UNIVERSITY FOR DEVELOPMENT STUDIES

SCHOOL OF BUSINESS AND LAW

DEPARTMENT OF MANAGEMENT STUDIES

IMPACT OF TRAINING AND DEVELOPMENT ON EMPLOYEE RETENTION IN AN

ORGANIZATION (A CASE STUDY OF ACCESS BANK GHANA, WA BRANCH

BY
HRM GROUP 3

A DISSERTATION SUBMITTED TO BUSINESS AND LAW, UNIVERSITY FOR

DEVELOPMENT STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENT
FOR THE AWARD OF A BACHELOR OF COMMERCE DEGREE IN HUMAN
RESOURCE MANAGEMENT.

SEPTEMBER 2022

i
 DECLARATION
To the best of our knowledge, no portion of this dissertation has been submitted for the award
of a degree at the university or in a different institution, except for the papers cited in it. It is
also our original work, and the conclusions are the outcome of independent research.
Therefore, we take complete ownership of everything in this dissertation.

NAME ID SIGNATURE

JAMILU NURUDEEN BCM/0158/18

REHAN IDDRISU YAKUBU BCM/0049/18

ADAM RAYAN ABDULLAHI BCM/0055/18

AMPOMAH ELLEN BCM/0045/18

DATE…………………………….

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 CERTIFICATION

I hereby attest that the supervision of this thesis followed the guidelines established by the
University.

………………………………. ………………..

DR. KALEEM MUSAH DATE

(SUPERVISOR)

DEDICATION

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We dedicate this research to the Supreme Allah/God for providing us with the strength,
health, intelligence, and guidance necessary to complete this study, as well as to our families
for their unwavering support and encouragement throughout our studies.

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 ACKNOWLEDGEMENT

Without the help and support of many people, we would not have been successful in
completing this study. First and foremost, we want to express our gratitude to the Almighty
God for knowledge and wisdom and for providing for us throughout our lives. We sincerely
appreciate Dr. Khaleem, our supervisor. We would not have been able to finish our research
without his direction, tremendous assistance, helpful recommendations, and encouragement.

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 TABLE OF CONTENT
DECLARATION....................................................................................................................ii

DEDICATION..........................................................................................................................iv

ACKNOWLEDGEMENT.....................................................................................................v

ABSTRACT.........................................................................................................................xii

CHAPTER 1...............................................................................................................................1

INTRODUCTION......................................................................................................................1

1.1 Background to the Study......................................................................................................1

1.2 Statement of the Problem.................................................................................................2

1.3 Objectives of the Study....................................................................................................2

1.4 Research Questions..........................................................................................................3

1.5 The Importance of the Study............................................................................................3

1.6 Scope of the Study...........................................................................................................3

1.7 Background of the Organization......................................................................................4

1.8 The Study of the Organization.........................................................................................4

CHAPTER TWO........................................................................................................................5

LITERATURE REVIEW...........................................................................................................5

2.1 The Concept of Employee Retention...............................................................................5

2.2 Training and Development...............................................................................................6

2.3 Importance of Training and Development on Employee Retention.................................8

2.4.1 The Social Exchange Theory....................................................................................9

2.4.2 Herzberg’s Motivation Theory..................................................................................9

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 2.4.3 Human Capital Theory............................................................................................10

2.5 Empirical Review...........................................................................................................10

2.6 Relationship between Training and Development and Employee Retention.................10

CHAPTER 3.............................................................................................................................12

3.2 Research Settings...........................................................................................................12

3.4 Target Population...........................................................................................................12

3.5 Sampling Size and Sampling Procedure........................................................................13

3.6 Data Collection Method.................................................................................................13

3.7 Data Preparation and Analysis of Data..........................................................................13

CHAPTER 4.............................................................................................................................16

PRESENTATION OF FINDINGS...........................................................................................16

4.2 Age distribution of Respondents....................................................................................16

4.5 Job Position of respondents............................................................................................18

4.6 Years of Service in the Organization..............................................................................18

4.8 Participation in Training.................................................................................................19

4.9 Selection for Training.....................................................................................................19

4.12 Respondents’ opinion on the planned and systematic nature of training at Access Bank

(Ghana) Limited...................................................................................................................20

4.13 Effects of training on employee performance..............................................................21

4.15 Training and employee performance............................................................................22

CHAPTER 5.............................................................................................................................23

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ANALYSIS OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS................23

5.2 Analysis of Findings......................................................................................................23

5.2.2 Training objectives at the Access Bank branch in Wa.................................................23

5.3 Selection for training......................................................................................................24

5.4 Objectives of Training....................................................................................................24

5.5 Effects of training on employees' performance..............................................................25

5.6 Conclusion......................................................................................................................25

5.7 Recommendations.........................................................................................................26

REFRENCES:......................................................................................................................28

APPENDIX..........................................................................................................................31

SECTION B: THE MOTIVATIONAL FACTORS..........................................................32

SECTION C: THE MAIN RETENTION FACTORS......................................................33

SECTION D: ENVIRONMENT THAT BREEDS TURNOVER....................................34

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 LIST OF TABLES
Table 1: Years of Service in the Organization..........................................................................18

Table 2: Respondents’ opinion on the planned and systematic nature of training at Access

Bank (Ghana) Limited..............................................................................................................20

Table 3: Motivation through training.......................................................................................21

LIST OF FIGURES
Figure 1: Educational Background...........................................................................................17

ix
x
 LIST OF ACRONYMS

IPO Initial Public Offering

IT Information Technology

RQ Research Question

UK United Kingdom

xi
 ABSTRACT

Any organization's human resources are valuable resources. Therefore, firms need to retain
experienced and skilled staff for a long time in addition to attracting them. The research done
to discover and investigate the connection between employee training and development and
employee retention is reviewed in this paper. Training and development are crucial
components of improving organizational performance and are regarded as the main objective
to affect employee retention. However, because some managers view training and
development as an expensive risk, there is not enough investment in training procedures.
Since employee training and development is the most effective method of retaining
employees, this study extensively examined the effect of training on employee retention
based on the Human Capital Theory, Social Exchange Theory, and Herzberg's theory. The
study's focus is on the impact of training and development on employee retention. To gather
data for the study, employees in Access bank Wa, Ghana participated in a field study using a
questionnaire method. The Microsoft Excel computer software was employed to compute,
analyze, and analyze data by determining potential frequencies and percentages. The results
of this study demonstrate a positive relationship between the training and development
program's influence and organizational commitment, job involvement, and job satisfaction.

