UNIVERSITY OF GHANA 
 
 
 
THE ROLE OF TRAINING IN FACILITATING EMPLOYEES’ 
COMMITMENT TO THEIR ORGANISATIONS 
 
 
BY 
 
SULEMANA OSMAN GRANTSON 
(10268789) 
 
 
THIS THESIS SUBMITTED TO THE UNIVERSITY OF GHANA, 
LEGON IN PARTIAL FULFILMENT OF THE REQUIREMENT 
FOR THE AWARD OF MPHIL HUMAN RESOURCE 
MANAGEMENT DEGREE. 
 
 
 
JUNE 2015
University of Ghana http://ugspace.ug.edu.gh
i 
 
DECLARATION 
I do hereby declare that this work is the result of my own research and has not been 
presented by anyone for any academic award in this or any other university. All 
references used in the work have been fully acknowledged. 
I bear sole responsibility for any shortcomings. 
 
 
........................................................................   ................................... 
SULEMANA OSMAN GRANTSON           DATE 
    (10268789) 
 
 
 
 
 
 
 
University of Ghana http://ugspace.ug.edu.gh
ii 
 
CERTIFICATION 
I hereby certify that this thesis was supervised in accordance with procedures laid down 
by the University. 
 
 
...............................................................                 ................................... 
DR. JAMES B. ABUGRE      DATE 
      (SUPERVISOR) 
 
 
 
 
 
 
 
 
 
 
University of Ghana http://ugspace.ug.edu.gh
iii 
 
DEDICATION 
This work is first and foremost dedicated to the Almighty God who gave me life, 
concentration, strength and opportunity to complete the course. Also to my beloved 
children Ato and Maame Yaa, who tolerated my long absence from home and shared 
both painful and exciting moments with me. 
To God Be The Glory And Honour. 
 
 
 
 
 
 
 
 
 
 
 
 
University of Ghana http://ugspace.ug.edu.gh
iv 
 
ACKNOWLEDGEMENT 
I register my overwhelming gratitude to my supervisor, Dr. James Baba Abugre for his 
extraordinary interest, patience, suggestions, total commitment and dedication during the 
supervision of this work. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
University of Ghana http://ugspace.ug.edu.gh
v 
 
TABLE OF CONTENTS 
DECLARATION ................................................................................................................. i 
CERTIFICATION .............................................................................................................. ii 
DEDICATION ................................................................................................................... iii 
ACKNOWLEDGEMENT ................................................................................................. iv 
TABLE OF CONTENTS .................................................................................................... v 
LIST OF TABLES ............................................................................................................. ix 
LIST OF FIGURES ............................................................................................................ x 
PUBLISHED PAPER FROM THESIS .............................................................................. x 
ABSTRACT ...................................................................................................................... xii 
 
CHAPTER ONE ................................................................................................................. 1 
INTRODUCTION .............................................................................................................. 1 
1.1 Background of the study ............................................................................................... 1 
1.2 Problem Statement ........................................................................................................ 4 
1.3 Research Objectives ...................................................................................................... 5 
1.4 Research Questions ....................................................................................................... 6 
1.5 Purpose/Significance..................................................................................................... 6 
1.6 Training ......................................................................................................................... 7 
1.7 Organisational Commitment ......................................................................................... 8 
1.8 Procedure ...................................................................................................................... 9 
1.9 Profile of the Social Security and National Insurance Trust (SSNIT) ........................ 10 
1.10 Organisation of the study .......................................................................................... 12 
1.11 Limitations ................................................................................................................ 12 
 
CHAPTER TWO .............................................................................................................. 13 
LITERATURE REVIEW ................................................................................................. 13 
2.0 Introduction ................................................................................................................. 13 
2.1 Theoretical Review ..................................................................................................... 14 
2.1.1 The Social Exchange Theory ................................................................................... 14 
University of Ghana http://ugspace.ug.edu.gh
vi 
 
