GHANA TECHNOLOGY UNIVERSITY COLLEGE

NAME: AGNES BAKEIKO DEBRAH

INDEX NO: 0513001




PROGRAM: MSC. ENGINEERING AND MANAGEMENT



TOPIC: THE ROLE OF TRAINING AS A MOTIVATIONAL TOOL ON
EMPLOYEES PERFORMANCE AND PRODUCTIVITY
A case study of NATIONAL INVESTMENT BANK GHANA
Limited




CHAPTER ONE

1.1 Introduction
Motivation and training are prerequisites for success and create competitive advantage for every
company. It is established that since the greatest asset of any organization is its human
capacities, it is important that the subject of motivation and training as a tool in measuring
organizational success cannot be underestimated. As a result, its benefits to all organizations are
numerous whether big, small, local or international.
This chapter seeks to introduce the initial components that are to be looked at under the study of
the role of training as a motivation to employees on their performance. The chapter will also
consider the study area, statement of the problem, objectives of the research, scope and
significance of the study as well as the chapter disposition.
1.2 Background of the Study
Every organization irrespective of the size or type aims at influencing employees to ensure
higher levels of performance and challenge competitors in order to stay in business and satisfy
customers efficiently and profitably. Much attention is currently being given to the quality and
quantity of employees performance.
Since we all accept the fact that a highly motivated and trained team of employees perform better
than the opposite, it is very important to make available the basic tools and equipment that would
facilitate the accomplishment of the expected task of these employees. It is based on these that
the researcher has taken the pain to research on the topic the role of training as a motivational
tool on employees performance and productivity
At a point in time in the lives of men, certain specific human needs or deficiencies of which an
individual feels is eliminated and the cognition processes that take place in the mind of an
individual influences his or her behaviour.
Linda L. Davidoff, a renowned American Psychologist emphasizes the above mentioned
situation under her topic respondents. She defined respondents as acts that are triggered by
events immediately preceding them. Linda further explained that respondents may also include
immediate emotional reactions. Well trained and motivated employee is a valuable asset to the
organization. Employers expect their employees to do their possible best in the organization to
increase productivity, increase profit and reduce cost and wastage in the organization.
Employees also expect their employers to treat them well and give them all the benefits they
deserve. Even though this psychological contracts are not business contracts and are therefore
not written out, employees become satisfied when employers keep their side of the bargain.
Motivation is termed as the magic ingredient which an employer has to add to the situation to
generate desired results. Human motivation studies aim in discovering what triggers and sustains
human behaviour.
Training is an act of increasing the knowledge and skills of employees for doing a particular job.
It tends to increase productivity, improve quality of job done, helps organizations to fulfill their
future needs and even build the personal growth of employees.
Readers must however know that training without motivation is empty. These two words should
work hand in hand to ensure successful attainment of the organizations success.
1.3Profile of the Organization

1.4 Statement of Research Problem
Many prominent issues have called for the need to conduct this study entitled The Role of
Training as a Motivation to Employees of National Investment Bank on their Job Performance.
The perceived problems that have necessitated the need for this research could be attributed to
low standards of employee training that could account for poor performance. Customers
complains about employees human relations as well as professionalism of their work. And
lastly, the knowledge and attitude of some employees towards training is very poor. There is
therefore no doubt that employee turnover is increasing as a result of lack of training.
There is not any doubt about the general understanding, that training and motivation contribute
immensely to the efficient, effective and vibrant growth of banks. The study therefore, set out to
investigate how management of the National Investment Bank will ensure efficient and effective
banking services.
1.5 Objectives of the Study
This study seeks to achieve the following objectives:
To identify the major purposes of training in an organization as well as the key
internal and external influences on training;
To find out the effect of training on employees performance and productivity;
To examine the effect of training on employee turnover; and
To find out why training programmes sometimes fail to achieve results.

1.6 Research Questions
The following questions will be asked to help analyze the role of training as motivation to
employees on their performance which will help in reaching the set objectives.
For what reasons does the organization train its employees?
In what ways has training imparted on your performance?
What effect does training have on labour turnover?
What causes training programmes to fail?
1.7 Significant of the Study
The study will help bridge and enhance bank customer relationships, and help promote efficient
and effective service delivery through its recommendations to the bank under study. It will also
help improve the knowledge base of employees with regards to training and, as well, motivate
them to bring out their best in the organization.
The study will provide a data base that will inform the banking institutions on the importance of
training as a motivation to employees and its effect on their performance as well as the non-
banking sectors of the economy of Ghana and also other academics.
1.8 Limitation of the Study
Financial constraints to this project, since the project involves photocopying, typewriting,
traveling and other expenses.
This work was done alongside academic work. Hence, it put more limitation on the researcher as
regards to the gathering of necessary information. Not all information necessary for the
completion of this project work was given readily. The researcher also encountered little
difficulty getting questionnaires feedback from the respondents due to their tight schedules, but
persisted until she received as many as possible of the answered questionnaires from the
respondents.
Attitude of Respondents: there was poor response by respondents to questionnaires and
interviews which brought difficulty in compiling and analyzing available data.
In the face of all these constraints, the researcher got the needed data and successfully worked
within the limited time frame to come out with adequate material, which shall be useful to the
banks, academia, society and to the world at large.
1.9 Organization of the study
This research paper is organized into chapters, with the chapters being organized as below:
Chapter one gives the general overview of the study. It is concerned with the background of the
study, problem statement, objectives of the study, and research question of the study.
Chapter Two is concerned with the review of related literature to the study.
Chapter Three deals with methodology of the research
Chapter Four deals with the analysis and interpretation of field data
Chapter Five is concerned with the Findings, Conclusion and Recommendation




