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Manpower Training and Employee Development ...
MANPOWER TRAINING AND EMPLOYEE
DEVELOPMENT (CASE STUDY OF ACCESS BANK
PLC, OBIOAKPOR LOCAL GOVERNMENT AREA
PORT HARCOURT METROPOLIS RIVERS STATE)
JAM
19, 2
Received, February ‘21
Revised, March ‘21
April ‘21
Accep ted, April ‘21
Ugwu Kelechi Enyinna
Lecturer, Department of Management Technology, School of Management Technology,
Federal University of Technology Owerri, Nigeria
Igbo Rita Chituo
Researcher, Department of Business Administration, Faculty of Management Sciences,
National Open University Owerri, Nigeria
Abstract: This research examines the relationship between manpower training and employee development using a case study of Access Bank Plc in Obioakpor Local Government Area, Port Harcourt Metropolis Rivers State, Nigeria. A correlation survey design was
adopted, data were sourced from 700 employees through a self-administered questionnaire,
and the sample size was determined using the Taro Yamane method and calculated as 399.
The judgmental non-probability sampling method was adopted in the distribution of the
questionnaire. The correlation method was used to test the hypotheses to achieve the
study objective. The findings revealed that job training has a significant positive relationship with employability skills, coaching has a significant positive relationship with employee competency. This study provides sufficient guidelines for human resources to integrate training programs into their mission statement to ensure employees are acquainted
with job knowledge and skills. Future researchers are encouraged to explore this study
using different industries and large sample sizes to generalize findings.
Journal of Applied
Management (JAM)
Volume 19 Number 2,
June 20 21
Indexed in DOAJ Direct ory of Open Access
Journals, ACI - ASEAN
Citat ion Index, SINTA Science and Technology
Index, and Google
Scholar.
Corresponding Author:
Ugwu Kelechi Enyinna, Lecturer, Department of Management Technology, School of
Management Technology, Federal University of Technology
Owerri, Nigeria, E-mail:
kelechi.ugwu@futo.edu.ng,
DOI: http://dx.doi.org/10.
21776/ub.jam.2021.019.02.02
Keywords: Manpower Training, Nigeria, Coaching, Employee Development, Pearson Correlation
Cite this article as: Enyinna, Ugwu K. and I. R. Chituo. 2021. Manpower Training and
Employee Development (Case Study of Access Bank Plc, Obioakpor Local Government
Area Port Harcourt Metropolis Rivers State). Jurnal Aplikasi Manajemen, Volume 19, Number 2, Pages 245–257. Malang: Universitas Brawijaya. http://dx.doi.org/10.21776/
ub.jam.2021.019.02.02.
Advances in technology
have intensified manpower
training and employee development in many organizations, especially the banking
industry. Nowadays, employers have high regard for employability skills because they
are much harder to teach than job-specific skills.
Employees who have foundational skills are more
attractive to their employers (Career Guide, 2021).
The quality of manpower determines organizational
success or failure.
Nana et al. (2013) identified that a positive relationship between manpower training and employee
development. The study was carried out using Ze-
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Ugwu Kelechi Enyinna, Igbo Rita Chituo
nith Bank Plc, in Maitama, Abuja, Nigeria. Nana et
al. (2013) found that staff training imparts positive
employee development. This implies that trained
employees are highly efficient in comparison to untrained ones. Again, employees who are trained
maintain uniformity in work methods and make
fewer mistakes in their jobs. That can increase the
level of human effort (output) and overall work productivity.
Another study by Igwe (2011) also identified a
positive relationship between manpower training and
development. The findings showed that manpower
training imparts the development of both employees and organizational productivity in the Nigeria
Public Enterprise using Anambra Motor Manufacturing Company Limited (ANAMCO). Previous
studies by Obikeze and Abonyi (2005) have identified a positive relationship between manpower training and employee development. Trained employees
are often consistent in adopting new methods and
make effective use of resources to improve productivity. However, Rashide (2008) found a negative relationship between manpower training and
employee development. Their finding showed that
training programs do not relate to employee skills.
