Final Draft Thesis in HRM and Industrial Relations

TRAINING AND EMPLOYEE PERFORMANCE IN THE HEALTH SECTOR:
THE CASE OF POPULATION SERVICES INTERNATIONAL (PSI)

BLANTYRE OFFICE
MASTER OF ARTS IN HUMAN RESOURCES MANAGEMENT AND
INDUSTRIAL RELATIONS THESIS
KELVIN KHOLOMA
UNIVERSITY OF MALAWI
CHANCELLOR COLLEGE
JANUARY, 2020
TRAINING AND EMPLOYEE PERFORMANCE IN THE HEALTH SECTOR:
THE CASE OF POPULATION SERVICES INTERNATIONAL (PSI)
BLANTYRE OFFICE
MASTER OF ARTS IN HUMAN RESOURCES MANAGEMENT AND
INDUSTRIAL RELATIONS THESIS
By
KELVIN KHOLOMA
Thesis Presented to the Department of Political Studies in partial fulfillment of an
Award of Master’s in Human Resources Management and Industrial Relations
University of Malawi
Chancellor College
January, 2020
DECLARATION
I, the undersigned, declare that this is my original work and has not been submitted to
any other college, institution or university other than University of Malawi, Chancellor
College, Department of Political Sciences for academic credit.
KELVIN KHOLOMA
__________________________________
Full Legal Name
_______________________________
Signature
______________________________
Date
CERTIFICATE OF APPROVAL
This research project report has been presented for examination with my approval as
the appointed supervisor.
Signed: ________________________ Date: _________________________

Prof. Mustafa Hussein PhD
DEDICATION
This work is dedicated to God Almighty, the Source and Supplier of all Potential, the
Omnipotent One, the Father and Lord of all creation, and His Son, my Lord and
Saviour, Jesus Christ, and my personal Counselor, the Holy Spirit Who made it possible
for me to get to this stage in my academic pursuit

ACKNOWLEDGMENT
I would like to sincerely recognize and appreciate the efforts of people too numerous
to mention who have contributed immensely in one way or the other towards the
successful completion of this research work. First and foremost, my unreserved thanks
go to my supervisor, Prof. Hussein, whose motivation, advice, guidance and thorough
supervision helped me a great deal in producing this work. You taught me not only how
‘‘to see the wood from the trees’’ but also gave me invaluable feedback in ensuring that
each chapter flowed smoothly. The completion of this research attests your mentoring
prowess.
Secondly, to my lovely neighbor, Hanif for helping me with data cleaning, analysis and
helping me learn ANOVA. Without your assistance with ANOVA this work could not
have been completed.
Thirdly, my sincere appreciation and gratitude to my best friend, Noriah Tadala

Katungwe for not only your technical support and guidance in terms of research
methodology and problem statement development but also your moral and continued
encouragement to me during the whole duration of the research and ensure its
completion. Your support was invaluable my dear.
Finally, I give all the glory to God for his abundant grace and mercies towards me. His
mercies upon my life will never come to an end.
ABSTRACT
Employees are a major asset of every institution. The accomplishment of any

organization depends on its employee performance and capabilities. Training although
a significance expense to the organization improves employee’s skills and performance
and at the same time help them to tackle the challenges of today’s competitive business
environment. This research aimed to see the effect of training on employee performance
in non-government organisations in the health sector of Malawi using Population
Services International (PSI) as a case study. The independent variables were training
and over-training while employee performance was a dependent variable. Employee
engagement and employee job satisfaction were used as levers of employee
performance. The study also considered influence of gender, management position,
department, age and education level on opinions of respondents given. 128
questionnaires were distributed to PSI employees using self-administered
questionnaires using stratified sampling to ensure equal representation of the categories
of the population in the study sample with a response rate of 92%. 5 key informant
interviews were also conducted using purposive sampling. The data collected was
carefully analysed in the SPSS using descriptive statistics and ANOVA to represent the
raw data in a meaningful manner. The results show a positive relationship exists
between training and development while a negative relationship exist between over
training and employee performance although not conclusive.
vi
TABLE OF CONTENTS
ABSTRACT .................................................................................................................. vi
TABLE OF CONTENTS .............................................................................................vii
LIST OF FIGURES .....................................................................................................xii
LIST OF TABLES ......................................................................................................xiii
CHAPTER ONE ............................................................................................................ 1
INTRODUCTION ......................................................................................................... 1
1.1 Introduction .......................................................................................................... 1
1.2 Problem Statement ............................................................................................... 5
1.3 Objectives of the Study ........................................................................................ 7
1.4 Research Questions .............................................................................................. 8
1.5 Hypothesis ............................................................................................................ 8
1.6 Justification of the study ...................................................................................... 9
1.7 Organisation of the study ..................................................................................... 9
1.8 Chapter Summary............................................................................................... 10
CHAPTER TWO ......................................................................................................... 11
LITERATURE REVIEW ............................................................................................ 11
2.1 Introduction ........................................................................................................ 11
2.2 Definition of Key Concepts of Training and Development ............................... 11
2.3 Theoretical Foundation ...................................................................................... 14
2.4 Training and Development and Employee Performance ................................... 15
2.4.1 Training and Development Overview .......................................................... 15
vii
2.4.2 Role and Purpose of Training and Development ........................................ 16
2.4.3 Benefits of Training and Development ........................................................ 17
2.4.4 Training, and Development Process ........................................................... 19
2.5 Training and Development Policies ................................................................... 21
2.5.1 Relationship between Training and Development and Employee ..................
Performance……………………………………………………………………. ............ 22
2.5.2 Training and Development, Employee Engagement and ............... Employee
Performance………………………………………………………………. ................... 25
2.5.3 Training, Job Satisfaction and Employee performance .............................. 28
2.6 Problems Faced by Training and Development ................................................. 31
2.6.1 Poor Evaluation of Training and Development Programs ......................... 31
2.6.2 Over Training of Employees ........................................................................ 31
2.7 Conceptual Framework ...................................................................................... 33
2.8 Chapter Summary............................................................................................... 34
CHAPTER THREE ..................................................................................................... 35
RESEARCH METHODOLOGY................................................................................. 35
3.1 Introduction ........................................................................................................ 35
3.2 Research Design ................................................................................................. 35
3.3 Study Population ................................................................................................ 36
3.4 Sampling............................................................................................................. 37
3.4.1 Sampling Frame .......................................................................................... 37
3.4.2 Sampling Technique .................................................................................... 37
3.4.3 Sample Size .................................................................................................. 38
3.5 Data Collection Method ..................................................................................... 39
3.6 Data Collection Tools......................................................................................... 40
viii
3.6.1 Questionnaire .............................................................................................. 40
3.6.2 Key Informant interviews............................................................................. 41
3.6.3 Secondary documents .................................................................................. 42
3.7 Data Analysis ..................................................................................................... 42
3.8 Ethical and Legal Consideration ........................................................................ 42
3.9 Scope of the Study.............................................................................................. 43
3.10 Profile of PSI Malawi....................................................................................... 43
3.11 Chapter Summary............................................................................................. 43
CHAPTER FOUR ........................................................................................................ 44
FINDINGS, ANALYSIS AND DISCUSSIONS ......................................................... 44
4.1 Introduction ........................................................................................................ 44
4.1.1 Demographics of the Respondents .............................................................. 44
4.1.2 Gender Distribution of Respondents ........................................................... 44
4.1.3 Management Positions of Respondents ....................................................... 46
4.1.4 Department of Respondents ......................................................................... 46
4.1.5 Educational levels of respondents ............................................................... 47
4.1.6 Age Group of Respondents .......................................................................... 48
4.1.7 Work Experience of Respondents ................................................................ 49
4.1.8 Frequency of Training of Respondents ........................................................ 49
4.1.9 Training Attended in the Last 12 Months by Respondents .......................... 50
4.2 Existence of Training and Development Policies .............................................. 51
4.2.1 Awareness of Training and Development Policies and Procedures ........... 51
4.2.2 Review and Evaluation of Training and Development Policies and ..............
Procedures………………………………………………………………….. ................. 52
4.2.3 Implementation of Training and Development Policies and Procedures.... 53
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4.2.4 Relationship between Training and Development Policies and Procedures
and Business Strategy…………………………………………………… .................... 54
4.2.5 Effectiveness of Training and Development Policies and Procedures on
Employee Performance………………………………………………………. ............. 54
4.3 Training and Employee Engagement ................................................................. 56
4.3.1 Training and Employee Engagement in Change Process ........................... 56
4.3.2 Training and Employee Engagement in Innovation .................................... 58
4.3.3 Training and Employee Engagement for Better Performance .................... 61
4.3.4 Training and Employee Engagement in terms of Employee ...........................
Enthusiasm……………………………………………………………. ......................... 64
4.4 Training and Employee Job Satisfaction ............................................................ 66
4.4.1 Training on Employee Job satisfaction through Work Relationships ......... 66
4.4.2 Training on Employee Job satisfaction through Scope of Using Own
Initiative and Skills………………………………………………………………. ......... 68
4.4.3 Training on Employee Job satisfaction through Pay and Promotion ............
Potential………………………………………………………………………................ 71
4.4.4 Training on Employee Job satisfaction through Work Activities ................ 73
4.5 Over Training and Employee Performance ........................................................ 76
4.5.1 Existence of Over Training in the organisation .......................................... 76
4.5.2 Over Training and Employee Engagement ................................................. 78
4.5.3 Over Training and Employee Job satisfaction ............................................ 81
4.5.4 Over Training and Employee Commitment and Attitude ............................ 83
4.6 Chapter Summary............................................................................................... 86
CHAPTER FIVE ......................................................................................................... 87
CONCLUSIONS AND RECOMMENDATIONS ...................................................... 87
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5.1 Introduction ........................................................................................................ 87
5.2 Summary Findings ............................................................................................. 87
5.2.1 Training and Development Policies and Procedures .................................. 87
5.2.2 Employee Training and Engagement .......................................................... 88
5.2.3 Employee Training and Job Satisfaction ..................................................... 89
5.2.4 Over Training, Employee Engagement, Job Satisfaction and Employee .......
Commitment……………………………………………………………………… .......... 90
5.3 Conclusion.......................................................................................................... 92
5.3.1 Employee Training and Engagement .......................................................... 92
5.3.2 Employee Training and Job Satisfaction ..................................................... 93
5.3.3 Over Training, Employee Engagement, Job Satisfaction and Employee
Commitment………………………………………………………………… ................. 93
5.4 Recommendations .............................................................................................. 94
5.5 Recommendations for Further Research ............................................................ 95
5.6 Limitations of the Study ..................................................................................... 96
REFERENCES ............................................................................................................ 97
APPENDICES ........................................................................................................... 100
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LIST OF FIGURES
Figure 1: Gender Distribution of Respondents ............................................................ 45
Figure 2: Management Position Distribution of Respondents ..................................... 46
Figure 3: Department Distribution of Respondents ..................................................... 47
Figure 4: Level of Education Distribution of Respondents ......................................... 47
Figure 5: Age Group Distribution of Respondents ...................................................... 48
Figure 6 : Work experience Distribution of Respondents ........................................... 49
Figure 7: Frequency of Training of Respondents ........................................................ 50
Figure 8: Training Attended in the Last 12 Months by Respondents .......................... 51
Figure 9: Awareness of Existence of T & D Policies & Procedure ............................. 52
Figure 10: Review of T & D Policies .......................................................................... 52
Figure 1: T & D Policies Implementation…………………………………………....53
Figure 12: Relationship between T & D Policies and Business Strategy .................... 54
xii
LIST OF TABLES
Table 1:Staff Distribution ............................................................................................ 36
Table 2: Sampling Size Distribution ............................................................................ 39
Table 3: Gender Distribution of Respondents According to Management levels ....... 45
Table 4: Effectiveness of Training and Development Policies in supporting Employee
Performance of Respondents .......................................................................... 55
Table 5: Training and Employee Engagement in Change Process of Respondents .... 56
Table 6: ANOVA Training and Employee Engagement in Change Process ............... 57
Table 7: Cross Tabulation of Management level-numbers .......................................... 58
Table 8: Training and Employee Engagement in Innovation ...................................... 59
Table 9: ANOVA for Training and Employee Engagement in Innovation ................. 60
Table 10: Cross Tabulation of Management level ....................................................... 61
Table 11: Training and Employee Engagement for Better Performance ..................... 62
Table 12: ANOVA for Training and Employee Engagement for Better Performance 63
Table 14: Training, Employee Engagement and Employee Enthusiasm ..................... 64
Table 15: ANOVA for Training, Employee Engagement and Enthusiasm ................. 65
Table 17: Training on Employee Job satisfaction through Work Relationships ......... 66
Table 18: ANOVA for Training on Employee Job satisfaction through Work
Relationships ............................................................................................... 67
Table 19: Cross Tabulation of Management level ...................................................... 68
Table 20: Training on Employee Job satisfaction through Scope of Using Own
Initiative....................................................................................................... 69
xiii
Table 21: ANOVA for Training on Employee Job satisfaction through Scope of Using
Own Initiative .............................................................................................. 70
Table 23: Training on Employee Job satisfaction through Pay and Promotion Potential
...................................................................................................................................... 72
Table 24: ANOVA for Training on Employee Job satisfaction through Pay and
Promotion Potential ..................................................................................... 72
Table 26: Training on Employee Job satisfaction through Work Activities ............... 74
Activities ..................................................................................................... 75
Table 29: Existence of Over Training in the organisation ........................................... 76
Table 30: ANOVA for Existence of over Training in the organisation ...................... 77
Table 32: Over Training and Employee Engagement.................................................. 79
Table 33: ANOVA for Over Training on Employee Engagement .............................. 80
Table 35: Over Training and Employee Job satisfaction ............................................. 81
Table 36: ANOVA for Over Training and Employee Job satisfaction ........................ 82
Table 38: Over Training and Employee Commitment ................................................ 84
Table 39: ANOVA for Over Training and Employee Commitment and Attitude ...... 85
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CHAPTER ONE
INTRODUCTION
The main purpose of this study is to assess the effects of Training and Development on
Employee Performance in the NGOs based in the health sector in Malawi using
Population International Services as a case study.
This chapter one outlines the introduction, problem statement, main and specific
objectives of the study. The chapter continues by highlighting the research questions
and hypothesizes, significance and organization of the study before summarizing the
chapter.
1.1 Introduction
Training is a learning experience which seeks a relatively permanent change in the
individual that will improve his ability to perform his job well. Training and
development have become an indispensable strategic tool for enhancing employee
performance. Organisations have kept increasing their training budget with the belief
that skilled and competent human resources will help them earn a competitive edge
over their rivals. The argument been the possession of human resources with unique
skills that cannot be easily copied by competitors provides the competitive edge. In the
health sector, training and development has become the most important factor because
of the belief that it increases the efficiency and the effectiveness of both employees and
the organisation by enhancing the both skills and competencies of employees resulting
in engaged, satisfied and committed employees. Training helps employees achieve the
organisation objectives.
The ever-growing competitive world and rapidly changing business environment

demand for a lifelong learning as an essential coping strategy. Business environments
which change from time to time calls for continuous upgrading of employee skills and
capabilities to improve on their job performance, growth and the ability to adapt to the
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rapidly changing economic environments for the organization to remain competitive
(Amin et al ., 2013). A skilled human capital resource differentiates a great organization
from a good organization (Rama and Nagurvali, 2012). The need for a link between
organisation business strategy and training and development is of paramount
importance, an organization which combines its strategy and training and development
is regarded as having a good business sense. It is therefore a great strategic concern to
the organization how it manages its people in order to develop their commitment and
produce the best out of them for its benefit.
Pfeifer et al (2011) support above assertion by arguing that apart from schooling,
training and development that result in human capital accumulation after entry into the
labour market is key to economic performance of the organisation. There is an
agreement that formal education system does not adequately teach specific job skills
for a position in a particular organization and very few employees have pre-requisite
skills, knowledge, abilities and competencies needed to work effectively thus the need
for extensive training to acquire the necessary competencies and make substantive
contribution towards organizational goals and growth (Armstrong, 2001). Training is
designed to bridge this gap by providing the learners with the knowledge and skills
needed for their present job (Fitzgerald, 1992).
Elnaga and Imra (2013) further argued that to develop the desired knowledge, skills and
abilities of the employees, to perform well on the job, requires effective training
programs that also affect employee motivation, job satisfaction and commitment. They
argued that organizations provide training in order to prepare their employees to do
their jobs as desired as well as to optimize their employees’ potential. Most
organizations apply long term planning by investing in building new skills in their
workforce, enabling them to cope with the uncertain conditions that may be face in
future, thus, improving employee performance through superior level of motivation and
commitment. Employees when they recognize the organization’s interest in developing
their capabilities through offering training programs, they in turn apply their best efforts
to achieve organisational goals and show high performance on the job. Training and
development is critical in achieving an elastic workforce which is motivated and
committed (Amin et al., 2013).
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Most studies (Kahn, 1990; Paradise, 2008; Berge, 2002; Pettinger, 2002; Onyango &
Wanyoike, 2014; Marie et al, 2007) have shown that there is a significant relationship
between employees’ training and their resultant performance in accomplishing different
tasks. These studies found that those employees who have been trained are more
capable in performing different task and vice versa. Training has shown to have a direct
positive relationship with the employees’ performance. Basically, training is a formal
and systematic modification of behavior through learning which occurs as result of
education, instruction, development and planned experience (Armstrong, 2000). It is
important that training is effective. Studies have proven that costlier but effective
training can save money that is wasted on cheap but inefficient training (Ginsberg,
1997).
Armstrong (2000) argued that trained employees often work better as teams because
everyone is aware of the expectations and can achieve them together smoothly. Trained
employees are also more confident in their performance and decision-making skills. In
addition, employees who receive regular training are more likely to accept change and
come up with new ideas. Employees who learn new skills through training make good
candidates for promotions because they have shown their ability to learn, retain and use
information. Reliable and skilled employees can also be empowered to train other
employees, the fact that reduces pressure for the management team. However, despite
these positive outcomes of training, some scholars have argued differently. Brum
(2007) while acknowledging that training has been used extensively by organizations
as a competitive strategy, notes that there are significant varying debates among
professionals and scholars as to the effect that training has on both employee and
organizational goals. He posits that one school of thought argues that training leads to
an increase in turnover while the other states that training is a tool that can lead to higher
levels of employee retention but regardless of the school of thought, most professionals
agree that employee training is a complex human resource practice that can
significantly impact a company’s success.
Sahinids and Bouris (2008) noted that training has both direct and indirect effects on
employee and organizational performance. Direct effects of training result in improved
employee capabilities and organizational capabilities such as organization’s skills and
knowledge investment in its employees that result in more productive and effective
3
employees. Indirectly effects of training enable employees to handle both current and
future issues and result in high levels of motivation and commitment by the employees.
The outcome of this is appreciative and contented employees for organisation’s
investment in them. Indirect outcomes include engaged employees, job satisfaction,
motivated employees etc.
Employee engagement seen as employees’ willingness and ability to help their

organization succeed, largely by providing discretionary effort on a sustainable basis
affected by both emotional and rational factors relating to work and overall work
experience (Markos & Sridevi, 2010). Training and development to lead to employee
engagement by providing skills and capabilities that enhance employees’ performance
on the job. The result is competent and skillful employees that are able to perform above
average. Employee engagement result in improved employee and organizational
performance. Highly employee engaged organisations have high employee retention as
a result of reduced turnover and reduced intention to leave, productivity, profitability,
growth and customer satisfaction. On the other hand, highly employee disengaged
organisations suffer from waste of effort and bleed talent, earn less commitment from
the employees, face increased absenteeism, less productivity, and reduced operating
margins and net profit margins (Bhatnagar & Biswas, 2010). Employee engagement
improved employee commitment and involvement towards the job and thus creating a
motivated workforce, that will work together to achieve the common goals of the
organization. Engaged employees work harder, are more likely to go above the
requirements and expectations of their work and also tend to feel that their work actually
positively affects their physical and psychological well-being
Job satisfaction is viewed as the extent to which people like or dislike their jobs
(Adesola et al, 2013). Training and development lead to job satisfaction through
provision of skills and capabilities that enables one to perform the job competently.
Training also equips employees with greater understanding and expectations of their
job as such making them to easily achieve their goals and improve relationships with
the organisation (Burgard & Görlitz, 2011). Job satisfaction is a strong predictor of
overall individual well-being and relays on interpersonal skills, work place, pay,
promotions, trainings and relations with co-workers. These factors bring positive
feelings about the job ensuing from assessment of its uniqueness. Employee with a high
4
job satisfaction holds encouraging feelings about the work which enhances individual
and organizational performance
For these reasons organizations are now focusing more on improved productivity from
optimal human resource utilization and thus, investment in training and development
with the ultimate goal to improve human productivity at both the macro and micro
levels. Thus, employee training is becoming a necessity to every organization; training
enables them to carry out their roles and responsibilities efficiently and learn new
things, which will prepare them to take up higher responsibilities efficiently and learn
new things, which will prepare them to take up higher responsibilities in the future.
Training also helps the organisation to achieve those non-direct performances such
engagement, satisfaction and commitment that ensure achievement of direct
performance related tasks such as high productivity.
In the health sector, human resources, skills and expertise are crucial assets that drive
productivity and performance. This is because, as a service industry, the service
provided by the health sector is delivered through its personnel. The personnel (human
resource) in the health sector set the standards for the service. The study therefore seeks
to investigate the effect of training on staff performance in the health sector in Malawi,
in particular, NGOs operating in this sector.
1.2 Problem Statement

