Training for Financial Technology Advancements

CHAPTER ONE: INTRODUCTION

1.1 Introduction

In the current business environment, businesses are likely to be affected by organisational change, globalisation, market competition, and innovations in the financial sector. Globalisation and economic democratisation have resulted in noticeable changes in the business sector via noteworthy developments in the capital markets. Contrary, financial developments have massively changed the economic system industry by introducing novel payment, settlement, and clearing systems. These technologies have developed rapidly, such that training institutions could not train people on how to use them (Jehanzeb & Bashir, 2013). For example, as much as cryptocurrency is becoming a global occurrence, so far, no accredited institution offers any training on such technologies. Therefore, it is up to the financial institutions to train their employees on how to handle and integrate the rapidly growing financial technology, and business practices into their current duties (Noe & Peacock, 2008). If such innovations are not addressed in training, they have the potential to introduce a set of new threats in the banking industry, which individual banks might lack the capacity to innovate (Imna & Hassan, 2015). To prevent against the adverse effects of the revolutionary technology, it is essential for commercial banks and other financial institutions to engage in training and developing the capabilities and competencies of their respective employees (Weil and Woodall, 2005). Training and development in this sector are essential because a talented and trained employee can cope up better than those who have not been empowered, especially when working in a dynamic environment which presents various uncertainties and could lead to massive losses if not handled correctly (Jehanzeb & Bashir, 2013). Therefore, well-trained personnel is an excellent asset to the company, especially when looking at it in respect to competitive advantage.

With respect to the above argument, various investigators have scrutinised the connection between staff training and performance in organisations, including in the banking countries in other countries (both developed and underdeveloped countries), for example, - need refs. These studies have given various empirical evidence that supports the definite relationship between staff training and professional performance. Even so, most of these studies have concentrated in middle-income countries, and less have addressed the importance of employee training in developed nations, including the United Kingdom. The scarcity of studies on this issue in the United Kingdom has created a gap that ought to be filled (Mozael, 2015). The bridging of this gap would not only help academicians, but it will also inform policymakers and bureaucrats who are concerned with employee performance. Besides, there are different studies that have shown that many organisations and in this case, including financial institutions, have a tendency of cutting down on training and development resources, especially when facing poor economic outcomes, and this does not only drain employees leading them to look for other greener pastures, but also increases the organizational expenses since they will be forced to find the right replacement for the employee that has left (Ji, Huang, Liu, Zhu, & CAI, 2012). The same argument has also been corroborated by the increasing concern among major governmental entities and private sectors that includes employees in the United Kingdom who have demanded that corporate world does not seem to realise the essence of training their employees, yet expect the same employees to work hard and produce the best output possible (Stanley, 2012). Such a case does not only lead to adverse outcomes among employee performance but also reduces their work morale. Ngui (2015) argues that to mitigate such situations, business entities must learn to appreciate their employees, and a means of recognizing employees is constant training and development. Hence, the essence of this investigation is to explore the effect of training on employee performance in the banking industry in the United Kingdom.

1.2 Aims and Objective of the Research

The aim of this research is establishing the impact of employee training on the performance of workers in the UK banking industry. The objective was achieved by analysing the setup links in the industry and establishing the failure or success of these linkages in reference to the performance of workers in the banking sector, specifically in the United Kingdom. The following are specific objectives that guided this research.

To establish various elements that motivate employees in the Banking system as far as their professional performance is concerned.

To examine various facets of training that can motivate employees in the banking industry and establish their relationship with job performance

To determine whether the banking industry has an explicit human resource policy on training.

To establish the link between employee training and employment satisfaction rate of Banking staffs

2.0. CHAPTER II: LITERATURE REVIEW

2.1. Introduction

This segment presents the various works and findings of different studies in tandem with the study questions of the research. It examines many writings on the effect of training on the performance of workers. This section will concentrate on the training needs of staffs, developmental programs, and the contribution of these facets to employee performance.

2.2. Employee Training as a concept

Weil and Woodall (2005) wrote that training is perceived as among the essential roles of Human Resource Management (HRM). It has various definitions by different scholars and experts as in multiple kinds of works. However, for the sake of this study, the process of employee learning will be defined as a deliberate, systematic procedure of altering the existing behaviours of employees through various learning events, plans, and proceedings, that can help the participants to acquire information, skills, competence, and capacity to conduct their duties effectively (Chelliah, Bujang, Lew, & Adriel (2016). Sahinidis and Bouris (2008) tented that employee training has the capability of changing the current beliefs, behaviours, ideas, and perspective while working with organisations. Various employers have come to acknowledge that the achievement of their organisations majorly relies on the services, abili1ty, and competence of their personnel (Macnamara, Moreau, & Hambrick, 2016). Therefore, they have resorted to allocating the necessary resources for progressive training and development to cope with the dynamic market forces, innovation, technology, and organisational events (García-Ramos, Padial, de la Fuente, Argüelles-Cienfuegos, Bonitch-Góngora, & Feriche, 2016). Different benefits are linked with conducting continuous training of employees. Firstly, training improves personnel development and career progression. Besides, it also creates positive and progressive attitudes and behaviours among employees. Apart from improving the business’s image, eventually, employee training also improves staffs’ efficacy, which ultimately increases the productivity of the entity and finally leads to financial gain for an object. Secondly, employee training helps to keep employees motivated; this improves occupational gratification and decreases labour profitability and non-attendance by humanising a sense of job security, and enhances their prospects for professional development (Schoenfeld, Ogborn, & Krieger, 2017). Thirdly, it increases a company’s competitive advantage and helps to keep the company updated on the market dynamics. It also decreases the cost involved in the production and inherent risk because trained personnel can make informed and cost-effective decisions. Jeon & Kim (2012) argued that knowledgeable and educated employees have the right capacity to minimise on wastage and optimise profits, which accordingly enhances the worth of the shareholder's wealth. Lastly, through training, managers can easily change the organisational process and participation of staffs in the process of change and deliver the necessary services needed by employees to regulate to new environments, as well as prepare them for forthcoming positions with the company or in other companies (Kiruja & Mukuru, 2018). In respect to these advantages, it is evident that training encompasses a holistic practice an in terms of supporting the organisation in attaining their respective goals and gaining a competitive advantage over its rivals (Kyndt, Dochy, Michielsen, and Moeyaert, 2009).

