Final Project

TITLE
THE RELATIONSHIP BETWEEN TRAINING AND JOB SATISFACTION AMONG BANK EMPLOYEES STUDENT ID: 1213663 DISSERTATION FOR THE DEGREE OF MSC HUMAN RESOURCE MANAGEMENT (CIPD PATHWAY) BIRMINGHAM BUSINESS SCHOOL UNIVERSITY OF BIRMINGHAM
SEPTEMBER 2012
ACKNOWLEDGEMENTS
ABSTRACT
Training participation is of utmost importance to workers in order to continuously meet and exceed the demands of their job. Job satisfaction has been positively linked with productivity, job performance and organisational commitment. This study aims to examine whether: a) a relationship exists between training and job satisfaction; b) a relationship exists between training satisfaction and job satisfaction and; c) job satisfaction differs across age, gender, educational levels and length of service. The research method consists of a survey of employees at the Central Bank of Nigeria using questionnaires. The findings show that: a) a weak positive relationship exists between training and job satisfaction; b) a negative relationship exists between training satisfaction and job satisfaction and; c) no statistically significant differences were found in job satisfaction levels across age, gender, educational levels and length of service levels. It is recommended that the training received by employees should be designed according to their training needs.
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TABLE OF CONTENTS
Chapter 1 - INTRODUCTION ............................................................................ 1 1.1 1.2 1.3 1.4 1.5 INTRODUCTION .................................................................................. 1 BACKGROUND .................................................................................... 1 STATEMENT OF THE PROBLEM ........................................................ 2 THE IMPORTANCE AND SIGNIFICANCE OF THE STUDY ................ 3 DEFINITION OF TERMS ...................................................................... 3 Training .......................................................................................... 4 Training Satisfaction ....................................................................... 4 Job Satisfaction .............................................................................. 4
1.5.1 1.5.2 1.5.3 1.6 1.7 1.8
RESEARCH QUESTIONS .................................................................... 4 RESEARCH METHODOLOGY ............................................................. 4 STRUCTURE OF THE DISSERTATION .............................................. 5
Chapter 2 - LITERATURE REVIEW .................................................................. 6 2.1 2.2 2.3 2.4 INTRODUCTION .................................................................................. 6 TRAINING ............................................................................................. 6 JOB SATISFACTION ............................................................................ 7 THE RELATIONSHIP BETWEEN TRAINING AND JOB
SATISFACTION ............................................................................................. 8 2.5 THE RELATIONSHIP BETWEEN TRAINING SATISFACTION AND
JOB SATISFACTION ..................................................................................... 8
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2.6
PERSONAL CHARACTERISTICS AND JOB SATISFACTION ............ 9 GENDER AND JOB SATISFACTION............................................. 9 AGE AND JOB SATISFACTION .................................................. 10 EDUCATIONAL LEVELS AND JOB SATISFACTION .................. 11 LENGTH OF SERVICE AND JOB SATISFACTION ..................... 12
2.6.1 2.6.2 2.6.3 2.6.4 2.7 2.8 2.9
PROFILE OF THE COMPANY ........................................................... 13 TRAINING POLICY ............................................................................. 13 CHAPTER SUMMARY........................................................................ 14
Chapter 3 - HYPOTHESIS DEVELOPMENT .................................................. 15 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 INTRODUCTION ................................................................................ 15 TRAINING AND JOB SATISFACTION ............................................... 15 TRAINING SATISFACTION AND JOB SATISFACTION .................... 17 GENDER AND JOB SATISFACTION ................................................. 18 AGE AND JOB SATISFACTION ......................................................... 18 EDUCATIONAL LEVELS AND JOB SATISFACTION......................... 19 LENGTH OF SERVICE AND JOB SATISFACTION ........................... 19 CHAPTER SUMMARY........................................................................ 20
Chapter 4 - RESEARCH METHODOLOGY .................................................... 21 4.1 4.2 4.3 INTRODUCTION ................................................................................ 21 VARIABLES ........................................................................................ 21 RESEARCH DESIGN ......................................................................... 21
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4.4 4.5 4.6
POPULATION ..................................................................................... 22 SAMPLE ............................................................................................. 22 MEASURING INSTRUMENT .............................................................. 22 SECTION A ABOUT TRAINING PROVISION ........................... 23 SECTION B ABOUT SATISFACTION WITH TRAINING ........... 23 SECTION C ABOUT ASPECTS OF JOB SATISFACTION AND
4.6.1 4.6.2 4.6.3
OVERALL JOB SATISFACTION .............................................................. 23 4.6.4 4.6.5 4.7 SECTION D DEMOGRAPHIC INFORMATION ......................... 24 SECTION E COMMENTS ......................................................... 24
MEASUREMENT OF CONCEPTS ..................................................... 24 TRAINING .................................................................................... 24 TRAINING SATISFACTION ......................................................... 25 JOB SATISFACTION ................................................................... 25 DEMOGRAPHIC INFORMATION ................................................ 26
4.7.1 4.7.2 4.7.3 4.7.4 4.8 4.9
QUESTIONNAIRE DESIGN AND ADMINISTRATION........................ 26 PROCEDURE ..................................................................................... 27
4.10 SECONDARY DATA ........................................................................... 28 4.11 ETHICAL CONSIDERATIONS ............................................................ 28 4.11.1 QUESTIONNAIRES ETHICS....................................................... 28 4.11.2 ETHICS OF GATHERING SECONDARY DATA .......................... 28 4.12 INTERNAL RELIABILITY .................................................................... 29 4.13 FACTOR ANALYSIS ........................................................................... 29 v
4.13.1 FACTOR ANALYSIS FOR JOB IN GENERAL SCALE ................ 30 4.13.2 FACTOR ANALYSIS FOR TRAINING SATISFACTION SCALE .. 32 4.14 STATISTICAL ANALYSIS OF THE DATA .......................................... 34 4.14.1 DESCRIPTIVE STATISTICS ........................................................ 34 4.14.2 INFERENTIAL STATISTICS ........................................................ 34 4.14.2.1 SPEARMAN CORRELATION ................................................ 34 4.14.2.2 MANN-WHITNEY U TEST ..................................................... 34 4.14.2.3 KRUSKAL-WALLIS TEST ...................................................... 35 4.15 CHAPTER SUMMARY........................................................................ 35 Chapter 5 - RESULTS ..................................................................................... 36 5.1 INTRODUCTION ................................................................................... 36 5.2 STATEMENT OF HYPOTHESES ......................................................... 36 5.3 DESCRIPTIVE STATISTICS ................................................................. 37 5.3.1 5.3.2 5.3.3 DEMOGRAPHIC PROFILE OF RESPONDENTS ........................ 37 JOB SATISFACTION ................................................................... 39 TRAINING SATISFACTION AND TRAINING OBJECTIVES
SATISFACTION ........................................................................................ 42 5.3.4 TRAINING PROVISION ............................................................... 44
5.4 TESTING THE HYPOTHESES (INFERENTIAL STATISTICS) ............. 46 5.4.1 5.4.2 5.4.3 Training and Job Satisfaction ....................................................... 46 Satisfaction with Training and Overall Job Satisfaction ................ 47 Gender and Job Satisfaction ........................................................ 48 vi
5.4.4 5.4.5 5.4.6
Age and Job Satisfaction .............................................................. 49 Educational Levels and Job Satisfaction ...................................... 51 Length of Service and Job Satisfaction ........................................ 52
5.5 CHAPTER SUMMARY .......................................................................... 54 Chapter 6 - DISCUSSION ............................................................................... 56 6.1 INTRODUCTION ................................................................................... 56 6.2 DISCUSSION OF HYPOTHESIS ONE ................................................. 56 6.3 DISCUSSION OF HYPOTHESIS TWO ................................................. 57 6.4 DISCUSSION OF HYPOTHESES THREE............................................ 57 6.5 DISCUSSION OF HYPOTHESIS FOUR ............................................... 57 6.6 DISCUSSION OF HYPOTHESIS FIVE ................................................. 58 6.7 DISCUSSION OF HYPOTHESIS SIX ................................................... 58 6.8 CHAPTER SUMMARY .......................................................................... 58 Chapter 7 - CONCLUSION.............................................................................. 59 7.1 INTRODUCTION ................................................................................... 59 7.2 CONCLUSION ...................................................................................... 59 7.3 LIMITATIONS OF THE STUDY ............................................................. 60 7.4 RECOMMENDATIONS ......................................................................... 60 7.5 SUGGESTIONS FOR FUTURE RESEARCH ....................................... 60 7.6 SELF-REFLECTION.............................................................................. 61 REFERENCES................................................................................................. 62
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APPENDIX ONE .............................................................................................. 71
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LIST OF TABLES
Table 4-1 Total Variance Explained - Job in General Scale. From SPSS Analysis Table 4-2 Pattern Matrix/Item Factor Loadings for JIG Scale. From SPSS Analysis. Table 4-3 Total Variance Explained for Training Satisfaction Scale. From SPSS Analysis.
31 31 33
Table 4-4 Pattern Matrix/Item Factor Loadings for Training Satisfaction Scale. From SPSS Analysis. 33 Table 5-1 Distribution of Respondents by Highest Educational Qualifications, Age Range, Gender, Industry Working Experience, Length of Service and Duration in Current Role Sourced from SPSS Data Analysis. 39
Table 5-2 Item means, standard deviations and minimum, maximum values for satisfaction with work Sourced from SPSS Data Analysis. 40
Table 5-3 Item means, standard deviations and minimum, maximum values for satisfaction with pay component Sourced from SPSS Data Analysis. Table 5-4 Item means, standard deviations and minimum, maximum values for satisfaction with Promotion opportunities component Sourced from SPSS Data Analysis. Table 5-5 Item means, standard deviations and minimum, maximum values for satisfaction with Supervisor component Sourced from SPSS Data Analysis. 41 41 41
Table 5-6 Item means, standard deviations and minimum, maximum values for satisfaction with Coworkers component Sourced from SPSS Data Analysis. Table 5-7 Item means, standard deviations and minimum, maximum values for overall Job Satisfaction Sourced from SPSS Data Analysis. 42 42
Table 5-8 Item means, standard deviations and minimum, maximum values for the satisfaction with training scale Sourced from SPSS Data Analysis. Table 5-9 Item means, standard deviations and minimum, maximum values for satisfaction with meeting training objectives Sourced from Data Analysis. Table 5-10 Descriptive statistics for training provision Sourced from SPSS Data Analysis. 43 46 43
Table 5-11 Correlation of Number of Days Spent in Training Against Overall Job Satisfaction Sourced
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from SPSS Data Analysis. Table 5-12 Correlation of Satisfaction with Training Against Overall Job Satisfaction Sourced from SPSS Data Analysis.
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Table 5-13 Mean ranks of Mann-Whitney U Test for Gender and Job Satisfaction Sourced from SPSS Data Analysis. Table 5-14 Test Statistics for Mann-Whitney U Test for Gender and Job Satisfaction Sourced from SPSS Data Analysis. Table 5-15 Median Ranks for Mann-Whitney U Test Sourced from SPSS Data Analysis. 49 49
b
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Table 5-16 Mean Ranks of Kruskal-Wallis H test for Age and Job Satisfaction Sourced from SPSS Data Analysis. Table 5-17 Test Statistics Data Analysis
a,b
50 of Mann-Whitney U test for Age and Job Satisfaction Sourced from SPSS 50
Table 5-18 Median Ranks of Kruskal-Wallis test for Age and Job Satisfaction Sourced from SPSS Data Analysis. 50
Table 5-19 Mean Ranks using Kruskal-Wallis test for Educational Levels and Job Satisfaction Sourced from SPSS Data Analysis. Table 5-20 Test Statistics
a,b
51
using Kruskall-Wallis test for Educational Levels and Job Satisfaction 51
Sourced from SPSS Data Analysis. Table 5-21 Median Ranks using Kruskal-Wallis test for Educational Levels and Job Satisfaction Sourced from SPSS Data Analysis.
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Table 5-22 Mean Ranks using Kruskal-Wallis test for Length of Service and Job Satisfaction Sourced from SPSS Data Analysis. Table 5-23 Test Statistics
a,b
53
using Kruskal-Wallis test for Length of Service and Job Satisfaction 53
Sourced from SPSS Data Analysis.
Table 5-24 Median Ranks using Kruskal-Wallis test for Length of Service and Job Satisfaction Sourced from SPSS Data Analysis. 54
Chapter One: Introduction
Chapter 1 1.1 INTRODUCTION
INTRODUCTION
This study aims to determine whether a relationship exists between: a) training and job satisfaction; b) training satisfaction and job satisfaction. It also seeks to determine whether there are any significant differences in job satisfaction levels across age, gender, educational levels and work experience levels. This study is based on a sample of employees working at the Central Bank of Nigeria. This chapter is divided into eight main sections. The next section provides a brief presentation of the background of the present study. Sections 1.3 and 1.4 relates to the rationale for the study and its importance and significance. Thereafter in Section 1.5, terms are defined. Following on, the research questions are raised. Subsequently, the research methodology is discussed. Finally, the chapter concludes with the presentation of the structure of the dissertation.
1.2 BACKGROUND
Employee training is of increasing importance today in light of modern technological advancements and rapidly evolving skill requirements.
Participation in training is vital in order that workers meet the requirements of their jobs and remain competitive in the labour market. Sahinidis and Bouris (2008) believe training is related to the skills deemed necessary by the management of an organization that must be acquired by members of that organization, in order to improve the probability of achievement of its goals. Job satisfaction has been widely studied in management circles (Loi and Yang, 2009) as it is considered one of the factors of the quality of the working context 1
in any organization. Generally, a dearth of research interests investigating the relationship between training and job satisfaction exists. This is corroborated by Gazioglu and Tansel (2006, p.1169), noting that the effects of training opportunities on job satisfaction was not examined in the earlier literature. However, researchers have found a positive relationship between training and job satisfaction (Jones et al., 2009; Lowry, Simon and Kimberley, 2002).
1.3 STATEMENT OF THE PROBLEM

