research proposal ada

TABLE OF CONTENTS

PROPOSED RESEARCH TITLE.......................................................................................2OUTLINE OF THE PROPOSED RESEARCH..................................................................2RESEARCH BRIEF............................................................................................................2

Company Overview.....................................................................................................2BACKGROUND OF THE STUDY....................................................................................2REASONS FOR THE STUDY...........................................................................................3RESEARCH RELEVANCE................................................................................................4RESEARCH QUESTIONS.................................................................................................4LIMITATIONS....................................................................................................................4LITERATURE REVIEW....................................................................................................5

CONCEPTUAL CLARIFICATION...............................................................................5THE IMPORTANCE OF TRAINING............................................................................6

Techniques of Off-the-Job Training............................................................................7Advantages of Off the Job Training............................................................................8Disadvantages of Off the Job training.........................................................................8

CONCEPTUAL MODELS.............................................................................................8RESEARCH DESIGN AND METHODOLOGY.............................................................10

Research Approach....................................................................................................11Research Method.......................................................................................................11Data Collection..........................................................................................................11Data Analysis Plan.....................................................................................................12

ANTICIPATED ANALYSIS AND FINDINGS...............................................................12CONCLUSION AND RECOMMENDATIONS..............................................................13TIME FRAME FOR COMPLETION...............................................................................13REFERENCES..................................................................................................................14

Presented By: Nwaji Adamma 06036911

RESEARCH PROPOSAL

PROPOSED RESEARCH TITLE

AN INVESTIGATION INTO THE IMPACT OF OFF-THE-JOB TRAINING ON THE

PERFORMANCE OF AN ORGANIZATION: A CASE STUDY OF UNITED BANK

FOR AFRICA NIGERIA.

OUTLINE OF THE PROPOSED RESEARCH

This proposal is an outline which describes the questions the research seeks to address;

the substance of the research; the plan on how the research would be performed; and the

rationale for undertaking this research work.

RESEARCH BRIEF

Company Overview

The history of United Bank for Africa Plc (UBA) dates back to the old UBA in 1961.

Today, it is the product of the merger between Nigeria’s third and fifth largest banks,

namely the old UBA and the erstwhile Standard Trust Bank Plc (STB) respectively, and a

subsequent acquisition of the previous Continental Trust Bank Limited (CTB) in 1990.

The union emerged as the first corporate combination in the history of Nigerian banking.

Today, the consolidated UBA is the largest financial services institution in West Africa

with a balance sheet size in excess of One Trillion Naira (under USD8b) and more than

six million customer accounts, operating out of the 2 most vibrant economies in the sub-

region – Nigeria and Ghana. It has over six hundred and thirty (630) retail distribution

centers across Nigeria, its main operational base, and 8 branches in Ghana. Outside

Africa, it also has presence in New York and Cayman Island.


BACKGROUND OF THE STUDY

Human resources are one of the strategic dimensions of a firm’s portfolio and needs to be

effectively developed to engender success and competitive edge. Increasingly, there is the

recognition of the importance of employees in strengthening the viability of an

organization. Human resource practices aimed at acquisition, development and

motivation of firm employees produce valuable and non-substitutable human assets

difficult to imitate, giving rise to a highly skilled and flexible workforce, hence providing

a source of competitive advantage (Bjorkman, Fey and Park 2007:58)

There is no universally accepted definition of human resource management. However a

succinct definition is provided by Storey (1995:5). It is defined as “a distinctive approach

to employment management which seeks to achieve competitive advantage through the

strategic deployment of a highly committed and capable workforce, using an integrated

array of cultural, structural and personnel techniques”. Training is pivotal for the

implementation of the strategic goals of employers since it is an effort which explicitly

states what the company wants each employee to contribute to goal achievement.

Training is a growth industry which will continue in the foreseeable future. In a fast

developing world with rapid technological advances, knowledge and skills held by the

workforce fast becomes obsolete. Accordingly, training provides the workforce with up-

to-date skills and knowledge which ensures that staff are able to develop their career

(Hargreaves and Jarvis (2000:4). Well educated, efficient and forward thinking creative

staff help an organization to establish itself as a producer of excellence. Training is

therefore an important mechanism to develop and a retain a productive workforce.