The author argues further that training does not
enhance the skills and knowledge of employees.
Monday et al. (2002) stated that manpower
training comprises all activities designed to provide
learners with the knowledge and skills needed to
execute their present jobs. Nwachukwu (1988) indicated that manpower training is an organizational
effort aimed at helping an employee to acquire basic skills required for the efficient execution of the
activities and for which the individual is recruited.
The author regards development as an activity undertaken to expose an employee to undertake additional duties and assume positions of importance in
an organizational hierarchy. Similarly, Olaniyan and
Ojo (2015) defined Manpower Training as a planned
program to develop specific knowledge, skills, and
employees’ attitudes. It is a common concept of
human resources development technique where a
conscious effort is made to improve the existing and
potential workforce’s performance, competence,
and productivity. He further stated that the organi-
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zation specially designs manpower Training programs to achieve definite goals and improve individual and corporate performance. Nowadays, many
organizations organize training for recruits just after their induction to let them know about the rules,
policies, and organizational procedures.
Besides, Wingrove (2003) argued that organizations with the vision of persistently improving their
employees educate and train them continually.
Mullins (2007) observed that job skills are enhanced
through a training program such as coaching and
mentoring to boost employee development. Employees are encouraged to utilize training opportunities
to match individual and organizations interest to improve productivity. The author argued that a responsive and knowledgeable workforce usually adapts
to the organization’s needs to promote the work processes and performance. Developing an employee
entails improving his or her skills in their current job
and developing them for future responsibilities. The
performance of employees and their growth is used
as a scorecard for appraising manager’s performance and holding them accountable for the success or failure of their organization.
Previous studies on manpower training and
development have revealed positive and negative
results in this area of study. These studies were
carried out in both Nigeria and the rest of the world.
However, none of these studies identified the type
of relationship between on-the-job Training and
employability skills using a case study of Access
Bank Plc, Obioakpor Local Government Area, Port
Harcourt Metropolis Rivers State, Nigeria. The researchers have identified a knowledge gap. It is
upon this background of study that research is formulated to achieve its set objectives.
One of the problems affecting the banking industry, specifically Access Bank Plc, is an inability
to determine the type of manpower training suitable
for employees. Presently, different departments are
carrying out other job functions due to the assortment and job divisions in the organization. That has
made it difficult for management to determine the
appropriate training methods for its organization. The
training component is outsourced to the third party,
usually known as the consultants, to cut the cost of
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training a direct staff of the organization. Sequel to
this, management tends to approve training budgets
to reclaim the out-of-pocket expenses they pay
monthly to the government.
In light of the above, management leaves the
training of their staff trained by the outsourced consultant who usually trains based on what they know
and not the fundamental need of the bank. Since
management cannot identify the most suitable areas for her employees, the consultants tend to train
based on what they know and not the critical needs
of the bank. Most times, the training exercise is
compromised and done half hazard due to inefficient training practices of the consultant. However,
inadequate manpower training affects employee
skills and competency, which has an overall effect
on the development of an employee. These problems, if not addressed, can affect productivity, employee commitment, and service delivery adversely
in the banking industry. That has an overall effect
on both organization and employees. These problems necessitated the study objectives below.
Miles (2017) proposes a new taxonomy of research gaps built on the following evidence, knowledge, methodological, population gap, and empirical
and theoretical. Previous studies by Cetin et al.
(2013) also examined the Impact of Mentoring on
Organizational Commitment and Job Satisfaction in
Turkey, Taruru et al. (2015) investigated the Effect
of Coaching Programmes on Employee Performance in Kenya, Onyia et al. (2019) carried out a
study on the Nexus between Mentoring Dimensions
and Organizational Commitment in Nigeria. None
of these authors investigated the relationship between on-the-job training and employment skills
using Access Bank Plc in Obiakpor Local Government Area Port Harcourt Metropolis, Rivers State.
