TRAINING PRACTICES AND EMPLOYEES JOB

SATISFACTION IN THE UNITED NATIONS ECONOMIC

COMMISSION FOR AFRICA

BY

UMER MOHAMMED

A THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL PLANNING

AND MANAGEMENT,

COLLAGE OF EDUCATIONAL AND BEHAVIORAL STUDIES

ADDIS ABABA UNIVERSITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS IN HUMAN RESOURCE AND ORGANIZATION DEVELOPMENT
IN EDUCATION

JULY, 2016
ADDIS ABABA

1
 DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT,

COLLAGE OF EDUCATIONAL AND BEHAVIORAL STUDIES

ADDIS ABABA UNIVERSITY

TRAINING PRACTICES AND EMPLOYEES JOB SATISFACTION IN THE UNITED

NATIONS ECONOMIC COMMISSION FOR AFRICA

BY

UMER MOHAMMED

ADVISOR: ATO HAILESELASSIE WOLDE GERIMA

JULY, 2016
ADDIS ABABA, ETHIOPIA

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 DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT,

COLLAGE OF EDUCATIONAL AND BEHAVIORAL STUDIES

ADDIS ABABA UNIVERSITY

TRAINING PRACTICES AND EMPLOYEES JOB SATISFACTION IN THE UNITED

NATIONS ECONOMIC COMMISSION FOR AFRICA

BY

UMER MOHAMMED

_______________________ ___________ ______________

Chair Person, GC/AC Signature Date

__________________________ ___________ ______________

Advisor Signature Date

__________________________ ___________ ______________

Internal Examiner Signature Date

___________________________ ___________ ______________

External Examiner Signature Date

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 ACKNOWLEDGEMENTS

Although only my name appears on the cover of this paper, a great many individuals have
contributed to its creation. The words I offer here can never fully express the immense gratitude I
feel towards the people who have helped me succeed. The most important person in this process
is a very insightful person in the academic worldmy advisor, Ato H/sillassie W/Gerima. With
wisdom and patience, he guided me through the prospectus and thesis stages and taught me the
value of meticulous rigor. He completely transformed my writing; and showed me that revision
is not a sign of weakness, but rather a mark of commitment to my craft to continue on my work.

I owe an inexpressible amount of gratitude to ECA HRM staffs, a committee member that I am
proud to call as my friend, when I had a data verification problem, assistant HRM staff helped
clear my bewilderment, often responding within just a few days.

i
 Table of contents

Contents Page

Acknowledgements .......................................................................................................................... i
Table of contents ............................................................................................................................. ii
List of Tables ..v
Abstract .......................................................................................................................................... vi

CHAPTER ONE ........................................................................................................................... 1

1. INTRODUCTION..................................................................................................................... 1
1.1 Background of the study ....................................................................................................... 1
1.2 Statements of the Problem..................................................................................................... 3
1.3 Objective of the Study ........................................................................................................... 5
1.3.1 General Objective of the Study ...................................................................................... 5
1.3.2 Specific objectives .......................................................................................................... 5
1.4 Significance of the Study ...................................................................................................... 6
1.5 Scope of the Study................................................................................................................. 6
1.6 Limitation of the Study ......................................................................................................... 7
1.7 Operational Definition of Key Terms ................................................................................... 7
1.8 Organization of the Study ..................................................................................................... 8

CHAPTER TWO .......................................................................................................................... 9

REVIEW OF RELATED LITERATURE.................................................................................. 9
2.1 Conceptual Framework of the Research ............................................................................... 9
2.2 Definitions and Concepts of Human Resource Development ............................................. 11
2.2.1 Definition of HRD ........................................................................................................ 11
2.3 Elements of Human Resource Development: ..................................................................... 12
2.4 Dimensions of Human Resource Development (HRD) ...................................................... 13
2.5 Human Resource Development Components ..................................................................... 13
2.5.1 Manpower Planning...................................................................................................... 14

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 2.5.2 Recruitment, Selection and Placement ......................................................................... 14
2.5.3 Training and Development ........................................................................................... 14
2.5.4 Performance Appraisal ................................................................................................. 15
2.5.5 Job Rotation .................................................................................................................. 15
2.5.6 Wage and Salary Administration .................................................................................. 16
2.5.7 Career Planning and Development ............................................................................... 16
2.5.8 Organization Development ........................................................................................... 16
2.5.9 Quality Circle ............................................................................................................... 17
2.5.10 Human Resource Information System........................................................................ 17
2.6 Training Need and Background Assessment ...................................................................... 18
2.6.1 Characteristics and Definitions of Training.................................................................. 18
2.6.2 Paradigm Shift to TNA ................................................................................................. 19
2.6.3 Concepts of Training Needs Assessment ..................................................................... 20
2.7 The Effect of Training on Job Satisfaction ......................................................................... 21
2.8 Empirical studies of Relationship between Training and Job Satisfaction ......................... 22

CHAPTER THREE .................................................................................................................... 27

3. RESEARCH DESIGN and METHODOLOGY ................................................................. 27
3.1 The Research Design ........................................................................................................... 27
3.2 Sample Design..................................................................................................................... 27
3.3. Selection of Participants ..................................................................................................... 28
3.4 Data-Collection instrument ................................................................................................. 28
3.5 Pilot testing of the survey questionnaires........................................................................... 29
3.7. Data Analysis Techiniques ................................................................................................. 30
3.8 Ethical considerations. ........................................................................................................ 31
CHAPTER FOUR....................................................................................................................... 32
DATA PRESENTATION, ANALYSIS AND INTERPRETATION ..................................... 32
4.1 Demographic Information of the Respondents ................................................................... 32

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 4.1 Characteristic of the respondents ................................................................................... 33
4.2. Frequency of Offering Training ......................................................................................... 34
4.3 Training and organization objective .................................................................................... 35
4.4 Orientation and training ...................................................................................................... 35
4.5 Employees Perception towards the Organizations Training Facility ............................... 36
4.6 Employees Satisfaction with UNECAs Commitment to Employee Education ............... 38
4. 7 Employees opinions with Opportunities for HRD ............................................................ 39
4.7.1 Employees Satisfaction with the Fairness in Training Opportunities ......................... 39
4.8 Employees Satisfaction with the Coaching practices ........................................................ 40
4.9 Employees Satisfaction with Mentoring ............................................................................ 43
4.10 Training and satisfaction ................................................................................................... 44
4.11 Training practices on employee performance ................................................................... 46

CHAPTER FIVE ........................................................................................................................ 53

DISCUSSION, CONCLUSION AND RECOMMENDATIONS ........................................... 53
5.1 Discussion ........................................................................................................................... 53
5.2 Conclusion ........................................................................................................................... 54
5.3 Recommendations ............................................................................................................... 57
References .................................................................................................................................... 59

Appendix ....67

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 List of Tables

Table 4.1 Characteristic of the respondents .................................................................................. 33

Table 4.2 Frequency of training .................................................................................................... 34

Table 4.3 Training and mission of the organization ..................................................................... 35

Table 4.4 Training and worming up ............................................................................................. 36

Table 4.5 Employees perceptions of training .............................................................................. 37

Table 4.6 responses of educational support .................................................................................. 38

Table 4.7: Respondents satisfaction with the fairness in training opportunities ......................... 39

Table 4.8 Employees satisfaction in coaching .............................................................................. 41

Table 4.9 Employees opinions with Opportunities for trainng ................................................... 42

Table 4.10: Employees response regarding Mentoring practices ............................................... 44

Table 4.11 Training Satisfaction ................................................................................................... 45

Table: 4.12 Employee performance .............................................................................................. 47

Table 4.13: Inter-relationship between various factors of the overall training satisfaction.......... 48

Table 4.14 Training Factors, Overall Training Satisfaction and Job Satisfaction across various
age groups ..................................................................................................................................... 50

Table 4.15: Correlation Matrix for Various Factors of Overall Training satisfaction and aspect of
Job Satisfaction ............................................................................................................................. 51

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Abstract

This research work examined the relationship between staff training and job satisfaction among
UN-ECA employees with special reference purposively selected employees. Structured
questionnaire was used to collect data from eighty (80) respondents through purposice sampling
technique Pearson product moment correlation coefficient was employed to know the
relationship between staff training and job satisfaction, while multiple regressions was used to
determine the effect. The result showed that staff training has positive significant relationship
with job satisfaction .The study also revealed that the combined influence of age, working
experience, and qualification have a strong association with job satisfaction of ECA employees.
Data from the respondents was subjected to analysis using the statistical software SPSS.
Independent Sample T-Tests, One Way Anova, Correlation, and regression analysis were used to
test the research questions. Various facets of overall job satisfaction were found to have a
significant positive association with each other that results in a significant association between
overall training satisfaction and employee development aspect of job satisfaction. The Research
highlights the needs of business to concentrate on building employee capacity and focusing on
Employee Development to attain job satisfaction and creation of Competitive advantage for the
organization. Where much of the research is focused on training and its effects on overall job
satisfaction, little research has been focused on the employee development aspect of job
satisfaction.

vi
 CHAPTER ONE

1. Introduction

1.1 Background of the study

Training has been recognized as one of managerial tools that enhanced job satisfaction globally.
Training is, basically, a practical education through which knowledge and skills develop,
experience and inefficiencies are overcome and closer approximation can be achieved (Atif, et
al, 2011). Human resource specialists who realize the value of training and development have
taken deliberate decisions to encourage management of organizations to give their employees
significant autonomy to develop their skills and have made a wide range of training available
across their organizations, tailored to meet the needs of employees. Sajuyigbe and Amusat,
(2012) reported that training and development have enhanced personal job satisfaction. Grund,
(2001) also agreed that training has improved employees performance in term of increased in
productivity, particularly in areas such as sales, customer services and IT, also improvement in
retention rate, and higher levels of personal job satisfaction. Higher productivity and improved
employee performance will rely on employees having the right skills. Historical data from the
SHRM employee job satisfaction survey report over the past few years show that employee job
satisfaction has begun to depend more on issues like job security and the opportunity to use skills
and abilities (Asaju, 2008).

Jones et al, (2008) also agreed that training deals with the efforts made to bring improvement in
the performance of employees. Results of a 2000 survey of 271 network professionals conducted
by Lucent Care showed that the most important factor in job satisfaction was the opportunity to
learn new skills (Blum and Kaplan, 2000).

The importance of training has grown in last few years because of rapid growth in the
management practices, and increasing demands of the employee job. Thus training is the best
solution to improve employees understanding and let them know how to use the specific skills
(Muhammad, 2012). Training is managerial tool which enhances employees skills to cope with
the problem of bank distressed syndrome that facing Nigerian banking industry where many are
thinking of merger and acquisitions. According to Samuel and Chipunza (2009), retaining skilled

1
employees is critical in order to sustain competition and effective and efficient service delivery
among organizations.

Many different aspects of a job have been studied in relationship to job satisfaction. Job training
is one of those aspects, and there has been research done on the relationship between job training
and job satisfaction. Some studies include job training as a specific factor in measuring job
satisfaction (Traut, 2000; Mau and Kopischke, 2001). In others, it may be included as an
organizational variable (Schwepker, 2001; Shapiro, Burkey, Dorman, & Welker, 1996). Ongoing
training throughout an employees career has been determined to be an important factor which
can be used to improve job satisfaction in older, or more tenured workers. Mentoring programs,
in which longer-term workers introduce newer workers to the organization and teach specific
tasks, have been recommended to improve job satisfaction in older workers (and to help in the
education of new employees, as well) (Traut, 2001). Similarly, train-the-trainer programs for
employee trainers and improved training programs for employees have been shown to have
positive effects on job satisfaction (Hatcher, 1999).).