The scholarly contributions of human resource theorist acknowledge the importance of

inducing workplace commitment through training. Off-the-job training has become an

important facet of job satisfaction because it engenders workplace commitment on the

part of employees which in turn influence labour productivity. It is against this

background that this research proposes to assess the impact of off-the-job training on

organizational performance with particular reference to United Bank for Africa in

Nigeria.


REASONS FOR THE STUDY

The review of human resource management literature is suggestive that human capital

shortages and inability, serve as insurmountable barrier to productivity. Training and

other high performance work related activities have an impact on the competitive

dimensions and subsequent performance of a company. Accordingly, organizations adopt

different training methods or pay lip service to the training function.

Drawing upon the above, the objective of this research is to conduct an empirical study

to:

Review existing literature and models underlying off-the-job training and

performance.

Identify and critically evaluate the training practice at United Bank for Africa

Nigeria. Its effect on general performance and draw conclusions based on

findings.

Make recommendations where necessary on changes needed to ensure positive

performance outcomes in United Bank for Africa.

RESEARCH RELEVANCE

This research has several implications for the design of the training practices in

organizations. In particular, the study answers the question of how best an organization

can maximize the abilities of its human capital and in improving quality of output by

enhancing product knowledge and service expertise. It also helps to improve operations.

From an academic perspective, this research seeks to add to existing knowledge and serve

as a guiding document for employers. It would also form basis for further study.

RESEARCH QUESTIONS

This research seeks to answer the following questions;

Is there any possible link between off-the-job training and the performance of an

organization?

To what extent does the substance of off-the-job training add value to an

organization?


LIMITATIONS

This study dwells on the impact of off the job training on the performance of United

Bank for Africa, Nigeria. The study is however limited by time and financial constrains

which does not permit the researcher to explore and have a more detailed research.

Another limitation is mobility as it is almost impossible to travel to different branch

offices in Nigeria. Also the information made available by management staff would be at

best fractional as useful information is regarded as “Top secret”.

LITERATURE REVIEW

Technological advances, intense competition and organizational change have led to the

realization that organizational success relies on the abilities and skills of employees.

Accordingly, there is need for continuous training and development (Beardwell, Holden

and Claydon 2004). It therefore enables organizations to adapt to changes in the business

environment.

Experts in the field of organizational behavior, industrial relations, human resource

management, and psychology have acknowledged training as an important human

resource practice that affects performance, develop employee job fit and build employees

affective response not only to the job but also to the employer (Lawler and Porter, 1967;

Blau 1964; Wright and Hamilton 1976; Lee and Bruvold 2003)

CONCEPTUAL CLARIFICATION

Training encompasses methods used to give new or present employees the skills needed

to perform their jobs (Dessler 2006:152). It is concerned with the acquisition of

knowledge, skills and competences through teaching and it is apparent when

organizations plan the progression of key employees through the company where an

effort is made to reconcile organizational needs with individual need for career

development (McKenna and Beech 2002:6). The training function is conceptualized within

human resources literature as a central element of company strategy (Guest 1987).

At the operational level, several methods are used to train employees. Rank and file

require training either at the time of entry or at a subsequent time. The method to be

adopted is dependent on the nature of work and the facilities available for training. Presented By: Nwaji Adamma 06036915

Training methods fall under two broad categories namely; on the job training and off the

job training (Beardwell, Holden and Claydon (2004:322).

Steinbach (2004:3) defined on-the-job training as a ‘planned, job specific training

conducted at the work site by a supervisor or an experienced employee, using the actual

equipment, tools and processes of a specific job’, while off-the-job training takes place

outside the normal work situation and day-to-day pressures (Hargreaves and Jarvis

(2000:199). In the words of Murugan (2004), ‘off-the-job training is designed and

intended to impart training by supplying required knowledge and skills to employees

while not on the job’. Beardwell, Holden and Claydon (2004: 325) opined that ‘off-the-

job training is sometimes necessary to get people away from the hustle and bustle of the

work environment’. As a result, the trainee is exposed to innovative ideas by studying

theoretical information.