However, Cetin et al. (2013) tested and analyzed the hypotheses using factor analysis and regression method, Taruru et al. (2015) tested and
analyzed the hypotheses using two-way Analysis
of Variance (ANOVA) and Multiple Regression
method, Onyia et al. (2019) tested and analyzed the
hypotheses using correlation method. Therefore
present study used Pearson Product Correlation and
Simple Regression method. Given the limitations of
studies conducted by the above researchers, this
study filled this theoretical and methodological gap.
That is in agreement with the findings of Miles
(2017).
This study analyzes the nature of the association between manpower training and employee development using a case study of Access Bank,
Obioakpor Local Government Area, Port Harcourt
Metropolis, Rivers State, Nigeria. The specific objective is to determine the type of association between on-the-job training and the employability skills
of an individual. This research would benefit the
financial industry and other organizations currently
faced with the problems of manpower training to
design appropriate training opportunities in areas of
organizational and employee interest to improve
work productivity. This study would contribute to
the extant literature by identifying a gap in knowledge (variable, methodology, and study population).
LITERATURE REVIEW
The Definition of Manpower Training
Onah (2003) defined Manpower Training as the
process of increasing, improving, enhancing, and
modifying employees’ skills, abilities, capabilities, and
knowledge to enable current and future jobs to be
done more effectively and efficiently. Manpower
training is defined as a systematic development of
the knowledge, skills, and attitudes required by employees to perform adequately on a given task or
job (Hameed & Waheed, 2011; Abiodum, 1999;
Nwaeke & Obiekwe, 2017). A recent study by Amo
(2019) has identified the importance of manpower
training and performance. Training contributes to
the organization’s success when employees are
trained to perform their jobs according to industry
standards. Manpower Training is essential for staff
development and organizational performance.
Coaching
Coaching is another method of manpower training. International Coaching Federation (ICF, 2020)
defined coaching as the process of partnering with
clients in a thought-provoking and creative procedure that inspires them to maximize their personal
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Ugwu Kelechi Enyinna, Igbo Rita Chituo
and professional potential. A recent study by ICF
(2016) survey on Global Coaching Study in the
United States of America (USA) noted that about
53,000 professional coaches operated in America
record an average income of US$ 51,000 to
$100,000. Coaching is a method of on-the-job training. A young employee is attached to a senior employee to acquire the knowledge and experience
needed to perform tasks (Yalokwu, 2000; Yalokwu,
2006). Passmore (2016) defined coaching as a form
of development in which an experienced person
called a coach support a learner in achieving a specific personal or professional goal. However, coaching differs from mentoring by focusing on specific
tasks or objectives instead of more general purposes
or development (Passmore, 2016; Chakravarthy,
2011). Coaching is two-way communication between two committed people (coach and learner)
who are committed people engaged in a problemsolving task (Azeez, 2004). Withmore (2003) defined coaching as a training process through which
an individual is supported while achieving a specific
personal or professional competence result or goal.
The individual receiving coaching may be referred
to as ‘coachee’. Coaching may be applied to an
informal relationship between two individuals where
one has greater experience and expertise than the
other and offers advice and guidance as the other
goes through a learning process. Still, coaching differs from mentoring by focusing upon competence
specifics, as opposed to general overall development.
On-the-Job Training (OJT)
Heath-Field (2021) defined that on-the-job training as a method of imparting new skills, knowledge,
and competencies needed for employees to perform
a specific job within the workplace. Rothwell and
Kazanas (2003) defined that on-the-job training as
an informal system of job scrutiny where the trainee
follows the trainer around and observes the work
he/she performs in the organization. Baum and
Devine (2007) defined that on-the-job training as a
method of transferring knowledge from one another.
Selah (2016) has identified the benefits of on-thejob training in the following it increase employee
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performance and contributes to organizational success as they learn and perform the task objectively.