Employees satisfaction with the organization can be expected only when the practices
incorporate employees needs. Therefore, in assessing and improving the existing practices, the
level of employees satisfaction with the practices is worth to consider. United Nation Economic
Commission for Africa (UNECA) has Human Resource Training and Development department
which are responsible for managing the organizations HRD practices and administering its
training and development institution to be in the eye of the researcher. Established by the
Economic and Social Council (ECOSOC) of the United Nations (UN) in 1958 as one of the UN's
five regional commissions, ECA's mandate is to promote the economic and social development
of its member States, foster intra-regional integration, and promote international cooperation for
Africa's development.

Made up of 54 member States, and playing a dual role as a regional arm of the UN and as a key
component of the African institutional landscape, ECA is well positioned to make unique
contributions to address the Continents development challenges.

2
Presently, the Human Resource Department of UNECAs are not focused on execution of
the systematic and scientific HRD Practices plus issues concerning the satisfaction level of
employees. Hence, to understand the above issues of the Commission, this research will be about
assessing to analyze the implementation Of Human Resource Development practices in United
Nation Economic Commission for Africa and its impact on perception of employees which leads
to Satisfaction or Dissatisfaction. This study will also light on the relationship between
Human Resource Development (HRD) practices with employee satisfactions, the Commissions
commitment to HRD, appropriateness of HRD practices, opportunities for growth and
development, managements guidance and encouragements and other dimensions of HRD
practices.

1.2 Statements of the Problem

As different theorists suggests training as the systematic development of the knowledge, skills,
and attitudes required by a person in order to effectively perform a given task or job. Training is
one of the human resource development means if it is applied with cost-effective, efficient and in
task oriented way. To the benefit of the work force training should be structured and planned,
can be on or off the job. Training is believed as learning related to present job; (John, 2005), so it
should be linked to the organizations strategic plan and be based on a training needs analysis.
Much of the training is done by large organizations. Successful companies around the world
devote about 4% of their payroll for training. Developing countries may wish to use this as a
benchmark and work towards it, because they need more qualified work force as a supplement to
their lower technology status. To this end, they may wish to expand the pool of trainers in their
countries. In 1992 the Singapore National Productivity Board's Advisory Committee on Training
Infrastructure pointed out that Singapore in 1989 had only 1,200 full-time trainers or a ratio of
about one trainer for every 1,000 employees. The ratio for the US was 1:122 and Germany 1:49.
In Japan, most managers and supervisors have training responsibilities as part of their duties
(UNDP, Human Development Report, 1996). \

How far is in African whether government or non government organization allocate their budgets
for training to satisfy their employees in career and personal development? It needs further
research. For example in government organizations of Ethiopia there is no any problem in
budgeting for training, however its real implementation always starts to the close end of the

3
budget year, sometimes with escaping in other times in fast and furious way. Training is the
organized way in which organizations provide development and enhance quality of new and
existing employees. Training is viewed as a systematic approach of learning and development
that improve individual, group and organization (Goldstein& Ford, 2002). Thus it is the series of
activities embarked upon by organizations that leads to knowledge or skills acquisition for
growing purposes, thereby, contributing to the well being and performance of human capital,
organization, as well as the society at large.

According to Manju & Suresh (2011), training serves as an act of intervention to improve
organizations goods and services quality in stiff the competition by improvements in technical
skills of employees. The changes in system and method have significant impact on skills
requirements. Thus, employees face the need to constantly upgrade their skills and develop
attitudes that permit them to adopt change. Thus, providing an effective human resource
development program is required to enhance both firms competitiveness and employee
satisfaction.

Different organizations design and implement different training strategies to enhance their
employees career and professionals development. However, in the think tank organization of
Africa, ECA, training is one of the pillars in professional and social development. Though its
effectiveness in filling the gap of professional is not yet researched. Even there is no any ample
evidence to refer to the impact of training to job satisfaction in the aforementioned organizations,
Therefore the aim of this research is to fill those gaps in relation to training and job satisfaction
in Economic Commission in Africa.

From the annual report of ECA during 2013-2014, sound progress was made under the social
development sub programme towards its objective of promoting inclusive and equitable sus-
tainable human and social development in line with internationally and regionally agreed
commitments and frameworks. Work was successfully accomplished on social issues through
training and capacity development, the provision of technical advisory services and the review of
the implementation of internationally agreed commitments on social development. For the
aforementioned year there are about three major training schemes to the employees of the

4
organization. From the three one has huge impact and coverage to be taken as the spin head of
the research.

Cognizant of the above explained facts how far is the Human Resource Department of
UNECAs are focused on execution of the systematic and scientific HRD Practices
specifically training and its impact in retaining its employees eagers the researcher to investigate
the issues scientifically. Hence, to understand the above issues of the Commission, this study is
to investigate the extent to which employees satisfied with training dimensions of HRD
practices in the UNECA. Based on the purpose of the study, the researcher will try to answer the
following basic questions

1. How do training practices affect UNECA employees performance?

2. What is the relationship between training and job satisfaction level of employers?

3. What affects training in relation to training to employee satisfaction?

1.3 Objective of the Study

1.3.1 General Objective of the Study

The main purpose of this study was to identify Human resource development practice and their
relationship with job satisfaction of United Nations Economic Commission for Africa.

1.3.2 Specific objectives

The specific objectives of the study are:

To examine the trends of training practices in UNECA.

To establish relationship between training practices and satisfaction levels.

To analyze employees perception towards their managers/supervisors support in

providing guidance and encouragement for employees development.

To determine to what extent training practices in the UNECA affect employee

satisfaction.

5
 To explore the major challenges of UNECA in relation to employee satisfaction.

1.4 Significance of the Study

The result of this project will be significance in various respects. Firstly, the study will draw
some conclusions and identify employees complaint areas in human resource development
practices of the UNECA. Thus, it will give signal to the human resource management of the
company to take remedial action. Secondly, it will help as a source of reference and a stepping
stone for those researchers who want to make further study on the area afterwards. Thirdly, it
gives the researcher the opportunity to gain deep knowledge in contemporary practice of human
Based on the findings and literature reviews, to summarize, conclude and recommend alternative
ways to improve human resource development practices.

1.5 Scope of the Study

Most of studies conducted on current literatures of HRD shows that scope of HRD is
characterized by a view that training is too amorphous. The amorphous nature of training make
very difficult to clearly determine the scope and boundaries for training. Therefore, given the
time and financial constraint, in the study the scope of training is limited with individual learning
and development, training. Moreover due to nearness and interest the study will only focus on
the United Nation Economic Commission for Africa in 2013/14 calendar year to get very recent
information on training practices. ECA is headed by an Executive Secretary, who is assisted by a
Deputy Executive Secretary. Its work programme is supported by two pillars: policy research
and knowledge delivery. There are five substantive divisions responsible for policy research:
Macroeconomic Policy, Regional Integration & Trade, Social Policy Development, Special
Initiatives, and the African Centre for Statistics. The Capacity Development Division, IDEP
(ECAs training arm), the Division of Administration and ECAs Subregional Offices in Rabat,
Niamey, Yaounde, Kigali and Lusaka comprise the Knowledge Delivery pillar. Knowledge
generation and knowledge delivery at ECA are underpinned by the Strategic Planning &
Operational Quality Division and the Public Information and Knowledge Management Division.
However based on the objective of this research it fenced itself to assess to the capacity
development division of the commission to analyze the employees satisfaction towards HRD
practices particularly training in the commission.

6
1.6 Limitation of the Study

Conducting research in a big named international organization like ECA had so many draw
backs to finalize the research on time. For instance the HRD officials were most of the time in
abroad for different reasons to hand me the questionnaires on time was one of the major
constraints during the study. Since the study was not conducted on nation-wide, the findings
which are the basis for generalization to even to extend to other similar organizations are not
supposed to be free from some limitations which are likely to appear on other same studies. In
fact, the basis taken into consideration for not undertaking a nationwide based research was due
to time constraints and unmanageability of the size.

1.7 Operational Definition of Key Terms

Human Resource Development: Are the unfolding procedures which allow employees to move
from one level of understanding and capability to an advanced state whereby a higher level of
skills, knowledge and competences are required.

HRM: is " planning, organizing, leading and controlling the work of organization members and
of using all available human resources to reach stated organizational goals"( Stoner J., R.Edward
Freeman and Daniel R.G., 1998:7).

Organizational commitment: Organizational commitment defined as an employee strong

belief in and acceptance of an organizations goal and values, effort on behalf of the organization
to reach these goals objectives and strong desire to maintain membership in the organization
(Hunt & Morgan, 1994)

Job satisfaction: The term job satisfactions refer to the attitude and feelings people have about
their work. Positive and favorable attitudes towards the job indicate job satisfaction. Negative
and unfavorable attitudes towards the job indicate job dissatisfaction (Armstrong, 2006).

Training: is the systematic and planned instruction activities that are used to promote learning

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1.8 Organization of the Study

This study will be organized in to five chapters. The first chapter presents background of the
study, statement of the problem specific and general objectives, significance of the study,
delimitation, limitation, and organization of the study. In chapter two review of the related
literature will be entertained. The third chapter will cover the research design and methodology.
Presentation, analysis and interpretation of the data will be presented in the fourth chapter. The
fifth chapter which is the last one will include summary, conclusion and recommendations.

8
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

The primary purpose of this chapter is to insight the theoretical foundation of assessing
employees satisfaction with regard to an organization human resource development practices.
More specifically, review of up-to-date related literatures regarding: definitions of HRD,
purposes, and components of HRD etc will be presented.

2.1 Conceptual Framework of the Research

Job Satisfaction refers to positive or negative feeling/perception one has about his/her job.
Rowden and Conine Jr. (2005) called it a subjective perception of work, as satisfying factor for
one employee might not act as a satisfying feature for another. Job satisfaction is widely
researched topic (Curtis, 2007) because most individuals spend a large part of their life at work,
and understanding the factors that contribute to job satisfaction are important in improving the
overall well-being of individuals. One Human Resource function that aids in changing employee
behavior is that off support from employer for personal development, it leads to employees
positive responses as being engaged and committed (Maurer and Lippstreu, 2006).

Opportunities for employee development determine personnel satisfaction (Garca-Bernal,

Gargallo-Castel, Marzo-Navarro, & Rivera- Torres, 2005) resulting in both an improvement in
worker productivity as well as a reduction in the cost of hiring and training workers. Likewise
Linz (2003) deduced that job satisfaction correlate positively with labor productivity and
negatively with labor turnover, both of which influence firm performance. In order for a firm to
positively impact its performance it has to take a step that increases employee satisfaction with
the job. One such step is identified by Gazioglu and Tansel (2006) who specified employees who
received job training were more satisfied than those who had no training opportunities. Aligned
with the aforementioned findings, the value of employee development is furthercemented in a
study conducted in America and Canada pointed that receiving training that enhanced skills and
capability was a key component of what potential candidates looked for in jobs (What Drives,
2001). The above assertions and findings lead us to propose that organizations failing to provide

9
adequate employee development initiatives will fail to attain optimum level of employee
satisfaction and will face turnover issues.

Hertzberg (1968) proposed training to be a hygiene factor thus training may not be a primary
cause of employee satisfaction but on the contrary Rowold (2008) in their empirical study found
training was specifically designed to accomplish an explicit goal: enhanced job satisfaction
likewise Bedingham (1997) specified training brought changes in on the job behaviour, the
benefits of this were established in the study by Eaglen et al. (2000), some of them are improved
productivity, employee satisfaction, reduced turnover and willingness to accept strategic and
organisational change.