Keywords: Employee retention, Training and Development, Bank, Organizational

commitment, Job involvement, and job satisfaction.

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 CHAPTER 1

INTRODUCTION

1.1 Background to the Study

Over time, fierce competition among various organizations has compelled corporate
management to strategically align its human resource to achieve organizational goals
(Hamadamin & Atan, 2019). It is obvious how crucial training and development are given the
complexity of the workplace, organizational change that is happening swiftly, and
technological growth, among other things (Hamadamin & Atan, 2019). Members of an
organization who take part in training and development are more likely to be given the
knowledge and skills needed to do their tasks competently, take on new responsibilities, and
adapt to changing circumstances.

The experience of people in training and development in the Ghanaian public sector has been
more of a fraud and waste, despite management professionals and the government
acknowledging the benefits of training and development in white papers on numerous
reforms in Ghana (Hamadamin & Atan, 2019). There has historically been widespread
opposition to investing in training and development in the public service due to the
requirement that individuals hired through a merit system be presumed to be competent, that
they were already trained for their jobs, and that if this was not the case, it was at
fault(Alzyoud, 2018) The world around, employee retention is prioritized as being extremely
important.

Most firms are judged according to their turnover rate. The effectiveness of an organization is
impacted by turnover rates. By providing extraordinary settings that improve each employee's
performance, a company can reduce turnover and keep its competent employees
(Hamadamin & Atan, 2019). Training and development are two of the most important factors
in maintaining employees in these firms. This study can help organizations with high staff
turnover rates by identifying the factors that affect retention or the effect that training and
development have on retention(Hassan et al., 2013).

Businesses are working hard to create the finest plan they can to raise the retention rate and
decrease turnover in the highly competitive market of today.

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Organizations have acknowledged that employees can obtain a competitive advantage.
Effective retention strategies are essential, and many are developed with employee training
and development as well as compensation in mind. Organizations are not interested in
providing generalized training and development(Ahmad, 2014). They place a strong
emphasis on specialized training and technological improvements that are relevant to a
particular job and make the staff unsuitable for use by rivals. They are making it harder for
employees to switch jobs or industries. While some companies seek to increase the
specialization rather than the generalization of their workforce, other companies consider
training and development as an investment in their employees and anticipate a return in the
form of staff loyalty and retention (Abdul kadir et al 2012).

1.2 Statement of the Problem

High labor turnover costs the company more in recruitment and selection costs, slows down
service delivery, and lowers employee morale. In today's competitive economy, these
behaviors make it harder for organizations to retain talented employees, which has a
substantial influence on their ability to thrive, according to Kabungaidze et al. (2013).
Additionally, it appears that there is a hazy relationship between training and development
and employee retention, as shown by the fact that the bulk of studies on the topic have
yielded contradictory results (Coetzee and Schreuder 2013; Terera and Ngirande 2014).

Even though numerous studies have been conducted on the impact of training and
development in organizations, not enough research has been done in higher education
institutions to provide empirical support for the impact of training and development on
attitudinal factors like organizational commitment and employee retention, especially among
administrative staff in higher education institutions.

The purpose of the study is to determine how employee development and training impact
retention.

1.3 Objectives of the Study

The main objective of the study is to assess how training and development impact employee
retention in a company. The following are the study's precise objectives:

1. Identify the training and development program at Access Bank

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2. To identify how training and development affect Access bank ability to retain employees

3. To identify how management rewards and incentives influence employee retention.

1.4 Research Questions

To give guidance and aid in achieving the study's objectives, the following research questions
will be used:

RQ1. How do training and development affect Access Bank ability to retain employees?

RQ2. How does management rewards and incentives affect employee retention

RQ3. What are the training and development program at Access bank

1.5 The Importance of the Study

The study's justification of the need of training and development activities will be helpful to
businesses. They will also be able to organize their training and development programs more
effectively so that they help the workforce become more productive and reduce employee
turnover. As a result, there is also a guarantee of a pool of skilled employees that can be
employed for national prosperity. The effectiveness of the workforce has a big impact on the
business's performance. If the workforce is efficient, the company's productivity will rise.
Businesses may generate more as they get more proficient at what they do, which would help
the economy. They can grow and hire more employees, which lowers the unemployment rate.
Better-performing businesses are better able to compete, which supports a robust economy.

The study will be very helpful to student researchers who wish to understand more about the
impact that training and development has had on employees' overall performance across
various organizations. These students will utilize the study as a reference, and as a result, they
might further comprehend the recommendations and conclusions, resulting in the creation of
an empirical literature for them.

1.6 Scope of the Study

The study's focus is on how training and development affect Access Bank Ghana employees'
performance, with a concentration on the Wa, Upper West Region, branch office. The branch
office, where a big workforce works, is an important location for Access Bank.

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1.7 Background of the Organization
A well-deserved reputation for being a customer-focused, business-friendly, and socially
conscious bank has been built by Access Bank. The offering of superior financial goods and
packages, as well as the quality-of-service delivery, have significantly improved in Ghana's
banking and financial services during the past few decades. The Access Bank Group, which
operates in twenty (20) countries in Africa and twelve (12) more countries worldwide,
includes Access Bank Ghana as a member. It joined one of Ghana's first tire banks in 2009.
Access Bank Ghana launched its operations in 2009 with GHS 80 million as its founding
capital. In March 2017, the Ghanaian division of Access Bank Group successfully concluded
its initial public offering (IPO), raising $6 million by selling a 6% ownership. Access Bank
Ghana launched its operations in 2009 with GHS 80 million as its founding capital. In March
2017, the Ghanaian division of Access Bank Group successfully concluded its initial public
offering (IPO), raising $6 million by selling a 6% ownership. Access Bank Ghana launched
its operations in 2009 with GHS 80 million as its founding capital. In March 2017, the
Ghanaian division of Access Bank Group successfully concluded its initial public offering
(IPO), raising $6 million by selling a 6% ownership.

