Final Project

TITLE

THE RELATIONSHIP BETWEEN TRAINING AND

JOB SATISFACTION AMONG BANK EMPLOYEES

STUDENT ID: 1213663

DISSERTATION FOR THE DEGREE OF MSC

HUMAN RESOURCE MANAGEMENT (CIPD

PATHWAY)

BIRMINGHAM BUSINESS SCHOOL

UNIVERSITY OF BIRMINGHAM

SEPTEMBER 2012

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ACKNOWLEDGEMENTS

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ABSTRACT

Training participation is of utmost importance to workers in order to

continuously meet and exceed the demands of their job. Job satisfaction has

been positively linked with productivity, job performance and organisational

commitment. This study aims to examine whether: a) a relationship exists

between training and job satisfaction; b) a relationship exists between training

satisfaction and job satisfaction and; c) job satisfaction differs across age,

gender, educational levels and length of service. The research method consists

of a survey of employees at the Central Bank of Nigeria using questionnaires.

The findings show that: a) a weak positive relationship exists between training

and job satisfaction; b) a negative relationship exists between training

satisfaction and job satisfaction and; c) no statistically significant differences

were found in job satisfaction levels across age, gender, educational levels and

length of service levels. It is recommended that the training received by

employees should be designed according to their training needs.

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TABLE OF CONTENTS

Chapter 1 - INTRODUCTION ............................................................................ 1

1.1 INTRODUCTION .................................................................................. 1

1.2 BACKGROUND .................................................................................... 1

1.3 STATEMENT OF THE PROBLEM ........................................................ 2

1.4 THE IMPORTANCE AND SIGNIFICANCE OF THE STUDY ................ 3

1.5 DEFINITION OF TERMS ...................................................................... 3

1.5.1 Training .......................................................................................... 4

1.5.2 Training Satisfaction ....................................................................... 4

1.5.3 Job Satisfaction .............................................................................. 4

1.6 RESEARCH QUESTIONS .................................................................... 4

1.7 RESEARCH METHODOLOGY ............................................................. 4

1.8 STRUCTURE OF THE DISSERTATION .............................................. 5

Chapter 2 - LITERATURE REVIEW .................................................................. 6

2.1 INTRODUCTION .................................................................................. 6

2.2 TRAINING ............................................................................................. 6

2.3 JOB SATISFACTION ............................................................................ 7

2.4 THE RELATIONSHIP BETWEEN TRAINING AND JOB

SATISFACTION ............................................................................................. 8

2.5 THE RELATIONSHIP BETWEEN TRAINING SATISFACTION AND

JOB SATISFACTION ..................................................................................... 8

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2.6 PERSONAL CHARACTERISTICS AND JOB SATISFACTION ............ 9

2.6.1 GENDER AND JOB SATISFACTION ............................................. 9

2.6.2 AGE AND JOB SATISFACTION .................................................. 10

2.6.3 EDUCATIONAL LEVELS AND JOB SATISFACTION .................. 11

2.6.4 LENGTH OF SERVICE AND JOB SATISFACTION ..................... 12

2.7 PROFILE OF THE COMPANY ........................................................... 13

2.8 TRAINING POLICY ............................................................................. 13

2.9 CHAPTER SUMMARY ........................................................................ 14

Chapter 3 - HYPOTHESIS DEVELOPMENT .................................................. 15

3.1 INTRODUCTION ................................................................................ 15

3.2 TRAINING AND JOB SATISFACTION ............................................... 15

3.3 TRAINING SATISFACTION AND JOB SATISFACTION .................... 17

3.4 GENDER AND JOB SATISFACTION ................................................. 18

3.5 AGE AND JOB SATISFACTION ......................................................... 18

3.6 EDUCATIONAL LEVELS AND JOB SATISFACTION......................... 19

3.7 LENGTH OF SERVICE AND JOB SATISFACTION ........................... 19

3.8 CHAPTER SUMMARY ........................................................................ 20

Chapter 4 - RESEARCH METHODOLOGY .................................................... 21

4.1 INTRODUCTION ................................................................................ 21

4.2 VARIABLES ........................................................................................ 21

4.3 RESEARCH DESIGN ......................................................................... 21

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4.4 POPULATION ..................................................................................... 22

4.5 SAMPLE ............................................................................................. 22

4.6 MEASURING INSTRUMENT .............................................................. 22

4.6.1 SECTION A – ABOUT TRAINING PROVISION ........................... 23

4.6.2 SECTION B – ABOUT SATISFACTION WITH TRAINING ........... 23

4.6.3 SECTION C – ABOUT ASPECTS OF JOB SATISFACTION AND

OVERALL JOB SATISFACTION .............................................................. 23

4.6.4 SECTION D – DEMOGRAPHIC INFORMATION ......................... 24

4.6.5 SECTION E – COMMENTS ......................................................... 24

4.7 MEASUREMENT OF CONCEPTS ..................................................... 24

4.7.1 TRAINING .................................................................................... 24

4.7.2 TRAINING SATISFACTION ......................................................... 25

4.7.3 JOB SATISFACTION ................................................................... 25

4.7.4 DEMOGRAPHIC INFORMATION ................................................ 26

4.8 QUESTIONNAIRE DESIGN AND ADMINISTRATION........................ 26

4.9 PROCEDURE ..................................................................................... 27

4.10 SECONDARY DATA ........................................................................... 28

4.11 ETHICAL CONSIDERATIONS ............................................................ 28

4.11.1 QUESTIONNAIRE‟S ETHICS....................................................... 28

4.11.2 ETHICS OF GATHERING SECONDARY DATA .......................... 28

4.12 INTERNAL RELIABILITY .................................................................... 29

4.13 FACTOR ANALYSIS ........................................................................... 29

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4.13.1 FACTOR ANALYSIS FOR JOB IN GENERAL SCALE ................ 30

4.13.2 FACTOR ANALYSIS FOR TRAINING SATISFACTION SCALE .. 32

4.14 STATISTICAL ANALYSIS OF THE DATA .......................................... 34

4.14.1 DESCRIPTIVE STATISTICS ........................................................ 34

4.14.2 INFERENTIAL STATISTICS ........................................................ 34

4.14.2.1 SPEARMAN CORRELATION ................................................ 34

4.14.2.2 MANN-WHITNEY U TEST ..................................................... 34

4.14.2.3 KRUSKAL-WALLIS TEST ...................................................... 35

4.15 CHAPTER SUMMARY ........................................................................ 35

Chapter 5 - RESULTS ..................................................................................... 36

5.1 INTRODUCTION ................................................................................... 36

5.2 STATEMENT OF HYPOTHESES ......................................................... 36

5.3 DESCRIPTIVE STATISTICS ................................................................. 37

5.3.1 DEMOGRAPHIC PROFILE OF RESPONDENTS ........................ 37

5.3.2 JOB SATISFACTION ................................................................... 39

5.3.3 TRAINING SATISFACTION AND TRAINING OBJECTIVES

SATISFACTION ........................................................................................ 42

5.3.4 TRAINING PROVISION ............................................................... 44

5.4 TESTING THE HYPOTHESES (INFERENTIAL STATISTICS) ............. 46

5.4.1 Training and Job Satisfaction ....................................................... 46

5.4.2 Satisfaction with Training and Overall Job Satisfaction ................ 47

5.4.3 Gender and Job Satisfaction ........................................................ 48

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5.4.4 Age and Job Satisfaction .............................................................. 49

5.4.5 Educational Levels and Job Satisfaction ...................................... 51

5.4.6 Length of Service and Job Satisfaction ........................................ 52

5.5 CHAPTER SUMMARY .......................................................................... 54

Chapter 6 - DISCUSSION ............................................................................... 56

6.1 INTRODUCTION ................................................................................... 56

6.2 DISCUSSION OF HYPOTHESIS ONE ................................................. 56

6.3 DISCUSSION OF HYPOTHESIS TWO ................................................. 57

6.4 DISCUSSION OF HYPOTHESES THREE ............................................ 57

6.5 DISCUSSION OF HYPOTHESIS FOUR ............................................... 57

6.6 DISCUSSION OF HYPOTHESIS FIVE ................................................. 58

6.7 DISCUSSION OF HYPOTHESIS SIX ................................................... 58

6.8 CHAPTER SUMMARY .......................................................................... 58

Chapter 7 - CONCLUSION.............................................................................. 59

7.1 INTRODUCTION ................................................................................... 59

7.2 CONCLUSION ...................................................................................... 59

7.3 LIMITATIONS OF THE STUDY ............................................................. 60

7.4 RECOMMENDATIONS ......................................................................... 60

7.5 SUGGESTIONS FOR FUTURE RESEARCH ....................................... 60

7.6 SELF-REFLECTION.............................................................................. 61

REFERENCES ................................................................................................. 62

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APPENDIX ONE .............................................................................................. 71

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LIST OF TABLES

Table 4-1 Total Variance Explained - Job in General Scale. From SPSS Analysis 31

Table 4-2 Pattern Matrix/Item Factor Loadings for JIG Scale. From SPSS Analysis. 31

Table 4-3 Total Variance Explained for Training Satisfaction Scale. From SPSS Analysis. 33

Table 4-4 Pattern Matrix/Item Factor Loadings for Training Satisfaction Scale. From SPSS Analysis. 33

Table 5-1 Distribution of Respondents by Highest Educational Qualifications, Age Range, Gender,

Industry Working Experience, Length of Service and Duration in Current Role – Sourced from

SPSS Data Analysis. 39

Table 5-2 Item means, standard deviations and minimum, maximum values for satisfaction with work

– Sourced from SPSS Data Analysis. 40

Table 5-3 Item means, standard deviations and minimum, maximum values for satisfaction with pay

component – Sourced from SPSS Data Analysis. 41

Table 5-4 Item means, standard deviations and minimum, maximum values for satisfaction with

Promotion opportunities component – Sourced from SPSS Data Analysis. 41


Supervisor component – Sourced from SPSS Data Analysis. 41

Table 5-6 Item means, standard deviations and minimum, maximum values for satisfaction with Co-

workers component – Sourced from SPSS Data Analysis. 42

Table 5-7 Item means, standard deviations and minimum, maximum values for overall Job

Satisfaction – Sourced from SPSS Data Analysis. 42

Table 5-8 Item means, standard deviations and minimum, maximum values for the satisfaction with

training scale – Sourced from SPSS Data Analysis. 43


meeting training objectives – Sourced from Data Analysis. 43

Table 5-10 Descriptive statistics for training provision – Sourced from SPSS Data Analysis. 46

Table 5-11 Correlation of Number of Days Spent in Training Against Overall Job Satisfaction – Sourced

x

from SPSS Data Analysis. 47

Table 5-12 Correlation of Satisfaction with Training Against Overall Job Satisfaction – Sourced from


Table 5-13 Mean ranks of Mann-Whitney U Test for Gender and Job Satisfaction – Sourced from SPSS

Data Analysis. 48

Table 5-14 Test Statisticsb for Mann-Whitney U Test for Gender and Job Satisfaction – Sourced from


Table 5-15 Median Ranks for Mann-Whitney U Test – Sourced from SPSS Data Analysis. 49

Table 5-16 Mean Ranks of Kruskal-Wallis H test for Age and Job Satisfaction – Sourced from SPSS Data

Analysis. 50

Table 5-17 Test Statisticsa,b

of Mann-Whitney U test for Age and Job Satisfaction – Sourced from SPSS

Data Analysis 50

Table 5-18 Median Ranks of Kruskal-Wallis test for Age and Job Satisfaction – Sourced from SPSS Data

Analysis. 50

Table 5-19 Mean Ranks using Kruskal-Wallis test for Educational Levels and Job Satisfaction – Sourced



using Kruskall-Wallis test for Educational Levels and Job Satisfaction –

Sourced from SPSS Data Analysis. 51

Table 5-21 Median Ranks using Kruskal-Wallis test for Educational Levels and Job Satisfaction –


Table 5-22 Mean Ranks using Kruskal-Wallis test for Length of Service and Job Satisfaction – Sourced



using Kruskal-Wallis test for Length of Service and Job Satisfaction –


Table 5-24 Median Ranks using Kruskal-Wallis test for Length of Service and Job Satisfaction – Sourced


Chapter One: Introduction

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Chapter 1 - INTRODUCTION

1.1 INTRODUCTION

This study aims to determine whether a relationship exists between: a) training

and job satisfaction; b) training satisfaction and job satisfaction. It also seeks to

determine whether there are any significant differences in job satisfaction levels

across age, gender, educational levels and work experience levels. This study

is based on a sample of employees working at the Central Bank of Nigeria.