Buckley and Caple (2004) suggested the categories of job satisfaction that can have an impact
that comes from training. One is intrinsic that may come from performing task well or being able
to apply the skills learnt, it infuses a sense of being developed and having an increased
competence whereas extrinsic job satisfaction comes from extra earning that comes from
improved job performance, the ability to perform the task, applying the skills and improved job
performance stem from the learning that comes from training.

The study of Linz (2003) among Russian workers agreed with the above assertion and
maintained that Workers reporting high levels of job satisfaction tend to be those who have a
high expectation of receiving intrinsic job characteristic, by developing additional skills, learning
new things, accomplishing something worthwhile and all this is possible to achieve through
training. Acton and Golden (2003) in their study identified that training of employees does not
only positively relates to employee job satisfaction but also contributes in building a negative
relation to turnover cementing the assertion of Winterton (2004) who stressed on failure to invest
in training and development contributes to higher labor turnover. The researches support the
conjecture that offering talented employees training to keep them current on their job functions
and allowing them to learn new skills can be utilized to improve satisfaction with the
organization.

10
Coetzer (2006) discovered that employees perceived lack of incentives to learn posed a
challenge in motivating and retaining employees while it threatened satisfaction of employees at
work. To meet this challenge Barnett and Bradley (2007) made it imperative on the organization
to support employees in developing their careers whichincreased not only their job satisfaction
but also their career satisfaction, this according to Sadler-Smith (2006) could be done through
training as it provides a mean to master the skills employees needs to advance in the company.
[Training seems to yield us twin benefits that is, professional enhancement; & personal
satisfaction with an added sense of worth & value]

2.2 Definitions and Concepts of Human Resource Development

2.2.1 Definition of HRD

The concept of human resource development was introduced by Nadler (1984) in a conference
organized by the American society for training and development Human resource development
has better defined in the dimension which encompasses rather than finds its literary meaning. For
example Rao (1990) defined it as the process of helping people to acquire expertise. In an
organizational context, it is the process by which organizations help their employees in a
continuous and planned way in order to:

acquire or sharpen the abilities required to perform various functions associated with their
present or expected future roles;

develop their general skills as individuals, discover and utilize their inner potential for
their own and/or organizational development purposes;

develop an organizational culture in which supervisor subordinate relationships,

teamwork and collaboration among sub-units are strong and contribute to the professional
well-being, motivation, and pride of employees.

The Human resource development process is facilitated by mechanisms (instruments or sub

systems) such as performance appraisal, training, organizational development (OD) feedback and
counseling, career development, potential development, job rotation and rewards. Employees are
helped constantly in order to make them to acquire new skills. This aid is offered through a
process of planning, performance, feedback and training. It also includes, assessment of the
11
developmental needs, periodic reviews of performance, and the creation of development
opportunities through training, job rotation, responsibility definition and similar other
mechanisms.

2.3 Elements of Human Resource Development:

The following are some the elements of human resource development that directly related to the
research objectives discussed in detail:

reducing direct recruitment by retraining and, redeployment of existing manpower, so as

to encourage professionalism with a reasonable uplift to the status of a professional
approach specially required in education.

using training as the main human resource development strategy; utilizing performance
and potential appraisal not only as mechanisms for deciding rewards and punishments but
as an effective tool for development, as a trained individual a teacher in this case has also
to lead his / her students toan optimum possibilities of innovation and creativity which
will be impossible without quality development considered in training scope. But moving
a bit beyond by incorporating all aspects of HRD which are required for developing
softer images in the personalities of these trainees who are supposed to facilitate students
rather than pulling into a hard, rough and tough situations where the softer aspects of
students personalities have hardly any space to grow.

making jobs more meaningful and providing challenges and intrinsic motivation so that they
become the strongest motivators, as without proper motivation both at teachers and students end,
canvas of creativity cannot be widened. developing the line staff as competent resource people
for human resource development, in the environment of intellectual development for quality
assurance. conducting periodic reviews of the organizational health introducing suitable
interventions on a long-term basis but with a suitable / workable frequency to make the
development . encouraging, adopting and experimenting with new interventions aimed at human
resources development and liberally encouraging research and to find new horizon for mental
caliber of trainee teachers. conducting regular audit of the effectiveness of the personnel and
human resource development systems, so that this system is obliged to be economically viable

12
and practical. developing and implementing a mechanism for clarification of goals and roles for
individuals and groups; and making them capable of goal oriented. That will make their job
experts with a stress to time constraints. arranging for a continuous exchange of ideas with
eminent professionals, so that the development process covers wider canvas and involves mutual
interest and understanding.

2.4 Dimensions of Human Resource Development (HRD)

Human resource development is considered the key to higher productivity, better relations and
greater profitability for any organization. For instance Iqbal (2007) says human productivity is
crucial for growth and survival of organizations. Cheney (2002) supported the concept that
higher productivity leads to ultimate societal benefits. As far as the dimensions/components/sub-
systems of human resource development are concerned, mechanisms of human resource
development have been designed in different ways and various thinkers and professionals have
offered divergent views. Rao (1988) suggests that human resource development sub-systems
comprise performance appraisal, potential appraisal, career planning, training, performance
coaching, organization development, employee welfare, rewards, qualities of work life and
human resource information system. Pareek (1983) refers to performance appraisal, feedback,
counseling, potential appraisal, career advancement, career planning and training as dimensions
of human resource development. Varadan (1987) traces human resource development
mechanism into performance appraisal, role analysis, organization development and quality
circles. Though there is diversity among these arguments, but one can trace out that on some of
the dimensions there is unanimity of opinion among the experts. Iqbal (2007) refers,
improvement in human productivity is crucial to a country like Pakistan where the rate of
investment has already been low and falls in the range of 17 to 18%.Therefore organizations
need to develop employees to enhance productivity.

2.5 Human Resource Development Components

Different scholars classify components of HRD in different directions for example Jayagopal
(1988) proposed a comprehensive framework for human resource development program,
comprised upon four major areas with nineteen functions under them. And also suggest a dense

13
network of interconnections between these functions. That framework was thrashed and most
necessary components are only discussed in detail.

2.5.1 Manpower Planning

Manpower planning is the process which assesses and determines that the organization will have
an adequate number of qualified persons available at specific times, performing jobs which
would fulfill the needs of the organization and which would provide satisfaction for the
individuals involved. It is an endeavor to catch demand and supply, it involves:

calculation of net human resource requirements based on present level of human

resources;

based on the objectives and long-term plans of the organization, an estimation of present
and future requirements and supply of human resource;

to develop the human resource of existing employees and planning an approach that will
enable the organization to get the rest of human resources from outside the organization.

initiating steps to change, mould and develop the existing human resource to meet the
future human resource requirements.

2.5.2 Recruitment, Selection and Placement

Generation of applications for specific positions for actual or anticipated vacancies is known as
Recruitment. Through ideal recruitment procedure suitable applicants could be identified.
Selection is the process of ascertaining the qualifications, experience, skill, knowledge etc of an
applicant with a view to appraising his/her suitability to a job. The selected candidate is assigned
the most suitable job is Placement. Right person on the right job may produce the best results.

2.5.3 Training and Development

The two terms are quite identical to each other, but they are not the same in meaning. Training is
a learning process that aims to permanently improve the ability and behavior of the employees
by enabling them to acquire new skill, knowledge and attitude for more efficient performance.
Which includes: identification of training needs developing suitable training programmes

14
providing requisite job skills and knowledge to employees evaluating the effectiveness of
training programmes

Development is the growth or realization of a persons ability, through conscious or unconscious

learning. Development programs usually include phases of planned study and experience, and
are usually supported by a coaching or counseling facility. Development occurs when a gain in
experience is effectively combined with the conceptual understanding that can illustrate it, giving
increased confidence both to act and to perceive how such action relates to its context (Bolton,
1995).

2.5.4 Performance Appraisal

Performance appraisal is the process which helps determine the efficiency of a worker in his/her
job performance. It provides a mechanism for identification of merits and deficiencies observed
in an employee in relation to his/ her job performance. Appraisal is to determine the present state
of efficiency of a worker in order to establish the actual need for training. The process of
performance appraisal consists of following:

Setting the standards for performance

Communicating the standard to the employees, measuring the performance, comprising

the actual performance with the standard set.

2.5.5 Job Rotation

The distribution of responsibilities it is suggested will result in specialization. However, to be

able to utilize their specialization in the best possible way, the work tasks should be rotated
among the employees so as to broaden their field of specialization as well as their knowledge
about the organization's operation as a whole. Therefore, once a year the work-tasks, should be
rotated among the various employees depending upon their qualifications and suitability to
perform the new work-task.

15
2.5.6 Wage and Salary Administration

The principal need of all employees is adequate wage and salary, which should be proportionate
with his/her duties and responsibilities. Wage and salary administration refers to the
establishment and implementation of sound policies and practices of employee compensation. It
includes areas such as job evaluation, development and maintenance of wage structure, wage
surveys, wage incentives, profit sharing, wage changes and adjustments, supplementary
payments, control of compensation costs, etc. Wages and salaries are important in determining
the standard of living, per capita income, productivity, moral and economic well being of the
workers and employees.

2.5.7 Career Planning and Development

The concept of career planning emerged in the USA in the 1970s, and become popular. It
encouraged employees to analyze and assess their ambitions and provide them with the
information about a companys career opportunities. It focuses on generating an awareness of
strengths and weaknesses among employees and at helping them to match their skills and
abilities to the Heads and demand of the organization. Without development of people in the
organization, the organization cannot prosper. The General Electric Company (GEC) in USA has
brought out the Career Dimensions work books. The four areas where career planning program
can benefit a company are;

They maintain a positive relation with employees.

They help to avoid mismatches between what an employee wants and what a company
needs and can offer.

They provide a way of identifying opportunities for continuous career growth.

They improve the utilization of professional and managerial staff.

2.5.8 Organization Development

Organization Development (OD) is an organization-wide, planned effort emphasizing

appropriate intervention in the continuous activities of the organization, which is managed from
the top. Robbins (1993) describes OD as, A collection of planned change interventions, built on

16
humanistic-democratic values, that seek to improve organizational effectiveness and employee
well being. It consists of the activities related to organizations as social systems which focus on
changing the human infrastructure through interventions in the various processes. In a planned
way strategy is formulated focusing on developing and stimulating the adaptive capacities of
organizations so as to allow them to respond to their internal and external environments, in a pro-
active manner. Organization development provides a normative framework within which,
changes in the climate and culture of the organization towards harnessing the human potential for
realization of organizational objectives is brought out. Organization development exercise
includes a teambuilding programme, interpersonal sensitivity, role clarity, personal growth and
stress management.

2.5.9 Quality Circle

Quality circle is a self-governing group of workers with or without their supervisors. This group
voluntarily meets regularly in order to identify, analyze and solve the problems related to their
work area. The circle groups discuss issues and problems relating to their work unit and their
own jobs, and can meet both during and after working hours. In addition to the quality circles,
there are facilitators, coordinators, and the steering committee that play their respective roles at
various stages of functioning of the quality circles. The objectives of the quality circle are:

Enhancement and utilization of human resources effectively

Satisfaction of the worker's psychological needs for motivation

Enhancement of employees supervisory skills like leadership, interpersonal and conflict

resolution

Developing the skills through participation creating work interest, inculcating problem-solving
techniques etc.

2.5.10 Human Resource Information System

A systematic way of gathering and storing information about each individual employee for the
benefit of planning, decision-making and supply of returns to external agencies at the
organizational level is known as human resource information system. A variety of records are

17
maintained to meet the needs of manpower planning, recruitment, development of people,
compensation, integration and maintenance and separations not only for internal control,
feedback and corrective action, but also to meet the various constitutional obligations.