It is a well-known fact that training and development enhances employee performance
and productivity in organizations (G.A. Cole, 2002). Training result in a relative
permanent change in the individual that improves their ability to perform their job well.
Well trained and experience employees perform their duties efficiently. Training
ensures an adequate supply of staff that is technically and socially competent and
capable of career development into specialist departments or management positions.
Many organizations in Malawi including Non-governmental organizations (NGOs)

engage in training and development of staff and have departments, units and sectors in
charge of training and development. Population Services International Malawi (PSI) is
one of such organization operating in the health sector that has been training and
developing its staff. PSI has been practicing training and development since its
5
inception and particularly for the past fifteen (15) years. This was borne on the premise
that every employee no matter their educational background or level within the
organisation has to benefit from training and development programs to make them
adapt and perform their jobs better. However, though possessing one of the clear and
comprehensive training and development policy and existence of training programs for
its staff, there has been a concern that training and development activities at PSI are not
well planned or t systematically implemented. It appears that for some years now,
training and development is haphazard, unplanned and do not follow any systematic
process as per their laid down policies. Most of trainings are being conducted and staff
repetitively attend the trainings without a proper system of selecting and evaluating the
effects they have on the overall performance of employees. PSI also faces a problem of
lack of proper mechanism for measuring the effectiveness of training on employee
performance. At the same time, with the provision of so many trainings including
funding for self-development the issue of overtraining has not be considered and
mechanisms of mitigating its effects on employee performance. Most staff have no
advancement to match their added skills and capabilities which is believed to be causing
high labour turnover within PSI.
Apart from quantitatively measuring the number of training conducted for staff, there
has been no systematic way of measuring the return on the investment in training in
terms of employee performance. In few instances where effort has been made to
measure this, the focus has been mostly on numbers than other soft skills manifestation
of trainings such as job satisfaction and employee engagement that has come in as a
result of training initiatives.
The lack of evaluation of training has result in the past few years for PSI to cut the
training and development budgets for staff sighting the lack of benefit to the
organization and rising cost of other organization key operation functions. It has been
reported that there has been severe failure of training and development initiatives
targeting individual employees when related to employee performance. Most of off the
job-trainings have not had the effect that PSI intended.
There appears to be a gap, on training and development initiatives been offered by PSI
and evaluation of the effects that they have on employee performance both directly and
6
indirectly. The lack of proper evaluation of the effect of training and over training on
the employee performance is what has prompted this study. Therefore, this study aims
at addressing this gap by examining the effects of training and development on
employee performance at PSI so as to inform the managers and stakeholders on the
effect of training and development on employee performance in the health sector
including NGOs operating in this sector.
Additionally, the existence of limited number empirical of studies on the influence of

training on indirect employee performance outcomes such as motivation, job
satisfaction, commitment, engagement and withdrawal behaviors was also the
motivation to conduct this study. It has been argued that non-monetary returns on
training are less often examined in empirical literature and the concepts of engagement
and job satisfaction although receiving a great deal of attention in academic circles,
they remained new with relative little academic research conducted on them in sub-
Saharan Africa (Dysvik and Kuvaas, 2008; Burgard and Görlitz, 2011; Agyemang and
Ofei, 2013; Debrah & Ofori 2006).Similarly, very limited literature exists on over
training and its effect on employee performance. There is a substantial amount of
American and European empirical evidence on the topic of over-
education/underemployment (over training) but unfortunately no such literature exists
in the context developing countries such as Malawi.
This study was therefore set to critically examine the process of training and
development activities, how they are carried out and how this affect employee
performance at Population Services International (PSI). The focus will be mainly on
indirect (behavioural) aspect of employee performance of employee engagement and
job satisfaction and the issue of over training that is as a result of heavy investment in
training. The study will try to answer the question “does employee training and
development have influence on employee performance at PSI Malawi? And to what
extent is this true when there is over training?”
1.3 Objectives of the Study

The main objective of this study is to analyse the effect of training and development on
employee performance in NGOs based in the health sector using PSI as the case study.
But specifically, it has the following objectives;
7
1. To evaluate the existing training and development policies and procedures
used at PSI.
2. To assess the relationship between training and development and employee
performance at PSI.
3. To assess the relationship between training and development and employee
performance mitigated by employee engagement and employee job
satisfaction
4. To assess the challenges been faced by training and development at PSI
5. To assess the relationship between over training and employee
performance mitigated by engagement and job satisfaction at PSI.
1.4 Research Questions

This study was therefore designed to answer the following questions:
1. What type of training and development policies and procedures exist at PSI?
2. What are the effects training and development on employee performance at
PSI?
3. What is the relationship between training and development, employee
engagement, job satisfaction and employee performance at PSI?
4. What are the challenges been faced by training and development at PSI?
5. What are the effects of overtraining on employee engagement, job
satisfaction and employee performance at PSI?
1.5 Hypothesis
The following null hypotheses were proposed based on preliminary literature review to
guide the collection of right data for the study to achieve its objectives.
1. There is no positive relationship between training, employee engagement
and employee performance
2. There is no positive relationship between training, job satisfaction and
employee performance
3. There is no negative relationship between over training, employee
engagement, job satisfaction and employee performance
8
1.6 Justification of the study
The result of the study will serve as an input for the organizations to re-examine their
effectiveness in previous training expenditure that were employed by the organizations
towards improving the performance of the workforce and take corrective action for the
future.
The results obtained from this study will add on the existing literature on the debate on
the relationship between training and development and employee performance. It will
serve as a secondary source of data for those who want to conduct further investigation
in this area.
The study will also be a source of information and policy direction to policy makers
and management of various NGOs on how various approaches to training and
development affect performance of employees. The study will help the authorities make
informed and guided choices in policy design and implementation.
All in all, the results will pave way of improving human resources needed for the
competitive performance of organizations operating in the same line of business as the
sample organization in Malawi and Africa.
1.7 Organisation of the study

The study is organised into five chapters. Chapter one introduces the study and has the
following sub-sections; the background information, the problem statement, objectives,
research questions, hypothesis, justification of the study and organisation of the paper.
Chapter two is literature review of scholarly articles and books on the subject
understudy. It includes theoretical background, the definition of key concepts, Training
and development policies and procedures, importance of training and development,
training and employee performance, training and development, employee engagement
and employee job satisfaction and employee performance, challenges faced by training
and development, over training and employee performance. Chapter three deal with
research methodology. It includes; the design of the study, the population, sampling
techniques, data collection method, data analysis and ethical issues. Chapter four
discusses the main findings of the study in relations to the specific objectives, the
hypothesis and the research questions designed for the study. Chapter five presents the
9
final summary of the major observations and set recommendations on how to enhance
employee performance through training and development in relation to employee
engagement and job satisfaction. It also contains recommendations for further research
studies. Just after chapter five we will have references and appendix sections.
1.8 Chapter Summary

This chapter mainly focused on giving more literature whilst attempting to answer the
three main research questions which show the significant relationship between, training
and employee engagement, training and motivation and training and overall job
satisfaction. Further on, the next chapter presents the following; research design, the
population of the study, the sample and sampling techniques, instruments for data
collection and method, data analysis and presentation methods and the research
procedures.
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CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter deals with the review of relevant literature on the research problem. The
chapter discusses training and development concepts and definitions, training and
development policies, training methods and techniques, effects and benefits of training
and development, evaluation of training and development and challenges faced by
training and development including the issue of overtraining. The chapter also discusses
findings of related researches and the knowledge disparity to be covered by this study.
Then finally, it discusses the theoretical and conceptual framework.
2.2 Definition of Key Concepts of Training and Development

The key concepts that will be defined in this section include training, development,
employee performance, job satisfaction, employee engagement and over-training.
The first concept to be defined is training. Training refers to planned and systematic
modification of behavior through learning events, activities and programs that result in
the participants achieving the level of knowledge, skills, competencies and abilities to
carry out their work effectively (Gordon, 1992). Training depicts learning experiences
that result in relatively permanent change in an individual and improve the ability to
perform better on the job either as individuals or in teams. Training leads to either the
change or enhancement of skills, knowledge, attitudes, and social behavior. Ngirwa
(2009) defined training as learning process in which employees acquire knowledge,
skills, experience and attitudes that they need in order to perform their job better for
achievement of organisational goal.
Training is known to improve the capabilities, knowledge and skills of workforce. It

bridges the gap between current performance and standard desired performance.
Training amends skills and increases the existing level of knowledge an employee so
11
that they are better equipped for the present job but also equipped for a higher job that
requires higher responsibilities.
Training is also an efficient tool for improving workforce job satisfaction and
commitment as it results in better performance that result in employee appreciation
from supervisors and management (Rowden, 2002).
For the purpose of this study, training will refer to any learning activity which is
directed towards the acquisitions of specific knowledge and skills for the purposes of
an occupation or task and change of behavior and attitude of the employee in the work
place that stimulates efficiency and higher performance standards.
The second concept to be defined is development. Development refer to broad ongoing

multi-faceted set of activities (training included) aimed at bringing someone or an
organization up to another threshold of performance, often to perform some job or a
new role in the future (McNamara, 2008). According to Armstrong (2006) development
is an unfolding process that enables people to progress from a present state of
understanding and capability to a future state in which higher level of skills, knowledge
and competencies are required. Development is future oriented that enhance one’s
ability and skills in the long run (Raymond, 2010). Development is a long term
systematic and organized educational procedure through which managerial personnel
acquire conceptual and theoretical knowledge. It more career based that job oriented
and takes the form of learning activities that reparse people to exercise wide and
increased responsibilities.
For the purpose of this study, development will refer to a systematic process of growth
and development by which employees develop their abilities to manage that is as a
result of participation in both formal courses of instructions and the actual job
experience that are personal growth and future oriented. It will encompass activities to
improve job performance, growth of individual, personality development towards
maturity and realization of one’s potential capabilities.
The third concept to be defined is that employee performance. Employee Performance

refers to the achievement of specific tasks measured against predetermined or identified
12
standards of accuracy, completeness, cost and speed that are either quantifiable or
behavioral (Afshan et al. 2012; Hersen, 2004). Performance is the measure of output
vis-a-vis the input.
It shows effectiveness and efficiency in attainment of organizational goals and depends

on many factors like performance appraisals, employee motivation, employee
satisfaction, compensation, job security, organizational structure and others (Saeed
&Asghar, 2012).
For the purpose of this study, employee performance will refer to how well a person
completes their tasks and the attitude the display as their complete their tasks that are
both quantifiable and behavioral that include work related. Performance will concern
the achievement of specified task measured against predetermined or identified
standards of accuracy, completeness, cost and speed.
The fourth concept to be defined is employee engagement. Employee engagement is

the positive, affective psychological work-related state of mind that leads employees to
actively express and invest themselves emotionally, cognitively, and physically in their
role performance (Agyemang & Ofei, 2013).
The fifth concept to be defined is job satisfaction. Job satisfaction refers to a positive
feeling about one’s job resulting from an evaluation of its characteristics (Robbins and
Judge 2007). Employees that have high levels of job satisfaction hold positive feeling
about their job, while dissatisfied employees hold negative feelings about their job. The
causes of employees’ attitudes, according to Robbins and Judge (2007), have
consequences on the workplace that can affect the outcomes of the firm in a number of
ways.
Job satisfaction is the extent to which people like or dislike their jobs (Adesola, Oyeniyi
& Adeyemi, 2013). This measures the degree to which workers like or dislike their jobs
and are willing to do their best to improve performance for the success of the
organisation (Yip, Goldman & Martin, 2014). Shelton (2001) defines employee job
satisfaction as the stage in an employee‘s working life when they enjoy their job and
are eager to put in more effort into ensuring the company’s success. Locke (1976, p.
13
1300 cited in Chatzoglou et al., 2011, p. 131) describes job satisfaction as a pleasurable
or positive emotional state resulting from the appraisal of person’s job or job
experiences.
According to Egun et al. (2004, p. 5 cited Medina, 2012, p. 7), an employee’s affection
for his/her job is built by comparing desired outcomes and the actual outcomes.
The last concept to be defined is that of over training also known as over qualification
or underemployment. Over training refers to the situation where individuals have
qualifications such as education and skills that exceed job requirements (Khan &
Morrow, 1991). A person is considering over trained if their education exceeds the GED
level specified for any given job whereby the GED is converted into years of education
and their skills and training are inadequately used in their occupational setting
(Rumberger, 1981; Richards, 1984). In economics terms, over training occurs when
one’s education is greater than one standard deviation above the mean education
required for that occupation (Clogg, 1979; Sullivan, 1978). Over training is seen in a
number of different ranging from perceptions of being overqualified (G. J. Johnson &
Johnson, 1996, 1997) to actually possessing skills and education exceeding specific job
requirements (Green & McIntosh, 2007; Verhaest & Omey, 2006).
For the purpose of this paper over training will mean both perceived and actual
possession of skills, education and qualifications exceeding specific job requirements.
Over training, under employment and over qualification will be used interchangeably
and will have the same meaning as above.
2.3 Theoretical Foundation

This study is based on the human capital theory proposed by Shultz in 1961 and
developed by Becker in 1994. According to the theory, education or training raises the
productivity of workers by imparting useful knowledge and skills thus raising workers’
future income by increasing their lifetime earnings (Becker, 1994). The same applies
in terms of productivity; the increment in skills and knowledge result in a superior
worker that is able to produce superior performances.
The human capital model argues that an individual’s or organisation’s decision to invest
in training is based upon an examination of net present value of the cost and benefits of
14
such investment. The assumption is to invest in training in the initial period and receive
returns to the investment in the subsequent periods. To this far, human capital is viewed
as other physical means of production such as machines as such one can invest in human
capital through education, training and other welfare processes with the goal of getting
outputs dependent partly on the rate of return based in the human capital one owns.
Human capital is a means of production into which additional investments yields
additional output, the only difference with other factors of production been that human
capital is non-transferable.
Some human capital advocates have argued that great increases in learning efforts have
not resulted in reciprocal increment in economic gains in terms of performance and
productivity of people involved because of decline in the quality of education and
trainings been offered. Other scholars have pointed out that the main challenge of
human capital development has been underemployment of a credited knowledge with
large number of people with advanced formal education unable to obtained
commensurate jobs and even to perform in their present jobs (Livingstone, 1997).
However, others have countered that this has been as a result of more emphasis given
to paper qualification rather than personal skills and talents. It has also been argued that
human capital accumulation is both a result of formal education, on the job training and
other modes for work learning that take place both inside and outside the workplace
(Jin, 2001)
2.4 Training and Development and Employee Performance

2.4.1 Training and Development Overview
Training and development (T and D) is concerned with organizational activities aimed
at bettering the performance of individuals and groups in an organizational setting. T
and D deals with the acquisition of knowledge, know-how, techniques, practices and
skills aimed at improving performance and productivity at individual, team and
organization level. T and D bridges the skills gap that could basically threaten the
productivity and competitiveness of the organisation.
T and D is used to close the gap between current performance and expected future
performance and involves both the workforce and managers (Briscoe, 1995). T and D
is planned learning experiences which teach employees how to perform current and
15
future jobs more effectively Amongst the function activities of T and D are the
identification of the needs for training and development and selecting methods and
programs suitable for these needs, plan how to implement them and finally evaluating
their outcome results (McCourt and Eldridge, 2003).
Training focus mainly on the present jobs while development prepares one for possible
future jobs, together they contribute to the overall objective of the organization. The
main difference between training and development can be captured in Reynold (2004)
words that “training is a set of activities which reacts to present needs and is focused
on the instructions while development can be equated to learning which is a process
that focuses on developing individuals and organizational potential and building
capabilities for the future”. Training is mainly short term while development is long
term.
2.4.2 Role and Purpose of Training and Development

Training and development play vital roles in an organization. Various studies have
ascertained that training and development plays a vital role in both organizational
growths as well the general health of the organization such as its economy. Guest (1997)
argued that training and development programs are one of the most vital human
resource management activities that affect the value of the workforce’s knowledge,
capability and skills positively resulting in higher job performance and superior
organization performance. Kinnie et al (2003) also posit a strong positive relationship
between training and development and organization performance. Planned and
systematic training is important and imperative tool for the organization to revamp the
performance of all its employees for organizational growth and success. Training helps
an employee to become more productive and efficient by enhancing his skills and
competencies. Training is not only essential in increasing productivity and performance
of employees but also motivates and inspires them to see their job differently. Training
has a vital role in bridging the gap that exists between knowledge and skills required
for the job and employee’s own caliber.
Training enhances an employee’s knowledge and skills through modification of the

behavior as per job requirements and application of learning to the day to day on job
activities. Training plays a vital role in improving the skills and attitudes of employees
16
and it bridges the gap. Training addresses gaps or discrepancies between an ideal and
an optimum performance and the actual performance. Training develops the
employee’s skills, changes their attitude towards work and builds their loyalty to the
company hence improved performance. Training also helps build the foundation for
career advancement hence staff recognition through promotions.
This leads to job satisfaction. Training also plays a vital role in helping the employees
obtain knowledge and skills required in performing and being able to develop their
abilities to the full, within the areas that are relevant to the organization. The role of
training and development can be summed in that they increase efficiency and morale
of employees, reduction of the need for supervision and increased organizational
viability and flexibility
As highlighted in above discussions, training and development aim to enhance skills

and knowledge and bring change of attitudes or behavior in employees. T and D is one
of the crucial viable motivators that have important and beneficial outcomes to an
employee and the organization. T and D help in removing performance deficiencies in
the employee and at the same time prepare them for future.
2.4.3 Benefits of Training and Development