This chapter is divided into eight main sections. The next section provides a

brief presentation of the background of the present study. Sections 1.3 and 1.4

relates to the rationale for the study and its importance and significance.

Thereafter in Section 1.5, terms are defined. Following on, the research

questions are raised. Subsequently, the research methodology is discussed.

Finally, the chapter concludes with the presentation of the structure of the

dissertation.

1.2 BACKGROUND

Employee training is of increasing importance today in light of modern

technological advancements and rapidly evolving skill requirements.

Participation in training is vital in order that workers meet the requirements of

their jobs and remain competitive in the labour market. Sahinidis and Bouris

(2008) believe training is related to the skills deemed necessary by the

management of an organization that must be acquired by members of that

organization, in order to improve the probability of achievement of its goals. Job

satisfaction has been widely studied in management circles (Loi and Yang,

2009) as it is considered one of the factors of the quality of the working context


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in any organization. Generally, a dearth of research interests investigating the

relationship between training and job satisfaction exists. This is corroborated by

Gazioglu and Tansel (2006, p.1169), noting that “the effects of training

opportunities on job satisfaction was not examined in the earlier literature”.

However, researchers have found a positive relationship between training and

job satisfaction (Jones et al., 2009; Lowry, Simon and Kimberley, 2002).

1.3 STATEMENT OF THE PROBLEM

To shed light upon the research problem, a number of points are made here

concerning the gaps in the literature. First, research studies have found a

positive relationship between workplace training and job satisfaction. Gazioglu

and Tansel (2006), analysing a national survey of 28,240 British employees

involving interviews with managers and employees in over 3000 establishments

concluded that a significant and positive relationship exists between employees‟

training and overall job satisfaction. A more comprehensive study conducted by

Jones et al. (2008) who used a British 2004 Workplace Employee Relations

Survey (WERS), which included the data of different occupational levels from

nearly all sectors in Britain examined the relationship between employees‟

training and their job satisfaction. The results indicate that, as training

increases, satisfaction with both intrinsic and extrinsic rewards increases. On

the whole, studies looking at the relationship between training and job

satisfaction have done so with the use of data collected on a massive scale.

Burgard and Gorlitz (2011) and Georgellis and Lange (2007) used data from

the German socio-economic panel. The study of these concepts using a

banking context appears to be limited. In light of this, the present study aims to


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fill the gap by adding empirical research to this field as relating to the banking

environment.

1.4 THE IMPORTANCE AND SIGNIFICANCE OF THE STUDY

This study derives its importance from the following points: First, this study

adds to the limited field of research on training and job satisfaction within the

banking context. Second, this research is invaluable in terms of its potential

effect on human behaviour and practical elements. It is hoped that a better

understanding of the satisfaction of employees will in turn lead to improvement

in attitudes and interpersonal, as well as organizational behaviour. From a

humanistic standpoint, Locke (1976, cited in Matar, 2010) contends that

employees‟ job satisfaction can impact their attitude toward life, family and

themselves. It may also influence their physical and mental wellbeing..

Furthermore, the findings of this study may also be of interest to other

researchers and human resource development (HRD) specialists, It can also

act as a base upon which similar studies can be carried out in developing

countries with similar backgrounds. Finally, as a developing country, Nigeria

aims to expand its economy and improve its productivity. The banking industry

is vital in this regard in terms of dictating the monetary and fiscal policies of the

country. Hence, seeking to understand how employees in the banking sector

are satisfied with their jobs may go some way to improving employee

satisfaction and consequently enhancing their effectiveness and work

performance.

1.5 DEFINITION OF TERMS

For the purpose of this study, the following definitions are applicable:


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1.5.1 Training

According to Landy (1985, cited in Schmidt, 2007), this is defined as “a set of

planned activities on the part of an organization to increase the job knowledge

and skills or to modify the attitudes and social behaviour of its members in ways

consistent with the goals of the organization and requirements of the job”.

1.5.2 Training Satisfaction

According to Schmidt (2007), this is defined as “how people feel about aspects

of job training they receive”. It is the extent to which people like or dislike the set

of planned activities organized to develop the knowledge, skills and attitudes

required to effectively perform a given task or job.

1.5.3 Job Satisfaction

According to Spector (1997), this is defined as “how people feel about their jobs

and different aspects of their jobs”.

1.6 RESEARCH QUESTIONS

The research questions are as follows: a) what is the relationship between

training and job satisfaction; b) what is the relationship between training

satisfaction and job satisfaction; and c) are there any significant differences in

job satisfaction levels across age, gender, educational levels and working

experience levels.

1.7 RESEARCH METHODOLOGY

A quantitative methods approach was adopted in this study. The questionnaire

survey was used as the only data collection tool. However, some company


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documentation were also used. This study collected data from employees‟ at

the CBN relating to training provision, training satisfaction, satisfaction with

aspects of the job, overall job satisfaction, as well as demographic information.

1.8 STRUCTURE OF THE DISSERTATION

The contents of this chapter are divided into seven chapters. The next chapter

presents a literature review relating to the concepts of training, training

satisfaction and job satisfaction as well as selected personal determinants of

job satisfaction. Chapter three outlines the hypotheses derived from the

literature relating to the research questions. Chapter four presents the research

methodology employed. Chapter five presents the results from the

questionnaire responses and the testing of the hypotheses. Chapter six

provides a brief discussion of the results. Finally, in Chapter seven conclusions

are drawn.

Chapter Two: Literature Review

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Chapter 2 - LITERATURE REVIEW

2.1 INTRODUCTION

This chapter starts by examining the literature concerning training and job

satisfaction and the relationship between the two concepts. Thereafter, the

literature on training satisfaction and job satisfaction is examined.

Subsequently, personal determinants of job satisfaction such as age, gender,

educational levels and length of service levels are presented. Lastly,

information concerning the context of the research is given.

2.2 TRAINING

Workplace training is essential to organisational survival and can be considered

as one of the significant facets of HR management (Arthur, 1994; Huselid,

1995; Wright et al., 2005). According to human capital theory (Becker 1964,

cited in Burgard and Gorlitz 2011), training can be considered a financial

investment that will be undertaken if the net present value of wage returns

exceeds training costs. It is expected to yield a positive return on an

organisation‟s performance, both with regards to non-financial outcomes like

increased employees‟ job performance and organisational commitment (Heyes

and Stuart, 1996; Katono, 2010; Yamnill and McLean, 2001), and financial

outcomes such as market share and profit (Addison and Belfield, 2004). The

benefits of training are enormous for employees. Acton and Golden (2003) is of

the opinion that job-related training increases an employees‟ ability to perform

job-related tasks. In general, workplace training serves as one of the most

important avenue to develop and maintain the capabilities of both employees

and the organisation (Paauwe, 2004)


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2.3 JOB SATISFACTION

Job satisfaction has been termed a multidimensional concept (Nord, 1977) that

has proved elusive in terms of definition. Differing perspectives exist regarding

what constitutes job satisfaction. Some researchers are of the opinion that

workers have needs and their level of job satisfaction is a response to how their

job meets those needs. This is the view of Locke (1976, cited in Al-Shafaee,

2001) and Hopkins (1963, cited in Al-Shafaee, 2001), the latter who defines job

satisfaction as the gratification of the needs of the individual associated with

one‟s work. Additionally, some authors take the viewpoint that job satisfaction is

founded on the individual‟s perception of the difference between what was

expected as a fair return and what is actually received or realised. This is the

view of Cranny, Smith and Stone (1992, cited in Al-Shafaee 2001) and Lawler

(1973, cited in Al-Shafaee, 2001). The former defined job satisfaction as

emotional reaction to a job resulting from comparison of actual outcomes with

desired. Another approach to job satisfaction is the aspect approach which

views job satisfaction as different facets that produce satisfaction or

dissatisfaction. Spector (1997) defines job satisfaction as a collection of

attitudes about various aspects of the job. An employee can be satisfied with

some aspects and, simultaneously be dissatisfied with others. Spector (1997)

advance reasons for studying job satisfaction. First, the view is taken that

people deserved to be treated fairly and respectfully. Second, job satisfaction

can impact negatively or positively on the employee‟s behaviour which may

affect organizational functioning. Third, satisfied employees are likely to be

favourably disposed towards the organisation. Lastly, increased job satisfaction

tends to reduce absenteeism and turnover. Job satisfaction is important at all


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levels or positions within an occupation as it relates highly with other important

conditions of work such as productivity, morale and turnover (Price and Mueller,

1981).

2.4 THE RELATIONSHIP BETWEEN TRAINING AND JOB SATISFACTION

Georgellis and Lange (2007) highlight the paucity of research relating to the

role of training and job satisfaction. However, in the main, a positive relationship

has been shown regarding training and job satisfaction. A study conducted by

Jones et al (2009) using the dataset of the 2004 Workplace Employee

Relations Survey (WERS) examined the relationship between employees‟

training and their job satisfaction. The results indicate that, as training

increases, satisfaction with both extrinsic and intrinsic rewards increases.

2.5 THE RELATIONSHIP BETWEEN TRAINING SATISFACTION AND JOB SATISFACTION

Schmidt (2007, p.483) define training satisfaction as “how people feel about

aspects of the job training they receive”. It is the extent to which people like or

dislike the set of planned activities organized to develop the knowledge, skills

and attitudes required to effectively perform a given task or job. Schmidt (2007)

notes a dearth of research on training satisfaction in general in his study of

customer and technical service employees in nine major organizations in the

United States and Canada. A significant positive relationship was found

between training satisfaction and overall job satisfaction.


