EFFECTS OF TRAINING ON EMPLOYEE PERFORMANCE:

A CASE STUDY OF UNITED NATIONS SUPPORT OFFICE FOR

THE AFRICAN UNION MISSION IN SOMALIA

BY

GITHINJI ANGELA

UNITED STATES INTERNATIONAL UNIVERSITY

SUMMER 2014
 EFFECTS OF TRAINING ON EMPLOYEE PERFORMANCE: A
CASE STUDY OF UNITED NATIONS SUPPORT OFFICE FOR THE
AFRICAN UNION MISSION IN SOMALIA

BY

GITHINJI ANGELA

A Project Report Submitted to the Chandaria School of Business in

Partial Fulfilment of the Requirement for the Degree of Executive
Master of Science in Organizational Development (EMOD)

UNITED STATES INTERNATIONAL UNIVERSITY

SUMMER 2014
 STUDENT’S DECLARATION

I, the undersigned, declare that this is my original work and has not been submitted to any
other college, institution or university other than the United States International
University in Nairobi for academic credit.

Signed: ________________________ Date: _________________________

Githinji Angela (ID 612882)

This research project reporthas been presented for examination with my approval as the
appointed supervisor.

Signed: ________________________ Date: _________________________

Nyambegera Stephen M, PhD

Signed: _______________________ Date: _________________________

Dean, Chandaria School of Business

ii
 COPYRIGHT

All rights reserved; no part of this work may be reproduced, stored in a retrieval system
or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise without the express written authorization from the writer.

Githinji Angela © 2014

iii
 ABSTRACT

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

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

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

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

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

The study concludes that training influences employee performance by positively

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

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

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

vi
 DEDICATION

To my loved ones for their support.

vii
 TABLE OF CONTENTS
STUDENT’S DECLARATION ........................................................................................ii
COPYRIGHT ....................................................................................................................iii
ABSTRACT ....................................................................................................................... iv
ACKNOWLEDGEMENT ................................................................................................ vi
DEDICATION..................................................................................................................vii
TABLE OF CONTENTS ...............................................................................................viii
LIST OF ABBREVIATIONS ........................................................................................... x
LIST OF TABLES ............................................................................................................ xi
LIST OF FIGURES .........................................................................................................xii
CHAPTER ONE ................................................................................................................ 1
1.0 INTRODUCTION........................................................................................................ 1
1.1 Background of the Problem........................................................................................ 1
1.2 Statement of the Problem ........................................................................................... 5
1.3 Purpose of the Study .................................................................................................. 7
1.4 Research Questions .................................................................................................... 7
1.5 Importance of the Study ............................................................................................. 7
1.6 Scope of the Study...................................................................................................... 8
1.7 Definition of Terms .................................................................................................... 8
1.8 Chapter Summary....................................................................................................... 9
CHAPTER TWO ............................................................................................................. 10
2.0 LITERATURE REVIEW ......................................................................................... 10
2.1 Introduction .............................................................................................................. 10
2.2 Training programs and Employee Engagement ....................................................... 10
2.3 Training and Motivation........................................................................................... 14
2.4 Training Programs and Job Satisfaction................................................................... 17
2.5 Chapter Summary..................................................................................................... 22
CHAPTER THREE ......................................................................................................... 24
3.0 RESEARCH METHODOLOGY ............................................................................. 24
3.1 Introduction .............................................................................................................. 24
3.2 Research Design ....................................................................................................... 24
3.3 Population and Sampling Design ............................................................................. 24
3.4 Data Collection Methods.......................................................................................... 26

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3.5 Research Procedures .................................................................................................... 26
3.7 Chapter Summary ........................................................................................................ 27
CHAPTER FOUR ............................................................................................................ 28
4.0 RESULTS AND FINDINGS ..................................................................................... 28
4.1 Introduction .............................................................................................................. 28
4.2 Demographics of the Respondents ........................................................................... 28
4.3 The Role of Training on Employee Engagement ..................................................... 32
4.4 The Role of Training on Employee Motivation ....................................................... 39
4.5 The Role of Training on Employee Job Satisfaction ............................................... 46
4.6 Chapter Summary..................................................................................................... 53
CHAPTER FIVE ............................................................................................................. 54
5.0 DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS ........................ 54
5.1 Introduction .............................................................................................................. 54
5.2Summary ................................................................................................................... 54
5.3 Discussion ................................................................................................................ 55
5.4 Conclusions .............................................................................................................. 60
5.5 Recommendations .................................................................................................... 62
REFERENCES ................................................................................................................. 64
APPENDICES .................................................................................................................. 70
Appendix A: Cover Letter .............................................................................................. 70
Appendix B: Questionnaire ............................................................................................ 71

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 LIST OF ABBREVIATIONS

AMISOM African Union Mission in Somalia

UN United Nations

UNPOS United Nations Political Office for Somalia

UNSOA United Nations Support Office for African Mission in Somalia

UNSOM United Nations Assistance Mission in Somalia

UNSSC United Nations Systems Staff College

x
 LIST OF TABLES

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

Table 4.1: Training and Employee Engagement in Change Process…………………….33
Table 4.2: ANOVA for Training and Employee Engagement in Change Process………33
Table 4.3: Cross Tabulation for Management Level…………………………………….34
Table 4.4: Training and Employee Engagement in Innovation………………………….35
Table 4.5: ANOVA for Training and Employee Engagement in Innovation……………36
Table 4.6: Training and Employee Engagement for Better Performance………………..36
Table 4.7: ANOVA for Training and Employee Engagement for Better Performance….37
Table 4.8: Training and Employee Enthusiasm………………………………………….37
Table 4.9: ANOVA for Training and Employee Enthusiasm……………………………38
Table 4.10: Training and Employee Recognition………………………………………..40
Table 4.11: ANOVA for Training and Employee Recognition………………………….40
Table 4.12: Cross Tabulation for Recognition versus Education Level………………….41
Table 4.13: Training and Organizational Vision…………………………………………42
Table 4.14: ANOVA for Training and Organizational Vision…………………………...42
Table 4.15: Training and Leadership Style………………………………………………43
Table 4.16: ANOVA for Training and Leadership Style………………………………...44
Table 4.17: Training and Work Itself…………………………………………………….45
Table 4.18: ANOVA for Training and Work Itself………………………………………45
Table 4.19: Work Relationships………………………………………………………….47
Table 4.20: ANOVA for Work Relationships……………………………………………47
Table 4.21: Cross Tabulation for Management Level versus Work Relationships………48
Table 4.22: Scope of Using Own Initiative and Skills…………………………………...49
Table 4.23: ANOVA for Scope of Using Own Initiative and Skills……………………..49
Table 4.24: Pay and Promotion Potential………………………………………………...50
Table 4.25: ANOVA for Pay and Promotion Potential………………………………….51
Table 4.26: Cross Tabulation for Pay and Promotion Potential………………………….51
Table 4.27: Work Activities……………………………………………………………...52
Table 4.28: ANOVA for Work Activities………………………………………………..53

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 LIST OF FIGURES

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

Figure 4.2: Management Position of the Respondents…………………………………...29
Figure 4.3: Respondents’ Department……………………………………………………29
Figure 4.4: Age Group of the Respondents………………………………………………30
Figure 4.5: Highest Level of Education of the Respondents……………………………..30
Figure 4.6: Frequency of Training……………………………………………………….31
Figure 4.7: Training Attended in the Last 12 Months……………………………………31

xii
 CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the Problem

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

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

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

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

1
organizational goals and show high performance on the job. Hence training is therefore
critical in achieving an elastic workforce which is motivated and committed (Amin et al.,
2013).

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

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

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

2
On the other hand job satisfaction is viewed as the extent to which people like or dislike
their jobs (Adesola, Oyeniyi&Adeyemi, 2013). There are different aspects of job
satisfaction, e.g. satisfaction with achievement, pay, job security or work itself
(Burgard&Görlitz, 2011). Adesola et al. (2013) posit that job satisfaction is considered a
strong predictor of overall individual well-being while Rizwan et al. (2012) explains that
employee satisfaction relays on interpersonal skills, work place, pay, promotions,
trainings and relations with co-workers. They continue that these factors bring positive
feelings about that job ensuing from assessment of its uniqueness. Hence an employee
among a high job satisfaction holds encouraging feelings about the work which enhances
individual and organizational performance.

Motivation is very important from an organizational point of view because it transforms

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

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

In Kenya Wachira (2013) linked employee training and development activities to

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

3
responsibilities as well as being able to in achieving the best in all areas of their
professional and personal lives. This was supported by a study by Otuko, Chege and
Douglas (2013) looking at the effect of training dimensions on employee’s work
performance with a focus on Mumias Sugar Company. The study indicated that there was
a positive and significant effect between training needs assessment; training contents and
employee performance in Mumias Sugar Company Limited.

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

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

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

4
procurement, contract management, budget and training; construction and maintenance of
office and accommodation facilities; health care; the establishment and maintenance of a
communications and information technology infrastructure; air, sea and surface transport
operations; supply and resupply operations and the provision of security services
operation-wide (UNPOS, 2014). This mandate is achievable through a frame work of
employee knowledge empowerment to handle the dynamic situations on the ground.

1.2 Statement of the Problem

The recognition of the importance of training in recent years has been heavily influenced
by the intensification of competition and the relative success of organizations where
investment in employee development is considerably emphasized (Sultana, Irum, Ahmed
and Mehmood, 2012). Training is necessary to ensure an adequate supply of staff that is
technically and socially competent and capable of career development into specialist
departments or management positions. There is therefore a continual need for the process
of staff development, and training fulfils an important part of this process (Sultana et al.
2012).

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

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

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

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

In East Africa, most scholars have focused primarily on established commercial

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

In all these studies reviewed, the estimation framework does not allow taking time variant
and unobserved factors into account. Though their findings might matter in a crucial way
since the findings may apply in some situations, it is not clear whether these results would
uniformly persist for other countries and sectors as well all classes of employees which
present a knowledge gap. Hence the motivation to explore the relationship between
employee training and performance in the United Nation Support Office for the African
Union Mission in Somalia (UNSOA) for the African Union Mission in Somalia
(AMISOM) in the current study.
6
1.3 Purpose of the Study

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

1.4 Research Questions

The study was guided by the following research questions
1.4.1 What is the role of training on employee engagement?

1.4.2 What is the role of training on employee motivation?

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

1.5 Importance of the Study

The study findings aresignificant to the following stakeholders;

1.5.1 UN Human Resources Management

The Human Resources Management of the UN common system would be interested in

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

1.5.2 The Employees/International Civil Servants

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

1.5.3 Academicians and Researchers

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

7
1.6 Scope of the Study

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

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

1.7 Definition of Terms

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

1.7.2 Employee Engagement

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

1.7.3 Job Satisfaction

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

1.7.4 Motivation
Viewed as those psychological processes that cause the arousal, direction, and persistence
of voluntary actions that are goal directed (Kreitner&Kinicki, 2006)
1.7.5 Employee Performance
This is the measure of output vis-a-vis the input. It shows effectiveness and efficiency
that make a payment to organizational goals and may depend upon many factors like
performance appraisals, employee motivation, employee satisfaction, compensation, job
security, organizational structure and others (Saeed&Asghar, 2012).

8
1.8 Chapter Summary
The chapter gave a background on the subject of employee training. It has highlighted
both advantages and disadvantages of employee training on both the employee and the
organizational performance. The chapter has also presented both the contextual and
theoretical knowledge gaps as well as the motivation for the current study. The following
chapter will explore the literature review on the subject. Chapter three will present the
research methodology that is the research design, population of study, data collection and
analysis methods to be used. Chapter four will offer the findings of the study while
chapter five will present a summary, discussion, conclusions and recommendations from
this study.

9
 CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction
This chapter presents a review of the literature on the topic of effects of training and
relevance of training programs on employee job satisfaction, a case study of training
programs at the United Nations. The chapter is structured on the basis of the research
questions. The first section reviews literature on the effects of the training programs
available. Sections on the effects of training programs on employee performance and self-
esteem will follow respectively. The chapter will end with a summary of the aspects
covered under the literature review and a brief introduction to the next chapter.

2.2Training programs and Employee Engagement

The level of employee engagement at the workplace defines the extent to which they
derive job satisfaction. According to Spector (1997), the level of satisfaction varies from
one individual to another, depending on the job itself, the person’s personality and past
experiences. There are some researchers who study employee’s performance as an overall
variable whereas others consider its different dimensions (Bryson, Cappellari&Lucifora,
2004). The general attitude that people have about their job defines job satisfaction.