2.6 Training Need and Background Assessment

Before any training conducted the back ground of the trainers must be stipulated and assessed to
embark on the desired goal. Chunn and Thacker (1993) believed training is a very effective tool
for modern organizations where attitudinal change towards new programs was needed, effective
training programs attained positive alteration of human behavior, which had been crucial to
achieve desired results (Ali, 1999). It was estimated that in United States during 19291982,
twenty-six percent increase in production was attained due to education and training
interventions (Desimone 2002). According to a survey of human resource managers in large
organizations, training and development was the most important area, which HR managers were
suggested to go about. Training has also been imperative to fill the skills gap because many fresh
graduates, when they come to work places, cannot meet the standards and requirements of
modern organizations.

Focus of training and development activities is on change and/or improvement in knowledge,

skills, and attitude of employees (Desimone 2002). Prokopenko (1987) mentioned, Only after
adequate education, training and development people do become a valuable resource and the
most important productivity factor. He also suggested that skills and abilities could be upgraded
through training and development. Training can contribute to the effective use of the
organizations resources, but only if approached systematically. The importance of clearly
defining needs before embarking on a training programme should be over-emphasized
(Noorjahen, 2007)

2.6.1 Characteristics and Definitions of Training

Al-Khayyat and Elgamal (1997) mention that training possesses following characteristics:

1. It provides a learning experience to both the individual and organization

2. It equips the trainees with new set of knowledge and skills

18
 3. It provides a platform to bring an attitudinal change in trainees

4. It improves productivity of the individuals and respective organization

According to above a criterion training is defined as: A planned learning system aimed at attitude
and/or behavioral change by equipping individuals with desired knowledge and skills in order to
maximize his/her potential performance and, therefore, increases organizations productivity.
Training is an integrative system, which requires among other things a high level of
collaboration among various human resource management activities (Al-Khayyat and Elgamal,
1997, p. 88).

Nadler (1984) believes; Training equals to learning related to present job. John (2005) defined
training as: A planned process to modify attitude, knowledge or skill behavior through learning
experience to achieve effective performance in an activity or range of activities. Its purpose, in
the work situation, is to develop the abilities of the individual and to satisfy the current and
future needs of the organization. Al-Khayyat and Elgamal (1997) highlight the core concept of
training as derived from change by learning. Change in the behavior/attitude of trainee(s) is
desired outcome of every training program at an organization. Organizations are imparting
training to bring behavioral/attitudinal change in their employees but it does not bring desired
results always. Training needs assessment is one of the factors that determine success of training
to bring the said change (Iqbal, 2007).

2.6.2 Paradigm Shift to TNA

The concept of training needs is considered at strategic level because it has become concern of
proactive managers of modern organizations. Modern organizations have experienced a
paradigm shift from training as an outcome of training needs assessment, which is further a
response to a particular problem to training as an important business strategy that prepares the
organizations human resource to become compatible with unavoidable change and opportunity
in technology, systems, structures and the nature of work itself (Anderson, 1994).

19
2.6.3 Concepts of Training Needs Assessment

Before training put in practice assessment of background of the trainees should be given
priorities. After that assessing needs should be followed Need is the gap between current and
desired (or required) results, or (stated another way) the gap in results between what is and
what should be (Kaufman, 1994, p. 14) and further endorsed by Watkins and Kaufman (1996).
According to them needs are three in number i.e. the gaps can be in outcome, in output, and in
product, when results are defined at mega, macro and micro levels respectively. On the other
hand gaps in means, means refer to methods (processes) and resources (inputs), are called
quasi needs, which are the best considered in terms of closing the gaps in results. Iqbal
suggested, Needs assessment is a process for identifying needs and placing them in priority
order on the basis of what it costs to meet the need versus what it costs to ignore it.

Al-Khayyat (1998, p. 20) who defines needs assessment as an effort that analyzes and diagnoses
the organization, task and person, to determine if a cure is necessary and what cure is most likely
to produce the desired results. A training need can be defined as the gap between the
requirements for skills and knowledge inherent in the job and those possessed by the current
jobholder. It is vital that this gap is adequately analyzed to establish exactly what training is
required.

It is misleading to imply that training needs analysis should take place only at the level of the
job. A thorough analysis starts with an attempt to assess total organizational training needs in the
context of:

management's plans for the future of the organization;

the current organization structure;

current expectations about the use of employees;

What would happen if the above criterion is not in the position to be fulfilled? Every trainee is
not expected to be satisfied in the content or the aftermath of expectation in the training.
Sometimes trainees are heard to complain is that because of nothing I had been this amount of
days in the training venue? Training must either to upgrade or to potentiate to creat due

20
satisfaction in the embarked job to the employee in the specific content of the training otherwise
it is something out of nothing

2.7 The Effect of Training on Job Satisfaction

Most of the literature in this area has focused on the impact of education and skills on job
satisfaction rather than the effect of training as such. One exception is Siebern-Thomas (2005)
who, analysing 13 countries in the European Community Household Panel (ECHP) 1994-2001,
found that job satisfaction tended to be higher where there was access to workplace training.

The relationship between skill acquisition and job satisfaction is not straightforward. First, there
is the distinction between general and specific skills. The portability of general skills may raise
job satisfaction as it is easier to move to other jobs where satisfaction is higher. In contrast,
specific skills bind the worker to the firm and may reduce satisfaction by creating a barrier to
exit as workers will lose a portion of the return on such skills if they move. This leads on to the
question of the matching of individual skills and levels of education with job requirements. If
workers are mismatched in terms of skill and education requirements, this may lower job
satisfaction, as evidenced in the earlier literature.

In fact, most studies have focused on over- and under-education rather than over-skilling and
under-skilling. Thus, Hersch (1991) found for the US that over-educated workers were less
satisfied than adequately educated workers and (1995) that over-educated workers received less
on-the-job training, but were more likely to be promoted. Yet Battu et al. (2000) found a
negative relationship between over-education and promotion for UK graduates and no evidence
of employers upgrading tasks given to the over-educated. The same authors (1999) found that
over-educated graduates had significantly lower job satisfaction than those who were in
graduate-level jobs. Green and Tsitsianis (2005) likewise found for a cross-section of workers
that job satisfaction was lower for both over-educated and under-educated workers in their
British sample, while for Belgium, Verhaest and Omey (2004) reported that after controlling for
educational attainment, over-educated workers were less satisfied, more mobile, participated less
in training and earned less than adequately educated workers. In contrast, Buchel (2002) found
no significant difference in job satisfaction between overeducated and adequately educated
employees in his study of German firms.

21
In one of the few studies to focus on skilling, Allen and van der Velden (2001) differentiated
between education and skill mismatches, finding only a weak relationship between the two.

Importantly, they found a significant negative relationship between skill mismatch and job
satisfaction, while the link between education mismatch and job satisfaction was insignificant.
Bauer (2004), using the European Survey on Working Conditions covering all EU member
states, found that involvement of workers in High Performance Work Organizations (HPWOs)
was associated with higher job satisfaction. Further, a skill index, derived from information on
the number of days of training paid for or provided by the employer had, with the UK being an
exception, a positive and significant effect on the 15 countries overall.3

2.8 Empirical studies of Relationship between Training and Job Satisfaction

Organizations invest much of its capital on the training and development of its employees. It
makes the case sensitive to investigate whether training is giving benefit to the trainees and to
what extent training process could be improved. Training not only enhances the performance of
the employees but also helps them to motivate and developed undergoing relationship with the
organization (Muhammad, 2012). Training refers to an activity which deliberately attempts to
improve a persons skill at a task. Baldwin and Johnson (1995) stated that companies conduct
training for three purposes which are to carry the company strategy, bringing innovation and
advancement in technology. That is done to improve the quality of the product and for the
provision of quality services. He further added that training also depends on the importance firms
give to its labors skills. Training is also linked with the innovation thus labor needs to be train to
cope with the latest developments and technological changes.

Pischke (2000) observed during his study that if training is of general nature and is provided by
the employer at no direct cost to the workers then workers typically reports larger productivity
gains from the training during work hours. Beside this fact, he elaborated that workers with
greater earnings are always willing to participate in the training.

level (Bakare,2012). Sajuyigbe and Amusat (2012) noted that training is a sub-process of the
overall process of matching individuals to jobs (a process that begins with the screening,

22
selection and placement of employees.) they believed that training serves three important
functions within an organization:

1. Maintaining employees existing performance as required by the organization.

2. Improving employee motivation by strengthening employees beliefs in their abilities to

perform their jobs.

3. Assisting with employee socialization and understanding of organizational priorities,

norms, and values. Training methodology, structure, delivery, and content all reflect these
organizational issues.

According to Bakare, (2012) training methods are either on-the-job, implemented outside the
organization or a combination of both they are apprenticeships, coaching, distance learning,
inter-ships, job assignment, job rotations, lectures, mentoring and online training.

Job satisfaction has become a matter of great interest in social as well as management sciences. It
has been argued in the literature that answers to questions about how people feel toward their
jobs are not meaningless but rather convey useful information on individual behavior such as job
quits (Shields and Price, 2002), and absenteeism as well as productivity (Clegg, 1983). Job
satisfaction is defined as the extent to which people like or dislike their jobs (Williams, 2007).
Job satisfaction is considered a strong predictor of overall individual well-being (Bakare, 2012).
He agreed that trained employees are more satisfy with their job than those are not trained.

Literature revealed that job satisfaction could be predicted from professional role behaviour such
as gender, age, marital status, education and other characteristics. Bakare, (2012) showed that the
probability that a worker voluntarily leaves his job decreases with job satisfaction, even after
controlling for several worker and job characteristics. In cross-sectional studies job satisfaction
has predicted worker productivity (Tsang et al., 1991). Work by Clark et al. (1996) provided
some evidence that expectations are affected by a workers age, educational level and
occupation. Grund (2001) concentrated on increases of job satisfaction after job changes. Shields
and Ward (2001) found that dissatisfaction with promotion and training opportunities

23
Bakare (2012) described training as the systematic development of the knowledge, skills, and
attitudes required by a person in order to effectively perform a given task or job. He goes on to
note that training is a pervasive activity in society, taking place within industry and commerce,
government agencies and departments, health care organizations, and all branches of the armed
service. Within every organization, training occurs at all levels of personnel, and trainees may
vary in terms of age, work experience, disability, educational background, ethnic origin, and skill
Stephen and Bowley (2007) studied the training impact on the employee job satisfaction. In
study, they linked training with the employees productivity which would lead towards employee
as well customer satisfaction. Gazioglu and Tansel (2002) found a significant positive relation of
training and job satisfaction in Britain using ordered Probit estimation.

Also Schmidt, (2007) investigated the relationship between training satisfaction and overall job
satisfaction when analyzing a sample of 552 customer and technical service employees from the
United States and Canada. He found a significant positive relationship in terms of a bivariate
regression coefficient (Baldwin and Johnson 1995). (Asaju, 2008) described that if employees
are trained at low level it would increase their tendency towards leaving the organization, while
high level training increases the employee satisfaction and focuses him/her to stay in the
organization (Bakare, 2012).