The main purpose of training is to acquire and improve knowledge, skills and attitudes
towards work related tasks. It is one of the most important potential motivators which
can lead to both short-term and long-term benefits for individuals and organizations.
There are so many benefits associated with training. These benefits can be seen in two
folds, from the employee perspective and organization perspective
At individual level training and development helps an employee to make better

decisions thus an effective problem solver. Training and development help an employee
to eliminate fear of attempting new tasks and helps in handling of stress, tension,
frustrations and conflicts. Training and development also increase one’s job satisfaction
and recognition and also helps in encouraging and achievement of self-development
and confidence. Training and development help in internalization and
operationalization of motivation factors such as recognition, growth, achievements,
responsibility and advancement or self-actualization.
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At organizational level, training and development improves the morale of the workforce
and also help people employees identify with organizational goal goals. Training and
development help in creating a better corporate image and lead to improved profitability
and more positive attitude towards the vision and mission of the organization.
Training and development help to keep cost down in various area in the organization
and brings ownership through promoting from within. Training and development also
help in improving the job knowledge and skills at all levels of the organization and
develops a sense of responsibility to the organization for being competent and
knowledgeable. Training and development aid in handling of conflict thus preventing
stress and tension and, in a sense, improves employee management relations. It also
helps employees to easily adjust when there is change and also aid organizational
development and learning.
Cole (2001) brilliantly summarizes the benefits as follows:
1. High morale – employees who receive training have increased confidence and
motivation.
2. Lower cost of production – training eliminates risks because trained personnel

can make better and economic use of material and equipment thereby reducing
and avoiding waste.
3. Lower turnover – training brings a sense of security at the workplace which in

turn reduces labor turnover and absenteeism is avoided.
4. Change management – training helps to manage change by increasing the

understanding and involvement of employees in the change process and also
provides the skills and abilities needed to adjust to new situations.
5. Provide recognition, enhanced responsibility and the possibility of increased

pay and promotion.
6. Help to improve the availability and quality of staff.
In general, training and development plays a vital role in increasing job satisfaction and
morale among the employees. It also helps in increasing employee motivation and
18
reduces employee turnover. Training and development also increases efficiency and
effectiveness among the employees resulting in reducing wastages and more financial
gains for the organization. Training and development also increases employee capacity
to adopt new technologies and methods easily and makes them more creative and
innovative result in new methods of doings things, strategies and products. Training
and development also enhances an organizations image by making it to be the best in
what it does by having better employees than competitors. It also reduces risks of law
suits or general public fallout through equipping the employees in gender, diversity and
sexual harassment issues. With the help of training and development, employee can
gauge their performances, identify and improve their weaknesses and turn out to be
experts in their job thus give better results. Training and development also has the
distinctive part in the attainment of organizational goals by integrating the interests of
the organization and the workforce (stone, 2002).
2.4.4 Training, and Development Process

Training and development programs should be done in a systematic way to ensure they
are able to achieve the required needs. Training and development programs should
include the following essential steps; training need assessment, developing of training
objectives and plan, training methods selection, effective training evaluation.
2.4.4.1 Training Needs Assessment

According to Pynes (2008), a need can be simply defined as the difference between
what is currently being done and what needs to be done. It is extremely difficult to
design and effect a training program without carrying out the analysis, as this will bring
the solution to a problem that is not related to training deficiency.
2.4.4.2 Training Objectives and Plan

Training and development objectives are reports that state the preferred employee
knowledge, skills, capabilities and other features that employees will have at the end of
a training program. Programs should be done in a systematic way to ensure they are
able to achieve the required needs. Training and development programs should include
the following essential steps; training need assessment, developing of training
objectives and plan, training methods selection, effective training evaluation. Training
objectives are usually used to assess what has been achieved and level of those
19
accomplishments. For this reason, training activity should be guided by its purported
objectives and no training activity should be undertaken when this is not known (Pynes,
2004).
2.4.4.3 Training, and Development Methods

Training and development programs should be done in a systematic way to ensure they
are able to achieve the required needs. Training and development programs should
include the following essential steps; training need assessment, developing of training
objectives and plan, training methods selection, effective training evaluation.
2.4.4.4 Evaluation of Training, and Development

Evaluation is a method of determining the significance, effectiveness and usefulness of
a particular activity, in this this case training activity. Evaluation is important to
determine whether training has achieved its intended purpose. According to Pynes
(2008), evaluation provides criticism to all aspect of training program including
trainers, participants, content and context and the skill and knowledge levels in order to
improve or maintain the quality levels. Evaluation is used to determine changes in
knowledge and skills level, attitudes and conduct as well as success at both individual
and organisational level. However, as noted by both Bramley (1995) and Sims (1998),
evaluation of training and development activities is often times neglected by
organisations.
Evaluation can be done through assessment of the actual training or learning activity or
through measurement of the real effects of training in the work situation. Training must
be assessed in terms of how much the participants learned, how well they use their new
skills on the job and whether the training program attained its anticipated results.
Training and development programs are often assessed on four levels. These are as
follows
1. Evaluating the participants’ responses to the training program.
2. Evaluation measures whether learning has happened as a consequence of attending

the training that is if the participants obtain the skills or knowledge exemplified in the
purposes
20
3. Evaluation measures the scope to which on-the-job behavioral change has happened
because of the participants’ have attended the training program. This can be done in
other circumstances by adopting performance assessments structured to determine the
new capabilities.
4. Evaluation efforts to determine the final effects that happened because employees
attended the training
2.5 Training and Development Policies

Policy statements serve as guidelines to action and the establishment of equality or
parity among employees of an organization. Asare-Bediako (2008) defined policy as a
guide to actions and decisions of organization members. Policies are directives
imbedded in the culture of the organization that emanate from top management of the
organization and provide the basis for decision making of organization members. They
tell employees how they should act in certain specific situations or circumstances.
Monappa & Saiyadain (2008) looked at a policy in three different contests. The first
contest is where policies are the basic rules to govern the functioning of a department
or unit so that in the implementation of the policy the desired objectives are met. This
means the policy is a guide to decision making e. g. what to do when certain situations
arise. The second contest is where policies are used as control mechanisms in order to
restrain managers from undesirable actions or from mishandling situation. The last
contest is where policy guidelines are used to rationalize decision making whenever
standard decisions are involved; those decisions that are repeated given the same
situation.
Armstrong and Stephens (2005) urged that policies are formulated to provide guides to
action and to set limits to decision making; what should be done in certain
circumstances and how particular requirements and issues must be dealt with. For
instance, in human resource, there are various policies covering human resources
management aspects such as policies on training and development, recruitment and
selection and salary administration and compensation etc. It is however very important
for all major policy statements to be formally expressed in written form or manuals to
avoid ambiguity and misinterpretations as well as to make it possible and easier for
managers, supervisors and employees to familiarize themselves with them and how
21
they should be interpreted. It also important for policies to be formally written to
encourage consistency and fairness as well as for continuity since both management
and employees come and go overtime.
In his study on organizations’ training and development policies, Ubeda Garcıa (2005)
posit that training programs oriented toward human capital development are directly
related to employee, customer, and owner/shareholder satisfaction as well as
organization performance. Guest (1987) argued that policies are necessary to ensure
that employee performance is evaluated, which in turn ensures that the appropriate
training and development take place.
Mullins (2007), argued that a training and development policy should incorporate the
principles such as training is continuous and retraining of employees as a norm, training
is life long process (may as long as employee remains in the employment of the
organization), training should recognize the need to update existing skills, replace
redundant skills and train for new skills and training should incorporate the need for
multi-skilling to cope with change.
Looking at PSI, the training and development policy shows management commitment
to training and development of employees. It communicates PSI’s intentions with
respect to employees’ career development and give members the opportunity to
enhance their career prospects through training. It expresses the rules and procedures
which govern and influence the scope of T and D at PSI. It has highlighted the following
i. PSI’s approach to the training functions.
ii. Provides guidance for the design and execution of training.
iii. Provide information to employees on training and development.
iv. The identification of priority areas in training
v. Provide guideline on access to training support.
2.5.1 Relationship between Training and Development and Employee

Performance
Employee performance refers the effectiveness of employees to manage and present
their tasks to reveal quality work preferred by the organization (Olaniyan and Lukas,
2008). Training has been proven to enhance employee job performance. A plethora of
22
literature reviewed on effect of training and development and employee performance
have shown a positive relationship between employee training, employee performance
and organizational efficiency. They have shown that having right employees at the right
job and with the right qualifications does not always translate in high performance but
combining this with the right experience and training increases the chances of been
successful. Mutsotso (2010) has argued that successful and prosperous future of an
organization is dependent on its skilled, knowledgeable and well experienced
workforce that can be attained through systematic training and development. Training
not only improves their resourcefully, but also gives them a chance to learn their job
virtually and perform it more competently hence increasing organization’s
performance. Wright and Geroy (2001) also argued that employee competencies change
through effective training programs. Training not only improves the overall
performance of the employees to effectively perform the current job but also enhance
the knowledge, skills and attitude of the workers necessary for the future job, thus
contributing to superior organizational performance. Through training the employee
competencies are developed and enable them to implement the job-related work
efficiently, and achieve firm objectives in a competitive manner.
Pigors and Myers (1989) have further argued that dissatisfaction complaints,
absenteeism and turnover are greatly reduced when employees are so well trained that
they can experience the direct satisfaction associated with the sense of achievement and
knowledge that they are developing their inherent capabilities. Sabir et al. (2014)
looked at the effects of training and development on the employees’ productivity by
using correlation and regression and find a positive relationship. The researcher used
quantitative approach. The practical implication of this research on Electricity Supply
Company illustrates a positive relationship between various factors and employees’
productivity.
Ahmed et al. (2014) looked at the outcome of employee’s training and development on
their performance by using correlation and regression and find out that the only factor
which is point of hesitation for employer is the cost used for training and development
other than there is always a positive result from training and development of employees.
23
Ahmed et al. (2014) looked at the effects of employees training on performance and
find positive relationship. This study is conducted in Government sector that is
suffering from terrible downfall. Regression method is used for results.
Jan et al. (2014) conducted a research in UBL at Peshawar city to check the benefits of
training and development on employees’ performance and productivity by using
quantitative approach. Eight UBL banks were selected for survey. A positive
relationship was found.
Kum et al. (2014) looked the effects of training on employees’ performance by using
correlation and regression. ESCON (privately owned company in South Africa) offers
consulting services to customers. This research found that effective development
programs allow organization to maintain a workforce that can replace employees who
may or want to leave the company.
Javed (2014) looked at the impact of training and development on employee

performance in the context of supermarket industry at Karachi, Pakistan using SPSS,
descriptive statistics, correlation and regression. He found that there was a positive
significant relationship between training and development and employee performance
in this context. The research also emphasized on making the process for employee
performance transparent.
Sultana et al. (2012) looked at the effects of training and development on employees’
performance at Telecommunication sector in Pakistan by using correlation and
regression. The study showed that there is intense optimistic link of training on
employee performance and it increases the level of individual and organizational
proficiency. Rapid technological and organizational changes facilitate employers to
recognize needs of the enhancements of employee attainments, abilities and
uninterrupted investment in training.
Training and development has shown also to result in positive change in attitude and
behavior as well as job satisfaction, commitment and engaged employees. According
to Cole (2002), training and development has specific factors and benefits that address
problems related to performance in the organization that include satisfaction,
24
engagement, change management, innovation, lower cost of production etc. The two of
these factors, job satisfaction and employee engagement are discussed below.
In essence, training and development has a positive influence on employee performance

by improving and enhancing their skills, competencies and capabilities that will make
them better performers in their current job and also prepare them to face demands for
their future job. In a nutshell, training and development activities positively affects the
performance of employees and their skills that make them to better accomplish their
tasks and reduces errors and wastages which is related to high productivity.
2.5.2 Training and Development, Employee Engagement and

Employee Performance
Employee training is mainly concerned with improved behavior and up grading of skills
and knowledge of the employees to improve both current and future state of job
performance which ultimately adds into performance (Decenzo et al 2010). However,
apart from enhancing the skills and knowledge level of employees, training and
development has also other indirect outcomes such as employee engagement and job
satisfaction. Employees when provided with ample training to manage their stress at
work or at home they are more productive, engaged and satisfied in their jobs. Training
and development provide employees with skills for their jobs which is a platform for
high performance, job satisfaction and engagement.
Employees are engaged when they are clear about what is expected from them and
understand the opportunities ahead of them. When employees are trained and developed
in a transparent manner aligning the needs of both end result in enhanced engagement
(Kahn, 1990). Research by IBEC found that employee engagement affect an
organization in many ways, including raising performance, reducing the level of
absenteeism in the workplace, providing a better service to customers which result in
loyal customers, increases revenue, allows for easier change within the organization
and provides the organization with a lower turnover rate as engaged employees are
more likely to stay in an organization they are happy and committed to (IBEC,
2008).Shuck (2011), Saks and Gruman (2011), Whittington and Galpin (2010)
concurred that when the pre-conditions of engagement are met, and employees are
engaged in their roles, they show a greater commitment to the organization and
25
consequently are more productive. These scholars found positive linkages between
general workplace attitudes and individual performance outcomes such as customer
loyalty, profitability, productivity, low employee turnover and safety (Harter et al,
2002)
Engaged employees perform at a higher standard than other employees, high

performance provides continued success for the organization (IBEC, 2008). Engaged
employees create a better work environment as they work to the best of their abilities
and encourage their colleagues to do their best thus beneficial to the organization. Saks
found that employee engagement lead to job satisfaction, organizational commitment,
no intention to quit and organizational citizenship behavior (Saks, 2006). Shucks also
supports this argument by posit that engaged employees demonstrate a greater
workplace performance which are important with organizational outcomes variables
such as productivity, organizational citizenship behaviors and overall performance
(Shuck et al, 2011). According to Shuck (2011) engaged employees have less intention
to leave the company, show greater discretionary effort and show greater enthusiasm
for their job.
Scholars agree that high levels of employee engagement are also correlated with higher
productivity, improved organizational effectiveness and greater innovation.
Organizations with an engaged workforce are ultimately more competitive. Engaged
employees feel a very strong sense of belonging towards their company and are known
for their willingness to go beyond what is required in their primary roles (Davenport &
Harding, 2010). Engaged employees also outperforms their unengaged counterparts in
terms of their primary roles as well as when comparing the performance of those
companies that lack engaged employees (Towers Watson, 2011).
Shuck et al. (2011) noted that employee engagement is highly related to both
discretionary effort and intention to turnover. This reinforces Whittington and Galpin’s
(2010) point that engaged employees’ benefit the organisation in terms of being more
productive and generating more revenues as well as limiting employment costs in the
form of recruitment advertising, actual recruitment, selection, orientation and other
costs associated with rampant employee turnover being saved. Engaged employees also
benefit the organisation in that the level of engagement is directly accordant to
26
performance and results (Forck, 2014). Employee engagement leads to high levels of
performance so much so that it is one of the top five most important challenges for
managers (Attridge, 2009).
Employee engagement is also positively and significantly correlated to job fit, affective
commitment and psychological climate (Shuck et al., 2011). Vandenberg and Lance
1992 argued that employee engagement leads to increase in job satisfaction while
Mathieu and Zajac, 1990 argued that it leads in increased job satisfaction. Cohen (1991)
also noted that employee engagement leads to decrease in turnover, decreased intention
to search for alternative employers and decreased absenteeism.
Employee engagement also results in employee commitment which is positively

associated with superior performance (Meyer, 1997). Researchers have also agreed that
high levels of employee engagement are also correlated to higher productivity,
improved organizational effectiveness and greater innovations. Organizations with
engaged workforce are ultimately more competitive. High levels of employee
engagement yield improved shareholder returns, improved profitability, reduced
turnover intent and high levels of customer satisfaction (Harter et al 2002; Kumar &
Pansari, 2015; Saks & Gruman, 2011). An engaged workforce substantially lower
operating costs through reduced waste (Rees et al, 2013). Employee engagement also
increases organizational citizenship behavior and organizational commitment, as well
as increased job satisfaction thus reducing intention to quit (Saks, 2006). These
outcomes also have a positive impact on organizational performance.
From the above findings, it is evident that employee engagement is beneficial to an

organization as it not only improves profitability through greater discretionary effort,
organizational commitment and customer service, but it also reduces replacement cost
for an organization through lower staff turnover and better organizational citizenship.
The combination of training and engagement result in improved performance for an
employee as well as the organization
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2.5.3 Training, Job Satisfaction and Employee performance
Job satisfaction refers to an emotional reaction to one’s job resulting from a comparison
of actual and expected outcomes. It is a person’s attitude towards his/her job. This
attitude can be shaped through the use of the correct Human Resource (HR) practice.
Over the years, the need for job satisfaction has grown within organizations, and several
HR approaches have been used to optimize job satisfaction to produce the right level of
productivity with training and development taking a pivotal role. Earlier studies on
productivity of workers showed that employees who are satisfied with their job have
higher job performance, and stay in their jobs than those who are not happy in their jobs
(Landy, 1985). Kinicki and Kreitner (2007) documented that employee performance is
higher in happy and satisfied workers and management find it easy to motivate high
performers to attain firm targets.
Studies by Burke (1995), Roehl and Swerdlow (1999), Chambel and Sobral (2011) and
Costen and Salazar (2011) showed that organisations that are committed to training
have facilitated their employees to improve their skills, enhance job satisfaction, and
develop organizational commitment. The benefits and value of T and D are undeniably
pivotal to an organization’s success through maintaining high standards and
consistency as well as keeping abreast of the fast-changing external environment.
Training positively affects trainees’ attitudes and behaviors at workplace when allowed
to apply their newly learned knowledge and skills on the job. When employees feel they
are valued by their organizations, they are motivated to do their best at work (American
Psychological Association, 2012) and obliged to reciprocate through means, such as
modifying their behaviors and performing the tasks the way they are trained (Bulut &
Culha, 2010).
Training is an efficient tool for improving one’s job satisfaction, as employee better
performance leads to appreciation by the top management, hence employee feel more
adjusted with his job (Rowden, 2002). Rowden and Conine (2005) also argued that
trained employees are able to satisfy the customers and shows a greater level of job
satisfaction along with superior performance. Armstrong (1996) expressed an
understanding of training by emphasizing that training should be developed and
operated within an organization by appreciating learning theories and approaches if the
training is to be well understood.
28
Trained employees were more satisfied than the untrained employees (Abdulla et al.,
2011). When the training and development programs are held each and every employee
has a chance to improve his current skills and adopt new skills which might be needed
in future. In training and development sessions employee can see where they are
performing well and in which areas they are lacking behind or their performance is not
satisfactory. So in this way the employees have perception that organization is helping
them to increase their skills and they feel that if they will have some sort of issue
regarding performance they, by participating in training and development programs can
resolve those issues and in result they are satisfied that they are being valued by
organization and organization is investing in them. These all factors leading to
satisfaction result in highly improved employee performance. When the employees are
well trained and they know that their organization is spending huge sum of money in
training and development programs they in return want to give back to organization by
showing them their improved performance. As the employees are satisfied with their
job they don’t feel any stress or burden, which are most common reasons for
employee’s bad performance, the employees are happy and it is common perception
that happy employees are good performers.
From above discussion, it can be seen that employee job satisfaction plays a critical role
in performance and functioning of the organization as it affects the behavior of
employees (Rowden, 20002). Job satisfaction is the predictor of work engagement and
organizational citizenship and they are greater when training opportunities are provided
for workers (Simpsons (2009), Salanova et al (2011) and Rayton (2014). Other studies
have found a positive correlation between job satisfaction and job performance (Petty
et al, 1984) while others have found a positive correlation with motivation (Van Scheers
& Botha, 2014). Locke (1970) regarded employee satisfaction as product of
performance and as a determinant of performance.
Job satisfaction is a predictor of performance, organizational commitment, turnover,

and absenteeism. Studies by Egan eta al (2004) found that job satisfaction is positively
associated with higher productivity, White (2000) found that increased employee
productivity was strongly related to improved job satisfaction, Al-Hussami (2008)
found that employees who are more satisfied were more productive and committed to
29
their job and Tzeng (2002) found a positive correlation between employee satisfaction
and the quality of service delivery.
Job satisfaction has positive relation with the performance of employee as the worker
is satisfied and more involved in job, the performance automatically increases
(Velnampy, 2008). Job satisfaction and performance are directly related to each other
which means that if the satisfaction level is high, the performance will be also good and
vice versa (Pushpakumari, 2008). When the organization pays attention to the
employees, listens to their problems and their grievances are handled properly the
employees feel satisfied that their voice does matter and organization is there to help
them. The employees naturally tend to perform well and move towards the goals of
organization and in this way they pay back to the organization. Employee performance
increases with increased level of satisfaction. Job satisfaction is also due to the fact that
employee is happy with their overall performance and feels that they are contributing
in success of organization.
Job satisfaction improves employee motivation levels and this has a direct effect on
productivity as each employee internalization of the organizations’ objective as theirs
in what literature refers to as ‘citizenship behavior’ (Edmans, 2012). Organizational
citizenship behavior is the “individual contribution in the work place that goes beyond
role requirement and contractual rewarded job achievements (Organ & Ryan, 1995).
The internalization process as implied above encourages employees to go beyond the
call of duty and perform beyond expectations. This also has a direct effect on group and
team performance as these employees help other team members and improve the overall
performance norms (Stephen & Timothy, 2013). Employee organizational citizenship
behavior (OCB) is a behavior exhibited by the employee that is intended to help co-
workers or the firm as a whole. This relationship tends to be stronger when employees
are satisfied (Robbins and Judge, 2007).
Job satisfaction is crucial as an intrinsic source of motivation, due to the change from
the traditional organisation where extrinsic motivators like money were used to
motivate workers to modern organisation with difficult to quantify worker’s roles
(Edmans, 2011). Job satisfaction improves retention and motivation leading to accrued
benefits for the shareholders. The levels of job satisfaction at work place also affect the
30
performance of the organization. Employees who are satisfied are more productive and
put in more effort resulting in high performance (Robbins and Judge, 2007). Job
satisfaction has significant managerial implications as when job satisfaction is high, the
performance of employees is better. On the other hand, when job satisfaction is low,
performance is poor. In examining in outcomes of job satisfaction, it is important to
breakdown the analysis into a series of specific set of variables.
2.6 Problems Faced by Training and Development