2.2.1 The need for Employee Engagement

Employee engagement is the extent to which employee commitment; both emotional and
intellectual exist relative to accomplishing the work, mission and vision of the
organization(Schmidt et al., 1993). Employee engagement is a part of employee retention.
It integrates the classic constructs of job satisfaction (Schmidt et al., 1969) and
organizational commitment (Meyer & Allen, 1991).Engaged employees care about the
future of the company and are willing to invest discretionary effort (Seijts, Gerard
&Crim, 2006). Engaged employees feel a strong emotional bond to the organization that
employs them, which results in higher retention levels and productivity levels and lower
absenteeism. When reliably measured, positive employee engagement can be casually
related or correlated to specific business outcomes by workgroup and job type (Robinson,
Dilys&Hayday, 2003). An engaged employee is one who is fully involved in, and
enthusiastic about their work, and thus will act in a way that furthers their organization’s
interest. Engagement can be seen as a heightened level of ownership where each

10
employee wants to do whatever they can for the benefit of their external and internal
customers, and for the success of the organization as a whole (Lockwood, 2007).

According to Spreitzer (1995), engagement has four dimension: meaning (sense of

purpose), competence (self-efficacy), feelings of self-determination (feelings of control)
and impact (belief that one’s efforts can make a difference).There is clear evidence that
high level of employee that high level of employee engagement keenly correlates to
individual, group or corporate performance in areas such retention, turnover, productivity,
customer service and loyally. Some of the distinct advantages of engaged employees
included better performance and more motivation; higher organizational profitability; and
higher staff retention rate. Additionally, higher engaged employees are associated with
the company and its products and services, and contribute to bottom line business
success. Competitive engagement environment creates a sense of loyalty, provides a high
energy working environment and engaged employees serve as a brand ambassador of the
organization. These advantages emanate from the fact that there will be emotional
attachment and retention. Employees who are actively engaged in their jobs work with
passion and feel a profound connection to their company.

They help move the organization forward and they believe they can positively impact
quality of their organization’s products (White, 2010). Engages employees feel a strong
emotional bond to the organization that employs them and demonstrate a willingness to
recommend the organization to others and commit time and effort to help the organization
succeed (Konrad, 2006). Furthermore, employee engagement has the potential to create
involvement and commitment by workers. This high-involvement will produce superior
performance. In addition, workers in the high involvement organization show more
positive attitudes including trust organizational commitment and intrinsic enjoyment of
their work (Konrad, 2006).

Employee engagement levels have a direct impact on employee performance and

consequently on the company’s bottom line. Engaged employees use their talent and
strengths effectively at work every day to deliver high levels of performance consistently.
At the same time, employees who are not engaged, not only erode the bottom line with
their lack of productivity, they also foster negativity at every opportunity, thus impacting
team performance (Konrad, 2006).

11
It has been routinely found that employee engagement scores account for as much as half
of the variance in customer satisfaction. Studies have statistically demonstrated that
engaged employees are more productive, more profiTable, more customer focused, safer
and less likely to leave their employer. Employees with the highest level of commitment
perform 20% better and are 87% less likely to leave the organization which indicates that
engagement is linked to organizational performance (Lockwood, 2007).

2.2.2Elements of Employee Engagement

The organizations which believe in increasing employee engagement levels concentrate
on the four key elements: First is culture. This consists of a foundation of leadership,
vision, values, effective communication, a strategic plan and HR policies that are focused
on the employee. Secondly, Commitment is defined as the foundation of engagement.
Employees with high level of organizational commitment are willing to exert
considerable effort for the organization and make discretionary contributions. The third
element of engagement is co-operation. This encompasses positive relationship among
employees within a group. It is the inherent willingness of individuals working in a team
to pull in the same direction and achieve organizational goals. The final element is ‘taking
responsibility’. This is usually associated with feeling empowered. Taking initiative and
responsibility to become a part of the solution is an important ingredient of engagement.
For an employee to display loyalty towards his organization, the first thing he needs to do
is take responsibility. Employees who feel empowered have a sense of belonging and
excitement about their jobs, they feel engaged at an emotional level and are willing to
give their best all the time (Larsen &Diener, 1992)

2.2.3 Measuring Employee Engagement

Employee engagement is usually manifested in outcomes such as change in attrition rate,
growth in productivity and business and employee referrals. Measuring such behaviours
may give an indication of the level of engagement. There are different methods used for
measuring employee engagement manifestations, including interviewing individuals or
groups in person, by telephone or through webinar conferencing, to get data relevant to
employee engagement (Campbell, 1990).

Some companies use focus groups to get perception, suggestions or feelings about
employee engagement as the information gathered is qualitative and discussions are
focused. Some utilize surveys containing a series of specifically designed questions

12
intended to collect appropriate data from a particular group (Scarlett, 2010). In using the
surveys, high engagement would led to positive result in five key areas; a positive attitude
towards and pride in the organization, belief in the organizations products/ services, a
perception that the organization enables the employee to perform well, a willingness to
behave altruistically and be a good team player and an understanding of the bigger picture
and a willingness to go beyond the requirements of the job (Robinson, Perryman
&Hayday, 2004).

2.2.4 Strategies for Improving Employee Engagement

Recent research has focused on developing a better understanding of how variables such
as quality of work relationships and values of the organization interact and their link to
important work outcomes (Harter, Frank, Schmidt & Keyes, 2003). There are range of
factors such as communication, performance, clarity and feedback, organizational culture,
rewards and recognition, relationship with managers and peers, career development
opportunities and knowledge of the organizations goals and vision, that are thought to
increase overall engagement and which, if well managed can effectively improve
engagement levels of employees (Brady, 2008).

An employee perception of job importance is one of the drivers of engagement.

According to a study by (Seijts&Crim 2006), an employee’s attitude towards the job and
the company, have the greatest impact on loyalty and customer service than all other
employee factors combined. Actions need to be taken to positively influence these
perceptions (Richard &Deci, 2000). Employee clarity of job expectations is another of
such drivers. If expectations are not clear and basic materials and equipment is not
provided, negative emotions such as boredom or resentment may result. Therefore, the
employee may become focused on surviving more than thinking about how he can help
the organization succeed (Hay Group, 2002). Career advancement and improvement
opportunities are a third driver of employee engagement. If this is coupled with regular
feedback and dialogue with staff, engagement is sure to increase. Feedback is the key to
giving employees a sense of where they are going but many organizations are remarkably
bad at giving it (Lockwood, 2007).

Engagement is also driven by the quality of working relationships with peers, superiors
and subordinates. If employees’ relationship with their managers is fractured, then no
amount of perks will persuade the employees to perform at top levels. Employee

13
engagement is a direct reflection of how employees feel about their relationship with the
boss (Richard &Deci, 2000). Employee engagement is also driven by effective internal
employee communication which conveys a clear description of ‘what’s going on’. Those
who are far away from the action and know little about what is happening are usually dis-
engaged. In the worst case, employee annexation can be very destructive when the head
office, attributes the annex’s low engagement, there is poor performance as a
consequence of its poor communications (Kahn, 1990).

The reward to engage is another factor. An incentive to reward good work is a tried and
tested way of boosting staff morale and enhancing engagement. Organizations can
employ a wide range of tactic to ensure their incentive scheme hits the mark with the
workforce such as: setting realistic targets, selecting the right rewards for your incentive
program, communicating the scheme effectively and frequently, have lots of winners and
reward all achievers, encouraging sustained effort, present awards publicly and evaluate
the incentive scheme regularly (Robinson, Perryman &Hayday, 2004). Perceptions of the
ethics and values of the organization, or inspiration and values are the last and probably
the most important of the six drivers of engaged performance. Inspirational leadership is
the ultimate perk. In its absence, it is unlikely that organizations will create meaningful
engagement among employees (Schneider, Hanges& Smith, 2003).

2.3 Training and Motivation

According the Robbins (1989), many people view motivation as a personal trait. Studies
have however revealed that motivation is as a result of interaction between an individual
and the situation. Individuals differ in their basic motivational drive. Finchman and
Rhodes (1996) also define motivation as the willingness to exert high levels of effort
towards organizational goals conditioned by the efforts and ability to satisfy some
individual need. The three key elements are effort, organizational goals and needs. Effort
is a measure of the intensity put in by the individual. A motivated individual will put in
more effort than a less motivated individual. However, high levels do not necessarily
mean favourable job performance outcomes unless the effort is channelled in a direction
that benefits the organization. It is therefore necessary to consider the quality of effort as
well as its intensity. Effort has to be directed toward and consistent with organizational
goals to be effective.

14
2.3.1 Motivation Theories
Baron (1986) distinguished between two opposing philosophies of human nature towards
work as proposed by McGregor. Theory X which takes a pessimistic view of human
motivation to work and Theory Y which is more optimistic and assumes workers are not
passive and are ready to assume responsibilities and develop skills according to their
organization’s needs. The accuracy of Theory Y assumptions depends on the extent to
which management creates policies and motivational systems that enable workers develop
their own potential. Today’s organizational culture has generally shown that workers have
moved away from the tradition of viewing work as a form of punishment and now place a
high value on work for its own good. The motivation to work has become a cherished
value in society. This is especially so among managerial and professional workers who
report that having a challenging job is more important than the amount of earnings.
Clerical and unskilled employees also place high value on their work environment both
social and physical than on the pay itself.

2.3.2 Motivation and Performance

Motivation may be viewed as those psychological processes that cause the arousal,
direction, and persistence of voluntary actions that are goal directed (Kreitner&Kinicki,
2006). Hence when employees are motivated, they perform their duties with full honour
and dedication, they become fully loyal with (Asim,2013).

Otuko, Chege and Douglas (2013) posit that the effectiveness of skilled employees can be
limited if they are not motivated to perform their jobs. In fact they premise that the form
and structure of an organization can affect employee motivational levels in several
wayswhich are linked to performance e.g. organizations can implement merit pay or
incentive compensation systems that provide rewards to employees for meeting specific
goals; likewise protection of employees from arbitrary treatment, perhaps via a formal
grievance procedure, may also motivate them to work harder because they expect their
effort to be fairly rewarded.

The human resource management theories such as Maslow’s and Hertzberg’s,

demonstrate that motivation is a key driver to the performance of an employee. The
theories contend that human beings have needs, and the more those needs are satisfied,
the better an employee would perform and such performance would also be affected by

15
training and development, job security, organizational structure and compensation
(Gratton, 2000).

2.3.2 The Need to Drive Motivation

Motivated employees therefore are in a state of tension (Mullins, 1989). To relieve this
tension, they exert effort. If the effort leads to satisfaction of the need, the tension is
reduced. However, it is important to note that the tension reduction effort should be
geared towards organizational goals. It is therefore necessary to ensure that the
individual’s needs are compatible and consistent with organizational goals. If this does
not occur then a situation arises where high levels of effort are exerted that then counters
the efforts of the organization.

Schermerhorn, Hunt and Osborn (1997) reiterate that motivation refers to forces within an
individual that account for the level, direction and persistence of effort expended at work.
Level refers to the amount of effort a person puts forth at a given task. Direction refers to
what the person chooses when presented with a number of possible alternatives.
Persistence refers to how long a person sticks with a given action.

According to Newstrom and Davis (2002), motivation results from a person’s attitudes
towards a specific situation. Motivation therefore is a product of underlying attitudes and
specific situational factors at a certain point in time. If a procedure is arbitrarily changed
but attitudes and the prevailing situation remain the same, motivation may change and
produce different results.

Motivation also requires discovering and understanding employee drives and needs, since
it originates within an individual. Positive acts performed for the organization need to be
reinforced. A managers’ job is to identify employee’s drives and needs and to channel
their behaviour, to motivate them towards task performance. Results are seen when
motivated employees are provided with the opportunity to be well trained and the
necessary resources are provided.

Hersey and Blanchard (1982) say that people have many needs all of which are
continually competing for their behaviour. The mixture and strength of needs varies from
one person to another as also explained in the Maslow’s hierarchy of needs.

Caroll and Tosi (1977) are of the view that much of the research done on the human
factor in organizations is as a result of interest generated by the Hawthorne studies and

16
the point of view knows as ‘human relations. This view held that if a worker is committed
to his/her job then he/she will be more productive. Such commitment is usually made of
and reflected by the level of job satisfaction. However, sometimes a worker may also
perform at a very high level even though they are dissatisfied due to the fear of losing
their job. A person’s satisfaction with a job is determined by the difference between the
characteristics of the job, what he wants from it and what he feels he should receive from
it. What an employee wants is determined by his values and is related to his economic
and psychological needs. What he feels he should receive is determined by a personal
sense of equity.