CHAPTER TWO
LITERATURE REVIEW
2.1 INTRODUCTION
Training and motivation have been the talk of many organizations today. Books, Articles,
Consultants and Seminars are increasingly focusing their attention on this topic. This chapter
focuses on the review of existing literature relevant to the role of training as a motivational tool
on employees performance and productivity as there is still a fair amount of ignorance as to what
exactly employee training and motivation are, how it might be implemented and exactly what
can be gained through its implementation. Few different definitions of motivation, various
theories of motivation and their implementation strategies were quoted to bring about employee
efficiency. This Chapter will also develop a good understanding of the research topic to avoid
repeating existing work and to facilitate the submission of a comprehensive and reliable research
work.
2.2 Overview of Training
One major area of the human resource management function of particular relevance to the
effective use of human resources is training and development. Few people these days would
argue against the importance of training as a major influence on the success of an organization.
Employees are a crucial, but expensive resource.
In order to sustain economic growth and effective performance, it is important to optimize the
contribution of employees to the aims and goals of the organizations. The importance of training
as a central role of management has long been recognized by leading writers. For instance
according to Drucker (2002), the one contribution a manager is uniquely expected to make is to
give others vision and ability to perform.
The general movement towards downsizing, flexible structures of organizations and the nature of
management moving towards the devolution of power to the workforce give increasingly
emphasis to an environment of coaching and support. Training is necessary to ensure an
adequate supply of staff that is technically and socially competent and capable of career
development into specialized departments or management positions. There is therefore a
continual need for the process of staff development, and training fulfils an important part of this
process. Training should be viewed therefore as an integral part of the process of total quality
management.
According to Cole (2002), in his book Personnel and Human Resource Management, training is a
learning activity directed towards the acquisition of specific knowledge and skills for the purpose
of an occupation or task. The focus of training is the job or task for example, the need to have
efficiency and safety is the operation of particular machines or equipment, or the need for an
effective sales force to mention but a few.
Reynolds (2005) defines training as the systematic and planned instruction activities to promote
learning. The approach can be summarized in the phrase learner- based training. It involves the
use of formal processes to impact knowledge and help people acquire the skills necessary for
them to perform their job satisfactorily. It is described as one of the several responses an
organization can undertake to promote learning.
It was indicated that training involves an expert working with learners to transfer to them certain
areas of knowledge or skills to improve in their current jobs. According to him knowing what
employees are expected to know and do it influenced by what the dynamic nature of the
environment and demand of customers. Employees should be trained to deliver their best on the
job field (Carter, 2006)
This was also affirmed by Sherman et al (2000). They expressly indicated that the success of a
training programme depends more on the organizations ability to identify training needs and the
care with which it prepares the programme so that if the trainees do not learn, it is probably only
because some important learning principle had been overlooked.
What they are saying is that the success or failure of a training programme is frequently related
to the recognition and application of basic psychological principles of learning. This assertion is
not necessarily right. If the trainees do not learn anything then of what benefit will they be for
the organization. If trainees return empty, with nothing to contribute, it can also mean that even
though the organization might have done all that is necessary to ensure training program, the
wrong candidate might have been selected for the training program.
This is not to say that there has been no learning if there is no overt behavioural change. Since
training generally is intended to provide learning experiences that will help people perform more
effectively in their jobs, organizational training should follow the learning principle.
Training therefore can be explained as a planned and systematic effort by management aimed at
altering behaviour of employees, in a direction that will achieve organizational goals. A formal
training program is an effort by the employer to provide opportunities for the employee to
acquire job-related skills, attitudes and knowledge, McGhee et al (2004)
2.3 Benefits of Training
The purpose of training is mainly to improve knowledge and skills, and to change attitudes or
behaviour. It is one of the most potential motivators which can lead to many possible benefits
both individuals and the organization. Changing technology requires that employees possess the
knowledge, skills and abilities needed to cope with new processes and production techniques.
According to Cole (2002) training can achieve:
High morale- employees who receive training have increased confidence and motivation;
Lower cost of production training eliminates risks because trained personnel are able to make
better and economic use of material and equipment thereby reducing and avoiding waste;
Lower turnover training brings a sense of security at the workplace which reduces labour
turnover and absenteeism is avoided.
Change management training helps to manage change by increasing the understanding and
involvement of employees in the change process and also provides the skills and abilities needed
to adjust to new situations;
Provide recognition, enhanced responsibility and the possibility of increased pay and promotion;
Give a feeling of personal satisfaction and achievement, and broaden opportunities for career
progression; and help to improve the availability and the quality of staff.
Derrick et al (2000) looked at the training environment and the structure of organizations and
emphasized on the effects of internal political and cultural factors on training and development.
Sherman et al (1996) argues that many new employees can be equipped with most of the
knowledge, skills and attitudes needed to start work, but others may require extensive training to
ensure their effective contribution to the organization. A majority however, will require some
type of training at one time or another to maintain an effective level of job performance.
According to Krietner (2000) in his book, The Managers Guide, no matter how carefully job
applicants are screened, typically a gap remains between what the employee does know and what
they should know. An organization which desires to gain the competitive edge in its respective
industry, needs among other things, extensive and effective training of its human resources.
Training is therefore a key element for improved organizational performance; it increases the
level of individual and organizational competences. It helps to reconcile the gap between what
should happen and what is happening between desired targets or standards and actual levels of
work performance. Although many employers continue to have reservations about the cost and
extent of tangible business returns from training, the development of skills has been identified as
a key factor in sharpening competitiveness. Casio (2002) puts it this way: The economic and
technological trends, the pace of innovation, change and development are growing faster year-
by-year and as a result, provide clear signals that training and development are so relevant that
both organizations and individual stakeholders must give a serious attention to.
2.4 Principles of Training
Since the subject of training is to assist a learner acquire the behaviour necessary for effective
work performance, it is essential that a clear grasp of the ways in which learning theories are
applied when designing training programs are laid bare. According to Bryn Leslie (1990), there
are four main requirements for learning to take place. The first is motivation. The old saying that
a horse can be led to the river but cannot be made to drink cannot be over emphasized as it
contains an important lesson for the trainer. People learn if they accept the need for training and
commit to it. If their motivation is weak, for instance if they doubt their ability to learn, no
matter how well their training is designed and implemented, its effectiveness will be limited.
Edwin Flippo (1976) also came with the fact that the more highly motivated the trainee, the more
quickly and thoroughly a new skill or knowledge is learned. This means training must be related
to something which the trainee desires. This could be money, job promotion, recognition and so
on.
The second requirement is cue. Through training the learner recognizes relevant cues and
associates themselves with desired responses. The third is response. Training should be
immediately followed with positive reinforcement to enable the learner feel the response. The
reinforcement should be positive, timely and consistent. Bryn Leslie (1990)
Finally, feedback the information the learner receives indicating the quality of his response is
the feedback. It should be made available as quickly as possible to ensure possible effective
learning.
Even though these learning principles are good, they fail to talk about practice where the learner
actively participates in using the skills and knowledge acquired. Furthermore, it also fails to
mention that the level of aptitude and intelligence of individuals are and that could affect the
methods of training.
2.5 Determination of Training Needs
The first step in managing is to determine training needs and set objectives for these needs.
According to G.A Cole (2002) if an organization has to justify its training expenditure, it must
surely do so on the basis of organizational need. Organizations adopting a systematic approach to
training and development will usually set about defining their need for training in accordance
with a well organized procedure. Such a procedure will entail looking at the training needs of
from a number of different perspectives.
These perspectives are; organizational, departmental, job and employee. Organizational need-
the organizational analysis of happens in the situation where effectiveness of the organization
and its success in meeting its goals are analyzed to determine where deviation or differences
exist. This makes it easy to know what program to be implemented. According to Kaufman
(1974), organization analysis looks at the variances between their success and failure to ascertain
which training could help remedy. Functional need at this level, training managers analyze the
specific ability needs determined by job descriptions and job specifications of the jobs in the
work unit work area.
The need can also be determined by the job performance of work groups and survey job holders,
supervisors, and training committees. Any lapses in their efficiency and effectiveness help
determine the training need. Individual need- Kaufman continues that employees training needs
could be measured by the individual performances of the employees. He stated that the
effectiveness and efficiency is measured against the required standards through interviews,
observations, attitudes, or objective records of their performance.
The researcher thinks that these three levels organizational, functional and individual gaps
between expected results and actual results can suggest training needs, for the researcher, active
solicitation of suggestions from employees, supervisors, managers and training committees can
also provide training needs ideas. The particular perspective chosen will depend on the
circumstances. For example, if changes in the external environment of the organization are
exerting pressures for change internally, then a corporate or organizational perspective needs to
be taken.
If, however, the issue is one of improving skills in a particular category of employees, then
occupational or job group will provide the focus of efforts.
Training need is any shortfall in employee performance, or potential performance which can be
remedied by appropriate training. There are many ways of overcoming deficiencies in human
performance at work, and training is only one of them. It is important to recognize this fact since
sometimes training staff are asked to meet needs which ought to be dealt with in some other way,
such as improving pay, replacing machinery or simplifying procedures. Armstrong (1996)
however, argues that training needs analysis should cover problems to be solved, as well as
future demands based on whether the organization must acquire new skills or knowledge or must
improve existing competencies.
2.5.1 Determining Training Objective and Training Plan
After these analyses have been done, it is easier for the training objectives to be established and
also to know what the learners must be able to do after the training program. According to
McKenna and Beech (2002) in their book Human Resource Management-A concise Analysis,
it is stated that it is important that a sound basis is established for other associated elements of
Human Resource Management practice such as performance management (appraisal), reward
management (motivation) combined with training and development. What this means is that
training and development itself cannot help in total employee development without the
complement of employee appraisal and motivation.
One of the things to consider in designing a training program is what the program is to
accomplish, that is the objectives. In other words a training program cannot be designed until
what that program is to accomplish is known. It is imperative for organizations to realize that in
designing a training program, it is equally important to consider what the trainees should know
or be able to do after the training is complete. Training objectives should however be attainable
and measurable. A training program is successful if the objectives are achieved. Zaccarelli
(1997) outlines the process of planning as;
1) Develop a training plan
Once attainable and measurable training objectives have been considered, a training plan can
be developed. This planning tool provides a step-by-step written document for others to
follow. A training plan can either be a complete training program or just one task. The
training plan details the course content, resources required, and methods of training, who
should do the training and who should be trained.
ii) Design a training lesson
Once a training plan is outlining general program requirements has been developed, the
organization will need to concentrate on specific segments of that plan. This is done with the
use of a training lesson. Generally, there is one training lesson for each training sessions.
This means if ten sessions are planned, ten training lessons must be developed. A training
lesson serves the following purpose;
a) It provides a content outline for the lesson.
b) It suggests activities/specific instructions which will help to make training easier
c) It defines suggested time to be spent on each segment within the segment
iii) Select the trainer(s)
Who is going to train? Who is good communicator and has the necessary knowledge/skill to
train? What should the trainer do to get the trainees ready for the training? These are the
questions to be addressed when selecting a trainer.
iv) Prepare the trainer(s)
Training is one of the most important things any organization does. As a result, the personnel
responsible for the training must be given adequate training themselves, as well as equip them
with the necessary logistics. Remotely linked to this, trainees must also be concerned and
prepared for the learning experience.
2.5.2 Presenting the Training
a) Kinds of Training
There are various types of training that an organization may adopt depending on the main
objectives of training and these are outlined below;
i. Refresher Training
Here the employees are made to attend refresher courses at specific training institutions such as
Ghana Institute of Management AND Public Administration (GIMPA), Institute of Management
Studies, Polytechnics and the like, sponsored by the employer. This exposes the employee to
modern trends in the field of business. That is, it involves updating skills to meet the job
requirement of employees.
ii. Orientation training
This is mainly concerned with acquainting new employees with the organization. This training is
aimed at getting all new entrants familiarize with the organizations goals, structure, culture,
work standard and other conditions of employment.
iii. Career or development training
This type of training aims at preparing for the future. This enables employees to take up higher
responsibilities.
iv. Job training
This involves teaching the employee now to perform the job for which he or she was hired or
employed for. This is to help employees to acquire the necessary skills and experience for
specific jobs.
2.6TRAINING METHODS / TECHNIQUES
Training methods are means by which we intend to communicate information, ideas, skills,
attitudes and feelings to learn. Methods could be grouped as either on the job or off the job
situation. (Armstrong, 2006)
2.6.1 OFF THE JOB METHOD
Off the job training means that the training session is not part of the normal job activities. It
could be in the classroom or place which are owned by the company or an associations and
universities which have no connection with the company. The following are examples of the off
the job method
A. Conference method
A conference is a small group meeting conducted according to an organized plan. While similar
to the lecture, the conference allows participation from the trainees. Not only is learning
facilitated through building on the ideas contributed by the participants, but the trainees learn
from another. Conferences follow a number of forms. One form is the directed conference, in
which the instructor has information to convey to the participants and guides or directs the
meeting in both transmitting and discussing these ideas. Another form is the problem-solving
conference, which focuses on identifying and resolving organization problems by thinking of the
participants and generating solutions for dealing with these situations.