Taylor and Davies (2004) noted that on-the-job training is cost-effective when employees can perform
their job promptly. The workers are accustomed to
the skills for their jobs and work environment, which
helps to reduce the cost to their organization.
Mentoring
It is another form of the training method.
Mentoring is a relationship that exists when a senior person (mentor) in terms of age and experience agrees to provide guidance, information, advice, and emotional support for a junior person in a
relationship that lasts for a long time to develop the
mentee in an organization (Anzovin, 2000). Wanberg
et al. (2003) defined mentoring as an informal transmission of knowledge, social capital, and the psychological support perceived by the recipient as relevant to work, career, or professional development.
The psychosocial function establishes the mentor
as a role model and support system for the mentee.
Both functions provide explicit and implicit lessons
related to professional development and general
work-life balance (Wanberg et al., 2003). Alexa
(2008) stated that mentoring is an indefinite, relationship-based activity with several specific but wideranging goals. Fajana (2006) concur that mentoring
involves providing career advice to enlarge the careers of inexperienced employees who have been
allocated work to enable the person to perform well.
It is done when a senior management staff called a
mentor who is saddled with the responsibility of supporting the new or junior ones, often referred to as
mentee, enables them to harness their full potential
to allow them to carry out their duty successfully in
the workplace.
The Concept of Employee Development
Wiese and Freund (2005) defined employee
development as actions specifically designed to prepare an employee with particular key learning opportunities and training and learning for higher job
responsibilities. Ulrich (2005) also defined employee
development as the methods used to deliver pro-
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grams to the employees. Such a wide scope benefits practitioners by extending its conceptual boundary beyond technical or managerial training. Ansari
(2012) also defined employee development as a process of enhancing the skills and knowledge of an
employee with the support of his/her employer
through various training programs. Every organization follows specific processes that help in the professional and personal growth of an employee.
Employee development activities help an employee
to work hard and produce quality work.
Employability Skills
Employability skills are defined as essential skills
that enable a person to thrive in any job. Job skills
include developing skills, knowledge bases, or
mindsets that make a person more attractive to
employers (Career Guide, 2021). Laura (2013) defined employability skills as a kind of knowledge and
competencies that enhance a person’s ability to secure and retain a job, progress at work, and cope
with uncertainties in the labor market. Individuals
are most employable when they have broad-based
education and training. Basic and portable high-level
skills such as teamwork, problem-solving, communication, and language skills. This combination of
skills can enable someone to progress (move) across
different employment sectors through their working life.
Employee Competency
Employee Competency is defined as a set of
observable dimensions such as; personal knowledge,
skills, attitudes, and behaviors linked to high performance and help the organization gain a competitive
advantage (Miller, 2014). Ugwu (2018) stated that
competency involves assessable skills, values, and
knowledge of an individual related to superior job
performance. Levenson (2005) defined employee
competence as a set of skills and behaviors specific
to a particular job. Caniel and Kirschner (2010) classified competency into two major categories, that
are personal competencies and the task or job-based
competencies. Personal competencies are personal
characteristics or a person’s ability that affect a
person’s result (output) in the workplace. It forecasts specific behavior and accounts for why some
people perform better at work than others (Dawn,
2021). Junaidah (2008) defined competency as a
cluster of related knowledge, skills, and attitudes that
differentiate high performers from average performers. A knowledgeable employee is a competent person whose attributes can be valued and measured
internally and externally in several tangible aspects
such as productivity.
Theoretical Framework
This study is anchored on Human Capital
Theory (HCT) postulated by Schultz (1961) and
developed by Babalola (2003). Human Capital
Theory explains how education (training, mentoring,
and coaching) increases workers’ productivity and
efficiency by imparting useful knowledge and skills,
which raises workers’ future income or lifetime
earnings (Netcoh, 2016; Becker, 2003).