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2.6 PERSONAL CHARACTERISTICS AND JOB SATISFACTION

According to Okpara (2004), results of the studies conducted have shown that

many personal variables influence job satisfaction. A review of literature

concerning personal characteristics and job satisfaction suggests four personal

characteristics relevant to this study. These are gender, age, educational level

and length of service.

2.6.1 GENDER AND JOB SATISFACTION

According to Okpara (2004), gender differences in job satisfaction have been

widely researched, but no conclusive evidence has been presented concerning

the levels of satisfaction among men and women. However, results of the

studies conducted show that there is a correlation between gender and job

satisfaction (Hulin and Smith, 1965; Oshagbemi, 2000). On the whole, four

groups can be seen from research in this area. Some studies found that men

are more satisfied (Morgan et al 1995; Okpara, 2006) while others found that

women are more satisfied (Oshagbemi, 2000; Scott et al, 2005). The third

group reported mixed results (Garcia-Bernal et al, 2005; Okpara et al., 2005),

while the last group found no correlation between gender and job satisfaction

(Mason, 1995; Johnson et al, 1999; Pors, 2003).

Okpara (2006) studying 185 female and 327 male bank managers from various

banks in Nigeria reported that male managers were more satisfied with their

company, salary and promotion policies and overall job satisfaction than their

female colleagues. Morgan et al (1995) found considerable differences in job

satisfaction across gender levels and that male managers were significantly

more satisfied than female managers.


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Conversely, Scott et al (2005) found that females were more satisfied with pay,

growth opportunities and job security than their male colleagues. Clark (1997)

analysing data from the British Household Panel Survey (BHPS) argued that

women are more satisfied at work because they have low expectations about

work outcomes in comparison to their male counterparts, therefore their

expectations can easily become realised.

Other researchers found mixed results. Garcia-Bernal et al (2005) suggested

that, while the interpersonal relations influenced job satisfaction for men, there

was no significant influence on the job satisfaction of women.

Contrary to all the above, some studies found no significant relationship

between gender and job satisfaction. Johnson et al (1999) surveying 500 male

and 500 female managers found no considerable difference in job satisfaction

between the two sexes. Pors (2003) also did not find any difference in

satisfaction between male and female managers.

2.6.2 AGE AND JOB SATISFACTION

The research area between age and job satisfaction has been the subject of

much attention. Three shapes of relationships were found: „U-shape‟, „linear

shape‟, and „curve-line‟ relationship. Herzberg et al (1957, cited in Matar, 2010)

advocated the „U-shape‟ relationship by illustrating that an employee‟s morale is

high at the start of a new job; it declines during the next few years and is still at

a relative low until the employee adjusts his work expectations to a more

realistic level at which point satisfaction tends to increase. This „U-shape‟

relationship was confirmed by Clark et al (1996). Alternatively, Hulin and Smith

(1965), after testing for the „U-shape‟ relationship found no support. They


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argued that the „linear model‟ constitutes the best model that can explain the

effect of age on job satisfaction. Hunt and Saul (1975) confirmed these findings

using a sample of 3,338 male and 579 female white-collar workers. (Matar,

2010)

Contrary to the above, Saleh and Otis (1964) studying managerial job

satisfaction found a positive linear relationship until the pre-retirement years,

and then job satisfaction plummeted during those years. They explain this

„curve-line‟ relationship by stating that the increase of job satisfaction until the

pre-retirement year contributed to the increased adjustment to life as a natural

consequence of aging. However, the decline in job satisfaction during the pre-

retirement years was explained by receding self-actualization chances and

increasing workloads as the person in pre-retirement may not be able to carry

out tasks with the same fervency as before.(Matar, 2010).

Regardless of the shape, a number of studies have shown a significant positive

relationship between the two concepts indicating that older employees are more

satisfied with their jobs (Al-Ajmi, 2001; Oshagbemi, 2000).

2.6.3 EDUCATIONAL LEVELS AND JOB SATISFACTION

Researchers report mixed results regarding the relationship between education

and job satisfaction. Some studies have shown that employees who have a

higher educational level tend to be more satisfied than employees with a lower

educational level (Clark et al 1996; Bilgic, 1998). Bilgic (1998) conducted a

study of public and private sector employees from different workplaces in

Turkey. The results show that less educated employees complain more about

work-related issues than the more educated employees. Eskildsen et al (2004)


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argue that more educated employees are inclined to be more interested in

intrinsic aspects of their jobs than with the extrinsic aspects.

Conversely, research has also reported that when the educational level

increases, job satisfaction declines as a result (Ghiselli et al 2001; Ganzach,

2003). However, Scott et al (2005) found no significant relationship between

education and overall job satisfaction.

2.6.4 LENGTH OF SERVICE AND JOB SATISFACTION

Some research studies have suggested that length of service is a determinant

of employees‟ job satisfaction, having the same effect as age on job satisfaction

(Prien et al 2004). Herzberg et al (1957, cited in Matar, 2010) argued that,

similar to age, length of service has a U-shape relationship with job satisfaction.

Morgan et al (1995) also found a U-shape relationship between managers‟

length of service and their overall job satisfaction.

Hulin and Smith (1965), having found no support for the U-shape relationship,

suggested a linear function to explain the effect of length of service on job

satisfaction. They found tenure to be a predictor of job satisfaction for men, but

not for women. Gibson and Klein (1970) found a negative relationship between

the two variables, arguing that as an employee‟s length of service increases,

his job satisfaction declines.

Other researchers did not find a significant relationship between length of

service and job satisfaction. Prien et al (2004) did not find any significant

relationship between the two variables. Also, Brockner and Kim (1993) explored


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the factors that mediate job satisfaction and turnover intentions, and discovered

length of service did not predict either.

2.7 PROFILE OF THE COMPANY

The Central Bank of Nigeria is the apex regulatory institution of the Nigerian

financial system. It was established by the Central Bank of Nigeria Act of 1958

and commenced operations on 1st July, 1959. It seeks to maintain monetary

stability and to ensure the smooth working of the financial system. It also acts

as a banker and financial adviser to the Government, as well as a lender of last

resort to commercial banks. As of August 2012, its staff strength stood at 4561

male and 1397 female across twenty-five departments.

2.8 TRAINING POLICY

The CBN provides employees training that it considers relevant for successful

job performance. Every employee is required to undergo at least 80 hours of

training every year. This is in the form of instructor-led training: (classroom, on-

the-job, coaching) or e-learning (CBT, WPT, VPN). The Bank also partners with

some professional associations in training and updating of skills of the staff.

The main objectives of the training policy are to: a) address skill/competency

gaps towards the attainment of the vision and mission of the Bank; b) develop

and expand existing knowledge, skills and attitudes; c) provide just-in-time skill

acquisition for new/emerging processes, technology or project; d) adapt to a

changing role, including management succession; and; e) improve staff

capacity for effective decision-making, policy formulation as well as efficient

management of human and material resources of the Bank.


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2.9 CHAPTER SUMMARY

This chapter has looked at the evidence from the literature concerning training,

training satisfaction and job satisfaction. Additionally, personal determinants like

age, gender, educational levels and length of service were also looked at.

Chapter Three: Hypothesis Development

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Chapter 3 - HYPOTHESIS DEVELOPMENT

3.1 INTRODUCTION

This chapter presents hypotheses concerning the following issues: a)

relationship between training and job satisfaction; b) relationship between

training satisfaction and job satisfaction; c) difference in job satisfaction levels

among males and females; d) differences in job satisfaction across different

age groups; e) differences in job satisfaction across different educational levels

and; f) differences in job satisfaction across different levels of working

experience.

3.2 TRAINING AND JOB SATISFACTION

Landy (1985, cited in Schmidt, 2007) defined training as “a set of planned

activities on the part of an organization to increase the job knowledge and skills

or to modify the attitudes and social behaviour of its members in ways

consistent with the goals of the organization and the requirements of the job”.

Job satisfaction has been perceived as “one of the most widely researched yet

least understood phenomena in organizations today” (Rowden, 2002, p. 407).

This may stem from its subjective interpretations. A definition of job satisfaction

is offered by Spector (1997, p.2) as “how people feel about their jobs and

different aspects of their jobs. It is the extent to which people like or dislike their

jobs”. Job satisfaction is “typically measured in degrees and can be examined

from multiple viewpoints using multiple constructs or categories” (Schmidt,

2007, p. 483). Rowden (2002, p. 412) advance two reasons why organizations

should justify concern with job satisfaction. Firstly, the humanitarian perspective

believing in the notion that people should be treated fairly and with respect.


16

Secondly, the utilitarian perspective that job satisfaction can lead to “behaviour

by employees that affect organizational functioning, as well as reflecting on

organizational functioning”.

With respect to the link between training and job satisfaction, Sahinidis and

Bouris (2008) state that “the larger the gap between the skills required and

those possessed by the employees, the greater the lack of job satisfaction of

the employees and the turnover intentions”. Research studies investigating the

relationship between training and job satisfaction abound. While studying the

relationship between workplace learning and job satisfaction in U.S small to

midsize businesses, Rowden (2002) and Rowden and Conine (2005) propose

that training may be used as a tool to increase job satisfaction. Similarly,

Shields and Wheatley (2002) in their study of Nurses in the United Kingdom

found that the lack of job training opportunities impacted negatively on

employee job satisfaction. Lowry, Simon and Kimberley (2002) in their study of

employment relation practices of casual employees in the New South Wales

Registered Clubs Industry concluded that employees who received training

scored significantly higher on job satisfaction surveys than those who had not.

Jones et al. (2008) and Gazioglu and Tansel(2002) studying job satisfaction in

Britain with respect to the Workplace Employee Relations Survey (WERS)

show a positive correlation between training and employee job satisfaction.

Similar findings have also been reported by Sargent and Hannum (2005)

studying job satisfaction among Primary School teachers in Rural Northwest

China. A longitudinal survey carried out by Siebern-Thomas (2005) 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


17

workplace training. However, Schmidt (2007) draws attention to the non-

inclusion of job training satisfaction as an element of overall job satisfaction in

job satisfaction research studies stating that survey instruments do not include

a „satisfaction with workplace training‟ component. In the context of retaining

workers in Britain‟s National Health Service (NHS), Shields and Ward (2001, p.

677) corroborate this view, concluding that „dissatisfaction with promotion and

training opportunities have a stronger impact than workload or pay‟.

Furthermore, Georgellis and Lange (2007) reveal shortcomings of studies

linking training to job satisfaction: the absence of longitudinal data and the

constraints of relatively small sample sizes; the relative superficiality of many

research studies, barely extending beyond a simple, functional relationship

between the provision of training and satisfaction. Therefore, it is proposed that:

Hypothesis One: There will be a positive correlation between training and

job satisfaction.