B. Case study (Learning by doing)
In order to help students to learn for themselves by independent, thinking and by discovering in
the ever tangled skein of human affairs, principles and ideas which have lasting validity and
general applicability, Christopher Langdel of the Harvard law school developed this method in
the 1800s.
Case study is based on the assumption that managerial competence can best be attained through
the study, contemplation and discussion of concrete case. The case could be a set of data either
real or fictional written or oral. Employees are expected to identify a problem and recommend
tentative solutions when they are given cases to analyze. Case study is basically useful as a
training method for supervisors and is especially valuable as a technique of developing decision
making skills and for broadening the perspective of the trainee.
C. Lectures ( class room instruction)
One of the simplest ways of impacting knowledge to trainees especially when facts, concepts,
principles attributes, theories and problem solving abilities are to be taught is through the lecture
method. The lecture method can be used for very large groups which are to be trained within a
short time.
D. ROLE PLAYING
This method was developed by Moreno, a venation Psychiatrist. He emphasized on learning
human relation skills through practice and insight into ones own behaviour in the imaginary
situations. The idea of role playing involves action, doing and practice. Trainees act out a given
role as they would in stage play when role playing. Two or more trainees are assigned parts to
play before the rest of the class. These parts do not involve any memorization of lines or any
rehearsal. The role players are simply informed of a situation and of the respective roles they
have to play. Role playing primarily involves employee employer relationships. Hiring,
firing, discussing a grievance procedure, conducting a post appraisal interview or disciplining a
subordinate.

E. SEMINAR OR TEAM DISCUSSION
Seminar or team discussion is considered to be an established method for training. It could be
conducted in the following ways. It may be based on the statement made by the person in charge
of the seminar or on a document prepared by an expert who is invited to participate in the
discussion. Another way for conducting seminar is for the person in charge to distribute in
advance the material to be analyzed in the form of required readings. The seminar may compare
the reactions of trainees, encourages discussion or even defines the general trends and guide the
participants to a specific construction.
Seminar may be based on a paper prepared by one or more trainees on a subject selected in
consultation with the person in charge. It may be a part of a study or related to theoretical studies
or practical problems. The trainees are allowed to read their papers followed by discussion.
A chairman is chosen and he/she summarizes the contents of the papers and the discussions are
carried out.

F. Vestibule training In order not to disrupt the normal operations of a firm, some
organizations use vestibule training separate areas are set up with the same kind of
equipment that will be used on the job. This method enhances meaningful organization of
materials and feedback.

G. Virtual reality This consists of a number of technologies to replicate the entire real life
working environment. It is a computer based technology that gives learners a realistic
three dimensional, interactive experience. This method also makes it possible for trainees
to work in realistic settings with real equipment. It is most beneficial when hazards such
as radiation or toxic chemicals are involved and trainees cannot access new products or
expensive equipments or when trainees find it very difficult to travel to a training site.

2.6.2 ON THE JOB TRAINING
This method is mainly used for training non managerial employees. According to Mamoria and
Gankar (2005), every employee and manager from the clerk to the president gets some on the-
job training when he or she joins an organization. To William Tracy, it is the most common
and most widely used and accepted and the skills acceptable for job performance. It has the
advantage of providing herds on experience under normal working conditions and an opportunity
for the trainer, senior employee or even the supervisor to build good relationship with new
employees. It is learning by doing and it is most useful for jobs that are either difficult to
stimulate or can be learned quickly by watching and doing.
Although on the job training is used by all types of organizations, it is often one of the most
Poorly implemented training methods. This could be attributed to the absence of well defined
job performance criteria, lack of well structured training environment and poor training skills
of supervisors among others.
In order to curb the above mentioned shortfall training experts suggest that trainers must plan a
specific training schedule goal, create conducive atmosphere for learning and conduct periodic
evaluation after the training session.
Simulation
It is a method that duplicates as nearly as possible the actual conditions encountered on a job.
Trainee interest and employee motivation are both high in this erase because whatever
employees do is closely linked to the real job.
job rotation
This method involves moving employees from one job to another following a given training
instruction. Job rotation helps the organization during vacations, absence or when resignation
occurs. It also enhances learner participation and high job transferability.
Apprenticeship and coaching
This method of training is the oldest and most commonly used especially when efficiency and
proficiency in a job requires a relatively long training period of 2 3years or 4 5 years for
others. Apprenticeship involves learning from a more experienced employee. It is common in
trades such as plumbers and carpenters.
Coaching is similar to apprenticeship since the coach provides a model for the trainee to imitate.

Shadowing and job rotation: this usually aims to give trainee managers a feel for the organization
by giving them the experience of working in different departments. Trainees must be encourage
to feel it is not time wasting and people in the various departments in which they are temporarily
working must feel a commitment and involvement in the training if it is to work. Unfortunately,
trainees are not usually welcomed and are by supervisors in the department as obstacles to the
daily routines. If well structured and planned with the cooperation of all departmental
supervisors, this method can be a worthwhile learning experience. (Aswathappa,k.2008)
2.6.3Methods of Evaluation
There are several methods of evaluating training. Bardwell and Holden (1993) have cited some
of these methods as following;
1. Questionnaires (feedback forms): this is a common way of eliciting trainee responses to
courses and programs.
2. Tests or examinations: these are common on the formal courses, especially those that result in
certification for instance a diploma in word processing skills. End-of-course tests can also be
employed after non-certificate short courses to check the progress of trainees.
3. Projects are initially seen as learning methods but they can also provide valuable information
to instructor about the participants understanding of subject matter.
4. Structured exercises and case studies also provide opportunities to apply learned skills and
techniques under the observation of tutors and evaluators.
5. Interviews of trainees after the course or instruction period are another technique for gathering
information directly from the learners. These can be formal or informal, individual or group,
face-to-face or by telephone.
2.7 Human Resource Development
One of a managers most important jobs is to manage the employee development of an employee
which includes his/her personal growth and career development Linda Maund (2001). In
previous business environments, career planning was handled in the main by the organization
which employed an individual, who was likely to be in that organizations employment for life.
However, nowadays the work environment is rapidly changing with increasing work mobility
bringing about alternatives and potential for almost any worker (Linda Maund, 2001).
Sandra Kerka (1998) defines Career Development as an organized approach used to achieve
employee goals with the needs of the agency workforce development initiatives. According to
the author, the purpose of career development is to;
a) Enhance each employees current job performance
b) Enable individuals to take advantage of future job opportunities
c) Full fill agencies goals for a dynamic and effective workforce
Stretching on the importance of career development, Evans and Lindsay (1999) reported that the
massive career development program embark upon at the Coors Brewing Company in Golden,
Colorado, resulted in improved employee passion for the job and pride in their jobs, which
translated into measurable improvement in productivity, a remarkably low turnover rate, and the
delivery of quality product and service. In the past there was a failure to provide avenues for
career change which produced great losses in social productivity and in human satisfaction.
Employers now realize that they do not benefit by looking their employees into careers that long
ago ceased to be rewarding and challenging to them.
2.8 Training and Organisational Commitment
Training has been identified as contributing greatly to organisational competitiveness (Schuler
and MacMillan, 1984). Research suggests that investment in training can be justified by the
contribution it makes to improved individual and organisational performance (Bartel, 2000).
However, previous studies have indicated difficulty in identifying causality between training and
organisational performance ( Blundell et al., 1999). Bartlett (2001) suggests that one problem
exacerbated this difficulty is developing an effective measure for organisational performance.
Blundell et al. (1999) support this, arguing that a lack of suitable data and methodological
difficulties haveprevented adequate assessment of the impact of human capital appreciation on
firm performance and that estimates of the impact of training on productivity are subject to
wide margins of uncertainty.
There is a growing consensus that HRM practices influence employee attitudes and work-related
behaviour (Allen et al., 2003; Gould-Williams, 2007). In order to judge better the effectiveness
of training it has been suggested that its relationship to organisational commitment be examined
directly. This has been demonstrated as positively related to organisational effectiveness
(Bartlett, 2001). The literature suggests that positive work-related behaviour and attitudes largely
depend on employee perceptions as to the extent to which their employer values their
contribution and cares about their well-being (Allen et al., 2003). This view is consistent with
social exchange theory (Blau,1964) which proposes that the psychological contract between
employer and the employee is an important determinant of organisational behaviour. This is the
theoretical basis for our study. Social exchange is initiated by organizations when they signal
their willingness to care for employee interests (Gould-Williams, 2007). Employees reciprocate
with positive attitudinal and behavioural responses helpful to their organisation (Settoon, 2002).
Training, like other HRM practices, can be utilised to elicit desired responses which may include
improved organisational commitment (Bartlett, 2001). Existing research suggests that training
and development provision is taken as a sign by employees that their organisation desires to
enter into a social exchange with them. This creates a strong psychological bond between them
and their employer (Garrow, 2004).
However, the impact of training on organisational commitment has not been so widely
researched. A limited number of studies have been conducted in America (Bartlett, 2001),
Malaysia (Ahmad and Bakar, 2003) and the Middle-East (Al-Emadi and Marquardt, 2007).
These studies all find a strong positive relationship between training perceptions and affective
organisational commitment and a weaker relationship with continuance commitment. Bartletts
(2001) study in the US health care context, finds a strong relationship between four training
variables and affective commitment. However, his research suggests a limited impact of them on
continuance commitment. Ahmad and Bakar's (2003) study, conducted in Malaysia, finds a
significant relationship between five training variables and affective commitment. For
continuance commitment their research only demonstrated a significant correlation with two, the
training environment and perceived training benefits. Al-Emadi and Marquardt (2007) examine
the perceptions of senior staff in the Qatari petrochemical industry on the perceived benefits of
training participation and its impact on organisational commitment. They found a positive
relationship between perceived training benefits and both affective and continuance
commitment.
2.9 EFFECT OF TRAINING ON EMPLOYEES PERFORMANCE
Heather Lacey (2010), emphasized on some of the effects of training. She went further to explain
employee training as the training that involves teaching employees skills that can make them
more efficient and productive workers. A trained workforce has benefit for employees and
employers as well.
According to her employees who are trained often have higher motivation and moral because
they feel that the company has invested in their ability and development and need to show their
appreciation and gratitude by working hard to achieve organizational goal.
This also results in lower turnover rates. Trained employees often work better as team because
everyone is aware of the expectations and can achieve them together smoothly.
Lacey emphasized that trained employees are also more confidence in their performance and
decision making skills. In addition employees who receive regular training are more likely to
accept change and come up with new ideas
According to her, employees who learn new things through training make good candidates for
promotions because they have shown their ability to learn, retain and use information. Reliable,
skilled employees can also be empowered to train other employees which can reduce pressure for
the management team. It can course financial strain for some companies. Outsourcing training or
tuition reimbursement programs are generally most expensive. Taking time for training also
takes an employee away from job tasks, which can course a short term drop in productivity.
Highly trained employees may also be recruited by competitor company, who will benefit from
your training efforts and costs should the employee choose to switch companies