1.8 The Study of the Organization

This work is divided into five chapters. The backdrop of the study, the problem statement, the
research aims and questions, the relevance and scope of the investigation, the history of the
organization, and the study's organization are all included in the first chapter. Chapter 2
provides a review of relevant literature. Chapter three covers the research design, sample size,
population and sampling procedures, data analysis, and chapter summary. Chapter four
analyzes, presents, and discusses the research findings. The study's conclusions, suggestions,
and limitations are provided in chapter five.

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 CHAPTER TWO

LITERATURE REVIEW
2.1 The Concept of Employee Retention
The practices and strategies that firms utilize to keep a trained staff in order to comply with
regulatory obligations are among the often used definitions of employee retention
(rengamani, 2018). Retention can be defined as the capacity to retain desired employees for a
longer period of time than your rivals(Biason et al., 2020) Employers must take a number of
steps to motivate staff to commit to, identify with, and support the business). According to
Ben-Bakr, Al-Shammari, Jefri, and Prasad (1994), businesses can prevent company instability
by keeping talented workers. In regards to employee retention, (Nasir et al., 2019) reiterates
the idea that happy and fulfilled workers are more committed to their work and constantly
make an attempt to increase organizational customers' happiness. If firms adopt and put into
practice effective employee retention methods, researchers like Taplin, interton, and
Winterton (2005), Amadasu (2003), and(Abba, 2018) have found that employees will
undoubtedly stay and strive towards the success and completion of organizational goals.
Action and (Abba, 2018) emphasize that while keeping people on board is critical, keeping
hold of their highly valued abilities is even more crucial. The human resource department,
according to the study, is vital to keeping personnel.

(Abba, 2018)who conducted research in the IT sector to understand the retention strategies
employed and the retention rates in the IT (Information Technology) industry, identified five
main retention strategies: compensation, organizational environment, opportunities for
advancement, relationships, and job security. This study discussed various strategies to
improve employee retention. Oladapo (2014) discovered that the high turnover rate in the IT
sector is caused by poor growth criteria, unhealthy relationships, work stress, and inadequate
supervision. As a result, many businesses used retention methods, such as flawless
communications, to lower this turnover. Knowing an employee's expectations, needs, and
reword system depends on performance, so the researcher conducted an exploratory study to
determine how training, organizational environment, and culture, as well as job factors, affect
both voluntary and involuntary turnover. The study's findings confirmed that all prior factors
have a significant impact on involuntary turnover, so it advised to all managers to make sure
that retention strategies reduce turnover.

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According to (Abba, 2018) having a strategic plan that focuses on staff retention from the
firm's vision, values, and operational policies onward should be the top priority for any
organization, In order to successfully maintain employee retention, they recommend four
strategies: effective communication, a diverse workforce, hiring skilled workers, and
development and training programs. They believe that effective communication influences
employee commitment to the organization's vision and values. Next, they recommend paying
more attention to the workforce's diversity while accurately choosing the right man for the
job. Finally, they recommend effective training. They believe that this strategy will result in
happier employees and a more favorable work atmosphere. Focusing on the more successful
strategies that affect employee retention. (Hassan et al., 2013) discussed each strategy's
importance and how to implement it within the organization using a strategic plan. They
attempted to create a new culture within the organization that depends on the value of
employee retention and enables the company and its employees to benefit from it as
stakeholders.

In his research in the UK, Cascio (2015) chose a sample of top-level managers and attempted
to identify employee retention dimensions in the IT industry. He discovered that job
satisfaction, employee engagement, flexible growth, and motivation all significantly affect
the rate of retention and suggested that the most effective one was employee engagement
because it influences an employee's decision to leave the company.

2.2 Training and Development

Training is one of the most crucial aspects of human resource management. Training is
defined as "a structured activity focused on transmitting information and/or instructions to
improve the recipient's performance or to assist him or her acquire a required level of
knowledge or ability" by Business Dictionary (training, n.d.). Training at its best is a set of
processes aimed at continuously enlightening employees’ knowledge and skills as well as
organizational systems, and this includes the training itself (Kanapathipillai & Azam, 2020).
Training is the process of imparting necessary knowledge, programming behavior, and
making people aware of guidelines for appropriate behavior so they can successfully
complete their tasks (What is Human Resources.com, n.d.). Since it increases the
effectiveness of people, groups, and organizations, training is concentrated on enhancing the
abilities needed to achieve organizational goals (Elnaga & Imran, 2013). (Jehanzeb & Bashir,

6
2013). According to Scott Brum (2007), personnel who receive more training exhibit greater
levels of dedication as compared to others. According to Danlami Sani Abdul kadir et al.
(2012), training is an investment in which the firm pays the full cost of educating workers
and then expects a return in the form of dedication and employee retention. When employees
see training as an investment and are compelled to give back to the company, it increases
commitment and retention rates. John Bouris, Alexandros G. Sahinidis (2007) Employee skill
development is a long-term investment, according to training. Training serves as a tool to
prepare workers for possible impacts from competitive forces rather than to polish workers'
existing skills. This type of training increases dedication and makes workers believe that the
company is creating opportunities for our achievement.

Dysvik as well as B. Kuvaas (2008) through training and development, an organization and
its personnel can form a social bond. This social connection fosters a sense of commitment,
which ties the employee to the company for a longer period. Due to the provision of training,
there is a social interchange between the company and the employees. Al Damoe, Fathi
Mohamed Abdul, and others (2012) through training and development, it is possible to
improve employee commitment, retention, and satisfaction, among other intangible benefits.
The common opinion in these publications is that HR managers should consider a wide range
of factors when creating retention strategies, as some employees prefer skill-upgrading
opportunities overcompensation.

In his study, Chen (2014) concentrated on the variables that affect employee retention and
divided them into two categories: external and internal variables. Although the employer has
no control over external factors, training is recognized as a method of retaining employees for
a long time. As a result, the employer assumes that training is beneficial for both employees
and the business because employees who lack training are more likely to leave their jobs and
look for employment elsewhere. The researcher so questioned why the company does not
invest in training. However, Cloutier et al. (2015) advised employers to consider long-term
investments in training that should be formal, job-related, and accessible to all employees.
These investments result in more devoted workers, higher productivity, and lower turnover,
giving the company a significant competitive advantage and solid financial position.