3.3 TRAINING SATISFACTION AND JOB SATISFACTION

As earlier noted, Schmidt (2007, p. 485) addressed the lack of job training

satisfaction when considering overall job satisfaction. This is important because

employees may be satisfied with some aspects of training programs and

dissatisfied with others. Furthermore, he argues that “as the workplace

continues to evolve, employee satisfaction with on-the-job education permeates

all aspects of overall job satisfaction”. Therefore, it is proposed that:

Hypothesis Two: There will be a positive correlation between training

satisfaction and job satisfaction.


18

3.4 GENDER AND JOB SATISFACTION

Gender differences in job satisfaction have been extensively researched.

However, conclusive evidence with regards to the levels of job satisfaction

among men and women have not been presented (Okpara, 2004).

Notwithstanding, studies carried out concerning job satisfaction (Bilgic, 1998;

Hulin and Smith, 1965; Oshagbemi, 2000) revealed a correlation between

gender and job satisfaction. For instance, Hulin and Smith (1965) surveying 295

male workers and 163 female workers drawn from different manufacturing

plants in America found a relationship between male and female job

satisfaction. They also discovered that female workers were less satisfied than

their male counterparts. Similarly, Bilgic (1998)‟s research on Turkish workers

found that gender greatly predicted job satisfaction. Thus, generally, studies

have demonstrated that there are differences in job satisfaction between males

and females. Therefore, the null hypothesis is proposed that:

Hypothesis Three: There will be no statistically significant difference in

the job satisfaction levels of males and females.

3.5 AGE AND JOB SATISFACTION

Researchers have found that job satisfaction varies with age for both men and

women (Bilgic, 1998; Koustelios, 1991). Al-Ajmi (2001) studying male

managers in the Kuwaiti oil industry found a relationship between age and

overall job satisfaction. An extensive literature review by Rhodes (1983)

generally found a positive relationship between age and job satisfaction.

Rhodes‟s (1983) conclusion was founded on an analysis of the results of eight

separate studies conducted on the relationship between age and job


19

satisfaction. Given the empirical evidence that suggest a positive relationship

between age and job satisfaction, it is therefore proposed that:

Hypothesis Four: There will be no statistically significant difference in job

satisfaction levels across different age groups.

3.6 EDUCATIONAL LEVELS AND JOB SATISFACTION

Several studies have established positive relationships between educational

levels and job satisfaction (Falcone, 1991; Koustelios, 1991; Martin and

Sheehan, 1989). Bilgic (1998) conducting a study of 249 Turkish workers in

different job positions and occupations found that employees with more

education may not have many grievances about work-related issues but may

be concerned with the quality of their work performance. Therefore, the

following null hypothesis is proposed:

Hypothesis Five: There will be no statistically significant difference in job

satisfaction across different educational levels.

3.7 LENGTH OF SERVICE AND JOB SATISFACTION

Some studies have suggested that length of service is a determinant of

employees‟ job satisfaction, having the same effect as age on job satisfaction

(Abraham and Medoff, 1985; Prien et al., 2004). Bilgic‟s (1998) research found

that people with more work experience have more respect for their jobs and can

bring their vast wealth of experience to their jobs, thereby increasing their job

satisfaction. Conversely, Gibson and Klein (1970) argue that when an

employee‟s length of service increases, his or her job satisfaction decreases.

Therefore, the null hypothesis is proposed that:


20

Hypothesis Six: There will be no statistically significant differences in job

satisfaction across work experience levels.

3.8 CHAPTER SUMMARY

This chapter has presented the hypotheses derived from the literature. The

following chapter outlines the research methods of the study.

Chapter Four: Research Methodology

21

Chapter 4 - RESEARCH METHODOLOGY

4.1 INTRODUCTION

The chapter starts by identifying the independent and dependent variables.

Afterwards, the research design is presented. Sections 4.4 and 4.5 describe the

survey population and the selection of the sample. Sections 4.6 to 4.9 explain

the questionnaire features, construction, design, how the concepts were

measured and the procedure for administering the link. Section 4.10 describes

the secondary data. The ethical considerations were presented in Section 4.11.

Subsequently, Section 4.12 dealt with internal reliability of the scales while

Section 4.13 involves factor analysis of the scales. The final section is devoted

to the types of statistical analysis used to analyse the data.

4.2 VARIABLES

For the purposes of this study, overall job satisfaction is the dependent variable

while training, training satisfaction, age, gender, educational levels and length

of service are the independent variable.

4.3 RESEARCH DESIGN

For this study, a non-probability sampling design in the form of a convenience

sampling method was adopted. The rationale for using this method was due to

the time constraints faced by the researcher. A limitation presented by using

this method is that it is not usually representative of the population and

therefore the results may not be generalizable.


22

4.4 POPULATION

The respondents for this study consisted of bank employees working in the

Central Bank of Nigeria. The link to the questionnaire was sent out to over two

hundred employees working in diverse departments.

4.5 SAMPLE

Fifty-four responses were returned electronically. Out of this, twenty-two were

not answered completely with two or more responses to questions missing.

These responses were subsequently discarded. Therefore, the number of

usable responses (n = 32) determined the size of the sample. The sample

comprised of mostly males across the following departments: Human

Resources, IT service management, Banking Operations, Banking Supervision,

Medical Services, Security services, Procurement and Support services,

Banking and Payments, Branch Operations and Finance.

4.6 MEASURING INSTRUMENT

To operationalize the dependent and independent variables of this study, the

researcher utilized the questionnaire as the only method of data collection. This

is due to the limited timescale of the project as well as the lack of time, skills

and resources required to conduct structured interviews. Using the

questionnaire, concepts were operationalized in the form of questions, which

were then asked of the participants. A five-point strongly agree/strongly

disagree and very satisfied/very dissatisfied Likert scale was used in the

questionnaire. A Likert scale comprises a series of statements relating to an

attitudinal component for which the respondent is expected to agree or

disagree. Using the Likert scale facilitated data processing for analysis by


23

SPSS. The questionnaire was divided into five parts as follows (see Appendix

One):

4.6.1 SECTION A – ABOUT TRAINING PROVISION

This section consisted of six questions. Here, participants were asked to

provide information about training they have received in the past year. This

includes whether or not they have participated in training, number of training

courses, duration of training courses, location of majority of training, type of

training and content of training.

4.6.2 SECTION B – ABOUT SATISFACTION WITH TRAINING

This section comprises three questions. The first question consists of six items

and asked respondents to express their level of agreement or disagreement

with the training they received on a five-point Likert scale ranging from ‘strongly

agree’ to ‘strongly disagree’. The second question consists of four items and

invited the participants to register their level of satisfaction or dissatisfaction

about whether or not the training received has accomplished stated training

objectives of the Bank. The training objectives were gleaned from company

documents. The third question was an open-ended question eliciting responses

from employees on what should be done to improve training.

4.6.3 SECTION C – ABOUT ASPECTS OF JOB SATISFACTION AND OVERALL JOB SATISFACTION

This section consists of six questions. The first five questions contained five

items each and asked participants to express their level of agreement or

disagreement, on a Likert scale ranging from ‘strongly agree’ to ‘strongly

disagree’, with statements relating to aspects of their job including work, pay,


24

opportunities for promotion, supervision and co-workers respectively. The last

question, on a similar scale, prompted participants to express their level of

agreement or disagreement with their job in general. This question contained

seven items.

4.6.4 SECTION D – DEMOGRAPHIC INFORMATION

This section consisted of seven questions. Respondents were asked to provide

their highest level of formal education obtained, age, gender, industry working

experience, length of service in the organisation, duration in the current role in

the organization and area of specialization within the organization.

4.6.5 SECTION E – COMMENTS

The last section invited participants to leave thoughts, feedback or comments.

4.7 MEASUREMENT OF CONCEPTS

The questionnaire was designed with the aim of collecting information useful for

measuring the independent and dependent variables of this study namely:

training, training satisfaction, age, gender, educational level and length of

service.

4.7.1 TRAINING

The measure of training is the response given to the question, ‘how much

training have you had during the last twelve months?’ This measure of training

is adopted from Jones et al. (2008) and forms #3 of the questionnaire.


25

4.7.2 TRAINING SATISFACTION

Training satisfaction is measured by six items on a response scale. Responses

were indicated on a 5-point Likert scale with a neutral mid-point as follows: 1 =

strongly agree, 2 = agree, 3 = neither agree nor disagree, 4 = disagree, 5 =

strongly disagree. Three items were based on a study by Schmidt (2007)

exploring the relationship between satisfaction with training and overall job

satisfaction. These included: ‘training met my needs’, ‘amount of training was

satisfactory’ and ‘training received was applicable to job’. The last set of items

was inserted by the researcher to better reflect the context of the organisation.

These included: ‘the instructors/facilitators were competent’; ‘the content was

relevant and satisfactory’ and ‘the training environment was conducive’. This

formed #7 of the questionnaire.

4.7.3 JOB SATISFACTION

Job satisfaction was measured using the abridged versions of the Job

Descriptive Index (JDI) and the Job in General (JIG) scale. These scales were

developed by Stanton, Balzer, Smith, Parra and Ironson (2001) and Russell,

Spitzmuller, Lin, Stanton, Smith and Ironson (2004) respectively. The JDI

measures satisfaction with five components of the job: the work itself, pay,

promotion, supervision and co-workers. The JIG measures overall job

satisfaction. The JDI is a 25-item measure with each component consisting of 5

statements/phrases such as ‘my work is dull’; ‘pay adequate for normal

expenses’ and ‘unfair promotion policy’ while the JIG consists of seven phrases

such as ‘better than most’; ‘makes me content; and ‘undesirable’. The response

format was based on a 5-point Likert scale with a neutral mid-point as follows: 1


26

= strongly agree, 2 = agree, 3 = neither agree nor disagree, 4 = disagree, 5 =

strongly disagree. The JDI formed questions #10-14 of the questionnaire while

the JIG formed question #15.

4.7.4 DEMOGRAPHIC INFORMATION

The demographic questions relating to educational qualifications, age, gender,

working experience, length of service, duration in current role and area of

specialization were asked in questions #16-22 respectively.

4.8 QUESTIONNAIRE DESIGN AND ADMINISTRATION

A self-completed, structured questionnaire designed and distributed via the

internet was deemed suitable for this study. This was for the following reasons:

a) inability to personally administer survey due to geographical distance

between the researcher and the participants; b) majority of the potential

respondents work with the computer and on the web on a daily basis, and; c)

the design process is simple and less time-consuming relative to paper

surveys, given the limited timescale of the project. Self-completed

questionnaires are usually completed by the respondents (Saunders et al.,

2012). A structured questionnaire is one “where questions are presented with

exactly the same wording, in the same order, to all respondents (Churchill and

Iacobucci, 2004, p. 215). A web-based questionnaire is one “where the survey

is hosted on a web page which potential respondents can access through a

hyperlink. This approach ensures respondent anonymity and the survey

software will also gather together the data from all the responses and present it

in some form of database to the researcher (Anderson, 2009). The

questionnaire was designed using SurveyMonkey, an online survey software


27

and questionnaire tool. This choice of design and distribution is based on the

following reasons: a) availability of computer-literate potential respondents who

can be contacted via e-mail; b) quick and easy to set up; c) live monitoring of

the hit rate on the site over the survey period; d) very short response time; e)

interviewer bias is lessened; and f) respondents work at their own pace

(Churchill and Iacobucci, 2004; Saunders et al., 2012). However, there are

shortcomings inherent in this mode of administration method including: a) they

tend to be widely distributed with low response rates; b) the researcher cannot

control the speed of survey completion; c) the researcher may not be able to

communicate with the respondent when vague questions are encountered

(Neuman, 2006). As the questionnaire was designed and distributed

electronically, it was important to control the user experience and design. The

first page of the questionnaire represented the cover letter or introduction

convincing participants of the importance of the research and the anonymity of

their participation. Navigational cues directing users from one page to the other

were placed at the foot of the questionnaire. To prevent clutter, each section of

the questionnaire represented a page visible on the screen at a time. Groups of

related questions were organised into small blocks.