2.10 MEANING OF MOTIVATION
According to Nickels (2000), a country that dreams of surviving and competing in the
international market must have an increase in new products, new ideas and an increased in
productivity.
To Nickels, all these factors depend on the human resource or labour of the country as they have
direct impact on the economy. Labour force is undoubtedly the most sensitive and valuable
assets of business in every country. This sensitivity has called for the need to sustain them. One
way of sustaining employees is through motivation.
The term motivation was coined from the Latin word Movere which simply means to move.
Stephen P. Robbins (2002) defines motivation as the willingness to exert high levels of effort
towards organizational goal conditioned by the efforts ability to satisfy some individual need.
According to William et al, motivation is a goal directed behaviour that results from a felt need
that a person wants to satisfy.
To Robert Krietner and Angelo Kinicki (2000), motivation represents psychological processes
that cause the arousal, direction and persistence of voluntary actions that are goal directed.
A more comprehensive definition emphasis three distinct aspects of motivation very necessary:
First, motivation represents an energetic force that drives people to behave in a particular way.
Secondly, this drive is directed toward something thats motivation is goal oriented.
Third, the idea of motivation is best understood within a system perspective. In other words, to
understand human motivation, it is necessary to examine the forces within individuals and their
environments that provide them with feedback and reinforce their intensity and direction.
Motivating an employee gives that person some satisfaction on the job. Even though job
satisfaction cannot be observed, it can be inferred from an employees behaviour or verbal
statement especially when there are discrepancies between the Employees previous performance
and current performance.

To Durbin (1997) motivation in a work setting is the process by which behaviour is mobilized
and sustained in the interest of achieving organizational goals.
many managers believe that a happy worker is a productive worker so much effort are made to
make employee happy at work, but recent research has also proven that a happy worker or
employee might not necessarily be productive. Managers are therefore edged to find the genuine
needs and interest of their employees and try as much as possible to satisfy them efficiently and
effectively. Managers must indeed make sure that high performance is actually rewarded.

2.11 MOTIVATIONAL THEORIES
The theories of motivation can be categorized into two (2) broad areas. The content theories is
the first category and it focus mainly on individual needs. Physiological or psychological
deficiencies that feel are difficult to reduce (Carter McNamara, 2008).
The managers job, they say is to create a work environment that responds positively to
individual needs.
Major content theories of motivation include;
SCHEINS CLASSIFICATION OF MOTIVATIONAL ASSUMPTIONS
In 2004, Lucey quotes professor Scheins review of assumptions about people that were very
implicit in ideas about what factors and conditions motivate people at work and summarizes
Scheins four way classification as follows;
Social Man:
Assumption man is a social animal and gains his basic sense of identity through relationships
with others and so the help of training employees are able to relate. The effect of these
assumptions is that, management is only effective to the extent it can mobilized and depend on
these social relationships. Much attention is therefore needed to promote leadership and group
behaviour.
Self actualizing Man: The assumption made was that, man is primarily self
motivated and self controlled hence man needs self fulfillment, challenge,
responsibility and a sense of pride in this work. This concept is based on Abraham
Maslows hierarchy needs and closely linked to McGregors theory.
Rational Economic Man: The assumption mode was that, man is primarily
motivated by economic needs. He therefore has to be manipulated, controlled and
financially motivated by the organization.
Complex Man: Man is variable. He has many motives which are arranged in a
hierarchy which is subjected to charge from time to time depending on the
prevailing situation. Managers are therefore encouraged to vary their behavior in
accordance with the motivational needs of particular individuals and groups to
Sechein, the relationship between the individual and the organization is
interactive and interdependent.

THEORY X AND THEORY Y
With reference to Maslows needs theory, Douglas McGregor grouped the physiological and
safety needs as lower order needs and the social esteem and self actualization needs as upper
needs.
Douglas proposed two alternative sets of assumptions and labelled them X and Y. to McGregor,
people should be treated differently depending on whether they are motivated by lower order or
higher order needs. He believes that theory X assumptions are appropriate for employees
motivated by lower order needs and theory Y assumptions are appropriate for employees who are
motivated by higher order needs. He emphasized on the fact that people with lower order needs
are motivated by higher order needs.

ABRAHAM MASLOWS HIERARCHY OF NEEDS
According to Lucey (2004), Abraham Maslow was an American Psychologist who developed the
theory that people are motivated by a desire to satisfy specific groups of needs and that they tend
to satisfy their needs progressively starting with basic physiological needs and moving up the
hierarchy. Maslows needs hierarchy was reformulated in an ERG theory of motivation. [Maslow
emphasized on the fact that when one need is more or less satisfied, another higher level needs
behind Maslows].
The main idea behind Maslows theory of human motivation is seen in a hierarchy of fire needs
categories which he labelled as Physiological needs, safety and security needs, love (social)
needs, esteem needs and the need for self actualization.
Maslow emphasized on the fact that when one need is more or less satisfied, another higher level
need becomes dominant. This means that when a need is satisfied, it ceases to be a motivator. He
commends that a starving man is obviously dominated by the need for food and pays less
attention to esteem and status.
Although some researchers have challenged the assumption the theory stresses that only
ungratified needs motivate behaviour and mostly it is the lowest level of ungratified needs in the
hierarchy that motivates behaviour. As one level of need is met, a person progresses up the
hierarchy as they successively gratify each level of need. A shortfall of this progression
hypothesis is that, it makes no room to move down the hierarchy.
HERZBERGS MOTIVATION HYGIENE THEORIES
Frederick Herzberg provided an influential insight into motivation in which Herzberg confirmed
that it contain factors lead to job satisfaction and termed it as hygiene factors. To Herzberg
people had two set of needs, one related to the humanistic desire for psychological growth.
Conditions in the work place he says, would affect one or the other of these needs. He termed
work conditions that are related to satisfaction of the need for psychological growth as
motivation factors and work condition related to dissatisfaction caused by discomfort or pains as
hygiene factors.
Hygiene factors and motivation are not opposites and that hygiene factors even if provided for
them do not include job satisfaction but prevent dissatisfaction. To him, hygiene factors maintain
production but motivation are needed to increase output (Cole 2000).