THE IMPORTANCE OF TRAINING

The structure of training reflects a company’s commitment to long term development of

employees and within this paradigm, training is claimed to be a key determinant of

competitive success. Redman and Wilkinson (2006:99) rightly observed that “training

offers the hope of increased competitiveness through securing skills levels, productivity

and value added”

The practice of training safeguards and supports productivity by preparing employees for

future jobs and insulating organization from skills shortages. Employees could be

resourced internally, thus firms are independent of the labour market and does not risk

appropriate recruits not being available.

Keep (1989) argues that training is a litmus test against which other management

practices should be gauged. Situations where organizations compete on quality and adopt

high commitment work practices like employee involvement or teamworking, developing

employees is the key element in performance. It can increase the capacity of employees,

enabling them participate meaningfully in systems where their contribution is

encouraged.


Furthermore, training plays a pivotal role in the reinforcement of company culture by

securing the corporate goals of commitment, flexibility and quality (Carey 2000:19).

Workers are equipped with skills to carry out tasks monitor quality and manage complex

products and services.

Techniques of Off-the-Job Training

Many techniques for off-the-job training have been developed over a period of time.

Murugan (2004:256) identified five major techniques namely; class room training,

lecture, conferences, seminars and case study.

Classroom Training

Under this method, employees attend classes for a fixed period of time. It is organized

within the organization or at a vocational institute in the form of special courses designed

to suit organizational requirements. It involves lectures, conferences, group discussion,

demonstration, sharing documentaries, slides and films. Crash courses are also organized

to impart specialized, latest and advanced techniques in special areas concerning the job

or organization.

Lecture

This is the most commonly used method of training. A specialist is invited from outside

or from within the organization to deliver lecture on a particular subject to increase the

knowledge of participants. This technique is considered more suitable for imparting

theoretical knowledge on principles, generalizations and concepts related to job

performance to participants.

Conferences

Conferences are held under the chairmanship of a senior participant. Executives interact

freely to express, pool and share their ideas and experiences on different work situations.

People learn from the experience of others. This is why Murugan (2004:257) describe it

as an improved form of the lecture technique. Participants engage in guided discussion on

a given subject and the co-ordinator mobilizes discussion in the right direction.

Seminars

Unlike conferences held under chairmanship, seminars are held on a predecided subject

or theme. Presentations are made by experts and participants raise questions to clear their


doubts. Trainees maybe expected to write papers on specific topics. A critical discussion

is held where all trainees participate and doubts are cleared if any.

Case Study

Case studies use predetermined situations are used to provide opportunities for the

analysis of data and presentation of solutions without the risk of failure associated with

real-world situations (McKenna and Beech 2002:235). Facts about relevant cases are

brought before participants for discussion, they identify problems, express their views

and try to solve them. This method increases the ability of participants to identify

problems and develop alternative solutions with the help of other participants.

Advantages of Off the Job Training

Employees are free from tension and workload and thus learn better and fast while off the

job (Murugan 2004:256). Personnel are removed from the stress and ongoing workplace

demand enabling them to focus fully on learning experience. Specialists are invited from

outside the organization to instruct employees. It also provides an opportunity to meet

people from other departments or organizations. Thus employees are exposed to new

ideas and experiences. In addition, off the job training is necessary when errors can be

expensive or disastrous. Palmer (1998:119) rightly observed that any mistakes made by

the trainee will not have serious consequences.

Disadvantages of Off the Job training

Despite the merits of off the job training, it is often criticized for its difficulty of

transferring any learning directly to the work situation (Naylor 2002:146). In the same

vein, Cherrington (1987) argues that it does not provide immediate transfer of knowledge

to the real job situation. Unless the training is combined with other changes, the

employee immediately unlearns whatever learning has been provided. It may also require

expensive development and testing for it to be successful. Employees cannot work while

they are trained. The trainee is away from the workplace and their job needs to be

covered by colleagues. Therefore, when the learning experience is not consistent with

work situation sending employees on courses that are not relevant to the job only

enhances the negative view of this type of training.