4.9 PROCEDURE

A contact was secured within the Bank who would facilitate the administration

of the survey link to the employees. The link to the questionnaire was open for

a period of two weeks from July 30, 2012 to August 10, 2012. Prior to the start,

a pre-survey message was sent to the employees informing them to expect a

survey in their inbox in the next week.


28

4.10 SECONDARY DATA

A number of company documents accessed during the study included some

training policy documents and company reports and presentations. Such

secondary data proved valuable for this research.

4.11 ETHICAL CONSIDERATIONS

4.11.1 QUESTIONNAIRE’S ETHICS

A self-completed, web-based questionnaire was adopted to collect the

quantitative data. Some ethical concerns were raised. The first was informed

consent. To address this, the first page of the questionnaire serves as a cover

letter explaining the research purpose, guaranteeing the respondents‟

anonymity and the confidentiality of their responses. Additionally, to ensure

respondents‟ anonymity, the design of the questionnaire was such that no

completed questionnaire could be related to a specific respondent. As regards

confidentiality, all information collected was destroyed after analysis. The

information was used only for research purposes and no other parties had

access to the information.

4.11.2 ETHICS OF GATHERING SECONDARY DATA

When conducting the research, the researcher accessed company documents

(policy documents, company presentations and reports). Therefore, the

researcher had a responsibility to secure the confidentiality of the data.

Additionally, the documents were perused for the purposes of this study and no

other parties had access to it.


29

4.12 INTERNAL RELIABILITY

There are a number of different aspects to reliability. One concerns the scale‟s

internal consistency. This refers to the degree to which the items that make up

the scale „hang together‟ (Pallant, 2010). One of the most commonly used

indicators of internal consistency is Cronbach‟s alpha coefficient. Ideally, the

Cronbach alpha coefficient of a scale should be above .7 (DeVellis, 2003 cited

in Pallant, 2010). After reversing the negatively-worded items in the scale using

SPSS, Cronbach alpha statistic for the seven items of the Job in General (JIG)

scale was .799. Additionally, the six items of the training satisfaction scale was

analysed for reliability and the Cronbach alpha statistic was .739.

4.13 FACTOR ANALYSIS

For the purposes of answering the research questions and the hypotheses, the

training satisfaction scale and the Job in General (JIG) scale will be subjected

to factor analysis where the number of items in each scale will be reduced to

ascertain which factors explain the scales. It enables the researcher to

ascertain whether some underlying relationship exists, such that the data may

be reduced to a smaller set of variables which will be taken as source variables

(Al-Ali, 1999) According to Hair et al. (1995), factor analysis is a statistical

technique for breaking down a large number of variables into a smaller number

of factors or dimensions. A strand of factor analysis called principal components

analysis (PCA) will be applied in this study. According to Pallant (2010), it

attempts to “produce a smaller number of linear combinations of the original

variables in a way that captures (or accounts for) most of the variability in the

pattern of correlations. To extract the number of factors that can be used to


30

best represent the interrelationships among the set of variables, the eigenvalue

rule will be used. Here, only factors with an eigenvalue of 1 or more are

retained.

4.13.1 FACTOR ANALYSIS FOR JOB IN GENERAL SCALE

Factor analysis was applied on the Job in General Scale (JIG) after reversing

negatively-worded items. Principal components analysis (PCA) was used with a

oblimin rotation selected. The data was analysed using SPSS 17 program

based on 32 usable responses. Prior to performing PCA, the appropriateness of

the data for factor analysis was assessed. Inspection of the correlation matrix

revealed the presence of many coefficients of .3 and above. The Kaiser-Meyer-

Olkin value was .77 exceeding the recommended value of .6 (Kaiser 1970,

1974 as cited in Pallant 2011) and Bartlett‟s test of sphericity (Bartlett, 1954 as

cited in Pallant 2011) reached statistical significance supporting the factorability

of the correlation matrix. The factor analysis yielded a listing of two factors with

an eigenvalue above 1.0. Below are the results of the total variance explained

table and the pattern matrix table.


31

Table 4-1 Total Variance Explained - Job in General Scale. From SPSS Analysis

Compo

nent

Initial Eigenvalues Extraction Sums of Squared Loadings

Rotation Sums

of Squared

Loadingsa

Total % of Variance Cumulative % Total % of Variance Cumulative % Total

1 3.275 46.792 46.792 3.275 46.792 46.792 2.944

2 1.234 17.634 64.426 1.234 17.634 64.426 2.176

3 .835 11.931 76.357

4 .584 8.344 84.701

5 .446 6.379 91.080

6 .337 4.813 95.893

7 .288 4.107 100.000

Extraction Method: Principal Component Analysis.

a. When components are correlated, sums of squared loadings cannot be added to obtain a total variance.

Table 4-2 Pattern Matrix/Item Factor Loadings for JIG Scale. From SPSS Analysis.

Component

1 2

Job In General: Makes Me

Content .816

Job In General: Enjoyable .807

Job In General: Good .708

Job In General: Excellent .641 .358

Job In General: Better

Than Most .597

UndsrbJIGJS2 .930

PoorJIGJS2 .858


Rotation Method: Oblimin with Kaiser

Normalization.

a. Rotation converged in 4 iterations.

From Table 4-1 it can be seen that two factors with eigenvalues exceeding 1

(3.275, 1.234) were identified, exceeding 46.792% and 17.634% of the variance

respectively. Table 4-2 presents the item factor loadings. It can be seen from

the table that five items (positively worded statements) were loaded on factor

one while mostly negatively-worded items loaded on factor 2. For this study, the


32

highest item loading on each factor will be considered. These are ‘Job in

General: makes me content’ and ‘Undesirable’. The new variable derived from

the average of these two variables will be used as the measure for overall job

satisfaction.

4.13.2 FACTOR ANALYSIS FOR TRAINING SATISFACTION SCALE

Factor analysis was applied on the training satisfaction scale. Principal

components analysis (PCA) was used with an oblimin rotation selected. The

data was analysed using SPSS 17 program based on 32 usable responses.

Prior to performing PCA, the appropriateness of the data for factor analysis was

assessed. Inspection of the correlation matrix revealed the presence of many

coefficients of .3 and above. The Kaiser-Meyer-Olkin value was .76 exceeding

the recommended value of .6 (Kaiser 1970, 1974 as cited in Pallant 2011) and

Bartlett‟s test of sphericity (Bartlett, 1954 as cited in Pallant 2011) reached

statistical significance supporting the factorability of the correlation matrix. The

factor analysis yielded a listing of two factors with an eigenvalue above 1.0.

Below are the results of the total variance explained table and the pattern

matrix table.


33

Table 4-3 Total Variance Explained for Training Satisfaction Scale. From SPSS Analysis.

Compo

nent

Initial Eigenvalues Extraction Sums of Squared Loadings

Rotation Sums

of Squared

Loadingsa

Total % of Variance Cumulative % Total % of Variance Cumulative % Total

1 2.867 47.787 47.787 2.867 47.787 47.787 2.785

2 1.066 17.769 65.556 1.066 17.769 65.556 1.381

3 .797 13.288 78.845

4 .574 9.569 88.413

5 .367 6.111 94.524

6 .329 5.476 100.000


a. When components are correlated, sums of squared loadings cannot be added to obtain a total variance.

Table 4-4 Pattern Matrix/Item Factor Loadings for Training Satisfaction Scale. From SPSS Analysis.

Component

1 2

Training Needs

Satisfaction .831

Satisfaction with

Facilitator Competence .817

Training Applicability to

Job .792

Satisfaction with Training

Content .717

Satisfaction With Training

Environment .412 .411

Satisfactory Amount of

Training .937


Rotation Method: Oblimin with Kaiser

Normalization.

a. Rotation converged in 6 iterations.

From Table 4-3 it can be seen that two factors with eigenvalues exceeding 1

(2.867, 1.066) were identified, exceeding 47.787% and 17.769% of the variance

respectively. Table 4-4 presents the item factor loadings. It can be seen from

the table that five items were loaded on factor one while two items loaded on


34

factor two. For this study, the highest item loading on each factor will be

considered. These are ‘Training Needs Satisfaction’ and ‘Satisfactory Amount

of Training’. The new variable derived from the average of these two variables

will be used as the measure for training satisfaction.

4.14 STATISTICAL ANALYSIS OF THE DATA

4.14.1 DESCRIPTIVE STATISTICS

The descriptive statistics utilised in the current study includes frequencies,

percentages, means and standard deviations.

4.14.2 INFERENTIAL STATISTICS

The following inferential statistical techniques were used to test the research

hypotheses:

4.14.2.1 SPEARMAN CORRELATION

This is a non-parametric statistical technique that explores the strength of the

relationship between two variables. This gives an indication of both the direction

and the strength of the relationship. This test statistic was used to test

hypotheses one and two.

4.14.2.2 MANN-WHITNEY U TEST

This is a non-parametric statistical technique used to test for differences

between two independent groups on a continuous measure. This statistical

technique was used to test hypothesis three.


35

4.14.2.3 KRUSKAL-WALLIS TEST

This is a non-parametric statistical technique that allows comparison of scores

on some continuous variable for three or more groups. This technique was

used to test hypotheses four, five and six.

4.15 CHAPTER SUMMARY

This chapter has presented the research design, the population and the

sample, the procedures used to collect the data, ethical considerations, the

survey instrument including its construction, design and administration. The

statistical methods also used to test the research hypotheses were also

presented.

Chapter Five: Results

36

Chapter 5 - RESULTS

5.1 INTRODUCTION

The results of the descriptive analysis carried out through SPSS of the

questionnaire responses are presented in this chapter, as well as the research

hypotheses. The chapter is divided into two sections: the descriptive statistics

and the inferential statistics. The descriptive statistics presents the description

of the demographic characteristics of the respondents in terms of frequencies

and percentages as well as responses to facets of the Job Descriptive Index

(JDI) and the Job in General (JIG) scale in terms of means and standard

deviations. The responses to both the training satisfaction scale and

satisfaction with achieving training objectives questions are also included here.

The inferential statistics section involves presentation of the findings related to

the research hypotheses. Then the chapter concludes with a summary.