Cole (2002) and Ngwira (2009) recognized a number of issues that compromise the
quality of training and Development and make T and D to be poorly performed in many
organisations. These include shortage of funds, poor top management support, poor
employee participation, poor evaluation of training and development and over-training
of employees. For the purpose of this study, our focus will be on poor evaluation of
training and development programs and over-training of employees.
2.6.1 Poor Evaluation of Training and Development Programs

As discussed in previous subsections above, most of organization provide training and
development programs to their employees. However, regrettably, most of these T and
D programs are inadequately assessed resulting repetition of T and D programs that do
not adequately support employees with the organisations for performance
improvement. The ineffectiveness of training programs and their cost demotivate
management for spending more on trainings.
2.6.2 Over Training of Employees

Over training denotes a form of over qualification, over education and
underemployment wherein people have more skills, experience, knowledge, and
abilities than required for a job (Erdogan et al. 2011b; Maynard et al. 2006).
Overtraining has been denoted by many studies to have negative effective of
performance of employees.
2.6.2.1 Over Training and Employee Performance

The relationship between over training and job performance has not been well
established. The empirical studies on over training and job performance have shown
mixed outcomes depending on the dimension of performance under focus. Past research
31
one hand has shown that over training is negatively related to subjective well-being at
work, such as lower job satisfaction, poor job attitudes, withdrawal behaviors,
organisational citizenship and commitment. Other hand past research has shown that
over training is positively related to objective well-being at work especially task
performance and supervisor performance rating. Some studies have shown this
relationship to be positive; others have shown it to be negative while others have not
found any relationship.
Studies by King and Hautaluoma (1987) and Bolino and Feldman (2000) on over
training and job performance found there was weak correlation between the two and it
was not-significant. Studies by Fine and Nevo (2008) and Holton eta al (2002) found
that over training and job performance are positively related to a certain extent. They
argued that most of the times over trained staff meet and exceed qualification required
for the job as such they have performance advantage due to their superior skills. Other
studies by Chen (2009) and showed that over training was negatively related to job
performance and organizational citizenship behaviors.
Majority of studies on over training and job performance have consistently found that
employees who feel over trained are more likely to develop negative organizational
attitudes such as intention to quit and job dissatisfaction, experience poor well-being,
and engage in counterproductive behaviors (Erdogan & Bauer, 2009; Johnson &
Johnson, 1997, 2000; Liu et al 2014; Luksyte eta al, 2011). Moreover, perceived over
training has also been found to have implications for employees’ performance (Bolino
& Feldman, 2000; Erdogan & Bauer, 2009; Hu et al., 2015). Researchers have
contended that because over qualification represents a perception of underutilization of
abilities and skills, when overqualified employees compare their own qualifications
with the required qualifications, they tend to experience a sense of deprivation
(Feldman et al., 2002), injustice (Liu & Wang, 2012), and misfit (Maynard et al., 2006),
leading to subsequent behavioral outcomes.
The existence of this mixed outcomes in studies present a literature gap that need to be
filled to ascertain the relationship between over training and job performance. This gap
warrant further systematic investigation of the relationship between over training and
employee performance.
32
2.6.2.2 Over Training, Employee Engagement, Job Satisfaction and
Employee performance
Studies have shown that over training, employee engagement and job performance are
negatively related. Several previous studies have examined negative job attitudes as
outcomes of perceived over training. Both Khan and Morrow (1991) and Johnson and
Johnson (2000) found that over training was negatively related to employees’ job
satisfaction. Additionally, Maynard et al. (2006) found that over training was related to
lower levels of affective commitment. Luksyte et al. (2011) suggested that over training
was positively related to cynicism at the workplace. In summary, previous research has
consistently demonstrated that over training is associated with adverse job attitudes.
2.6.2.3 Over Training, Job Satisfaction and Employee performance

The relationship between over training and job satisfaction has often seen as negative
as over training has been assumed to be the source of frustration and discontent among
employees affected by it. Most studies have found high cases of job satisfaction among
over trained workers regardless of level of education (Kalleberg and Sorensen, 1973;
Rumberger, 1980; Solmon et al. 1981; Burris, 1983; Johnson et al, 2002; Maynard et
al, 2006; Verhaest & Omey, 2006).). Quinn and Mandilovitch (1977) in their study on
the relationship between education and job satisfaction found that that overeducated
workers are more likely to be dissatisfied than undereducated workers and that the
relationship between education and job satisfaction was nonlinear, with higher levels
of over education leading to higher levels of dissatisfaction. Beverly Burris (1983) also
argued that higher education produces increased job dissatisfaction, higher turnover
rates, reduced job involvement and impaired co-worker relations.
2.7 Conceptual Framework

From the literature reviewed above and gaps noticed, training and development is the
independent variable while employee performance is the dependent variable. The
interaction of these two variables is mediated by job satisfaction and employee
engagement. This model is depicted in figure 2.6 below.
Independent variable Mediated Dependent
variable
Job satisfaction
Training and Employee Employee
development Engagement Performance
33
2.8 Chapter Summary
This chapter mainly focused on giving more literature whilst attempting to answer the
three main research questions which show the significant relationship between, training
and employee engagement, training and motivation and training and overall job
satisfaction. As the literature review has revealed, employee training has positive effect
on the performance of those individuals who receive it. The literature also revealed that
most organisation spend a fair amount on formal training, and many case studies
conclude that employee training is effective in improving job performance. What, is
lacking, however, is a clear understanding of how training impact on the non-direct
performance determinants such as engagement, job satisfaction and to consistently
measure them. To date, there have been variations on how these should be measured
thus no clear standardization of measuring them. On the hand, the issue of over training
has rarely taken a center stage when looking at the effect of training on performance
especially in majority of academic studies done in Africa dealing with the concept of
training and development. Over the years the focus has been on direct effect of training
on performance. It is the purpose of the current research to shift the focus of analysis to
non-direct effects of training on performance and overtraining on the same.
34
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This section of the study defines the methodology that was employed in the research.
It discusses the study structure, area of the research, the population of the study, sample
size and sampling techniques, the methods used in data collection and data analysis and
presentation. It also provides the reliability and validity of these instruments.
3.2 Research Design

A research design is a coherent plan and that specifies how data relating to a given
problem should be collected and analyzed as a guide to a study. It explains the
procedural outline for carrying out of the research. It is a road map that directs the
researcher in the procedure of data collection, data, evaluating and deducing
observations (Polgar and Thomas, 1995). This study adopted multi case study design
to establish the relationship between training and development and employee
performance. A case study is defined as a comprehensive investigation of a specific
case being a subject or a condition for clarifying concepts and variables or clarifying
ways for to measure those for obtaining detailed appreciative of problems being
examined (Kothari 2004).
Case studies carefully investigate incorporate complete, fitting investigation of issues

concerning to related conditions in different associations (Sekaran, 2007). Case studies
are acknowledged as critical thinking, are subsequently not regularly depended on in
associations since discovering the same sort of issue in an alternate similar area is
testing on the grounds that to resistance of the association to uncover their troubles.
Case study technique is commonly used in qualitative research to explore a
phenomenon. It probes deeply and analyses interactions between factors that explain
present status or influence change or growth.
35
This study utilized mixed method whereby both qualitative and quantitative methods
exploration technique were used. Qualitative deals mostly on how individuals feel
while quantitative are fixated on the assessment of limit or volume (Kothari 2004).
3.3 Study Population

The targeted population for this study was all employees of PSI based in Southern
region of Malawi under Blantyre office. In this regard, the study only focused on
employees working for PSI that are based at Blantyre office. The population was drawn
from Clinical, Programs and support staff departments.
The choice of this population was based on ease of accessibility to the respondents. The
population consisted of both male and female employees. Table 3.2 provides summary
information of number of employees’ samples from various departments and gender
distribution
Table 1: Staff Distribution

Clinical Male Female Total Percentage to Total
Population
Non- Management 3 5 8 7.0
Middle Management 2 1 3 2.6
Senior Management 1 0 1 0.9
Total 6 6 12 11.5
Programs/HTA
Total 50 37 87 76.3
Support Staff
Total 11 4 15 13.1
Grand Total 67 57 121 100
36
3.4 Sampling
The choice for sampling technique was centered primarily on the large number of
employees in the case study organisation. The three functional areas of clinical,
programs and support staff are relatively intertwined as such sometimes difficult to be
separated. It was also difficult for the researcher to cover the whole population of
employees in the organisations because of time and budget constraints, among others
factors.
3.4.1 Sampling Frame

Leary (2004) defined sampling as the process by which a researcher selects a sample of
participants for a study from the population of interest. A sample therefore is the portion
of the population of interest that is selected for a study (Doyle & Portillo, 2009).
Additionally, a sampling frame is a complete and correct list of population members
only (Cunanan& Cruz 2008). For this study, the sample frame consisted of the
employees from PSI based in Southern region of Malawi, identified by the human
resources department register of employees.
3.4.2 Sampling Technique

Both stratified random and purposive sampling were used to obtain the sample size.
The population was categorized into the department/strata. Auka et al. (2013) posit that
stratified random sampling ensures that all the groups (categories) are adequately
sampled and represented. This helps in facilitating comparison among the groups.
Stratified random sampling is also known as proportional or quota sampling involves
diving the study population into homogeneous subgroups and takes a simple random
sample in each group. The advantage of using this strategy is that it enables all
subgroups of population to be equally represented and not just only the overall
population (Trochim, 2006). In this case quota sampling was most suitable because it
characterised the population and all significant quota variables were known and
available to the researcher. At the same time, quota sampling also enabled the research
to obtain an elaborated view of employees related to the study. In this case the
population was divided into three homogeneous groups of Support staff; Clinical
(Nurses, Clinicians and Medical Doctors) and program staff (HTC, VMC,
communication) so that the segments at PSI were fully represented in this study.
37
The purposive (also known as judgmental or subjective) sampling technique was also
used in the sampling process of key informants during this study. Purposive sampling
technique involves setting limitation on the population or sample one needs to use by
exclusive or inclusive definition of characteristics or attributes (Yin, 2003) Purposive
sampling is a non-probability sampling in which the decision concerning the individuals
to be included in the sample is taken by the researcher based on the fact that these
individuals’ hold positions of authority, have knowledge of the research issue and also
have easy access to the information that is needed. In this instance, purposive sampling
was used to select the case study organisations of study and the six key informant
interviewees with an assumption that errors in judgement in the selection will
eventually counterbalanced each other.
To achieve objectivity and fairness, all quotas of the population were used and the
respondents within the quotas were proportional to overall sample population. In this
case sampled population was made up of 128 employees selected from Clinical,
Programs and Support staff departments respectively. All female employees in these
three quotas were involved in the sample which constituted 47.1% of the population.
3.4.3 Sample Size

A sample size is sub set of the population drawn to represent the entire population or
any combination of sampling units that does not include the entire set of sampling units
that has been defined as the population (Garson, 2012). As a rule of thumb, for a
population less than 1000, a sample of 30% is sufficient in representing the entire
population (Blanche et al, 2008). Therefore, for this study a sample of 130 employees
was selected to represent the entire population of 320. This represented 40% of the
population to cater for non-returned questionnaires. The actual distribution of the
sample respondents was based on the actual representation of the department in the
actual population
38
Table 2: Sampling Size Distribution
Management Total Proportion Sample Size Sample Size

Position Population of the % Total
population Population
Senior 16 0.05 6 1.875
Management
Middle 49 0.15 20 6.25
Management
Non-Management 255 0.8 102 31.875
Total 320 1.0 128 40.0
3.5 Data Collection Method

Quantitative and Qualitative methods were used during this study. Quantitative method
was used for the survey while qualitative method was used in collecting data for the
key informants. Both primary and secondary data was collected for the study.
Primary data provided information which was realized through this study while
secondary data provided information regarding other similar studies which were done
by other people Primary data was collected through questionnaire survey and key
informant interviews. The primary data was collected through the use of survey
questionnaire by drop and pick strategy to ensure high response rate. The use of
questionnaire was adopted because it ensured that data collection is standardized such
that each respondent got the same question and in the same format. It also helped to
evade predisposition and unpredictability of data. Questionnaires also enabled
collection of original data from the sample of the population within a short time and at
low cost for purposes of describing the entire population (Ogutu, 2012).
The questionnaire was structured according to the research questions. The questionnaire
had five parts. Part one explored the population demographics. Part two dealt with
existence of T and D policies. Part three dealt with the relationship between employee
training and employee engagement. Part four dealt with the relationship between
employee training and employee Job satisfaction. Lastly part five explored the
39
relationship between employee over training and employee performance in relation to
employee engagement, job satisfaction and employee commitment.
3.6 Data Collection Tools

The study used both questionnaires and key informant interviews technique of data
gathering so as to evade predisposition and unpredictability of data.
3.6.1 Questionnaire
A questionnaire is a set of questions that is filled of characters and signs in order that
the respondents can tick the suitable clue of his/her view or write short answers. A
questionnaire was developed for the employees to solicit information on the issues
enumerated by the researcher. The questionnaires were developed for all levels i.e. non-
management, middle management and senior management. A self-administered
questionnaire was used. The questionnaire contained question which closed-ended
questions were and were measured by a 5-point Likert scale (highly agree to highly
disagree). For each question apart for the demographic section, the respondents had to
choose the alternatives ranging from highly agree, agree, neutral, disagree and highly
disagree. A space at the ended of each part of the question was given for the respondents
to provide comments and addition explanations. Questionnaires were made up of
various items that were written in a simple and clear language to enable respondents
have easy understanding. The researcher also spent time in explaining the motive and
importance of the study to respondents before distribution of the questionnaires to
enable them to answer the questions with ease.
The questionnaire was structured according the research questions and objectives. The
questionnaire was divided into four parts. The first part dealt with demographics of the
population. The second part dealt with the relationship between training, employee
engagement and employee performance. The third part dealt with the relationship
between training, job satisfaction and employee performance. The last part dealt with
the relationship between over training, employee engagement and commitment, job
satisfaction and employee performance. Study will use specially designed
questionnaires in order to collect primary data relating to number of training and
40
employee performance. The questionnaire was distributed to 128 staff of PSI that were
based in Southern region under Blantyre office.
The advantage of using a questionnaire as a tool of collecting data includes that it is

cost effective, has a high reach out, provides a possibility of asking more questions
since respondents fill them at their own free time and give the respondents time to
search for information to fill the questionnaire properly (Kothari 2004). The major
disadvantage with questionnaire data collection is that sometime the respondents take
quite a long time to respond and return the them resulting in delaying the analysis and
write up processes. Questionnaire data collection is also marred by the problem of non-
returned and partial answered questionnaires that affect both the quality of data
collected and its representativeness. The survey questionnaire sample is attached on
appendix 2.
3.6.2 Key Informant interviews

Key informant interviews are open-ended, semi structured in-depth conversation with
people who have specialised knowledge about the topic one wish to understand. Key
informant interviews let you explore a subject in depth. The give and take of these
interviews can result in in the discovery of information that would not have been
revealed in a survey. The advantage includes that inexpensive and fairly simple to
conduct, provide readily understandable information and compelling quotations for
reports and they are flexible, as questions and topics can be added or omitted during the
interview. The disadvantage of this type of data collection is that information obtained
can be biased if the key informant was not properly selected. Key informant interviews
results may also not be representative of the sampled population and suffers from
interviewer’s biases since one may choose only to pick information that confirms their
preconceived ideas.
For the purpose of this study 4 key interviews were conducted with people who have
the responsibilities of recommending trainings, supervising other staff and evaluating
the performance of staff. The key informants for the study were the Head of office for
Blantyre office, the HR coordinator, the Head of Clinical department and the head of
programs at PSI based in Southern region. These were purposively selected because of
the area of their expertise and responsibilities.
41
The interviews were face to face and semi-structured to give much room for probing
and learning from the respondents. Some of the advantages of face to face interviews
are that they have high response rate, they encourage respondents to answer all the
questions and also helps to give a better understand of the questions by the respondents
through rephrasing or explaining of the questions in the course of the exercise. The key
informant guideline questionnaire sample is attached on appendix 3.
3.6.3 Secondary documents

In this study various publications on training and development and employee
performance with emphasis on the relationship and interplay between them. This
included other master’s degree thesis from other students, books and journal articles.
3.7 Data Analysis

Qualitative and quantitative techniques were employed. For survey questionnaires,
responses were coded and keyed into statistical package for social sciences (SPSS
package) which analysed the relationship between various variables. One-way ANOVA
was also used to test for significance of association between variables, variance and
validated the results. For the key informant interviews, the write ups were subjected to
content analysis of themes and sub-themes.
The data analysis is presented in form of tables, graphs and charts to give a meaningful
way of understanding the information.
3.8 Ethical and Legal Consideration

During the survey participants were assured that all the information will be handled
with much privacy such that the information provided will not be shared with anyone
other than those involved in the study. Participants were also voluntary recruited, and
no one was forced to do the survey. The consent was sought from the respondents before
the questionnaires were send to them through their choice of media, either a hard copy
or through email. The study also required an authorization from the Organization, as
such a consent letter from Chancellor College was given to the Head of Office for PSI
Blantyre office who allowed me to conduct the survey with his organisation. In the
letter it was clearly indicated that the research was conducted purely for academic
purposes only.
42
3.9 Scope of the Study
The study was limited to the data which was be obtained only from employees of PSI
based in Southern region under Blantyre office. The data was collected within two
weeks’ period using questionnaires and face to face key informant interviews.
3.10 Profile of PSI Malawi

Population Services International-Malawi (PSI Malawi) is a leading global health
organization whose headquarters is in Washington DC and having its country head
office in Lilongwe. PSI has regional offices in Blantyre and Mzuzu covering the
southern and northern regions. The headquarters also cater for the central region. PSI
Malawi has programs targeting malaria, child survival, HIV and reproductive health.
PSI Malawi works in partnership with the public and private sectors. Harnessing the
power of markets, PSI Malawi provides lifesaving products, clinical services and
behaviour change communications that empowers the world’s most vulnerable
populations to lead healthier lives.
3.11 Chapter Summary