However, development is the process of preparing for upcoming employment (Gravan,

1997). Training must be need-based, so the company must first determine whether training is
necessary or not. To do this, a thorough assessment of the training is needed that explains

7
why and where it is needed (Al-Khayyat, 1998) and carefully examines which employees
need training and who should be trained for development purposes (Frank and Jaffee, 1995;
Murk et al., 2000).

Griffeth et al. (2000) and Deckop et al. (2006) claim that development lowers the rate of staff
turnover. In addition to decreasing absenteeism, advancement possibilities also boost
employee dedication and happiness, which aids in lowering turnover. The development of
staff management abilities is greatly aided by organizational programs, employment
difficulties, and mentorship (Burke et al., 1998). Opportunities for growth assist staff to deal
with challenges at work and increase the likelihood that they will keep their current position
(Deckop et al., 2006). Due to the numerous types of training provided to employees, such as
on-the-job training, vocational training, general and specialty training, etc., training is an
important component of various HRM strategies that are utilized for employee growth and
retention (Hocquet, 1999; Ranger, 2002).

2.3 Importance of Training and Development on Employee Retention

Organizing training programs for workers while they are on the job enhances their abilities
(Hanaysha & Tahir, 2016). This is training during a job prepares employees to handle
challenges in the future (Khan & Aleem, 2014). Additionally, training programs during a
job give employees the skills to adapt to a new technology, which consequently increases
their efficiency.

2.4 Theoretical Review

This research includes theories that have been used to describe the theoretical framework
linking training and development and employee retention.

Maslow's theory of hierarchical needs is based on the idea that everyone has needs, and that
those needs will be satisfied by meeting the minimal requirements before the higher
requirements may be satisfied (Alrazehi & Noor Aina Amirah, 2020). High-level needs
include the need for self-realization, which denotes the chance to take advantage of
possibilities for training and development to realize one's potential to develop into a
distinctive person (Baron, 1983) a high level of job satisfaction is achieved when employees

8
believe that their membership in the company meets both their minimal and maximum
demands. It makes sure that the organization retains its workers.

2.4.1 The Social Exchange Theory

The Social Exchange Theory, on the other hand, is founded on the reciprocity principle
(Gouldner, 1960). This theory serves as a theoretical foundation for understanding
organizational relationships (Coyle. & Conway, 2005). The Social Exchange Theory states
that when offered resources and benefits, employees exhibit motivational behavior. As a
result, when a business cares for its employees by providing them with training and
development opportunities, those individuals engage in more engaged behavior at work,
which enhances both job performance and job satisfaction. Through examining the effect of
training and development on job satisfaction as a variable that mediates the relationship on
staff retention in organizations, this reciprocal study explores the relationship that represents
the relative dependency on one another.

2.4.2 Herzberg’s Motivation Theory

Fredrick Herzberg (Kanapathipillai & Azam, 2020) developed a theory that suggests that two
factors cause the employee to stay in his job, which are motivator factors and hygiene factors.
They also defined them as factors leading to employee satisfaction by motivator factors and
others leading to dissatisfaction by hygiene factors. According to (Pallangyo & Hanai, 2020)
the theory, motivator factors that describe the relationship between the worker and his work,
include recognition, achievement, work growth, and advancement. Hygiene factors that
describe the relationship between the worker and work environment to managers and
colleagues, salary, work conditions, and the company's policy(Podojil & Cudlín, 1989).
According to work growth and opportunity for advancement depend on the actual
opportunities gained by employees to experience personal growth and promotion through
learning new skills, professional knowledge, and getting training programs.

Hur (2018) conducted a study to see if Herzberg's two-factor theory held true for managers in
the public sector. The study supports the theory's applicability to public managers and shows
how it aids in inspiring them. Therefore, the theory may be applied in any organization, and
the two components should be combined because they have an impact on one another.

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2.4.3 Human Capital Theory
An economist named Becker (1962), developed the Human Capital Theory. He considered
that in a perfect labor market, general and specific human capital have different effects on
employee retention as general capital, which refers to overall education and practical
experience, decreases employee retention, while specific human capital, which is acquired
through education, training, and experience in a specific context increases employee
retention.

2.5 Empirical Review

Training and development are aspects that have a very essential influence in employee
retention, according to research from many academics (Meyer & Allen, 1992; Solomon,
1992; Snell &Dean, 1992; Arthur, 1994; Snell & Youndt, 1992; Macdiffie, 1995; Delanet and
Huselid, 1996; Ichniowski et al., 1997; Cappelli, 2000; Cole, 2000; Cited in Muhammad,
1997). They claim that these factors can contribute to less absenteeism and higher-quality
work. Investment in staff training and development, according to Messmer (2000), is one of
the key determinants in employee retention. Fitz-enz (1990) also discovered that staff
retention is influenced by training and development. Every organization makes investments
in the form of training and development for those employees who they anticipate will provide
a return on their investment.

Tomlinson (2002) advanced the idea that businesses can maintain a competitive edge by
investing in employee training on the newest technologies. In today's competitive world,
Grag and Rastogi (Dietz & Zwick, 2021) emphasized that employee feedback is crucial for
firms, and the more knowledge an employee gains, the better he or she will perform and meet
the market's difficulties on a global scale. According to,(Abba, 2018)effective innovation and
the assimilation of new knowledge are crucial for surviving in any workplace.

2.6 Relationship between Training and Development and Employee Retention

In a study by Duah and Danso (2017) on the effects of training and development on employee
retention in Ghana's capital bank, information was gathered from a sample of 100 participants
using questionnaires. Most employees, according to his research, claimed that training affects

10
their retention and that it is applicable to their profession, but they also complained about
poor communication, poor compensation, a lack of a career path, and a lack of an appraisal
system. In another study, (Elsafty & Oraby, 2022) found that there are several elements
besides training that might affect employee retention, such as pay for example, that inspire
employees to stay. He also found that training and coaching alone do not affect employee
retention. To accomplish organizational goals, he suggests investing on other factors aside
training and development.