Even so, it should be noted that the positive outcomes of training should not be anticipated immediately after conducting a training session. Instead, the company should be patient to realise the effects of training. Hanaysha (2016) wrote that as much as employee training could be beneficial in the long run, companies might have to incur massive amounts of money in training their employees. Such amounts are not considered as investments since the results cannot be quantified in terms of monetary value; instead, they are seen as expenses. For a small business, such expenses can be huge in comparison to the profit ratio, which makes training an expensive part of the business. Besides, Fletcher, Alfes, & Robinson (2018) argued that in case, where training is done by incompetent moderators or consultants, the results would be catastrophic for both the employee and the business. From a business perspective, the company would have incurred huge expenses in terms of time and cost only for it to record degenerative results. For employees, being trained by incompetent people will diminish their previous capacity, skills, and work ethic, which is catastrophic for career development. In most cases, the success of training does not depend on how it was designed or who trained the respective workers. Instead, it should be noted the other external factors such as cultural practises and social norms also affects the outcomes of training. Abdulraheem Sal (2016) contended that before a company undertakes any efforts in training, it must guarantee that there is already a problem that can only be solved via training, and there should be a distinct organisational policy that will guide this development. When training is perceived as a strategic need for the organisation, then it ought to be resolved by the top administration by considering the ultimate objectives of the organisation, its mission, and the related problem that need to be addressed. When conducted tactfully, training should be determined by middle managers, who take into deliberation the developmental needs to organise and permit collaboration among various departments. Jacob, Bond, Galinsky, and Hill (2008) claimed that training could be initiated as a reaction to two types of training necessities which are reactive needs and proactive necessities. Responsive needs arise from a pressing on-job throughput shortfall for which a basis has been known and distinguished from other possibilities. In contrast, practical needs are linked to the business approach and human resource goals. It involves forthcoming projections that could be achieved with the management of several facets and the development of key features in the organisation.

The second phase in this process comprises of suitable design of the staff program and background of training aims and processing on how training can be evaluated in a workplace. Training design should then be followed by delivering the actual information that ought to be implemented using the appropriate strategies. Vidal-Salazar, Hurtado-Torres, & Matías-Reche (2012) stated that there are two types of training strategies that organisations can use to train their workers. These are on-job training and off-job training. On the job, exercise denotes to a deliberate and organised training that is provided to workers when undertaking their regular works in a business and learn while conducting their duties. An example of on-job train comprises of mentoring, coaching, and orientation. Off-job training involves the sort of employee training that is conducted in away from the working place, which can either be short term or long term. Cases of off-job training include seminars, training, lectures, and benchmarking. Pantouvakis and Bouranta (2013) warned that as much as training offers a comprehensive range benefits to the company, managers should not heavily invest in training employees due to the fact that other companies can poach these employees.

2.3. Employee Performance

In accordance with Hmieleski and Corbett (2008), performance is the achievement of a specific goal by employees of a particular organisation. Performance is evaluated against pre-determined and recognised standards of accurateness, and completeness expenditure and speed that is determined by the group. There are various gauges that are used to assess employee productivity, whose performance directly increases or decreases that of the whole organisation. On the other hand, multiple facets of organisational performance are used to evaluate employee performance; these include employee productivity, efficacy, efficiency, quality, and profitability. Erdem İlğan, & Uçar (2014) defined profitability as the capacity of an organisation to make revenues over a span and consistently is usually evaluated as the ration of the gross turnover to the capital used within a specified period. The same authors define efficiency as the ability to reduce wastage to produce the ideal outcome by utilising nominal resources, while efficacy is the capability possessed by employees to meet their projected objectives or targets. Productivity assesses how an employee, and industry change inputs to outputs and is appraised as the ration that the firm has produced in its inputs versus the ratio of inputs used (Ford, Baldwin, and Prasad, 2018). Quality is defined as the scope to which the features of goods or services fashioned by an entity that satisfies the needs of clients. In respect to these definitions, entities always strive to manufacture certain goods and services that that will fulfill the needs of their respective clients. Aboyassin & Sultan (2017) argued that managers have the mandate of ensuring that the entity achieves high performance. In respect to this, they should set the required targets for their organisations and have to strive to achieve these targets annually, quarterly, or within the agreed period. The fact that employee performance is directly associated to that of entities, businesses quantify the performance of every employee against a premeditated goal and objective to make sure that their staffs are always contributing to the production of high-quality goods; this is the process referred to as employee performance management (Wang, Tolson, Chiang, & Huang, 2010).

2.4. Overview of the Banking System

According to the reports published by Wiese & Coetzee (2013), the banking system in the United Kingdom is among the industries that have faced significant revolutions in terms of policy changes and technological inventions in the last ten years. Currently, it is estimated that the United Kingdom banking industry is worth more than £100 trillion. This figure has been on continuous progression unless the country faces an economic crisis. Besides, the administration has presented several policies over the years to ensure that the banking industry is more liberalised and that competition is fairer among the players in the industry. It, therefore, means that the banking institutions in the United Kingdom can conduct regular employee training and development since the industry is profitable enough to accommodate such expenses (Thomas-Hughes, 2018). Besides, employee training should not be viewed as an expense; somewhat, as an investment that a company makes to improve its competitive advantage. Any banking institution in the United Kingdom has a stipulated set of objectives that should be accomplished. Mostly, these objectives are likely to be earning more profits, having a competitive advantage over their market contenders, having efficient personnel, and offering high-quality services, among others. These objectives can only be attained by having a clear and defined organisational strategy as well as establishing policies that would govern the management of human resource and other employee welfare activities. In this respect, the management and measurement of employee performance is a necessity (Steers & Porter, 2011; Ji, Huang, Liu, Zhu, & Cai, 2012). Through personnel training, managers can be able to preserve and modify the activities of the organisation without straining the abilities of employees. Employee training is a long-term process that helps employees relate to every action a firm takes. Through such systems, employees can work in tandem with the organisational expectations and achieve the predefined targets. The literature review section dwells much on the intent of employee training, which includes the development of employee relationship with their supervisors, which ultimately improves employee morale.

The existing analyses have revealed that training the workforce gives an organisation a competitive advantage over its rivals. Asfaw, Argaw, & Bayissa (2015) argued that adequate and continuous employee training is likely to enhance employee efficacy and expected outcomes. Sitzmann & Weinhardt (2018) contended that the surest way to enhnace the performance of personnel is to include training and development among the interventions to be used. A report by, Yamoah (2014) gave contradictory information. According to this study, 56% of organisation have reported no significant effects on performance after conducting a training session. Fargnoli, Costantino, Di Gravio, & Tronci (2018), states that it is however significant to note that one of the most important reasons that contribute to the failure of employee training is the fact that most organisations do not conduct periodic training session and at the same time they do not establish a constructive working atmosphere for the employees to integrate the skills they have learned in their daily activities. Therefore, apart from conducting regular training, secessions organisations should also strive to restructure their frameworks to accommodate the new changes or the skills that the employees have learned. With other factors remaining constant, employee training is an essential and compulsory system that organisation that is both in the manufacturing and service industries like banks ought to adopt. Storey (2013) contended that the service industry faces more changes and market dynamics as compared to the manufacturing industry, and therefore, the players in the service industry should always strive to keep up with the dynamics in the market so that they can remain relevant and maintain their competitiveness. The same author added that one way of keeping up with the market dynamics is through conducting efficient, rigorous and periodic employee training that will ensure that employee is up to date with the practises on the market and are also aware of what their managers expect from them.