Georgellis and Lange (2007) investigated the relationship of on-the-job trainingand job
satisfaction. They use three waves of the GSOEP where the latest one is from 2000. Estimating
an ordered Probit model leads them to a significant positive correlation of employer-financed
training and job satisfaction for men. Oreopoulos and Salvanes (2009) examined the effect of
schooling on lifetime well-being and find positive effects using twins and siblings data. DAddio
et al. (2007) analyzed determinants of job satisfaction where they also include information about
training participation. They use data from Denmark and estimate ordered Logit fixed effects
model which was proposed by Ferrer-i-Carbonell and Frijters (2004) and Das and van Soest
(1999). The coefficient of their training variable is significantly positive for men. For women it
is the same when using the Das and van Soest (1999) estimation but leads to an insignificant
coefficient with the Ferrer-i-Carbonell and Frijters (2004) estimator. Bakare, (2012) investigated
the correlation between training needs and job satisfaction among hotel employees. His finding

24
was in line with other previous researchers. He found the positive correlation between training
and job satisfaction.

Opportunities for training and development are major factors in decisions regarding peoples
careers. They are factors evaluated in the job hunting process by prospective employees, are
cited in surveys as to why workers accept jobs with certain employers, and are noted as reasons
why employees stay with an employer and why they leave one employer for another. Despite the
importance of workplace training, many research studies on job satisfaction do not address
satisfaction with workplace training as an element of overall job satisfaction, and many job
satisfaction survey instruments do not include a satisfaction with workplace training
component. They include Woods (1986) Job Satisfaction measure, which examines satisfaction
with information, variety and freedom, the ability to complete tasks, and pay and security. The
Job Descriptive Index (JDI), an index described by Buckley and Carraher (1992) as
instrumental in advancing knowledge about the job satisfaction construct (p. 534) defines
overall job satisfaction using six subscales: satisfaction with the work itself, supervision,
coworkers, pay, and promotions.

Should satisfaction with job training in relation to overall job satisfaction be studied? Should it
be included as a construct of overall job satisfaction? Bartlett (2001) found a positive
relationship between workplace training and organizational commitment, and concluded that his
study suggests that human resource development professionals can adapt new research
methods to demonstrate to organizational decision makers that training and development
contributes to desired workplace attitudes...which may in turn influence behaviors such as
absenteeism and turnover (p. 349). Other researchers have come to similar conclusions, and
several have noted the importance of future research on workplace attitudes in relation to training
(Bartlett, 2001; Tannenbaum, 1991). In his study of new employee training, Tannenbaum (1991)
noted that training can induce positive or negative impressions and (which) trainees carry
with them into the workplace (p. 767). So important are workplace attitudes, Bartlett (2001)
argued, that they could even be considered as outcomes of training.

25
Nordhaug (1989) studied reward functions that are inherent in training (from the employee
perspective), and found that The extent to which training actually contributes to generating
individual rewards has, however, been virtually absent on the research agenda (p. 374). Tansky
and Cohen (2001) noted that while considerable research has been conducted on organizational
commitment, satisfaction, coaching, and employee development as individual or organizational
outcomes, very little research has been done on the relationship between organizational
commitment, employee development, satisfaction with employee development and coaching (p.
287). Future research could focus on the construct validity of satisfaction with employee
development as a new job satisfaction facet (p. 296).

26
 CHAPTER THREE

3. RESEARCH DESIGN and METHODOLOGY

3.1 The Research Design

The purpose of this study was to assess training and employees satisfaction of UNECA
employees. The research design adopted for the study was descriptive survey. The instrument
used for the study was tagged Employees Job Satisfaction and Training Questionnaire
(EJSATQ). The instrument was a 20-item questionnaire with three sections captioned as follows:
socio demographic characteristics of the respondents, training needs and job satisfaction.

The total population for this study is all employees of ECA. The sample was made up of 80
employees from the eight selected ECA departments. The validation of the instrument was
achieved by subjecting the draft questionnaire to jury the method where professionals from
relevant fields critically examined it and their inputs were incorporated into the final copy. The
scale was subjected to item analysis in order to ensure it is valid and reliable and it yielded
reliability alpha of .85. Pearson product moment correlation was used to examine the relationship
between dependent variable (Job satisfaction) and independent variables (Staff training needs),

3.2 Sample Design

The sample design used was Non Probability Purposive Sampling method. The deliberate
selection has been made to select UN-ECA to confirm the pre-determined criterion that is well
known, impactful and well organized organization in Africa. The Asstistant HR Manager was
contacted in order to collect primary data. Generally in the organization employees are
categorized as officials. ECA is headed by an Executive Secretary, who is assisted by a Deputy
Executive Secretary. Its work programme is supported by two pillars: policy research and
knowledge delivery sub division the Capacity Development Division, having 120 employees in
IDEP (ECAs training arm), to assess the Satisfaction Level of employees, the population is
subdivided in to above Strata. And all employees in this arm took one or two training sessions.
From each stratum random samples are drawn by using Disproportionate Stratified Sampling.
from the total population 80 employees have been selected

27
3.3. Selection of Participants

The study was conducted on a sample of 80 employees of from different divisions (in IDEP) and
with different status. The biggest share of participants 35 (43.75 %) carry out executive work,
followed by the middle management and technical professionals 24 (30%) and 29 (36.25%); the
lowest share of participants are Asst. HR managers 12 (15 %). Men and women are relatively
evenly represented in the structure of participants.

3.4 Data-Collection instrument

For this study, the survey-questionnaire instruments were used achieve the main objective of the
study. The design of questionnaire has been adopted after referring to extensive literature. The
research design adopted for the study was descriptive survey. The instrument used for the study
was tagged ECA Employees Job Satisfaction and Training Questionnaire (EJSATQ). The
instrument was a 20-item questionnaire with three sections captioned as follows: socio
demographic characteristics of the respondents, training needs and job satisfaction. The study
utilized mainly semi structured quesionnaries and interview as the supportive data collection
instruments. These instruments were desgined by the researcher on the basis of knowledge
obtained through the review of related literature.Thus the quesionnaries and intervew can be
relied on collection instruments. The instrument employed face-validated by an expert in
research.

A self-administered questionnaire was distributed to the employees. The questionnaire given to

the employees aimed to assess the training practices in the commission. In addition, this also
aims to find out the feeling of satisfaction level with training practices. The Content of the
questionnaire is covering first part of the background information like Name of their position,
Age and years of experience and the second part is about the training functions with following
sequence of, Training means and ends as relevant Factors / Aspects have been considered for
Data Processing. The questionnaire was structured in such a way that respondents will be able to
answer it easily. Thus, the set of questionnaire was structured using the Likert format with a five-
point response scale. A Likert Scale is a rating scale that requires the subject to indicate his or
her degree of agreement or disagreement to a statement. In this type of questionnaire, the
respondents were given five response choices. These options served as the quantification of the

28
participants' agreement or disagreement on each question item. Below are the designated
quantifications used in the questionnaire? A descriptive research design with survey method is
applied in the study. The researcher has used both the primary and the secondary data for the
purpose of this study. Secondary data were collected from available books, publications, research
studies, articles and websites. A closed-ended interview-schedule was designed to collect
primary data for collecting information regarding job satisfaction. After collecting all necessary
data, data have been analyzed and tabulated descriptively. And, this tabulated information used
to measure perceived satisfaction and dissatisfaction level of the employees. To measure the
satisfaction level a 5 point scale has been used which is denoted by 1=Strongly Disagree,
2=Disagree, 3=Nuetral, 4=Agree, and 5=Strongly Agree.

In this study both primary and secondary sources of information were used. To gather primary
data, questionnaires were distributed to the staff of the UNECA, A five points rating scales of
questionnaire from strongly disagree (1) to strongly agree (5) were adopted to measure the
variables of training Practices. Job satisfaction was measured by a one-item questionnaire on
five-point Likert scale [where disagree (1) to strongly agree (5)], this is the single global rating
approach (Davidson,1979) as it is believed to be an easier approach to collect data (Haque and
Taher,2008; Yu and Egri,2005). As secondary sources, internet, text books, articles, related
researches undertaken in this area, and journals were consulted. In addition, purposively selected
Executive officer of Human Resource and Head of Training and Development team was
interviewed to collect pertinent information.

3.5 Pilot testing of the survey questionnaires

In research there may be some quesions that participants do not understand in the survey. To
tackle this piloting the survey was given high priority. Feedback collected during pilot testing
was used to revise and improve the survey prior to administering it to study participants. Pilot
testing a survey were employed to crosscheck the questionnaires experts comment on the
introduction part of the questionnaires with clarifying objective and the research took the
comment accordingly to correct it. To confirm this Teseema & Soeter (2006) claims that
reliability and consistency of questionnaire is tested well in all aspects. Alpha of all sections of
questionnaire lay between 0.73 to 0.82 which is acceptable (ibid). Liker scale with five points is
used to get the response. (point 1=strongly disagree, point 5=strongly agree) by that the

29
researcher was quite confident in dispatching. To acquire the most accurate feedback, researchers
pilot a survey with individuals similar to those who will partake in the actual study. For instance,
if a researcher plans to survey teachers for a study, then he/she should pilot test the survey with
teachers (Gay et al., 2006).

3.7. Data Analysis Techiniques

The sample was made up of 80 employees from the eight selected banks in Osogbo, Nigeria. The
validation of the instrument was achieved by subjecting the draft questionnaire to jury the
method where professionals from relevant fields critically examined it and their inputs were
incorporated into the final copy. The scale was subjected to item analysis in order to ensure it is
valid and reliable and it yielded reliability alpha of .85. Pearson product moment correlation was
used to examine the relationship between dependent variable (Job satisfaction) and independent
variables (Staff training needs ), while multiple regression was employed to examine the effect
of staff training and socio demographic characteristics on job satisfaction.

In addition to above scales for getting the demographic information about the respondents a
demographic section was attached with scale which included questions about gender, status, age
group, level of experience. The response rate for each questionnaire was included, as well as the
sample size (this is the amount of individuals who participated in a study), and the overall
response rate of the survey was 80% be expressed as a percentage. The percentage of item
options selected by respondents will also be considered when researchers are analyzing data they
have gathered (Gay et al., 2006). After that the quanititative data will be filled in the social
software pakage for social science(SPSS) version 20 were employed to assess frequency and
percentile of the data the findings were checked intermingliing with the qualitative one. Besides
it was checked by research findings and out come of prior scholars work. Demographic data was
reported by using frequencies and percentages. The level of Pearson Product Moment
Correlation analysis was carried out to determine the direction and strength of the relationship
between training and employee satisfaction. Employee Training Constructs were: Content, or the
type of training. Examples: Technical (job skill) training Business skill training Personal
development Method of Training Method in which training was presented or delivered. Time
spent in training, Employee satisfaction with training, Organizational support for training and
employee development. Methods of statistical tools employed in data analysis session were

30
3.8 Ethical considerations.

The objective of the research were to assess the training practice and job satisfaction in ECA. It
is one of the highly safeguarded and bureaucratic commissions to contact officials in simple and
scheduled way. Besides from the very nature of research it never satisfies every one there may be
some who would get disappointed of the truth. Therefore Providing Assurances to Participants
was given high priority. This means that research consumers should not be able to identify
individual study participants. Researchers who promise participants that they will remain
anonymous promise that no one, including the researcher, will have knowledge of participants
names; whereas, they will not disclose participants identities to others (Gay et al., 2006). In
order to protect the identity of the respondents, guarantee their active participation and satisfy
ethical considerations, the following guidelines adhered to:

The information will be used strictly for academic purpose;

The identity of the respondents will be protected;

The response of the participants will be presented in general terms except where it is
absolutely necessary to make reference to the office or officer;

After the interview, the respondents are required to vet the draft of the interview report.

This is part of the measures to guarantee the confidentiality of the exercise; and the manuscript
of the interview will not be made available in any public domain. At the end of the research,
essential information that can support further research will be preserved by the researcher while
the others will be destroyed.

