organizational objectives. In this context job performance shows effectiveness and efficiency that make a payment to organizational goals. Saeed and Asghar (2012) hold that employee performance principally depends upon many factors like performance appraisals, employee motivation, employee satisfaction, compensation, job security, organizational structure and others.

 

In Kenya Wachira (2013) linked employee training and development activities to business growth in Barclays Bank. She posits that training and development activities have been used by the bank to ensure that it had well-grounded staff to support the growth agenda and as a result, many of her employees got opportunities to take on higher

 

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responsibilities as well as being able to in achieving the best in all areas of their professional and personal lives. This was supported by a study by Otuko, Chege and Douglas (2013) looking at the effect of training dimensions on employee’s work performance with a focus on Mumias Sugar Company. The study indicated that there was a positive and significant effect between training needs assessment; training contents and employee performance in Mumias Sugar Company Limited.

 

The general assembly of the United Nations [UN] also acknowledges the need for a competent, engaged and motivated staff. For example, the introduction to the UN Handbook on Competencies (2009) posit that in ‘Building the Future’, the organization’s greatest strength—and the key to success—is the quality of staff and managers. Hence to capitalize on this strength, the organizations need to create an organizational culture achievable through employee training and environment that enables staff to contribute to their maximum potential. This has seen a creation of training programs to stimulate increased employee productivity and performance (UN, 2010).

 

Considering people as the most valuable resource, the United Nations established the United Nations Systems Staff College with a mandate of providing the skills and knowledge to empower staff so as to contribute to a more effective, results-oriented and agile United Nations through learning, training and knowledge dissemination (UN Systems Staff College ([UNSSC], 2014).Through its programmes and services, the UNSSC assists UN organizations and their staff to develop the skills and competencies needed to meet the global challenges faced by the UN. The training programmes range from residential workshops, seminars, and formalized training courses to coaching and mentorship.

 

The United Nations Support Office for the African Union Mission in Somalia (UNSOA) was established pursuant to the Security Council Resolution 1863 on January 06, 2009 with a mandate to help the Security Council to achieve its overall objective, namely, to continue to provide a logistical support package for the African Union Mission in Somalia (AMISOM) (United Nations Political Office for Somalia [UNPOS], 2014). In addition, resolution 2102 (2013) places UNSOA as part of the integrated framework of UN Assistance Mission in Somalia [UNSOM] and authorizes UNSOA to provide the former with administrative, technical and logistical support. The range of support comprises all services, including administrative services such as personnel, finance,

 

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procurement, contract management, budget and training; construction and maintenance of office and accommodation facilities; health care; the establishment and maintenance of a communications and information technology infrastructure; air, sea and surface transport operations; supply and resupply operations and the provision of security services operation-wide (UNPOS, 2014). This mandate is achievable through a frame work of employee knowledge empowerment to handle the dynamic situations on the ground.

 

1.2 Statement of the Problem

 

The recognition of the importance of training in recent years has been heavily influenced by the intensification of competition and the relative success of organizations where investment in employee development is considerably emphasized (Sultana, Irum, Ahmed and Mehmood, 2012). Training is necessary to ensure an adequate supply of staff that is technically and socially competent and capable of career development into specialist 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 (Sultana et al. 2012).

 

Despite the strong assumptions that workplace training influences employee outcomes (e.g. motivation, commitment, withdrawal behaviour and work performance), there is a limited number of studies in field settings addressing these issues empirically (Dysvik and Kuvaas, 2008). These sentiments are supported by Burgard and Görlitz (2011) who argued that non-monetary returns to training are less often examined in the empirical literature. Similarly Agyemang and Ofei (2013) argue that despite employee engagement and employee commitment and their determinants received a great deal of attention in the last decade in academic circles, the concepts remain new with relatively little academic research conducted on them especially in Sub-Saharan Africa. Furthermore most studies on the subject of training and how it impacts on employee and organizational performance are majorly confined to the developed world within the context of individual countries and organizations raising the question on whether their findings can be generalised to other sectors, countries and the developing world.

 

More explicitly, Dysvik and Kuvaas (2008) based their study which explored alternative relationships between training opportunities and employee outcomes in the Norwegian service organizations. The study showed that the relationship between perceived training opportunities, and both task performance and citizenship behaviours were fully mediated, 5

 

 

and that the relationship between perceived training opportunities and turnover intention was partially mediated by employee intrinsic motivation.

 

Sahinidis and Bouris (2007) based their study which aimed to investigate the relationship between perceived employee training effectiveness and job satisfaction, motivation and commitment on employees and lower managers, on five large Greek organizations. The study indicated that indicating that there is a significant correlation between the employee perceived training effectiveness and their commitment, job satisfaction and motivation and high correlations were found between the latter three variables.