2.5. The Relationship between Training and Performance in the Banking Sector

Most studies have always provided a positive connection between these variables (Namian, Albert, Zuluaga, & Jaselskis, 2016). They reveal that a practical employee training improves the performance of these groups, not only by enhancing the capability of workers, but also by improving their skills, abilities, and behaviours for future jobs, which accordingly contributes to organisational performance (Naranjo-Valencia, Naranjo-Herrera, Serna-Gómez, & Calderón-Hernández, 2018). Thus, the enhancement in all these facets on employees helps them to carry out their duties efficiently, which does not only improve staff performance, but it also boosts the achievements of a company and gives it a competitive advantage, especially when training is done in an effective and cost-effective manner. Besides, it hugely diminishes job frustration, non-attendance, and complaints among workers. In short, organisations should train their personnel and assist them in acquiring new skills so that they might increase the organisation’s performance (Drew & Finch, 2016). There are various analyses that have engrossed on the link between training and employee productivity in various countries. For example, Kiweewa and Asiimwe (2014), analysed the impacts of training on employee productivity at the Ugandan Communication Commission (UCC). The study used data from 80 respondents out of a sample of 108 respondents via self-administered questionnaires. The study used quantitative analysis to analyse the data in the form of tables, percentiles, and other quantitative methodologies such as Pearson correlation analysis. The outcome revealed that training is likely to enhance the performance of workers in the organisation in question, especially when the entity has held problems that were related to the assessment needs, training methodologies, and assessments. Ultimately, the study resolved that the UCC and its partnering organisations in Uganda ought to always use competent and skillful workforce or use the services of external experts to establish strategic strategies that will guide their execution and assessment of organisational aims to improve their outcomes. In a related analysis by Nasaazi (2013) assessed the result of employee training on employee productivity on the Ugandan cable industry, and focused on Mobile Telephone Network (MTN), which is the biggest telecommunication industry in Uganda, Warid, and Uganda Telecom (UTL). The researcher collected the information through a structured questionnaire, among 120 subjects, and analysed the data using the descriptive technique, particularly to find percentage, frequency, and distribution. The results from the study exposed that training has a positive result on the productivity of workforces in the corporations selected. Thus, the researcher resolved these revelations would be beneficial to the Human Resource (HR) practitioners, government, and scholars in Uganda.

Khan (2012), sampled 100 staffs from Habib Bank in Pakistan to find the impacts of training and motivating employees on the productivity of employees. The research applied a structured questionnaire to collect data and examined the data using Pearson correlation and regression scrutiny. The researchers revealed that training and motivation have a constructive effect on the performance of the workforce. The study determined that apart from supervisors behaviour, good working environments, training plans boost the performance of the staff in an entity. In the same country, Hafeez and Akbar (2015) assessed the effect of training employee, in relations to their performance in four companies in Karachi. The researchers used a random sampling technique to sample 356 employees from the four companies and collected the data through self-administered questionnaires. The analysis revealed a positive correlation between training and employee performance in all three companies. Lastly, Ahmad et al. (2014), also steered research on the result of worker training and development on their productivity in the banking sector in Pakistan. The researcher sampled 100 employees and used structured questionnaires to gather information from these workers. The data were analysed using regression analysis, which produced a positive correlation between the variables. Besides, the findings from the study revealed a positive link between on-job training and the performance of employees and an encouraging correlation between the model of training conveyance and the productivity of employees. Besides, Sultana et al. (2012) also analysed the effects of training on employee productivity in the telecommunication industry in Pakistan. The results derived from interviewing 360 respondents showed that training has a strong positive correlation on worker performance. An element that was common in all these studies carried out in Pakistan was that some entities satisfy their training needs in an ad hoc and random way, while others begin by identifying the needs of their employees, then establish training activities in a justifiable way, that is founded on the training needs and finally to assess the outcomes of training in tandem with the existing human resources in the forthcoming years. Besides, it was clear that training is an important instrument that helps workers to cope up with the variations in technology, market competition, and institutional reformation. Dabale et al., (2014), utilised 132 respondents (that were selected by purposive sampling technique) to determine the link between training and employee productivity Zimbabwe- Mature City Council. The researchers used quantitative methodology, which includes inferential statistics to describe and pre-determine the scope of correlation between the variables. The outcomes from this study confirmed that there is a strong positive relationship between training and the performance of employees in the institution analysed. More specifically, the study showed that training improves the knowledge and abilities of employees. The researchers also stated that training enhances the knowledge of workers, and helps them in terms of achieving organisational objectives and bridges the gap between what is expected to happen and what will actually happen.

2.5.1. Training and Employee Motivation

In most definitions of employee motivations, the common elements that are highlighted are desire, aims, needs incentives, and wishes. For example, according to Shahzadi et al. (2014), employee motivation is the force that permits individuals to act as per the pre-requisites of certain objectives. Contrary, Zlatea, and Cucui (2015) outlined motivation as the capability of an employee to work intensely and dependably in an effort to attain the set aims, with the expectation that these efforts might lead to the achievements established by the needs of individuals. Grant (2008) wrote that motivation influences employees’ productivity, persistence, and performance in a work-place. Motivated workers are more focused on autonomy and are self-driven compared to less motivated staffs. Besides, motivated staffs are more dedicated to their work as compared to other staffs.

2.5.2. Training and Job Satisfaction

Skaalvik and Skaalvik (2011) stated that job satisfaction happens when workers anticipation from the employment terms matches the real outcome. Kinicki and Kreitner (2007) argue that job satisfaction is mostly measured in respect to employee fulfillment, value accomplishment, and equity. Ocen et al. (2017) evaluated job fulfillment in terms of intrinsic and extrinsic professionally linked aspects. Extrinsic elements involve all the external facets that could satisfy employees like communication style, remuneration, working conditions, and supervisory cooperation. Contrary, intrinsic facets could comprise of things such as work conducted by a worker, and the responsibilities of employees in an establishment. It is evident that there is an association between staff training and job fulfillment. Sajuyigbe and Amusat (2012) stated that employee training enhances employee fulfillment on their respective positive. In fact, Owen (2006) established that training and job satisfaction has a positive relationship, and the trained personnel are more thankful to their respective organisation than those who do not receive any form of training. Adesola et al. (2013) supported the same revelations by stating that employee training has a positive influence on employee fulfillment in the case study that involved Banks in Nigeria. Chen et al. (2004) corroborated the same findings, by arguing that training decreases workers’ apprehension or frustration that is brought by professional strains, with which they might not be acquainted or aware of. Besides, Rowden and Conine (2005) contended that adequately trained staffs are more contented with their positions and in turn, it motivates them also to fulfill the needs of their respective clients. Additionally, these employees have some sense of loyalty to their respective organisation, avoid lateness, deliver quality services, and engage in helpful behaviours that are beneficial to the organisation. The comprehension of the positive effects of motivation is an essential part of managing an efficient workforce. The capability to evaluate the needs of the workforce enables the Human Resource officer to improve productivity in the organisation through encouragement and constructive criticism (Salas, Prince, Baker, & Shrestha, 2017)

2.5.3. Professional Development

Ghebregiorgis & Karsten (2007) wrote that professional development is a continuous process in a career. Career development helps both individual workers and the organisation. Through the development of workers for forthcoming vacancies, organisations can be sure that they will have qualified and committed employees to occupy future positions. Besides, these employees are loyal to the organisation, and therefore, the company can rely on them. Besides, professional development practises helping the organisation to enhance and place their workforce incompatible position with their distinct interests, requirements, and objectives. This encourages staff motivation engagement, fulfillment, and optimal use of employee abilities (Bourdon, Cardinale, Murray, Gastin, Kellmann, Varley, & Cable, 2017) Professional advancement also possesses major strategic considerations for all entities irrespective of size, profile, and market. The enhancement of capacity and ability of workers has a vital influence on the effectiveness and profitability of organisations (Alonderienė, 2010). The best companies in their respective industries are keen on the validity of their staffing processes and are increasingly developing to vigilance on improving the abilities of their employees to ensure that they achieve the best performance in future and in the present. The integration of employee development, specific job training, and a more complete career development plan needs a higher level of strategic planning and contemplation. Such a plan cannot be an initiative of the employee only; rather, it should be a combination of employees and organisational efforts (Wang, Tolson, Chiang, & Huang, 2010). It takes a long time, planning, efforts, and broad perspective for one to be able to recognise the impacts of training and development on workers and the organisation at large. Furthermore, this process fosters professional development; the renders employees qualified to hold a position that entails complex duties; these employees fit better in the organisational hierarchy and support the vision of the organisation. As much as all these might need some extent of investment from the organisation’s part, however, it is among the best ways that a company can retain its best employees, and give it a competitive advantage over its competitors in the market (Gabbett, Kennelly, Sheehan, Hawkins, Milsom, King, & Ekstrand, 2016).