To shed light upon the research problem, a number of points are made here concerning the gaps in the literature. First, research studies have found a positive relationship between workplace training and job satisfaction. Gazioglu and Tansel (2006), analysing a national survey of 28,240 British employees involving interviews with managers and employees in over 3000 establishments concluded that a significant and positive relationship exists between employees training and overall job satisfaction. A more comprehensive study conducted by Jones et al. (2008) who used a British 2004 Workplace Employee Relations Survey (WERS), which included the data of different occupational levels from nearly all sectors in Britain examined the relationship between employees training and their job satisfaction. The results indicate that, as training increases, satisfaction with both intrinsic and extrinsic rewards increases. On the whole, studies looking at the relationship between training and job satisfaction have done so with the use of data collected on a massive scale. Burgard and Gorlitz (2011) and Georgellis and Lange (2007) used data from the German socio-economic panel. The study of these concepts using a banking context appears to be limited. In light of this, the present study aims to
fill the gap by adding empirical research to this field as relating to the banking environment.
1.4 THE IMPORTANCE AND SIGNIFICANCE OF THE STUDY

This study derives its importance from the following points: First, this study adds to the limited field of research on training and job satisfaction within the banking context. Second, this research is invaluable in terms of its potential effect on human behaviour and practical elements. It is hoped that a better understanding of the satisfaction of employees will in turn lead to improvement in attitudes and interpersonal, as well as organizational behaviour. From a humanistic standpoint, Locke (1976, cited in Matar, 2010) contends that employees job satisfaction can impact their attitude toward life, family and themselves. It may also influence their physical and mental wellbeing.. Furthermore, the findings of this study may also be of interest to other researchers and human resource development (HRD) specialists, It can also act as a base upon which similar studies can be carried out in developing countries with similar backgrounds. Finally, as a developing country, Nigeria aims to expand its economy and improve its productivity. The banking industry is vital in this regard in terms of dictating the monetary and fiscal policies of the country. Hence, seeking to understand how employees in the banking sector are satisfied with their jobs may go some way to improving employee satisfaction and consequently enhancing their effectiveness and work performance.
1.5 DEFINITION OF TERMS

For the purpose of this study, the following definitions are applicable: 3
1.5.1 Training
According to Landy (1985, cited in Schmidt, 2007), this is defined as a set of planned activities on the part of an organization to increase the job knowledge and skills or to modify the attitudes and social behaviour of its members in ways consistent with the goals of the organization and requirements of the job.
1.5.2 Training Satisfaction

According to Schmidt (2007), this is defined as how people feel about aspects of job training they receive. It is the extent to which people like or dislike the set of planned activities organized to develop the knowledge, skills and attitudes required to effectively perform a given task or job.
1.5.3 Job Satisfaction

According to Spector (1997), this is defined as how people feel about their jobs and different aspects of their jobs.
1.6 RESEARCH QUESTIONS

The research questions are as follows: a) what is the relationship between training and job satisfaction; b) what is the relationship between training satisfaction and job satisfaction; and c) are there any significant differences in job satisfaction levels across age, gender, educational levels and working experience levels.
1.7 RESEARCH METHODOLOGY

A quantitative methods approach was adopted in this study. The questionnaire survey was used as the only data collection tool. However, some company
documentation were also used. This study collected data from employees at the CBN relating to training provision, training satisfaction, satisfaction with aspects of the job, overall job satisfaction, as well as demographic information.
1.8 STRUCTURE OF THE DISSERTATION

The contents of this chapter are divided into seven chapters. The next chapter presents a literature review relating to the concepts of training, training satisfaction and job satisfaction as well as selected personal determinants of job satisfaction. Chapter three outlines the hypotheses derived from the literature relating to the research questions. Chapter four presents the research methodology employed. Chapter five presents the results from the
questionnaire responses and the testing of the hypotheses. Chapter six provides a brief discussion of the results. Finally, in Chapter seven conclusions are drawn.
Chapter Two: Literature Review
LITERATURE REVIEW
This chapter starts by examining the literature concerning training and job satisfaction and the relationship between the two concepts. Thereafter, the literature on training satisfaction and job satisfaction is examined.
Subsequently, personal determinants of job satisfaction such as age, gender, educational levels and length of service levels are presented. Lastly, information concerning the context of the research is given.
2.2 TRAINING
Workplace training is essential to organisational survival and can be considered as one of the significant facets of HR management (Arthur, 1994; Huselid, 1995; Wright et al., 2005). According to human capital theory (Becker 1964, cited in Burgard and Gorlitz 2011), training can be considered a financial investment that will be undertaken if the net present value of wage returns exceeds training costs. It is expected to yield a positive return on an organisations performance, both with regards to non-financial outcomes like increased employees job performance and organisational commitment (Heyes and Stuart, 1996; Katono, 2010; Yamnill and McLean, 2001), and financial outcomes such as market share and profit (Addison and Belfield, 2004). The benefits of training are enormous for employees. Acton and Golden (2003) is of the opinion that job-related training increases an employees ability to perform job-related tasks. In general, workplace training serves as one of the most important avenue to develop and maintain the capabilities of both employees and the organisation (Paauwe, 2004) 6
2.3 JOB SATISFACTION

Job satisfaction has been termed a multidimensional concept (Nord, 1977) that has proved elusive in terms of definition. Differing perspectives exist regarding what constitutes job satisfaction. Some researchers are of the opinion that workers have needs and their level of job satisfaction is a response to how their job meets those needs. This is the view of Locke (1976, cited in Al-Shafaee, 2001) and Hopkins (1963, cited in Al-Shafaee, 2001), the latter who defines job satisfaction as the gratification of the needs of the individual associated with ones work. Additionally, some authors take the viewpoint that job satisfaction is founded on the individuals perception of the difference between what was expected as a fair return and what is actually received or realised. This is the view of Cranny, Smith and Stone (1992, cited in Al-Shafaee 2001) and Lawler (1973, cited in Al-Shafaee, 2001). The former defined job satisfaction as emotional reaction to a job resulting from comparison of actual outcomes with desired. Another approach to job satisfaction is the aspect approach which views job satisfaction as different facets that produce satisfaction or dissatisfaction. Spector (1997) defines job satisfaction as a collection of attitudes about various aspects of the job. An employee can be satisfied with some aspects and, simultaneously be dissatisfied with others. Spector (1997) advance reasons for studying job satisfaction. First, the view is taken that people deserved to be treated fairly and respectfully. Second, job satisfaction can impact negatively or positively on the employees behaviour which may affect organizational functioning. Third, satisfied employees are likely to be favourably disposed towards the organisation. Lastly, increased job satisfaction tends to reduce absenteeism and turnover. Job satisfaction is important at all 7
levels or positions within an occupation as it relates highly with other important conditions of work such as productivity, morale and turnover (Price and Mueller, 1981).
2.4 THE RELATIONSHIP BETWEEN TRAINING AND JOB SATISFACTION

Georgellis and Lange (2007) highlight the paucity of research relating to the role of training and job satisfaction. However, in the main, a positive relationship has been shown regarding training and job satisfaction. A study conducted by Jones et al (2009) using the dataset of the 2004 Workplace Employee Relations Survey (WERS) examined the relationship between employees training and their job satisfaction. The results indicate that, as training increases, satisfaction with both extrinsic and intrinsic rewards increases.
2.5 THE RELATIONSHIP BETWEEN TRAINING SATISFACTION AND JOB SATISFACTION

Schmidt (2007, p.483) define training satisfaction as how people feel about aspects of the job training they receive. It is the extent to which people like or dislike the set of planned activities organized to develop the knowledge, skills and attitudes required to effectively perform a given task or job. Schmidt (2007) notes a dearth of research on training satisfaction in general in his study of customer and technical service employees in nine major organizations in the United States and Canada. A significant positive relationship was found between training satisfaction and overall job satisfaction.
2.6 PERSONAL CHARACTERISTICS AND JOB SATISFACTION