31
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

The objective of this research is to assess training and job satisfaction in one remarkable
international organization UN-ECA. Data collected from questionnaires were analyzed using
different statistical methods. Interview data were presented intermingling with the quantitative
data. To present the quantitative data tables were used with different titles to notify the
interpretation of the data under the specifications.

4.1 Demographic Information of the Respondents

The first part of the questionnaire consists of the demographic information of the participants.
that related to personal and professional characteristics of respondents. These includes:
experience of the worker with the organization, age, sex, and the highest educational level
achieved of the respondents were presented below.

In assessing gender of the respondents 56% of the respondents were male and the remaining 44%
of the respondents were female. Almost 80% of the respondents are in the most economically
productive age. The youngest is 25 and the oldest among this group is 44 years of age. if these
are satisfied with their job ,the organization (UNECA) would draw much benefit from the day
today service of the employees. From this it is possible to infer that the workforce composition
of the respondent requires training.

32
 4.1 Characteristic of the respondents

Table 4.1 Characteristic of the respondents

Variables Frequency Percentage Remark

Under 25 6 7.5
Age 25-34 14 17.5
35-44 40 50
45-54 20 25
Total 80 100
Gender Male 56 56
Female 44 44
Total 80 100
Educational Certificate 2 1.6
Qualification BA/BSC 34 42
MA/MSC 15 18
PhD 2 1.6
Total 80 100
Experience 1-4 20 25
5-10 15 18
11-15 20 25
16-20 15 18
Above 20 10 12.5
Total 80 100
Kind of Job Clerk 5 4
HRMP 17 13.6
Higher officials 6 7.5
Technical personnels 45 46

Source: Data collection March/May 2015

Regarding to educational qualification of respondents majority of the participants had above B

A/BSC with 34 numbers of frequency and 42 percentages. Moreover 18% of the respondents
claimed MA/MSC degree, while 1.6% of the respondents hold certificate and PhD degree.

In relation to experience there were variations in respondents for instance 20% of the
respondents had both in 1-4 & 11-15 years of experience, Moreover 17% of the respondents had
5-10 years of experience. Besides very few of respondents 16-20 had 18 years of experience.
And in assessing the kind of work they engaged on majority of the respondents 45(46%) found

33
themselves as technical personnel, while 17(13.6%) of participants were HRMP, however very
few respondents were in clerk position 5(6.2%) and 6(7.5%) were higher officials. From the
above data the most aged person is better satisfied the younger one and related to experience the
more employees are experience the employees are better satisfied. Concerning to education the
more employees are attend higer education the less they are satisfied in working the
organization.

4.2. Frequency of Offering Training

It has been tried to investigate the frequency of offering training and the response collected was
presented in the following table.

Table 4.2 Frequency of training

No Item Responses Frequency % Remark

Once in a Week 7 8.75%

1 How frequent is training

given to employees? Once in a Month 8 10 %

Once in 3 Month 34 42.5 %

Semi annually 10 12.5 %

Once in a year 18 22.5%

Total 80 100%

Source: data collection

As the data in table 4.2 depicts short term training having a duration of one month or less seem to
be less common in the organization. Nearly 76%witness that training is offered at least quarterly.
And very insignificant number of respondents forwarded it differs from department to
department to department.

34
4.3 Training and organization objective

The content of training transferred to the trainers need to based on the mission and objective of
the organization. The following table presented training and objective of the organization

Table 4.3 Training and mission of the organization

N/O Frequency frequency percentage Remark

Item
\
Training objective are Strongly agree 24 30
1 fully conveyed based on agree 38 46
the organization mission disagree 15 13

Strongly disagree 13 11

Total 80 100

In the above table one can deduce that most of the respondents agreed with the training
objectives and organization missions. It is represented by 62 frequencies and 76% percentage. In
the contrary very few respondents or 24 percentages and 28 frequencies forwarded that the
organization mission is not totally conveyed related to the training given by the organization. Big
named international organization like ECA had very clear and understandable objective.
However the researcher were escapist to accept the response given by the respondents because it
was clearly stipulated during newly entrants of employees.

4.4 Orientation and training

In the science of pedagogy the learner has full authority asking about the use and benefit of the
course they are given. Because there is no free lunch there must be something that the learners
should grasp from the transfer of knowledge. To assess orientation of the trainers the following
tables were prepared.

35
Table 4.4 Training and worming up
No Responses Frequency Percentage
Item
1 I was told that how would I Strongly agree 13 16.25
benefit from this training agree 8 10
program
disagree 34 42.5

Strongly disagree 25 31.25

Total 80 100

Source: Data collection

From the above table one can infer that there is any given orientation to the training objective
and the benefit following the training. Training should be given to the benefit of the trainers.
However in the above respondents it is easy to conclude that most of the data participants in the
organization tightly correlate the training as something must to potentiate employees with the up
going technologies and ways of working. It is represented by 59 percentages and 73.3 precentile.

4.5 Employees Perception towards the Organizations Training Facility

Under those circumstances where organizations either do not have good ability for
providing training such as good facilities or do not effectively utilize its ability;
employees can develop negative perception towards the organizations commitment for
employee training. To see employees perception towards the organizations facility for training,
employees were asked to rate their degree of agreement with the statement the organization has
good internal facility for training, and their response is summarized in table 4.3 below:

36
4.5 Employees perceptions of training

Table 4.5 Employees perceptions of training

No Item Response Number % Remark
Strongly agree 42 52.4%
1 The organization has Agree 8 10%
good internal facility for Neutral 6 7.5%
training Disagree 7 8.75%
Strongly disagree 7 8.75%
Total 80 100

Source: Data collection

In relation to employees perception towards the organizations training facility, majority of the
respondents 52.4% (n=42) agree with the statement Organization has good internal facility for
training whereas only 17.50% of the respondents strongly disagree with the statement. This
shows that employees negative perception towards the organizations commitment for
training is not fully explained by poor internal facility of the organization. According to
interview conducted with head of the organizations Training and Development team; in
identifying training needs, UNECA uses organizational analysis where the need for a
training program is identified by taking in to consideration of the Organizations short range and
long range goals. Hence, skills and ability that can contribute to the achievement of
organizational objectives are determined. Additionally, task/job analysis is used to determine the
skills and knowledge that jobs demand. According to the head, personal analysis is not
being used in determining training and development needs, even though most literatures
recommend as it is a main tool for integrating the organizations and employees need for
training.

37
4.6 Employees Satisfaction with UNECAs Commitment to Employee Education

One way that organizations can show their commitment for training is through providing support
to improve educational level of employees. Education is activities which aim at developing
the knowledge, skills, moral values and understanding required in all aspects of life.
Respondents were asked to indicate their degree of agreement with the statement the
Organization does a good job of supporting employees to improve their Educational level
and their response is summarized:

Table 4.6 responses of educational support

No1 Item Reply Number % Remark

Strongly 6 7.5%
agree
1 There is an
Educational
support based on Agree 9 11.2%
performance
Neutral 10 12.5%

Disagree 17 21.5%

Strongly 38 47.5%
disagree

Total 80 100%

Source: data collection

As it is possible to observe from the above table, majority (47.5%) of the respondents strongly
argue that the organization is not committed for improving educational level of the employees
and at the same time 21.5% of them disagree with the idea. On the other hand, it is only 11.2 %
and 7.5% of the respondents agree and strongly agree with the statement respectively. This
shows that respondents dissatisfies with the educational supports provided by UNECA.

38
In general, majority of the respondents are not satisfied with the Organizations
commitment neither in providing training to do their job effectively nor supports to enhance their
educational levels. When employees have negative perception towards the organizations
commitment for HRD, as one might expect it makes employee to feel that the organization is
not concerning for their development. For this reason, some employees may think that the
organization is not the best place to develop them.

4. 7 Employees opinions with Opportunities for HRD

4.7.1 Employees Satisfaction with the Fairness in Training Opportunities

It is natural that employees would like to have equal access to job-related training opportunities
that would help them improve on their skills and enhance their development and growth.
Denying employees of this would likely demoralize employees who would like to go for
training. Beside, employees would view this as unfair companys practices. With limited access
to job-related training, employees may not be armed with the necessary skills to do a good job.

Table 4.7: Respondents satisfaction with the fairness in training opportunities

Items Response Frequency % Remark
1 Training programs focus Strongly agree 42 52.5%
only in some work units Agree 24 30%
Neutral 5 6.25%
Disagree 9 11.25%
Strongly 0 0%
disagree
Total 80 100%
2 There is an equal access to Strongly agree 5 6.25%
job-related training Agree 9 11.25%
Neutral 6 6.5%
Disagree 40 50%
Strongly 15 18.75%
disagree

39
As for respondents satisfaction with the access for training opportunities the majority (52.5%,

n=42) of the respondents strongly agree that UNECAs training practices only focus on
some work unities, on the contrary 18.75% of respondents reply negatively with the statement.
This) indicates most of the respondents understand that training opportunities are limited only in
some work units in the organization. From this it is possible to conclude that the organization is
not giving fair treatment in providing training to all its work units. This may create a feeling in
employees as less worthy than other employees who are given high emphasis in the
organizations training programs. Concerning employees satisfaction with equal access to job
related training opportunities indicates that still employees level of satisfaction is less equal
access for training opportunities. From this one can conclude that in the eyes of respondents the
organization is not doing justice in creating equal access to job related training programs for all
employees.

4.8 Employees Satisfaction with the Coaching practices

Concerning employees satisfaction with the coach provided by their supervisors,

employees were asked indicate their degree of agreement with the statements: There are people
to whom I can go for help when I have work related problems; My manager provides
me with the appropriate amount of guidance; and My manager is available when I need
him/her and their response is summarized in table 4. 8 below:

40
Table 4.8 Employees satisfaction in coaching
Responses
Items Agree Neutral Disagree Strongly Disagree
disagree

N Freq % Fre % Fre % Fre % Fre %

o q q q q
1 There are people to
whom I can go for 35 43.75 25 31.25 7 8.75 10 12.5 3 3.75
help when I have
work related
problems
My manager provides
2 me with the 12 8.75 18 22.5 4 34 42.5 24 30
appropriate amount 5
of guidance.

3 My manager is 21 26.25 39 48.75 5 6.25 11 13.75 4 5

available when I need
him/her.

Source: Data collection

As the above tables illustrate, more than half of the respondents respond positively regarding the
availability of people to whom they can go for help when they have work related
problems(43.75%) and the availability of their manager when they need him/her (31.25).
However, with regard to the appropriate amount of guidance provided by their manager, around
42% (n=34) of respondents respond negatively From this one can infer that the main
dissatisfying factor in coaching practices is inappropriate amount of guidance provided by
managers. This could happen when managers either have no enough information, experience,
and/or reluctant to coach their subordinates. To check how work related information flows affect

41
the respondents view with the amount of guidance/coach provided by their supervisors;
employees were given a statement to indicate their level of agreement which is presented in
table 4.8 below:

Table 4.9 Employees opinions with Opportunities for trainng

Responses
No Items Agree Neutral Disagree Total

Freq % Freq % Freq % Freq %

1 I have the opportunity 45 56.2 9 11.25 13 16.2 80 100
to work with up-to-date
technologies.
2 I am provided with 24 30 4 5 52 65 80 100
adequate opportunities
for promotion.
3 The UNECA training 14 17.5 6 7.5 60 75 80 100
and development
program improves my
chance for promotion.

Source: Data collection

As the above tables clearly demonstrate majority (50%, n=45, ) of the respondents are satisfied
with the opportunities they have to do with up-to-date technologies in doing their job. As per the
interview conducted with the Human Resource Manager & personal observation; most of
employees who are working in the Head and Regional offices have access for computer and
internet. Hence, this surely can significantly influence the respondents view in the issue.