This chapter covered the research design, population, sample size and sampling
techniques, data collection and analysis to tool that was used for this study. It gave a
clear description of procedures for data collection and analysis for this study.
43
CHAPTER FOUR
FINDINGS, ANALYSIS AND DISCUSSIONS
4.1 Introduction
This chapter focuses on the analysis and report of the results of the study. It contains
presentation, analysis and discussion of the data collected from PSI which was selected
as the case study. The main issues covered are demographics of the respondents and
data presentation in form of tables, pie charts, bar charts and cross tabulations to address
the objectives of the study.
The data for the study was collected in the months of July and August 2018 using
questionnaires and interviews. 128 questionnaires were distributed out of which 121
questionnaires were successfully completed and returned to the researcher. This
represents the response rate of 93.1% of the targeted sample. A response rate of over
50% is recommended (Mugenda & Mugenda, 2003)
4.1.1 Demographics of the Respondents

Demographics characteristics will be looking at the various categories into which the
respondents were classified. This included gender, management position, department,
education levels, age, work experience, frequency of training attendance and training
attended in the last 12months.
4.1.2 Gender Distribution of Respondents

The study sought to find out the gender of the respondents with the assumption that
variation in gender could influence opinions. The gender of the respondents was
analysed and the results are presented in Figure 1 and Table 1 below.
44
Gender Distribution of Respondents
FEMALE MALE
47.10% 52.90%
MALE FEMALE
Figure 2: Gender Distribution of Respondents
Table 3: Gender Distribution of Respondents According to Management levels

Male Female
Management level Frequency Percentage% Frequency Percentage %
Senior 3 2.5 3 2.5
Middle 12 9.9 6 5
Non-Management 49 40.5 48 39.7
Total 64 57
Sources: Tabulation from SPSS
Figure 1 present data on gender of the respondents. Figure 1 shows that out of out of
121 respondents, male respondents formed most of the targeted population with a total
of 64 representing 52.9% of the population while female comprised a total of 57
representing 47.1% of the population. This implies that most staff employed by PSI are
slightly male which goes against the general idea that the health sector is predominantly
females.
Table 1 shows the number of females and males from the sampled population who are
in management and those who are not in management. 2.5% of male are in senior
management, 9.9% are in middle management, 40.5% are in non-management. The
total percentages of males add up to 52.9%. 2.5% of females are in senior management,
5% are in middle management, 39.7% are in non-management. The total percentages
of females add up to 47.1%.
45
4.1.3 Management Positions of Respondents
The study sought to find out the management position of the respondents with the
assumption that management position level could influence the opinion of the
respondents. The positions of the respondents were examined to categorize them if they
were senior management, middle management or non-management staff. The results of
the responses are shown in Figure 2
Management Position Distribution of

Respondents
SENIORMIDDLE
5.00% 14.80%
NON
80.20%
SENIOR MIDDLE NON
Figure 3: Management Position Distribution of Respondents
Figure 2 represents different management levels held by the employees who

participated in the study. The results reveal that out of 121 respondents, 97 (80.2%) of
the respondents were non-management staff, 18, (14.8%) were middle management and
6, (5.0%) were senior management staff. This indicates that majority of employees were
at operational level at the time of this research.
4.1.4 Department of Respondents

The study sought to find out the departments in which the respondents work. The
respondent’s departments were examined to find out in which departments the
respondents belong. The results of the responses are shown in Figure 3
46
Departmental Distribution of Respondents
SUPPORT
STAFF CLINICAL
PROGRAM &NURSING
5.80%
STAFF STAFF
54.50% 39.70%
SUPPORT STAFF CLINICAL &NURSING STAFF PROGRAM STAFF
Figure 4: Department Distribution of Respondents

Figure 3 shows that most of the respondents were in Programs/non-clinical department
66 (54.5%) followed by Clinical staff with 48 (45.5%) and then Support staff 7 (5.8%).
This indicates that more hands are needed in the Programs department than Clinical and
Support departments. The results also show that Program department is labour intensive
than the other two departments at PSI.
4.1.5 Educational levels of respondents

The study sought to find out the level of education of the respondents with the
assumption that this might influence their opinions. Figure 4 present the data of
educational background of the respondents
LEVEL OF EDUCATION OF RESPONDENTS
60 51.2
50
40
30 16.1 15.7
20 10.7
10 0 1.7 2.5 0
0
Figure 5: Level of Education Distribution of Respondents

Figure 4 shows the education qualifications of the respondents. From the responses, the
respondents hold a range of educational qualifications from basic secondary education
47
to postgraduate level. Out of the 121 respondents, 2 (1.7%) had basic primary
education, 13 (10.7%) had secondary school education, 20, (16.1%) had tertiary
education at certificate level, 62, (51.2%) had tertiary education at diploma level, 19
(15.7%) had bachelor’s degree and 3 (2.5%) had master’s degree. It can be seen from
the table 4.1.5 that everyone had basic primary school education and above. It can be
also seen that most staff (87.6%) at PSI have attained tertiary education.
4.1.6 Age Group of Respondents

The study sought to find out the age groups of the respondents with the assumption that
this might influence their opinions. The respondents’ ages were examined, and the
results are presented in Figure 5
AGE GROUP DISTRIBUTION OF RESPONDENTS

39.7
40
28.9
30 20.7
20 10.7
10
0
0
18-25YEARS 26-34YEARS 35-44YEARS 45-54YEARS ABOVE
55YEARS
Figure 6: Age Group Distribution of Respondents

Figure 5 depicts the age range of the respondents. It shows that out of the 121
respondents, 35 (28.9%) were in the age range of 18-25 years, 48, (39.7%) in 26-34
years, 25, (20.7%) in 35-44 years and 12 (10.7%) in 45-54 years while no one was
above 55 years. It can be seen from the above table and figure that most of staff are in
the ranges between 18-34 years.
48
4.1.7 Work Experience of Respondents
The study also sought to find out the years of service the respondents have rendered to
the organisation to enable us to put their responses into proper perspective. Figure 6
shows the results per our categorization of year of service.
WORK EXPERIENCE OF RESPONDENTS
50 42.1
40 31.4
30
16.5
20
9.9
10
0
0
>1 YEARS 1-5 YEARS 6-10 YEARS 11-15 YEARS < 15YEARS
Figure 7 : Work experience Distribution of Respondents

Figure 6 shows that out of the 121 respondents, 20 (16.5%) of the respondents have
worked for less than 1 year, 51 (42.1%) of the respondents have worked between 1-5
years, 38, (31.4%) of the respondents have worked between 6-10years, 12 (9.9%) have
worked between 11-15 year while no one has worked above 15years. These figures
show that 90.1% of the respondents have served PSI between 1 to 10 years. The figures
also show that the retention rate up from 1 to 5 years is 58.7% and above 5years up to
10 years is 73.4%. This means that PSI has a good blend of experience and 91.1% of
employees continued working in the organization above 1year of service rather than
find jobs elsewhere having undergone training.
4.1.8 Frequency of Training of Respondents

During the interviews with the head of office, the human resources Coordinator and
head of clinical and nursing, they indicated that PSI engage in job trainings, refresher
training and specialized training in order to ensure that they keep abreast with new
developments in the health sector. The study sought to find out the frequency of
employee training at PSI to collaborate with the above assertions by PSI leadership.
49
The respondents’ frequency of training was examined, and the results are presented in
FREQUENCY OF TRAINING ATTENDANCE OF

RESPONDENTS
43.8
50
40
27.3
30 21.5
20
4.1 3.3
10
%
0
0-none 1-3 (Rarely) 4-6 (once in a 7-10 (often) Above 10
while) (quite often)
Figure 7
Figure 8: Frequency of Training of Respondents
Figure 7 shows the frequencies at which employees are trained. The results indicated
that out of the 121 respondents, 5 (4.1%) did not attend any training, 33(27.3%) of the
respondents have attended training at least once but not more than three times, 53
(43.8%) of the respondents have attended training more than four times but not more
than six times, 26 (21.5%) of the respondents have attended trainings more than seven
times but not more than ten times while 4 of the respondents have attended training
more than10 times. This clearly demonstrates that PSI like most of the organisations
has training practices in place. This approach is good for the organisation in this era of
stiff competition.
4.1.9 Training Attended in the Last 12 Months by Respondents
The study also wanted to find out if those who have undergone staff training were
trained in the last 12 months. The respondents’ training attendance in the last 12 months
was examined and the results are presented in Figure 4.1.9 below
50
NUMBER OF TRAININGS ATTENDED
LAST 12 MONTHS
Not attended
30.60%
Attended
69.40%
Attended Not attended
Figure 9: Training Attended in the Last 12 Months by Respondents
Figure 8 shows that out of the 121 respondents, 84 (69.4%) of the respondents have
attended training in the last 12 months while 37 (30.6%) did not undergone any training
during the same period.
4.2 Existence of Training and Development Policies

The study sought to find out the existence of training and development policies and
procedures at PSI. The study looked at respondents’ awareness of existence of training
and development procedures and policies, evaluation and review of policies and
procedures, implementation of the training and development policies and procedures,
the link of training and development policies to PSI’s business strategy and the effect
of training and development policies on employee performance
4.2.1 Awareness of Training and Development Policies and Procedures

The study sought to find out from the respondents their awareness of the existence of
training and development policies at PSI. The respondents’ awareness of the policies
and procedures was examined and the results are presented in Figure 9.
51
Awareness of Existence of T & D
Policies & Procedure
9%
Aware of Existence T&D
Policies
Unaware of existence of
91%
T& D Policies
Figure 10: Awareness of Existence of T & D Policies & Procedure
Figure 9 shows that 112 respondent responded yes, they are aware of training and
development policies and procedures at PSI, representing 92.6 while 9 respondents said
no, they had no knowledge of the existence of the same, representing 7.4%. The results
show that most employees are aware of the existence of training and development
policies and procedures at PSI. This infers that training and development policies and
procedures are well broadcast to staff at PSI
4.2.2 Review and Evaluation of Training and Development Policies and

Procedures
The study sought to find out from the respondents how training and development
policies are reviewed and evaluated at PSI. The respondents’ responses are presented
in the Figure 10.
Review of T & D Policies
No idea
35%
2 years
50%
6months
6% 1 year
9%
2 years 1 year 6months No idea
Figure 11: Review of T & D Policies
52
Figure 10 shows that 60 (49.6%) of the respondents said the policies are reviewed every
two years, 7 (5.8%) of respondents said they are reviewed bi-annually, 11 (9.1%) of
respondents said annually while 43 (35.5%) of respondents are not aware if the policies
and procedures are reviewed at all. The results show that most employees are aware
that T and D policies and policies are reviewed periodically at PSI with the majority
believing that the reviews are done every two years.
4.2.3 Implementation of Training and Development Policies and Procedures

policies and procedures implemented when doing T and D activities. The respondents’
responses are presented in the Figure 11.
T & D Policies Implementation
10%
T&D Policies are

implemented
T&D Policies are not
90% implemented
Figure 12: T & D Policies Implementation

Figure 11 shows that 109 (90.1%) respondents responded no, that T and D policies and
procedures are not followed during the actual implementation of training and
development activities. 12 (9.9%) respondents responded yes, they feel that T and D
policies and procedures are followed when implementing training and development
activities at PSI. The results show that T and D policies and procedures are not followed
when conducting training and development activities at PSI.
53
4.2.4 Relationship between Training and Development Policies and
Procedures and Business Strategy
policies and procedures is linked to PSI business strategy. The respondents’ responses
are presented in the Figure 12.
Relatioship Between T & D Policies

and Business Strategy
34%
Disagreed
55%
Agreed
11%
Sometimes
Figure 13: Relationship between T & D Policies and Business Strategy
Figure 12 shows that 66 (54.6%) respondent disagreed that T and D policies are linked
to business policy of PSI, 41 (33.9%) respondents felt that sometimes they are linked
to business strategy while 14 (11.5%) respondents agreed that they are linked to
business strategy. The results show that most employees believed that T and D policies
and procedures at PSI are not linked to its overall business strategy.
4.2.5 Effectiveness of Training and Development Policies and Procedures

on Employee Performance
The study sought to find out from the respondents the effectiveness of training and
development policies and procedures in supporting employee performance. The results
were categorised in three strata; disagree, neutral and agree for ease tabulation of the
results and interpretation. The results are summarised in Table 4.2.5 and Figure 4.2.5
54
Table 4: Effectiveness of Training and Development Policies in supporting
Employee Performance of Respondents
Statement N=121 Standard
Disagreement Neutral Agreement Mean Deviation
Training improve willingness to 4 30 87 3.74 .750
accept change
Training enhances willingness to 0 26 95 3.87 .531
take new tasks
Training enhances commitment to 0 18 103 3.94 .488
taking the initiative in helping
others
Source: Field data, August 2018
13% 17%
Agreed
Disagreed
70% Neutral
Table 4.25 and Figure 4.25 Table 4.2.5A shows that 85 (70.2%) respondents disagreed
that T and D policies has a positive influence on employee performance at PSI. 16
(13.2%) were undecided on its effect on employee performance, and 20 (16.6%) agreed
that T and D policies had a positive effect on employee performance.
This shows that at PSI most of staff believe that training and development policies have
a positive effect on their performance as they give clear guidelines on what is expected
from them.
55
4.3 Training and Employee Engagement
The study was also interested in finding out the effect of training on employee
performance mediated by employee engagement. The study looked at how training
influenced employee engagement in terms of change processes, innovation, better
performance and enthusiasm.
4.3.1 Training and Employee Engagement in Change Process

The study wanted to find out the effect of training on employee engagement. The results
were categorised in three strata; disagree, neutral and agree for ease tabulation of the
results and interpretation. The results are summarised in Table 3.
Table 5: Training and Employee Engagement in Change Process of Respondents
Statement N(%)=121 Standard

Training improve willingness to 4 (3.3%) 30 87 (71.9%) 3.74 .750
accept change (24.8%)
Training enhances willingness 0 (0%) 26 95 (78.5%) 3.87 .531
to take new tasks (21.5%)
Training enhances commitment 0 (0%) 18 103 3.94 .488
to taking the initiative in (14.9%) (85.1%)
helping others
Table 3 show that the majority of respondents of 87 (71.9%), 95(78.5%) and 103
(85.1%) said that employee training at PSI enhanced engagement in change process
among staff by improving willingness to accept change, enhancing willingness to take
new tasks and enhancing commitment to taking initiative in helping other employees
respectively.
About 30(24.8%), 26 (21.5%) and 18 (14.9%) were undecided that employee training
at PSI enhanced engagement in change process among staff by improving willingness
to accept change, enhancing willingness to take new tasks and enhancing commitment
to taking initiative in helping other employees respectively. Only 4 (3.3%), 0 (0%) and
0 (0%) disagreed that that employee training at PSI enhanced engagement in change
56
process among staff by improving willingness to accept change, enhancing willingness
to take new tasks and enhancing commitment to taking initiative in helping other
employees respectively.
The above data shows at PSI, training and development initiative have a positive effect
on staff engagement in change process within the organisation. This is in line with most
of scholars such as who have argued that training help in easing and managing change
among staff in the organisations since training equips them with the necessary skills to
face and adapt to change. When change is initiate the staff have already been equipped
with necessary skills to face this changes.
Table 6: ANOVA Training and Employee Engagement in Change Process
Statement P-value (95% confidence)

Gender MGT Department Age Education
position Level
Training improve willingness to .944 .894 .600 .681 .942
accept change
Training enhances willingness to .585 .679 .600 .734 .943
take new tasks
Training enhances commitment .764 .744 .816 .794 .979
to taking the initiative in helping
others
Source: Analysis from SPSS
Table 4 shows the results for One-way ANOVA to determine whether the findings can
be generalized to the entire population analysis. The results in table 4 shows lack of
statistical significance variations in the opinions held by various categories of sampled
population as all p-values were greater than α (0.05). This means the opinions across
the sample population were not affected by the categories under consideration of
gender, management positions, department, age and education level. Therefore, the
results can be used to represent the views of the entire population.
57
Table 7: Cross Tabulation of Management level-numbers
Willingness to take new tasks (%) Enhances commitment to taking the

initiative in helping other employees (%)
Di Disa Neu Neut Ag Agr Disa Disa Neu Neu Agre Agre
sag gree( tral ral ree ee( gree gree tral tral e e
ree %) (%) %) (%) (%) (%)
Top level 0 0 1 16.7 5 83.3 0 0 1 16.7 5 83.3
Management
Middle level 0 0 1 5.6 17 94.4 0 0 5 27.8 13 72.2
Management
Non- 0 0 24 24.7 73 75.3 0 0 12 12.4 85 87.6
Management
Table 5 shows an analysis of management levels willingness to take new tasks and
commitment to taking initiative in helping other employees. The results show a strong
agreement across all levels of management when it comes to the willingness to take
new tasks and commitment in helping other employees at PSI. The average agreement
rate of 83.3% (top managers), 83.3% (middle managers) and 81.4% (non-managers)
supports this assertion.
4.3.2 Training and Employee Engagement in Innovation

The study sought to find out the effect of training on employee engagement in terms of
innovation. The results were collapsed into three strata; disagree, neutral and agree. The
results are summarised in Table 6
58
Table 8: Training and Employee Engagement in Innovation

Training allows 4 (3.3%) 29(24%) 88(72.7%) 3.76 .619

opportunity for
identification of future
opportunities & challenges
Training empowers 8 (6.6%) 32 81(70%) 3.65 .619
employees to always keep (26.4%)
going when the going gets
tough
Training allow for adapt 4 (3.3%) 44 73 (60.3% 3.60 .758
quickly adaptation in (36.4%)
difficult situations
Table 8 shows that the majority of respondents of 88 (72.7%), 81(70%) and 73 (60.3%)
said that employee training at PSI enhanced engagement in innovation among staff by
allowing opportunity for identification of future opportunities and challenges,
empowering employees to always keep going when the going gets tough and allowing
for quick adaptation in difficult situations respectively.
About 29(24%), 32 (26,4%) and 44 (36.4%) were undecided that employee training at
PSI enhanced engagement in innovation among staff by allowing opportunity for
identification of future opportunities and challenges, empowering employees to always
keep going when the going gets tough and allowing for quick adaptation in difficult
situations respectively. Only 4 (3.3%), 8 (6.6%) and 4 (3.3%) disagreed that that
employee training at PSI enhanced engagement in innovation among staff by allowing
opportunity for identification of future opportunities and challenges, empowering
employees to always keep going when the going gets tough and allowing for quick
adaptation in difficult situations respectively.
59
Table 9: ANOVA for Training and Employee Engagement in Innovation
position Level
Training allows opportunity .942 .870 .002 .968 .552
for identification of future
opportunities & challenges
Training empowers .943 .601 .017 .722 .664
employees to always keep
going when the going gets
tough
Training allow for adapt .979 .737 .024 .631 .970
quickly adaptation in
difficult situations
Source: Tabulation from SPSS
Table 9 shows the results of One-way ANOVA to determine whether the findings can
be generalized to the entire population. The results in table 4.3.2.1 indicates that the P-
Values for gender, management positions, age and education level were greater than α
(0.05) implying the lack of statistical significance in the opinions for these categories
from the sampled population. However, for department the P-values was less than α
(0.05) implying that there is a strong statistical significance in the opinions from this
category from sample population. This means gender, management level, age and
education level do not affect the results thus can be generalized to the entire population.
On the other hand, department affects the opinions thus the results can be easily
generalized the entire population when it comes to training and employee engagement
in innovation.
60
Table 10: Cross Tabulation of Management level
Training allows opportunity for Training allow for adapt quickly

identification of future opportunities adaptation in difficult situations (%)
& challenges (%)
Dis Dis Neu Neu Ag Agr Dis Disa Neu Neu Agre Agre
agr agr tral tral ree ee agre gree tral tral e e (%)
ee ee (%) (%) e (%) (%)
(%)
Top level 0 0 2 33.3 4 66.7 0 0 5 83.3 1 16.7
Management
Middle level 0 0 3 16.7 15 83.3 0 0 5 27.8 13 72.2
Management
Non- 4 4.1 14 14.5 79 81.4 4 4.1 34 35.1 59 60.8
Management
Table 10 shows analysis of management levels results on employee training allows

opportunity for future opportunities and challenges. Those in top level management
(66.7%), the non-management staff (83.3%) and the non-management (81.4%) strongly
indicated agreement. On the other hand, majority (83.7%) of the top-level management
were undecided when it came to training and adaptability in difficult situations as
compare to middle management (72.2%) and non-management level (60.8%) who
strong agreed that training helps them to adapt quickly to difficult situations.
4.3.3 Training and Employee Engagement for Better Performance
The study sought to find out the effect of training on employee engagement on
employee better performance. The results were collapsed into three strata; disagree,
neutral and agree. The results are summarised in Table 9.
61
Table 11: Training and Employee Engagement for Better Performance
Statement N (%)=121 Standard

Training enhances job focus 0 (0%) 43(35.5%) 78 (64.5%) 3.78 .644
Training allows one to give 0 (0%) 35 86 (71.1%) 3.78 .555
the best effort at work each (28.9%)
day
Training allows one to be 0 (0%) 43 78 (64.5%) 3.78 .664
more involved in their work (35.5%)
and days go by very quickly
Table 11 show that the majority of respondents of 78 (64.5%), 86(71.1%) and 78

(64.5%) agreed that employee training at PSI enhance better performance among staff
by enhancing job focus, allowing one to give the best effort at work each day and
allowing one to be more involved in their work and days go by very quickly
respectively.
About 43(35.5%), 35 (28.9%) and 43 (35.5%) respondents were undecided that

employee training at PSI enhance better performance among staff by enhancing job
focus, allowing one to give the best effort at work each day and allowing one to be more
involved in their work and days go by very quickly respectively. None (0%) disagreed
that that employee training at PSI enhance better performance among staff by
enhancing job focus, allowing one to give the best effort at work each day and allowing
one to be more involved in their work and days go by very quickly.
62
Table 12: ANOVA for Training and Employee Engagement for Better
Performance

position Level
Training enhances job focus .656 .583 .707 .726 .643
Training allows one to give the .746 .764 .711 .639 .583
best effort at work each day
Training one to be more involved .644 .572 .702 .697 .586
in their work and days go by very
quickly
Source: SPSS
Table 12 shows the results of One-way ANOVA, the results indicates lack of statistical
significance variations in the opinions held by various categories of sampled population
as all p-values were greater than α (0.05). This means the opinions across the sampled
population were not affected by the categories under consideration of gender,
management positions, department, age and education level. Therefore, the results can
be used to represent the views of the entire population when it comes to training and
employee engagement for better performance.

