Abstract

Workers are the kernel of any business milieu. This is so because they are in the best position to either make or mar an organization’s reputation which could affect its profitability. Top managers tend to understand the importance of workers in the company and the benefits they will have if they invest in training and development programs to enhance workers’ productivity and boost worker’s satisfaction. The main objective of this work is to investigate the impact of training and development on workers’ productivity and job satisfaction at IRAD Ekona Cameroon. Descriptive research was employed in this study and the stratified random sampling technique was used to obtain the sample for the study. Fifty questionnaires were distributed, and thirty-four were filled and returned by IRAD staffs. The data collected was carefully analysed using the SPSS statistical software package. The results revealed that there is a positive relationship between training and development, workers’ productivity and job satisfaction. However public sectors should not relent their struggle to train their staff and develop their skills in other to boost their love for the job.

Keywords: Training, development, productivity and satisfaction.

 

CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter presents the background of the study, research problem, the purpose of the study, the research question, the significance of the study, the scope of the study, an overview of the study, and a summary of the chapter.

 

1.1 Background of the Study          

Early writings have focused more on the traditional factors of production: land, labour and capital. Schultz (1961) introduces the concept of investing in human capital in other to better explain the economic growth puzzle. Most economist view education as a consumer and capital goods. It is viewed as a consumer good because it offers utility and acts as an input for the production of goods and services. Also, it is seen as a capital good reasons being that education develops the human capital necessary for economic and social transformation. Education relates to the human capital which emphasizes the development of skills which is a pertinent factor in production activities (kali et al 2014). According to Soukiazis and Antunes (2012), it has been proven that human capital is the most productive and capable to provide modern competitive advantages. The formation of the human capital stems from education which leads to an increase in its role and importance. Education is the springboard for an innovative human capital oriented in intellectual, technology, productive and creative activities. The educational potential of human capital is said to be the most vital component. Given that education gives knowledge, builds abilities, technical skills and develops inborn skills and talents which in return generate conditions for obtaining competitive advantages and extra benefits (Balan and Knack 2012).

The OECD defines human capital as an embodiment of knowledge, skill, competence and other attributes relevant to economic activity. In the same light Goode (1959) says human capital was originally defined as the content of skills, attitude, aptitudes and other acquired traits contributing to production. Goode’s definition is not limited to educational attainment it equally includes productive capabilities of individuals not just those formally taught. In other words, the human capital entails all forms of investments made to better human skills which are schooling, informal education, health, information, migration, on-the-job training and learning by doing. Of all these investments education and health is the very most important foundation of human capital not leaving out on-the-job training. Sianesi and Reenen (2003) affirm that most authors have realised that investment in human capital contributes immensely to productivity. It is remarked that the issue of capacity building and good governance are at the centre of most countries in Asia, West Africa and Europe. Most development specialists emphasize on the implementation of capacity building programs, policy projects for a better performance of both the public and private institutions. In Italy, the average amount of time devoted to training sets off from 20 hours in 2005 which was 16 hours in 1999. The participation rate in this country is about 16% in 2005.  This finding is also observed in other countries such as France, the UK and other OECD countries. Thus, we conclude that training is an important strategy in most developing countries which explains the high level of the human capital of employees in these countries. Capacity building and development is one of the peculiar methods most organisations use to invest in the workforce for a greater return today and a better future (Williams 2007). In Denmark unemployed workers are given an ‘activation offer’ this could be used to gain private job training, classroom training, public job training. The private and the public job training occur at the workplace as a form of work-integrated learning. This program aims at building general skills, labour management skills and job-specific skills.

Similarly, in Australia 2016 a state in the New South Wales devoted to working towards a vocational and training system where workers existing skills could be measured and efficiently worked upon with new training modules. Short courses were offered which added different soft and technical job-readiness skills, and interactive communication skills. In like manner in 2016 Singapore had a program called the Skills future which aimed at investing in human capital through education and training. The program was intended to make every student and worker the leader of their own learning path. It is with this knowledge that Groot and Molen (2000) view capacity building as the development of knowledge, skills, and attitudes in individuals and maintenance of institutional and operational infrastructures and processes that are locally meaningful.