According to (Mózo, 2017) who conducted the investigation, employee training affects their
pay and makes them content with their current position, which improves employee retention
and, in turn, boosts the firm's performance and profitability. At that point, the employee
becomes a key component of the company's competitive advantage. (Elsafty & Oraby, 2022)
also discovered that there are many factors to consider keeping employees, including
development, training, job happiness, and job performance, and that these factors all have a
good impact on youthful employee retention. While it is not possible to generalize the
accuracy of the results to all employee ages, the researchers use a quantitative approach to
test their hypothesis, collecting questionnaire responses from 351 individuals who are all
junior employees. As a result, this study offers a model that enables researchers to
concentrate on the key factors that affect employee retention.

A structured questionnaire was used in a study by (Publication, n.d.). To gather information

from a random sample of different people working at startups in India. There were 270
respondents in the sample. Work satisfaction was revealed to be a mediating element in the
relationship between training and employee retention. In addition, the study found that
training had an impact on job satisfaction (Koteswari et al., 2020). Although training doesn't
directly affect employee retention, it does influence job satisfaction, which raises the
retention rate in the company, along with other aspects like a healthy work environment
(Koteswari et al., 2020). Bediako (2019) discovered that the talents, and team working skills,
in his study on the effects of training on employee retention at a hospital. Therefore, it is
recommended that managers take steps to ensure that a proper training program is conducted
in accordance with employee demands. This will raise productivity, reduce turnover, boost
employee loyalty and morale, and save costs. To identify the employee motivators that have a
favorable effect on employee retention, it is important to conduct an employee needs analysis.
Each year, training requirements should be the focus of this ongoing effort to improve. The
following training competencies—leadership skills, communication skills, problem-solving

11
abilities, interpersonal skills, and customer service competencies—have a beneficial impact
on employee retention.

CHAPTER 3
RESEARCH METHODOLOGY
3.1 Introduction
Research methodology is a systematic approach of solving a problem.  In essence, it refers to
the processes used by researchers to describe, clarify, and predict occurrences. It offers a
research's work schedule. The procedures that the researcher used to conduct the study are
covered in this chapter. Topics covered include the research settings, research design, target
population and sampling methods, data collection methods, data preparations and analysis
techniques and ethical considerations and study limitations

3.2 Research Settings

This study was conducted in Wa in the Upper West Region of Ghana. To gather the
necessary information to answer the research question, the researcher selected Access Bank,
Wa branch. Participants in this study are employees of Access bank.

3.3 Research Approach/Design

The goal of this study was to clarify how training and development affects employee
retention. This study adopted the quantitative research method. The quantitative method
involved data collection, presentation, and analysis using frequency tables; it was used to
investigate the effect of training and development on employee retention in the Access Bank
Wa Branch. This was since the survey included a variety of respondents who were carefully
chosen from the bank's various departments. These divisions consist of the marketing and
sales, IT, treasury, HR, and operations departments.

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3.4 Target Population
The target population for this study consists of several categories of Access Bank employees
who work in Wa, Ghana. Officers, middle-level employees, and top-level employees who
worked for the bank made up the target respondents.

3.5 Sampling Size and Sampling Procedure

The total sample size was 22 part time and full time male and female employees, with 14
personnel from middle management and 8 from top level management. The age was from 24
years to 55 years. Even though a lot more employees should have been included in the study,
a size of 22 was chosen due to time and budgetary restrictions. To ensure that each Access
bank, Wa employee has an opportunity to participate, a probability and simple random
sampling method is used. This is since every employee of Access bank would have had the
opportunity to participate in training and development in some way. This method would
assist in achieving the goal of the study. Participants will be chosen at random, and everyone
will have the chance to take part willingly under ethical conditions. The participants were
given the printed questionnaire by hand. A practical and appropriate methodological
approach, the rationale of great sample sizes, a strategy for collecting data, and other essential
areas mentioned above are addressed in the chapter's conclusion.

3.6 Data Collection Method

The data collection method adopted in the study was the administering of questionnaires. The
questionnaire comprised of 10 questions, including 6 on the training and development, and
4 on the retention. Employees were asked questions using a 5-point Likert scale. 22 of the
sampled 30 employees filled up and returned the questionnaire. The employees, the human
resources manager, and the finance manager all completed questionnaires that served as the
primary source of data. These questionnaires provided Information on training programs and
the bank's performance.

3.7 Data Preparation and Analysis of Data

Our ability to obtain accurate results was aided using the questionnaire results that enabled
inaccuracies to be removed. The reader was able to grasp the results by looking at the tables

13
in which the results from the primary and secondary data were presented using frequencies
and percentages. To cite the precise response of the respondents, statistical techniques and
storytelling were also applied. By describing, clarifying, and examining phenomenal in their
original contexts without alteration, qualitative data was gathered and evaluated in text form.
To compute, analyses, and analyze data by determining potential frequencies and
percentages, the Microsoft Excel computer software was employed.

3.8 Analysis of Quantitative Data

When the surveys arrived, they were manually edited to remove mistakes. I was able to
clearly see the different responses and the importance of each interpretation thanks to
tabulation, which was done after editing and coding. The tabulation of statistics used to
analyze and moderate the findings of the qualitative data included frequencies and
percentages.

Utilizing statistical software like Microsoft Excel, frequency tables, graphs, and charts helped
portray the collected data in a way that was concise and easy to understand.

3.9 Ethical Considerations

The obligation of researchers to be truthful and considerate to everyone who will be impacted
by their research projects or publications of their findings is known as ethics in research
(MENSAH, 2014). Gaining respondents' trust and their readiness to support the researcher's
role is a positive step, but any research must be guided by the realization of the applicability
of ethical norms (MENSAH, 2014). The researcher requested an introductory letter from the
School of Business at the University for Development Studies, and this letter was sent to the
office of the chosen bank to verify that ethical standards were observed. When the researcher
requested appointments with the chosen bank for the study, it also functioned as
identification. Data were collected in Wa, Ghana. Regarding matters like informed
permission, confidentiality, privacy, and anonymity, this study upheld the highest ethical
standards. The necessary information was provided to the participants, who were then free to
decide whether to participate on their own. Additionally, the data was only used for the
intended function. The sampled population was then asked to complete questionnaires on
their own.

14
3.10 Limitations of the Study

Every research project has its own constraints, regardless of whether it is focused on
sociology or any other field of study. It can be because the researcher was unable to
comprehensively examine every angle of a certain area in one fine study (Mózo, 2017). My
challenge was the responders' scant willingness to cooperate. They didn't have much time and
weren't very interested in delivering the information that was needed, which was the cause of
the situation.