According to Okpara (2004), results of the studies conducted have shown that many personal variables influence job satisfaction. A review of literature concerning personal characteristics and job satisfaction suggests four personal characteristics relevant to this study. These are gender, age, educational level and length of service.
2.6.1 GENDER AND JOB SATISFACTION

According to Okpara (2004), gender differences in job satisfaction have been widely researched, but no conclusive evidence has been presented concerning the levels of satisfaction among men and women. However, results of the studies conducted show that there is a correlation between gender and job satisfaction (Hulin and Smith, 1965; Oshagbemi, 2000). On the whole, four groups can be seen from research in this area. Some studies found that men are more satisfied (Morgan et al 1995; Okpara, 2006) while others found that women are more satisfied (Oshagbemi, 2000; Scott et al, 2005). The third group reported mixed results (Garcia-Bernal et al, 2005; Okpara et al., 2005), while the last group found no correlation between gender and job satisfaction (Mason, 1995; Johnson et al, 1999; Pors, 2003). Okpara (2006) studying 185 female and 327 male bank managers from various banks in Nigeria reported that male managers were more satisfied with their company, salary and promotion policies and overall job satisfaction than their female colleagues. Morgan et al (1995) found considerable differences in job satisfaction across gender levels and that male managers were significantly more satisfied than female managers. 9
Conversely, Scott et al (2005) found that females were more satisfied with pay, growth opportunities and job security than their male colleagues. Clark (1997) analysing data from the British Household Panel Survey (BHPS) argued that women are more satisfied at work because they have low expectations about work outcomes in comparison to their male counterparts, therefore their expectations can easily become realised. Other researchers found mixed results. Garcia-Bernal et al (2005) suggested that, while the interpersonal relations influenced job satisfaction for men, there was no significant influence on the job satisfaction of women. Contrary to all the above, some studies found no significant relationship between gender and job satisfaction. Johnson et al (1999) surveying 500 male and 500 female managers found no considerable difference in job satisfaction between the two sexes. Pors (2003) also did not find any difference in satisfaction between male and female managers.
2.6.2 AGE AND JOB SATISFACTION

The research area between age and job satisfaction has been the subject of much attention. Three shapes of relationships were found: U-shape, linear shape, and curve-line relationship. Herzberg et al (1957, cited in Matar, 2010) advocated the U-shape relationship by illustrating that an employees morale is high at the start of a new job; it declines during the next few years and is still at a relative low until the employee adjusts his work expectations to a more realistic level at which point satisfaction tends to increase. This U-shape relationship was confirmed by Clark et al (1996). Alternatively, Hulin and Smith (1965), after testing for the U-shape relationship found no support. They 10
argued that the linear model constitutes the best model that can explain the effect of age on job satisfaction. Hunt and Saul (1975) confirmed these findings using a sample of 3,338 male and 579 female white-collar workers. (Matar, 2010) Contrary to the above, Saleh and Otis (1964) studying managerial job satisfaction found a positive linear relationship until the pre-retirement years, and then job satisfaction plummeted during those years. They explain this curve-line relationship by stating that the increase of job satisfaction until the pre-retirement year contributed to the increased adjustment to life as a natural consequence of aging. However, the decline in job satisfaction during the preretirement years was explained by receding self-actualization chances and increasing workloads as the person in pre-retirement may not be able to carry out tasks with the same fervency as before.(Matar, 2010). Regardless of the shape, a number of studies have shown a significant positive relationship between the two concepts indicating that older employees are more satisfied with their jobs (Al-Ajmi, 2001; Oshagbemi, 2000).
2.6.3 EDUCATIONAL LEVELS AND JOB SATISFACTION

Researchers report mixed results regarding the relationship between education and job satisfaction. Some studies have shown that employees who have a higher educational level tend to be more satisfied than employees with a lower educational level (Clark et al 1996; Bilgic, 1998). Bilgic (1998) conducted a study of public and private sector employees from different workplaces in Turkey. The results show that less educated employees complain more about work-related issues than the more educated employees. Eskildsen et al (2004) 11
argue that more educated employees are inclined to be more interested in intrinsic aspects of their jobs than with the extrinsic aspects. Conversely, research has also reported that when the educational level increases, job satisfaction declines as a result (Ghiselli et al 2001; Ganzach, 2003). However, Scott et al (2005) found no significant relationship between education and overall job satisfaction.
2.6.4 LENGTH OF SERVICE AND JOB SATISFACTION

Some research studies have suggested that length of service is a determinant of employees job satisfaction, having the same effect as age on job satisfaction (Prien et al 2004). Herzberg et al (1957, cited in Matar, 2010) argued that, similar to age, length of service has a U-shape relationship with job satisfaction. Morgan et al (1995) also found a U-shape relationship between managers length of service and their overall job satisfaction. Hulin and Smith (1965), having found no support for the U-shape relationship, suggested a linear function to explain the effect of length of service on job satisfaction. They found tenure to be a predictor of job satisfaction for men, but not for women. Gibson and Klein (1970) found a negative relationship between the two variables, arguing that as an employees length of service increases, his job satisfaction declines. Other researchers did not find a significant relationship between length of service and job satisfaction. Prien et al (2004) did not find any significant relationship between the two variables. Also, Brockner and Kim (1993) explored
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the factors that mediate job satisfaction and turnover intentions, and discovered length of service did not predict either.
2.7 PROFILE OF THE COMPANY

The Central Bank of Nigeria is the apex regulatory institution of the Nigerian financial system. It was established by the Central Bank of Nigeria Act of 1958 and commenced operations on 1st July, 1959. It seeks to maintain monetary stability and to ensure the smooth working of the financial system. It also acts as a banker and financial adviser to the Government, as well as a lender of last resort to commercial banks. As of August 2012, its staff strength stood at 4561 male and 1397 female across twenty-five departments.
2.8 TRAINING POLICY

The CBN provides employees training that it considers relevant for successful job performance. Every employee is required to undergo at least 80 hours of training every year. This is in the form of instructor-led training: (classroom, onthe-job, coaching) or e-learning (CBT, WPT, VPN). The Bank also partners with some professional associations in training and updating of skills of the staff. The main objectives of the training policy are to: a) address skill/competency gaps towards the attainment of the vision and mission of the Bank; b) develop and expand existing knowledge, skills and attitudes; c) provide just-in-time skill acquisition for new/emerging processes, technology or project; d) adapt to a changing role, including management succession; and; e) improve staff capacity for effective decision-making, policy formulation as well as efficient management of human and material resources of the Bank.
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2.9 CHAPTER SUMMARY

This chapter has looked at the evidence from the literature concerning training, training satisfaction and job satisfaction. Additionally, personal determinants like age, gender, educational levels and length of service were also looked at.
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Chapter Three: Hypothesis Development
HYPOTHESIS DEVELOPMENT
This chapter presents hypotheses concerning the following issues: a) relationship between training and job satisfaction; b) relationship between training satisfaction and job satisfaction; c) difference in job satisfaction levels among males and females; d) differences in job satisfaction across different age groups; e) differences in job satisfaction across different educational levels and; f) differences in job satisfaction across different levels of working experience.
3.2 TRAINING AND JOB SATISFACTION

Landy (1985, cited in Schmidt, 2007) defined training as a set of planned activities on the part of an organization to increase the job knowledge and skills or to modify the attitudes and social behaviour of its members in ways consistent with the goals of the organization and the requirements of the job. Job satisfaction has been perceived as one of the most widely researched yet least understood phenomena in organizations today (Rowden, 2002, p. 407). This may stem from its subjective interpretations. A definition of job satisfaction is offered by Spector (1997, p.2) as how people feel about their jobs and different aspects of their jobs. It is the extent to which people like or dislike their jobs. Job satisfaction is typically measured in degrees and can be examined from multiple viewpoints using multiple constructs or categories (Schmidt, 2007, p. 483). Rowden (2002, p. 412) advance two reasons why organizations should justify concern with job satisfaction. Firstly, the humanitarian perspective believing in the notion that people should be treated fairly and with respect. 15
Secondly, the utilitarian perspective that job satisfaction can lead to behaviour by employees that affect organizational functioning, as well as reflecting on organizational functioning. With respect to the link between training and job satisfaction, Sahinidis and Bouris (2008) state that the larger the gap between the skills required and those possessed by the employees, the greater the lack of job satisfaction of the employees and the turnover intentions. Research studies investigating the relationship between training and job satisfaction abound. While studying the relationship between workplace learning and job satisfaction in U.S small to midsize businesses, Rowden (2002) and Rowden and Conine (2005) propose that training may be used as a tool to increase job satisfaction. Similarly, Shields and Wheatley (2002) in their study of Nurses in the United Kingdom found that the lack of job training opportunities impacted negatively on employee job satisfaction. Lowry, Simon and Kimberley (2002) in their study of employment relation practices of casual employees in the New South Wales Registered Clubs Industry concluded that employees who received training scored significantly higher on job satisfaction surveys than those who had not. Jones et al. (2008) and Gazioglu and Tansel(2002) studying job satisfaction in Britain with respect to the Workplace Employee Relations Survey (WERS) show a positive correlation between training and employee job satisfaction. Similar findings have also been reported by Sargent and Hannum (2005) studying job satisfaction among Primary School teachers in Rural Northwest China. A longitudinal survey carried out by Siebern-Thomas (2005) analysing 13 countries in the European Community Household Panel (ECHP) 1994 2001 found that job satisfaction tended to be higher where there was access to 16
workplace training. However, Schmidt (2007) draws attention to the noninclusion of job training satisfaction as an element of overall job satisfaction in job satisfaction research studies stating that survey instruments do not include a satisfaction with workplace training component. In the context of retaining workers in Britains National Health Service (NHS), Shields and Ward (2001, p. 677) corroborate this view, concluding that dissatisfaction with promotion and training opportunities have a stronger impact than workload or pay. Furthermore, Georgellis and Lange (2007) reveal shortcomings of studies linking training to job satisfaction: the absence of longitudinal data and the constraints of relatively small sample sizes; the relative superficiality of many research studies, barely extending beyond a simple, functional relationship between the provision of training and satisfaction. Therefore, it is proposed that: Hypothesis One: There will be a positive correlation between training and job satisfaction.
3.3 TRAINING SATISFACTION AND JOB SATISFACTION

As earlier noted, Schmidt (2007, p. 485) addressed the lack of job training satisfaction when considering overall job satisfaction. This is important because employees may be satisfied with some aspects of training programs and dissatisfied with others. Furthermore, he argues that as the workplace continues to evolve, employee satisfaction with on-the-job education permeates all aspects of overall job satisfaction. Therefore, it is proposed that: Hypothesis Two: There will be a positive correlation between training satisfaction and job satisfaction.
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3.4 GENDER AND JOB SATISFACTION