5.2 STATEMENT OF HYPOTHESES

In Chapter Three, the following hypotheses were derived from the review of

literature:

Hypothesis One: There will be a positive correlation between training and

job satisfaction.

Hypothesis Two: There will be a positive correlation between training

satisfaction and job satisfaction.

Hypothesis Three: There will be no statistically significant difference in

the job satisfaction levels of males and females.


37

Hypothesis Four: There will be no statistically significant difference in job


Hypothesis Five: There will be no statistically significant differences in

job satisfaction across different educational levels.

Hypothesis Six: There will be no statistically significant difference in job

satisfaction across different length of service levels.

5.3 DESCRIPTIVE STATISTICS

This section consists of three parts. The first part deals with the description of

the demographic characteristics of the respondents. The second part presents

the mean scores and standard deviations as well as minimum and maximum

values of each component (subscale) of the Job Descriptive Index (JDI) and the

Job in General (JIG) scale. The mean scores and standard deviations plus the

minimum and maximum values of the items comprising these subscales are

also presented here. The third part involves presenting the mean scores,

standard deviations, minimum and maximum values of the items of the training

satisfaction scale.

5.3.1 DEMOGRAPHIC PROFILE OF RESPONDENTS

Section D of the questionnaire solicited demographic information from the

respondents. These included: highest educational qualification, age range,

gender, industry working experience, length/duration of service in organization,

length/duration in current role and area of specialization within the organisation.

The tables below present the results obtained from the respondents. Part A of

Table 5-1 presents the distribution of respondents by highest educational


38

qualifications. The results show that eleven respondents, forming the majority,

possess a Masters‟ degree qualification. Higher National Diploma (HND) and

Bachelors‟ Degree (B.Sc.) holders are eight and seven respectively. Two

respondents possess a Masters of Business Administration (MBA) qualification.

The same number also applies to the West African Senior School Certificate

(WASSCE), Ordinary National Diploma (OND) holders and Doctor of Science

(Ph.D.) holders are represented by one respondent each. Part B of the table

presents the distribution of the respondents by age groups. The table shows

that 2 (6.3%) of the respondents were between 22 – 29 years, 9 (28.1%)

between 30 – 39 years, 9 (28.1%) between 40 – 49 years and 12 (37.5%) were

50 years or above. Part C of the table shows the distribution of respondents by

gender. 27 (84.4%) of the respondents were male and 5 (15.6%) were female.

Part D of the table shows the distribution of respondents by industry working

experience. The table shows that 9 (28.1%) had less than seven years‟

experience, 7 (21.9%) had from 8 – 14 years, 3 (9.4%) had from 15 – 21 years,

6 (18.8%) had from 22 – 28 years and 7 (21.9%) had more than 29 years‟ work

experience. Part E of the table represents the distribution of respondents by

length of service. The table shows that 9 (28.1%) had been in the organisation

for less than seven years; 7 (21.9%) had from 8 - 14 years, 4 (12.5%) had from

15 – 21 years; 5 (15.6%) had from 22 – 28 years and 7 (21.9%) had more than

29 years‟ length of service. Part F of the table shows the distribution of

respondents by number of years in their current work role. The largest

proportion of respondents (26. 81.25%) had been in their current position for

less than six years. The next largest group (5, 15.62%) had been in the position


39

for 7 – 12 years‟. One respondent had been in the current role for more than

twelve years.

Table 5-1 Distribution of Respondents by Highest Educational Qualifications, Age Range, Gender, Industry Working Experience, Length of Service and Duration in Current Role – Sourced from SPSS Data Analysis.

(A) Highest Educational Qualification N %

1. West African Senior School Certificate (W.A.S.S.C.E) 2 6.3

2. Bachelor of Science (B.Sc.) 7 21.9

3 Ordinary National Diploma (OND) 1 3.1

4 Higher National Diploma (HND) 8 25.0

5 Masters of Science (M.Sc.) 11 34.4

6 Doctor of Science (Ph.D.) 1 3.1

7 Master‟s in Business Administration (MBA) 2 6.3

Total 32 100

(B) Age range (years) N %

1 22-29 years 2 6.3

2 30-39 years 9 28.1

3 40-49 years 9 28.1

4 50 years and above 12 37.5

Total 32 100

(C) Gender N %

1 Male 27 84.4

2 Female 5 15.6

Total 32 100

(D) Working Experience

1 < 7 years 9 28.1

2 8 – 14 years 7 21.9

3 15 – 21 years 3 9.4

4 22 – 28 years 6 18.8

5 29 – 33 years 7 21.9

Total 32 100

(E) Length of service

1 < 7 years 9 28.1

2 8 – 14 years 7 21.9

3 15 – 21 years 4 12.5

4 22 – 28 years 5 15.6

5 29 – 33 years 7 21.9

Total 32 100

(F) Duration in Current Role

1 < 6 years 26 81.25

2 7 – 12 years 5 15.62

3 13 – 17 years 1 3.13

Total 32 100

5.3.2 JOB SATISFACTION

Section C of the questionnaire solicited information concerning satisfaction with

various aspects of their job and overall job satisfaction. This was based on the


40

Job Descriptive Index (JDI) and the Job in General scales (JIG). The JDI

measures six facets of job satisfaction: work, pay, promotions, supervisor and

co-worker while the JIG measures overall job satisfaction. Analysis was carried

out by computing the mean and standard deviation scores for each item on

each scale. The mean of the component (subscales) were derived by dividing

the sum of the individual item scores by the number of items constituting that

component. These scores are based on a response format of 1 to 5 where 1

represents strong agreement with the item concerned and 5, strong

disagreement. Therefore, the higher the mean, the stronger the disagreement

with the item concerned and the lower the mean, the stronger the agreement.

For this study, a mean score of 3 or more indicates disagreement and a mean

score of below 3 indicates agreement. The following tables present the results

of each item of each scale.

Table 5-2 Item means, standard deviations and minimum, maximum values for satisfaction with work – Sourced from SPSS Data Analysis.

No. Item N Mean SD Minimum Maximum

1 Sense of Work Accomplishment 32 1.66 0.55 1 3

2 Dull Work 32 4.16 0.72 3 5

3 Satisfying Work 32 1.97 0.93 1 5

4 Uninteresting Work 32 4.16 0.77 3 5

5 Challenging Work 32 1.72 0.68 1 3

Table 5-2 shows the item mean and standard deviation scores obtained.

Responses to item #1 and #5 highlight a general agreement among

respondents that they derive a sense of accomplishment from their work and it

is challenging. Responses to item #3 indicate that work is satisfying although

not as compelling as the earlier two items. Respondents also generally agree

that work is not dull and uninteresting.


41

Table 5-3 Item means, standard deviations and minimum, maximum values for satisfaction with pay component – Sourced from SPSS Data Analysis.


1 Fair Pay 32 2.13 0.61 1 4

2 Underpaid 32 3.53 1.05 2 5

3 Adequate For Normal Expenses 32 2.66 0.94 1 5

4 Well-Paid 32 3.00 0.95 1 5

5 Insecure Pay 32 4.03 0.78 2 5

Table 5-3 shows the item mean and standard deviation scores obtained for the

satisfaction with pay components. In general, respondents believe that they

were paid fairly although not very strongly. Also, respondents were disagreed

that they were underpaid although weak. There was a general consensus that

the pay was adequate for normal expenses. However, respondents disagreed

that they were well-paid and also felt their pay was not insecure.

Table 5-4 Item means, standard deviations and minimum, maximum values for satisfaction with Promotion opportunities component – Sourced from SPSS Data Analysis.


1 Good chance for promotion 32 2.13 1.04 1 5

2 Dead-end Job 32 3.75 0.92 2 5

3 Promotion on Ability 32 2.41 0.76 1 4

4 Good opportunities for promotion 32 2.41 0.91 1 4

5 Unfair Promotion Policy 32 2.97 1.09 1 5

Table 5-4 presents the item mean and standard deviation scores obtained for

the satisfaction with promotion opportunities. In general, respondents did not

feel they were in a dead-end job. Respondents disagreed that their promotion

prospects were limited although mildly. Respondents seem to have an issue

with the promotion policy of the organization.

Table 5-5 Item means, standard deviations and minimum, maximum values for satisfaction with Supervisor component – Sourced from SPSS Data Analysis.


1 Praises Good Work 32 2.0 0.80 1 4

2 Annoying Supervisor 32 3.72 0.96 2 5

3 Diplomatic Supervisor 32 2.41 0.80 1 5

4 Bad Supervisor 32 3.94 0.72 2 5

5 Up-to-date Supervisor 32 2.13 0.79 1 4


42

Table 5-5 presents the item means and standard deviation scores obtained for

the satisfaction with supervisor components. In general, respondents were

positively disposed towards their supervisors.

Table 5-6 Item means, standard deviations and minimum, maximum values for satisfaction with Co-workers component – Sourced from SPSS Data Analysis.


1 Helpful 32 1.91 0.47 1 3

2 Boring 32 3.88 0.71 2 5

3 Intelligent 32 1.88 0.49 1 3

4 Lazy 32 4.03 0.65 2 5

5 Responsible 32 1.66 0.60 1 3

Table 5-6 presents the item mean and standard deviation scores obtained for

the satisfaction with co-workers component. In general, respondents were

satisfied with their co-workers.

Table 5-7 Item means, standard deviations and minimum, maximum values for overall Job Satisfaction – Sourced from SPSS Data Analysis.


1 Good 32 1.50 0.51 1 2

2 Undesirable 32 4.22 0.66 2 5

3 Better than most 32 1.66 0.48 1 2

4 Makes me content 32 2.03 0.60 1 4

5 Excellent 32 1.94 0.72 1 4

6 Enjoyable 32 1.84 0.72 1 4

7 Poor 32 4.28 0.46 4 5

Table 5-7 presents the item means and deviation scores obtained for the

overall job satisfaction component. In general, respondents seem to be satisfied

with their job in general.

5.3.3 TRAINING SATISFACTION AND TRAINING OBJECTIVES SATISFACTION

Section B of the questionnaire solicited information concerning the extent of

agreement or disagreement with statements about training and also to what

extent training has accomplished stated objectives. Statements about training


43

consists of six items on a response scale of 1 to 5 where 1 represents strong

agreement with the statement and 5, strong disagreement. Therefore, the

higher the mean, the stronger the disagreement with the item concerned and

the lower the mean, the stronger the agreement. Training objectives consists of

four items on a response scale of 1 to 5 where 1 represents very satisfied and

5, very dissatisfied. Therefore, the higher the mean, the stronger the

dissatisfaction with the item concerned and the lower the mean, the stronger

the satisfaction. For both measures, a mean score of 3 or more indicates

disagreement or dissatisfaction and a mean score of below 3 indicates

agreement or satisfaction.

Table 5-8 Item means, standard deviations and minimum, maximum values for the satisfaction with training scale – Sourced from SPSS Data Analysis.