3.0. CHAPTER THREE: RESEARCH METHODOLOGY

3.1. Research Philosophy

Kuhn (1997) defined research philosophy as an integrated group of practical concepts, variables, and various issues that are attached to the matching methodological approach and methodologies. As per the arguments of Kuhn, research philosophy describes a set of beliefs, assumptions, and values that a group of researchers has in common with respect to the nature of a study. Therefore, a research methodology refers to a pattern of structures or systems of scientific and academic ideologies and assumptions. There are two possibly believes or views in research, which are constructivists and objectivistic. These different variations of viewing the research issues have their own effects, and yet none of them is perceived to be superior to the other. Rather both address different issues and methodology that might suit one researcher and might not suit the other. Besides, a researcher might change their research perception depending on various situations. For instance, this study prefers using interpretive perception rather than positivist perception. The interpretive methodology is perceived to allow investigators to view the subject through the perception and experiences of their respondents. In seeking the responses for a study, a researcher who uses interpretive paradigm applies the same experiences to interpret and construct his comprehension of data collection. To be specific interpretivism helps researchers in terms of exploring their subjects through interpreting the understanding of their subjects. This study seeks to explore the motivational experiences of Bankers/ employees in the Banking sector in the United Kingdom with a purpose of uncovering the realities of learning the motivational factors in the United Kingdom in the face the new technology in the market. The interpretive methodology can accommodate various perspectives and various versions of the same information. The methodology assumes an understanding of the context in which any form of study is conducted to the interpretation of the data gathered. Weber (2004) stated that interpretivism majorly aims at understanding a specific context and the fundamental beliefs of the interpretive philosophy is that whatever is considered as the reality is socially constructed. Since most studies are based on the western philosophy, the setting of their transition between cultures is essential, and therefore the argument of the above author supports the choice of interpretation for most social researchers who intend to investigate an occurrence within a group of people in particular profession, or social grouping. Contrary to positivism that focuses on the discovery of universal and theories and rules, interpretivism involves accepting and seeking various perspectives and accepting the progressive change in these fields by using iterative and emergent data collection techniques, through promoting participatory and all-inclusive studies. For the sake of understanding the emotions and thoughts of respondents on certain issues, interpretive philosophy gives a context that permits the researcher to analyse what the respondents in their respective studies think about their experiences.

The interpretive methodology focuses more on the subjectivity of the issue rather than its, objectivity. Walsham (1995) contended that the main objective of interpretivism is to value subjectivity and interpretivism eschew the idea that objective studies on human behaviour are possible. In response to the arguments of O'donoghue (2006), Thanh & Thanh (2015) assumed that interpretivists are anti-foundationalist since there is no particular right or correct path to knowledge, no method that specifically leads to intellectual progress. However, most supporters of the interpretive thought do not condescend to the idea of the existence of universal standards; instead, the principles guiding the research are an outcome of a specific group or school of thought. Usually, interpretive investigators do not seek the answers to their studies in a more specific way. Instead, interpretivist seek to answer their studies from the reality of their subjects, normally from individuals who own their experiences and are of a group.

3.2. Research Approach

Any research approach used help in informing the theory. The mutual relationship between research and theory is evident to the researcher investigating social subjects when trying to understand the correlation between the research in deductive and inductive approaches. In any case, the theory plays a significant role, especially when reporting on an issue that revolves around social science. Both deductive and inductive approaches are also important and complement each other when proving a theory, although they cannot be combined in one study. To help researchers on selecting the right research approach, Overmars 1& Verburg (2007) argued that the inductive approach is mostly associated with qualitative study, while the deductive approach is mostly associated with quantitative research. Besides, Fereday & Muir-Cochrane (2006) gives a clear guideline that can help researchers to choose the right research approach that would help them in attaining the objectives of their studies. The authors state that the main difference between deductive and inductive approaches is that deductive approach focuses on testing a theory, while the inductive approach is focused on the generation of new theories based on the data gathered. Furthermore, the deductive approach starts with a hypothesis, while an inductive one usually uses the research question to focus on the scope of the research. Based on the above explanations, this study will use the inductive approach. The fact the inductive approach not only helps to answer the question of who, what, where and when, but it also assists in examining human behaviour and the main reasons that lead to such traits (Thomas, 2006). Secondly, the main aim of this research is to study workforce training, which in totality can be said to be affected by extrinsic and intrinsic facets, which are difficult to unveil only through observation. Thus, it is only through the inductive approach that such goals can be attained.

3.3. Research Methods

Parker (2004) contended that semi-structured interviews give the researcher a clear set of guidelines for collecting comparable and qualitative data. Synnott, O’Keeffe, Bunzli, Dankaerts, O'Sullivan, Robinson, & O'Sullivan (2016) added that for semi-structured interviews to be effective, they should be heralded by observations, informal and free interviewing so that the investigator can establish an understanding on the topic of interest in order to create the applicable and expressive semi-structured queries. Willig (2003) advises that since semi-structured interviews majorly consist of only open-ended questions, the discussion between the interviewer and the respondent could diverge from the guidelines of the study, and therefore, the researcher should always consider tape recording interviews, which should be a later transcript for further analysis. The authors also added that as much as it is very important to take notes, it, however, very difficult to focus on the interviews while at the same time capturing these notes. Most probably, such an approach is likely to lead to poor note-taking, which could also detract the establishment of a rapport between the respondent and the assessor, and in instances where the researcher cannot use tape recorders, they should consider having a note-taker. In this case, the recordings have been recorded in phone and side by side notes were taken. Even with these challenges, it is clear that semi-structured interviews permit the respondents to have the liberty of articulating their views in their perspective, which provides a consistent and equivalent qualitative data. The study will use primary data that is collected using a semi-structured interview guideline that comprises of open-ended queries; this has permitted the subjects to answer the queries in their own time and has led to enhancing the accurateness of the answers that have been given by subjects. In respect to the current research, the targeted population should consist of various employees from the banking industry. However, because it would be challenging to research on a large population because of different reason comprising, but not restricted to costs, time limits, and convenience to the projected population, however, it would be challenging to study a larger population, and therefore the respondents would be categorized into, the top management employees, middle managers, junior employees from the bank in question. Constructed on these, classifications an illustrative model was established that comprise of all the categories of personnel were chosen using a stratified sampling technique to make sure that all these categories were all represented in the sampled population.