2.1.2 The Psychological Contract Theory......................................................................... 15 
2.2 Organisational Training .............................................................................................. 18 
2.2.1. Willingness or motivation to training ..................................................................... 21 
2.2.2. Availability or Access to Training .......................................................................... 21 
2.2.3. Benefits from training ............................................................................................. 21 
2.2.4. Support for training ................................................................................................. 22 
2.2.5 The Training Cycle .................................................................................................. 24 
2.2.6 Training Needs Analysis .......................................................................................... 26 
2.2.7 Training design ........................................................................................................ 28 
2.2.8 Training delivery or facilitation ............................................................................... 30 
2.2.9 Training evaluation .................................................................................................. 30 
2.3 Employees‘ commitment to their organisations ......................................................... 31 
2.4 Empirical Review and Hypotheses Development ....................................................... 37 
2.4.1. Training and employee commitment ...................................................................... 37 
2.4.2 Willingness or motivation for training and organisational commitment ................. 38 
2.4.3 Access to organisational training and employees‘ commitment.............................. 39 
2.4.4 Benefits derived from training and organisational commitment ............................. 41 
2.4.5 Support for training and organisational commitment. ............................................. 42 
2.4.6 Training and affective commitment ......................................................................... 42 
2.4.7 Training and continuance commitment ................................................................... 43 
2.4.8 Training and normative commitment ....................................................................... 43 
2.5 Conceptual Framework ............................................................................................... 44 
 
CHAPTER THREE .......................................................................................................... 45 
METHODOLOGY ........................................................................................................... 45 
3.0 Introduction ................................................................................................................. 45 
3.1 Research design .......................................................................................................... 45 
3.2 Target and study population........................................................................................ 46 
3.3 Sampling procedure and Sample size ......................................................................... 47 
3.4 Research instrument .................................................................................................... 48 
3.5 Administration of research instrument ........................................................................ 49 
University of Ghana http://ugspace.ug.edu.gh
vii 
 
3.6 Data Processing and Analysis ..................................................................................... 49 
3.7 Ethical considerations ................................................................................................. 50 
 
CHAPTER FOUR ............................................................................................................. 52 
DATA ANALYSIS AND DISCUSSION OF FINDINGS ............................................... 52 
4.0 Introduction ................................................................................................................. 52 
4.1 Demographic Profile of Respondents ......................................................................... 52 
4.1.1 Gender of respondents ............................................................................................. 53 
4.1.2 Age of Respondents ................................................................................................. 53 
4.1.3 Education level of Respondents ............................................................................... 54 
4.1.4 Work Experience of Respondents ............................................................................ 55 
4.1.5 Job Status of Respondents ....................................................................................... 55 
4.1.6 Respondents‘ Divisions ........................................................................................... 56 
4.2 Simple Linear Regression ........................................................................................... 57 
4.2.1 Normality Test on Training Motivation ................................................................... 58 
4.2.2 Normality Test on Training Accessibility................................................................ 58 
4.2.3 Normality Test on Training Benefits ....................................................................... 59 
4.2.4 Normality Test on Training Support ........................................................................ 59 
4.2.5 Normality test on Total Commitment ...................................................................... 59 
4.2.6 Correlation Matrix ................................................................................................... 59 
4.2.7 The Effects of Training Dimensions on Commitment ............................................. 62 
4.3 Discussion ................................................................................................................... 66 
4.4 Conclusion .................................................................................................................. 71 
 
CHAPTER FIVE .............................................................................................................. 72 
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS..................................... 72 
5.0 Introduction ................................................................................................................. 72 
5.1 Summary of Key Findings .......................................................................................... 72 
5.2 Conclusions of the Study ............................................................................................ 74 
5.3 Recommendations ....................................................................................................... 75 
  
University of Ghana http://ugspace.ug.edu.gh
viii 
 
REFERENCES ................................................................................................................. 77 
APPENDICES .................................................................................................................. 99 
 
  
University of Ghana http://ugspace.ug.edu.gh
ix 
 
LIST OF TABLES 
Table 4.1: Gender of Respondents .................................................................................... 53 
Table 4.2: Age of Respondents ......................................................................................... 54 
Table 4.3: Level of Education of Respondents ................................................................. 54 
Table 4.4: Work Experience of Respondents ................................................................... 55 
Table 4.5: Respondents‘ Job Status .................................................................................. 56 
Table 4.6: Division of Respondents .................................................................................. 57 
Table 4.7: Correlation matrix on the effects of training dimensions on commitment ...... 60 
Table 4.8: Effect of training dimensions on commitment ................................................ 62 
 
 
 
 
 
 
 
 
 
 
University of Ghana http://ugspace.ug.edu.gh
x 
 
LIST OF FIGURES 
Figure 4.7: Normality Test on Training Motivation ......................................................... 99 
Figure 4.8: Normality Test on Training Accessibility .................................................... 100 
Figure 4.9: Normality Test on Training Benefits ............................................................ 100 
Figure 4.10: Normality Test on Training Support .......................................................... 101 
Figure 4.11: Normality Test on Total commitment ........................................................ 101 
 
 
 
 
 
 
 
 
 
 
 
University of Ghana http://ugspace.ug.edu.gh
xi 
 
PUBLISHED PAPER FROM THESIS 
Grantson, S. O. and Abugre, J. (2015). Training as an effective antecedent of employee 
commitment in Organisations: A review of extant literature. In the 16th Annual 
International Academy of African Business and Development Conference at the 
Strathmore University, Nairobi, Kenya. 16, 165 – 172. 
 