2.3.3 Measuring Motivation among Employees

According to Saeed and Asghar (2012) there are two types of motivation i.e. extrinsic
motivation and intrinsic motivation both of which affect individual performance. Rewards
in the form of compensation, bonuses affect extrinsic motivation whileverbal appreciation
affects intrinsic motivation.

2.4 Training Programs and Job Satisfaction

In recent years job satisfaction has received a great deal of attention from economists and
policymakers. Traditionally, economists had distrusted the use of subjective and
attitudinal variables, but early papers established that job satisfaction was related to a
number of objective job features and was able to predict consequences such as
absenteeism and quits (Hamermesh, 1977; Freeman, 1978; Borjas, 1979).

In this paper we extend this analysis by addressing three main questions. First, does
training affect job satisfaction? Second, does training affect workplace performance either
directly or indirectly through its effect on job satisfaction? Third, does job satisfaction
affect performance, whether or not it is related to training? Training is one means of
improving manpower utilization and thereby potentially raising job satisfaction. Either or
both of these may impact favourably on establishment performance, and the purpose of
this paper is to identify these mechanisms and their impact on various measures of
performance. There are a number of difficulties in establishing linkages between training
and workplace performance, not least in measuring the latter, there being no single
definition. Various measures include productivity, product quality, financial performance,
pay rates, turnover, efficiency scrap rates, labour turnover, job creation, absenteeism,
perceived organizational performance and perceived market performance. Second, there

17
is unlikely to be a single generic cause of productivity or profitability; there are a number
of ways in which firms can become successful, including re-skilling and work
intensification. A further difficulty arises from the way data are collected. Many studies
rely heavily on single respondents within an organization, who may not be able to assess
adequately relative performance. The cross sectional nature of many studies also means
that the causal links between the variables chosen cannot always be firmly established.

2.4.1 The Effects of Training on Job Satisfaction

One exception is Siebern-Thomas (2005) who after analysing 13 countries in the
European Community Household Panel (ECHP) 1994-2001, found that job satisfaction
tended to be higher where there was access to workplace training. The relationship
between skill acquisition and job satisfaction is not straightforward. First, there is the
distinction between general and specific skills. The portability of general skills may raise
job satisfaction as it is easier to move to other jobs where satisfaction is higher. In
contrast, specific skills bind the worker to the firm and may reduce satisfaction by
creating a barrier to exit as workers will lose a portion of the return on such skills if they
move. This leads on to the question of the matching of individual skills and levels of
education with job requirements. If workers are mismatched in terms of skill and
education requirements, this may lower job satisfaction, as evidenced in the earlier
literature.

In fact, most studies have focused on over- and under-education rather than over-skilling
and under-skilling. Thus, Hersch (1991) found for the US that over-educated workers
were less satisfied than adequately educated workers and (1995) that over-educated
workers received less on-the-job training, but were more likely to be promoted. Yet
Battuet al. (2000) found negative relationship between over-education and promotion for
UK graduates and no evidence of employers upgrading tasks given to the over-educated.
The same authors (1999)found that over-educated graduates had significantly lower job
satisfaction than those whowere in graduate-level jobs. Green and Tsitsianis (2005)
likewise found for a cross-section of2 workers that job satisfaction was lower for both
over-educated and under-educated workers.

Verhaest and Omey (2004) reported that aftercontrolling for educational attainment, over-
educated workers were less satisfied, more mobile, participated less in training and earned
less than adequately educated workers. Incontrast, Buchel (2002) found no significant

18
difference in job satisfaction between overeducatedand adequately educated employees in
one of his study on the job skilling, Allen and van der Velden (2001) differentiated
between education and skill mismatches, finding only a weak relationship between the
two.Importantly, they found a significant negative relationship between skill mismatch
and job satisfaction, while the links between educations mismatch and job satisfaction
wasinsignificant. Bauer (2004), using the European Survey on Working Conditions,
found that involvement of workers in High Performance WorkOrganizations (HPWOs)
was associated with higher job satisfaction. Further, a skill index,derived from
information on the number of days of training paid for or provided by the employer had a
positive and significant effect on the 15countries overall.

2.4.2 Job Satisfaction and Quits

Until recently there had been relatively few studies by economists examining the role
playedby job satisfaction in quitting decisions. The main reason for this was the lack of a
largesample longitudinal data which could be used to identify job satisfaction in one
period andjob turnover in subsequent periods. Locke (1976) provided an extensive review
of the literaturein the psychology field, concluding that a negative correlation coefficient
betweenjob satisfaction and employee turnover was almost always obtained. However,
correlationdoes not always imply causation and most of the studies cited by Locke used
simpleunivariate analysis. In one of the seminal papers on job satisfaction, Freeman
(1978) was one of the first economists to analyse the connection between quits and job
satisfaction. Based onpanel data from two different US sources, the National Longitudinal
Survey (NLS, 1966-1971) and the Michigan Panel Survey of Income Dynamics (PSID,
1972-73), Freemanshowed that job satisfaction was positively and significantly related to
the probability ofquitting. Moreover, he found not only that job satisfaction was
quantitatively more importantthan wages, but also that the causality ran from job
satisfaction to future quitting behaviour.

This relationship was confirmed by Akerlofetal. (1988) using data from the NLS Older
MenSurvey. More recently, Clark et al. (1998) using data from ten waves of the German
Socio-Economic Panel (1984-93) found that workers who reported dissatisfaction with
their jobswere statistically more likely to quit than those with higher levels of satisfaction.
Using data from the Danish section of the ECHP, Kristensen and Westergård-Nielsen
(2004), found that the inclusion of a subjective measure of job satisfaction improved the
predictiveability of a job quit model. Dissatisfaction with the type of work was found to

19
be the aspectmost likely to lead to a worker leaving their job, whilst satisfaction with job
security wasfound to have an insignificant effect on quit propensity. The authors contrast
this finding withresults from the UK, where dissatisfaction with job security is usually
found to be one of themost important predictors of quit behaviour. They attribute this
discrepancy to the differing generosities of the benefit systems in the two
countries.\Concerns about recruitment and retention difficulties in the public health and
education sectors in the UK prompted studies by Shields and Ward (2001) and Frijterset
al. (2004).

Shields and Ward (2001) investigated the determinants of job satisfaction for nurses in
theUK and established the importance of job satisfaction in determining nurses’
intentions toquit the National Health Service (NHS). They found that nurses who reported
overall dissatisfaction with their jobs had a 65% higher probability of intending to quit
than those reporting to be satisfied. Frijters, et al. (2004) examined the factors influence
the quittingdecision of public sector teachers in England and Wales using a panel data of
29,801observations on 7,989 different teachers drawn from the quarterly Labour Force
Surveybetween 1997 and 2003. They argued that improving job satisfaction through non-
pecuniary aspects of teachers’ jobs has a larger impact on improving retention than
increasing pay.

Brown and McIntosh (1998) applied principal components analysis to data from a survey
of employees from three low-wage service sector companies. They found that satisfaction
with6 short-term rewards and long-term prospects were far more influential in
determining overall satisfaction than contentment with social relationships or work
intensity.

The aforementioned relative shortage of longitudinal data means that researchers have
tended to focus on the relationship between job satisfaction and their future employment
expectations intentions (i.e. ‘latent’ turnover). The use of intentions to quit rather than
observed quit raises the question how good a predictor of actual quitting is reports to
quit?

2.4.3 Job Satisfaction and Absenteeism

Absenteeism is the term generally used to refer to unscheduled employee absences from
the workplace. Absenteeism can impose a number of costs on employer such as the lost
output of the absent employee; overtime for other employees to fill in; any temporary

20
help costs incurred; possible loss of business or dissatisfied customers etc. (Oi, 1962). In
contrast some psychologists have found that absenteeism may be beneficial as it provides
some temporary relief from the stresses of work (Steers and Rhodes, 1978). Many authors
(e.g. Barmbyetal. 1994) have tried to distinguish between voluntary and involuntary
absence but this has proven to be difficult. Barmbyetal. (1991) report that the majority of
sickness absence is inthe UK is in spells of five days or less; a finding supported by
Labour Market Trends (2003) which showed that of those workers who were absent
during a reference week, 40% of workers claimed absence for a period of only one day
and approximately 75% claimed absence for 4 days or less. Both these suggest strongly
that much absenteeism is on the basis of self-certification of illness and this has been
cited as support for the voluntary absence hypothesis.

Economists have investigated the issue from both a supply and demand side perspective.
Onthe supply side, Paringer (1983) and Bridges and Mumford (2001) have found that
older and single workers were more likely to be absent, especially for men. On the
demand-side,Barmby and Stephan, (2000) found that larger firms tend to have higher
rates of absenteeismwhich arises because of their ability to diversify the risk from
absence more easily. Workerswho are employed on full-time contracts are more likely to
be absent than part-time workers(Barmbyetal., 1995; Barmby 2002), whilst Ichinoand
Riphahn (2005), show that theending of any probationary period and employment
protection legislation both tend toincrease absenteeism. A number of authors have
considered the relationship between job satisfaction and absence. In an early study
conducted by Vroom (1964), low levels of job satisfaction were found to contribute to
higher absenteeism rates. A finding confirmed by Clegg (1983), who also found that low
job satisfaction was also associated with a lack of punctuality and a higherpropensity to
quit.

Drago and Wooden (1992) conducted a comparative study examining thecauses of

absenteeism using data from a survey of 601 workers from Australia, New
Zealand,Canada, and the United States. Their results indicated that absenteeism was
lower in occupations where employees worked together closely and harmoniously and
where jobsatisfaction was high. Finally, Weggeetal. (2004) utilized a sample of 436
employees working in a large civil service department and found that the hypothesized
interaction between satisfaction and involvement was significant for both their indicators

21
of absencebehaviour.Absenteeism caused by low job satisfaction is consistent with both
the involuntary and voluntary absence schools. As noted above, low job satisfaction can
stimulate withdrawal(voluntary absence). However, low job satisfaction has also been
linked to a range of healthissues especially mental/psychological problems (Faragheretal.,
2005) and absence in thisway can be thought of as involuntary.

As noted by Zwick (2006), a major estimation problem, particularly when the data set
used in our case is cross-sectional arises from the endogeneity of training and other
production inputs such as labour and capital. As firms do not randomly select workers for
training, but rather those most likely to benefit from it, training is not wholly exogenous.
There are in fact two distinct biases: unobserved time invariant heterogeneity and
endogeneity bias in relation to training intensity. In the case of the former, some firms
may be inherently more or less productive than others. In fact, Bartel (1994) for the US,
Deardenet al. (2000, 2006) for theUK and Zwick (2006) for Germany all find that less
productive firms are more likely toimplement formal training programmes than high
productivity firms, which means that theeffect of training on establishment performance
is likely to be understated.

Endogeneitybias may be caused by transitory shocks such as the introduction of new

technology and changes inlabour and product market conditions. Firms may well choose
to train when demand is low(the ‘pit-stop’ theory). Further, the effects of training may be
spread over a number of yearsand although our training questions cover the previous
twelve months, this may not beenough to capture the full effects. For all these reasons our
estimates of the effects of trainingon performance are likely to be lower bound estimates.
Our job satisfaction measures arehowever less likely to suffer from problems of
endogeneity as training is much more likely toinfluence levels of job satisfaction than the
reverse. Further, levels of job satisfaction seemmore likely to influence levels of
performance than the reverse, particularly sinceperformance is measured relative to
competitors. We also have a large number of controls topick up factors such as labour
quality, tenure and establishment characteristics.

2.5 Chapter Summary

This chapter mainly focused on giving more literature whilst attempting to answer the
three main research questions which show the significant relationship between, training
and employee engagement, training and motivation and training and overall job

22
satisfaction. Further on, the next chapter presents the following; research design, the
population of the study, the sample and sampling techniques, instruments for data
collection and method, data analysis and presentation methods and the research
procedures.

23
 CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction

Research methodology is a way to systematically solve a research problem by logically

adapting various steps (Scridhar, 2008). This chapter looked at the research methodology
as used in the study. This chapter presented the following; research design, the population
of the study, the sample and sampling techniques, instruments for data collection and
method, data analysis and presentation methods and the research procedures.