However, after clearly explaining the study's objective to the target respondents, who were
subsequently persuaded to participate in the study, the researchers received the data they were
looking for Due to a time and money crunch, I was unable to conduct a thorough
investigation. However, I was able to complete my research efficiently by securing adequate
time and money from family and relatives, which allowed me to address the problem.

Time was wasted due to respondents' tardiness in completing questionnaires. This prevented
the research report from moving forward and caused it to be completed later than planned. To
avoid this, it was persuaded that even though some respondents might not be in their offices,
they should nonetheless answer quickly.

15
 CHAPTER 4

PRESENTATION OF FINDINGS
4.1 Introduction

In this section, the survey's results will be presented together with a succinct analysis of the
data using the statistical tools and techniques used for data analysis.

Limitations in the data collection process included issues including secrecy and respondents'
lack of interest. Since the bank is a formal institution, the head management of the bank had
to sign off on the letter of approval for the survey to be conducted. Because of this, it took a
while before clearance was given for the survey to be conducted. Eight respondents did not
complete the survey. The reasons stated included a lack of time due to a busy work schedule
or the questionnaires not arriving on time.

Even though the sample size selected was somewhat modest, given the number of Access
Bank workers, it had to be utilized to guarantee that at least some data could be gathered on
time to guarantee the timely presentation of the paper. The eight unanswered questionnaires
further lower the number of responders, which lowers the quality of the data collected.

The corporation said they could not share any information on the annual headcount since it
was confidential and refused to give any information about it.

4.2 Age distribution of Respondents

The respondents' ages ranged from 26 to 55 years old. It demonstrates that none of the 22
responses fit into the brackets of 56–59 and 18–25 years old. 13 respondents—or 59.1%—
were between the ages of 26 and 35. Ages 36 to 45 were represented by 5 respondents or
22.72%. The final four respondents, who made up 18.18% of the total respondents, were aged
46 to 55. The fact that respondents in the age ranges of 18 to 25 and 56 to 59 were

16
underrepresented does not imply that the bank does not employ people in those ranges; rather,
it just indicates that those employees were not available to complete the survey.

4.3 Gender of Respondents

13 of the 22 responders, or 59.1% of the total, were men, and 9 were women or 40.9% of the
total. This demonstrates that men made up most of the replies. After speaking with a couple
of the staff, I learned that the situation in the bank is consistent with the statistics above. The
bank currently has more male workers than female ones.

4.4 Educational Background of Respondents

Figure 1: Educational Background

Percentage Frequency
Advanced Level 0% 0
Higher National 0% 0
Degree
First Degree 63.64% 14
Master’s Degree 9.09% 2

17
 Respondents with 18.18% 4
more than one
Others 9.09% 2

Source: Field data September 2022

The x-axis represents the frequency and the y-axis respondents

From the table above, nearly one-fourth (63.64%) of the respondents have a first degree, two
have master's degrees, four have multiple degrees, and two have other types of credentials in
addition to a first or masters. This leads to the conclusion that a first degree is a minimum
requirement for employment in a medium or upper-level position in a bank.

4.5 Job Position of respondents

The study only looked at the bank's upper and middle management, including the managers
of finance and human resources. There were 16 respondents from middle management or
72.73%, and there were 6 respondents from top management or 27.27%. The study reveals
that a greater percentage of the responses came from middle-level management. It follows
that Access Bank (Ghana) Limited is made up of employees in a variety of roles who are all
committed to achieving the organization's objectives.

4.6 Years of Service in the Organization

Table 1: Years of Service in the Organization

YEARS OF SERVICE FREQUENCY PERCENTAGE

1–3 5 22.73%

4–5 10 45.45%

6-9 7 31.82%

18
 10 – 12 0 0%

TOTAL 22 100%

Source: Field data September 2022

The respondents have worked for Access Bank (Ghana) Limited for between one and nine
years, according to the table above. Respondents with a service length of 4-5 years, or
45.45%, made up the majority, while respondents with a service length of 6–9 years came in
second, with a frequency of 7 respondents, or 31.82%. The remaining respondents (22.73%)
have five or more years of service. However, none of the respondents had between 10 and 12
years of bank experience.

4.7 Respondents’ awareness of training programs

The training programs at Access Bank are all known to the respondents who took part in the
survey. Thus, 22 people responded "YES," or 100%, while 0 people said "NO," or 0%. The
fact that every respondent was aware of the institution's training programs suggests that they
are well advertised. This is a crucial first step in the creation of a successful program.

4.8 Participation in Training

All the respondents have taken part in training of some kind. 100% of the 22 responders, or
all of them, have taken part in training programs. Thus, regardless of the number of years
spent working for the institution, we can draw the conclusion that someone has probably
undergone training.

4.9 Selection for Training

The Human Resource Manager made the training option, according to all 22 responders.

4.10 Knowledge of training objectives among respondents

19
All 22 respondents stated that one of the goals of the bank's training initiatives was to
enhance employee performance while also assisting in the development of new abilities.
However, of the 22, six stated that training was intended to help with promotions, provide
knowledge of industry advancements, and provide staff members a chance to come up with
ideas for bank-related tactics.

4.11 Type of Training Received

Most training, according to 22 respondents, is done internally. All employees receive regular
job and career development training, and new hires do attend orientation training.

4.12 Respondents’ opinion on the planned and systematic nature of training at Access
Bank (Ghana) Limited

Table 2: Respondents’ opinion on the planned and systematic nature of training at

Access Bank (Ghana) Limited

RESPONSE FREQUENCY PERCENTAGE

YES 20 90.90

NO 0 0

NOT SURE 2 9.1

TOTAL 22 100%

Source: Field data September 2022

The table shows that 20 respondents, or 90.90%, agreed that training at Access Bank is
planned and systematic, while 2 respondents, or 9.1%, said they were unsure, and no
respondents said they disagreed. A training program's creators may attest to having carefully
crafted it to achieve their goals. However, when other participants have the same opinion, it
confirms the program's efficacy. However, the program is not ideal because some participants

20
were unsure. To build on their previous triumphs, developers must first understand why some
participants hold this opinion.