The human capital model examines the relationships between education, economic growth, and
social well-being. It suggests that education and
training are assumed to lead to greater productivity
which is ultimately translated into financial returns
such as higher wages and increased Gross Domestic Product (GDP). The major strengths of HCT
are that it helps policymakers and researchers evaluate the relationships between education and training as inputs and economic and social benefits as
outputs. Increased research within HCT suggests
that increased schooling is associated with higher
wages, GDP growth, high rates of civil participation, lower crime rate, and better health outcomes
(Netcoh, 2016).
Olaniyan and Okemakinde (2008), in their studies titled ‘Hand-Book of Human Resource Management Practice: Implications for Educational
Development’, focused on the benefits of training
and education to national development. The authors
found that there exists a strong relationship between
education and the economic growth of a nation. They
also found that most early economists are in support of manpower training and education on the
grounds of the positive externalities that society/
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Ugwu Kelechi Enyinna, Igbo Rita Chituo
organization would gain. Manpower Training has expanded rapidly in many countries. A large portion of
human capital accumulation in the forms of on-thejob training and other modes for working adults occurs both inside and outside the workplace.
Human Capital Theory has been criticized due
to its weaknesses (Emrullah, 2014). The theory assumes that education determines the marginal productivity of labor which in turn determines earnings. However, Human Capital Theory provides little
insight on how education and training impart high
individual wages, productivity, and economic growth
(Netcoh, 2016; Marginson, 2017). It fails the test of
realism due to weaknesses in methodology arising
from inappropriate applications of mathematical tools
and multi-variant analysis of the interdependent variables (Marginson, 2017). However, the theory has
been criticized by other authors, including (Qui, 2011).
The author identified that increase in education does
not translate to economic gains. The author cited
references from previous studies on training where
findings showed a drastic fall in the standard of
employee output and commitment using a case study
of Nigeria. However, despite its criticisms, HCT has
survived the rigors of criticisms and gained more
ground in a range of disciplines such as economics,
education, and sociology
Finally, Human Capital Theory is connected to
this study on manpower training and employee development. The reason is that manpower training
focuses on employee skill, competence, and commitment, which improve organizational productivity. Therefore, the theory matches the study objectives.
Empirical Review
Several researchers in Nigeria and the rest of
the world have investigated the effect of Manpower
Training and Employee Development. Some of these
studies carried out all over the world are reviewed
below.
Utrilla et al. (2015) analyzed the effect of
Coaching on Employee Development and Organizational Performance in Spain. A descriptive survey approach was adopted. The target population
of the study comprised 498 Spanish firms. The firms
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were randomly selected from the database of the
Spanish Business Register. The questionnaire was
administered to human resource managers. The
study hypotheses were statistically tested and analyzed using Structural Equation Modelling (SEM).
Findings confirmed that coaching exerts a strong
influence on employee development and organizational performance.
Taruru et al. (2015) investigated the Effect of
Coaching Programmes on Employee Performance
in Kenya. The study was conducted using six Business Process Outsourcing Subsector firms in
Nairobi. The research design adopted is a qualitative research method to analyze the independent
variable’s effect on the dependent variable. The
target population of the study comprised 270 employees. The study adopted the stratified sampling
technique in the distribution of the survey. The hypothesis was tested and analyzed using the Analysis of Variance (ANOVA) and Multiple Regression
method to generate the study result. Findings showed
both negative and positive results. The result confirmed that both executive and business coaching
exerts a negative effect on employee performance.
Findings also showed that team coaching and personal development coaching exert a positive effect
on employee performance.
Cetin, Kizil and Zengin (2013) also examined
the Impact of Mentoring on Organizational Commitment and Job Satisfaction in Turkey. The study
was carried out using employees in the field of accounting, finance, and academics. Primary data were
sourced using an online questionnaire. The hypothesis was tested and analyzed using factor analysis
and regression method. Regression results showed
that mentoring variables (career development, gender, and age) significantly influence organizational
commitment. On the other hand, findings showed
that mentoring variables (career development, gender, and age) exert insignificance influence on job
satisfaction.