Gender differences in job satisfaction have been extensively researched. However, conclusive evidence with regards to the levels of job satisfaction among men and women have not been presented (Okpara, 2004). Notwithstanding, studies carried out concerning job satisfaction (Bilgic, 1998; Hulin and Smith, 1965; Oshagbemi, 2000) revealed a correlation between gender and job satisfaction. For instance, Hulin and Smith (1965) surveying 295 male workers and 163 female workers drawn from different manufacturing plants in America found a relationship between male and female job satisfaction. They also discovered that female workers were less satisfied than their male counterparts. Similarly, Bilgic (1998)s research on Turkish workers found that gender greatly predicted job satisfaction. Thus, generally, studies have demonstrated that there are differences in job satisfaction between males and females. Therefore, the null hypothesis is proposed that: Hypothesis Three: There will be no statistically significant difference in the job satisfaction levels of males and females.
3.5 AGE AND JOB SATISFACTION

Researchers have found that job satisfaction varies with age for both men and women (Bilgic, 1998; Koustelios, 1991). Al-Ajmi (2001) studying male managers in the Kuwaiti oil industry found a relationship between age and overall job satisfaction. An extensive literature review by Rhodes (1983) generally found a positive relationship between age and job satisfaction. Rhodess (1983) conclusion was founded on an analysis of the results of eight separate studies conducted on the relationship between age and job 18
satisfaction. Given the empirical evidence that suggest a positive relationship between age and job satisfaction, it is therefore proposed that: Hypothesis Four: There will be no statistically significant difference in job satisfaction levels across different age groups.
3.6 EDUCATIONAL LEVELS AND JOB SATISFACTION

Several studies have established positive relationships between educational levels and job satisfaction (Falcone, 1991; Koustelios, 1991; Martin and Sheehan, 1989). Bilgic (1998) conducting a study of 249 Turkish workers in different job positions and occupations found that employees with more education may not have many grievances about work-related issues but may be concerned with the quality of their work performance. Therefore, the following null hypothesis is proposed: Hypothesis Five: There will be no statistically significant difference in job satisfaction across different educational levels.
3.7 LENGTH OF SERVICE AND JOB SATISFACTION

Some studies have suggested that length of service is a determinant of employees job satisfaction, having the same effect as age on job satisfaction (Abraham and Medoff, 1985; Prien et al., 2004). Bilgics (1998) research found that people with more work experience have more respect for their jobs and can bring their vast wealth of experience to their jobs, thereby increasing their job satisfaction. Conversely, Gibson and Klein (1970) argue that when an employees length of service increases, his or her job satisfaction decreases. Therefore, the null hypothesis is proposed that: 19
Hypothesis Six: There will be no statistically significant differences in job satisfaction across work experience levels.
3.8 CHAPTER SUMMARY

This chapter has presented the hypotheses derived from the literature. The following chapter outlines the research methods of the study.
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Chapter Four: Research Methodology
RESEARCH METHODOLOGY
The chapter starts by identifying the independent and dependent variables. Afterwards, the research design is presented. Sections 4.4 and 4.5 describe the survey population and the selection of the sample. Sections 4.6 to 4.9 explain the questionnaire features, construction, design, how the concepts were measured and the procedure for administering the link. Section 4.10 describes the secondary data. The ethical considerations were presented in Section 4.11. Subsequently, Section 4.12 dealt with internal reliability of the scales while Section 4.13 involves factor analysis of the scales. The final section is devoted to the types of statistical analysis used to analyse the data.
4.2 VARIABLES
For the purposes of this study, overall job satisfaction is the dependent variable while training, training satisfaction, age, gender, educational levels and length of service are the independent variable.
4.3 RESEARCH DESIGN

For this study, a non-probability sampling design in the form of a convenience sampling method was adopted. The rationale for using this method was due to the time constraints faced by the researcher. A limitation presented by using this method is that it is not usually representative of the population and therefore the results may not be generalizable.
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4.4 POPULATION
The respondents for this study consisted of bank employees working in the Central Bank of Nigeria. The link to the questionnaire was sent out to over two hundred employees working in diverse departments.
4.5 SAMPLE
Fifty-four responses were returned electronically. Out of this, twenty-two were not answered completely with two or more responses to questions missing. These responses were subsequently discarded. Therefore, the number of usable responses (n = 32) determined the size of the sample. The sample comprised of mostly males across the following departments: Human Resources, IT service management, Banking Operations, Banking Supervision, Medical Services, Security services, Procurement and Support services, Banking and Payments, Branch Operations and Finance.
4.6 MEASURING INSTRUMENT

To operationalize the dependent and independent variables of this study, the researcher utilized the questionnaire as the only method of data collection. This is due to the limited timescale of the project as well as the lack of time, skills and resources required to conduct structured interviews. Using the
questionnaire, concepts were operationalized in the form of questions, which were then asked of the participants. A five-point strongly agree/strongly disagree and very satisfied/very dissatisfied Likert scale was used in the questionnaire. A Likert scale comprises a series of statements relating to an attitudinal component for which the respondent is expected to agree or disagree. Using the Likert scale facilitated data processing for analysis by 22
SPSS. The questionnaire was divided into five parts as follows (see Appendix One):
4.6.1 SECTION A ABOUT TRAINING PROVISION

This section consisted of six questions. Here, participants were asked to provide information about training they have received in the past year. This includes whether or not they have participated in training, number of training courses, duration of training courses, location of majority of training, type of training and content of training.
4.6.2 SECTION B ABOUT SATISFACTION WITH TRAINING

This section comprises three questions. The first question consists of six items and asked respondents to express their level of agreement or disagreement with the training they received on a five-point Likert scale ranging from strongly agree to strongly disagree. The second question consists of four items and invited the participants to register their level of satisfaction or dissatisfaction about whether or not the training received has accomplished stated training objectives of the Bank. The training objectives were gleaned from company documents. The third question was an open-ended question eliciting responses from employees on what should be done to improve training.
4.6.3 SECTION C ABOUT ASPECTS OF JOB SATISFACTION AND OVERALL JOB SATISFACTION
This section consists of six questions. The first five questions contained five items each and asked participants to express their level of agreement or disagreement, on a Likert scale ranging from strongly agree to strongly disagree, with statements relating to aspects of their job including work, pay, 23
opportunities for promotion, supervision and co-workers respectively. The last question, on a similar scale, prompted participants to express their level of agreement or disagreement with their job in general. This question contained seven items.
4.6.4 SECTION D DEMOGRAPHIC INFORMATION

This section consisted of seven questions. Respondents were asked to provide their highest level of formal education obtained, age, gender, industry working experience, length of service in the organisation, duration in the current role in the organization and area of specialization within the organization.
4.6.5 SECTION E COMMENTS

The last section invited participants to leave thoughts, feedback or comments.
4.7 MEASUREMENT OF CONCEPTS

The questionnaire was designed with the aim of collecting information useful for measuring the independent and dependent variables of this study namely: training, training satisfaction, age, gender, educational level and length of service.
4.7.1 TRAINING
The measure of training is the response given to the question, how much training have you had during the last twelve months? This measure of training is adopted from Jones et al. (2008) and forms #3 of the questionnaire.
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4.7.2 TRAINING SATISFACTION

Training satisfaction is measured by six items on a response scale. Responses were indicated on a 5-point Likert scale with a neutral mid-point as follows: 1 = strongly agree, 2 = agree, 3 = neither agree nor disagree, 4 = disagree, 5 = strongly disagree. Three items were based on a study by Schmidt (2007) exploring the relationship between satisfaction with training and overall job satisfaction. These included: training met my needs, amount of training was satisfactory and training received was applicable to job. The last set of items was inserted by the researcher to better reflect the context of the organisation. These included: the instructors/facilitators were competent; the content was relevant and satisfactory and the training environment was conducive. This formed #7 of the questionnaire.
4.7.3 JOB SATISFACTION

Job satisfaction was measured using the abridged versions of the Job Descriptive Index (JDI) and the Job in General (JIG) scale. These scales were developed by Stanton, Balzer, Smith, Parra and Ironson (2001) and Russell, Spitzmuller, Lin, Stanton, Smith and Ironson (2004) respectively. The JDI measures satisfaction with five components of the job: the work itself, pay, promotion, supervision and co-workers. The JIG measures overall job satisfaction. The JDI is a 25-item measure with each component consisting of 5 statements/phrases such as my work is dull; pay adequate for normal expenses and unfair promotion policy while the JIG consists of seven phrases such as better than most; makes me content; and undesirable. The response format was based on a 5-point Likert scale with a neutral mid-point as follows: 1
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= strongly agree, 2 = agree, 3 = neither agree nor disagree, 4 = disagree, 5 = strongly disagree. The JDI formed questions #10-14 of the questionnaire while the JIG formed question #15.
4.7.4 DEMOGRAPHIC INFORMATION

The demographic questions relating to educational qualifications, age, gender, working experience, length of service, duration in current role and area of specialization were asked in questions #16-22 respectively.
4.8 QUESTIONNAIRE DESIGN AND ADMINISTRATION

A self-completed, structured questionnaire designed and distributed via the internet was deemed suitable for this study. This was for the following reasons: a) inability to personally administer survey due to geographical distance between the researcher and the participants; b) majority of the potential respondents work with the computer and on the web on a daily basis, and; c) the design process is simple and less time-consuming relative to paper surveys, given the limited timescale of the project. Self-completed
questionnaires are usually completed by the respondents (Saunders et al., 2012). A structured questionnaire is one where questions are presented with exactly the same wording, in the same order, to all respondents (Churchill and Iacobucci, 2004, p. 215). A web-based questionnaire is one where the survey is hosted on a web page which potential respondents can access through a hyperlink. This approach ensures respondent anonymity and the survey software will also gather together the data from all the responses and present it in some form of database to the researcher (Anderson, 2009). The questionnaire was designed using SurveyMonkey, an online survey software 26
and questionnaire tool. This choice of design and distribution is based on the following reasons: a) availability of computer-literate potential respondents who can be contacted via e-mail; b) quick and easy to set up; c) live monitoring of the hit rate on the site over the survey period; d) very short response time; e) interviewer bias is lessened; and f) respondents work at their own pace (Churchill and Iacobucci, 2004; Saunders et al., 2012). However, there are shortcomings inherent in this mode of administration method including: a) they tend to be widely distributed with low response rates; b) the researcher cannot control the speed of survey completion; c) the researcher may not be able to communicate with the respondent when vague questions are encountered (Neuman, 2006). As the questionnaire was designed and distributed electronically, it was important to control the user experience and design. The first page of the questionnaire represented the cover letter or introduction convincing participants of the importance of the research and the anonymity of their participation. Navigational cues directing users from one page to the other were placed at the foot of the questionnaire. To prevent clutter, each section of the questionnaire represented a page visible on the screen at a time. Groups of related questions were organised into small blocks.
4.9 PROCEDURE
A contact was secured within the Bank who would facilitate the administration of the survey link to the employees. The link to the questionnaire was open for a period of two weeks from July 30, 2012 to August 10, 2012. Prior to the start, a pre-survey message was sent to the employees informing them to expect a survey in their inbox in the next week.
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4.10 SECONDARY DATA