Training enhances job focus (%) Training allows one to give the best effort
at work each day (%)
Disa Disa Neu Neu Ag Agr Disa Disa Neu Neu Agre Agre
gree gree tral tral ree ee gree gree tral tral e e
(%) (%) (%) (%) (%) (%)
Top level 0 0 2 33.3 4 66. 0 0 1 16.7 5 83.3

Management 7
Middle level 0 0 3 16.7 15 83. 0 0 3 16.7 15 83.3
Management 3
Non- 0 0 38 39.2 59 60. 0 0 31 32 66 68
Management 8
63
Table 13 shows analysis of management levels results on employee training enhances
job focus and training allows one to give effort at work each day. Majority in middle
management (83.3%) strongly agreed as compared to top management (66.7%) and
non-management (6.8%). On the other hand, majority in top management (83.3%) and
in middle management (83.3%) strongly agreed as compared to non-management
(68%) when it comes to training and allowing one to give best effort at work.
4.3.4 Training and Employee Engagement in terms of Employee

Enthusiasm
The study sought to find out the effect of training on employee engagement and
performance by enhancing employee enthusiasm. The results were categorised in three
strata; disagree, neutral and agree. The results are summarised in 14.
Table 14: Training, Employee Engagement and Employee Enthusiasm

Training creates excitement 0 42 79 (65.3%) 3.69 .533
of going to work daily (34.7%)
Training creates a feeling of 0 45 76 (62.8%) 3.66 .541
complete involvement in (37.2%)
work
Training inspires staff 0 38 83 (68.6%) 3.72 .520
towards goals (31.4%)
Table 14 shows that the majority of respondents of 79 (65.3%), 76(62.8%) and 83

(68.6%) said that employee training at PSI enhance enthusiasm among staff by creating
excitement of going to work daily, creating a feeling of complete involvement in work
and inspiring staff towards goals respectively. About 42(34.7%), 45 (37.2%) and 38
(31.4%) respondents were undecided that employee training at PSI enthusiasm among
staff by creating excitement of going to work daily, creating a feeling of complete
involvement in work and inspiring staff towards goals respectively. None (0%)
disagreed that that employee training at PSI enhance enthusiasm among staff by
creating excitement of going to work daily, creating a feeling of complete involvement
in work and inspiring staff towards goals respectively.
64
Table 15: ANOVA for Training, Employee Engagement and Enthusiasm

position Level
Training creates excitement of .776 .710 .810 .649 .804
going to work daily
Training creates a feeling of .830 .557 .759 .750 .584
complete involvement in work
Training inspires staff towards .713 .738 .816 .847 .876
goals
Source: SPSS
as all P-values were greater than α (0.05). This means the opinions across the sampled
employee engagement and enthusiasm
Feeling of complete involvement in Inspires staff towards goals (%)

work (%)
agr agr tral tral ree ee agr gree tral tral e e
ee ee (%) (%) ee (%) (%) (%)
(%
)
Top level 0 0 3 50 3 50 0 0 1 16. 5 83.3
Management 7
Middle level 0 0 3 16. 15 83.3 0 0 3 16. 15 83.3
Management 7 7
Non-Management 0 0 39 40. 58 59.8 0 0 34 35. 63 64.9
2 1
65
feeling of complete involvement in work and training inspires staff towards goals.
Majority in middle management (83.3%) strongly agreed as compared to top
management (50%) and non-management (59.8%) when it comes to training and
feeling complete involvement in work. On the other hand, majority in top management
(83.3%) and in middle management (83.3%) strongly agreed as compared to non-
management (64.9%) when it comes to training and inspiring staff towards achievement
of goals.
4.4 Training and Employee Job Satisfaction

The study sought to find out the effect of training on employee performance mediated
by employee job satisfaction. The study looked at how training influenced employee
job satisfaction in terms of work relationships, opportunity for using own initiatives and
skills, opportunities for pay and promotions and satisfaction with activities.
4.4.1 Training on Employee Job satisfaction through Work Relationships

The study sought to find out the effect of training on employee job satisfaction through
work relationships. The results were categorised in three strata; disagree, neutral and
agree. The results are summarised in Table 17.
Table 17: Training on Employee Job satisfaction through Work Relationships

Training improves enjoyment 4 (3.3%) 49 68 (56.2%) 3.62 .698
of staff relationships (40.5%)
Training improves on 4 (3.3%) 41 76 (62.8%) 3.69 .684
relationships with supervisors (33.9%)
Training improves customer 4 (3.3%) 42 75 (62%) 3.65 .655
relationships (34.7%)
Table 17 show that the majority of respondents of 68 (56.2%), 76(62.8%) and 75 (62%)
said that employee training at PSI enhanced employee job satisfaction through work
relationships by improving enjoyment of staff relationships, improving relationships
with supervisors and improving customer relationships skills respectively. About
66
49(40.5%), 41 (33.9%) and 42 (34.7%) respondents were undecided that employee
training at PSI enhanced employee job satisfaction through work relationships by
improving enjoyment of staff relationships, improving relationships with supervisors
and improving customer relationships skills respectively. Only 4 (3.3%), 4 (3.30%)
and 4 (3.3%) disagreed that that employee training at PSI enhanced employee job
satisfaction through work relationships by improving enjoyment of staff relationships,
improving relationships with supervisors and improving customer relationships skills
respectively.
Relationships
Statement P-value (95%

confidence)
position Level
Training improves enjoyment .654 .513 .775 .993 .769
of staff relationships
Training improves on .778 .589 .600 .724 .680
relationships with supervisors
Training improves customer .755 .718 .674 .831 .878
relationships
Source: SPSS
Table 18 shows the results of One-way ANOVA; the results indicates lack of statistical
employee job satisfaction through work relationship.
67
Training improves enjoyment of Training improves on relationships with

staff relationships (%) supervisors (%)
Dis Dis Neu Neu Ag Agr Dis Disa Neu Agre
agr agr tral tral ree ee agr gree tral e
ee ee (%) (%) ee (%)
(%)
Top level 0 0 1 16.7 5 83.3 0 0 2 33.3 4 66.7

Management
Middle level 0 0 7 38.9 11 61.1 0 0 4 22.2 14 77.8
Management
Non- 4 4.1 41 42.3 52 53.6 4 4.1 35 36.1 58 59.8
Management
Table 19 shows analysis of management levels results on employee training improves

enjoyment of staff relationships and training improves the relationship with supervisors.
Majority in top management (83.3%) strongly agreed as compared to middle
management (60.1%) and non-management (53.6%) when it comes to training and
improvement of enjoyment of staff relationships. On the other hand, majority in middle
management (77.8%) strongly agreed as compared to top management (66.7%) and
non-management (59.8%) when it comes to training and improvement in relationship
with supervisors.
4.4.2 Training on Employee Job satisfaction through Scope of Using Own

Initiative and Skills
ability to use their own initiative and skills. The results were categorised in three strata;
disagree, neutral and agree. The results are summarised in Table 19
68
Table 20: Training on Employee Job satisfaction through Scope of Using Own
Initiative

Training enhances usage of 0 (0%) 37 84 (69.4%) 3.75 .552
talents and skills (30.6%)
Training offers opportunities to 2 (1.7%) 21 98 (80.9%) 3.83 .495
learn new skills (17.4%)
Training offer support for 2 (1.7%) 33 86 (71%) 3.69 .497
additional training and education (27.3%)
Table 20 show that the majority of respondents of 84 (69.4%), 98(80.9%) and 86 (71%)
said that employee training at PSI enhanced employee job satisfaction through scope of
using own initiative by enhancing usage of talents and skills, offering opportunities to
learn new skills and offering support for additional training and education respectively.
About 37(30.6%), 21 (17.4%) and 33 (27.3%) respondents were undecided that
employee training at PSI enhanced employee job satisfaction through scope of using
own initiative by enhancing usage of talents and skills, offering opportunities to learn
new skills and offering support for additional training and education respectively. Only
0 (%), 2 (1.7%) and 2 (1.7%) disagreed that that employee training at PSI enhanced
employee job satisfaction through scope of using own initiative by enhancing usage of
talents and skills, offering opportunities to learn new skills and offering support for
additional training and education respectively.
69
Table 21: ANOVA for Training on Employee Job satisfaction through Scope of
Using Own Initiative
position Level
Training enhances usage of talents .576 .714 .814 .936 .765
and skills
Training offers opportunities for .675 .701 .726 .753 .704
learning new skills
other education pursuit
Source: SPSS
employee job satisfaction through scope of using own initiative.
70
Enhances usage of talents and skills Offers opportunities to learn new skills
(%) (%)
Dis Dis Neu Neu Ag Agr Dis Disa Neu Neu Agre Ag
agr agr tral tral ree ee agr gree tral tral e ree
ee ee (%) (%) ee (%) (%) (%)
(%)
Top level 0 0 1 16.7 5 83.3 0 0 1 16.7 5 83.
Management 3
Middle level 0 0 6 33.3 12 66.7 0 0 6 33.3 12 66.
Management 7
Non-Management 0 0 30 30.9 67 69.1 2 2.1 14 14.4 81 83.
5

usage of talents and skills and training offers opportunities to learn new skills. Majority
in top management (83.3%) strongly agreed as compared to those in middle
management (66.7%) and non-management (69.1%) when it comes to training and
enhancement of usage of talent and skills. On the other hand, majority in top
management (83.3%) and non- management (83.5%) strongly agreed as compared to
those in middle management (66.7%) when it comes to training and offering
opportunities to learn new skills.
4.4.3 Training on Employee Job satisfaction through Pay and Promotion

Potential
provision of potential for pay rise and promotion. The results were categorised in three
strata; disagree, neutral and agree. The results are summarised in Table 23
71
Table 23: Training on Employee Job satisfaction through Pay and Promotion
Potential
Training leads to better salary 11 (9.1%) 64 46 (38%) 3.32 .819
(52.9%)
Training offers promotion 4 (3.3%) 68 49 (40.5%) 3.40 .759
opportunities (56.2%)
Training leads to reorganisation 3 (2.5%) 49 69 (57%) 3.58 .602
of work (40.5%)
Table 23 show that 46 (38%), 49(40.5%) and 69 (57%) of the respondents said that
employee training at PSI enhanced employee job satisfaction through pay and
promotion potential by leading to better salary, offering promotion opportunities and
leading to reorganisation of work respectively.
64(52.9%), 68 (56.2%) and 49 (40.5%) were undecided that employee training at PSI
enhanced employee job satisfaction through pay and promotion potential by leading to
better salary, offering promotion opportunities and leading to reorganisation of work
respectively. Only 11 (9.1%), 4 (3.3%) and 3 (2.5%) disagreed that that employee
training at PSI enhance employee job satisfaction through pay and promotion potential
by leading to better salary, offering promotion opportunities and leading to
reorganisation of work respectively.
Table 24: ANOVA for Training on Employee Job satisfaction through Pay and
Promotion Potential
position Level
Training leads to better salary .641 .566 .622 .983 .701
Training offers promotion .630 .578 .707 .944 .601
opportunities
Training leads to recognition .959 .834 .842 .833 .834
Source: SPSS
72
Table 24 shows the results of One-way ANOVA. The results show lack of statistical
as all p-values were greater than α (0.05). Hence, the results can be used to represent
the views of the entire population when it comes to training and employee job
satisfaction through pay and promotion potential.
Training leads to better salary (%) Training offer opportunities for staff
promotions (%)
Dis Disa Ne Neu Ag Agr Dis Disa Neu Neu Agre Ag
agr gree utr tral ree ee agr gree tral tral e ree
ee (%) al (%) (%) ee (%) (%) (%)
Top level 1 16.7 4 66.6 1 16.7 0 0 2 33.3 4 66.
Management 7
Middle level 0 0 14 77.8 4 22.2 0 0 8 44.4 10 55.
Management 6
Non-Management 10 10.3 46 47.4 41 42.3 4 4.1 58 59.8 35 36.
1
Table 25 shows analysis of management levels results on employee training leads to

better salary and training offer opportunities for staff promotion. 16.7% of top
management agreed while 66.6% were undecided, 22.2% of middle management
agreed while 77.8% were undecided and 42.3% of non-management agreed compared
to 47.4% who were undecided when it6came to training and better salary. On the other
hand, majority in top management (66.7%) and in middle management (55.6%) agreed
as compared to non-management (36.1%) when it came to training and offer
opportunities for promotion.
4.4.4 Training on Employee Job satisfaction through Work Activities
work activities. The results were categorised in three strata; disagree, neutral and agree.
The results are summarised in Table 26.
73
Table 26: Training on Employee Job satisfaction through Work Activities

Training offers staff opportunities 0 34 87 (71.9%) 3.765 .505
to be assigned a variety of (28.1%)
responsibilities
Training enhances degree of job 0 43 78 (64.5%) 3.67 .523
independence (35.5%)
Training offers opportunities for 3 (2.5%) 31 87 (71.9%) 3.67 .616
periodic change in duties (25.6%)
Table 26 show that the majority of the respondents of 87 (71.9%), 78(64.5%) and 87
(71.9%) said that employee training at PSI enhanced employee job satisfaction through
work activities by offering staff opportunities to be assigned a variety of
responsibilities, enhancing degree of job independence and offering opportunities for
periodic change in duties respectively. Respondents amounting 34(28.1%), 43 (35.5%)
and 31 (25.6%) were undecided that employee training at PSI enhanced employee job
satisfaction through work activities by offering staff opportunities to be assigned a
variety of responsibilities, enhancing degree of job independence and offering
opportunities for periodic change in duties respectively. Only 0 (%), 0 (0%) and 3
(2.5%) disagreed that that employee training at PSI enhanced employee job satisfaction
through work activities by offering staff opportunities to be assigned a variety of
responsibilities, enhancing degree of job independence and offering opportunities for
periodic change in duties respectively.
74
Activities

position Level
Training offers staff opportunities .916 .455 .641 .310
for a variety of responsibilities
Training enhances degree of job .968 .177 .998 .151
independence
periodic change in duties
Source: SPSS
the views of the entire population when it comes to training and employee job
satisfaction through work activities.
Training offers staff opportunities Training empowers staff to achieving

for a variety of responsibilities (%) degree of job independence (%)
agr agr tral tral ree ee agr gree tral tral e e
ee ee (%) (%) ee (%) (%) (%)
(%)
Top level 0 0 0 0 6 100 0 0 3 50 3 50
Management
Middle level 0 0 7 38.9 11 61.1 0 0 7 38.9 11 61.1
Management
Non-Management 0 0 27 27.8 70 72.2 0 0 29 29.9 68 70.1
Table 28 shows analysis of management levels results on employee training offers staff
opportunities for a variety of responsibilities and training empowers staff to achieve a
75
degree of job independence. All top managers strongly agree (100%) as compared to
61.1% in middle management and 72.2% in non-management (59.8%) when it comes
to training and staff opportunities for variety of responsibilities. On the other hand, only
half (50%) of top management agreed as compared to 61.1% in middle management
and 70.1% in non-management when it came to training and empowering staff
achievement of job independence.
4.5 Over Training and Employee Performance

The study sought to find out the effect of over training on employee performance
mediated by employee engagement and job satisfaction. The study looked at how over
training influenced employee performance in terms of its existence in the organisation,
effects on employee engagement and effects on job satisfaction.
4.5.1 Existence of Over Training in the organisation

The study sought to find out the existence of over training at PSI, extend it trickles
down the whole organisation and what causes it. The results were categorised in three
strata; disagree, neutral and agree. The results are summarised in Table 29
Table 29: Existence of Over Training in the organisation

Over training at my organization 25 (20.7%) 45 (37.2%) 51 (42.1%) 3.21 .766
happens most of the time.
Over training at my organization 6 (5%) 50 (41.3%) 65 (53.7%) 3.49 .593
is mostly among staff in programs
Over training at my organization 6 (5%) 28 (23.1%) 87 (71.9%) 3.67 .568
mostly among staff in programme
support
Over training is due to unplanned 15 (12.4%) 18 (14.9%) 88 (72.7%) 3.60 .701
training at my organization
Table 29 shows that the majority of the respondents of 51 (42.1%), 65(53.7%), 87

(71.9%) and 88 (72.7%) said that over training existed at PSI as it happens all the times,
76
is mostly among program’s staff, is mostly among program support staff and is due to
unplanned trainings respectively.
45(37.2%), 50 (41.3%), 28 (23.1%) and 18 (14.9%) were undecided that over training
existed at PSI as it happens all the times, is mostly among program’s staff, is mostly
among program support staff and is due to unplanned trainings respectively. Only 25
(20.7%), 6 (5%), 6 (5%) and 15 (12.4%) disagreed that over training existed at PSI as
it happens all the times, is mostly among program’s staff, is mostly among program
support staff and is due to unplanned training respectively.
Table 30: ANOVA for Existence of over Training in the organisation 1

position Level
Over training at my organization .639 .269 .577 .752 .812
happens most of the time.
Over training at my organization is .597 .140 .726 .722 .894
mostly among staff in programs
Over training at my organization mostly .733 .178 .816 .902 .930
among staff in program support
Over training is due to unplanned .822 .174 1.000 .723 .685
training at my organization
Source: SPSS
as all p-values were greater than α (0.05) except under management position which is
less than α (0.05). Hence, the results can be used to represent the views of the entire
population when it comes to existence of over training in the organization except when
it comes to management levels.
77
Over training happens all the times Over training is caused by unplanned
(%) training at my organisation (%)
Dis Disa Ne Neu Ag Agr Dis Disa Neu Neu Agre Agre
agr gree utr tral ree ee agr gree tral tral e e
ee (%) al (%) (%) ee (%) (%) (%)
Top level 0 0 4 66.7 2 33.3 0 0 1 16.7 5 83.3
Management
Middle level 4 22.2 10 55.6 4 22.2 1 5.6 1 5.6 16 88.8
Management
Non-Management 21 21.6 31 32 45 46.4 14 14.3 16 16.5 67 69.2
Table 31 shows analysis of management levels results on over training happens all the
times and over training caused by unplanned training. Majority in top management
(66.7%) and in middle management (55.6%) were undecided as compared to only
33.3% and 22.22% in top management and 22.2% who agreed. 46.4% in non-
management agreed as compared to 32% who were undecided when it came to over
training and its occurrence. On the other hand, majority in top management (83.3%)
and in middle management (88.8%) strongly agreed as compared to non-management
(69.2%) when it comes to over training caused by unplanned training.
4.5.2 Over Training and Employee Engagement