MCCLELLAND'S THEORY OF NEEDS
Another theory of needs to be discussed is by David McClelland (1961). According to
McClelland, individuals are thought to vary in their drive to gratify Six (6) basic human needs.
These are the need for achievement, power, affiliation, esteem, independence and security. He
stresses on the fact that people will accomplish the most when they have a high need for
achievement. They will select goals that are medium in difficulty, challenging but not impossible
goals. To him, people who have low in need for achievement will select goals that are either low
in difficulty or easy to accomplish or very high in difficulty. Failure to achieve such extreme
goals would therefore be expected. One interesting finding of McClelland work is that, need for
achievement varies among nations (1961, page 100). On a practical level, McClelland has
proposed that the populace of entire nations or portions of a nations populace could be trained to
be higher on needs would manifest themselves as people chose more difficult goals and worked
to achieve those goals. He concluded that the economy of a whole region could be positively
influence.

2.12 The Relationship between Training and Motivation
Tharenou Phyllis (2001) explains training as the formal process by which a person acquires
knowledge, skills and competencies. Motivation on the other hand is the direction and intensity
of ones effort or the psychological features that arouses an organism t and action towards a
desired goal. The basis of motivation or the yearning to attain a desired goal depends on
awareness such as goals and the realization that the person has the means capabilities to attain
such goals.
He says training provides both the awareness and the competency that allows people to be
motivated towards a certain goal or objectives. The theoretical framework of motivation and
training lies in theories such as Alderfers ERG theory. The major reasons of lack of motivation
at work include lack of faith in ones abilities, fear of failure, low self esteem, habit such as
procrastination and laziness, poor time management, monotony at work, poor reward and other
factors, training provides a solution to most of these factors.
The most obvious result of any company sponsored training intervention is skill enhancement.
Training equips the employees with skills to do the work faster and efficiently and apply
themselves to perform job more intelligently.
In his view, training also help employees develop soft skills such as better time management,
better critical thinking ability, better communication skills and other skills, all of which remains
essential trait to succeed in any job. Training thus has become the basis of affecting performance
improvement. The ability of employees to work better increases confidence, removes the fear of
failure and improves self esteem, all translating to better motivation.
Skills and competence enhancement through training also allows for job enlargement and job
enrichment, whereby employees get a broader range of roles and responsibilities and end
monotony. All these usually come with better rewards and recognition for primary motivators.
He went further to explain that normally people remain disinclined to work in a company they
cannot associate themselves with, training allows the employee to fit within the organization
better, or affect a match between their personal values and organizational values and adjust their
latent skills and competencies with what the company requires. It also provides a path to reduce
mismatches and acquire the skills and competencies that remains in the demand but which the
person lacks.
Such training intervention motivates employees to associate themselves with the company,
further substantiating the relationship between training and motivation.
Training motivates employees primarily by building their skills levels and developing their level
of competencies. Most employees remain aware of the need to keep their skills updated to
remain competitive in todays fast changing world. The routine nature of work however does not
provide them with opportunity to learn new things very often and as such they remain in a state
of anxiety and frustration providing regular periodic company sponsored training and
developmental intervention is one way companies helps employees relieve the anxiety and
frustration regarding their skill stagnating and becoming employable in the future. This makes
them motivated enough to remain and perform in their present job.
2.13 Motivating Employees through Training Result in Retaining
Jim brown (2007), people may come and go in a particular company. Others may stay long and
loyal even up to the point of retirement while others leave early on or in a couple of years for
certain reasons. Such reasons could either be being offered a better paying job some place else,
deciding to pursue further studies, getting bored with the existing job or basically losing the
motivation and drive to stay with the current employer.
Employees are motivated to work by several factors. Of course, the financial factor involved is
one that you cannot erase from the picture for many if not majority work for the money. But one
key factor though that motivates and encourages employees to work and to stay with their
current employer is the availability of opportunities for him or her to grow within the company
and advance his or her career through training.
According to him different employees may have different viewpoints about the type of training
opportunities they wish to get. Training is not just all about attending external training seminars
and classes. Within the company itself training and development can range from promoting hard-
working employees to higher responsibility positions or even just rotating employees to different
departments to give them the opportunity to learn other skills that could prove to be useful for
their career development.
He further explains that the type of responsibilities that an employee currently has on his or her
current job can significantly impact his or her training in the company. Expanding his or her
current duties with higher level responsibilities, reassigning routine tasks and assigning new ones
can train and prepare that employee for higher job positions or job openings for other
departments within the company. More room for decision making, planning and supervision
responsibilities should be given. Afford as well the opportunity for employees to train in other
duties and responsibilities.
In view of this external seminars as well as the company's internal training sessions can help
develop and further enhance both an employee's skills and knowledge. Enable your employees to
take online classes whether they are work-related or for further knowledge. Provide flexible
work schedules to enable them to attend university or college classes to further pursue advance
studies or continuing education.
Employees should be given the opportunity to pursue training not only work-related but also in
what they choose to be interested in. Any company should support and rally for learning. Apart
from motivating and retaining employees, training can create employees who will benefit the
company and who will benefit themselves as well from the leanings that they have gained.
2.15 Motivation to learn
Well-motivated employees are more likely to have a positive perception of the training
environment in their organisations. This has been shown to lead to greater participation in
training activities (Mathieu et al., 1992). Empirical research also indicates that those motivated to
learn tend to apply learnt skills more effectively in their work (Cannon-Bowers et al., 1993;
Facteau et al., 1995). The benefits resulting should generate positive feelings towards the
organisation, and so enhance affective commitment.
Empirical studies by Bartlett (2001) and Ahmad and Baker (2003) confirm a strongly significant
relationship between an individuals motivation to learn and their affective commitment but no
relationship with continuance commitment. These findings suggest that organisations may
benefit from greater affective commitment through motivating their employees to participate in
training activities. Previous research in Hong Kong also confirms a positive relationship between
motivation to learn and affective commitment (Cheng, 2001). This study tests whether
multinationals in China may engender greater commitment by improving employee motivation
to learn. This leads to the following hypothesis: H2: There is a positive relationship between
motivation to learn and affective commitment.
CONCLUSION
In conclusion, employees are the crucial assets whose needs should be of utmost importance to
the organization. One way of fulfilling these needs can be achieve through training. Training
equips the individual with the necessary skills, knowledge and competence to do his/her work
effectively since it serves as a motivation leading explained in the above.



CHAPTER THREE
RESEARCH METHODOLOGY
3.1 INTRODUCTION
This chapter looks at the way the study would be done and the technique to elicit the relevant
information for the study, four major areas to be covered are, Data Source, Sampling, Study
instrument and Data Analysis.
3.2THE STUDY SITE
The research was carried out in National Investment Bank, Koforidua Branch in the Eastern
Region.
Established on 22
nd
March, 1963, the National Investment Bank Limited was the first
development bank in Ghana to promote and strengthen rapid industrialization in all sectors of the
Ghanaian economy. National Investment Bank (NIB) Limited now operates as a universal bank
in focusing on development and commercial banking activities.
The corporate mission is to serve as a trusted provider of customer focused banking services to
retail and corporate customers, building on past successes and devoting our human, financial and
technological resources to add value to the activities of stakeholders. The companys vision is to
become the Fifth Largest Bank in Ghana with effective banking links with our overseas
correspondent banks.
NIB Ltd has undergone management, institutional and financial restructuring, which has
strengthened the organization and now, has Twenty-Seven (27) branches nationwide. It has in
the past participated in foreign lines of credit, which were administered by Bank of Ghana to
meet term loan and working capital needs of the Bank's customers.
The bank is also one of the designated financial institutions, which sources funds from Export
Development and Investment Fund (EDIF) for on lending to exporters as Term and Working
capital loans. It was awarded the prestigious Euro Market Award in 1994 and won the 2003 Best
Bank of the Year for Long Term Loan Financing.
The National Investment Bank plays leading role in developing a number of highly successful
industrial projects in Ghana, through equity and debt financing. Some of these are Nestle Ghana
Ltd, Nexans Kabelmetal (Ghana) Ltd, National Investment bank (Ghana) Ltd and Total Ghana
Ltd.
Products and Services
Apart from its development banking activities, NIB Ltd also provides corporate and commercial
banking facilities involving both domestic and foreign transactions at very competitive rates and
on flexible terms. They include Current and Savings Account, Call Deposits, Fixed Deposits,
Loans and Advances, Personal Loans, Overdrafts, Western Union Money Transfer, Mobile
Management Services and Warehousing.
National Investment Bank Limited is networked nationwide and renders efficient banking
services to ensure that our customers receive consistent and efficient services, highly trained
personnel of the Bank attend to standard banking needs promptly. They also deliver quality
service, tailored to meet requirements of customers.