3.4. Sampling Framework

3.4.1. Primary Data

This research has utilised both primary and secondary data. Primary data has been collected through semi-structured interviews from 15 respondents working in the banking industry. To select these 15 respondents, the researcher used the stratified random sampling technique. The researcher used this sampling technique because it accurately reflects the population in question since the first step to stratification is to stratify the whole population first before utilising a random sampling methodology first. In other words, these techniques ensure that every subsection within the population gets the right illustration within the sample. As an outcome, stratified random sampling gives a better comprehensive characteristic of the population since the investigator has direct regulation over all the subgroups to make sure that all of them are well signified when sampling. In this case, our sample population includes the non-managerial staff in different banks of the UK. Therefore, through stratified sampling, the researcher ensures that all these ranks are represented when surveying the importance of training. Besides, when using random sampling, there is no guarantee that any person will be chosen. Therefore, this will control any biasness that the researcher might have when choosing respondents.

3.4.2. Secondary data

Apart from using primary data, the study also used secondary data that have been collected from various publications authored by the Bank or published in the organisation’s website. Bird (2005) recommends that when using secondary data, the researcher should stick to authenticated publications, that have been authored within the last ten years period. Any publication that was written more than ten years ago is deemed to be outdated and cannot be used to inform the current study. Therefore, this study used the publications posted in various banking institutions in the United Kingdom and have been published within not more than ten years, that is from 2009-2019. Malterud, Siersma, & Guassora (2016) insisted that a researcher who uses outdated content to write a new study, risks becoming irrelevant due to the fact that the human resource field is still developing, and a facet that was perceived to be good and benefiting back then, might not be applicable or bring forth the desired outcomes. Therefore, using outdated data can render the current study invalid and unauthentic. For first-time researchers, secondary data provides the needed platform to address longitudinal research questions. Secondary data also helps the researcher to study the predecessors’ development patterns, for example, the analysis of a disorder or a specific common occurrence or the background to unexpected or infrequent events (Stewart, 2011). Another advantage is some publicly available datasets have been collected using very complicated sampling methods, which results in representative samples and highly generalised outcomes. Data collected from large samples would also provide an opportunity to study a specific sub-population. The same data-sets also allows researchers to test complex hypotheses that involve various variables, and the same samples facilitate the use of different statistical techniques.

For this study, the following variables will be used to dictate the data collection process through secondary sources and analysed through a systematic literature review

This study will use studies published between 2014 to the present day to collect data. The study will examine different online databases like Jstor library, Google Scholar, and Luria Library. In all these libraries/ databases, the phrase “employee training” was used as a search phrase in all the articles, journals, and books, among other publications. Further exploration utilising the referenced literature of the appropriate materials was also analysed. Different electronic searches identified the respective ‘grey literature,’ this includes unpublished papers that were initiated by different public, governmental, and organisational institution. To categorise an article as grey literature, the researcher analysed the first 200 searches from the libraries stated earlier. Other alternative vital words were also utilised in the search. Other hand-picked search lists in some libraries also led to more grey literature, particularly various studies and documentation from different committees and policy briefs. Figure 1 provides a summary flow chart of how these studies were selected

Apart from these criteria, other refinements were given through electronic databases that were used. In cases where the article did not have an abstract section, the complete publication was fully assessed to determine its usefulness.

3.5. Data Analysis

After collecting data, the researcher used a thematic analysis to examine the data. The thematic method helps in identifying analysing and reporting various patterns or themes with a data set. It comprehensively shapes and defines the data collected in details. Additionally, it goes deeper by interpreting several factors of the topic being researched (Bengtsson, 2016). This argument leads to another fundamental question of what is perceived as a theme. Seale (1999) defined a theme as a vital component of the information concerning the study questions and represented some level of reply within the data set. One fundamental aspect of addressing what counts as a theme solemnly rests on the purposes of the research and the perspective of the researcher. Therefore, it is upon the judgment of the researcher to determine what a theme will be in the study. Hayward, Bungay, Wolff, & MacDonald (2016) detailed that the fundamentalism of the theme should be perceived in terms of its ability to capture an important as an aspect of the overall research question. Bosch, Tavender, Brennan, Knott, Gruen, & Green (2016) gave six steps that could help a researcher to identify a theme; this study has also used the same steps to identify various themes in the data that would be collected. These steps include;

3.5.1. Familiarising with the data

Before participating in any analysis, the researcher should have collected the data and familiarised themselves with the data. Ely, Vinz, Downing, & Anzul (1997) wrote that it is even easier if the researcher collected the data by themselves since they start analysing the data with some knowledge of it, and possibly with some background thoughts and interests. However, irrespective of whatever situation the researcher is in, they should repeat reading the data again. Charmaz (2002) added that the fact that the researcher has to re-read and re-listen to the data they collected could only make sense if the researcher has used a small sample of respondents, as compared to larger samples where this whole process will take a lot of time. It is for the same motive that this research has only sampled 15 respondents. This is also the stage where the researcher starts marking ideas for coding.

3.5.2. Data transcription

Since the investigator will be working with verbal data (majorly interviews), they will have to be recorded into printed form for thematic analysis. The course of transcribing the data will also help the researcher to familiarise themselves with the data (Reicher, 2000). In cases where another party or the researcher are transcribing the data obtained from the respondent in an already transcriptional style, then the researcher should spend a lot of time familiarising themselves with the information.

3.5.3. Generating the necessary Codes

After the researcher has already familiarised themselves with the data and has produced a list of ideologies about the concepts covered in the data, and the fascinating facts about the data, then they should embark on establishing the initial codes from that data. These codes, stipulate the most interesting features of the data, which can be used by an analyst to derive the most fundamental aspects of the data (Bryman, 1988). The process of coding also informs the initial part of the analysis as the researcher will be organising their data into meaningful categories. Coding can either be conducted physically or through software analysis. In this case, coding will be done manually. The process of coding entails systematically reviewing the whole data set and giving the necessary attention to all items in the data. Since in this research, the investigator will be coding the data manually, it will be done by writing the necessary notes of texts being analysed, by using highlights to indicate the potential themes in a study (Laubschagne, 2003). The researcher will classify the codes and then later match them with the data excerpts to prof that particular code. The process can involve copying data from different transcriptionists, or making copies of the printed data, and organising every data code together in a different file.

3.5.4. Looking for Themes

This stage majorly focuses on analysing the codes at a more extensive level. It pertains sorting various codes into conceivable themes and organising the important implied data that have been mined within the recognised themes. This is the stage where the researcher should consider how various codes might be combined to come up with an overarching theme. Thomas-Hughes (2018) states that at this stage, the researcher can use tables and mind gaps or could opt to write the name of every code on a separate document and organise them into themes. In the end, it is expected that the researcher will extract the data in relations to the codes.

3.5.5. Reviewing Themes

This point consists of two categories of revising and decontaminating the themes acknowledged. The first level entails studying coded data excerpts, which means that the investigator will have to go through all the abstracts of each theme and deliberate whether they could appear to establish a clear theme (Hofmeyer, Toffoli, Vernon, Taylor, Fontaine, Klopper, & Coetzee, 2016). The second theme includes a comparable process with reference to the entire database. This is the point where the researcher will compare the rationality of separate topics in relations to the data.