3.2 Research Design

Research design deals with planning the strategy or overall design of the study. This
study used survey research design. Ogutu (2012) posits that a survey research method is
probably the best method available to social scientists who are interested in
collectingoriginal data for purposes of describing apopulation which is too large to
observedirectly.In this survey, independent variables were selected rather than
observations and analyses of relationships among the variables carried out intheir natural
settings. The approach allowed ascertaining of widespreadopinions under natural
conditions (Auka, Bosire&Matern, 2013).

The survey design allowed investigation of possible relationshipsbetween variables.In this

way the survey design wasmore appropriatefor the study because it enabled data
collection from broader category as well as comparisons between variables. The
dependent variable in this study was the employee performance while the independent
variable was employee training.

3.3 Population and Sampling Design

3.3.1 Population

According Sekaran (2001),population is the entire group of people, events or things of

interest that the researcher wishes to investigate. While the target population is the total
collection of elements about which the researcher wishes to make some inferences
(Okiro&Ndungu, 2013).

24
The target population for this study was the 144 Kenyan based staff of UNSOA. The
choice of this population was based on ease of accessibility.

3.3.2 Sampling Design

3.3.2.1 Sampling Frame

Leary (2004) defined sampling as the process by which a researcher selects a sample of
participants for a study from the population of interest. A sample therefore is the portion
of the population of interest that is selected for a study (DoylePortillo, 2009).
Additionally a sampling frame is a complete and correct list of population members only
(Cunanan& Cruz 2008).For this study, the sample frame consisted of the 144 local based
employees of UNSOA identifiable by the human resources department register of
employee at UNSOA.

3.3.2.2 Sampling Technique

A stratified random sampling was used to obtain the sample size. The population was
categorized into the management positions. Auka et al. (2013) posit that stratified random
sampling ensures that ensures that all the groups (categories) are adequately sampled and
this facilitates comparison among the groups.

3.3.2.3 Sampling Size

A sample size is sub set of the population drawn to represent the entire population or any
combination of sampling units that does not include the entire set of sampling units that
has been defined as the population(Garson, 2012).As a rule of thumb, for a population
less than 1000, a sample of 30% is sufficient in representing the entire population
(Blanche, Durrheim& Painter, 2008). Therefore for this study a sample of 45 employees
was selected to represent the entire population of 144. This gave a 31.25% of the
population.The actual distribution of the sample respondents was based on the actual
representation of the department in the actual population.

25
Table 3.1: Sample Size Distribution

Management Position Total Sample Size % of Total

Sample Size
population population
Top level
20 6 4.2%
management
Middle level
40 12 8.3%
management
Non-management
84 27 18.8%
staff
Total 144 45 31.25%

3.4 Data Collection Methods

The primary data was collected through the use of survey questionnaire by drop and pick
strategy to ensure high response rate. The use of questionnaire was adopted because it
ensured that data collection was standardized such that each respondent got the same
question and in the same format. Questionnaires also enabledcollection of original data
from the sample of the population within a short time and at low cost for purposes of
describing the entire population (Ogutu, 2012).

The questionnairewas structured according to the research questions. The questionnaire

was in four parts. Part one explored the population demographics. Part two the
relationship between employee training and employee engagement. Part three the
relationship between employee training and employee motivation. Lastly part four the
relationship between employee training and employee job satisfaction.

Auka et al. (2012) define validity as the extent to which the test-items measure what they
purport to do and reliability as the consistence of a score from one occasion to the next.
For this study, the validity and reliability was tested by use of pilot test and expert
judgment of the research supervisor.

3.5 Research Procedures

The questionnaire was pre-tested before the final distribution.Cooper and Schindler(2001)
note that this is usually done to detect any weaknesses in the research design. The pre-

26
testing (pilot testing) was done with the aim of refining and fine tuning the questionnaire
so as to ensure that it was valid and reliable. The pilot was done on five respondents from
the study population who were then excluded from the final study to eliminate bias.

The pilot was done to check possible errors in the instrument. The questionnaire was then
be self -administered in hard copy form to each of the respondents and picked up later
after a day to increase the response rate.

3.6 Data Analysis Methods

Cooper and Schindlier (2000), described data analysis as the process of editing and
reducing accumulated data to a manageable size, developing summaries, seeking for
patterns and using statistical methods. The questionnaires wascoded before entering the
data into statistical package for social sciences SSPSfor analysis.

The data analysis involved frequencies, means, analysis of variances and bivariate
analysis in form of cross tabulation to explore the relationships between the various
variables tested in the current study. The data was then presented in form of Tables and
figures.

3.7 Chapter Summary

This chapter provided a description of the procedures followed in conducting the study on
the impact of training on employee performance atUNSOA. It also covered the design
and the resources that were used to obtain the required information in order to make the
correct conclusions. Data collection and data analysis has also been shown. The following
chapter covered the findings of the study.

27
 CHAPTER FOUR

4.0 RESULTS AND FINDINGS

4.1 Introduction
The study sought to find out the effects of training on employee performance among the
international civil servants. The study used the United Nations Support Office for the
African Mission in Somalia as a case study. The findings are presented such that section
4.2 presents the demographic characteristics of the respondents. Section 4.3 the findings
on the role of training on employee engagement. Section 4.4the role of training on
employee motivation and section 4.5the role of training on employee job satisfaction.
Chapter 4.6 gives a summary of the chapter. Forty five hard copies of the questionnaires
were sent to the target respondents. Forty five of the filled questionnaires were received
back indicating 100% response rate.

4.2 Demographics of the Respondents

4.2.1 Gender of the Respondents

The study sought to find out the gender of the respondents with the presumption that
variation in gender could influence opinions. Figure 4.1 indicates that 75% were males,
23% female and 2% transgender.

Transgender
Female
2%
23%

Male
75%

Figure 4.1: Gender of the respondents

4.2.2 Management Position

With a presumption that management position could influence the opinions of the
respondents, the study sought to find out the management position levels of the

28
respondents. Figure 4.3 shows that the majority of the respondents were of the middle
level management at 44%. Top level management and non-management positions were at
28% each.

Non- Top level

management management
28% 28%

Middle level
management
44%

Figure 4.2: Management Position of the Respondents

4.2.3 Area of Operation

The study sought to highlight the departments in which the respondents work. Figure 4.3
shows that the majority were of the human resources department at 26% followed by
transport and supply management at 19% followed by procurement and contract
management at 16%; construction and general maintenance at 9%; communication and IT
at 9% and finally health care at 7%.

Communication and
IT
Health care 9%
7%
Human
Construction and Resources
general 26%
maintenance
9%

Budget and training

14%
Procurement and
Transport and Contract
supply Management
management 16%
19%

Figure 4.3: Respondents’Department

29
4.2.4 Age Group

The study further sought to find out the age groups of the respondents represented. Figure
4.4 indicates that the majority of the respondents at 42% were aged between 34 years to
44 years. Those aged 45-54 years were 28%; 25-34 years 26% and those aged above 55
years were only 5%.

42%

28%
26%

5%

25-34 years 35-44 years 45-54 years over 55 years

Figure 4.4: Age Group of the Respondents

4.2.5 Education Level

The study was also interested in finding out if the education level of the respondent
influenced their opinions in any way. Figure 4.5 indicates that the majority of the
respondents were holders of Bachelor’s degree (58%) while 32% were Master’s graduates
with 9.3% being Diploma holders.

58.10%

32.60%

9.30%

Diploma level Bachelor degree Master degree

Figure 4.5: Highest Level of Education of the Respondents

30
4.2.6 Frequency of Training

The study also sought to find out the frequency of employee training within the
organization. Figure 4.6 shows that majority of the respondents at 58% attend staff
training once in a while, while 33% often attend employee training and 9% rarely attend
training.

Rarely
Often 9%
33%

Once in a while
58%

Figure 4.6: Frequency of Training

4.2.7 Training Attended in the Last 12 Months

The study went ahead to find out if those who have undergone staff training were trained
in the last 12 months. Figure 4.7 shows that 91% had underwent training in the last 12
months.

No
9%

Yes
91%

Figure 4.7: Training Attended in the Last 12 Months

31
In summary section 4.2 showed that 75% of the respondents were male, 23% female and
2% transgender. Forty four percent of the respondents were in the middle level
management, 28% were in top level management and 28% were in the non-management
positions. The human resources department was represented by 26% of the respondents;
transport and supply management by 19%; procurement and contract management by
16%; construction and general maintenance by 9%; communication and IT by 9% and
finally health care by 7%.

Section 4.2 further indicated that 42% of the respondents were aged between 34 years to
44 years; 28% were aged 45-54 years were; 26% were aged 25-34 years; and 5%were
aged above 55 years. Fifty eight percent of the respondents were holders of Bachelor’s
degree while 32% were Master’s graduates and 9.3% were Diploma holders. Finally
section 4.2 showed that 58% of the respondents attended staff training once in a while,
while 33% often attend employee training and 9% rarely attended staff training. For those
who attend training, 91% of them had undergonestaff training in the last 12 months.

4.3 The Role of Training on Employee Engagement

This section sought to find out the effect of staff training on the employee and
organizational performance by influencing employee engagement. The study looked at
how staff training has influenced staff engagement in change processes, innovation, better
performance and enthusiasm.

4.3.1 Training and Employee Engagement in Change Process

The study sought to find out if staff training has impacted on the employees’ engagement.
The results were first collapsed into three categories of disagree, neutral and agree for
ease of interpretation. Table4.1 shows that on a summated scale the majority of the
respondents at 74% indicated that they were in agreement that employee training at
UNSOA has enhanced engagement in the change process among the staff. The majority at
90.7% were in agreement that training improves willingness to accept change; 86% were
in agreement that training enhances willingness to take new tasks; and the majority at
44.4% were in agreement that training enhances commitment to taking the initiative in
helping other employees.

32
Table 4.1: Training and Employee Engagement in Change Process

Percentage (%) N=45 Mean Std.

Statement
Disagreement Neutral Agreement Deviation
Training improve
willingness to accept 0 9.3 90.7 3.91 .294
change
Training enhances
willingness to take new 0 14 86 3.86 .351
tasks
Training
enhancescommitment to
20.9 34.9 44.4 3.26 .819
taking the initiative in
helping other employees
Summated 6.97 19.4 73.7 3.68 .49

The study further sought to find out whether these opinions cut across all the different
population demographics or are in any way more aligned to certain categories of
employees. To achieve this analysis of variance was carried out.

Table 4.2 shows that p values for the relationship between management position and
willingness to take new tasks/ commitment to taking the initiative in helping other
employees are less than 0.05. This shows a significant relationship between the
management position and these variables. To understand the nature of the relationship,
cross tabulation was carried out.

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

P-value (95% Confidence)

Management Education
Gender Department Age
position level
Training improve
willingness to accept .423 .602 .950 .108 .184
change
Training enhances
willingness to take .252 .010 .625 .081 .064
new tasks
Training
enhancescommitment
to taking the .084 .001 .843 .08 .768
initiative in helping
other employees

33
Table4.3 shows that despite employee training enhancing willingness to take new tasks,
those in top level management (100%) and the non-management staff (100%) strongly
indicated agreement as compared to those in the middle level management where only
68% were in agreement with 32% being neutral. On the other hand, while majority (83%)
of the top level management agreed that training enhances commitment to taking
initiatives in helping other employees, majority of the middle level management (42%)
and the non-management staff (42%)were neutral.

Table 4.3: Cross Tabulation for Management Level

Willingness to take new tasks Enhancescommitment to taking

(%) the initiative in helping other
employees (%)
Disagre Neutral Agree Disagree Neutral Agree
ement ment ment ment
Top level 0 0 100 0 17 83
management
Middle level 0 32 68 37 42 21
management
Non- 0 0 100 17 41.5 41.5
management

Thus despite the majority of the respondents at 73.7% on a summated scale, indicating
that training enhances employees’ engagement in change processes, individually the top
level management (100%) and non-management management staff (100%) are more
likely to be induced in taking new tasks compared to those in the middle level
management where only 68% were in agreement with 32% being neutral.

Similarly training most likely motivates the top level (83%) to be committed to taking
initiatives in helping other employees. This case may not apply for the middle level
management and the non-management staff (42% neutral in both cases).

4.3.2 Training and Employee Engagement in Innovation

The study then sought to highlight the effects of employee training on employee
engagement in innovation. Table 4.4 shows that the majority on a summated scale were in
agreement that training enhance employee engagement in innovation.

Table 4.4 also shows that the majority at 58.1% were in agreement that training allow
opportunity for identification of future opportunities and challenges; 62.8% were in

34
agreement that training empowers employees to always keep going when the going gets
tough; 55.8% were in agreement that training allow for adapt quickly adaptation in
difficult situations.