The banks core values
1. Provide Ultimate Customer Service. NIB's success is all about service - exceptional
customer service. The bank connects with customers, understanding them to help them realize
their potentials. They aim to exceed client's expectations. We value action and decisiveness and
recognize that the best opportunities come to those that act quickly.
2. Respect for Employees. NIB's staff has great values. They deliver, are honest, open and
respectful, willing to take on big challenges, self-critical and accountable. At NIB, everyone's
contribution is valued. They place high value on teamwork because they know that the power of
many is greater than the power of one.
3. Innovation and Responsibility. They operate in an environment of trust, openness and
flexibility. NIB staff is not afraid to come out with creative ideas to solve problems.
5. Social Responsibility. They believe in support for the community in which they operate.
They improve communities by being active, responsible and generous members of the
communities they serve. To this end, they support causes such as Road Safety and Education.
They believe in putting back into the community for a better tomorrow.
6. Contribution to Economic Growth. NIB supports the government in its bid to strengthen
industrial base by giving financing to agro-based and industrial projects. To encourage growth in
the agro-processing industry, NIB is instituting an award scheme for the Best Agro-Based
Industry.
3.3 THE RESEARCH POPULATION
The population of the study includes the entire staff the banks branch at Koforidua. In the entire
branch have (20) staff members.

.3.4 SAMPLE SIZE
According to Osuala, (2005) Sampling is taking any portion of a population or universe as
representative of that population or universe. For the purpose of this study, all the Twenty-two
(20) members were used due to their satisfactory number.
3.5 SAMPLING TECHNIQUE
The researcher deemed it possible to use census study because the researcher found the number
convenient enough to involve all of them in the study.
3.6 DATA COLLECTION METHOD
With respect to this study, primary method is used in the gathering of information. The primary
source includes the issuance of research questionnaires and face to face interview with
respondents. This study rarely used secondary source of data gathering also included books,
journals, internet and articles.
3.7 METHOD OF DATA ANALYSIS
Statistical Package for Social Sciences (SPSS Software) is used to analyze the various data
gathered for this research work. Thus, the SPSS is used to analyze responses reached me by the
respondents of the study. Thus, according to Herzog (1996) SPSS is computer software that is
used to analyze all the data gathered on a research work
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
4.1 Introduction
In this chapter, we are concentrating on analysing and giving proper interpretation to data
gathered from the field of survey. The analysis of data is grouped into two; the first part involves
the analysis of data gathered through one on one interview conducted with the three selected
senior managers of the organization. The managers selected were the human resource manager,
production manager and the sales manager. This analysis is done quantitatively. The second part
is also concerned with the analysis of data gathered through the issuance of questionnaires to
selected employees of the organization. This analysis is done by the use of Statistical Package for
Social Science (SPSS). This type of analysis is known as qualitative analysis.
4.2 Interview analysis
4.2.1 Purposes of training in the organization
According to the view of the managers, the organization really organizes training programs for
the employees to build up their competencies. According to the training manager training
participants are selected based on various criteria but was not able to specify exactly how
training needs are identified except to say that it depends on the circumstance.
From the manager, issues on the ground determine the objectives of the training but training has
to be a planned process that takes care of issues on the ground. According to him training is
organizing to help improve the performance level of the employees so as to equip them to be
able to deliver to ensure the achievement of the corporate goals.


4.2.2 Effect of training schemes on employees performance and productivity
When the manager was asked concerning the effect of training on employees performance and
productivity, he clearly stated that training to a very high extent affects employees performance
and productivity in the sense that it leads to improved skills, knowledge, abilities and
competencies of the employee and by so doing according to him productivity and profitability
will also increase.
4.2.3: employees training and turnover rate
By the managers response, turnover within the organization is reduced when employees are
trained. This is because, according to the manager, training brings out the best and also adds up
to the skills and abilities of the employee so he works with joy and also shows commitment to
work. Also, when employees are not well trained they cannot perform to meet target and this if
continues for long puts the job security of the employee at a risk and so training has a very great
impact on labour turnover he said.
4.2.4: Causes for the Failure of Training Programs
On the issue of training failure, the manager asserted that training programs sometimes fail to
generate results as expected but on the whole according to him has been good. He further
explained that, the factors that lead to the failure sometimes may be attributed to the method and
may be the timing of the program organization but failed to hit on other factors that research has
already shown.
4.3 Presentation and Analysis of Tables
4.3.1 To identify the major purposes of training in the organization
Before an organization will put up or organize a training program, there must be an objective to
be achieved. It might be either to improve performance or to help employees to be acquainted
with introduction of new ways of doing things in the organization. So the researcher, therefore,
deemed it important to find out the purposes for organizing training programs by the
organization.
Table 4:1 employees participation in training programs
The view of the managers indicated that the company really take steps to improve the
performance of the employees, but to find out the real truth in what he said, the researcher
decided to find out from the respondents also if the assertion is true or not. The responses are as
shown in the table below.
Have you participated in any form of training before?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid Yes 13 65.0 65.0 65.0
No 7 35.0 35.0 100.0
Total 20 100.0 100.0
Source: field survey march 2014
From the above table, responses indicate that 65% of the respondents have engaged in training
programs while 35% have not also participated in any form of training program in the
organization before. The former figure sounds good, because it means the organization is really
taken steps to equip its employees for good works. Nonetheless, the later figure also is an
indication that some of the respondents are not being given the opportunity to improve their
skills and should be provided the right to do so.


Table 4.2: Employee Selection for Training Process
Literature tells us that training is planned and systematic flow of activities involving determining
training purpose and policy, and following through by determining training and development
needs, planning the training, and evaluating training. Selecting the participants through a careful
process of training needs identification is therefore the proper process of initiating training.
Subsequently, respondents were asked a series of questions to determine the flow, planned and
systematic nature of training and development process at the organization of study. The starting
point was to know how respondents were selected for inclusion in the training programs they
have participated in.
The table below indicates responses as provided by the respective respondents to the above state


How were you selected

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 0 7 35.0 35.0 35.0
supervisor
recommendation
2 10.0 10.0 45.0
employee request 2 10.0 10.0 55.0
through performance
appraisal
2 10.0 10.0 65.0
new technology 1 5.0 5.0 70.0
dont know 6 30.0 30.0 100.0
Total 20 100.0 100.0
Source: field survey March 2014
The above table 4.3 indicates that many of the respondents constituting 30% out of the total
respondents who have participated in training programs before do not know how they were
selected for the training programs they participated in. when the training manager was asked
about the criteria for selecting employees for training, his response indicates that participants are
selected based on various criteria and he was not able to specify exactly how training needs are
identified except to say that it depends on the circumstance.

Table 4.3: Respondents Awareness of Training Purposes
In training practice, it is also good to have trainees know the objectives for each training program
they participate in. the respondents were asked if they were always clear about the objectives of
each training program they participated in. The table below captures the responses from the 13
respondents who have participated in training before.
Are you always clear about the purposes of the training
program you participated?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 0 7 35.0 35.0 35.0
Yes 9 45.0 45.0 80.0
No 4 20.0 20.0 100.0
Total 20 100.0 100.0
Source: field survey March 2014
Table 4.4 demonstrates clearly that the minority of respondents that is 20% out of the total
population are always not clear about the objectives of the training programs they participated in.
o 45% of the respondents indicated that sometimes they do get the objectives of training
programs they attend. When the training manager was asked in the interview to indicate how
training objectives were determined, he did say issues on the ground determine the objectives of
the training but training has to be a planned process that takes care of issues on the ground.
Table 4.4 Purposes of the Training Programs They Participated In
There is a purpose for carrying out every plan and so is the organization of training programs and
so the researcher decided to find out from the respondents the purposes for the program they
participated in.

What were the purposes of the program you participated?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 0 7 35.0 35.0 35.0
to help improve
performance
3 15.0 15.0 50.0
to gain more knowledge
and skill
2 10.0 10.0 60.0
to build-up your
abilities and
competencies
1 5.0 5.0 65.0
All of the above 7 35.0 35.0 100.0
Total 20 100.0 100.0
Source: field survey March 2014
When respondents were asked to indicate the among number of factors the ones which serve as
purposes for the training programs they have participated in, 15% indicated to improve
performance to gain more knowledge and skills was indicated by 10% of the respondents while
only 5% indicated to build-up their abilities and competencies for work. However, the majority
of the respondents indicated all of the above.
Table 4.5: Methods used for the program facilitation
When the training manager was asked to identify the training types and methods used, he
indicated that the organization engages in orientation training for new employee, refresher
training for existing employees, job training, and career development training. Regarding
training methods, he mentioned on the job training, mentoring, seminar etc. as the methods of
training, it was necessary to assess these methods from the point of view of the respondents. So
they were asked a question regarding what training methods they had experienced.
Table 4.5: What methods were used for the facilitation?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 0 7 35.0 35.0 35.0
Seminar 7 35.0 35.0 70.0
On-the-job
training
4 20.0 20.0 90.0
Understudy
training
2 10.0 10.0 100.0
Table 4.5: What methods were used for the facilitation?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 0 7 35.0 35.0 35.0
Seminar 7 35.0 35.0 70.0
On-the-job
training
4 20.0 20.0 90.0
Understudy
training
2 10.0 10.0 100.0
Total 20 100.0 100.0
source: field survey march 2014
By responses from the respondents, 35% indicated that the method use is seminar, while 20%
indicated on-the-job training and the 10% also indicated understudying method.