CONCEPTUAL MODELS

Formal models of training have exposed a significant propensity to match the

conventional wisdom of how organizations should be run. Depending on the resource

commitment to their activities, trainers have had to justify the commitment by adherence

to prescriptive approaches. Conventionally, employees learnt their jobs by exposure to

experienced workers who show them what to do (‘sitting by Nellie’). Undoubtedly, much

learning occurs this way however, it is a haphazard learning system. Lengthy and bad

working practices could be passed on as well as good ones. In addition, reinforced by

employers’ tendencies to deskill work, employees are unwilling to share their secrets for

fear of loosing their jobs. Most importantly, line managers do not see it as their

responsibility to become involved in training, thereby adding to forces that prohibit

considerations for valuing employee potential (Bratton and Gold 1999: 282-283).

In the 1960s, the Industrial training Board encouraged a systematic training model

following their establishment by Industrial Training Act 1964. The systematic training

model is concerned with what a training programme could achieve like the acquisition of

behavioral skills. Armstrong (1992) describes the training process as “the concept of

planned training”. A premeditated attempt designed to engender learning to improve

performance (Kenney and Reid 1988). It lays more emphasis on off-the-job training as

opposed to the popular on-the job-training. It was accepted widely and became ingrained

in the thinking of most training practitioners. The approach is based on a four-stage

process shown in the figure bellow;

Figure 1: A four-stage training model

Source: Adapted from Bratton, J. and Gold, J. (1999) ‘Human Resource Management’: Theory and

Practice (2nd edn), New York: Palgrave

Training needs assessment is to identify gaps between work performance and actual

standards, programmes are designed and implemented, outcomes are evaluated to make

certain programme meets objective.Presented By: Nwaji Adamma 06036919

Identify training needsAnd specify objectives

Design a programme

Implement a programme

Evaluate training

Donnely (1987) developed a more refined model in which fundamentals for

implementing a training model are a consideration of budgets, attitudes, abilities and

culture or climate. He opined that a key requirement of any training activity is that it

should be relevant and ‘reflect the real world’

Bramley (1989:6) argues that the sub-system of training may possibly become

unaffiliated to the organization context. He presents a cycle which involves managers in

identifying desirable changes after analysis of work situation and delivery of training to

produce changes.

RESEARCH DESIGN AND METHODOLOGY

Research has become an integral part of academic discipline. A myriad of definitions

exists but a more succinct definition is provided by Remenyi et al (1998) which states

that “it is a scholarly enquiry involving a careful and diligent search”. It follows that

research seeks to resolve a problem. The way a research is carried out has significant

impact on the outcome. Research methodology encompasses the procedural framework

within which the research is conducted. Leedy (1989) rightly observed that it provides an

operational framework in which facts are placed so that their meaning may be seen more

clearly.

The choice of research methodology and design is dependent on the philosophical

assumption of the researcher (Gill and Johnson 2002:162). There are two main research

paradigms; positivist or nomothethic and phenomenologist or interpretivist paradigms.

The positivist approach emphasizes the use of methods used in natural sciences. A

detached approach is characteristic of positivism in which the facts or causes of a social

phenomena is sought. In this approach the researcher prefers to work with an observable

social reality, the result of which can be used to make generalizations.

Phenomenology on the other hand is simply the science of phenomena. It is concerned

with understanding individual behavior from the view point of the participants. Crucial to

this approach is the adoption of an empathetic stance (Saunders, Lewis and Thornhill

2007:107) in which the researcher enters the social world of the subject to comprehend

their world from their own subjective perspective.


Positivism is the philosophical stance that will be adopted for this research. This is based

on the premise that the researcher would embark on a value free, systematic and

unobtrusive research, the result of which can be expressed as laws or empirical

generalizations (Saunders, Lewis and Thornhill 2007:103). In addition, it is consistent

with reliability, the validity of which is capable of being tested.