Table 4.4: Training and Employee Engagement in Innovation

Percentage (%) N=45 Mean Std.

Statement
Disagreement Neutral Agreement Deviation
Training allow
opportunity for
identification of future 0 41.9 58.1 3.58 .499
opportunities and
challenges
Training empowers
employees to always
0 37.2 62.8 3.63 .489
keep going when the
going gets tough
Training allow for
adapt quickly
23.3 20.9 55.8 3.33 .837
adaptation in difficult
situations
Summated 7.77 33.33 58.9 3.51 0.61

The results of analysis of variance between the various demographics (gender,

management position, department, age and education level) shown in Table 4.5 indicate
that the resultant p values range from 0.079 to 0.621.

Lack of p values less than 0.05 indicates that there is no statistically significant difference
in the opinions held by the staff from various categories and any observable difference
would be purely by chance and the opinion that employee training at UNSOA has
enhanced staff engagement in innovation is cuts across all the categories.

35
Table 4.5: ANOVA for Training and Employee Engagement in Innovation

P-value (95% Confidence)

Management Education
Gender Department Age
position level
Training allow
opportunity for
identification of future .621 .118 .502 .234 .10
opportunities and
challenges
Training empowers
employees to always
.515 .129 .255 .331 .055
keep going when the
going gets tough
Training allow for
adapt quickly
.489 .079 .705 .198 .505
adaptation in difficult
situations

4.3.3 Training and Employee Engagement for Better Performance

Table 4.6 indicates that on a summated scale, 77.7% were in agreement that training
enhances employee better performance. Mean of 4.03 shows a high level of
agreement.Table 4.6 further indicates that the majority at 69.8% were in agreement that
training enhances job focus; 74.4% were agreement that Training allows one to give the
best effort at work each day; 88.8% training allows one to be more involved in their work
and days goes by very quickly.

Table 4.6: Training and Employee Engagement for Better Performance

Percentage (%) N=45 Mean Std.

Statement
Disagreement Neutral Agreement Deviation
Training enhances job
9.3 20.9 69.8 3.60 .660
focus
Training allows one to
give the best effort at 4.7 20.9 74.4 3.98 .831
work each day
Training allows one to
be more involved in
0 10.9 88.8 4.50 .845
their work and days
goes by very quickly
Summated 4.67 17.57 77.67 4.03 .78

36
Further analysis of variance shows that all the p values are greater than 0.05 as indicated
by Table 4.7. Hence the opinion expressed in Table 4.6 is held by all categories of staff
members since the p values are too large to have any statistical significance in the
difference.

Table 4.7: ANOVA for Training and Employee Engagement for Better Performance

P-value (95% Confidence)

Management Education
Gender Department Age
position level
Training enhances
.715 .175 .378 .765 .230
job focus
Training allows one
to give the best effort .459 .219 .431 .607 .105
at work each day
Training allows one
to be more involved
in their work and 4.74 .121 .398 .700 .080
days goes by very
quickly

4.3.4 Training and Employee Enthusiasm

Finally the study sought to find out how training impacts on performance by enhancing
employee enthusiasm. Table 4.8 shows that the majority at 72% were in agreement that
training enhance employee enthusiasm. The majority at 72.1% agreed that training creates
excitement of going to work daily; 56% were in agreement training creates a feeling of
complete involvement in work; 90.1% were in agreement that training inspires staff
towards goals.

Table 4.8:Training and Employee Enthusiasm

Percentage (%) N=45 Mean Std.

Statement
Disagreement Neutral Agreement Deviation
Training creates
excitement of going to 4.7 23.3 72.1 3.77 .684
work daily
Training creates a
feeling of complete 10.7 33.3 56 3.91 .811
involvement in work
Training inspires staff
9.9 0 90.1 4.67 .566
towards goals
Summated 8.34 18.87 72.73 4.12 .690

37
The results of the analysis of variance between the various employee demographics and
enthusiasm variables indicates that the resultant p values range from 0.154 to 0.933 as
summarised in Table 4.9. Since all the p values were greater than 0.05, there lack
statistically significant variation in opinions held across the various employee
demographics at 95%confidence interval. Thus any variations within and between the
variables lack empirical significance and is purely by chance. Therefore the average
summated findings on employee enthusiasms can be generalised to the entire study
population.

Table 4.9: ANOVA for Training and Employee Enthusiasm

P-value (95% Confidence)

Management Education
Gender Department Age
position level
Training creates
excitement of going .664 .235 .565 .737 .154
to work daily
Training creates a
feeling of complete .664 .218 .583 .366 .37
involvement in work
Training inspires
.832 .486 .508 .933 .172
staff towards goals

In summary section 4.3 sought to highlight the role of employee training on employee
performance by influencing the level of employee engagement. The section indicates that
despite the majority of the respondents at 73.7% on a summated scale, indicating that
training enhances employees’ engagement in change processes, individually the top level
management (100%) and non-management management staff (100%) are more likely to
be induced in taking new tasks compared to those in the middle level management where
only 68% were in agreement with 32% being neutral. Similarly training most likely
motivates the top level (83%) to be committed to taking initiatives in helping other
employees. This case may not apply for the middle level management and the non-
management staff (42% neutral in both cases).

It also shows that the majority (59%) on a summated scale were in agreement that
training enhances employee engagement in innovation.All the p values are greater than
0.05. This indicates that there is no statistically significant difference in the opinions held
by the various categories and any observable difference would be purely by chance and

38
the opinion that employee training at UNSOA has enhanced staff engagement in
innovation is cuts across all the categories. Seventy seven point seven per cent were in
agreement that training enhances employee better performance. Mean of 4.03 shows a
high level of agreement.Further analysis of variance shows that all the p values are
greater than 0.05 as indicated by Table 4.7. Hence the opinion expressed in Table 4.6 is
held by all categories of staff members since the p values are too large to have any
statistical significance.

Lastly the majority at 72% were in agreement that training enhances employee
enthusiasm. Analysis of variance summarised in Table 4.9 indicates that all the p values
were greater than 0.05 thus any variations within and between the variables lack empirical
significance is purely by chance.

4.4 The Role of Training on Employee Motivation

Section 4.4 sought to find out the effect of staff training on the employee and
organizational performance by influencing employee motivation. The study looked at
how staff training has influenced staff motivation through recognition, setting of
organization vision, motivation through leadership and motivation through work itself.

4.4.1 Training and Employee Recognition

Table 4.10 indicates that on a summated scale, the majority of the respondents at 77%
indicated that training enhances their ability to be recognized within the organization. It
offers an opportunity for the staff to be assigned to important tasks (62% in agreement);
training enables staff to work in projects from start to end (81% in agreement) and it
empowers staff to take personal responsibility for their job outcomes (86% in agreement).
Further analysis of variance was thus sought to find out if these opinions cut across the
various employee categories or are more aligned to some.

39
Table 4.10:Training and Employee Recognition

Percentage (%) N=45 Mean Std.

Statement
Disagreement Neutral Agreement Deviation
Training enables staff
to work in important 18.6 18.8 62.8 3.44 .796
tasks
Training enables staff
to work in projects 11.6 7.0 81.4 3.84 .814
from stat to end
Training empowers
staff to take personal
11.6 2.3 86 3.77 .684
responsibility for their
job out comes
Summated 13.9 9.37 76.73 3.68 .769

The analysis of variance findings in Table 4.11 indicates that there are statistically
significant differences in the opinion held by staff from across different education levels.
The relationship between education level and the fact that training enables staff to work in
important assignments scored a p<0.05 (p=0.04). This shows statistical significance at
95% level of significance.

Table 4.11: ANOVA for Training and Employee Recognition

P-value (95% Confidence)
Management Education
Gender Department Age
position level
Training enables
staff to work in .747 .129 .798 .247 .040
important tasks
Training enables
staff to work in
.753 .080 .993 .186 .801
projects from stat to
end
Training empowers
staff to take personal
.927 .170 .742 .506 .090
responsibility for
their job out comes

The results of the cross tabulation in Table 4.12 shows that only bachelor’s degree
holders (83%) affirmed the idea that training enables staff to work in important tasks. The
others were non-committal.

40
Table 4.12: Cross Tabulation for Recognition versus Education Level
Training enables staff to work in important tasks (%)
Disagreement Neutral Agreement
Diploma 33.3 26.7 40.0
Bachelor’s degree 12.5 4.1 83.3
Master’s degree 0 75 25

Thus the majority of the respondents at 76.73% indicated that training enhances their
motivation as it allows for their recognition within the organization. It offers an
opportunity for staff to work in projects from start to end (81% in agreement); it
empowers staff to take personal responsibility for their job out comes (86% in agreement)
but it only enables the graduate staff to be assigned to important tasks (83% in
agreement).

4.4.2 Training and Organizational Vision

The study then sought to find out the impact of employee training on motivation through
their alignment to the organizational vision. On a summated scale, Table 4.13 indicates
that staff training at UNSOAfacilitates motivation by positively aligning employees to the
organizational goals. The majority at 79.8% were in agreement.

This has been achieved by making staff members understand how their efforts contribute
to the organizational goals (83.7% in agreement); imparting skills on long term thinking
(79.1% in agreement) and inclining staff to the organizational vision (74.4% in
agreement).Thesesummaries were then subjected to analysis of variance to determine if it
could be generalised to the entire population or it has been influenced by extreme scores
in certain population categories.

41
Table 4.13:Training and Organizational Vision

Percentage (%) N=45 Mean Std.

Statement
Disagreement Neutral Agreement Deviation
Training makes staff
understand how their
efforts contribute to 11.6 4.7 83.7 3.91 .840
the organizational
goals
Trainings imparts
skills on long term 14 7 79.1 3.74 .819
thinking
Training inclines staff
to the organizational 14 11.6 74.4 3.72 .854
vision
Summated 13.2 7.77 79.8 3.79 .84

The results in Table 4.14 indicate that all the p values are greater than 0.05 implying that
there lacks statistical significance in the opinions held by different staff categories. Hence
the findings expressed in Table 4.13 can be generalised to the entire population i.e. staff
training at UNSOA facilitates alignment of staff to the organizational vision. This is
instrumental in focusing the organization’s resources towards a major goal which
enhances organizational performance.
Table 4.14: ANOVA for Training and Organizational Vision

P-value (95% Confidence)

Management Education
Gender Department Age
position level
Training makes staff
understand how their
efforts contribute to .452 .191 .940 .818 .508
the organizational
goals
Trainings imparts
skills on long term .497 .185 .980 .373 .306
thinking
Training inclines
staff to the .704 .228 .705 .626 .244
organizational vision

42
Hence based on the descriptive analysis and analysis of variance, that staff training at
UNSOA facilitates motivation by positivelyaligning employees to the organizational
goals (79.8% in agreement). This has been achieved by making staff members understand
how their efforts contribute to the organizational goals (83.7% in agreement); imparting
skills on long term thinking (79.1% in agreement) and inclining staff to the organizational
vision (74.4% in agreement).

4.4.3 Training and Leadership Style

The study sought to highlight how employee training impacts on motivation by

influencing the leadership styles. On a summated scale, Table 4.15 indicates that the
majority at 75.9% were in agreement that training enhances positive leadership traits in
the organization’s leaders. Seventy six point seven per cent were in agreement that
training makes supervisors treat employees with respect; 76.7% were in agreement that
training empowers leaders to focus on strengths and not weakness; and finally 74.4%
agreed that leadership are well trained on how to recognize staff suggestions. These
leadership traits enhance employee motivation. The findings were then subjected to
analysis of variance to identify whether these findings could be generalised to the entire
population or are more inclined to some population categories.

Table 4.15:Training and Leadership Style

Percentage (%) N=45 Mean Std.

Statement
Disagreement Neutral Agreement Deviation
Training makes
supervisors treat 14 9.3 76.7 3.84 .924
employees with respect
Training empowers
leaders to focus on
14 9.3 76.7 3.65 .752
strengths and not
weakness
Leadership are well
trained on how to
14 11.6 74.4 3.70 .832
recognize staff
suggestions
Summated 14 10.07 75.93 3.73 .84

43
The results in Table 4.16 indicate that all the p values are greater than 0.05 implying that
there lacks statistical significance in the opinions held by different staff categories. Hence
the findings expressed in Table 4.15 can be generalised to the entire population.