3.5.6. Naming the Themes

The researcher should only proceed to this stage when they have already established an acceptable thematic plot. This is the point where one outlines and improves the themes obtainable for the analysis. For every theme, there is a necessity to conduct and document a detailed analysis. Therefore, it is needed for considering these themes to ensure that these themes overlap with each other. It is also essentials to end this section by clearly define the themes of the study. The names given to these themes need to be concise, immediate, and punchy.

3.5.7. Producing the Report

The final stage is the production of a report like Journal or a dissertation in this case. This process only starts at the end of the project. Contrary to quantitative research, this study does not complete its analysis of the data and then write it up. Writing and analysis are majorly interconnected in qualitative research from the process of writing up notes and memos to a more formal process of analysis and the writing of reports. The main objective of the report writing process is to provide a compelling story about the project being researched on, based on the analysis. The write up should be clear and convincing and at the same time, professional.

3.6. Ethical Consideration

Ethics refers to various the moral conduct a researcher should follow when conducting a study. Golder, Ahmed, Norman, & Booth (2017) purported that a researcher should always be concerned with the quality of life of their subjects. It means that researchers must act with intelligence, and not use the information given to them by respondents for their gains or use the same information for a cause that will harm the respondents. When collecting secondary data, the researcher avoided undertaking research anomalies like plagiarism, fraud, exposing the identity of the respondents. Besides, the semi-structured interview forms did not require the respondents to fill in their names. The fact that humans are directly involved in this study, the researcher ensured that the confidentiality of the respondents was apprehended. Besides, the participation of employees was voluntary.

3.7. Limitations of the Study

The biggest limitation of this study is the sample size. For a researcher to acquire more accurate result, the survey should be conducted on a larger sample size, as the case of various prominent studies. However, because of time and financial constraints, the research was only limited to a few respondents in the banking industry. Furthermore, it can be only useful to conduct an in-depth interview to attain a thoroughly exploited data and a comprehensive result.

3.8. The value of research

This study unveils the factors of Human resource management that can be used to motivate employees, with specific focus to the employees working in the banking sector. As much as the connection between employee motivation and organisational performance has been established over and over, there are various dynamics in the market, especially in the banking sector which can compromise on the level of employee performance, for example, facets that satisfy employees as per the dynamics in the professional and person set up. The study stresses on the employee training and satisfies elements and facets of organisational improvement, which will have a long-term positive impact on the fundamental resources of the organisation to create and maintain the uniqueness and establish a sustainable competitive advantage and ultimately contributing to the overall organisation performance.

4.0. CHAPTER FOUR: RESULTS/FINDINGS

From the surveys conducted, it was clear that there is a relationship between employee training, productivity, and the final service that the client gets. Besides, most respondents admitted that the training they have received in their workplaces had improved their service delivery, meaning a positive increment in organisation performance. In this study, the researcher uses two main methods to measure employee training, which is the incidence- the number of training sessions conducted in a year and intensity- the technical and practical issues covered in training. These two quantifiers do not necessarily show the effect of organisational training, but rather reveal that the correlation between the indicators is more significant. Even so, the measurable and variable indicators are helpful in conducting an analysis of the determinants of employee training, for example, what impacts on the utilisation of employee training. Using a comparison of productivity, the impact of internal training can be established. A research conducted by Sitzmann & Weinhardt (2018) explained the role of the manager that is related to two internal measure, which is related to the development of employee development, and training needs. Most respondents admitted that the portfolio of their training included e-learning, simulations, and webinars. Besides, all of them reported that their first official training was done when being oriented into their respective employment positions, and when the bank introduces new technology or product to be sold in the market. In respect to the methodologies and the purpose of training, the following themes were established

The Training Goals and Objectives

Most respondents reported that most of their training sessions were broad and did not cover a specific issue. The respondents insisted on the importance of defining both the long term and the short term goals of training. It was noted that most companies lacked a clear training goal, which leads to poor employee outcomes in terms of efficiency and productivity. However, there was a sharp depart between what the respondents who worked as managers defined as employee development and how the junior officers also defined as development. Most junior officers perceived employee development to be broader than training, and mostly focusing on the person rather than the employee training. A respondent who was working as a customer representative summed it, “they are just training us on our current roles and not anything for career development.” However, for the respondents in the managerial section, the training they attended not only helped them in their current employment positions but has also positively impacted on their career. In spite of the disagreement between training and development between employees that held different designations, all the respondents, however, were able to agree on the classification of training sessions in reference to the practical aspects. All respondent perceived that training sessions ought to based on skill-improvement, technical aspects of the current job, other skill such as interpersonal skills, among other areas of expertise that can make an employee stand out in comparison to those who have not received any training. In fact, there was a general agreement that training sessions were always formal and planned, while the skills for professional development were acquired through sporadic, informal, and unplanned situations. Half of the respondents interviewed revealed that a purposeful training ought to entail career-related factors that focus on changing an individual’s duty, such a move into a higher ranking position, another department or a different job role. However, the current training sessions offered by various banking institutions is confined to a particular period, and to the current job description. Besides, most respondents also noted that they never had the chance to request on what to be taught. Instead, the organisation imposed these training sessions on them. Some training sessions were deemed to be important while others were not as important to the respondents as the organisations thought. Therefore, most respondents agreed to the fact that there is a need to consult them on their training needs so that most training sessions can both be beneficial to the company and to the employees. This suggests that as much as most literature document that managers are in the best position of determining employees’ training needs, the truth is that the employees themselves know the skills that they are missing for personal and career development. When asked on which activities they perceived as fundamental in a training session, there was no clear agreement in respect, which activities, or subjects. Particularly, a third of the respondents stated that a training session could be rated according to the content delivered during the session; this automatically labeled any activity concerned with skill improvement as training and any activity that directly dealt with interpersonal and soft skill enhancement as employment development. Other respondents documented that the degree of training structure differentiated one training from the other. For example, employee assessment and feedback were perceived as part of employee training and did not contribute to employee development. Such feedback indicates that the activities involved in training and development are not clearly differentiated by the various banking institution, and in most cases, the employee perception of training and development, is divergent from what the organisation thinks about.

The Use of Training

When prompted on the need for training, the interviewees respondent unanimously that there is a need for training, but when asked on the utilisation of the current training, both of them expressed that they have not utilised all the skills that they were taught in these training sessions. One of the reasons given on why most employees did not utilise the training session was that training is more time consuming and focused more on the theoretical part of the work than the practical aspect. Besides, most training sessions did not have the right content that satisfied the needs of most employees, and further, the execution of these skills taught takes a lot of time, and therefore there is limited use of training sessions. In regards to the relevance of training, it was discovered that through understanding the technical details of a product or technology is not as important as understanding the value; clients ascribe to products or importance technology. It was expressed that if the training sessions should be included in the daily operations of most bank employees, must the training notes, and documentation should be easily accessible, and the content ought to be relevant, concise, and summarised. In other words, the training materials should always be available and accessible when needed. With the relevant and appropriate content given by the training department, the only challenge that could be imminent is to help employees comprehend the essence of training, and discover the appropriate incentives that will make them value the advantages that come with training. So far, there is no company in the banking industry that engages in sensitising its employees on the importance of training. One respondent explained that so far, there are no motivations she gets from her job or training, and the only thing keeping on the work is the money she is paid. Training incentives ought to be an occurrence that the organisational management should look upon. If not, training will continue to become a low priority on the employees, especially now that it has been determined that most employees think that the training sessions do not satisfy their respective career needs. The respondents expressed that for training to become an important part of their current employment position, there is a need to integrate the skills acquired during training as part of the daily operation.