4.13 Effects of training on employee performance

Motivation through training

Table 3: Motivation through training

RESPONSE FREQUENCY PERCENTAGE

YES 18 82

NO 4 18

TOTAL 22 100%

Source: Field data September 2022

The table above demonstrates that most respondents—18, or 82% of the total—feel
motivated by the bank's training initiatives, as opposed to the remaining four respondents, or
18% of the total—who do not. Even though the 4 who don't feel inspired are few compared to
the motivated, it can still have a big impact on the firm because each employee's fervor and
work ethic helps the bank develop. According to the supporting study, focus, initiative, and
ambition can all be used to gauge an employee's performance. Focus and a will to accomplish
and excel are produced by motivation.

4.14 Possibility for growth personally

Even if some of the employees claimed the training activities didn't encourage them, they all
said they had learned something because of the training. This demonstrates that workers are

21
given the necessary training to support the expansion of the company. The effectiveness of
the training programs is demonstrated by the fact that every employee could articulate how
the training has impacted them. There are goals associated with training, and it shows how
well-structured the program is if participants can name the goals and explain how they have
been reached.

4.15 Training and employee performance

4. 15.1 Respondents’ opinion of the effect of training on employee performance

The response of respondents regarding how training affects employee performance may be
summed up as improving skills, acquiring new knowledge, increasing efficiency, and
improving performance. According to De Cenzo and Robbins (1996), "training is primarily a
learning event, which seeks a somewhat permanent change in an individual," this agrees with
their assertion. Talents, knowledge, attitudes, or social behavior of an individual."

4.16 The respondents' perceptions on how training affects the bank's expansion

Again, every respondent believes that their training has given them the skills necessary to
contribute to the development of the bank. This demonstrates the importance of staff training
in achieving the bank's growth goals while also enhancing workers' abilities and performance.

22
 CHAPTER 5
ANALYSIS OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction

This chapter will provide a complete analysis of the findings, conclusions, and
recommendations to meet the research questions. It starts off by going over the research
questions, then moves on to a conclusion based on an examination of the data, followed by
some recommendations.(Chanie, 2017) The survey involved 22 employees from the Access
Bank Wa Branch. There were 22 replies in total, 13 of whom were men, and 9 of them were
women. This information is in line with how the bank is currently portraying itself. However,
there was no discernible trend in any of the two groups' responses. Both kinds of respondents
provided the same answers to the questionnaire's questions.

The researcher did, however, predict that the reactions from the upper-level management and
intermediate level management both participated in internal training. It's possible that
intermediate level management respondents received a wider range of training than top level
management.

5.2 Analysis of Findings

5.2.1 Involvement of Access Bank Wa Branch in training activities

Access Bank Ghana became operational in 2009 according to the data gathered, Access Bank
started giving its training program. Since then, training has continued. The majority of the
personnel has taken some sort of training.(Report, 2020)

23
Early in the 1990s, the proponents—the Government of Ghana (GOG), SSNIT, and Merchant
Bank (Gh) Ltd—realized that training could be used to orient recently hired workers as well
as increase current employees' productivity and performance.

5.2.2 Training objectives at the Access Bank branch in Wa

The training and development programs offered by Access Bank Wa Branch are intended to
boost both individual and organizational performance, claims the report. The literature
analysis, however, shows that improving employees' knowledge and skills is the main
objective of training.

According to the human resource manager, training is given to employees at the Access Bank
Wa Branch to improve their skills, abilities, attitudes, and confidence. The ultimate objective
is to improve corporate and individual performance, though. As a result, it is clear from the
several pieces of literature reviewed that the objective of training at the Access Bank Wa
Branch is congruent with the general objective of training.

5.3 Selection for training

Since the bank's inception, training has been a feature of Access Bank Wa Branch.
Furthermore, it is evident from the responses in the table that each respondent has engaged in
some form of training at the bank. However, it is essential that staff be selected once each
employee's needs have been established. This section explains how the respondents were
picked to take part in training sessions. Based on the investigation, the human resource
manager selected the trainee prospects. The employees believed that their names were picked
for training as and when the human resources division determined that each person needed to
increase their knowledge to meet standards, modifications, and acquire more diverse skills to
support the development of the bank. This demonstrates a function of the program's
architecture.

5.4 Objectives of Training

Employees who take part in training must be aware of the objectives of each program they
attend. If employees understand why they are receiving training, they will be more attentive

24
and able to appreciate the program. The expansion of the bank will have long-term
repercussions as well, including longer workweeks and improved profitability.

According to the human resource manager, employees will be able to operate more
productively because of their training if they improve their performance, gain new skills,
fulfill industry requirements for the banking sector, and enroll in refresher courses to review
processes and procedures. The goals are to improve their performance and give them the
chance to pick up new abilities, which was also supported by the respondents, who all stated
that this is the case. 22 people were interviewed, and some of them mentioned that the
training sessions would provide them the chance to strategize for the bank, teach them about
recent advancements in the industry, and allow them to take on more responsibility after
receiving a promotion.

5.5 Effects of training on employees' performance

Employees are more motivated to perform well in their work when they feel that their
employers are concerned about their welfare.(Chanie, 2017) However, employers can alter
their tactics, for example, by providing training, to make workers feel this way. When their
employers adopt training programs for them, the employees are motivated to produce better
work because they are aware of their employers' desire to see them grow. Therefore, the poll
asked participants if they were inspired by and satisfied with the training program offered by
the bank.

The results show that most respondents are excited about and satisfied with the training
programs the bank offers. The bank's training activities must inspire and satisfy the
workforce if they are to be successful. This enables them to diligently work toward achieving
the bank's mission, corporate objectives, and guiding values. Their morale will rise if they are
inspired.

5.6 Conclusion
Due to employees' improved performance and potential because of the training and
development program, the organization will become more effective. The impact of training
and development and workers' attitudes about it at the Access bank Wa Branch are assessed
using a framework in this study. The outcomes also demonstrate a positive relationship
between the training and development program's influence and the organizational

25
commitment, job involvement, and job satisfaction dimensions among the sales employees at
Access Bank Wa Branch.

