TABLE OF CONTENTS

PROPOSED RESEARCH TITLE.......................................................................................2

OUTLINE OF THE PROPOSED RESEARCH..................................................................2
RESEARCH BRIEF ...........................................................................................................2
Company Overview.....................................................................................................2
BACKGROUND OF THE STUDY....................................................................................2
REASONS FOR THE STUDY...........................................................................................4
RESEARCH RELEVANCE................................................................................................4
RESEARCH QUESTIONS.................................................................................................4
LIMITATIONS....................................................................................................................5
LITERATURE REVIEW....................................................................................................5
CONCEPTUAL CLARIFICATION...............................................................................5
THE IMPORTANCE OF TRAINING............................................................................6
Techniques of Off-the-Job Training............................................................................7
Advantages of Off the Job Training.............................................................................8
Disadvantages of Off the Job training.........................................................................8
CONCEPTUAL MODELS..............................................................................................9
RESEARCH DESIGN AND METHODOLOGY ............................................................10
Research Approach....................................................................................................11
Research Method.......................................................................................................11
Data Collection..........................................................................................................11
Data Analysis Plan.....................................................................................................12
ANTICIPATED ANALYSIS AND FINDINGS...............................................................12
CONCLUSION AND RECOMMENDATIONS..............................................................13
TIME FRAME FOR COMPLETION...............................................................................13
REFERENCES..................................................................................................................13

Presented By: Nwaji Adamma 0603691

1
 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
Presented By: Nwaji Adamma 0603691
2
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.

Presented By: Nwaji Adamma 0603691

3
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?

Presented By: Nwaji Adamma 0603691

4
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 0603691 5
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.

Presented By: Nwaji Adamma 0603691

6
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

Presented By: Nwaji Adamma 0603691

7
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.

Presented By: Nwaji Adamma 0603691

8
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;

Identify training needs Design a Implement a Evaluate training

And specify objectives programme programme

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

Presented By: Nwaji Adamma 0603691

9
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.
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

Presented By: Nwaji Adamma 0603691

10
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
Presented By: Nwaji Adamma 0603691
11
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 Plan

Data 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.
Presented By: Nwaji Adamma 0603691 12
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

REFERENCES
Armstrong, M. (1992) Human Resource Management: Strategy and Action, London:
Kogan page.

Presented By: Nwaji Adamma 0603691

13
Beardwell, I., Holden, L., and Claydon, T. (2004) Human Resource Management:
A Contemporary Approach (4th edn), Harlow: Prentice Hall.
Bjorkman, I., Fey, C.F. and Park, H.J. (2007) ‘Institutional Theory and MNC
Subsidiary HRM Practices: Evidence from a Three – Country Study’,
Journal of International Business Studies 38, 430-446.
Blau, P. (1964) Exchange and Power in Social Life, New York: Wiley.
Bramley, P. (1989) Effective Training, Journal of European Industrial Training, 13(7):
5-10
Bratton, J. and Gold, J. (1999) Human Resource Management: Theory and Practice
(2nd edn), Basingstoke: Palgrave.
Cannel, M. (1997) ‘Practice Makes Perfect’, People Management, 6 March, 26-33.
Carey, S. (2000) ‘The Organization of the Training Function in Large Firms’,
In Rainbird H (ed.) Training in the Workplace, Basingstoke: McMillan Press.
Cherrington, D.J. (1987) Personnel Management: The Management of Human
Resources, Dubuque: W C Brown.
Dessler, G. (2006) A Framework for Human Resource Management (4th edn),
New Jersey: Prentice Hall.
Gill, J. and Johnson, P. (2002) Research Methods for Managers (3rd edn),
London: Sage.
Goss, D. (1994) Principles of Human Resource Management, London: Routledge.
Guest, D.E. (1987) Human Resource Management and Industrial Relations, Journal of
Management Studies, 24(5): 503-21.
Hargreaves, P. and Jarvis, P. (2000) The Human Resource Development Handbook,
London: Kogan Page.
Keep, E. (1989) ‘Corporate Training Strategies: The Vital Component? ’, In Storey J.
(ed.) New Perspectives on Human Resource Management, London: Routledge.
Kenney, J. and Reid, M. (1988) Training Initiatives, London: Institute of Personnel
Management.
Lawler, E. and Porter, L. (1967) ‘The Effect of Performance on Job Satisfaction’,
Industrial Relations Journal, 7(1): 20-8.
Lee, C.H. and Bruvold, N.T. (2003) ‘Creating Value for Employees: Investment in
Employee Development’, International Journal of Human Resource

Presented By: Nwaji Adamma 0603691

14
 Management, 14(6): 981-1000.
Leedy, P.D. (1989) Practical Research-Planning and Design, New York: Macmillan
Publishing Company.
McKenna, E. and Beech, N (2002) Human Resource Management a Concise Analysis
Harlow: Prentice Hall.
McNeill, P. and Chapman, S. (2005) Research Methods (3rd edn), New York:
Routledge.
Murugan, M.S. (2004) Management Principles and Practices, New Delhi: New Age
International.
Naylor, J. (2002) Introduction to Operations Management (2nd edn), Harlow: Financial
Times Prentice Hall.
Palmer, S. (1998) People and Self Management (2nd edn), Oxford: Heinemann.
Redman, T. and Wilkinson, A. (2006) Contemporary Human Resource Management:
Text and Cases (2nd edn), Harlow: Prentice Hall.
Remenyi, D., Williams, B., Money, A. and Swartz, E. (1998) Doing Research in
Business and Management: An Introduction to Process and Method,
London: Sage.
Robson, C. (2002) Real World Research (2nd edn), Oxford: Blackwell.
Saunders, M., Lewis, P. and Thornhill, A. (2007) Research Methods for Business
Students (4th edn), Harlow: Prentice Hall.
Steinbach, R.L.(2004) On-the Job Training: Preparing Employees for Success (2nd edn),
London: Thomson Learning.
Storey, J. (ed) (1995) Human Resource Management: A Critical Text, London:
Routeledge.
United Bank for Africa, (2007) Historical Background, annual report 2006-2007,
Lagos: United Bank for Africa.
Walliman, N. (2001) Your Research Project: A Step-by-Step Guide for the First
Time Researcher, London: Sage.
Wright, J.D. and Hamilton, R.F. (1976) ‘Work Satisfaction and Age: Some Evidence
For the Job Change Hypothesis’, Social Forces, 56 (4): 1140-58.

Presented By: Nwaji Adamma 0603691

15