As the above figure illustrate, it is only 30% of the respondents replied negatively (strongly agree
or agree) with the statement I am provided with adequate opportunities for promotion in
UNECA. From the remaining respondents 65% respond positively (disagree and strongly
disagree) and 8% of them are neutral with the promotional opportunities. From this one can
recognize that respondents judge as they have limited internal job opportunities to realize

42
their career goals inside the organization. Consequently, this reduces employees satisfaction
and employees commitment to the organization.

As the above tables show, the majority of the respondent (75%, n=60) disagree with the
statement The organizations training and development programs improves my chance for
promotion. This indicates employees dissatisfaction with the contribution of training programs
to their promotion

4.9 Employees Satisfaction with Mentoring

Mentoring presents tool that organizations can include as part of comprehensive suite of career
development. Mentoring helps to ensure that employees have the appropriate resources
and guidance to further their careers adequately. Organizations offer mentoring programs
as an effective and low cost aid to employee development. Managers should also focus
on helping employees progress in their career and encourage their professional development.
Managers that support their subordinates professional development through ongoing
feedback about performance are likely to stimulate employees satisfaction.

Employees were asked to indicate their attitude towards the statements of my manager assists
me to identify my training needs, my manager encourages me to improve my educational level
and my supervisor advices me how I can develop my career within the organization, and their
response is summarized in table 4.8 below:

43
Table 4.10: Employees response regarding Mentoring practices
Responses
Strongly Neutral Disagree Strongly
No Items agree Agree disagree
frq % Fre % Fre % freq % Freq %
q q
1 Identifying Training 6 7.5 10 12.5 9 11.2 39 48.75 16 20
needs
Encouragements for 4 5 9 11.2 11 13.75 38 47.5 18 22.5
2 Educational
development
Advice for career 5 6.2 9 11.2 10 12.5 37 46.25 19 23.75
3 development 5

Source: Data collection

As regards to mentoring practices, the level of respondents satisfaction in descending order is as

follows: managers assist in identifying employees training need (48.75%), supervisors
advice in developing employees career within the organization (46.25%,) and managers
encouragements to improve educational level of employees (47.5%,). In general,
majority of the respondents are not satisfied with the guidance, pragmatic advice and
continuing support provided to enhance individual developments. Specifically, respondents
dissatisfaction is high regarding the supports and encouragements provided to improve their
educational level. According to interview conducted with head of human resource training
and development, it has been long time since the organization stops sponsoring some master
or higher level education (like MBA) except in some programs.

4.10 Training and satisfaction

Training has its own satisfaction if is best understands the need of the trainer. In the table below
interrelationship of training and satisfaction were presented.

44
Table 4.11 Training Satisfaction
N/o Responses
Strongly Disagree Neutral agree Strongly
disagree agree

1 In my training session 23 28.75 17 21.25 10 12.5 25 31.25 15 18.75

Trainer was helpful

2 In my training session 8 10 7 8.75 5 6.25 34 42.5 26 32.5

Trainer was well
prepared
3 In my training session 27 33.75 16 20 8 10 12 15 6 7.5
Trainer showed
encouragement and
motivated trainers to
learn
4 Trainer used varied 4 5 6 7.5 2 2.5 34 42.5 34 42.5
learning methods of
for different typed of
learners

In the above table item no1 it relates training with trainers. If the trainer are not quite helpful in
handling the trainers what could be done to understand the gap and the problem of the trainers. In
figure total shows trainers are 40 frequency and 50 in percentage trainers blamed lack of
stretching helping hand to support trainers. Moreover during an interview with the training and
development officer he forwards that in assessing feed back of the trainers some of the
respondents claimed that most of the trainers are employee of internationally recognized
institutions so they are in high need of their time to finishing their training sometimes ahead of
the schedule in an other times with as at most effort to finish on the schedule. So they are at rush
hour to help and sit near to the trainers.

Related to item no2 in the above table it assesses the trainers preparation to handle training with
knowledgeable mind. Figuratively speaking 60 in frequency and 75 in percentage are agreed to
their well preparation to handle the training. As depicted in the above interview trainers are most

45
of them from well known international institutions and UN has different screening mechanism to
select highly qualified trainers with different mandates. So efficiency related problems shouldnt
be the question of the trainers.

motivation has a push effect to encourage trainer to grasp the knowledge expected from the
training and it make things at ease in relation to training facilitation by making trainers more
eager and make easily transfer of knowledge and skill. From the figure most of the respondents
disagreed with 43 frequency and 53.75 percentage

In the item no 4 in the above table relates trainers used varied learning materials of for different
types of learners. During observation the research has watching the training hall of the UN-ECA,
it is well prepared and equipped to handle training. From the very nature mission embraced by
the commission it reads to serve as a think tank to the formulation of the policy in African
arenas. So the implement this mission the commission has equipped with international standard
and up to date technologies.

4.11 Training practices on employee performance

with regard to the provision of training and development is concerned, it is imperative that
companies provide the training or skill building needed to improve job performance; as
improve job performance no doubt would translate to higher productivity and perhaps
companys profits. In this, training needs analysis may be necessary to provide appropriate
trainings. As everybody seeks satisfaction in his or her work being able to perform and
efficiently is likely to enhance meaningfulness of work. Improved job performance is a factor
that relate positively with employees satisfaction.

46
Table: 4.12 Employee performance
Responses
No Items Agree Neutral Disagree Total
Organization and commitment Fre % Fre % Freq % Freq %
to employees training q
1 The organization does a good 22 27.5 4 5 54 67.5 80 100
job of providing the training
content I need to improve my job
performance.
10 12.5 6 7.5 64 80 80 100
2 My organization has active
programs to upgrade employees
skills.
The organizations opportunities
for growth and development

1 The organizations training and 12 15 8 10 60 75 80 100

development programs improve
my chance for promotion.
2 High priority is given to providing 18 22.5 8 10 54 67.5 80 100
appropriate training.

As illustrated in table 4.10; about 67% of the respondents disagree with the statement
the organization does a good job of providing training I need to improve my job performance
and at the same time 17 % of the respondents strongly disagree with the statement. Yet, only 7%
and 16% of the respondents replied that they strongly agree and agree with the above statement
respectively.

Similarly, majority of the respondents (80 %) disagree with the idea that the organization has
active programs to upgrade employees skills while 20% of the respondents strongly disagree
with the idea. From these we can infer that most the respondents are not satisfied with the
Organizations commitment in providing training and support employees need to do their job

47
effectively. As everybody seeks satisfaction in his or her work being able to perform effectively
and efficiently, it is likely to deter employees satisfaction with their job.

As the above tables show, the majority of the respondent (75%, n=60) disagree with the
statement The organizations training and development programs improves my chance for
promotion. this indicates employees dissatisfaction with the contribution of training programs
to their promotion.

On the other hand, 67% (n=54) of the respondent strongly disagree that sufficient priority is not
given to providing appropriate training in UNECA at the same time 28 % of the
respondent respond as they disagree with the idea. This shows that majority respondents are
dissatisfied with the appropriateness of training they have been given.

This research examines the inter-relationship between different training factors (Satisfaction with
the training session, Training Content satisfaction, Satisfaction with trainer and Transfer of
Learning). Correlation analysis identified how various facets of overall training satisfaction are
interrelated.

Table 4.13: Inter-relationship between various factors of the overall training satisfaction

Variable Training Training Trainer Transfer

Satisfaction Content Satisfaction of
Learning
Training Session -
Training Content Satisfaction 0.47** -
Trainer Satisfaction 0.604** 0.604**
Transfer of learning 0.550** 0.281** 0.593** -

**.Correlation is significant at the 0.01 level (2-tailed).

(TS = Training Session Satisfaction, TC = Training Content Satisfaction, TRS =Trainer

Satisfaction, and TL = Transfer of Learning)

48
The results of the correlation matrix highlight a significant relationship between different factors
contributing to the overall satisfaction with the training. A significant and slightly stronger
relationship exists between Trainer Satisfaction and Satisfaction with Training Session and
Trainer Satisfaction and Training Content Satisfaction followed by a significant and medium
association of Trainer Satisfaction and Transfer of Learning and Satisfaction with Training
Session and Transfer of Learning However a significant but weak positive relationship was
observed between Satisfaction with Training Session and Training Content Satisfaction and
Training Content Satisfaction and Transfer of Learning. The existence of significant association
between various facets of overall training satisfaction aids in making an inference that the factors
are positively associated with each other and made a significant contribution in achievement of
overall training satisfaction.

In relation to the relationship of individual demographics with overall training satisfaction and
job satisfaction. An Independent sample t-test was conducted to analyze the differences in gender
and type of occupation, whereas One Way ANOVAs was used to evaluate if differences existed
across varied age groups and Job types. The results postulated significant differences in Overall
training satisfaction for male (Mean = 3.60, SD=0.71) and female (Mean = 3.33, SD=0.66),
t(0.215) = 315, p = 0.001 whereas no significant difference was found in employee development
aspects of job satisfaction. Further analysis revealed that Training Content satisfaction, Trainer
Satisfaction and Transfer of Learning was significantly different between male and female, but
there were no significant differences in satisfaction with the training session in both the genders.
In order to see differences across varied age groups and job type, One Way Anova was
employed; the results showed that significant differences exist in Overall Training satisfaction
and satisfaction with the Employee development aspect across the varied age groups and job type
(Table 4.10 and Table 4.11).

49
Table 4.14 Training Factors, Overall Training Satisfaction and Job Satisfaction across
various age groups
Scale >25 25-34 35-44 45-54
N=6 N=14 N=40 N=20

TS 2.50 3.27 3.50 3.55

TC 3.50 3.71 3.81 4.09

TRS 3.05 3.52 3.53 3.58

TC 3.26 3.54 3.81 3.47

Training 3.08 3.51 3.66 3.67

JS 2.99 3.43 3.48 3.60

The above table shows that training has positive relation with job satisfaction with . This implies
that trained employees are more satisfy with their job. This result is conform to (Stephen and
Bowley, 2007; Gazioglu and Tansel, 2002; Sajuyigbe and Amusat, 2012; Bakare, 2012; and
Large, 2007) who found the positive relationship between staff training and job satisfaction. The
table also reveals that age, working experience, gender, qualification have positive relationship
with job satisfaction . This suggests that the older employees are satisfied with their job more
than young employees. The result also indicates that the more employees stay in the job, the
more they develop job satisfaction. Gender, qualification also predict the job satisfaction. The
above results show that there is an increase in overall training satisfaction with increasing age;
similar tendency is observable in Job Satisfaction. As for differences across the job type, overall
satisfaction with training is seen to be increasing with respondents job type, a similar behavior
can be witnessed for Job satisfaction that also show a surge with rise in type. The above
summarized results confirm that training and job satisfaction do change with individual
demographics.

50
Regarding to the effect of various facets of overall training satisfaction on the employee
development aspect of the job satisfaction, correlation was used to find the association whereas
Multiple Regression analysis is utilized to gauge the effects.

Table 4.15: Correlation Matrix for Various Factors of Overall Training satisfaction and
aspect of Job Satisfaction

Training Training Trainer Transfer of Learning

Satisfaction Content Satisfaction

JS 0.569** 0.054 0.506** 0.580**

**. Correlation is significant at the 0.01 level (2-tailed).

(JS = Job Satisfaction)

The above table shows that all but Training Content satisfaction are positively associated with
job satisfaction. Table 12 shows the multiple regression output, aiding to identify the effects of
the factors of training satisfaction on Employee aspect of job satisfaction. The results show R-
Square value of 0.580 for the equation, indicating that independent variables explain a 52.6%
variance in the dependent variable. Results show that regression model predicts the criterion
variable significantly well.