Table 4.16: ANOVA for Training and Leadership Style

P-value (95% Confidence)

Management Education
Gender Department Age
position level
Training makes
supervisors treat
.953 .173 .609 .286 .146
employees with
respect
Training empowers
leaders to focus on
.882 .177 .581 .669 .635
strengths and not
weakness
Leadership are well
trained on how to
.289 .226 .578 .624 .859
recognize staff
suggestions

Hence the majority at 75.9% were in agreement that training enhances positive leadership
traits in the organization’s leaders. Seventy six point seven per cent were in agreement
that training makes supervisors treat employees with respect; 76.7% were in agreement
that training empowers leaders to focus on strengths and not weakness; and finally 74.4%
agreed that leadership are well trained on how to recognize staff suggestions. These
leadership traits enhance employee motivation.

4.4.4 Training and Work Itself

The study then sought to find out how employee training impacts on motivation by
influencing work. On a summated scale, Table 4.17 indicates that the majority at 72%
were in agreement that training facilitates motivation for work performance. Seventy six
point seven per cent were in agreement that training facilitates employees to complete
tasks within time; 69% were in agreement that training makes employees find work to be
interesting and 69% that training empowers staff to carry out duties without difficulty.

44
The findings were then subjected to analysis of variance to identify whether these
findings could be generalised to the entire population or are more inclined to some
population categories.

Table 4.17:Training and Work Itself

Percentage (%) N=45 Mean Std.

Statement
Disagreement Neutral Agreement Deviation
Training makes
employees find work to 14 16.3 69.8 3.60 .791
be interesting
Training empowers
staff to carry out duties 11.6 18.6 69.7 3.60 .728
without difficulty
Training facilitate
employee to complete 11.6 11.6 76.7 3.67 .715
tasks within time
Summated 12.4 15.5 72.07 3.62 .74

The results in Table 4.18 indicate that all the p values are greater than 0.05 implying that
there lacks statistical significance in the opinions held by different staff categories. Hence
the findings expressed in Table 4.17 can be generalised to the entire population.

Table 4.18: ANOVA for Training and Work Itself

P-value (95% Confidence)

Management Education
Gender Department Age
position level
Training makes
employees find work .885 .358 .301 .464 .850
to be interesting
Training empowers
staff to carry out
.866 .081 .434 .178 .337
duties without
difficulty
Training facilitate
employee to
.582 .347 .738 .082 .266
complete tasks
within time

Thus the majority at 72% were in agreement that training facilitates motivation for work
performance. Seventy six point seven per cent were in agreement that training facilitates
employees to complete tasks within time; 69% were in agreement that training makes

45
employees find work to be interesting and 69% that training empowers staff to carry out
duties without difficulty.

In summing section 4.4, based on the descriptive analysis and analysis of variance the
findings have shown that the majority of the respondents at 76.73% indicated that training
enhances their motivation as it allows for their recognition within the organization. It
offers an opportunity for staff to work in projects from start to end (81% in agreement); it
empowers staff to take personal responsibility for their job out comes (86% in agreement)
but it only enables the graduate staff to be assigned to important tasks (83% in
agreement). Likewise staff training at UNSOA facilitates motivation by positively
aligning employees to the organizational goals (79.8% in agreement). This has been
achieved by making staff members understand how their efforts contribute to the
organizational goals (83.7% in agreement); imparting skills on long term thinking (79.1%
in agreement) and inclining staff to the organizational vision (74.4% in agreement).

On the other hand the majority at 75.9% were in agreement that training enhances
positive leadership traits in the organization’s leaders. Seventy six point seven per cent
were in agreement that training makes supervisors treat employees with respect; 76.7%
were in agreement that training empowers leaders to focus on strengths and not weakness;
and finally 74.4% agreed that leadership are well trained on how to recognize staff
suggestions. These leadership traits enhance employee motivation. Lastly the majority at
72% were in agreement that training facilitates motivation for work performance. Seventy
six point seven per cent were in agreement that training facilitates employees to complete
tasks within time; 69% were in agreement that training makes employees find work to be
interesting and 69% that training empowers staff to carry out duties without difficulty.

4.5 The Role of Training on Employee Job Satisfaction

This section sought to find out the effect of staff training on the employee and
organizational performance by influencing employee job satisfaction. The study looked at
how staff training has influenced staff job satisfaction throughwork relationships;
opportunity for using own initiatives and skills; opportunities for pay and promotions; and
satisfaction with activities.

46
4.5.1 Work Relationships
On a summated scale, Table 4.19 indicates that the majority of the staff members at
68.9% were affirmative that staff training enhances relationships at work. Sixty nine
point seven affirmed that training improves enjoyment of relationship among staff
members; 69.7 per cent agreed that training improves on relationships with supervisors;
and finally 67.4% affirmed that training improves customer relationships. The data was
then subjected to analysis of variance to determine whether these findings could be
generalised to the entire population.

Table 4.19:Work Relationships

Percentage (%) N=45 Mean Std.

Statement
Disagreement Neutral Agreement Deviation
Training improves
enjoyment of staff 14 16.3 69.7 3.58 .763
relationships
Training improves on
relationships with 14 16.3 69.7 .379 .965
supervisors
Training improves
14 18.6 67.4 3.56 .765
customer relationships
Summated 14 17.07 68.93 2.51 .830

The findings in Table 4.20 show that there is significant difference in the opinions held by
different staff from different management positions as regards the effect of training on the
relationships with the supervisors. To highlight the difference, further cross tabulation
was carried out.

Table 4.20: ANOVAfor Work Relationships

P-value (95% Confidence)

Management Education
Gender Department Age
position level
Training improves
enjoyment of staff .856 .079 .350 .369 .470
relationships
Training improves on
relationships with .298 .022 .785 .127 .612
supervisors
Training improves
.825 .162 .516 .555 .575
customer relationships

47
The cross tabulation results in Table 4.21 indicates that despite the fact that all the staff
from different management levels agreed that training improves on relationships with
supervisors, the level of conviction declines from the top level management at 91.6%,
followed by middle level management at 63.1% and finally 58.3% for the non-
management staff.

Table 4.21: Cross Tabulation for Management Level versus Work Relationships

Training improves on relationships with supervisors versus

management level (%)
Disagreement Neutral Agreement
Top level 0 0.83 91.6
Middle level 21 15.7 63.1
Non-management 16.7 25 58.3

Hence while in general the findings indicating that staff training enhances relationships at
work (68.9%) with 69.7% indicating that training improves enjoyment of relationship
among staff members; 69.7 per cent agreeing that training improves on relationships with
supervisors; 67.4% agreeing that training improves customer relationships, there is a
difference in the opinions held by different management levels on the effect of training on
relationships with supervisors. The level of conviction that training improves
relationships with supervisors declines from the top level management at 91.6%, followed
by middle level management at 63.1% and finally 58.3% for the non-management staff.

4.5.2 Scope of Using Own Initiative and Skills

This section sought to find out how training impacts on the respondents’ ability scope to
use their own initiatives and skills. On a summated scale, Table 4.22 shows that the
majority of the respondents at 75.9% were in agreement that training enhance the scope
of the respondents’ ability to use their own initiatives and skills at work. The majority at
79% agreed that training enhances usage of talents and skills; 76.7% agreed that training
offers opportunity for learning new and 72% were in agreement that training offers
opportunities for other education pursuit. The findings were then subjected to analysis of
variance to determine whether the fore going findings can be generalised to the entire
population or are more inclined to some employee categories.

48
Table 4.22:Scope of Using Own Initiative and Skills

Percentage (%) N=45 Mean Std.

Statement
Disagreement Neutral Agreement Deviation
Training enhances
usage of talents and 9.3 11.6 79 3.72 .666
skills
Training offers
opportunity for 11.6 11.6 76.7 3.65 .686
learning new skills
Training offers
opportunities for other 9.3 18.6 72.1 3.65 .686
education pursuit
Summated 10.07 13.93 75.93 3.67 .068

The analysis of variance results in Table 4.23 show that all the p values are greater than
0.05 which is the significant point. This means that there lacks statistically significance in
the difference in the opinions held by the various employee categories. Hence any
observable difference could only be attributed to chance and is in no way related to the
categories.

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

P-value (95% Confidence)

Management Education
Gender Department Age
position level
Training enhances
usage of talents and .560 .222 .697 .577 .930
skills
Training offers
opportunity for .844 .069 .417 .272 .717
learning new skills
Training offers
opportunities for
.844 .069 .730 .272 .918
other education
pursuit

Hence based on the descriptive statistics and analysis of variance, the findings show that
the majority of the respondents at 75.9% were in agreement that training enhances the
scope of the respondents’ ability to use their own initiatives and skills at work. The
majority at 79% agreed that training enhances usage of talents and skills; 76.7% agreed

49
that training offers opportunity for learning new and 72% were in agreement that training
offers opportunities for other education pursuit.

4.5.3 Pay and Promotion Potential

The study further sought to find the relationship between employee training and pay and
promotional potential. On a summated scale, the findings in Table 4.24 show that the
majority of the respondents at 72% indicated that training leads to opportunities for pay
and promotion. The Table shows that the majority at 67.4% were in agreement that
training leads to better salary, 74.4% were in agreement that training offers promotion
opportunities and 74.4% were also in agreement that training leads to recognitions. The
study then carried out analysis of variance to determine if there is any relationship
between these outputs and the employee categories.

Table 4.24:Pay and Promotion Potential

Percentage (%) N=45 Mean Std.

Statement
Disagreement Neutral Agreement Deviation
Training leads to better
9.3 23.3 67.4 3.60 .695
salary
Training offers
promotion 9.3 16.3 74.4 3.86 .861
opportunities
Training leads to
11.6 16.3 74.4 3.67 .715
recognitions
Summated 10.07 18.63 72.07 3.71 .760

The results of the analysis of variance Table 4.25 shows the relationship between
management level and the fact that training leads to better salary scored p value of less
than 0.05 (p=0.044) similarly management level and the fact that training offers
promotion opportunities (p=0.007). This shows statistically significant difference at 95%
in the opinions shared by the different management levels as concerns these variables.
The findings were then subjected to further cross tabulation to establish the nature of the
difference.

50
Table 4.25: ANOVA for Pay and Promotion Potential

P-value (95% Confidence)

Management Education
Gender Department Age
position level
Training leads to
.739 .044 .845 .302 .910
better salary
Training offers
promotion .124 .007 .917 .147 .774
opportunities
Training leads to
.457 .380 .671 .559 .977
recognitions

The findings in Table 4.26 show that the top level management were more assertive at
100% that training leads to better salaries. This is followed by the non-management staff
at 66.6% and finally the middle level management at 47.5%. The trend is depicted for the
impact of training and promotion opportunities where the top level management scored
100%, non-management level 66.7% and the middle level management 63.1%.

Table 4.26: Cross Tabulation for Pay and Promotion Potential

Training leads to better salary Training offers promotion

opportunities
Disagreem Neutr Agreem Disagreem Neutr Agreem
ent al ent ent al ent
Top level 0 0 100 0 0 100
Middle level 15.7 36.8 47.5 15.7 21 63.1
Non- 8.3 25 66.6 8.3 25 66.7
management

Hence despite the fact that the majority of the respondents at 72% indicated that training
leads to opportunities for pay and promotion and that the majority at 67.4% were in
agreement that training leads to better salary, 74.4% were in agreement that training
offers promotion opportunities and 74.4% were also in agreement that training leads to
recognitions, the top level management were more assertive at 100% that training leads to
better salaries. This is followed by the non-management staff at 66.6% and finally the
middle level management at 47.5%. Likewise the top level management were also more
assertive, at 100% that training offers promotion opportunities followed non-management
level at 66.7% and the middle level management at 63.1%.

51
4.5.4 Work Activities

Finally the study sought to find out the influence of training on work activities. On a
summated scale Table 4.27 shows that the majority at 80.67% strongly agreed that
imparts positively on work activities. The majority at 74.4% indicated that training offers
staff opportunities for a variety of responsibilities; 83.8% agreed that training enhances
degree of job independence and the majority at 83.8% indicated that .raining offers
opportunities for periodic change in duties. Therefore further analysis of variance was
sought to determine whether the findings can be generalised to the entire population or
are in any way more related to the various categories of employees within the
organization. Table 4.28 presents the findings.

Table 4.27:Work Activities

Percentage (%) N=45 Mean Std.