Over the last two decades in Ghana, most of the polytechnics and universities in the country have largely focused on training graduates in business, arts and social science (Boateng and Baffour 2015). Hooja (2006) posits in the same perspective that capacity building refers to the ability to perform the appropriate task effectively and efficiently. Hooja moves on to say the term capacity building is most often equated to training as per the human resource field. Likewise, the president of the World Bank Kim Yong Kim calls for an acceleration in the investment of Nigeria’s human capital in order for economic growth to be secured. He goes on to say that Nigeria has to begin thinking in investing in the things that will allow her to be a thriving economy in the future and stop relying on the prices of oil to go up (Urowayino, 2017). In all this Cameroon is not an exception given that she ought’s to be an emerging nation by 2035 which means Cameroon needs to augment the skills of its workforce to increase productivity and competitiveness and to create jobs. It is in that knowledge that in 2012 the national Civic Agency for Participation in Development (ASCNPD) was created which aims at empowering youths through training and micro-grants to start small ventures thereby promoting entrepreneurial skills. It is very true that training is not a remedy or solution for all civil service malpractices but it plays an undeniable role in strengthening the human capital and this cannot be ignored.

In the same fashion Zehra (2016) showed the importance of human capital in the growth and progress of a business which could be developed through adequate training and development. Training and development play a vital role in human resource management as it helps groom and improves skills of employees which intend increases worker’s productivity (Guest 1997). In like manner, Elangovan and Karakowsky (1999) affirm by stating that an improved worker’s productivity could only be possible with the presence of training and development.

Training and development are very necessary for this era of entrepreneurship were every business thrives to gain a competitive advantage over the other. It is in this stance that Haque et al (2017) opines that every business that focuses on survival and profitability ensures that their performance and business efficiency remains at the top by ensuring their higher level of competitiveness. It is on the same page that Alo (1999) states, in a knowledge economy most organizations rely heavily on their employees for survival. They can only achieve a competitive advantage through their workforce.

Training is full of learning and creativity and to remain at the top training is of the essence (Niazi 2011). Training and development help to adopt new technology by increasing employee efficiency (Kenedy 2009). Most employees have seen the importance of training programs (Dillich, 2000). Employee training remains one of the widely driven forces for job satisfaction and worker’s productivity (Batod, A, and Batod B, 2012). Gupta’s (2014) study emphasises on the recognition from employee’s point of view as well as that of the organisation, job satisfaction will lead to better performance as the interest of employee towards his job will be increased. According to Puspakumari (2008) point of view job satisfaction and performance are directly related to each other which means that if the satisfaction level is high the performance will also be good and vice versa.

 

1.2 Problem Statement

The research starts with an understanding of how important it is to effectively boost up worker’s productivity. In this era of competition, this could be achieved through training and the development of skills. It is in this light that managers try their utmost best to develop employee capabilities, creating a good working environment within the organisation (Farooq and Aslam 2011 cited by Amir and Amen 2013). Despite the alarming effects on employee training by organisations, there is little or no literature on human resource development issues in developing countries (Debra and Ofori 2006). There is an increasing concern with respect to the inefficiency of workers, lack of drive, among a great number of workers in the workforce coupled with low productivity and inefficient services offered in the public sectors which affect the growth of business and the country’s economy. The core personnel policies should have an effective way to enhance worker’s productivity and job satisfaction. Training and development are one of the pertinent strategies most public, private and international institutions will want to keep in their system in other to achieve quality performance.

Although the Cameroon government has set up a system for training civil servants before they get into the field (Administrative vocational training (ENAM, CENAM) and the existence of numerous technological colleges (ENS, EMIA). However, the government does little or no continuity with these training practices when civil servants get into the field. The question is what happens to young researchers who have just been recruited in the research field without any form of pre-training. For a better vision 2035 training needs to be implemented effectively on the civil servants in all spheres of studies for better development of skills, ability, attitude and competence which will in return narrow the poverty gap and better the human capital of the country. It is with this concern that this study aims at investigating the impact of training and development on workers’ productivity and job satisfaction in IRAD Ekona

 

1.3 Purpose of the Study

1.3.1 Major objective

To investigate the impact of training and development on worker’s productivity and job satisfaction.

1.3.2 Specific objectives

1. To investigate the influence of orientation on worker’s productivity and satisfaction.
2. To examine the effect of coaching on worker’s productivity and satisfaction.
3. To find out the effect of a seminar on worker’s productivity and satisfaction.