The study sought to find out the effect of over training on employee engagement. The
results were categorised in three strata; disagree, neutral and agree. The results are
summarised in Table 31.
78
Table 32: Over Training and Employee Engagement
Over trained Staff show lack 20 (16.5%) 45 56 (46.3%) 3.45 .730
of excitement about going to (37.1%)
work every day at my
organization
Over trained staff at my 11 (9.1%) 41 69 (57%) 3.60 .770
organization lack a feel of (33.9%)
completely involved in their
work
Over trained staff lack 7(5.8%) 53 61 (50.4%) 3.51 .621
inspiration to meet their goals (43.8%)
at work due to under-
deployment at my
organization
Table 32 shows that a slight majority of the respondents of 56 (46.3%), 69(57%) and
61 (50.4%) said that over training at PSI affect employee engagement through lack of
excitement by staff about going to work every day, lack of a feel of completely involved
in their work and lack inspiration to meet their goals at work due to under-deployment
respectively. Respondents about 45(37.1%), 41 (33.9%) and 53 (43.8%) were
undecided that over training at PSI affect employee engagement through lack of
excitement by staff about going to work every day, lack of a feel of completely involved
in their work and lack inspiration to meet their goals at work due to under-deployment
respectively. Only 20 (16.5%), 11 (9.1%) and 7 (5.8%) disagreed that that over training
at PSI affect employee engagement through lack of excitement by staff about going to
work every day, lack of a feel of completely involved in their work and lack inspiration
to meet their goals at work due to under-deployment respectively.
79
Table 33: ANOVA for Over Training on Employee Engagement

position Level
Over trained Staff show lack of .602 .582 .816 .750 .633
excitement about going to work
every day at my organization
Over trained staff at my .593 .693 .714 .600 .566
organization lack a feel of
completely involved in their work
Over trained staff lack inspiration .829 .721 .853 .971 .920
to meet their goals at work due to
under-deployment at my
organization
the views of the entire population when it comes to over training and employee
engagement.
Over trained staff show lack of Over trained staff lack inspiration to
excitement about going to work every meet their goals at work due to under-
day (%) deployment (%)
Dis Disa Ne Neu Agr Agre Dis Dis Neu Neu Agre Agr
agr gree utr tral ee e agre agre tral tral e ee
ee (%) al (%) (%) e e (%) (%)
(%)
Top level 0 0 4 66.7 2 33.3 0 0 1 16.7 5 83.3
Management
Middle level 1 5.6 6 33.3 11 61.1 1 5.6 7 38.9 10 55.5
Management
Non-Management 19 19.6 35 36.1 43 44.3 6 6.2 45 46.4 46 47.4
80
Table 34 shows analysis of management levels results on over trained staff show lack
of excitement about going to work and over trained staff lack inspiration to meet their
goals at work due to under-deployment. Majority in middle management (61.1%)
strongly agreed as compared to top management (33.3%) and non-management
(44.3%) when it came to over training and lack of excitement about going to work. On
the other hand, majority in top management (83.3%) strongly agreed as compared to
those in middle management (55.5%) and in non-management (47.4%) when it came
to over training and lack of inspiration in meeting their goals at work.
4.5.3 Over Training and Employee Job satisfaction

The study sought to find out the effect of over training on employee job satisfaction.
The results were categorised in three strata; disagree, neutral and agree. The results are
summarised in Table 35.
Table 35: Over Training and Employee Job satisfaction

Most of over trained staff do not 5 (4.1%) 69 (57%) 47 (38.9%) 3.33 .789
enjoy their work activities at my
organization
Over trained staff at my work 5 (4.1%) 55 61 (50.4%) 3.51 .708
place do not have a good (45.5%)
relationship with supervisors at
work
Most over trained staff do not stay 8 (6.6%) 43 70 (57.9%) 3.59 .803
longer at my organization (35.5%)
Table 35 show that 47 (38.9%), 61(50.4%) and 70 (57.9%) of the respondents said that
over training at PSI affect employee job satisfaction through display of lack of
enjoyment when staff are performing their work activities, lack of good working
relationship with supervisors and high employee turnover respectively. About 69(57%),
55 (45.5%) and 43 (35.5%) respondents were undecided that over training at PSI affect
employee job satisfaction through display of lack of enjoyment when staff are
performing their work activities, lack of good working relationship with supervisors
81
and high employee turnover rrespectively. Only 5 (4.4%), 5 (4.1%) and 8 (6.6%)
disagreed that that over training at PSI affect employee job satisfaction through display
of lack of enjoyment when staff are performing their work activities, lack of good
working relationship with supervisors and high employee turnover respectively. The
average mean of 3.48 shows a high level of agreement.
Table 36: ANOVA for Over Training and Employee Job satisfaction

position Level
Most of over trained staff do not .579 .985 .816 .556 .858
enjoy their work activities at my
organization
Over trained staff at my work place .895 .800 .555 .639 .565
do not have a good relationship
with supervisors at work
Most over trained staff do not stay .699 .846 .855 .863 .784
longer at my organization
the views of the entire population when it comes to over training and employee job
satisfaction
82
Most over trained staff do not enjoy their Most over trained staff do not stay longer
work activities (%) at my organization (%)
Disa Disag Neutr Neut Agr Agre Disa Disa Neut Neut Agr Agre
gree ree al ral ee e gree gree ral ral ee e
(%) (%) (%) (%) (%) (%)
Top 0 0 4 66.7 2 33.3 0 0 2 33.3 4 66.7
level
Manag
ement
Middl 0 0 12 66.7 6 33.3 1 5.6 10 55.6 7 38.8
e level
Manag
ement
Non- 5 5.2 53 54.6 39 40.2 7 7.2 31 32 59 60.8`
Manag
ement
37 shows analysis of management levels results on over trained staff do not enjoy their
work activities and over trained staff do not stay longer with an organisation. Majority
in top management (66.7%), in middle management (67.7%) and in non-management
(54.6%) were undecided as compared to 33.3% in top management, 33.3% in middle
management and 40.2% non-management who agreed when it came to over training
and not enjoying their work activities. On the other hand, majority in top management
(66.7%) and in non-management (60.8%) strongly agreed as compared to those in
middle management (38.8%) when it came to over training and length of
service/turnover in an organisation.
4.5.4 Over Training and Employee Commitment and Attitude

The study sought to find out the effect of training on employee commitment and attitude
as a precursor of employee performance. The results were categorised in three strata;
disagree, neutral and agree. The results are summarised in Table 38.
83
Table 38: Over Training and Employee Commitment
Statement N (%) =121 Standard

Over trained staff only putting 4 (3.3%) 37 80 (66.1%) 3.77 .728
minimum effort when carrying (30.6%)
out their tasks
Over trained staff do not show 4 (3.3%) 34 83 (68.6%) 3.83 .757
enthuse towards their task (28.1%)
There is high absenteeism among 4 (3.3%) 39 78 (64.5%) 3.68 .648
over trained staff at my (32.2%)
workplace
Table 38 shows that the majority of the respondents of 80 (66.1%), 83(68.6%) and 78
(64.5%) said that over training at PSI affect employee commitment resulting in putting
minimum effort when carrying out their tasks, showing of lack of enthusiasm and high
absenteeism rate respectively.
37(30,6%), 34 (28.1%) and 39 (32.2%) were undecided that over training at PSI affect
employee commitment resulting in putting minimum effort when carrying out their
tasks, showing of lack of enthusiasm and high absenteeism rate respectively. Only 4
(3.3%), 4 (3.3%) and 4 (3.3%) disagreed that over training at PSI affect employee
commitment resulting in putting minimum effort when carrying out their tasks, showing
of lack of enthusiasm and high absenteeism rate respectively.
84
Table 39: ANOVA for Over Training and Employee Commitment and Attitude

position Level
Over trained staff only putting .694 .572 .1.000 .884 .658
minimum effort when carrying out
their tasks
Over trained staff do not show .627 .955 .800 .649 .998
enthuse towards their task
There is high absenteeism among .767 .699 .816 .742 .746
over trained staff at my workplace
Source: SPSS
the views of the entire population when it comes to over training and employee
commitment and attitude.
Over trained staff only putting There is high absenteeism among over
minimum effort when carrying out trained staff at my workplace (%)
their tasks (%)
Dis Dis Neu Neu Ag Agre Di Disa Neu Neu Ag Agre
agr agr tral tral ree e sag gree tral tral ree e
ee ee (%) (%) ree (%) (%) (%)
(%)
Top level 0 0 2 33.3 4 66.7 0 0 1 16.7 5 83.3
Management
Middle level 0 0 3 16.7 15 83.3 1 5.6 2 11.1 15 83.3
Management
Non-Management 4 4.1 32 33 61 62.9 3 3.1 36 37.1 58 59.9
85
Table 40 shows analysis of management levels results on over trained staff only putting
minimum effort when carrying out their tasks and there is high absenteeism among over
trained staff at my workplace. Majority in middle management (83.3%) strongly agreed
as compared to top management (66.7%) and non-management (62.9%) when it comes
to over training and effort in their work. On the other hand, majority in top management
(83.3%) and in middle management (83.3%) strongly agreed as compared to non-
management (59.9%) when it came to over training and high absenteeism at workplace.
4.6 Chapter Summary

This chapter has provided the findings on the effect of training on employee
performance mediated by employee engagement and employee job satisfaction. The
findings indicated that training influences performance by positively affecting
employee engagement and job satisfaction. The proceeding chapter will present the
summary of the discussions, conclusions and recommendations that have emanated
from this study. The chapter has also provided the findings on the effect of over training
on employee performance mediated by employee engagement, employee job
satisfaction and employee commitment. The findings indicated that over training
influences performance by negatively affecting employee engagement, job satisfaction
and employee commitment although in most instances the results were not conclusive.
86
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter discusses the results obtained and summary of the study. It also concludes
and provides the recommendations that would improve training and development for
employee engagement and job satisfaction to result in employee performance and
constraints of the study. The chapter is presented in such a way that it answers the
research questions and confirms or decline the hypothesis of the study.
5.2 Summary Findings

The following were the findings of the study on effect of training on employee
performance in the health sector mediated by employee engagement and job
satisfaction, the case of PSI.
5.2.1 Training and Development Policies and Procedures

The results of study indicated that training and development policies do exist at PSI
Malawi. From the responses and the analysis, most of the respondents had knowledge
of the existence of policies and procedures that ought to guide training and development
programs within PSI.
On efficiency of the policies and procedures, most of the respondents said that they
were not effective since they are not used when it comes to the actual implementation
of training and development programs. The feeling from most of the respondents in
non-management positions was that they only existed on paper while those in senior
positions said that they were operative and effectively implemented.
87
5.2.2 Employee Training and Engagement
The results of study indicated that training positively affect employee performance by
positively influencing employee engagement at PSI. From the responses and the
analysis, the respondents maintained that training positively affected employee
engagement in change process, innovation, better performance among employees and
enhances employee enthusiasm.
On change process, the study showed that training enhances employee engagement in
change process which in turn positively affect both employee and organizational
performance. This can be depicted from 80% of respondents who agreed that training
has positive influence on change process at PSI. This supports the argument by Jagero
et al (2012) who asserted that employees who have received regular training are more
receptive to changes and developing new ideas while on the other hand disengaged
employees are more likely to resist change and new idea resulting in drop in their
performance (Markos and Sridevi, 2010). The study also showed that top and middle
managers are more likely to take new tasks and taking initiatives in helping their
colleagues as compared to lower management level.
On innovation, the study showed training enhances employee engagement in innovation

which positively affect employee and organization performance. This can be depicted
from 80% of the respondents agreed that training has a positive influence in innovation
at PSI. This is in line with the assertion that training is a vital and critical competitive
tool imparting at both employee skills as well as their innovative ability resulting in
creation of unique value both in terms of human resources and products that cannot be
easily copied by competitors (Otoku et al, 2013)
On better performance among employees, the study showed that training enhances
employee engagement by positively influencing better performances by employees.
This can be depicted from 80% of the respondents agreeing that training has a positive
influence on the performance of employees at PSI. This is in line with Shaheen et al
(2013) who argued that training enhances knowledge, information and skills that
improves networking among staff resulting in improved efficiency and performance of
employees.
88
On employee enthusiasm, the study showed that training enhances employee
engagement by positively influencing employee enthusiasm. This can be depicted from
80% of the respondents who agreed that training that training has a positive influence
on employee enthusiasm at PSI.
5.2.3 Employee Training and Job Satisfaction

The results of study indicated that training positively affect employee performance by
positively influencing employee job satisfaction at PSI. From the responses and the
analysis, the respondents maintained that training positively affected employee job
satisfaction in terms of work relations, scope of using own initiative and skills, pay and
promotional potential and work activities.
In terms of work relations, the study showed that training enhances employee job
satisfaction in their work relations which in turn positively affect both employee and
organizational performance. This can be depicted from 80% of respondents who agreed
that training has positive influence on work relations at PSI. This supports the argument
by Burgard and Görlitz (2011) who asserted that training improves the working
atmosphere within an organization and networking among employees. This is further
supported by Rizwan et al (2012) who argued that employees who have received
regular training are more satisfied with their relationship with co-workers and
customers that bring positive feelings about that job. Employees who have high job
satisfaction holds encouraging feelings about the work and vice versa.
In terms of scope of using own initiative and skills, the study showed training enhances
employee job satisfaction in taking more initiative and using their skills at the
workplace which positively affect employee and organization performance. This can
be depicted from 80% of the respondents agreed that training has a positive influence
in empowering them to use their own initiatives and skills at PSI. This is in line with
the assertion by Saeed and Asghar (2012) that skills gained through training not only
allows employees to adapt and be assigned different tasks and roles but also inspires
them to take personal initiatives on their job resulting in creation of unique value both
in terms of human resources and products.
89
In terms of pay and promotion potential, the study showed that mixed results. It showed
training enhances employee job satisfaction in terms of promotion potential while at
the same time showing that training has no influence when it comes to pay rise. This
can be depicted from 80% of the respondents agreeing that training has a positive
influence on promotion potential employees while 40% of the respondents said it had
no influence on pay at PSI. This is in line with Rizwan et al (2012) argument that pay,
and promotion are critical factors in employee satisfaction and the need for strategic
integration of the reward system to support the functions of the organization. This also
supports the argument that the reward system is affected by many factors with the
interplay among them affecting the view of employees on pay.
In terms of work activities, the study showed training enhances employee job
satisfaction with their work activities which positively affect employee and
organization performance. This can be depicted from 80% of the respondents agreed
that training has a positive influence on the way their view their work activities at PSI.
This is supported assertions by Aarti et al (2013) and Jagero et al (2012) that training
improves employee job satisfaction by making them feel better equipped with skills to
handle their job thus becoming more efficient and productive and achieving better
results.
5.2.4 Over Training, Employee Engagement, Job Satisfaction and Employee

Commitment
The results of study indicated mixed results which are not conclusive with over training
having both positive and negative effects on employee performance.at PSI. From the
responses and the analysis, the respondents maintained that over training both
positively and negatively affected employee performance in terms of job satisfaction,
engagement with work activities and employee commitment/attitude. In terms of
existence of over training, the study showed that over training exists at PSI across all
the sections through unplanned training activities. This can be depicted from average
of 55.9% of respondents who agreed that over training exist at PSI among both program
and support staff. This can also be depicted from 72.7% of respondents who believed it
is caused by unplanned training activities.
90
The same sentiments are also share across all the management level with 83.3% of
senior managers, 88.8% of middle managers and 69.2% of non-management staff
agreeing that it is caused by unplanned training activities.
In terms of relationship between over training and job satisfaction, the study showed
over training strictly negatively affect employee job satisfaction at the workplace which
negatively affect employee and organization performance. This can be depicted from
the average of 49.1% the respondents who agreed that over training has a negative
influence on job satisfaction in terms of enjoyment of work activities, relationship with
supervisors and turnover at PSI while 46% were undecided. The results are mixed when
it comes to management levels with 66.7% of senior managers, 66.7% of middle
managers and 54.6% of non-management undecided when it comes to over trained staff
enjoyment of their work activities while 66.7% of senior managers, 38.8% of middle
managers and 60.8% of non-managers agreeing that over trained staff are likely not to
stay longer in the organization thus affecting employee turnover. This is in line with the
assertion by Verhaest and Omey (2006) and Maynard (2001) who argued the
relationship between over training and job satisfaction has often been negative as over
training has been assumed to be the source of frustration and discontent among
employees affected by it. Over trained workers are more likely to be dissatisfied than
undereducated workers and that the relationship between education and job satisfaction
was nonlinear, with higher levels of over education leading to higher levels of
dissatisfaction.
In terms of over training and employee engagement, the study showed that over training
strictly negatively affects employee engagement at the workplace when it comes
excitement about going to work, feeling of complete involvement in their work and
inspiring to meet their goals at work which negatively affect employee and organization
performance. This can be depicted from the average of 46.2% the respondents who
agreed that over training has a negative influence on job satisfaction in terms of
excitement about going to work, feeling of complete involvement in their work and
inspiring to meet their goals at work at PSI. At management level, 33.3% of senior
managers, 61.1% of middle managers and 44.3% of non-management also agreed that
over trained staff lack excitement about to work while on the other hand, 83.3% of
91
senior managers, 55.5% of middle managers and 47.4% of non-managers agreed that
over trained staff shows lack of inspiration to meet their goals and targets that affect
their overall job performance. This is in line with Beverly Burris (1983) argued that
higher education and training produces increased job dissatisfaction, higher turnover
rates, reduced job involvement and impaired co-worker relations. This result in less
engagement for those employees who are over trained.
In terms of over training and employee commitment and attitude, the study showed that
over training has negatively influence on employee commitment and attitude at the
workplace when it comes effort when carrying out their tasks, enthusiasm towards their
tasks and absenteeism which negatively affect employee and organization performance.
This can be depicted from the average of 71% of the respondents who agreed that over
training has a negative influence on employee commitment and attitude in terms of
effort when carrying out their tasks, enthusiasm towards their tasks and absenteeism at
PSI. At management level, 66.7% of senior managers, 83.3% of middle managers and
62.9% of non-management also agreed that over trained staff put minimum effort in
carrying out their tasks while on the other hand, 83.3% of senior managers, 83.3% of
middle managers and 59.3% of non-managers agreed that there is high absenteeism
from work by over trained staff that affect their overall job performance and
organizational performance. This is supported assertions by Beverly Burris (1983) who
argued that higher education produces increased job dissatisfaction, higher turnover
rates, reduced job involvement and impaired co-worker relations.
5.3 Conclusion
5.3.1 Employee Training and Engagement
The study has shown that training positively influences employee performance by
positively influence employee engagement at PSI by enhancing employee engagement
in change processes, employee enthusiasm, innovations and better performance among
staff. The study has also shown that this cut across all management levels of senior,
middle and non-management with senior management more incline to taking a leading
role in all the four aspects that were under focus during the study followed by middle
management with non-management lagging behind. This is truer because both senior
management and middle management to an extent are task in taking the organization
92
forward through various interventions that results in organizational changes, innovative
way of doing things and motivating their teams.
Based on the above findings, the study has affirmatively found a positive relationship
between training, employee engagement and employee performance at PSI. This
confirms our hypothesis at the beginning of the study that there is a positive relationship
between training, employee engagement and employee performance at PSI.
5.3.2 Employee Training and Job Satisfaction