Research Approach

The case study methodology would be employed in this research. It involves an empirical

investigation of a particular contemporary phenomenon within its real life context using

multiple sources of evidence (Robson 2002:178). The approach establishes reliable and

valid evidence for the research process as well as presenting findings which result from

the research. The choice of this method is due to the fact that case study presents a

practical real-life instance of the actual variables at play within the context. Thus it

provides a multidimensional picture of the situation (Remenyi et al 1998). The objective

is to collect a variety of evidence from top level and lower level employees vide semi-

structured questionnaires and interviews. The case study for this research is United bank

for Africa, Nigeria.

Research Method

The two major sources of data are primary and secondary sources. Primary data are

collected through questionnaires, interviews and observation. While secondary data are

collected from literary sources such as textbooks, journals, histories, commentaries,

diaries and letters (Walliman 2001:230). Primary data would be obtained via semi-

structured questionnaires and interviews. The philosophy that underpins the choice of

method is the existence of public opinion that could be tested (Remenyi et al 1998). The

flexibility of these methods enables respondents to express themselves thereby

maximizing the benefits of both structured and unstructured forms.

Data Collection

Sampling is the process of selecting units from a population of interest so that by

studying sample we may fairly generalize result back to population. In this context, the

population refers to all those who will be included in the survey (McNeil and Chapman

2005:46) The target theoretical population for this survey is the staff of the United Bank


of Africa Abuja, Nigeria. Samples of 50 staff encompassing top and lower level

employees shall be selected from the study population. This sampling will be drawn

using simple random sampling method which involves application of probability to

method of sampling and to reduce sampling error. Thus a sample is selected that is truly

representative of the entire population of study as each member has an equal chance of

being selected. (Gill and Johnson 2002:288)

Data Analysis PlanData collected via semi structured interviews and questionnaires would be used to

validate the propositions and the hypotheses stated. Descriptive methods of analysis shall

be employed to analyze the data collected. Descriptive statistics such as graphs, tables,

and percentages shall be employed. In order to test the hypotheses stated, inferential

method of analysis shall be employed to test the hypothesis stated. Thus, Chi-square

techniques shall be employed.

ANTICIPATED ANALYSIS AND FINDINGS

The proposed methodology is intended to integrate the review of related literature on the

subject with the analysis of empirical data. Based on the foregoing, data obtained would

be analyzed using valuable indexes such as ; training policy, the number of days off the

job training is received by employees, the extent at which workers have access to

training, the extent at which training budgets are maintained, availability of cost

information on training, system in place to record, monitor and maintain invoices relating

to participation at training courses and the services of consultants.

The extent of the training activity may be related to the prevailing level of off the job

training. For this reason, the average number of days off the job training is received

would be a prominent measure of the health of the training effort in United Bank for

Africa. Finally, training would be evaluated to determine if it accomplishes desired

effects. Evaluation would therefore elucidate the result of training activity within the

context of United Bank for Africa.


CONCLUSION AND RECOMMENDATIONS

Given the precarious standing of human resources development in organizations, data

collection by evaluating activities is a vital process in establishing the credibility and

value of training. Accordingly, based on the research findings, recommendations would

be offered to adopt a more strategic approach to make training in United Bank for Africa

more business driven. How training is implemented remains a crucial factor. There exist

hesitations and tensions that hinder close examination. For instance, whether training

should be left entirely to training specialists with sophisticated repertoire of skills or line

managers who are able to influence the way people learn. In today’s human resource

management literature, it is becoming clearer that while informal aspects of human

resource development can have crucial impact, formal features such as plans policies and

activities may be of even greater significance.

TIME FRAME FOR COMPLETION

TIME FRAME ACTIVITY

Dec-Jan 2008 Search for research topic

Feb 2008 Identify case study and evaluate access to primary data

March 2008 First draft of proposal

April 2008 Review of related literature

May 2008 Determine research methodology after careful review

of relevant literature

June 2008 Administer questionnaire, collection of completed

questionnaires and data analysis

July 2008 Completion of first draft of research report

August 2008 Writing final project report and submission


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