Statement Deviation
Disagreement Neutral Agreement
Training offers staff
opportunities for a
9.3 16.3 74.4 3.67 .680
variety of
responsibilities
Training enhances
degree of job 7.0 9.3 83.8 3.95 .754
independence
Training offers
opportunities for
7.0 9.3 83.8 4.00 .787
periodic change in
duties
Summated 7.7 11.63 80.67 3.87 .74

The findings in Table 4.28 shows lack of statistically significant variations in the opinions
held by the various categories of employees as all the p values were greater than 0.05.
Hence due to lack of statistically significant difference in the opinions across the
employee categories, the findings presented in Table 4.27 could be used to represent the
views of the entire population.

52
Table 4.28: ANOVA for Work Activities

P-value (95% Confidence)

Management Education
Gender Department Age
position level
Training offers staff
opportunities for a
.421 .27 .825 .255 .974
variety of
responsibilities
Training enhances
degree of job .503 .096 .377 .706 .829
independence
Training offers
opportunities for
.445 .174 .656 .175 .687
periodic change in
duties

Thus that the majority at 80.67% strongly agreed that training imparts positively on work
activities. The majority at 74.4% indicated that training offers staff opportunities for a
variety of responsibilities; 83.8% agreed that training enhances degree of job
independence and the majority at 83.8% indicated that .raining offers opportunities for
periodic change in duties.

4.6 Chapter Summary

Chapter four presented the findings on the effects of training on employee performance.
The findings have indicated that employee training influences performance by positively
influencing the employee engagement, motivation and job satisfaction.The next chapter
presents the summary, discussions, conclusions and recommendations that can be drawn
from this study.

53
 CHAPTER FIVE

5.0 DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter presents the summary, discussions, conclusions and recommendations from
this study. The presentation is in a way that tries to answer the research questions of this
study.

5.2 Summary

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

A survey research design was used for this study.The survey design was appropriate for
this study because it allowed investigation of possible relationshipsbetween variables as
well as data collection from broader category and comparisons between variables.The
study population was 144 staff of the United Nations Support Office for the African
Mission in Somalia. A sample of 45 was drawn using random stratified sampling
approach from a list of sample frame provided by the employee register at UNSOA. The
data was collected by use of a questionnaire for period of one week, June 02, 2014 to
June 07, 2014. The data analysis involved frequencies, means, percentages, analysis of
variance and bivariate analysis in form of cross tabulations. The findings were presented
using Tables and figures.

The findings on the role of training on employee engagement showed that in general
training enhances employee engagement in change processes (affirmed by 74%). As a
measure of engaging in change process, the top level management (100%) and non-
management management staff (100%) are more likely to be induced in taking new tasks
after undergoing training compared to those in the middle level management where only
68% agreed. Similarly training most likely motivates the top level (83%) to be committed
to taking initiatives in helping other employees. This case may not apply for the middle

54
level management and the non-management staff (42% neutral in both cases).Secondly
the study also showed that training enhances employee engagement in innovation
(majority at 59% in agreement). Thirdly, the study showed that training enhances better
performance among employee (affirmed by strong 78% and a mean of 4.03). Lastly the
study showed thattraining enhances employee enthusiasm (the majority at 72% were in
agreement).

The findings on the role of training on employee motivation showed that training
enhances their motivation as it allows for their recognition within the organization (the
majority of the respondents at 77%). Likewise training aligns employees to the
organizational goals at UNSOA (79% in agreement). On the other hand training enhances
positive leadership traits in the organization’s leaders (the majority at 76% were in
agreement). Lastly training facilitates motivation for work performance (the majority at
72% were in agreement).

The findings on the role of training on job satisfaction showed that training enhances
staff/supervisor/customer relationships at work (69%). Though the level of conviction
that training improves relationships with supervisor declines from the top level
management at 92%, followed by middle level management at 63% and finally 58% for
the non-management staff. Further the study showed that training enhances the scope of
the respondents’ ability to use their own initiatives and skills at work (the majorityat 76%
were in agreement). Despite the fact that the majority of the respondents at 72% indicated
that training leads to opportunities for pay and promotion, the top level management were
more assertive at 100% that training leads to better salaries. This is followed by the non-
management staff at 67% and finally the middle level management at 48%. The trend is
depicted for the impact of training and promotion opportunities where the top level
management scored 100%, non-management level 67% and the middle level management
63%. Lastly the study revealed that training imparts positively on the work activities (the
majority at 81% strongly agreed).

5.3 Discussion

5.3.1 Employee Training and Engagement

The study has revealed that training positively influences employee performance by
having a positive influence on employee engagement at UNSOA. That fact that employee

55
engagement influences performance is in line Robinson, Dilys and Hayday (2003)
argument that engaged employees feel a strong emotional bond to the organization that
employs them, which results in higher productivity levels and lower absenteeism. Hence
when reliably measured, positive employee engagement is casually related or correlated
to specific business outcomes. Lockwood (2007) further argued that engagement can be
seen as a heightened level of ownership where each employee wants to do whatever they
can for the benefit of their external and internal customers, and for the success of the
organization as a whole.

The study has shown that training influences employee engagement in a number of ways.
It has showed that training enhances employee engagement in change processes which in
turn influences positively the employee and organizational performance. The study
showed that as a measure of engaging in change process, the top level management and
non-management management staff are more likely to be induced in taking new tasks
compared to those in the middle level management after undergoing training. Similarly
training most likely motivates the top level to be committed to taking initiatives in
helping other employees. This case may not apply for the middle level management and
the non-management staff members as the majority in both cases were neutral. This is in
line with the arguments by Jagero, Kombo and Mlingi (2012) that employees who receive
regular training are more likely to accept change and come up with new ideas. They
continue that employees who learn new skills through training make goodcandidates for
promotions because they have shown their ability to learn, retain and use information.
Similarly reliable,skilled employees can also be empowered to train other employees, the
fact that reduces pressure for themanagement team and facilitate change process.Markos
and Sridevi (2010) posit that disengaged employee do not sticking around for things to
change in their organization and have far more misgivings about their organization in
terms of performance.

Secondly the study also showed that training enhances employee engagement in
innovation.Otuko, Chege and Douglas (2013) posit that employee training is a critical
competitive tool that impacts skills in employees for developing innovative products and
creating value in a unique way that competitors cannot easily copy. This is vital for
success in the current expansion of the global economy and the fast-changing evolution of
technology and innovation.

56
Thirdly, the study showed that training enhances better performance among employee.
This supports the findings by Amin et al. (2013) that training leads to important
performance benefits for individuals, teams,organizations and society. Theysuggestthat
these benefits range from individual and teamperformance to the economic prosperity of a
nation.Shaheen, Naqvi, and Khan (2013) further note that trainingenhances knowledge
and information about a certain field and also adds advantage to networking for efficiency
and performance of employees.

Lastly the study showed thattraining enhances employee enthusiasm. Shaheen et al.
(2013) note that to increase the employee’s performance, it is crucial to inspire the
employees by means of satisfying the space in between skills necessary and the owned or
operated by means of staff through delivering applicable training. The inspiration through
training creates the enthusiasm which transforms the employees to well organize and
well-mannered, that ultimately affects the performance of organization (Saleem,
Shahid&Naseem, 2011).

5.3.2 Employee Training and Motivation

The study has shown that training enhances employee motivation. Training is a
motivational factor which enhances the knowledge of the employee towards the job
(Saeed&Asghar, 2012).Dysvik and Kuvaas (2008) posit that although the relationship
between perceived training and employee outcomes is mediated through a number of
different individual andsituational variables, research on intrinsic motivation suggests that
work motivation is a key mediating variable i.e. work performance is moderated by
intrinsic motivation, probably in part, because intrinsically motivated employees may
benefit more from developmental human resources practices owing to their more active
learning orientation.

First the study indicated that training enhances employee motivation as it allows for
employee recognition within the organization.Saeed and Asghar (2012) alludes that
training enhances employee recognition in the sense that training helps employees
become proficient in their jobs and be able to give better results than others.Likewise
training helps employees become interested to get more knowledge about their jobs which
eventuallyhelps them in getting noticed among their peers and get promoted.On the other
hand Saeed and Asghar (2012) posit that training helps establish a good fit between
persons and the jobs e.g. training affects the performance positively only and when right

57
person for the right job is selected i.e. if the rightperson for the right job is not selected
then training will be having no effect on the performance of the employees. Therefore
training facilitates identification and selection of employees for specific tasks.

Secondly training aligns employees to the organizational goals. This is in line with Elnaga
and Imran (2013) argument that when employees recognizes their organization interest in
them through offering training programs, they in turn apply theirbest efforts to achieve
organizational goals, and show high performance on job. Moreover to develop the desired
knowledge, skills and abilities of the employees and to perform well on their job,an
organization requires effective training programs that may also effect employee
motivationand commitment towards a specific organizational goal. Therefore if an
organization wants to remain competitive then it has to maintain continuous improvement
and workplace education which strategically focuses these skills to a common
organizational objective (Sultana, et al. 2012).

Thirdly, training enhances positive leadership traits in the organization’s leaders. This is
in line with Shaheen et al. (2013) sentiments that employee training programs should also
include leadership development programs to develop the leadership skills. In a study to
determine the effect of training on productivity,Bartel (1995) uses information on
performance evaluations bysupervisors. She notes that formal training has a positive and
significant effect on the performanceevaluations of workers, from which she draws the
conclusion that formal training of supervisors has aproductivity-increasing effect.

Lastly training facilitates motivation for work performance. This supports the findings by
Asim (2013) that there is both direct and indirect relationship between employee training
and work performance. He notes that training helps to create good results at work. This in
turn creates motivation in an employee. The motivation in turn stimulates the employee
more to achieve better work performance. This is supported by Sahinidis andBouris
(2008) who also argued that training practices used by organizations may have an effect,
direct or indirect on both employee motivation, organizational commitment and
performance.

5.3.3 Employee Training and Job Satisfaction

The study has shown that training enhances employee performance by influencing job
satisfaction. This supports Adesola,OyeniyiandAdeyemi (2013) sentiments that training

58
has been recognized as one of managerial tools that enhanced job satisfaction globally.
Burgard and Görlitz(2011) further indicated that training could improve the working
atmosphere (inside the firm) or it could encourage networking by exchangeand
interaction with other participants or some people might enjoy learning as such
becausethey discover or experience something new and get new ideas. Likewise training
might also contribute tosatisfaction by getting away from the daily routine and putting
variety into the workaday life.

The study indicated that training positively influences job satisfaction by enhancing
staff/supervisor/customer relationships at work. Among other factors, Rizwan et al.
(2012) posit that employee satisfaction with the relationship with co-workers and
customers bring positive feelings about that job ensuing from assessment of its
uniqueness. They note that an employee among a high job satisfaction holds encouraging
feelings about the work and vice versa. Despite the current study indicating that training
enhances relationships, the level of conviction that training improves relationships with
supervisor declines from the top level management to the non-management staff
members. This is in line with Asaju (2008) who indicated that if employees are trained at
low level it would increase their tendency towards leaving the organization, while high
level training increases the employee satisfaction and focuses him/her to stay in the
organization.

Further the study showed that training enhances job satisfaction by enhancing the scope
of the respondents’ ability to use their own initiatives and skills at work. Sultana et al.
(2012) posit that training generates benefits for the employee as well as for the
organization by positively influencing employee performance through the development of
employee knowledge, skills, ability, competencies and behaviour. Through the
acquisitions of skills from training employees gain the ability to be assigned on different
tasks and also get inspired to take personal initiatives to apply those skills at work
(Saeed&Asghar, 2012; Dysvik&Kuvaas, 2008)

Despite the fact that the majority of the respondents indicated that training leads to
opportunities for pay and promotion, the top level management were more assertive
followed by the non-management staff and finally the middle level management that
training leads to better salaries and promotional opportunities. This is in line with Rizwan
et al. (2012) who indicated that pay and promotion are critical factors in employee job

59
satisfaction. They posit that employee reward system must be integrated and supportive
with the corporate strategic objective and reward system must be unbiased and discourage
interdepartmental and organizational differences.This is further supported by
Adesola,OyeniyiandAdeyemi (2013) who indicated that dissatisfaction with promotion
and training opportunities have a stronger effect on employee’s intentions to quit than
dissatisfaction with workload or pay.

Lastly the study revealed that training imparts positively on job satisfaction by
influencing the work activities. This is in line with Aarti, Seema, Bhawnaand Jyoti(2013)
sentiments that training and development plays a significant role in improving job
satisfaction by enhancing the efficacy of the work-force which makes him or her to feel
better equipped for the job at hand. The underlying premise is that the employee becomes
more efficient and productive through training which leads to better results and employee
job satisfaction (Jagero et al., 2012).