1 Training met my needs 32 1.72 0.58 1 3

2 Amount of training is satisfactory 32 2.25 0.76 1 4

3 Training received is applicable to job 32 1.75 0.67 1 4

4 The instructors were competent 32 1.59 0.56 1 3

5 The content was relevant and satisfactory

32 1.56 0.56 1 3

6 The training environment was conducive

32 1.59 0.61 1 3

Table 5-8 presents the item means and standard deviation scores for the

satisfaction with training scale. In general, respondents were satisfied with

training.

Table 5-9 Item means, standard deviations and minimum, maximum values for satisfaction with meeting training objectives – Sourced from Data Analysis.


1 Addressing Skill Gaps 32 1.78 0.61 1 3

2 Expanding Existing Knowledge 32 1.69 0.59 1 3

3 Providing just-in-time skill

acquisition

32 1.94 0.67 1 4

4 Improving decision-making 32 1.91 0.69 1 4


44

Table 5-9 presents the item means and standard deviation scores obtained for

the satisfaction with meeting training objectives.

5.3.4 TRAINING PROVISION

Section A of the questionnaire requested respondents to provide information

relating to the training they have received in the past year in the organisation.

These include: how many respondents participated in training, number of

training courses in the past year, total duration of training in the past year,

location of majority of training, type of training and the content of training. For

the training type and training content, respondents were asked to tick as many

varieties they had encountered during the past year.

Part A of Table 5-10 below shows that over half (29) of the respondents

participated in some kind of training over the past year. Part B of the table

reveals the number of training courses undertaken by respondents in the past

year. 8 respondents took part in 1 course, 14 respondents in 2 – 4 courses and

7 in 5 – 7 courses. Part C of the table shows the total duration of training taken

by respondents in the past year. 3 respondents underwent training for less than

a week. The vast majority of respondents (16) underwent training from 1 to less

than 3 weeks. 6 took training for 3 to less than 5 weeks and 4 from between 5

to less than 6 weeks. Part D of the table shows the location of majority of the

training received by the respondents. Majority of the training received by

respondents was carried out internally by internal trainers. 7 respondents

received training internally by external trainers. Also, four respondents

participated in off-site training carried out by internal trainers while another six

respondents participated in off-site training conducted by external trainers.


45

Table E shows the type of training received by respondents in the past year.

Formal training (class lectures) by external trainers constituted the most

common type of training experienced by respondents. The next common type is

formal training (class lectures) by internal trainers. Respondents also engaged

in self-study which was the third most common type of training. Other types of

training undergone by respondents include informal training by

supervisor/manager, informal training by co-workers and E-learning. Part F of

the table shows the content of training encountered by respondents. The most

common content was identified as training tailored to different departmental

functions of the Bank. The second most common content was personal skills

training. Respondents also participated in health and safety training. Also,

respondents took part in induction/orientation courses and training related to

using productivity tools like Microsoft Office.


46

Table 5-10 Descriptive statistics for training provision – Sourced from SPSS Data Analysis.

(A) Training Participation Response Count

1 Yes 29

2 No 3

(B) Number of training courses

1 1 course 8

2 2 – 4 courses 14

3 5 – 7 courses 7

(C) Duration of Training

1 < 1 week 3

2 1 to less than 3 weeks 16



(D) Location of Training

On-the-job (inhouse) by internal trainers 12

On-the-job (inhouse) by external trainers 7

Off-the-job (external) by internal trainers 4

Off-the-job (external) by external trainers 6

(E) Type of Training

Self-study 13

Formal training (class lectures) by internal trainers 19

Formal training (class lectures) by external trainers 32

Informal training by supervisor/manager 11

Informal training by co-workers 8

E-learning 7

(F) Content of Training

Induction/Orientation courses 5

Health and Safety Training 16

Functional Training (Departmental functions) 31

Productivity tools (Microsoft Office) 7

Personal Skills training 20

5.4 TESTING THE HYPOTHESES (INFERENTIAL STATISTICS)

This section of the chapter involves hypotheses testing for possible

relationships between the independent and dependent variables of this

research study, so as to build a foundation for subsequent analysis and

interpretation of data in Chapter Six.

5.4.1 Training and Job Satisfaction

Hypothesis one stated that: There will be a positive correlation between

training and job satisfaction.


47

Table 5-11 Correlation of Number of Days Spent in Training Against Overall Job Satisfaction – Sourced from SPSS Data Analysis.

Number of

Days in

Training

Overall Job

Satisfaction

Spearman's rho

Number of Days in

Training

Correlation Coefficient 1.000 .044

Sig. (2-tailed) . .821

N 29 29

Overall Job Satisfaction

Correlation Coefficient .044 1.000

Sig. (2-tailed) .821 .

N 29 32

Table 5-11 shows the results of the Spearman‟s rho correlation between the

number of days spent in training and overall job satisfaction. The results

indicate a weak, positive correlation between the two variables as a result of the

positive value of the correlation coefficient (.044). The positive relationship

between these two variables seems to indicate that as the number of training

days increases, job satisfaction increases. Therefore, the hypothesis is not

rejected.

5.4.2 Satisfaction with Training and Overall Job Satisfaction

Hypothesis two stated that: there will be a positive correlation between

satisfaction with training and overall job satisfaction.

Table 5-12 shows the results of the Spearman‟s rho correlation between

satisfaction with training and overall job satisfaction. The results indicate a

weak, negative correlation between the two values as a result of the negative

value of the correlation coefficient (-.012). The negative relationship between

the two variables suggests that as satisfaction with training increases, overall

job satisfaction decreases. Therefore, the hypothesis is rejected.


48

Table 5-12 Correlation of Satisfaction with Training Against Overall Job Satisfaction – Sourced from SPSS Data Analysis.

Training

Satisfaction

Overall Job

Satisfaction

Spearman's rho

Training Satisfaction

Correlation Coefficient 1.000 -.012

Sig. (2-tailed) . .949

N 32 32


Correlation Coefficient -.012 1.000

Sig. (2-tailed) .949 .

N 32 32

5.4.3 Gender and Job Satisfaction

Hypothesis three stated that: there will be no significant difference in the

job satisfaction levels of males and females.

Tables 5-13 – 5-15 presents the mean ranks, test statistics and median ranks of

the Mann-Whitney U test respectively. The results revealed no significant

difference in the job satisfaction levels of males ((Md = 2, n =27) and females

(Md = 1.5, n = 5), U = 49.5, z = –.994, p = .32. Therefore, the null hypothesis is

accepted.

Table 5-13 Mean ranks of Mann-Whitney U Test for Gender and Job Satisfaction – Sourced from SPSS Data Analysis.

Gender N Mean Rank Sum of Ranks


1 Male 27 17.17 463.50

2 Female 5 12.90 64.50

Total 32


49

Table 5-14 Test Statistics

b for Mann-Whitney U Test for Gender and Job Satisfaction – Sourced

from SPSS Data Analysis.

Overall Job

Satisfaction 3

Mann-Whitney U 49.500

Wilcoxon W 64.500

Z -.994

Asymp. Sig. (2-tailed) .320

Exact Sig. [2*(1-tailed

Sig.)] .361

a

a. Not corrected for ties.

b. Grouping Variable: Gender

Table 5-15 Median Ranks for Mann-Whitney U Test – Sourced from SPSS Data Analysis.

Gender N Median

1 Male 27 2.0000

2 Female 5 1.5000

Total 32 2.0000

5.4.4 Age and Job Satisfaction

Hypothesis four stated that: there will be no significant difference in job


Tables 5-16 to 5-18 presents the mean ranks, test statistics and median ranks

of the Kruskal-Wallis Test respectively. The results of the test revealed no

statistically significant differences in job satisfaction across four different age

groups (Gp1; n = 2: 22 – 29yrs; Gp2; n = 9: 30 – 39yrs; Gp3; n = 9: 40 – 49yrs;


50

Gp4; n = 12: 50 – 59yrs), χ2 (3, n = 32) = 2.336, p = .506. As a result, the null

hypothesis is accepted.

Table 5-16 Mean Ranks of Kruskal-Wallis H test for Age and Job Satisfaction – Sourced from SPSS Data Analysis.

Age N Mean Rank


1 22-29 2 13.50

2 30-39 9 14.50

3 40-49 9 20.17

4 50-59 12 15.75

Total 32


a,b of Mann-Whitney U test for Age and Job Satisfaction – Sourced

from SPSS Data Analysis

Overall Job

Satisfaction 3

Chi-Square 2.336

df 3

Asymp. Sig. .506

a. Kruskal Wallis Test

b. Grouping Variable: Age

Table 5-18 Median Ranks of Kruskal-Wallis test for Age and Job Satisfaction – Sourced from SPSS Data Analysis.

Age N Median

1 22-29 2 1.7500

2 30-39 9 1.5000

3 40-49 9 2.0000

4 50-59 12 2.0000

Total 32 2.0000


51

5.4.5 Educational Levels and Job Satisfaction

Hypothesis five stated that: there will be no statistically significant

differences in job satisfaction levels across different educational levels.

Table 5-19 Mean Ranks using Kruskal-Wallis test for Educational Levels and Job Satisfaction – Sourced from SPSS Data Analysis.

Highest Educational Level N Mean Rank


1.00 West African Senior

School Certificate 2 19.50

2.00 Bachelor of Science

(B.Sc) 7 14.36

3.00 Ordinary National

Diploma (OND) 1 31.50

4.00 Higher National

Diploma (HND) 8 13.50

5.00 Masters of Science

(M.Sc) 11 18.41

6.00 Doctor of Science

(Ph.D) 1 19.50

7.00 Masters of Business

Administration (MBA) 2 13.50

Total 32


a,b using Kruskall-Wallis test for Educational Levels and Job

Satisfaction – Sourced from SPSS Data Analysis.

Overall Job

Satisfaction 3

Chi-Square 5.324

df 6

Asymp. Sig. .503


b. Grouping Variable: Highest

Educational Level


52

Table 5-21 Median Ranks using Kruskal-Wallis test for Educational Levels and Job Satisfaction – Sourced from SPSS Data Analysis.

Highest Educational Level N Median

1.00 West African Senior

School Certificate 2 2.0000

2.00 Bachelor of Science

(B.Sc) 7 1.5000

3.00 Ordinary National

Diploma (OND) 1 3.0000

4.00 Higher National

Diploma (HND) 8 2.0000

5.00 Masters of Science

(M.Sc) 11 2.0000

6.00 Doctor of Science

(Ph.D) 1 2.0000

7.00 Masters of Business

Administration (MBA) 2 1.7500

Total 32 2.0000

Tables 5-19 to 5-21 present the mean ranks, test statistics and median ranks of

the Kruskal-Wallis H test. The results of the test revealed no statistically

significant differences in job satisfaction across educational levels (Gp1; n = 2:

WASSCE; Gp2; n = 7: BSc; Gp3; n = 1: OND; Gp4; n = 8: HND; Gp5; n = 11:

MSc; Gp6; n = 1: PhD; Gp7; n = 2: MBA), χ2 (6, n = 32) = 5.324, p = .503. As a

result, the null hypothesis is accepted.

5.4.6 Length of Service and Job Satisfaction

Hypothesis six stated that: there will be no statistically significant

differences in job satisfaction across length of service levels.