Furthermore, Onyia et al. (2019) carried out a
study on the Nexus between Mentoring Dimensions
and Organizational Commitment in Nigeria. The
study was conducted using academic staff in six
private universities in South-West Nigeria. ProfesVOLUME 19
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sors and junior lecturers were selected for the interview and comprised of 315. Primary data were
collected using an in-depth interview. The hypothesis was tested and analyzed statistically using the
correlation method. Findings showed that mentoring
dimensions exerts s significant positive relationship
with organizational commitment.
Hanafi and Ibrahim (2018) assessed the Impact of employee Skills on Service Performance in
Sudan. The study adopted descriptive, cross-sectional, and quantitative method research. The questionnaire was administered randomly using a nonprobability sampling technique. Data were statistically analyzed using analysis of variance (ANOVA)
to generate the study result. Findings showed that
employee competencies have a significant impact
on service performance. Findings also revealed that
customer experience has an insignificant effect on
employee competencies and service performance.
Finally, Nassazi (2013) carried out a study on
the effects of training on employee performance in
Uganda. The study adopted a case study research
design to examine the relationship between the two
variables. The study employed a frequency/table to
analyze the study result. The finding showed that
training and development have an impact on the
performance of employees with regards to other
jobs.
METHOD
This study adopted a correlational research
design to examine the relationship between two
variables. The study population consisted of three
categories of workers in Access Bank Plc. They
are Top management (Executive Directors, General Managers), middle management (zonal heads,
regional manager, lower management (operations
manager, branch managers). The total population
of the study comprised 700 people. Access Bank
applies the same policy across all their branches.
Therefore, the geographical coverage of the study
is limited to Obiakpor Local Government Port
Harcourt Rivers State, Nigeria. The sample size was
statistically determined using Yamane (1967) and
calculated as 399.
The target population was selected randomly
using a non-probability sampling technique. The discretion of the researchers was sought using a judgmental or purposive approach during data collection. This method was chosen because Access Bank
PLC has so many branches, units, and subunits;
therefore, it is assumed that every unit or sub-unit
has the same information. The respondents were
randomly selected to participate in the survey. Primary data were sourced with the aid of a questionnaire using a five-point Likert scale of Strongly
Agree (SA) rated as 5, Agree (AG) rated as 4,
Undecided (UN) rated as 3, Disagree (DA) rated
as 2, and Strongly Disagree (SD) rated as 1.
Data used for testing the hypotheses were obtained from manpower training and employee development, a case study of Access Bank Plc,
Obiakpor Local Government Port Harcourt Rivers
State, Nigeria. Data for research question one were
analyzed using Pearson Correlation to; ascertain the
type of relationship between on-the-job training and
employability skills. The decision rule was used to
reject the null hypothesis (H0) if P-value is less than
the 0.05 critical value or accept the alternate hypothesis (HA) if P-value is greater than 0.05.
RESULTS
Data Presentation
The data presentation and explanation were
guided by the research questions, which were stated
in this section. Of the 399 copies of the questionnaire sent to respondents, only 367 were filled in
and returned, while the remaining 32 were not returned and were not used for analysis. Investigative questionnaires on the job training and employee
skills are presented in Table 1.
Hypothesis Test
Hypothesis One
I. Ho1 : On-the-Job training does not relate to
Employability Skills.
II. HA1 : On-the-Job training relates to Employability Skills.
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Table 1. Proposed Questionnaire on Job Training and Employee Skills
S/N
Questionnaire Item
A
MANPOWER TRAINING (INDEPENDENTVARIABLE)
On-the-Job Training
The job I am doing now offers me the chance to be trained.
Training programs increase the productivity of my organization.
I feel motivated to being trained on the job.