5.0. CHAPTER 5: DISCUSSION, CONCLUSION, AND RECOMMENDATIONS

5.1. Introduction

This section presents the discussion, conclusion, and recommendations from the study conducted. The section is presented in a way that it tries to answer the research questions of the study. The findings on the impact of training on employee performance showed that there is a huge relationship between employee training and motivation, which subsequently affects the productivity rate of employees. Even so, not all types of training will foster positive productivity. In fact, it was noted that technical and specific training is likely to enhance employee training will broad and theoretical training sessions are likely to have a minute impact on employee productivity. Furthermore, it was clear that the respondents with junior employment designations were discontented with the type of training they got, while those that had senior job designations appreciated the type of training that they were getting in their respective training sessions. One aspect might explain this disparity; which is, most senior employees were majorly trained on technical aspects of their careers, and these training were specific to certain issues that affected the employees, while most employees with junior designation reported that they received a more broad and theoretical training that could only help them to partake their current duties and does not equip them to future positions, neither does these sessions lead to career development. Such findings, therefore, imply that in most cases, training tends to benefit senior officers, than it does to junior officers unless the management decides to switch the training sessions to more practical, technical and specific themes.

5.2. Discussion

5.2.1. Employee Training and Productivity

The study revealed that there is a positive relationship between employee training and productivity. However, the degree of impact depends on the type of training being offered. For example, technical training will lead to high productivity, while a theoretical one might fail to record any significant impact. The fact that employee training influences performances are in accordance to the arguments of Sadler, Gibson, & Reysen (2017) that trained employees have a strong feeling of affiliation and bond to the organisation that trained them, which subsequently leads to higher productivity levels and a lower rate of employee turnover. Therefore, when quantified, practical, and technical employee training is causally correlated to some outcomes in the workplace. Vanichchinchai (2012) also contended that employee training could also lead to an enhanced level of ownership where every employee wants to act in their best capacity to benefit clients and ensure the success of the organisation. However, this particular study revealed that employees with senior job designations, or those who were paid better wages and received satisfactory training sessions, were more committed to the success of the organisation as compared to the employees who were exposed to theoretical-based training regimes. Besides, it was clear from the data collected in this study that employee training improves organisational engagement in the change process, which ultimately influences employee performance. The study revealed that in the banking industry, as a measure of engaging in the process of change, senior managers and middle-level managers/departmental managers were likely to be introduced to new duties and roles as compared to non-managerial staffs after undertaking training. Additionally, training motivated the top-level employees to commit themselves in helping their juniors and other employees, as opposed to junior employees who do not have anyone to mentor. This case does not, however, apply to departmental mangers/middle-level managers, as most of them were neutral in this case. Such an argument was also highlighted by Lancaster, Di Milia, & Cameron (2013) stated that employees who received technical and comprehensive training were likely to accept change and generate new ideas in a workplace as compared to those who did not. These researchers also stipulated that the same employees make good candidates for promotion since they have demonstrated the ability to learn and apply new information. However, this study established that most employees who underwent such ideal training sessions were already senior managers and did not have much space for career development, since they were at the peak of their career, or were almost there. Such results can be used to explain why employers in the UK job market (especially in the banking industry) are always complaining about lack of technical know-how in the labour market; those who are supposed to fill the technical positions are underequipped, while those who are at the peak of their careers are over-equipped. Therefore, creating a huge gap between the expertise level of senior managers and those of junior managers. Besides, an organisation can select a few of their reliable employees and train them so that they can train others to reduce the training expenses, especially when the trainer is outsourced from external consultants. Secondly, this research also revealed that employee training improves innovation in a company. Ji, Huang, Liu, Zhu, & Cai (2012) posited that training is an essential competitive tool that affects employees in developing new products and creating value in a peculiar manner that even competitors cannot emulate. Such a position is significant for the development of the banking industry, both in the local and international market, especially in the face of the current technology and innovation.

Thirdly, the study revealed that as to whether theoretical or practical, training improves the overall productivity of the employees. The same is supported by the findings of Shafiq & Hamza (2017) that employee training is beneficial to the organisation, individual employees, and the whole society. The authors reported that these advantages benefitted individuals and team performance to the financial prosperity of any industry. Ratna & Singh (2013) also stipulated that training improved the employee knowledge and information about a particular field and added that it leads to efficiency and performance among employees. Lastly, from this study, it was evident that training improves the enthusiasm of employees. Arslan & Uzaslan (2017) noted that in order to improve the performance of employees, it is important to motivate employees through satisfying the gap between the skills they currently own and the skills they desire to have thorough training. Inspiring employees through training enhance enthusiasm that later transforms the employee effectively, which subsequently affects organisational performance.

5.2.2. Employee Training and Motivation

The study revealed that training also improves employee motivation. Saeed & Asghar (2012) explains that training acts as a motivational factor that increases the knowledge of employees in a position. Falola, Osibanjo, & Ojo, (2014) added that as much as the correlation between training and the expected employee outcomes are affected by various variables, studies on intrinsic motivation stipulate that professional motivation is fundamental in enhancing work performance. In other words, employment performance is moderated by intrinsic motivation factors, since intrinsically motivated staffs might benefit from development resources owing to the fact that they are more oriented to the organisational procedures. The study also revealed that training improves employee motivation as it permits employee recognition within the institution. Adeyeye, Falola, Waribo, Akinbode (2015) suggested that training improves employee recognition in a sense that it equips employees with the necessary skills of becoming proficient in their relevant positions and being able to deliver the needed results as compared to those who have not undergone any training. In the same manner, training helps the employee to be thirstier for information and knowledge on their respective jobs, which ultimately assists them to get noticed among their colleagues and stand a better chance of being promoted. Contrary, Khan, Haleem, & Kanwal (2017) argued that training assists in establishing an appropriate fit between an individual and the job, for example training impacts on employee performance positively, when a qualified person for the position is selected. However, in cases, when the organisation does not choose the person with the right qualifications, then training will have no effect on the performance of employees. Hence, it can be said that training facilitates the identification and the selection of employees for specific tasks. Training also to align employees to the goals and interests of the organisation. The same was echoed by ALDamoe, Yazam, & Ahmid (2012) who stated that when employees know the goals and interests of their employees through training, they will actualise them by giving their best efforts to achieve the organisational goals and display a high job performance. Besides for the organisation to develop the required skills, knowledge and capabilities of employees, employers need the right training programs, which might also have an impact on employee motivation and commitment towards a certain organisational goal. Meaning that if an organisation desires to remain competitive, then it should maintain a continuous enhancement and workplace education that technically stresses on these skills to a known organisation goal.