A number of company documents accessed during the study included some training policy documents and company reports and presentations. Such secondary data proved valuable for this research.
4.11 ETHICAL CONSIDERATIONS

4.11.1 QUESTIONNAIRES ETHICS
A self-completed, web-based questionnaire was adopted to collect the quantitative data. Some ethical concerns were raised. The first was informed consent. To address this, the first page of the questionnaire serves as a cover letter explaining the research purpose, guaranteeing the respondents anonymity and the confidentiality of their responses. Additionally, to ensure respondents anonymity, the design of the questionnaire was such that no completed questionnaire could be related to a specific respondent. As regards confidentiality, all information collected was destroyed after analysis. The information was used only for research purposes and no other parties had access to the information.
4.11.2
ETHICS OF GATHERING SECONDARY DATA
When conducting the research, the researcher accessed company documents (policy documents, company presentations and reports). Therefore, the researcher had a responsibility to secure the confidentiality of the data. Additionally, the documents were perused for the purposes of this study and no other parties had access to it.
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4.12 INTERNAL RELIABILITY

There are a number of different aspects to reliability. One concerns the scales internal consistency. This refers to the degree to which the items that make up the scale hang together (Pallant, 2010). One of the most commonly used indicators of internal consistency is Cronbachs alpha coefficient. Ideally, the Cronbach alpha coefficient of a scale should be above .7 (DeVellis, 2003 cited in Pallant, 2010). After reversing the negatively-worded items in the scale using SPSS, Cronbach alpha statistic for the seven items of the Job in General (JIG) scale was .799. Additionally, the six items of the training satisfaction scale was analysed for reliability and the Cronbach alpha statistic was .739.
4.13 FACTOR ANALYSIS

For the purposes of answering the research questions and the hypotheses, the training satisfaction scale and the Job in General (JIG) scale will be subjected to factor analysis where the number of items in each scale will be reduced to ascertain which factors explain the scales. It enables the researcher to ascertain whether some underlying relationship exists, such that the data may be reduced to a smaller set of variables which will be taken as source variables (Al-Ali, 1999) According to Hair et al. (1995), factor analysis is a statistical technique for breaking down a large number of variables into a smaller number of factors or dimensions. A strand of factor analysis called principal components analysis (PCA) will be applied in this study. According to Pallant (2010), it attempts to produce a smaller number of linear combinations of the original variables in a way that captures (or accounts for) most of the variability in the pattern of correlations. To extract the number of factors that can be used to
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best represent the interrelationships among the set of variables, the eigenvalue rule will be used. Here, only factors with an eigenvalue of 1 or more are retained.
4.13.1
FACTOR ANALYSIS FOR JOB IN GENERAL SCALE
Factor analysis was applied on the Job in General Scale (JIG) after reversing negatively-worded items. Principal components analysis (PCA) was used with a oblimin rotation selected. The data was analysed using SPSS 17 program based on 32 usable responses. Prior to performing PCA, the appropriateness of the data for factor analysis was assessed. Inspection of the correlation matrix revealed the presence of many coefficients of .3 and above. The Kaiser-MeyerOlkin value was .77 exceeding the recommended value of .6 (Kaiser 1970, 1974 as cited in Pallant 2011) and Bartletts test of sphericity (Bartlett, 1954 as cited in Pallant 2011) reached statistical significance supporting the factorability of the correlation matrix. The factor analysis yielded a listing of two factors with an eigenvalue above 1.0. Below are the results of the total variance explained table and the pattern matrix table.
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Table 4-1 Total Variance Explained - Job in General Scale. From SPSS Analysis
Compo nent 1 2 3 4 5 6 7
Initial Eigenvalues Total 3.275 1.234 .835 .584 .446 .337 .288 % of Variance 46.792 17.634 11.931 8.344 6.379 4.813 4.107 Cumulative % 46.792 64.426 76.357 84.701 91.080 95.893 100.000
Extraction Sums of Squared Loadings Total 3.275 1.234 % of Variance 46.792 17.634 Cumulative % 46.792 64.426
Rotation Sums of Squared Loadingsa Total 2.944 2.176
Extraction Method: Principal Component Analysis. a. When components are correlated, sums of squared loadings cannot be added to obtain a total variance.
Table 4-2 Pattern Matrix/Item Factor Loadings for JIG Scale. From SPSS Analysis.
Component 1 Job In General: Makes Me Content Job In General: Enjoyable Job In General: Good Job In General: Excellent Job In General: Better Than Most UndsrbJIGJS2 PoorJIGJS2 .816 .807 .708 .641 .597 .930 .858 .358 2
Extraction Method: Principal Component Analysis. Rotation Method: Oblimin with Kaiser Normalization. a. Rotation converged in 4 iterations.
From Table 4-1 it can be seen that two factors with eigenvalues exceeding 1 (3.275, 1.234) were identified, exceeding 46.792% and 17.634% of the variance respectively. Table 4-2 presents the item factor loadings. It can be seen from the table that five items (positively worded statements) were loaded on factor one while mostly negatively-worded items loaded on factor 2. For this study, the 31
highest item loading on each factor will be considered. These are Job in General: makes me content and Undesirable. The new variable derived from the average of these two variables will be used as the measure for overall job satisfaction.
4.13.2 FACTOR ANALYSIS FOR TRAINING SATISFACTION SCALE

Factor analysis was applied on the training satisfaction scale. Principal components analysis (PCA) was used with an oblimin rotation selected. The data was analysed using SPSS 17 program based on 32 usable responses. Prior to performing PCA, the appropriateness of the data for factor analysis was assessed. Inspection of the correlation matrix revealed the presence of many coefficients of .3 and above. The Kaiser-Meyer-Olkin value was .76 exceeding the recommended value of .6 (Kaiser 1970, 1974 as cited in Pallant 2011) and Bartletts test of sphericity (Bartlett, 1954 as cited in Pallant 2011) reached statistical significance supporting the factorability of the correlation matrix. The factor analysis yielded a listing of two factors with an eigenvalue above 1.0. Below are the results of the total variance explained table and the pattern matrix table.
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Table 4-3 Total Variance Explained for Training Satisfaction Scale. From SPSS Analysis.
Compo nent 1 2 3 4 5 6
Initial Eigenvalues Total 2.867 1.066 .797 .574 .367 .329 % of Variance 47.787 17.769 13.288 9.569 6.111 5.476 Cumulative % 47.787 65.556 78.845 88.413 94.524 100.000
Extraction Sums of Squared Loadings Total 2.867 1.066 % of Variance 47.787 17.769 Cumulative % 47.787 65.556
Rotation Sums of Squared Loadingsa Total 2.785 1.381
Extraction Method: Principal Component Analysis. a. When components are correlated, sums of squared loadings cannot be added to obtain a total variance.
Table 4-4 Pattern Matrix/Item Factor Loadings for Training Satisfaction Scale. From SPSS Analysis.
Component 1 Training Needs Satisfaction Satisfaction with Facilitator Competence Training Applicability to Job Satisfaction with Training Content Satisfaction With Training Environment .831 .817 .792 .717 .412 .411 2
Satisfactory Amount of .937 Training Extraction Method: Principal Component Analysis. Rotation Method: Oblimin with Kaiser Normalization. a. Rotation converged in 6 iterations.
From Table 4-3 it can be seen that two factors with eigenvalues exceeding 1 (2.867, 1.066) were identified, exceeding 47.787% and 17.769% of the variance respectively. Table 4-4 presents the item factor loadings. It can be seen from the table that five items were loaded on factor one while two items loaded on 33
factor two. For this study, the highest item loading on each factor will be considered. These are Training Needs Satisfaction and Satisfactory Amount of Training. The new variable derived from the average of these two variables will be used as the measure for training satisfaction.
4.14 STATISTICAL ANALYSIS OF THE DATA

4.14.1 DESCRIPTIVE STATISTICS
The descriptive statistics utilised in the current study includes frequencies, percentages, means and standard deviations.
4.14.2
INFERENTIAL STATISTICS
The following inferential statistical techniques were used to test the research hypotheses: 4.14.2.1 SPEARMAN CORRELATION
This is a non-parametric statistical technique that explores the strength of the relationship between two variables. This gives an indication of both the direction and the strength of the relationship. This test statistic was used to test hypotheses one and two. 4.14.2.2 MANN-WHITNEY U TEST
This is a non-parametric statistical technique used to test for differences between two independent groups on a continuous measure. This statistical technique was used to test hypothesis three.
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4.14.2.3
KRUSKAL-WALLIS TEST
This is a non-parametric statistical technique that allows comparison of scores on some continuous variable for three or more groups. This technique was used to test hypotheses four, five and six.
4.15 CHAPTER SUMMARY

This chapter has presented the research design, the population and the sample, the procedures used to collect the data, ethical considerations, the survey instrument including its construction, design and administration. The statistical methods also used to test the research hypotheses were also presented.
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Chapter Five: Results
RESULTS
The results of the descriptive analysis carried out through SPSS of the questionnaire responses are presented in this chapter, as well as the research hypotheses. The chapter is divided into two sections: the descriptive statistics and the inferential statistics. The descriptive statistics presents the description of the demographic characteristics of the respondents in terms of frequencies and percentages as well as responses to facets of the Job Descriptive Index (JDI) and the Job in General (JIG) scale in terms of means and standard deviations. The responses to both the training satisfaction scale and satisfaction with achieving training objectives questions are also included here. The inferential statistics section involves presentation of the findings related to the research hypotheses. Then the chapter concludes with a summary.
5.2 STATEMENT OF HYPOTHESES

In Chapter Three, the following hypotheses were derived from the review of literature: Hypothesis One: There will be a positive correlation between training and job satisfaction. Hypothesis Two: There will be a positive correlation between training satisfaction and job satisfaction. Hypothesis Three: There will be no statistically significant difference in the job satisfaction levels of males and females.
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Hypothesis Four: There will be no statistically significant difference in job satisfaction levels across different age groups. Hypothesis Five: There will be no statistically significant differences in job satisfaction across different educational levels. Hypothesis Six: There will be no statistically significant difference in job satisfaction across different length of service levels.
5.3 DESCRIPTIVE STATISTICS

This section consists of three parts. The first part deals with the description of the demographic characteristics of the respondents. The second part presents the mean scores and standard deviations as well as minimum and maximum values of each component (subscale) of the Job Descriptive Index (JDI) and the Job in General (JIG) scale. The mean scores and standard deviations plus the minimum and maximum values of the items comprising these subscales are also presented here. The third part involves presenting the mean scores, standard deviations, minimum and maximum values of the items of the training satisfaction scale.
5.3.1 DEMOGRAPHIC PROFILE OF RESPONDENTS