53

Tables 5-22 to 5-24 presents the mean ranks, test statistics and median ranks

of the Kruskal-Wallis H test. The results of the test revealed no statistically

significant differences in job satisfaction across work experience levels (Gp1; n

= 9: 1 – 7yrs; Gp2; n = 7: 8 – 14yrs; Gp3; n = 4: 15 – 21yrs; Gp4; n = 5: 22 –

28yrs; Gp5; n = 7: 29 – 33yrs), χ2 (4, n = 32) = 7.047, p = .133. Therefore, the

null hypothesis is accepted.

Table 5-22 Mean Ranks using Kruskal-Wallis test for Length of Service and Job Satisfaction – Sourced from SPSS Data Analysis.

Length of

Service in

Organisation N Mean Rank


1 1 - 7 years 9 12.17

2 8 - 14 years 7 23.36

3 15 - 21 years 4 16.50

4 22 - 28 years 5 13.50

5 29 - 33 years 7 17.36

Total 32


a,b using Kruskal-Wallis test for Length of Service and Job Satisfaction

– Sourced from SPSS Data Analysis.

Overall Job

Satisfaction 3

Chi-Square 7.047

df 4

Asymp. Sig. .133


b. Grouping Variable: Length of

Service in Organisation.


54

Table 5-24 Median Ranks using Kruskal-Wallis test for Length of Service and Job Satisfaction – Sourced from SPSS Data Analysis.

Length of

Service in

Organisation N Median

1 1 - 7 years 9 1.5000

2 8 - 14 years 7 2.5000

3 15 - 21 years 4 2.0000

4 22 - 28 years 5 2.0000

5 29 - 33 years 7 2.0000

Total 32 2.0000

5.5 CHAPTER SUMMARY

In general, this chapter presented the overview of the respondents‟

demographic profile and the constructs examined in this study. As presented in

Table 5-1, the majority of respondents in the study were: a) male (n = 27,

84.4%); b) employees aged between 50 and 59 (n = 12, 37.5%) with 9

respondents reported both for respondents aged between 30 and 39 and

between 40 and 49; c) employees with Masters of Science (MSc) qualifications

(n = 11, 34.4%); d) employees with 1 to 7 years of working experience (9,

28.1%); e) employees with 1 to 7 years of service to the organization (9,

28.1%); and f) employees with 1 to 7 years working in the current role (16,

50%).

Descriptive findings of the constructs show that employees were generally

satisfied with aspects of their job identified in the study – work, pay, promotion,

supervisor and co-workers, although mean scores for items on the pay and


55

promotion scales suggested slight reservations with being well-paid (M = 3.00)

and the promotion policy of the organization (M = 2.97). Additionally, employees

were satisfied with the training they received and generally agreed that training

achieved stated objectives.

With regards to the training provided in the past year, the vast majority of

respondents a) participated in training (29, 90.6%); b) received 2 to four training

courses in the past year (14, 48.3%); c) spent 1 to less than 3 weeks in training

during the past year (16, 55.17%); d) underwent training within the company

premises (12, 37.5%); e) underwent formal training in a classroom setting by

external trainers; f) received training suited to their departmental duties.

Six hypotheses were tested. The results suggest a positive relationship exist

between training and overall job satisfaction while a negative relationship exists

between satisfaction with training and overall job satisfaction. There were no

statistically significant differences across job satisfaction levels in terms of age,

gender, educational levels and work experience. The next chapter presents the

discussion of research findings in answering the research questions presented

in Chapter One.

Chapter Six: Discussion

56

Chapter 6 - DISCUSSION

6.1 INTRODUCTION

After testing the hypotheses in Chapter Five, this chapter discusses the findings

of this research. The chapter discusses three main issues: the relationship

between training and job satisfaction is discussed. This is followed by a

discussion of the relationship between training satisfaction and job satisfaction.

The third issue deals with job satisfaction in terms of gender, age, level of

education and length of service.

6.2 DISCUSSION OF HYPOTHESIS ONE

The first hypothesis sought a relationship between training and job satisfaction.

From the results of the study, there was a weak, positive correlation between

training and overall job satisfaction. This is consistent with similar studies

examining training and job satisfaction (Burgard and Gorlitz, 2010; Georgellis

and Lange, 2007; Jones et al. 2008) although these studies showed a

significant correlation. Majority of respondents surveyed had undergone training

in the past year. Training provided by the Bank included formal (classroom- led)

and informal training (by supervisor/manager or co-workers). It appears that

employees who participate in these training activities are likely to experience

job satisfaction, which is mediated by having experienced and knowledgeable

trainers, well-designed courses and a conducive training environment.

Organisations with employees who are satisfied with their jobs are likely to

suffer less from staff turnover and witness higher levels of staff retention.


57

6.3 DISCUSSION OF HYPOTHESIS TWO

The second hypothesis sought a relationship between training satisfaction and

job satisfaction. From the results of the study, there was a negative correlation

between the two variables indicating that as satisfaction with training increases,

job satisfaction decreases. This is inconsistent with the result from Schmidt‟s

(2007) study. This could be due to the fact that employees were not being

trained using their preferred mode of training or the training received was not

applicable to their job. The Bank should pay more attention to their trainng

activities because employees who are satisfied with their jobs are likely to be

more committed to their organizations (Tansky and Cohen, 2001).

6.4 DISCUSSION OF HYPOTHESES THREE

The third hypothesis stated that there will be no statistically significant

difference in the job satisfaction levels of males and females. Although no

conclusive evidence has been presented with regards to levels of job

satisfaction among men and women (Okpara, 2004), it was expected that

women would be more satisfied than men. According to the results, no

statistically significant difference was found. Males comprise the majority of the

respondents surveyed aged between 50 and 59. As a result, this may have

affected the results. Additionally, the number of females (5) surveyed may also

have affected the research.

6.5 DISCUSSION OF HYPOTHESIS FOUR

The fourth hypothesis stated that there will be no statistically significant

difference in the job satisfaction levels of different age groups. From the results

of the study, no differences were found. This is inconsistent with most findings


58

in the literature which generally point to a relationship between age and job

satisfaction.

6.6 DISCUSSION OF HYPOTHESIS FIVE

The fifth hypothesis stated that there will be no statistically significant difference

in the job satisfaction levels of employees across differing educational levels.

The results of this study indicate that no difference was found. This proved

inconsistent with research carried out in this field (Falcone, 1991; Koustelios,

1991).

6.7 DISCUSSION OF HYPOTHESIS SIX

The sixth hypothesis stated that there will be no statistically significant

difference in the job satisfaction levels of employees across differing length of

service levels. No statistically significant difference was found.

6.8 CHAPTER SUMMARY

This chapter has discussed the findings of this research, albeit briefly.

Chapter Seven: Conclusion

59

Chapter 7 - CONCLUSION

7.1 INTRODUCTION

The overall aim of this study was to examine if a relationship existed between

training and job satisfaction among bank employees at the Central Bank of

Nigeria (CBN). The research questions include: a) What is the relationship

between training and job satisfaction? b) What is the relationship between

training satisfaction and job satisfaction? c) Are there significant differences in

job satisfaction levels across age, gender, educational levels and working

experience levels. This chapter will revisit the research questions above with a

view to drawing conclusions based on the findings. Limitations of the study as

well as recommendations concerning training in the workplace are given as well

as a section reflecting on the research process that has been undertaken.

7.2 CONCLUSION

In terms of the stated research questions, the following empirical findings

emerged: a) there is a positive relationship between training and job satisfaction

concerning employees surveyed at the Central Bank of Nigeria; b) there is a

negative relationship between training satisfaction and job satisfaction

concerning employees surveyed at the Central Bank of Nigeria; c) no significant

differences were found in job satisfaction levels of surveyed employees in the

Central Bank of Nigeria as regards age, gender, educational qualifications and

work experience levels.


60

7.3 LIMITATIONS OF THE STUDY

The limitations of the study are as follows: a) the study utilised a convenience

sampling method which affects the generalizability of the results of the

research; b) sole mode of data collection was through questionnaires where

issues such as response bias may have been encountered; c) small sample

size of 32 respondents; d) limited timescale in which to complete the project; e)

lack of experience and practical knowledge of conducting interviews, statistical

analysis; f) no control groups were used to ascertain pre- or post-training

changes; g) the research was also limited by word count.

7.4 RECOMMENDATIONS

As per the comments from employees on how training should be improved, it is

recommended to the management of the company that: a) the Bank should

refer to individual training needs of each employee before conducting training;

b) the duration of the training courses should be lengthened as some

employees felt they were too short; c) the training content should be more

relevant to their jobs and there should be more hands-on training rather than

instructional and; d) there should be opportunity for feedback after every

training session.

7.5 SUGGESTIONS FOR FUTURE RESEARCH

Future research directions in this area may choose to replicate this research

using a probability sampling technique, larger sampling size and use control

groups (before/after training). Additionally, the measurement of the various

concepts could be more robust by carrying out interviews. Also the effects of


61

variables, such as job level and working conditions, on job satisfaction may be

researched.

7.6 SELF-REFLECTION

Looking back, several issues have arisen in the research process. the first

issue concerns the topic selection. I could not find a topic that interests me and

therefore chose a topic that has not been sufficiently covered by other

academics. This had implications for the literature review, methodology and the

discussion chapters. The next issue was keeping to personal deadlines and

procrastination. I couldn‟t complete one chapter at a time and had multiple

chapters in varying stages of completion. The third issue relates to the

questionnaire administration period which was limited to two weeks (2 weeks).

My advice to other students would be the following: a) choose a topic that has

been covered in the literature extensively; b) try as much as possible to

complete one chapter before going to another; c) if using a questionnaire,

construct and administer it earlier in the research period; d) if using quantitative

methods, read widely on the subject; e) try as much as possible to conclude the

research within the stipulated period as taking any extensions may lead to lack

of motivation and the urge to “get it out of the way” and; e) adhere to chapter

submission deadlines agreed by yourself and your supervisor.

62

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Union and Non union Work Groups. Industrial and Labor Relations Review, 38

(3), pp.408-420.

Acton, T. and Golden, W., 2003. Training the knowledge worker: a descriptive

study of training practices in Irish software companies. Journal of European

Industrial Training, 27 (2), pp.137-146

Addison, J. T. and Belfield, C. R. 2004. Unions, training, and firm performance:

evidence from the British Workplace Employee Relations Survey. Discussion

Paper No. 1264. The Institute for the Study of Labour (IZA).

Al-Ajmi, R. 2001. The effect of personal characteristics on job satisfaction: a

study among male managers in the Kuwait oil industry, International Journal of

Commerce & Management, 11 (3), pp. 91-101.

Al-Ali, A.A.S., 1999. Human Resource Development Training and Development

Practices and related organisational factors in Kuwaiti organisations.. Ph.D.

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APPENDIX ONE

72

73

74

75

76

77

78

79

80

Final Project

Documents

ordinary national

cronbach alpha

rural northwest

primary school

square df

convenience

principal

affect organizational