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

Training is meant to enhance the performance of the employees involved and consequently
increase productivity. In view of this, it excited the researcher to find out from the respective
respondents if training actually has an impact on their performances and increased productivity
or not.
Table 4.6: respondents view on how training boosts their performances:

Responses provided by the respondents in respect to the above statement are as indicated in the
table 4.6 below.

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

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 0 6 30.0 30.0 30.0
Yes 14 70.0 70.0 100.0
Total 20 100.0 100.0
source: field survey march 2014
From the above table, the responses provided by the respondents indicate with 100% response
that training of cause has helped their performance level. This figure is very relevant because it is
an indication that the training is actually having effect on the employees.
Table 4.7: Training Effect on Productivity
Literature has it that training has effect on productivity just as the manager indicated. More so,
the researcher wanted to find out from the respondents if they also have the same view or not.
The responses provided are as shown in the table below.
Would you say training have effect on productivity?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid Yes 17 85.0 85.0 85.0
No 3 15.0 15.0 100.0
Total 20 100.0 100.0
Source: field survey March 2014
From the above table, the responses provided by the total respondents indicate clearly that
training has effect on productivity. This is shown with 100% response from the total respondents.

Table 4.8: Kind Of Effect Training Has On Productivity:
Though the above response has indicated that training has effect on productivity but the type of
effect it has on productivity is not yet known. It could be positive and it could be negative. The
researcher therefore decided to find out from the respondents the type of effect it has on
productivity.



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

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 0 3 15.0 15.0 15.0
positive 17 85.0 85.0 100.0
Total 20 100.0 100.0
source: field survey march 2014
By way of response to the above question, the majority of the respondents indicated that truly
training has positive effect on productivity. This is indicated by 85% response from the total
respondents.
Table 4.9: Opportunity Offered By Training to Attendees for Future Studies
The researcher also sought to find out if training has in any way offered the employees the
opportunity to identify any potential for further studies or not. The responses provided are as
indicated in the table below.
Has training offered you the opportunity to identify any
potential you have for further studies?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 0 7 35.0 35.0 35.0
Yes 13 65.0 65.0 100.0
Total 20 100.0 100.0
Source field survey March 2014
In response to the above question, as many as 70 out of the total number of 80 respondents
representing 87.5% responded No to the above stated question. Since our discussions prior to
this one has proven that training and development as well as career development are not planned
and are not orderly organized, the above responses will by no means be an astonishing one.


Table 4.10: Respondents View on How Training Enhances Their Knowledge Skills,
Abilities and Competencies to Increase Performance and Profitability

Table 4.10 below indicates responses to the above stated point as indicated by the respondents to
the study.
Training enhances your knowledge, skills, abilities and
competencies to increase productivity through better
performance?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid True 18 90.0 90.0 90.0
False 2 10.0 10.0 100.0
Total 20 100.0 100.0
source field survey march 2014
The responses provided by the respondents as indicated in the above table shows clearly that the
majority of the respondents which consist of 90% are of the view that training enhances their
knowledge, skills, abilities, and competencies to put up better performances to increase
productivity.
Objective 3: To find out the effect of training on employee turnover
Training programs increase an employee's job knowledge. An increase in job knowledge means
that the employee will feel more comfortable doing his job and will perform at a high level, and
as a result would like to stay on the other hand if the employee is unable to perform because he
has not the knowledge and skill require would also find it difficult to stay. In view of this it
became necessary for the researcher to also find out the impact of training on employees
turnover as stated above. Discussions below will help us address the above objectives
Table 4.11 Respondents view training effect on labor turnover
Ahmad and Bakar (2003) find evidence of a significantly positive relationship between the
perceived benefits of training and affective and continuance commitment. This is to prove that
there is a relationship also between employee training and commitment for work. This also
propelled the researcher to draw attention to the effect of training on labor turnover. The table
below provides responses to the above statement.
Are you of the assertion that training has effect on labour
turnover?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid Yes 20 100.0 100.0 100.0
source: field survey march 2014
From the above table, it is well indicated that 100% of the total population are of the assertion
that training has effect on labour turnover.
Table 4.12 Employee Training and Expectations Attainment
Employees are trained to help them acquire the needed skills and knowledge to perform at high
level and probably live up to expectations. As a result, the researcher also decided to find out
form the respondents their view concerning this fact. Table 4. Below provides responses to the
above statement.

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

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid strongly agree 11 55.0 55.0 55.0
Agree 9 45.0 45.0 100.0
Total 20 100.0 100.0
source: field survey march 2014
From the above table it is clearly seen that 55% are in strong agreement to above assortment
while 45% are also in agreement to the statement. These figures are very significant because they
attest to the importance of training as a motivational tool to improve employee performance and
productivity.


Table 4.13 Factors created by employee training: respondents view
Training programs are organized for employees to make them competent for work. That is to
create in them certain factors that will enable them to perform better. The respondents were
therefore asked to indicate the factors that training programs create in the attendees and the
responses are as indicated below.
Which of the following factors does employee training create?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid Flexibility 4 20.0 20.0 20.0
Adaptability 3 15.0 15.0 35.0
Employability 2 10.0 10.0 45.0
competencies
enhancement
1 5.0 5.0 50.0
all of the above 10 50.0 50.0 100.0
Total 20 100.0 100.0
source: field survey march 2014
From the table above, responses have indicated lucidly that training creates in the employee such
factors as flexibility, adaptability, employability, and competency enhancement as indicated by
50% response of all of the above as shown in the above table. This also buttresses on the fact that
employee training plays a major role in competency building and organizations must not over
look at it.
Objective four: To find out why training programs sometimes fail to achieve expected
results
Even in companies that tend to support the training of employees, and make training and
development opportunities available to employees, much of the resources allocated to training
are wasted. That is, there are no measurable or obvious positive results in terms of better
employee contributions or productivity. The researcher therefore deemed it necessary to find out
the reasons why training programs sometimes fail to hit results.
Table 4.14 Results achievement of training programs
It is a known fact that companies engage in training programs in order to equip its employees to
perform and live-up to expectations yet much of it results in failure. It therefore interested the
researcher to find out it companies are able to achieve results or not. The table below provides
responses to the above statement.
Do you always achieve results for training?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid Yes 6 30.0 30.0 30.0
No 14 70.0 70.0 100.0
Total 20 100.0 100.0
source: field survey march 2014

From the above table, it is clearly indicated by the majority of the respondents comprising of
70% that the organization do not always achieve results with which training programs are
organized while 30% are also of the assertion that the organization does achieve results always.
The former figure is very significant because training is meant to equip employees and so if the
organization is not achieving results then it is incurring cost instead of yielding better returns of
improving productivity.
Table 4.15: Causes of training programs failure: respondents view
There is a cause for everything that happens under the sun and so there are causes that may also
account for the failure of training programs and so the researcher tried to find out from the
respondents what they think causes the failure of training programs organize by the organization.
The responses are as shown in the table below.

If the answer is no, what causes the failure?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid lack of systematic plan 3 15.0 15.0 15.0
Training methods not
linked to actual needs
3 15.0 15.0 30.0
lack of proper
monitoring
2 10.0 10.0 40.0
inadequate support for
training
2 10.0 10.0 50.0
all of the above 10 50.0 50.0 100.0
Total 20 100.0 100.0
source: field survey march 2014

As it is clearly seen in the above table, lack of systematic planning, training methods and
contents not linked to actual needs for the training; lack of proper training monitoring; and
inadequate support for training all accounts for the failure of training programs. This figure is
also signified with 50% response of all of the above by the total respondents. Thus for the
organization to achieve training results, critical view must be given to the above factors.

Table 4.16: Aiming of training programs and failure: respondents view
It is a good thing to invest bountifully in training your employees but if the training do not
address the needs and wants of both the company and the attendees, very little impact is achieved
and the companys time and money is wasted. In view of this the researcher tried to find out
from the respondents if the above assertion is actually true or not. The responses provided by the
respective respondents to the study in relation to the above view are as indicated in the table
below.
When employee training and employee development is not
aimed at addressing needs and wants of both attendees, they
are not likely to hit results?

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid True 20 100.0 100.0 100.0
source: field survey march 2014

The responses indicated in the above table affirms the fact that when employee training
development is not aimed at addressing needs and wants of both attendees, they are highly
unlikely to hit target results. This is shown by 100% response of all of the above.