Section D of the questionnaire solicited demographic information from the respondents. These included: highest educational qualification, age range, gender, industry working experience, length/duration of service in organization, length/duration in current role and area of specialization within the organisation. The tables below present the results obtained from the respondents. Part A of Table 5-1 presents the distribution of respondents by highest educational 37
qualifications. The results show that eleven respondents, forming the majority, possess a Masters degree qualification. Higher National Diploma (HND) and Bachelors Degree (B.Sc.) holders are eight and seven respectively. Two respondents possess a Masters of Business Administration (MBA) qualification. The same number also applies to the West African Senior School Certificate (WASSCE), Ordinary National Diploma (OND) holders and Doctor of Science (Ph.D.) holders are represented by one respondent each. Part B of the table presents the distribution of the respondents by age groups. The table shows that 2 (6.3%) of the respondents were between 22 29 years, 9 (28.1%) between 30 39 years, 9 (28.1%) between 40 49 years and 12 (37.5%) were 50 years or above. Part C of the table shows the distribution of respondents by gender. 27 (84.4%) of the respondents were male and 5 (15.6%) were female. Part D of the table shows the distribution of respondents by industry working experience. The table shows that 9 (28.1%) had less than seven years experience, 7 (21.9%) had from 8 14 years, 3 (9.4%) had from 15 21 years, 6 (18.8%) had from 22 28 years and 7 (21.9%) had more than 29 years work experience. Part E of the table represents the distribution of respondents by length of service. The table shows that 9 (28.1%) had been in the organisation for less than seven years; 7 (21.9%) had from 8 - 14 years, 4 (12.5%) had from 15 21 years; 5 (15.6%) had from 22 28 years and 7 (21.9%) had more than 29 years length of service. Part F of the table shows the distribution of respondents by number of years in their current work role. The largest proportion of respondents (26. 81.25%) had been in their current position for less than six years. The next largest group (5, 15.62%) had been in the position
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for 7 12 years. One respondent had been in the current role for more than twelve years.
Table 5-1 Distribution of Respondents by Highest Educational Qualifications, Age Range, Gender, Industry Working Experience, Length of Service and Duration in Current Role Sourced from SPSS Data Analysis. (A) 1. 2. 3 4 5 6 7 (B) 1 2 3 4 (C) 1 2 (D) 1 2 3 4 5 (E) 1 2 3 4 5 (F) 1 2 3 Highest Educational Qualification West African Senior School Certificate (W.A.S.S.C.E) Bachelor of Science (B.Sc.) Ordinary National Diploma (OND) Higher National Diploma (HND) Masters of Science (M.Sc.) Doctor of Science (Ph.D.) Masters in Business Administration (MBA) Total Age range (years) 22-29 years 30-39 years 40-49 years 50 years and above Total Gender Male Female Total Working Experience < 7 years 8 14 years 15 21 years 22 28 years 29 33 years Total Length of service < 7 years 8 14 years 15 21 years 22 28 years 29 33 years Total Duration in Current Role < 6 years 7 12 years 13 17 years Total N 2 7 1 8 11 1 2 32 N 2 9 9 12 32 N 27 5 32 9 7 3 6 7 32 9 7 4 5 7 32 26 5 1 32 % 6.3 21.9 3.1 25.0 34.4 3.1 6.3 100 % 6.3 28.1 28.1 37.5 100 % 84.4 15.6 100 28.1 21.9 9.4 18.8 21.9 100 28.1 21.9 12.5 15.6 21.9 100 81.25 15.62 3.13 100
5.3.2 JOB SATISFACTION

Section C of the questionnaire solicited information concerning satisfaction with various aspects of their job and overall job satisfaction. This was based on the 39
Job Descriptive Index (JDI) and the Job in General scales (JIG). The JDI measures six facets of job satisfaction: work, pay, promotions, supervisor and co-worker while the JIG measures overall job satisfaction. Analysis was carried out by computing the mean and standard deviation scores for each item on each scale. The mean of the component (subscales) were derived by dividing the sum of the individual item scores by the number of items constituting that component. These scores are based on a response format of 1 to 5 where 1 represents strong agreement with the item concerned and 5, strong disagreement. Therefore, the higher the mean, the stronger the disagreement with the item concerned and the lower the mean, the stronger the agreement. For this study, a mean score of 3 or more indicates disagreement and a mean score of below 3 indicates agreement. The following tables present the results of each item of each scale.
Table 5-2 Item means, standard deviations and minimum, maximum values for satisfaction with work Sourced from SPSS Data Analysis.
No. Item 1 Sense of Work Accomplishment 2 Dull Work 3 Satisfying Work 4 Uninteresting Work 5 Challenging Work
N Mean SD Minimum Maximum 32 1.66 0.55 1 3 32 4.16 0.72 3 5 32 1.97 0.93 1 5 32 4.16 0.77 3 5 32 1.72 0.68 1 3
Table 5-2 shows the item mean and standard deviation scores obtained. Responses to item #1 and #5 highlight a general agreement among respondents that they derive a sense of accomplishment from their work and it is challenging. Responses to item #3 indicate that work is satisfying although not as compelling as the earlier two items. Respondents also generally agree that work is not dull and uninteresting.
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Table 5-3 Item means, standard deviations and minimum, maximum values for satisfaction with pay component Sourced from SPSS Data Analysis.
No. Item 1 Fair Pay 2 Underpaid 3 Adequate For Normal Expenses 4 Well-Paid 5 Insecure Pay
Table 5-3 shows the item mean and standard deviation scores obtained for the satisfaction with pay components. In general, respondents believe that they were paid fairly although not very strongly. Also, respondents were disagreed that they were underpaid although weak. There was a general consensus that the pay was adequate for normal expenses. However, respondents disagreed that they were well-paid and also felt their pay was not insecure.
Table 5-4 Item means, standard deviations and minimum, maximum values for satisfaction with Promotion opportunities component Sourced from SPSS Data Analysis.
No. Item 1 Good chance for promotion 2 Dead-end Job 3 Promotion on Ability 4 Good opportunities for promotion 5 Unfair Promotion Policy
Table 5-4 presents the item mean and standard deviation scores obtained for the satisfaction with promotion opportunities. In general, respondents did not feel they were in a dead-end job. Respondents disagreed that their promotion prospects were limited although mildly. Respondents seem to have an issue with the promotion policy of the organization.
Table 5-5 Item means, standard deviations and minimum, maximum values for satisfaction with Supervisor component Sourced from SPSS Data Analysis.
No. Item 1 Praises Good Work 2 Annoying Supervisor 3 Diplomatic Supervisor 4 Bad Supervisor 5 Up-to-date Supervisor
N Mean SD Minimum Maximum 32 2.0 0.80 1 4 32 3.72 0.96 2 5 32 2.41 0.80 1 5 32 3.94 0.72 2 5 32 2.13 0.79 1 4 41
Table 5-5 presents the item means and standard deviation scores obtained for the satisfaction with supervisor components. In general, respondents were positively disposed towards their supervisors.
Table 5-6 Item means, standard deviations and minimum, maximum values for satisfaction with Co-workers component Sourced from SPSS Data Analysis.
No. Item 1 Helpful 2 Boring 3 Intelligent 4 Lazy 5 Responsible
Table 5-6 presents the item mean and standard deviation scores obtained for the satisfaction with co-workers component. In general, respondents were satisfied with their co-workers.
Table 5-7 Item means, standard deviations and minimum, maximum values for overall Job Satisfaction Sourced from SPSS Data Analysis.
No. Item 1 Good 2 Undesirable 3 Better than most 4 Makes me content 5 Excellent 6 Enjoyable 7 Poor
N Mean SD Minimum Maximum 32 1.50 0.51 1 2 32 4.22 0.66 2 5 32 1.66 0.48 1 2 32 2.03 0.60 1 4 32 1.94 0.72 1 4 32 1.84 0.72 1 4 32 4.28 0.46 4 5
Table 5-7 presents the item means and deviation scores obtained for the overall job satisfaction component. In general, respondents seem to be satisfied with their job in general.
5.3.3 TRAINING SATISFACTION AND TRAINING OBJECTIVES SATISFACTION

Section B of the questionnaire solicited information concerning the extent of agreement or disagreement with statements about training and also to what extent training has accomplished stated objectives. Statements about training 42
consists of six items on a response scale of 1 to 5 where 1 represents strong agreement with the statement and 5, strong disagreement. Therefore, the higher the mean, the stronger the disagreement with the item concerned and the lower the mean, the stronger the agreement. Training objectives consists of four items on a response scale of 1 to 5 where 1 represents very satisfied and 5, very dissatisfied. Therefore, the higher the mean, the stronger the dissatisfaction with the item concerned and the lower the mean, the stronger the satisfaction. For both measures, a mean score of 3 or more indicates disagreement or dissatisfaction and a mean score of below 3 indicates agreement or satisfaction.
Table 5-8 Item means, standard deviations and minimum, maximum values for the satisfaction with training scale Sourced from SPSS Data Analysis.
No. 1 2 3 4 5 6
Item Training met my needs Amount of training is satisfactory Training received is applicable to job The instructors were competent The content was relevant and satisfactory The training environment was conducive
N Mean SD Minimum Maximum 32 1.72 0.58 1 3 32 2.25 0.76 1 4 32 1.75 0.67 1 4 32 1.59 0.56 1 3 32 1.56 0.56 1 3 32 1.59 0.61 1 3
Table 5-8 presents the item means and standard deviation scores for the satisfaction with training scale. In general, respondents were satisfied with training.
Table 5-9 Item means, standard deviations and minimum, maximum values for satisfaction with meeting training objectives Sourced from Data Analysis.
No. 1 2 3 4
Item Addressing Skill Gaps Expanding Existing Knowledge Providing just-in-time skill acquisition Improving decision-making
N Mean SD Minimum Maximum 32 1.78 0.61 1 3 32 1.69 0.59 1 3 32 1.94 0.67 1 4 32 1.91 0.69 1 4
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Table 5-9 presents the item means and standard deviation scores obtained for the satisfaction with meeting training objectives.
5.3.4 TRAINING PROVISION