The job training I have received has helped me improve my
knowledge, skill, and attitude needed to perform my job.
The training I have received has helped me to cope with
ambiguities and uncertainties in the workplace
i
ii
iii
iv.
v
B
i
ii
iii
iv.
v.
EMPLOYEE DEVELOPMENT (DEPENDENTVARIABLE)
EMPLOYABILITY SKILLS
My organization provides a conducive work environment for
its workers.
The training I have received has prepared me for greater positions.
Mentoring programs help in the career advancement of a person.
Seminars and workshops I have attended offer me the opportunity for
professional development.
I have acquired the adequate skills and knowledge required to do
my job.
SA
AG
UN
DA
SD Total
169
165
166
129
145
149
48
42
37
14
9
8
7
6
7
367
367
367
162
156
36
8
5
367
141
171
39
10
6
367
SA
AG
UN
DA
148
147
149
177
172
176
35
37
32
5
8
5
2
3
4
367
367
367
141
179
30
9
8
367
146
173
32
8
8
367
SD Total
(Field Survey, 2021)
Reject the null hypothesis (Ho) when the pvalue is 0.05; otherwise, accept alternate (HA)
hypothesis. Table 2 below shows the result of the
hypothesis test using the Pearson Product Moment00
Correlation Method. The test result showed the value
of correlation coefficient of; r = 0.373, N= 367, and
P= 0.039. Since the p-value (0.039) is less than the
critical value at 0.05 (at two-tail test). The null hypothesis (Ho), which states that on-the-job training
does not relate to employee skills, was rejected. In
contrast, the alternate hypothesis (HA), which states
that on-the-job training relates to employee skills,
was therefore accepted.
Table 2. Pearson Product Moment Correlations
Hypothesis Two
I. Ho3: coaching do not relate to employee competency
II. Ho3: coaching relates to employee competency.
OJT
ES
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
JT
ES
1
.373*
.039
367
1
367
.373*
.039
367
367
Source : (SPSS Version 20)*.
Correlation is significant at the 0.05 level (2-tailed).
OJT = On-the-Job Training
ES = Employability Skills
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Reject the null hypothesis (Ho) when the pvalue is 0.05; otherwise, accept alternate (HA)
hypothesis. Table 4 below showed the result of the
hypothesis tested using Pearson Product Moment
Correlation. The test result showed the value of
correlation coefficient of; r = 0.684, N= 367, and
P= 0.000. Since the p-value (0.000) is less than the
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Table 3. Pearson Product Moment Correlations
CO
EC
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
CO
EC
1
.684**
.000
367
1
367
.684**
.000
367
367
(Ho), which states coaching does not relate with
employee competency, was rejected. In contrast,
the alternate hypothesis (HA) states that coaching
relates to employee competency was therefore accepted. The correlation coefficient (+ r-value) for
coaching (CO) in table 4 above showed that a unit
increase in coaching results in a 0.684 increase in
employee competency (EC). The findings showed
that coaching relates to employee competency.
Source : (SPSS Version 20)**.
Correlation is significant at the 0.01 level (2-tailed).
CO = Coaching
EC = Employee Competency
pothesis (Ho), which states that coaching does not
relate to employee competency, was rejected. In
contrast, the alternate hypothesis (HA) states that
coaching relates to employee competency was therefore accepted.
RESULTS
Findings on research hypothesis one using
Pearson Product Moment Correlation method
showed the value of; r = 0.373, N= 367, and P=
0.039. The hypothesis test result was statistically
significant. Given that the p-value (0.039) exceeds
the critical value at 0.05 percent (at two-tail test),
the null hypothesis states that on-the-job training
relates to employee skills and was rejected. In contrast, the alternative hypothesis states that on-thejob training related to employee skills was accepted.
The findings revealed that on-the-job training relates to employee skills. The correlation coefficient
(+ r-value) for on-the-job training (JT) in table 3
above showed that a unit increase in job training
results in a 0.373 increase in employee skill (ES). It
can be interpreted that increase in training results in
to increase in employee skill.