Employee retention depends on organizational commitment and job happiness. When

employees are content with their work, they are motivated to stay with the organization and
are hesitant to leave their current place of employment.(Study et al., 2019) This greater
commitment will also aid employees in improving their job-related skills. According to this
study, training and development at the Access Bank Wa Branch have positive psychological
impacts that are advantageous to both the organization and the employee's overall
development.(Study et al., 2019)

A new advancement in organizational and industrial psychology was made because of the
findings of the literature review and empirical study, with an emphasis on understanding the
practices that motivate workers to stay with their employers for a longer amount of time. The
literature review also provided fresh perspectives on how to conceptualize the developments
that are pertinent to studies on job embedding, employee empowerment, and training and
development. It also suggested possible connections between these distinctions and the
contrasts between demographic groups regarding these developments, as well as contrasts
regarding employee intention to stay with or leave the company.

The outcomes comprised the likelihood of training and development, worker bolstering, and
authoritative occupation embedding disclosing representative aim to remain or leave.(Study
et al., 2019) The results of the experimental study also point to a connection between the
applicability of the constructions used in this investigation and the possibility that employees'
expectations of their continued employment with the company may be affected by their
performance in a more entrenched organizational role. The management of the Access Bank
Wa Branch should place a high priority on personnel development and training to build a
more deeply entrenched workforce.

This study demonstrates the probability of variations in employee empowerment,

organizational connections, community connections, training and development,
organizational job embedding, and demographic groups. Given the circumstances
surrounding the activities of the Access Bank Wa Branch, this discovery is especially
important.

26
5.7 Recommendations
1. The Access Bank Wa Branch's current internal training program is effective; however, the
company could also consider allowing employees to further their studies to improve their
qualifications.

2. The Access Bank Wa Branch should keep up its internal program and undertake regular
evaluations to assess its effectiveness, the degree to which it is certain that the program
satisfies the needs of its staff, and the program's alignment with current trends.

3. Access Bank Wa Branch's top management needs to be ready to offer constant support to
all departments, including accounting and auditing, to achieve good financial performance.

4. Without moral, social, mental, and technical support from senior management, the
organization's performance would suffer.

27
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 APPENDIX

UNIVERSITY FOR DEVELOPMENT STUDIES

Questionnaire for Employees of Access Bank (Ghana) Limited

Dear Participant,

As part of the requirements for the Bachelor of Commerce in Human Resources degree, we
are University for Development Studies (Wa) final-year students who are completing a thesis
titled "Impact of Training and Development on Employee Retention: A Case Study of Access
Bank Ghana Limited." The research's findings will be presented to the university as a thesis.
The sources of the information will stay private, and the data will only be utilized for
statistical analysis. As a result, we would really appreciate it if you could take a few minutes
to complete this questionnaire.

NB. All information provided would be handled in the most confidential manner.

31
SECTION A: DEMOGRAPHIC CHARACTERISTICS (please tick [√]) where
appropriate

1. Age [ ] 20– 29 [ ] 30 – 39 [ ] 40 – 49 [ ] 50 +
2. Sex [ ] Male [ ] Female

3. Level of Education
[ ] Secondary
[ ] Diploma / HND
[ ] Degree
[ ] Above degree
4. Employment status
[ ] Full employment
[ ] Part-time
[ ] Contract
[ ] Casual
5. What is your marital status?

Single [ ] Married [ ] Divorced [ ] Widowed [ ]

6. . What is your status or position in this organization?

[ ] Junior Staff
[ ] Senior staff
7. How long have you been working in this organization?
0-5 [ ] 6-10 [ ] 11-20 [ ] 21-30 [ ] Over 30
[ ]

SECTION B: THE MOTIVATIONAL FACTORS

This section contains items that assess the factors which motivate you to remain on the job.
Please answer all questions and please use the Likert scale below.

1= Not at all important 2= Not very important 3= Neutral 4= Somewhat

important 5= Very important

32
 Level of
No. Questions
Motivation

7 Salary and other fringe benefits 1 2 3 4 5

8 Job security 1 2 3 4 5

9 Relationship with co-workers 1 2 3 4 5

10 Support and guidance from my supervisor 1 2 3 4 5

11 The degree of respect and fair treatment receive 1 2 3 4 5

from my supervisors

12 Optimistic about promotional opportunities 1 2 3 4 5

13 Training and development opportunities 1 2 3 4 5

SECTION C: THE MAIN RETENTION FACTORS

Please rate the following statements on a scale of 1 to 5, where 1 = strongly disagree 2=

disagree 3= neutral 4= agree and 5 = strongly agree.

No. Questions Level of Agreement

Supervisors sit down with employees and discuss

14 their development plans. 1 2 3 4 5

15 Employees are often given the opportunity to 1 2 3 4 5

be part of task groups and assignments outside
their core job responsibilities.
16 Management communicates effectively with 1 2 3 4 5
employees.
17 1 2 3 4 5
There is an environment of openness and trust in
the bank.

33
 Employees in the bank are treated with fairness
18 and respect. 1 2 3 4 5

Supervisors have a style that empowers people to

19 take responsibility and authority. 1 2 3 4 5

20 The bank has a career development program 1 2 3 4 5

that helps employees become more aware of
and responsible for their own career
development.
management spends a good deal of time listening
21 to employees' ideas. 1 2 3 4 5

SECTION D: ENVIRONMENT THAT BREEDS TURNOVER

22. How is the attitude of management towards workers?

Excellent [ ]

Very good [ ]

Good [ ]

Satisfactory [ ]

Poor [ ]

23. What is the system or style of supervision adopted in your organization?

Totalitarianism [ ]

Authoritarianism [ ]

Democratic [ ]

24. Are you satisfied with the supervisory style adopted by your supervisor/manager?
YES NO

34
 25. If yes, please explain your answer
........................................................................................................................ .............................
...........................................................................................
........................................................................................................................

26. If no, please explain your answer

........................................................................................................................ .............................
...........................................................................................
........................................................................................................................

27. How long does it take management to attend to complaints of workers?

a. The same day.
b. Within one week.
c. After a month.
d. They do not respond to complaints.
e. Other.........................................................................................................
28. Are you always satisfied with the responds of management?
YES NO

29. If yes, please explain your answer

........................................................................................................................ .............................
...........................................................................................
........................................................................................................................

30. If no, please explain your

answer ...........................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
.................................

Thank you for your participation.

35