Section A of the questionnaire requested respondents to provide information relating to the training they have received in the past year in the organisation. These include: how many respondents participated in training, number of training courses in the past year, total duration of training in the past year, location of majority of training, type of training and the content of training. For the training type and training content, respondents were asked to tick as many varieties they had encountered during the past year. Part A of Table 5-10 below shows that over half (29) of the respondents participated in some kind of training over the past year. Part B of the table reveals the number of training courses undertaken by respondents in the past year. 8 respondents took part in 1 course, 14 respondents in 2 4 courses and 7 in 5 7 courses. Part C of the table shows the total duration of training taken by respondents in the past year. 3 respondents underwent training for less than a week. The vast majority of respondents (16) underwent training from 1 to less than 3 weeks. 6 took training for 3 to less than 5 weeks and 4 from between 5 to less than 6 weeks. Part D of the table shows the location of majority of the training received by the respondents. Majority of the training received by respondents was carried out internally by internal trainers. 7 respondents received training internally by external trainers. Also, four respondents participated in off-site training carried out by internal trainers while another six respondents participated in off-site training conducted by external trainers.
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Table E shows the type of training received by respondents in the past year. Formal training (class lectures) by external trainers constituted the most common type of training experienced by respondents. The next common type is formal training (class lectures) by internal trainers. Respondents also engaged in self-study which was the third most common type of training. Other types of training undergone by respondents include informal training by
supervisor/manager, informal training by co-workers and E-learning. Part F of the table shows the content of training encountered by respondents. The most common content was identified as training tailored to different departmental functions of the Bank. The second most common content was personal skills training. Respondents also participated in health and safety training. Also, respondents took part in induction/orientation courses and training related to using productivity tools like Microsoft Office.
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Table 5-10 Descriptive statistics for training provision Sourced from SPSS Data Analysis.
(A) 1 2 (B) 1 2 3 (C) 1 2 3 4 (D)
Training Participation Response Count Yes 29 No 3 Number of training courses 1 course 8 2 4 courses 14 5 7 courses 7 Duration of Training < 1 week 3 1 to less than 3 weeks 16 3 to less than 5 weeks 6 5 to less than 6 weeks 4 Location of Training On-the-job (inhouse) by internal trainers 12 On-the-job (inhouse) by external trainers 7 Off-the-job (external) by internal trainers 4 Off-the-job (external) by external trainers 6 (E) Type of Training Self-study 13 Formal training (class lectures) by internal trainers 19 Formal training (class lectures) by external trainers 32 Informal training by supervisor/manager 11 Informal training by co-workers 8 E-learning 7 (F) Content of Training Induction/Orientation courses 5 Health and Safety Training 16 Functional Training (Departmental functions) 31 Productivity tools (Microsoft Office) 7 Personal Skills training 20
5.4 TESTING THE HYPOTHESES (INFERENTIAL STATISTICS)

This section of the chapter involves hypotheses testing for possible relationships between the independent and dependent variables of this research study, so as to build a foundation for subsequent analysis and interpretation of data in Chapter Six.
5.4.1 Training and Job Satisfaction

Hypothesis one stated that: There will be a positive correlation between training and job satisfaction. 46
Table 5-11 Correlation of Number of Days Spent in Training Against Overall Job Satisfaction Sourced from SPSS Data Analysis.
Number of Days in Training Correlation Coefficient Number of Days in Training Spearman's rho Overall Job Satisfaction Sig. (2-tailed) N Correlation Coefficient Sig. (2-tailed) N 1.000 . 29 .044 .821 29
Overall Job Satisfaction .044 .821 29 1.000 . 32
Table 5-11 shows the results of the Spearmans rho correlation between the number of days spent in training and overall job satisfaction. The results indicate a weak, positive correlation between the two variables as a result of the positive value of the correlation coefficient (.044). The positive relationship between these two variables seems to indicate that as the number of training days increases, job satisfaction increases. Therefore, the hypothesis is not rejected.
5.4.2 Satisfaction with Training and Overall Job Satisfaction

Hypothesis two stated that: there will be a positive correlation between satisfaction with training and overall job satisfaction. Table 5-12 shows the results of the Spearmans rho correlation between satisfaction with training and overall job satisfaction. The results indicate a weak, negative correlation between the two values as a result of the negative value of the correlation coefficient (-.012). The negative relationship between the two variables suggests that as satisfaction with training increases, overall job satisfaction decreases. Therefore, the hypothesis is rejected.
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Table 5-12 Correlation of Satisfaction with Training Against Overall Job Satisfaction Sourced from SPSS Data Analysis.
Training Satisfaction Correlation Coefficient Training Satisfaction Spearman's rho Correlation Coefficient Overall Job Satisfaction Sig. (2-tailed) N -.012 .949 32 Sig. (2-tailed) N 1.000 . 32
Overall Job Satisfaction -.012 .949 32 1.000 . 32
5.4.3 Gender and Job Satisfaction

Hypothesis three stated that: there will be no significant difference in the job satisfaction levels of males and females. Tables 5-13 5-15 presents the mean ranks, test statistics and median ranks of the Mann-Whitney U test respectively. The results revealed no significant difference in the job satisfaction levels of males ((Md = 2, n =27) and females (Md = 1.5, n = 5), U = 49.5, z = .994, p = .32. Therefore, the null hypothesis is accepted.
Table 5-13 Mean ranks of Mann-Whitney U Test for Gender and Job Satisfaction Sourced from SPSS Data Analysis.
Gender 1 Male Overall Job Satisfaction 2 Female Total
N 27 5 32
Mean Rank 17.17 12.90
Sum of Ranks 463.50 64.50
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Table 5-14 Test Statistics for Mann-Whitney U Test for Gender and Job Satisfaction Sourced from SPSS Data Analysis.
Overall Job Satisfaction 3 Mann-Whitney U Wilcoxon W Z Asymp. Sig. (2-tailed) Exact Sig. [2*(1-tailed Sig.)] a. Not corrected for ties. b. Grouping Variable: Gender 49.500 64.500 -.994 .320 .361a
Table 5-15 Median Ranks for Mann-Whitney U Test Sourced from SPSS Data Analysis. Gender 1 Male 2 Female Total N 27 5 32 Median 2.0000 1.5000 2.0000
5.4.4 Age and Job Satisfaction

Hypothesis four stated that: there will be no significant difference in job satisfaction levels across different age groups. Tables 5-16 to 5-18 presents the mean ranks, test statistics and median ranks of the Kruskal-Wallis Test respectively. The results of the test revealed no statistically significant differences in job satisfaction across four different age groups (Gp1; n = 2: 22 29yrs; Gp2; n = 9: 30 39yrs; Gp3; n = 9: 40 49yrs;
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Gp4; n = 12: 50 59yrs), 2 (3, n = 32) = 2.336, p = .506. As a result, the null hypothesis is accepted.
Table 5-16 Mean Ranks of Kruskal-Wallis H test for Age and Job Satisfaction Sourced from SPSS Data Analysis.
Age 1 22-29 2 30-39 Overall Job Satisfaction 3 40-49 4 50-59 Total Table 5-17 Test Statistics from SPSS Data Analysis
a,b
N 2 9 9 12 32
Mean Rank 13.50 14.50 20.17 15.75
of Mann-Whitney U test for Age and Job Satisfaction Sourced
Overall Job Satisfaction 3 Chi-Square df Asymp. Sig. a. Kruskal Wallis Test b. Grouping Variable: Age Table 5-18 Median Ranks of Kruskal-Wallis test for Age and Job Satisfaction Sourced from SPSS Data Analysis. Age 1 22-29 2 30-39 3 40-49 4 50-59 Total N 2 9 9 12 32 Median 1.7500 1.5000 2.0000 2.0000 2.0000 2.336 3 .506
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5.4.5 Educational Levels and Job Satisfaction

Hypothesis five stated that: there will be no statistically significant differences in job satisfaction levels across different educational levels.
Table 5-19 Mean Ranks using Kruskal-Wallis test for Educational Levels and Job Satisfaction Sourced from SPSS Data Analysis.
Highest Educational Level 1.00 West African Senior School Certificate 2.00 Bachelor of Science (B.Sc) 3.00 Ordinary National Diploma (OND) Overall Job Satisfaction 4.00 Higher National Diploma (HND) 5.00 Masters of Science (M.Sc) 6.00 Doctor of Science (Ph.D) 7.00 Masters of Business Administration (MBA) Total
N 2 7 1 8 11 1 2 32
Mean Rank 19.50 14.36 31.50 13.50 18.41 19.50 13.50
Table 5-20 Test Statistics using Kruskall-Wallis test for Educational Levels and Job Satisfaction Sourced from SPSS Data Analysis.
a,b
Overall Job Satisfaction 3 Chi-Square df Asymp. Sig. a. Kruskal Wallis Test b. Grouping Variable: Highest Educational Level 5.324 6 .503
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Table 5-21 Median Ranks using Kruskal-Wallis test for Educational Levels and Job Satisfaction Sourced from SPSS Data Analysis.
Highest Educational Level 1.00 West African Senior School Certificate 2.00 Bachelor of Science (B.Sc) 3.00 Ordinary National Diploma (OND) 4.00 Higher National Diploma (HND) 5.00 Masters of Science (M.Sc) 6.00 Doctor of Science (Ph.D) 7.00 Masters of Business Administration (MBA) Total
N 2
Median 2.0000
1.5000
3.0000
2.0000
11
2.0000
2.0000
2 32
1.7500 2.0000
Tables 5-19 to 5-21 present the mean ranks, test statistics and median ranks of the Kruskal-Wallis H test. The results of the test revealed no statistically significant differences in job satisfaction across educational levels (Gp1; n = 2: WASSCE; Gp2; n = 7: BSc; Gp3; n = 1: OND; Gp4; n = 8: HND; Gp5; n = 11: MSc; Gp6; n = 1: PhD; Gp7; n = 2: MBA), 2 (6, n = 32) = 5.324, p = .503. As a result, the null hypothesis is accepted.
5.4.6 Length of Service and Job Satisfaction

Hypothesis six stated that: there will be no statistically significant differences in job satisfaction across length of service levels.
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Tables 5-22 to 5-24 presents the mean ranks, test statistics and median ranks of the Kruskal-Wallis H test. The results of the test revealed no statistically significant differences in job satisfaction across work experience levels (Gp1; n = 9: 1 7yrs; Gp2; n = 7: 8 14yrs; Gp3; n = 4: 15 21yrs; Gp4; n = 5: 22 28yrs; Gp5; n = 7: 29 33yrs), 2 (4, n = 32) = 7.047, p = .133. Therefore, the null hypothesis is accepted.
Table 5-22 Mean Ranks using Kruskal-Wallis test for Length of Service and Job Satisfaction Sourced from SPSS Data Analysis.
Length of Service in Organisation 1 1 - 7 years 2 8 - 14 years 3 15 - 21 years Overall Job Satisfaction 4 22 - 28 years 5 29 - 33 years Total
N 9 7 4 5 7 32
Mean Rank 12.17 23.36 16.50 13.50 17.36
Table 5-23 Test Statistics using Kruskal-Wallis test for Length of Service and Job Satisfaction Sourced from SPSS Data Analysis.
a,b
Overall Job Satisfaction 3 Chi-Square df Asymp. Sig. a. Kruskal Wallis Test b. Grouping Variable: Length of Service in Organisation. 7.047 4 .133
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Table 5-24 Median Ranks using Kruskal-Wallis test for Length of Service and Job Satisfaction Sourced from SPSS Data Analysis. Length of Service in Organisation 1 1 - 7 years 2 8 - 14 years 3 15 - 21 years 4 22 - 28 years 5 29 - 33 years Total N 9 7 4 5 7 32 Median 1.5000 2.5000 2.0000 2.0000 2.0000 2.0000
5.5 CHAPTER SUMMARY