 

Further Shaheen, Naqvi and Khan (2013) focused on visualising the importance of training for school teachers at the district of Kotli Azad Jammu & Kashmir, Pakistani and in analysing its relationship between training and teachers’ performance. They found out a significant and positive association between training and organization performance. The research work by Adesola, Oyeniyi and Adeyemi (2013)examined the relationship between staff training and job satisfaction among Nigerian banks employees with special reference to the selected banks in Osogbo metropolis.

 

In East Africa, most scholars have focused primarily on established commercial institutions as case studies in an attempt to highlight the relationship between staff training and employee performance. Jagero, Komba, and Mlingi (2012) used DHL and FedEx courier companies that operate in Dar es Salaam Tanzania as their case study; Wachira (2013) Barclays Bank Kenya; Otuko, Chege and Douglas (2013) Mumias Sugar Company Kenya; Neo (2000) East African Breweries Limited. There lacks sufficient empirical evidence regarding the impact of staff training on the international civil servants based in Kenya. More specifically studies focusing on the newly established UNSOA.

 

 

 

In all these studies reviewed, the estimation framework does not allow taking time variant and unobserved factors into account. Though their findings might matter in a crucial way since the findings may apply in some situations, it is not clear whether these results would uniformly persist for other countries and sectors as well all classes of employees which present a knowledge gap. Hence the motivation to explore the relationship between employee training and performance in the United Nation Support Office for the African Union Mission in Somalia (UNSOA) for the African Union Mission in Somalia (AMISOM) in the current study.

 

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1.3 Purpose of the Study

 

The purpose of this study was to explore the effects of training on employee performance among the international civil servants.

 

1.4 Research Questions

 

The study was guided by the following research questions

 

1.4.1     What is the role of training on employee engagement?

 

1.4.2     What is the role of training on employee motivation?

 

1.4.3     What is the role of training on employee job satisfaction?

 

1.5 Importance of the Study

 

The study findings aresignificant to the following stakeholders;

 

1.5.1 UN Human Resources Management

 

The Human Resources Management of the UN common system would be interested in finding out if training programs affect the performance of the employees. In addition, the Human Resources Management would find out how these training programs generally affect employees motivation and satisfaction. The findings of this study would be useful, not only to the United Nations Human Resources Management in meeting the long term needs of the international civil servant, but also to other organizations that carry out similar training programs and their relevance in the dynamic job market.

 

1.5.2 The Employees/International Civil Servants

 

The international civil servants would want to know what training programs are available for them on the onset of joining the United Nations given that the United Nations has a unique operating system. Also, the employees would also have the chance to express their views and prove their relevance to their job situation.

 

1.5.3 Academicians and Researchers

 

There could be a number of academicians and researchers who would like to know what training programs are available in the unique operating system of the United Nations and their relevance and sustainability in the ever changing job market.

 

 

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1.6 Scope of the Study

 

The study population included the 144UNSOA’sstaff members based in Kenya. The data collection was within a period of two weeks between May 19, 2014 and May 30, 2014. The study was confined to the responses of the local employees of UNSOA due to ease of accessibility.

 

The role of time variation and contextual variations (country, organization and respondents) could not be underestimated in influencing the finding outcomes. Hence the data collection was limited to a period of 11 days to limit time based opinion variations. The study scope; values, ethics and competencies of the respondents may also present a bias. For this reason, the respondents were assured of confidentiality to enhance response rate and truthfulness in answering the questions. Finally, it is not possible for any single study to cover every aspect of a particular topic and this study is no exception.

 

1.7 Definition of Terms

 

1.7.1 Training

 

These are programs that provide workers with information, new skills, or professional development opportunities (Elnaga&Imra, 2013).

 

1.7.2 Employee Engagement

 

Employee engagement is the positive, affective psychological work-related state of mind that leads employees to actively express and invest themselves emotionally, cognitively, and physically in their role performance (Agyemang&Ofei, 2013).

 

1.7.3 Job Satisfaction

 

The extent to which people like or dislike their jobs (Adesola, Oyeniyi&Adeyemi, 2013)

 

1.7.4 Motivation

 

Viewed as those psychological processes that cause the arousal, direction, and persistence of voluntary actions that are goal directed (Kreitner&Kinicki, 2006)

 

1.7.5 Employee Performance

 

This is the measure of output vis-a-vis the input. It shows effectiveness and efficiency that make a payment to organizational goals and may depend upon many factors like performance appraisals, employee motivation, employee satisfaction, compensation, job security, organizational structure and others (Saeed&Asghar, 2012).

 

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1.8 Chapter Summary

 

The chapter gave a background on the subject of employee training. It has highlighted both advantages and disadvantages of employee training on both the employee and the organizational performance. The chapter has also presented both the contextual and theoretical knowledge gaps as well as the motivation for the current study. The following chapter will explore the literature review on the subject. Chapter three will present the research methodology that is the research design, population of study, data collection and analysis methods to be used. Chapter four will offer the findings of the study while chapter five will present a summary, discussion, conclusions and recommendations from this study.

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