5.4 Conclusions

5.4.1 Employee Training and Engagement

The study has revealed that training positively influences employee performance by
having a positive influence on employee engagement at UNSOA. The study has shown
that training influences employee engagement in a number of ways. It has showed that
training enhances employee engagement in change processes which in turn influences
positively the employee and organizational performance. The study showed that as a
measure of engaging in change process, the top level management and non-management
management staff are more likely to be induced in taking new tasks compared to those in
the middle level management after undergoing training. Similarly training most likely
motivates the top level to be committed to taking initiatives in helping other employees.

Secondly the study also showed that training enhances employee engagement in
innovation.Thirdly, the study showed that training enhances better performance among
employee.Lastly the study showed that training enhances employee enthusiasm.

5.4.2 Employee Training and Motivation

The study has shown that training enhances employee motivation since raining is a
motivational factor which enhances the knowledge of the employee towards the job. The

60
study indicated that training enhances employee motivation as it allows for employee
recognition within the organization. As employees recognize their organization interest in
them through offering training programs, they in turn apply theirbest efforts to achieve
organizational goals, and show high performance on job. Moreover to develop the desired
knowledge, skills and abilities of the employees and to perform well on their job, an
organization requires effective training programs that may also effect employee
motivationand commitment towards a specific organizational goal.Secondly training
enhances motivation by aligning employees to the organizational goals.Thirdly, training
enhances positive leadership traits in the organization’s leaders.Lastly training facilitates
motivation for work performance as training helps to create good results at work. This in
turn creates motivation in an employee. The motivation in turn stimulates the employee
more to achieve better work performance. Further training practices used by organizations
may have an effect, direct or indirect on employee motivation, organizational
commitment and performance.

5.4.3Employee Training and Job Satisfaction

The study has shown that training enhances employee performance by influencing job
satisfaction. The study indicated that training positively influences job satisfaction by
enhancing staff/supervisor/customer relationships at work. Despite this the level of
conviction that training improves relationships with supervisor declines from the top level
management to the non-management staff members. Further the study showed that
training enhances job satisfaction by enhancing the scope of the respondents’ ability to
use their own initiatives and skills at work.

Despite the fact that the majority of the respondents indicated that training leads to
opportunities for pay and promotion, the top level management were more assertive
followed by the non-management staff and finally the middle level management that
training leads to better salaries and promotional opportunities. Lastly the study revealed
that training imparts positively on job satisfaction by influencing the work activities.

61
5.5 Recommendations

5.5.1 Recommendations for Improvement

5.5.1.1 Employee Training and Engagement

Since the study has revealed that training positively influences employee performance by
having a positive influence on employee engagement at UNSOA, training should be
conducted time to time to ensure that employees have the necessary engagement to
change processes, innovation; better performance and job enthusiasm for enhanced
employee and organizational performance.

The fact that the top level management and non-level management are more likely to be
induced in taking new tasks compared to the middle level management staff indicates a
gap in readiness of the middle level management in taking new tasks. Thus the
organization should design specific training programmes that target this group of
employee with the aim of enhancing their readiness in taking up tasks and accepting
change. Further the organization should carry out an audit to find out why training most
likely motivates the top level to be committed to taking initiatives in helping other
employees but not the other cadres of emplyees.

5.5.1.2 Employee Training and Motivation

The study has shown that training enhances employee performance by influencing
employee motivation level through employee recognition. Since as employees recognize
their organization interest in them through offering training programs, they in turn apply
theirbest efforts to achieve organizational goals, and show high performance on job.
Hence there is need for the organization to establish specific strategies that targets
enhancing employee recognition.

Further the study has shown training enhances employee performance by influencing
employee alignment to organizational goals; positive leadership traits; and motivation for
work performance. The management of UNSOA therefore needs to ensure training
strategies are not only aligned to productivity but also to enhancing employee motivation
for superior performance.

62
5.5.1.3 Employee Training and Job Satisfaction

The study has shown that training enhances employee performance by influencing job
satisfaction. The study indicated that training positively influences job satisfaction by
enhancing staff/supervisor/customer relationships at work; the respondents’ ability to use
their own initiatives and skills at work; opportunities for pay and promotion; and by
influencing the work activities. Despite the findings the study has also shown that there is
declining trend in the level of conviction that training enhances employee performance by
influencing job satisfaction from the top level management to the non-management staff
members. UNSOA therefore needs to evaluate its training strategies with respect to job
satisfaction to ensure that the effects are uniformly attained across the organization.

5.5.2 Recommendations for Further Research

The study only focused on the international civil servants at UNSOA. Other studies on
different populations and at different time zones would be welcome to ensure strong
empirical conclusions on how training impacts on employee training.

63
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 APPENDICES

Appendix A: Cover Letter

Chandaria School of Business,
United States International University,
P.O. Box 14634-00800,
NAIROBI.
DATE:

Dear Respondent,

I am pleased to inform you that am a graduate student at United States International

University pursuing a Master Degree in Business Administration (MBA). As partial
fulfilment of the course, I am conducting a research assessment on the impact of training
on staff performance.

The study uses UNSOA as a case study. The result of this study will provide the
management with information regarding staff training and its impact on staff and the
general organization’s performance.

This is an academic research and confidentiality is strictly emphasized. The questionnaire

will take you approximately 20 minutes to fill.

Yours Faithfully,

Angela Githinji

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 Appendix B: Questionnaire

PART I: General Information

Answer all the questions either by ticking in the boxes or writing in the spaces
provided.
1. What is your Gender:-

Male ☐ Female ☐

2. What management position are you?

Top level management☐ Middle level management ☐ None-management ☐

3. In which operational area do you work?

Human Resources☐ Procurement and Contract Management ☐ Transport and supply

management ☐Budget and training ☐ Construction and general maintenance☐

Health care ☐Communication and IT ☐Security services☐

4. What is your age?

Below 25 years ☐ 25-34 years ☐ 35-44 years ☐ 45-54 years☐

55 years and above ☐

5. What is your highest level of educational achievement?

Primary level ☐ Secondary level ☐ Diploma level☐ Bachelor’s Degree ☐Master’s

Degree ☐ Post graduate☐

6. How often do you attend staff training funded by your employer?

None at all☐ Rarely ☐Once in a while ☐Often ☐ Quite often☐

7. Did you receive any staff training in the last 12 months?

Yes ☐ No ☐

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PART II: Training and Employee Engagement
Indicate your level of agreement to the following statements concerning staff trainings
and employee engagement at UNSOA. Use a scale of 1-5 where 1 is strongly disagrees, 2
disagree, 3 neutral, 4 agree and 5 strongly agree.
Highly Highly
Disagree Neutral Agree
Disagree Agree
(2) (3) (4)
(1) (5)
Training and employee engagement in
change process
1 Staff trainings at UNSOA has improved my ☐ ☐ ☐ ☐ ☐
willingness to accept change
2 I am more willing to take new tasks due to ☐ ☐ ☐ ☐ ☐
staff trainings at UNSOA
3 Staff trainings at UNSOA enhances my ☐ ☐ ☐ ☐ ☐
commitment to taking the initiative in helping
other employees when the need arises
Training and employee engagement in
innovation
4 Staff trainings at UNSOA allow employees to ☐ ☐ ☐ ☐ ☐
proactively identify future challenges and
opportunities
5 Staff trainings at UNSOA empowers ☐ ☐ ☐ ☐ ☐
employees to always keep going when the
going gets tough
6 In my organization, employees adapt quickly ☐ ☐ ☐ ☐ ☐
to difficult situations due to staff trainings
Training and employee engagement for
better performance
7 With trainings, I am completely focused on ☐ ☐ ☐ ☐ ☐
my work
8 Staff trainings at UNSOA has made me give ☐ ☐ ☐ ☐ ☐
the best effort at work each day
9 I am now more involved in my work and days ☐ ☐ ☐ ☐ ☐
goes by very quickly due to staff training
Training and employee enthusiasm
10 Staff trainings has made me get excited about ☐ ☐ ☐ ☐ ☐
going to work everyday
11 Staff trainings at UNSOA has made feel ☐ ☐ ☐ ☐ ☐
completely involved in my work
12 I am now more inspired to meet my goals at ☐ ☐ ☐ ☐ ☐
work due to staff trainings at UNSOA

A part from the factors above, how else would you describe the impact of training on staff
engagement?
………………………………………………………………………………………………

………………………………………………………………………………………………

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PART III: Training and Employee Motivation
Indicate your level of agreement to the following statements concerning staff trainings
and employee motivation at UNSOA. Use a scale of 1-5 where 1 is strongly disagrees, 2
disagree, 3 neutral, 4 agree and 5 strongly agree.
Highly Highly
Disagree Neutral Agree
Disagree Agree
(2) (3) (4)
(1) (5)
Motivation through recognitions
1 After undergoing staff training, I now can ☐ ☐ ☐ ☐ ☐
work on important tasks
2 My training within the organization now gives ☐ ☐ ☐ ☐ ☐
me the necessary skills to work in tasks from
start to the end
3 I now take personal responsibility for my job ☐ ☐ ☐ ☐ ☐
outcomes after being trained
Motivation by organizational vision
4 After attending trainings funded by the ☐ ☐ ☐ ☐ ☐
organization I can now understand how my
efforts contribute to the organizational goals
5 Employee trainings at UNSOA imparts skills ☐ ☐ ☐ ☐ ☐
on long term thinking
6 Training inclines staff to the organizational ☐ ☐ ☐ ☐ ☐
vision at UNSOA
Motivation through leadership style
7 My supervisors have been trained on how to ☐ ☐ ☐ ☐ ☐
treat subordinates with respect
8 The organization leaders are sufficiently ☐ ☐ ☐ ☐ ☐
trained by the organization on how to focus
on strengths rather than weaknesses
9 The organization leadership are well trained ☐ ☐ ☐ ☐ ☐
on how to recognize staff suggestions
Motivation through work itself
10 I now find my work more interesting and ☐ ☐ ☐ ☐ ☐
passionate after being trained by UNSOA
11 Training has empowered me to carry out my ☐ ☐ ☐ ☐ ☐
dues without any difficulty
12 I now complete my tasks within time after ☐ ☐ ☐ ☐ ☐
being trained on how to improve my
performance

What recommendation would you offer the management on how best to use training to
motivate staff at UNSOA?

………………………………………………………………………………………………

………………………………………………………………………………………………

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PART IV: Training and Employee Job Satisfaction
Indicate your level of agreement to the following statements concerning staff trainings
and employee job satisfaction at UNSOA. Use a scale of 1-5 where 1 is strongly
disagrees, 2 disagree, 3 neutral, 4 agree and 5 strongly agree.
Highly Highly
Disagree Neutral Agree
Disagree Agree
(2) (3) (4)
(1) (5)
Satisfaction with work relationships
1 I now enjoy good relationships with my co- ☐ ☐ ☐ ☐ ☐
workers courtesy of staff training at UNSOA
2 Staff training at my work place has improved ☐ ☐ ☐ ☐ ☐
my relationship with my supervisors at work
3 After my training at work, I now enjoy good ☐ ☐ ☐ ☐ ☐
relationships with the organization customers
Satisfaction with scope of using own
initiative and skills
4 Staff training at UNSOA has enable met to ☐ ☐ ☐ ☐ ☐
use my skills and talents better
5 Employee training offers me an opportunity to ☐ ☐ ☐ ☐ ☐
learn new skills
6 Employee training at UNSOA offer support ☐ ☐ ☐ ☐ ☐
for additional training and education
Satisfaction with pay and promotional
potential
7 Employee trainings at UNSOA leads to better ☐ ☐ ☐ ☐ ☐
salaries
8 Employee trainings offer opportunities for ☐ ☐ ☐ ☐ ☐
staff promotions
9 My work at UNSOA can now be reorganized ☐ ☐ ☐ ☐ ☐
after undergoing trainings
Satisfaction with work Activities
10 After attending staff trainings, staff at ☐ ☐ ☐ ☐ ☐
UNSOA are given opportunities to be
assigned a variety of responsibilities
11 Staff trainings at UNSOA empowers staff to ☐ ☐ ☐ ☐ ☐
achieving degree of independence associated
with work roles
12 After employee trainings at UNSOA staff ☐ ☐ ☐ ☐ ☐
have adequate opportunities for periodic
changes in duties

Indicate any other recommendations on how UNSOA can use training to improve staff
job satisfaction through training
………………………………………………………………………………………………
……………………………………………………………………………………………..

THANK YOU

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