In general, this chapter presented the overview of the respondents demographic profile and the constructs examined in this study. As presented in Table 5-1, the majority of respondents in the study were: a) male (n = 27, 84.4%); b) employees aged between 50 and 59 (n = 12, 37.5%) with 9 respondents reported both for respondents aged between 30 and 39 and between 40 and 49; c) employees with Masters of Science (MSc) qualifications (n = 11, 34.4%); d) employees with 1 to 7 years of working experience (9, 28.1%); e) employees with 1 to 7 years of service to the organization (9, 28.1%); and f) employees with 1 to 7 years working in the current role (16, 50%). Descriptive findings of the constructs show that employees were generally satisfied with aspects of their job identified in the study work, pay, promotion, supervisor and co-workers, although mean scores for items on the pay and 54
promotion scales suggested slight reservations with being well-paid (M = 3.00) and the promotion policy of the organization (M = 2.97). Additionally, employees were satisfied with the training they received and generally agreed that training achieved stated objectives. With regards to the training provided in the past year, the vast majority of respondents a) participated in training (29, 90.6%); b) received 2 to four training courses in the past year (14, 48.3%); c) spent 1 to less than 3 weeks in training during the past year (16, 55.17%); d) underwent training within the company premises (12, 37.5%); e) underwent formal training in a classroom setting by external trainers; f) received training suited to their departmental duties. Six hypotheses were tested. The results suggest a positive relationship exist between training and overall job satisfaction while a negative relationship exists between satisfaction with training and overall job satisfaction. There were no statistically significant differences across job satisfaction levels in terms of age, gender, educational levels and work experience. The next chapter presents the discussion of research findings in answering the research questions presented in Chapter One.
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Chapter Six: Discussion
DISCUSSION
After testing the hypotheses in Chapter Five, this chapter discusses the findings of this research. The chapter discusses three main issues: the relationship between training and job satisfaction is discussed. This is followed by a discussion of the relationship between training satisfaction and job satisfaction. The third issue deals with job satisfaction in terms of gender, age, level of education and length of service.
6.2 DISCUSSION OF HYPOTHESIS ONE

The first hypothesis sought a relationship between training and job satisfaction. From the results of the study, there was a weak, positive correlation between training and overall job satisfaction. This is consistent with similar studies examining training and job satisfaction (Burgard and Gorlitz, 2010; Georgellis and Lange, 2007; Jones et al. 2008) although these studies showed a significant correlation. Majority of respondents surveyed had undergone training in the past year. Training provided by the Bank included formal (classroom- led) and informal training (by supervisor/manager or co-workers). It appears that employees who participate in these training activities are likely to experience job satisfaction, which is mediated by having experienced and knowledgeable trainers, well-designed courses and a conducive training environment. Organisations with employees who are satisfied with their jobs are likely to suffer less from staff turnover and witness higher levels of staff retention.
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6.3 DISCUSSION OF HYPOTHESIS TWO

The second hypothesis sought a relationship between training satisfaction and job satisfaction. From the results of the study, there was a negative correlation between the two variables indicating that as satisfaction with training increases, job satisfaction decreases. This is inconsistent with the result from Schmidts (2007) study. This could be due to the fact that employees were not being trained using their preferred mode of training or the training received was not applicable to their job. The Bank should pay more attention to their trainng activities because employees who are satisfied with their jobs are likely to be more committed to their organizations (Tansky and Cohen, 2001).
6.4 DISCUSSION OF HYPOTHESES THREE

The third hypothesis stated that there will be no statistically significant difference in the job satisfaction levels of males and females. Although no conclusive evidence has been presented with regards to levels of job satisfaction among men and women (Okpara, 2004), it was expected that women would be more satisfied than men. According to the results, no statistically significant difference was found. Males comprise the majority of the respondents surveyed aged between 50 and 59. As a result, this may have affected the results. Additionally, the number of females (5) surveyed may also have affected the research.
6.5 DISCUSSION OF HYPOTHESIS FOUR

The fourth hypothesis stated that there will be no statistically significant difference in the job satisfaction levels of different age groups. From the results of the study, no differences were found. This is inconsistent with most findings 57
in the literature which generally point to a relationship between age and job satisfaction.
6.6 DISCUSSION OF HYPOTHESIS FIVE

The fifth hypothesis stated that there will be no statistically significant difference in the job satisfaction levels of employees across differing educational levels. The results of this study indicate that no difference was found. This proved inconsistent with research carried out in this field (Falcone, 1991; Koustelios, 1991).
6.7 DISCUSSION OF HYPOTHESIS SIX

The sixth hypothesis stated that there will be no statistically significant difference in the job satisfaction levels of employees across differing length of service levels. No statistically significant difference was found.
6.8 CHAPTER SUMMARY

This chapter has discussed the findings of this research, albeit briefly.
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Chapter Seven: Conclusion
CONCLUSION
The overall aim of this study was to examine if a relationship existed between training and job satisfaction among bank employees at the Central Bank of Nigeria (CBN). The research questions include: a) What is the relationship between training and job satisfaction? b) What is the relationship between training satisfaction and job satisfaction? c) Are there significant differences in job satisfaction levels across age, gender, educational levels and working experience levels. This chapter will revisit the research questions above with a view to drawing conclusions based on the findings. Limitations of the study as well as recommendations concerning training in the workplace are given as well as a section reflecting on the research process that has been undertaken.
7.2 CONCLUSION
In terms of the stated research questions, the following empirical findings emerged: a) there is a positive relationship between training and job satisfaction concerning employees surveyed at the Central Bank of Nigeria; b) there is a negative relationship between training satisfaction and job satisfaction concerning employees surveyed at the Central Bank of Nigeria; c) no significant differences were found in job satisfaction levels of surveyed employees in the Central Bank of Nigeria as regards age, gender, educational qualifications and work experience levels.
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7.3 LIMITATIONS OF THE STUDY

The limitations of the study are as follows: a) the study utilised a convenience sampling method which affects the generalizability of the results of the research; b) sole mode of data collection was through questionnaires where issues such as response bias may have been encountered; c) small sample size of 32 respondents; d) limited timescale in which to complete the project; e) lack of experience and practical knowledge of conducting interviews, statistical analysis; f) no control groups were used to ascertain pre- or post-training changes; g) the research was also limited by word count.
7.4 RECOMMENDATIONS
As per the comments from employees on how training should be improved, it is recommended to the management of the company that: a) the Bank should refer to individual training needs of each employee before conducting training; b) the duration of the training courses should be lengthened as some employees felt they were too short; c) the training content should be more relevant to their jobs and there should be more hands-on training rather than instructional and; d) there should be opportunity for feedback after every training session.
7.5 SUGGESTIONS FOR FUTURE RESEARCH

Future research directions in this area may choose to replicate this research using a probability sampling technique, larger sampling size and use control groups (before/after training). Additionally, the measurement of the various concepts could be more robust by carrying out interviews. Also the effects of
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variables, such as job level and working conditions, on job satisfaction may be researched.
7.6 SELF-REFLECTION
Looking back, several issues have arisen in the research process. the first issue concerns the topic selection. I could not find a topic that interests me and therefore chose a topic that has not been sufficiently covered by other academics. This had implications for the literature review, methodology and the discussion chapters. The next issue was keeping to personal deadlines and procrastination. I couldnt complete one chapter at a time and had multiple chapters in varying stages of completion. The third issue relates to the questionnaire administration period which was limited to two weeks (2 weeks). My advice to other students would be the following: a) choose a topic that has been covered in the literature extensively; b) try as much as possible to complete one chapter before going to another; c) if using a questionnaire, construct and administer it earlier in the research period; d) if using quantitative methods, read widely on the subject; e) try as much as possible to conclude the research within the stipulated period as taking any extensions may lead to lack of motivation and the urge to get it out of the way and; e) adhere to chapter submission deadlines agreed by yourself and your supervisor.
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APPENDIX ONE
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TITLE

1.5.1 1.5.2 1.5.3 1.6 1.7 1.8

SATISFACTION ............................................................................................. 8 2.5 THE RELATIONSHIP BETWEEN TRAINING SATISFACTION AND

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

2.6.1 2.6.2 2.6.3 2.6.4 2.7 2.8 2.9

PROFILE OF THE COMPANY ........................................................... 13 TRAINING POLICY ............................................................................. 13 CHAPTER SUMMARY........................................................................ 14

4.4 4.5 4.6

4.6.1 4.6.2 4.6.3

4.7.1 4.7.2 4.7.3 4.7.4 4.8 4.9

QUESTIONNAIRE DESIGN AND ADMINISTRATION........................ 26 PROCEDURE ..................................................................................... 27

SATISFACTION ........................................................................................ 42 5.3.4 TRAINING PROVISION ............................................................... 44

5.4.4 5.4.5 5.4.6

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

using Kruskall-Wallis test for Educational Levels and Job Satisfaction 51

using Kruskal-Wallis test for Length of Service and Job Satisfaction 53

Sourced from SPSS Data Analysis.

Chapter One: Introduction

Chapter 1 1.1 INTRODUCTION

Chapter One: Introduction

1.3 STATEMENT OF THE PROBLEM

Chapter One: Introduction

1.4 THE IMPORTANCE AND SIGNIFICANCE OF THE STUDY

1.5 DEFINITION OF TERMS

Chapter One: Introduction

1.5.2 Training Satisfaction

1.5.3 Job Satisfaction

1.6 RESEARCH QUESTIONS

1.7 RESEARCH METHODOLOGY

Chapter One: Introduction

1.8 STRUCTURE OF THE DISSERTATION

Chapter Two: Literature Review

Chapter 2 2.1 INTRODUCTION

Chapter Two: Literature Review

2.3 JOB SATISFACTION

Chapter Two: Literature Review

2.4 THE RELATIONSHIP BETWEEN TRAINING AND JOB SATISFACTION

2.5 THE RELATIONSHIP BETWEEN TRAINING SATISFACTION AND JOB SATISFACTION

Chapter Two: Literature Review

2.6 PERSONAL CHARACTERISTICS AND JOB SATISFACTION

2.6.1 GENDER AND JOB SATISFACTION

Chapter Two: Literature Review

2.6.2 AGE AND JOB SATISFACTION

Chapter Two: Literature Review

2.6.3 EDUCATIONAL LEVELS AND JOB SATISFACTION

Chapter Two: Literature Review

2.6.4 LENGTH OF SERVICE AND JOB SATISFACTION

Chapter Two: Literature Review

2.7 PROFILE OF THE COMPANY

2.8 TRAINING POLICY

Chapter Two: Literature Review

2.9 CHAPTER SUMMARY

Chapter Three: Hypothesis Development

Chapter 3 3.1 INTRODUCTION

3.2 TRAINING AND JOB SATISFACTION

Chapter Three: Hypothesis Development

Chapter Three: Hypothesis Development

3.3 TRAINING SATISFACTION AND JOB SATISFACTION

Chapter Three: Hypothesis Development

3.4 GENDER AND JOB SATISFACTION

3.5 AGE AND JOB SATISFACTION

Chapter Three: Hypothesis Development

3.6 EDUCATIONAL LEVELS AND JOB SATISFACTION

3.7 LENGTH OF SERVICE AND JOB SATISFACTION