The study has shown that training positively influences employee performance by
positively influence employee job satisfaction at PSI by enhancing work relationships,
scope of using one’s own initiatives and skills at work, promotional potential and work
activities. The study also found that potential for pay rise was not necessarily affected
by training at PSI as shown by most of the respondents been undecided when to become
to the relationship between training and potential pay rise.
Based on the above findings, the study has affirmatively found a positive relationship
between training, employee job satisfaction and employee performance at PSI. This
confirms our hypothesis at the beginning of the study that there is a positive relationship
between training, employee job satisfaction and employee performance at PSI.
5.3.3 Over Training, Employee Engagement, Job Satisfaction and

Employee Commitment
The study has shown that over training negatively influences employee performance by
negatively influencing employee job satisfaction, employee engagement and employee
commitment and attitude at PSI. The study found that when it comes to over training
and job satisfaction at management level, senior managers were not sure on its effect
while middle managers and non-managers saw that it negatively affected job
satisfaction and job performance. On engagement and over training the study showed
that senior managers and middle managers saw over training having a negative
influence on engagement at PSI. The study has also shown that when it comes to over
training and employee commitment and attitude the consensus was that over training
negatively affected employee commitment and attitudes across all management levels
with both senior and middle managers agreeing to its high effect.
93
Based on the above findings, the study has strictly found a negative relationship
between over training, employee job satisfaction and employee performance at PSI.
This confirms our hypothesis at the beginning of the study that there is a negative
relationship between over training, employee engagement, job satisfaction, employee
commitment and attitude and employee performance at PSI. This is more pronounced
on over training, employee commitment and attitudes and employee performance when
compared to the other two categories.
5.4 Recommendations
The study showed that training positively influenced employment by having a positive
influence on employee engagement and employee job satisfaction at PSI by supporting
employee and organizational performance. The study also showed that over training
negatively affects employee performance having negative influence on employee
engagement, employee job satisfaction and employee commitment and attitudes that
affect both employee and organizational performance.
However, there other area which need to be addressed on training and over training in
order for PSI and other organisations in similar business to rip through benefits of
training and mitigate the negative effects of over training. In terms of training and
employee engagement, PSI need to address the gap existing between senior and middle
management and those in non-management leading in the change processes and
innovation. There seemed to be more dependency on top to bottom kind of doing things
where other levels of management seem to see themselves as only the recipients of
ideas from senior management. PSI should find a way of in incorporating training
initiatives that will empower the non-management level employee to embrace change
and bring out their innovation skills. This can ensure the organization’ continued
competitiveness with other organisations within their sector and develop products and
services that meet the demands of competitive business environment.
In terms of training and employee job satisfaction, PSI need to find a way that integrates
job performance with their reward system as most of the respondents revealed that they
do not see and expect their salary to improve based on their performance. The need to
do training audits that will reveal how they are affecting job satisfaction and
94
performance is of paramount importance as satisfied employees will go out of their way
to ensure the goals of the organization are achieved.
In terms of over training and employee performance, the study showed a slight negative
relationship between the two that was more prevalent when it comes to employee
commitment and attitudes. PSI and other organization operating in the same set should
come up with initiatives that can mitigate these negative effects to ensure that they do
not affect organizational performance and competitiveness. PSI should have a clear
strategy in addressing the gap that exist between skills and qualifications of its
employees and the responsibilities they are given to ensure that they are continuously
motivated to perform their job well.
5.5 Recommendations for Further Research

The study only focused on PSI staff under Blantyre office, it did not include all PSI
staff countrywide. A similar study can be conducted in other PSI offices so as to have
an overall picture on the effect of training and development on employee performance
at PSI Malawi.one non-governmental organisation in the health sector, PSI. Other
studies can be done on a cross sectional of non-governmental organisations in the health
sector to have an in-depth knowledge of effective of training and development on
employee performance. Additionally, other studies on different populations and cross
sectional of populations would be welcomed to ensure strong empirical conclusions on
training and its effects on employee performance mediated by other non-direct factors
apart from Employee engagement and job satisfaction. Further studies also need to be
done in the context of Africa in general and Malawi, specifically on effects of
overtraining on employee performance as related to the non-direct performance factors
discussed above and others.
It will also be interesting to conduct a comparative study in the future to compare

training and its effects on employee performance in the non-governmental sector,
public sector and the private sector.
95
5.6 Limitations of the Study
The limitations of the study include the following: First, only one organization was
considered as a case study that may have reduced the validity and reliability of
generalising the outcomes of the studies to the whole sector. The NGO health sector
has over 120 registered NGOs. Secondly, the training effectiveness indicators used in
this study are based on subjective responses to questions about basic employee
engagement, employee job satisfaction and over training. A few scholars believe that
subjective measures are reliable as more objective indicators (Dessler and Robinson,
1984). However, since objective indicators are believed to achieve greater accuracy, it
is hoped that future studies, time and resources permitting, will employ both subjective
and objective measures of training effectiveness, so that comparison can be made
between the two. Thirdly, the study did not establish the causal relationship between
training and Over training and employee performance that can conclusive ascertain the
directness of the relationship. There is also a need for longitudinal data to be collected
and studied over the long term, or comparison made with an appropriate control group
if we are to determine whether there is a linkage between training and both improved
employee and organisational performance. Fourthly, there is also a need for effective
system for evaluating training cost, how can we justify that the benefits of better
training justify its costs? Therefore, there is need for utility analysis may be helpful in
answering such a question. Fifthly due to limited size of the sample size, conclusions
reached by this study may not be entirely applicable to very other NGOs operating in
the same sector or other sectors in Malawi. There is a need for triangulation methods to
be applied in data collection to get a holistic view on training and development practices
in NGOs.
96
REFERENCES
Adesola, M.A., Oyeniyi, K.O. & Adeyemi, M.A. (2013) “Empirical Study of the
Relationship between Staff Training and Job Satisfaction among Nigerian
Banks Employees”. International Journal of Academic Research in Economics
and Management Sciences, 2 (6).
Agyemang, C. B. & Ofei, S. B. (2013) “Employee Work Engagement and

Organizational Commitment: A Comparative Study of Private and Public
Sector Organizations in Ghana”. European Journal of Business and Innovation
Research, 1.
Amin, A. et al. (2013) “The Impact of Employees Training on the Job Performance in
Education Sector of Pakistan”. Middle-East Journal of Scientific Research 17.
Armstrong M (2009), Armstrong’s Handbook of Human Resource, 11th Ed., Kogan

Page Limited, London.
Blanche, M.T., Durrheim, K & Painter, D. (eds) (2008) Research in Practice: Applied
Methods for Social Sciences, University of Capetown Press, Cape Town.
Cole, G.A (2002) Personnel and Human Resource Management, 5th ed. York
Publishers, London
Dysvik, A. &Kuvaas, B. (2008) “The relationship between perceived training

opportunities, work motivation and employee outcomes”. International Journal
of Training and Development 12(3)
Elnaga, A. &Imran, A. (2013) “The Effect of Training on Employee Performance”.
European Journal of Business and Management, 5 (4)
Fine, S., & Nevo, B. Too Smart for Their Own Good? A Study of Perceived Cognitive
Over qualification in the Workforce. International Journal of Human Resource
Management. Retrieved on the Internet at
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ress.pdf (visited December 20, 2017).
Githinji, A. (2014)” Effects of Training on Employee Performance: A Case Study of

United Nations Support Office for the African Union Mission in Somalia”.
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Satisfaction, Job Performance, Attitude towards Work, and Organizational
Commitment” in Entrepreneurship and Innovation Management Journal
Volume: 2, Issue: 2 (May 2014), http://absronline.org/journals
Saeed, M.M & Asghar, M.A. (2012) “Examining the relationship between Motivation
and Employees’ Job Performance: The Moderating Role of Person Job Fit”.
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(1),
Sekaran, U (2007) Research Methods for Business: A Skill Building Approach, Glorious
Printers, India.
Paynes, E. J (2004) Human Resource Management for Public and Non-Profit

Organisations, 2nd & 3rd ed.
Pfeifer, C., Janssen, S., Yang, P. & Backes-Gellner, U. (2011) “Effects of Training on
Employee Suggestions and Promotions in an Internal Labour Market”. Working
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Wachira, J. M. (2013) “Relationship between Employee Engagement and Commitment
in Barclays Bank of Kenya”. Master’s Thesis, School of Business, University of
Nairobi
99
APPENDICES
APPENDIX 1
Cover Letter
University of Malawi,
Chancellor College,
P.O. Box 280,
Zomba.
Date:
Dear Respondent,
I am pleased to inform you that am a graduate student at Chancellor College a

constituency of University of Malawi pursuing a master’s degree in human resources
and Industrial Relations. As partial fulfillment of the course, I am conducting a research
assessment on the effect of training on employee performance.
The study uses Population International Services (PSI) offices bases in Southern Region
of Malawi as a case study. The result of this study will provide the management with
information regarding staff training and its effect on staff and the general organization’s
performance.
This is an academic research and confidentiality is strictly emphasized. The

questionnaire will take you approximately 20 minutes to fill.
Yours Faithfully,
Kelvin Kholoma
100
APPENDIX 2
Questionnaire
PART I: General Information
Answer all the questions either by ticking in the boxes or writing in the spaces provided.
1. What is your Gender: -
Male ☐ Female ☐
2. What management position are you?
Top level management☐ Middle level management ☐ None-management ☐
3. In which operational area do you work?
Programme support☐ Specify…………………………………………….
Profession (clinical & nursing) ☐

Specify……………………………………………………...
Programmes☐ Specify……………………………………………………...
4. What is your age?
Below 25 years ☐ 25-34 years ☐ 35-44 years ☐ 45-54 years☐ 55 years and above
5. What is your highest level of educational achievement?
Primary level ☐ Secondary level ☐ Certificate level☐ Diploma level☐ Bachelor’s

Degree ☐Master’s Degree ☐ Post graduate☐
6. How long have your worked with your employer?
Less than 1year☐ 1-5 year ☐ 6-10 year ☐ 11-15 years ☐ above 15 years☐
7. How often do you attend staff training funded by your employer?
None☐ Rarely ☐Once in a while ☐ Often ☐ Quite often☐
8. Did you receive any staff training since you joined the organization?
101
Yes ☐ No ☐
9. Did you receive any staff training in the last 12 months?
Yes ☐ No ☐
PART II: Training and Development Policies and Procedures
Answer all the questions either by ticking in the boxes or writing in the spaces provided.
1. Are there any existing training and development policies in your organisation?
Yes ☐ No ☐
2. How often do the training and development policies evaluated?
Quarterly☐ Bi-annually ☐ Annually ☐ every 2years ☐ Rarely evaluated ☐
3. Are the existing training and development policies and procedures being
implemented
Yes☐ No☐
4. Training and development policies are linked with my organisation’s business

strategy?
Strongly agreed☐ Agreed ☐ Neutral ☐ Strongly disagree ☐ Disagree ☐
5. Employees in my organisation are well informed or educated about training and

development policies.
6. In my organisation training and development policies has a positive effect on effect

on employee performance
102
PART III: Training and Employee Engagement
Indicate your level of agreement to the following statements concerning staff trainings
and employee engagement at my organization. Use a scale of 1-5 where 1 is strongly
disagrees, 2 disagree, 3 neutral, 4 agree and 5 strongly agree
Highly Disagree Neutral Agree Highly

Disagree Agree
(2) (3) (4)
(1) (5)
Training and employee engagement in

change process
1 Staff training in my organization has

improved my willingness to accept change
2 I am more willing to take new tasks due to

staff training in my organization
3 Staff training in my organization enhances

my commitment to taking the initiative in
helping other employees when the need arise
Training and employee engagement in

innovation
4 Staff trainings in my organization allow

employees to proactively identify future
challenges and opportunities
5 Staff training in my organization allow

empowers employees to always keep going
when the going gets tough
6 In my organization, employees adapt quickly

to difficult situations due to staff training
Training and employee enthusiasm
7 Staff training has made me get excited about

going to work every day
8 Staff training in my organization has made

me feel completely involved in my work
103
9 I am now more inspired to meet my goals at
work due to staff training in my organization
Training and employee engagement for

better performance
10 With trainings, I am completely focused on

my work
11 Staff training in my organization has made

me give the best effort at work everyday
12 I am more involved in my work and days goes

by very quickly due to staff training
Apart from the factors above, how else would you describe the impact of training on
staff engagement?
…………………………………………………………………………………………
…………………………………………………………………………………………
PART IV: Training and Employee Job Satisfaction
Indicate your level of agreement to the following statements concerning staff trainings
and employee job satisfaction at my organization. Use a scale of 1-5 where 1 is strongly

Disagree Agree
(2) (3) (4)
(1) (5)
Satisfaction with work relations
1 I now enjoy good relationships with my co-

workers’ courtesy of staff training
2 Staff training at my work place has improved

my relationship with my supervisors at work
3 After my training at work, I now enjoy good

relationships with the organization
customers
104
Satisfaction with scope of using own
initiative and skills
4 Staff training at my organization has enable

met to use my skills and talents better
5 Employee training offers me an opportunity

to learn new skills
6 Employee training in my organization offer

support for additional training and education
Satisfaction with pay and promotional

potential
7 Employee trainings in my organization leads

to better salaries
8 Employee trainings offer opportunities for

staff promotions
9 My work in my organization can now be

reorganized after undergoing trainings
Satisfaction with work Activities
10 After attending staff trainings, staff in my

organization are given opportunities to be
assigned a variety of responsibilities
11 Staff trainings at my organization empowers

staff to achieving degree of independence
associated with work roles
12 After employee trainings at my organization

staff have adequate opportunities for
periodic changes in duties
Indicate any other recommendations on how your organization can use training to
improve staff job satisfaction through training
…………………………………………………………………………………………
……
…………………………………………………………………………………………
105
PART V: Over Training and Employee Performance
Indicate your level of agreement to the following statements concerning over training
and employee performance at my organization. Use a scale of 1-5 where 1 is strongly

Disagree Agree
(2) (3) (4)
(1) (5)
Existence of over training
1 Over training at my organization happens

most of the time.
2 Over training at my organization is mostly

among staff in programmes
3 Over training at my organization mostly

among staff in programme support
4 Over training is due to unplanned training at

my organization
Over training and Job satisfaction
5 Most of over trained staff do not enjoy their

work activities at my organization
6 Over trained staff at my work place do not

have a good relationship with supervisors at
work
7 Most over trained staff do not stay longer at

my organization
Over training and employee engagement

with work Activities
8 Over trained Staff show lack of excitement

about going to work every day at my
organization
9 Over trained staff at my organization lack a

feel of completely involved in their work
106
10 Over trained staff lack inspiration to meet
their goals at work due to under-deployment
at my organization
Over training and employee commitment

and attitude
11 Over trained staff only putting minimum

effort when carrying out their tasks
12 Over trained staff do not show enthuse

towards their task
13 There is high absenteeism among over

trained staff at my workplace
Indicate any other recommendations on how your organization can use/tackle over
training to improve on job performance
…………………………………………………………………………………………
…………………………………………………………………………………………
107
Appendix 3: Key Informant Interview Guide
1. State your position and your responsibilities at PSI
2. How many employees are under your supervision on this role?
3. Does PSI has any policy on training and development? How does this policy work?
4. What is your role in training and development?
5. Has your company been involved in training and development for employees?
6. What are the reasons for sending an employee on training?
7. How does your organization identify skill gaps of employees?
8. What are the benefits of employees training to both the employee and the employer?
9. Is there significant relationship between employee training and employee

performance?
10. In what ways has employees training affected employee performance?
11. What methods of training does your organizational use most and why?
12. Do you have records on past training with dates on each worker?
13. Please provide data on employees sponsored in the past 5 years in terms of;
a) Number sponsored each year in the past 5 years
b) Type of sponsorship offered
c) Studies completed.
14. Has PSI experienced any cases of over trained staff?
15. What is the main causes of over training at PSI
16. What effects does it have on employee performance
17. What strategies has the organization put in place to address the challenges of over
training
19. Any addition information you may have on training at PSI?
108

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TRAINING AND EMPLOYEE PERFORMANCE IN THE HEALTH SECTOR:

THE CASE OF POPULATION SERVICES INTERNATIONAL (PSI)

MASTER OF ARTS IN HUMAN RESOURCES MANAGEMENT AND

INDUSTRIAL RELATIONS THESIS

MASTER OF ARTS IN HUMAN RESOURCES MANAGEMENT AND

INDUSTRIAL RELATIONS THESIS

Thesis Presented to the Department of Political Studies in partial fulfillment of an

Award of Master’s in Human Resources Management and Industrial Relations

Signed: ________________________ Date: _________________________

for me to get to this stage in my academic pursuit

Thirdly, my sincere appreciation and gratitude to my best friend, Noriah Tadala

Employees are a major asset of every institution. The accomplishment of any

TABLE OF CONTENTS .............................................................................................vii

LIST OF FIGURES .....................................................................................................xii

LIST OF TABLES ......................................................................................................xiii

CHAPTER ONE ............................................................................................................ 1

1.1 Introduction .......................................................................................................... 1

1.2 Problem Statement ............................................................................................... 5

1.3 Objectives of the Study ........................................................................................ 7

1.4 Research Questions .............................................................................................. 8

1.5 Hypothesis ............................................................................................................ 8

1.6 Justification of the study ...................................................................................... 9

1.7 Organisation of the study ..................................................................................... 9

1.8 Chapter Summary............................................................................................... 10

CHAPTER TWO ......................................................................................................... 11

LITERATURE REVIEW ............................................................................................ 11

2.1 Introduction ........................................................................................................ 11

2.2 Definition of Key Concepts of Training and Development ............................... 11

2.3 Theoretical Foundation ...................................................................................... 14

2.4 Training and Development and Employee Performance ................................... 15

2.4.1 Training and Development Overview .......................................................... 15

2.4.3 Benefits of Training and Development ........................................................ 17

2.4.4 Training, and Development Process ........................................................... 19

2.5 Training and Development Policies ................................................................... 21

2.5.1 Relationship between Training and Development and Employee ..................

2.5.2 Training and Development, Employee Engagement and ............... Employee

2.5.3 Training, Job Satisfaction and Employee performance .............................. 28

2.6 Problems Faced by Training and Development ................................................. 31

2.6.1 Poor Evaluation of Training and Development Programs ......................... 31

2.6.2 Over Training of Employees ........................................................................ 31

2.7 Conceptual Framework ...................................................................................... 33

2.8 Chapter Summary............................................................................................... 34

CHAPTER THREE ..................................................................................................... 35

3.1 Introduction ........................................................................................................ 35

3.2 Research Design ................................................................................................. 35

3.3 Study Population ................................................................................................ 36

3.4.1 Sampling Frame .......................................................................................... 37

3.4.2 Sampling Technique .................................................................................... 37

3.4.3 Sample Size .................................................................................................. 38

3.5 Data Collection Method ..................................................................................... 39

3.6 Data Collection Tools......................................................................................... 40

3.6.2 Key Informant interviews............................................................................. 41

3.6.3 Secondary documents .................................................................................. 42

3.7 Data Analysis ..................................................................................................... 42

3.8 Ethical and Legal Consideration ........................................................................ 42

3.9 Scope of the Study.............................................................................................. 43

3.10 Profile of PSI Malawi....................................................................................... 43

3.11 Chapter Summary............................................................................................. 43

CHAPTER FOUR ........................................................................................................ 44

FINDINGS, ANALYSIS AND DISCUSSIONS ......................................................... 44

4.1 Introduction ........................................................................................................ 44

4.1.1 Demographics of the Respondents .............................................................. 44

Signed: Date: _