CHAPTER FIVE
RESEARCH FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
5.1 Introduction
This chapter deals basically with the summarization of research findings conclusions and
recommendations to help curtail issues pertaining to training in the organization.
5.2 Summarization of Research Findings
With this section we are looking at summarizing the findings gathered after the research analysis
in the preceding chapter. After the analysis, the following findings were made;
1. It was found that 65% of the respondents have engaged in training programs while 35%
have not also participated in any form of training program in the organization before, but
many of the respondents constituting 30% out of the total respondents who have
participated in training programs before do not know how they were selected for the
training programs.
2. It was uncovered that the minority of respondents out of the total population are always
not clear about the objectives of the training programs they participated in while 45% of
the respondents indicated that sometimes they do get the objectives of training programs
they attend.
3. It was brought to light that improve performance, to gain more knowledge and skills were
the purposes for the training programs they attended
4. It was also discovered that seminar, on-the-job training, and understudying are the
methods use in the training facilitating.
5. It was found that training of improve performance level. While it also has effect of
productivity in that it has positive effect on productivity.
6. It was revealed that training enhances employees knowledge, skills, abilities, and
competencies to put up better performances to increase productivity and it also have an
effect on labour turnover.

7. It was unearthed that training creates in the employee such factors as flexibility,
adaptability, employability, and competency enhancement.
8. It was found by 70% of the respondents that the organization does not always achieve
results with which training programs are organized while 30% are also of the assertion
that the organization does achieve results always.
9. It was disclosed that lack of systematic planning, training methods and contents not
linked to actual needs for the training; lack of proper training monitoring; and inadequate
support for training all accounts for the failure of training programs.
10. It was lastly found that when employee training development is not aimed at addressing
needs and wants of both attendees, they are highly unlikely to hit target results. This is
shown by 100% response of all of the above.













5.3 Conclusion:
On the bases of the findings made the following conclusions are also drawn.
It is concluded that majority of the respondents have participated in training programs before
while 35% have never gotten such an opportunity before. The majority that has engaged in
training programs before, only few knew the selection criteria for the training.
It is also concluded that majority of the respondents are always clear about the purposes for
which the training programs are organized while the few are unaware of the objectives of the
training programs. Among the purposes of organizing training sessions in the organization are to
improve performance, enhance employees skills and knowledge, abilities and competencies.

5.4 Recommendations
The following recommendations are given to help curb the challenges faced by NIB as it tries to
deal with the issues of training.
1. It is important for the Ghanaian Corporate sector to understand that training does not have
an impact on just employee performance but on a firms overall performance. There
should be a willingness thereof, to invest in employee training with the understanding
that it is an investment that will yield returns.
2. There must be adequate support for training while also ensuring that training is well
planned and linked properly. Training must also be aimed at addressing the needs of both
the company and the attendees as to ensure that results are achieve at the end of its
organization
3. Training needs should be considered on the basis of overall company objectives. The
goals of the company should determine what training programs are to be organized for
staff. Staff should be motivated to add value to themselves and their lives.
4. Identification needs should be done more professionally in conjunction with the line
manager as well as the individuals involved together with the HR personnel. Everyone
involved should agree exactly to what the trainees are lacking, for instance what skill is
indeed, and what attitudes need to be toward work performance. The needs identified
should emanate from the organizations strategic plan, which also cover
departmental/sectional/teams and individual plans.
5. Objectives must be SMART (specific, measurable, achievable, realistic, and timely) and
clear-cut, and should develop the individual as well as meeting the needs of the
organization. Objectives should also include performance targets, standards and should
be seen as attainable by individuals. Also a basis for motivating through intrinsic and
extrinsic rewards should be provided as will lead to commitment and improved
performance.






GHANA TECHNOLOGY UNIVERSITY COLLEGE
Topic: THE ROLE OF TRAINING AS A MOTIVATIONAL TOOL ON EMPLOYEES
ON PERFORMANCE AND PRODUCTIVITY: A case study of NATIONAL
INVESTMENT BANK GHANA Limited
Please, this study is designed purely for academic purposes and so all information provided shall
be treated with adequate confidentiality.
Please tick in the brackets and provide short answers when required.
Section A:
Gender : Male [ ] Female [ ]
Age : 20-30 [ ] 31-40 [ ] 41-50 [ ] 51-60+ [ ]
Educational background : Basic [ ] Secondary [ ] Tertiary [ ]

Section B:
To identify the major purposes of training in the organization
1. Have you participated in any form of training before?
Yes [ ] No [ ]
2. How were you selected for the training?
Supervisor recommendation [ ]
Employee request [ ]
Through performance appraisal [ ]
New technology [ ]
Dont know [ ]

3. Are you always clear about the purposes of the training program you participated?
Yes [ ] no [ ]

4. What were the purposes of the program you participated?
To help improve performance [ ]
To gain more knowledge and skill [ ]
To build-up your abilities and competencies [ ]
All of the above [ ]
5. What methods were used for the facilitation?
Seminal [ ]
On-the-job training [ ]
Understudy [ ]
To find out the effect of training schemes on employees performance and productivity
6. In your view, do you think training has helped improve your performance?
Yes [ ] No [ ]
7. Would you say training have effect on productivity?
Yes [ ] No [ ]
8. What effect has it on productivity if the answer is yes?
Positive [ ] Negative [ ]
9. Has training offered you the opportunity to identify any potential you have for further
studies? Yes [ ] No [ ]

10. Training enhances your knowledge, skills, abilities and competencies to increase
productivity through better performance? True [ ] False [ ]

Are you of the assertion that training has effect on labor turnover? Yes [ ] No [ ]

11. When employees are well trained, they are equipped to live-up to expectations?
Strongly agree [ ]
Agree [ ]
Strongly disagree [ ]
Disagree [ ]
12. Which of the following factors does employee training create?
Flexibility [ ]
Adaptability [ ]
Employability [ ]
Competencies enhancement [ ]
All of the above [ ]
Objective four: To find out why training programs sometimes fail to achieve expected results
13. Do you always achieve results for training? Yes [ ] No [ ]

15If the answer is no, what causes the failure?
Lack of systematic plan [ ]
Training methods not linked to actual needs [ ]
Lack of proper monitoring [ ]
Inadequate support for training [ ]
All of the above [ ]


When employee training and employee development is not aimed at addressing needs and
wants of both attendees, they are not likely to hit results?
True [ ] False [ ]

Appendix 2
Interview Schedule with the Senior Managers
Rank...............................................
Department...............................................
1. Do you organize training seminars for your employees?
................................................................................................................................................
...................................................................................................................................
2. What criteria do you use to select individuals for the training seminars?
................................................................................................................................................
....................................................................................................................................
3. Are the employees always clear about the purposes of the training?
................................................................................................................................................
...................................................................................................................................
4. What are the purposes for the programs you organize?
................................................................................................................................................
....................................................................................................................................
5. What method do you always use for the training facilitation?
................................................................................................................................................
....................................................................................................................................
6. Is training good for your employees and why?
................................................................................................................................................
....................................................................................................................................
7. Does training has effect on labour turnover and how?
................................................................................................................................................
....................................................................................................................................
8. Does employee training benefit the organization and in what ways?
................................................................................................................................................
....................................................................................................................................
9. Do you always achieve results of training organization?
..........................................................................................................................................
10. If not what causes the failure?
................................................................................................................................................
....................................................................................................................................

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UK(1997)
Angelo, k. Human resource and personnel management South Western College
Publishing (2000)
Ashwathappa, K Human Resource Management, New Delhi: McGraw Hill, fifth edition
(2008)
Amisssah Arthur, K. B "Double Efforts to Transform Economy. Governor Tells Banks."
Ghana News Agency. (2009).
Aryee, A. Services, Brands and Success." 8th Ghana Banking Awards Magazine.
(2009)
Bartlett Management and organization Behaviour; 7
th
ed. Prentice Hall. (2001),
Black, S. E. and Lynch L. M. Human-Capital Investment and Productivity; The
American Economic Review. (1996)
Carter, M. Managing Human Resource in Canada; 5
th
edition(2006),
Cascio, W.F, Managing Human Resources; 2nd edition McGraw Hill Book Company.,
New York, USA. (1989)
Cole, G., Personnel and Human Resource Management; 5
th
edition York Publishers.,
Continuum London, UK. (2002)
De Cenzo, D. A.. Human Resource Management John Wiley and Sons., New York. USA.
(1996)
Gould-Williams, Managing Human Resource; 2
nd
edition (2007).
Gomez-Mejia, R., et al Managing Human Resources 2nd edition Pearson Education.,
New Jersey, USA (2007)
Jim brown, an article on motivating employees through training result in retaining. (2007)
Lindsay W. M. The Management and Control of Quality 4th edition South Westernllege
College Publishing., Cincinnati Ohio. U.S.A(1999)
Kenney Et Al, Management Made Easy 1st edition Omron Publishers., South Carolina,
USA(1992)
Krietner, S The Good Managers Guide; 1s edition Synene Publishers. (2000).
McGhee Et Al. Nature of Learning; 1st edition McGraw-Hill Book Company., Boston,
USA. (2004)
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(2000)
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international edition. (2002)
Tharenou Phyllis, the relationship of training and motivation to participant journals of
occupation. (2010)
Tung, R Research in International Human Resource Management, in: Wong-Rieger, D.
& Rieger, International Management.(1993)

Zaccarelli, H. E Improving Employee Performance Effective Training: Kogan. London,
UK(1997)