Findings on research hypothesis two using
Pearson Product Moment Correlation also showed
the value of; r = 0.684, N= 367, and P= 0.000. The
hypothesis test was statistically significant. Given
that the p-value (0.000) exceeds that critical value
at 0.05 percent (at two-tail test), the null hypothesis
DISCUSSION
The above findings agree with the study of
Herman and Kurt (2009), which revealed that manpower training has a positive relationship with employee development in Nigerian banks. The finding
is also in harmony with the study of Reddy (2016),
which showed that training has a significant relationship with employee performance.
CONCLUSIONS
The purpose of this study is to examine the type
of association that exists between on-the-job training and employability skills of an individual using
Access Bank Plc, Obiakpor Local Government Port
Harcourt Rivers State, Nigeria. The result of the
hypothesis was tested using Pearson Correlation
showed that there exists a positive relationship between on-the-job training and employability skills.
IMPLICATIONS
This study also offers managerial implications.
The specific aim of the study deals with on-the-job
training and employability skills in Access Bank Plc.
This can help managers constitute a value analysis
team within the organization to thoroughly examine
the performance gaps and design appropriate training methods to enhance employee development. The
value system would systematically improve operational performance through the efficient use of human resources. That would, in turn, eliminate the
waste of organizational resources and improve work
efficiency in the workplace. The goal of every organization is to maximize shareholder’s value and
increase financial performance. Managers are advised to adopt a kaisen approach at every level of
ACCREDITED by Ministry of Research and Technology Republic of Indonesia, No 200/M/KPT/2020
ISSN: 1693-5241
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Ugwu Kelechi Enyinna, Igbo Rita Chituo
the organization to encourage continuous improvement, innovation, and creativity in the organization
to achieve organizational objectives. Managers
should continuously monitor employee performance
to identify top performers and position them for future leadership activities to improve organizational
development.
LIMITATIONS
Future researchers should collect data from
more industries in multiple locations in River State
Nigeria. The authors collected data using only one
financial industry, Access bank Plc in Obiakpor Local
Government Port Harcourt Rivers State, Nigeria.
Data collected from this location is insufficient to
make a generalization on Manpower Training and
Employee Development. Therefore, future studies
are recommended to explore more data using multiple financial industries in other locations and different countries to achieve generalization on this
area of study. Finally, future researchers can
complement these findings using alternative analytic
tools.
RECOMMENDATIONS
Organizations are advised to integrate training
(coaching) programs into their mission statement to
ensure employees are acquainted with job-specific
knowledge and skills. Management should identify
both the present and future needs of their organization and design training programmes that match organizational and employees’ interests to achieve
organizational success. Private and Public establishments are advised to establish a policy that rewards good performance to boost employee’s morale and commitment to pursue organizational objectives. Every department or unit in the organization should cultivate the trainers’ culture to encourage human capacity building and increase productivity in the work environment. Management should
develop the habit of coaching recruits in workshops,
seminars, and conferences to enhance skill development in the workplace.
Every academic activity requires continuous
improvement. In the course of doing this study, the
researchers have identified areas of future research.
254
JOURNAL OF APPLIED MANAGEMENT
Firstly, the study was carried out to examine the
extent of the relationship between manpower training and employee development using the case study
of Access Bank Plc, Obiakpor Local Government
Port Harcourt Rivers State, Nigeria. The information obtained from the survey is very insufficient to
generalize this topic. Based on this, the result of this
study is limited to a single case study and cannot be
generalized. Future researchers are advised to use
multiple case studies and a large sample size that
covers the whole of Rivers State to achieve generalization. Finally, future research is recommended
on the Effect of Job Rotation, Job Satisfaction, and
Employee Commitment in Public Service. Structural
Equation Modelling (SEM) is recommended for further study to test the hypothesis to generate the result.
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