Training also improves positive organisational leadership traits among the managers in the banking sector. Tangthong, Trimetsoontorn, & Rojniruntikul (2014) aired the same sentiments that training programs ought to comprise of leadership development sessions to nature the leadership skills of various managers in an organisation. Lee, Song, Lee, Lee, & Bernhard (2013) conducted a study to establish the effect of training on employee production using the performance evaluation from managers and noted formal training outwardly had a positive and purposeful effect on the performance evaluation of employees. The findings from this study made the authors conclude that formally training the managers will lead to an increase in the organisational outcome. The study also established that training facilitates motivation for work performance. The same is supported by the findings from Jiang, Lepak, Han, Hong, Kim, & Winkler (2012) which stated that there is both a direct and indirect relationship between employee training and workplace performance. The authors noted that employee training helped in creating better results in a workplace, which in turn motivates employees to work more and produce desirable results and achieve better work performance. The same argument is supported by Naqvi, Khan, Kant, & Khan (2013) stated that training practices that are used by the various organisation might have a direct effect on both employee motivation, organisational commitment and general performance.

5.2.3. Employee Training and Job Satisfaction

The research revealed that training improves the productivity of employees by prompting their job satisfaction. The same has been reinforced by Khan, Nawaz, Aleem, & Hamed (2012) that training has been acknowledged as one of the executive concepts that improve employee fulfilment internationally. Contrary, this study also discovered that if employee training could be the only measure to quantify job satisfaction, then most senior staffs in the banking sector would be more satisfied as compared to the junior officers. Nda & Fard (2013) disputed such claims, insisting that training can generally enhnace the working environment within the company or can inspire networking by exchange and communication with other people or some individuals may like the idea of learning because it helps them to discover and experience new concepts and ideas. In a similar manner, training may also contribute to employee satisfaction by breaking the monotony of doing the same thing in a similar manner and injecting options and opinions in the work routine of an employee. The study designated that training effects job satisfaction by improving staff to staff relationship, staff to customer relationship, and employee to manager relationship in a working environment. In ling of other facets, Khan, Ali, Hussain, & Safdar (2015) stated that worker satisfaction with the association they have with their respective co-employees and clients could foster optimistic feelings on a job. The authors noted that employees with a high job satisfaction level have an encouraging attitude towards work, which helps to improve their productivity. In spite of the present study recording that training improves various relations, the level of belief that training enhances relations deterioraiets from senior managers to the junior staffs. Kooij, Guest, Clinton, Knight, Jansen, & Dikkers (2013) supported that if workers are trained at a lower level, it will enhance their probability of exiting the organisation, while high-level training improves worker satisfaction and majorly encourages them to stay in the company. Moreover, the study exposed that training improves job fulfilment by improving the workforce’s capacity to apply their own ingenuities and services at work. Sung & Choi (2014) contended that training creates benefits for employee and the establishment by manipulating staff performance through the growth of worker information, ability, skills, and capabilities. The fact that training aids skills acquisition the ability to capability to assigned on various tasks and inspire them to take individual ingenuities to utilise these skills at work. In spite of most respondents indicating that training paves the way for promotion and higher pay, the middle managers were more confident, followed by departmental managers and lastly the junior officers, that training leads to improved salaries and promotional openings. Christian, Janssen, Yang, & Backes-Gellner (2013) also commented that higher wages and promotion are significant aspects in employee fulfilment. The researchers concluded that employee reward systems ought to be combined and sympathetic with the premeditated business objective, and the reward system used must not be biased. Dardar, Jusoh, & Rasli (2012) supported the same statement by indicating that employee unhappiness with the training and promotional prospects have a stronger correlation on the employees' intents to quit.

This research also discovered that training certainly affects employee satisfaction by influencing other work-related actions. The same conclusion was also made by, Shahzad, Iqbal, & Gulzar (2013) proving that training has a significant manadate in enhancing job satisfaction by improving the efficiency of the workers, which makes them fell better equipped for the job at hand. The fundamental assumption is that employees become more effectual and productive by training, which improves outcomes and employee fulfilment.

5.3. Conclusion

From this study, it is evident that training positively effects employee productivity by prompting worker engagement in the banking sector. The research also discovered that employee training also influences training in various ways. The analyses has revealed that training improves worker engagement in a change process, which influences both organisational and employee performance. It presented that as a way of encouraging the change progression, the top-level administration and the middle managers are more likely to take up new roles as compared to junior managers, mainly because junior managers are exposed to a more theoretical based training as compared to managers. Besides, it was also evident that training foster innovations within a company. Lastly, the study exposed that training enhances worker enthusiasm in an organisation. From the results and discussion section, it is clear that training improves worker motivation because training in itself is a motivational feature that improves the skills, ideologies, and information of employees towards their job. The research exhibited that training improves worker motivation as it allows workforce acknowledgement and acknowledgment within an organisation. It was also clear that training improves the motivation of the workforce since it gives room for employee recognition in an organisation. Since employee recognition and acknowledgment is in the best interest of the staffs, they will do their best to deliver the best services possible, which ultimately will advantage the establishment in terms of recording higher revenues and outcomes. Besides, for an employee to develop the needed skills in their jobs, the employer needs to implement an intensive training program that will motivate the employees and make them commit towards the organisational objectives and missions as stipulate earlier training helps employees to align themselves with organisational goals. For managers and team leaders, training helps them improve their leadership abilities and effectively manage the group to produce better results.

Training also influences employee productivity by improving employee relations. The fact employees are comfortable with each other, means that they can communicate efficiently and teamwork is enhanced. Such an atmosphere helps the organisation to thrive in a competitive environment. Most of the respondents also reported that training leads to various opportunities for promotion and higher wages. Most respondents, especially those with higher ranks, unanimously supported this assertion, while most junior officers were somehow sceptical about this assumption. The disparity can be ascribed to the fact that most senior executives have access to more job networks and are likely to take up new roles that attract more salaries, wages, and benefits, as compared to junior workers who do not have a similar opportunity.

5.4. Recommendations

It is evident that employee training positively influences the productivity of employees in the banking sectors. Therefore, employers should try as much as a posse to conduct regular training that will carter for the employees’ training needs. It was also noted that the type of training given to senior managers is not always the same as the one given to junior managers. Therefore, employers should also try to introduce some sense of technicality and pragmatism to the junior employees so that they can be able to take up more technical tasks, or they can be able to handle some technical duties. Such empowerment would also ease the burden on the managers, since they would be able to delegate duties to the junior officers, without any worries and at the same time, when a manager is not around, the junior officer would have been empowered enough to take up the role. Additionally, the fact that the junior officers are always seeking for more information, and yearn for a technical training session that could build their careers means that they are ready to take up a new task, and challenges. Therefore, the employers ought to design the relevant training program that will target the interests of this group of employees with an objective of improving their anticipation to undertake new tasks, roles, and challenges. Besides, more research needs to be done on what can be added in training sessions to benefit junior employees more and make them feel as valuable as senior employees feel during and after training sessions. The fact that the study has exhibited that training helps employees to align themselves with the organisational goals and positive leadership trains. Banking institutions, therefore, need to ensure that when training their respective employees, they should include themes that enhance employee motivation, leadership skills, and not base all their presentations on employee productivity and performance.

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