Table 4.16: Multiple Regression Analysis

Variable B SE B
TS 0.305 0.041 0.372
TC -0.383 0.048 -0.388
TRS 0.327 0.064 0.324
TL 0.287 0.053 0.295

The last question evaluates the effect of overall training satisfaction on the employee
development aspect of the job satisfaction. The results of correlation showed a significantly
positive association between training and Job satisfaction (r = 0.495**). Regression analysis was
conducted to examine the effects of training on job satisfaction; results are summarized in table

51
9. The output shows that overall training satisfaction has an R-square value of 0.294, thus
training explain 29% variation in employee development aspect of job satisfaction.

Table 4.17: Multiple Regression Analysis Overall Training Satisfaction and

Employee Job Satisfaction

Variable B SE B

Training 0.638 0.056 0.542

Note: R-Square = 0.294, p = 0.000

52
 CHAPTER FIVE

Discussion, Conclusion and Recommendations

5.1 Discussion

The objective of the study was to assess the association and effect of training and an important
feature of job satisfaction. From the data collected and analyzed discussion , conclusion and
recommendations will be followed.

The study found significant association between various facets of overall training satisfaction,
one of the aspects that was a significant contributor to the overall satisfaction with training was
Trainer satisfaction, the results of the study cemented the earlier study of Jackson (1999) and
found that engaging trainees and providing discussion prompts are essential ingredient for a
successful training similarly the success of the training session could be attributed to the reason
identified by Choo and Bowley (2007) who found trainees highly value a helpful and well
prepared trainer. It is worth noting that there is a dip in the actual transfer of learning, the
trainees were satisfied with the content of training and found it practical but when it came of the
transfer of learning there was a decrease in the ability to transfer the skills. This symbolizes that
trainees might find the skills useful to them for their job, but when it comes to actual application
of skills they fail to transfer the learning from work.

Vermeulen (2002) holds a similar perception that employee finish a training program with a
feeling that what is learned would be useful in daily work but when one gets back to work it is
not practiced, it is very likely to experience a transfer gap. Further analysis of the data revealed
that satisfaction with employee development interventions such as training are significantly
associated with employee commitment to the organization. Job Satisfaction Scale had two items
(JS12, JS13) measuring employee commitment to the organization. The findings of the study
concur with Maurer and Lippstreu (2006) who arrived at a similar conclusion; this cements the
assertion that training is a necessary ingredient of the job that creates enhanced employee
commitment (Bartlett, 2001; Tansky & Cohen, 2001). Employees at all levels similarly value
training as found by the study, since for overall training satisfaction, the study did not observe
any differences between different job types in different offices. It is important to consider the

53
present results in relation to results observed in other research studies. Satisfaction with the
training program has been found to be a contributor in attainment of job satisfaction (Maurer and
Lippstreu, 2006).

5.2 Conclusion

The purpose of this research study was to inspect whether or not there exists a relationship
between overall training on job satisfaction. Training satisfaction was further subdivided into
four subscales (Training Session Satisfaction, Training Content Satisfaction, Trainer Satisfaction
and Transfer of Learning). Employee Development feature of job satisfaction was measured
using a 12 item scale. The study found a significant correlation between different subscales of
training satisfaction.

The results show that there are significant differences in Overall training satisfaction for male
and female whereas no significant difference was found in employee development aspects of job
satisfaction for gender. The survey found an increase in overall training satisfaction and job
satisfaction with increase in respondents age; Analyzing job type, overall satisfaction with
training is seen to be increasing with respondents job type, a similar behavior can be witnessed
for Job satisfaction that also show a surge with rise in type.

Besides Training Content satisfaction the study found Training session Satisfaction, Trainer
Satisfaction and Transfer of learning to be significantly positively associated with job
satisfaction. The results of the subscales association are translated into positive significant
association of overall training satisfaction with employee development feature of job satisfaction.
A vital aspect of the learning experience are the trainers, majority of the respondents did find the
training session to be joint effort where they were given freedom to express, the respondents
highly value this kind of trainer who is helpful and well prepared. This implies thereof a trainer
in achievement of success with the training program.

This study has provided support for the idea that training initiatives are a wise investment, rather
than merely an expense and in addition to increasing the knowledge, skills and abilities of
employees, training opportunities also appear to add value beyond the content covered in such
initiatives. Such opportunities seem to increase job satisfaction, and commitment which have a

54
positive impact on the bottom line by motivating employees. A major research finding in this
study was the high degree of relationship between job training satisfaction and overall job
satisfaction among employees in technical service positions. What does this result mean to
employees, to organizations, and to researchers? From an employee standpoint, it means that
training received is related to a significant portion of the satisfaction experienced on the job. It
means that employees value training, and deem it a necessary part of the job. Job training
ultimately benefits both the employee and the organization

Training methodology was found to be an important factor in the job training satisfaction
equation. Respondents whose preferred training methodology was used most often were more
satisfied with the training they received than respondents who preferred a methodology other
than the one used most often in their job training. Although respondents had participated in all
four methodologies noted in the survey (instructor-led training; one-on-one training; computer-
based training; and self-study or video-based training), the methodology preferred predominantly
by employees in this study was instructor-led training. This was the methodology most often
received by these employees as well. Is instructor-led training the most preferred because it is the
most received and people are most familiar with it? There are several reasons why this may not
be the case.

In further categorizing the training methodologies noted above, one could argue that instructor-
led training and one-on-one training, are fairly similar in that they involve an instructor teaching
a single student (in the case of one-on-one training) or students (in the case of formal, instructor-
led classroom training), All have similar characteristics, and all involve a higher degree of
human interaction involving a learner and an employee with experience (an experienced
employee, coach or instructor, for example) than computer-based training, or self-study
(including video-based training). It was found that the methodologies involving an instructor or
coach were preferred significantly more than the more solitary type methodologies (computer-
based training, or self study including video-based training).

55
One survey category of commonly-used methodologies, those of self-study or video-based
training, was even found to negatively relate to job training satisfaction. The presence of an
instructor with whom to interact, question, and problem-solve is important in the training of
these types of employees. This may be because of the nature of the occupation itself. People in
customer or technical service positions are often employed in those occupations because they
enjoy interacting with people. It does not seem to make a difference whether the human
interaction is with the customers of an organization or with an instructor or trainer in a learning
environment. Employees in their first year of employment were significantly more satisfied with
the training they received than employees with job tenure of more than one year (regardless of
the amount of tenure beyond one year). New employees (those within their first years on the job)
also received significantly more training than employees with job tenure of more than one year.
There are several possible explanations for this finding. New employees often go through a
honeymoon period at their new jobs. They are often excited to be starting a new job, working
with new people, and undertaking new responsibilities. That overall excitement may translate
into more positive opinions about all aspects of the job, including the job training they receive.

It is understandable that new employees receive more training than employees with more job
tenure. New employees have much more to learn about the job itself than experienced
employees, and as a result, there is more training-related attention focused on them. After some
time on the job, the employee becomes seasoned, the training focus often moves to the next new
employee, and satisfaction with job training for the existing employee wanes. This could
ultimately affect the employees job satisfaction, and possibly even the satisfaction of the
customers with whom that employee interacts.

Employment status and position, when examined with job tenure, were important variables in job
training satisfaction. Contract/temporary employees were significantly more satisfied with the
job training they received when compared to permanent employees. Those in contract/temporary
positions may be more satisfied with job training than permanent employees for several reasons.
There were a disproportionate number of contract employees with job tenure of less than one
year. The majority of permanent employees had been at their jobs for between 1-3 years. As
such, a larger portion of contract employees, like all employees in their first year of employment,
were more satisfied with the training they received than employees who had been on the job for

56
more than one year (more of whom were permanent employees). The difference in satisfaction
may also be based on the intentions of the contract/temporary employee. In some organizations,
contract/temporary employees who perform at an exceptional level may be hired as permanent
employees of the organization. Enthusiasm for training may be an employees way of proving
himself or herself to the organization and of showing interest in a permanent position with the
organization. Contract employees, like all other employees, also may go through a honeymoon
period when they start their jobs, during which time everything is exciting and new. This too
may explain the greater satisfaction they receive in their job training. On the other end of the job
tenure spectrum, the finding again highlights the need for training opportunities for experienced
employees.

5.3 Recommendations

Recommendations based on this research can be made to those involved in the training,
development, and management of employees;

Satisfaction with job training should be considered as an aspect of overall job

satisfaction. Practitioners interested in improving job satisfaction among their employees
should, in part, focus on job training as a way to improve job satisfaction.

Employees at all levels of job tenure should be given opportunities to learn and grow.
Those opportunities may be specifically related to the job, or they may be related to
personal or professional development. Longer-tenured employees have different training
needs than inexperienced employees. They may require more advanced or in-depth
training. Strategies should be developed that ensure that all employees continuously learn
and grow throughout their careers.

The importance of experienced workers can also be examined from a diversity

standpoint. Although this research study showed no significant differences in satisfaction
with job training among employees of diverse populations, demographics show that there
are very few older workers in technical service positions. A majority of respondents were
also male .

57
 HR center managers have a great deal of influence regarding the job training of their
employees. They are in good positions to recommend training and to act as coaches for
their employees. Managers should make job coaching, and training and development
coaching, a priority. Results will benefit the employee, the manager, and the
organization.

Managers should be sure that the training provided to technical service employees meets
the individual needs of each group. This study showed that those needs may be different
based on job description as well as employment status. Training for all customer contact
employees should not be entirely the same. Those who are expected to know more
technical aspects of an organizations products may require more (and different) training
in order to meet customers needs.

Managers should do whatever they can to make outsourced or contract employees feel
theyre part of the organization. Contract workers may work harder at their positions in
hopes that they will eventually become permanent employees of the organization.
Managers can make good decisions about hiring their contract workers as permanent
employees based on how they perform in the contract employee role.

Training orientation should be given about the benefit and the way training will be
conducted and it should be followed by appropriate promotion and incentive.

Educational support should be given to the one who needs it most related the kind of
work and the immediacy of the job type

The study finds an association between overall training satisfaction and employee aspect of job
satisfaction. However the study limits itself to one contributing factor of job satisfaction, further
study needs to be conducted in area of effect of training on overall job satisfaction.

58
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 . Addis Ababa University

College of Education and Behavioral Studies

Department of Educational Planning and Management Studies

Interview for Head of Training and Development Team/HRM

Dear respondents;

This interview guideline is prepared to collect data on the trainng given and job satisfaction of
employees UN-ECA. The aim of the interview is to collect pertinent information on the
interrelation ship of training and job satisfaction etc. I would like to promise you that the
whole information given by the respondent is used for academic purpose only. Hence, your
kindly participation with the research in giving the necessary information will make the
research realiable. Thank you in advance your kindes cooperation.

1. Did you make training need assessment before giving any training?

2. What are your criteria for selecting trainers?

3. How far is your training facilities equipped with up to date technologies?

4. How far did you give any educational upgrading opportunity to your staff?

5. Did you collect feed back after training from the trainers?

6. What opportunity do you prepare for the trainer in aftermath of the training?

7. What are the best ways that trainers need to train themselves (training approaches?)

8. Do you have fixed schedule to give training?

9.what are the contents of training?

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 DECLARATION

I, the undersigned, declare that the thesis is my original work that has not
been presented for a degree in any other university and that all sources of
materials used for the thesis have been duly acknowledged.

DECLARED
BY
UMER MOHAMMED

68