 
 
 
 
 
 
 
  
University of Ghana http://ugspace.ug.edu.gh
xii 
 
ABSTRACT 
Several studies have been conducted on training and organisational commitment in 
Western and Asian countries, but not much has been done in Sub-Saharan African 
countries, and particularly in the pensions industry in Ghana. This study fills this gap by 
conducting a theoretical analysis and empirical examination of the role of training in 
facilitating employees‘ commitment in the Ghanaian pensions industry. Additionally, the 
study contributes to human resource management practice regarding how organisations 
can elicit the commitment from their employees through the use of their training 
programmes. Particularly the study investigates the role training variables (availability of 
training, access to training, benefits from training and support for training) play in 
facilitating employees‘ commitment to their organisations. Based on the argument from 
literature the researcher predicted that the dimensions of training will have a significant 
relationship with employees‘ organisational commitment. Drawing on a sample size of 
235 employees of SSNIT, the study tested the four hypotheses using correlation and 
linear regression. The findings indicate that motivation for training, access to 
organisational training, benefits from training and support for training had statistically 
significant and positive relationship with employees‘ organisational commitment. 
However, training benefits had the strongest impact on employees‘ organisational 
commitment. Therefore, organisations in Ghana can elicit the commitment of their 
employees through the design and implementation of training programmes that clearly 
communicate access to training, benefits to employees and support for those who enrol in 
such programmes.  
University of Ghana http://ugspace.ug.edu.gh
1 
 
CHAPTER ONE 
INTRODUCTION 
1.1 Background of the study 
Training programmes in organisations result in a lot of outcomes, including employees‘ 
organisational commitment (Bulut & Culha, 2010). Training has also been found to 
engender behaviours that enable organisations to achieve competitive advantage. 
Therefore, organisations strive to design policies to gain employees‘ organisational 
commitment and to achieve competitive advantage in the markets in which they compete 
(Appelbaum, Bailey, Berg, & Kalleberg, 2000; Armstrong, 2009; Benson, Young & 
Lawler III, 2006; Guest, 1987; Perryer & McShane, 2008; Pfeffer, 1998). The need to 
design policies and programmes to elicit employees‘ commitment becomes even more 
important when it is realised that, desirable and crucial elements in employees‘ behaviour 
in the workplace and organisations are becoming elusive (Brian & Christopher, 2011). 
Training has long been regarded as one of the human resource management activities by 
which organisations can achieve sustainable competitive advantage (Ling, Qing & Shen, 
2014).  
Training in recent times has also been of crucial concern for organisations due to the need 
to ensure that employees have the required skills in a highly dynamic world of business. 
It has therefore been shown to improve employees‘ performance to help attain 
organisational goals and objectives and can also help to exact organisational commitment 
from employees (Allison & Baron, 1996; Curry, 1997; Saks, 1996). Organisations that 
University of Ghana http://ugspace.ug.edu.gh
2 
 
invest in the training of their employees are able to equip them with the requisite 
competencies (Bulut & Culha, 2010) – knowledge, skills and abilities – underscoring the 
significance of the resource-base view of the firm, which postulates that when 
organisations commit resources to their human resources they are in a better position to 
develop, preserve and update the critical skills that are important for the proper 
functioning of their employees. This helps to build competencies that are core, vital and 
difficult to be imitated by competitors and as a result place the organisation on a pedestal 
of competitive sustainability (Barney, 1991). Training equally helps to enhance the 
intellectual capital, developing valuable and committed human resources for 
organisations (Jex & Britt, 2008). 
The advent of globalisation, which was viewed by Edwards & Rees (2006:5) as a ‗growth 
in the functional integration of national economies‘, has brought in its trail the issue of 
employment instability. Employees therefore tend to focus on lifelong employment. In 
response to this challenge, organisations design various human resource management 
strategies to attract, motivate and retain employees and to elicit their continuous 
organisational commitment and productivity (Xie, 2011).  
Extant literature indicates a positive relationship between training and organisational 
commitment (Bartlett, 2001; Bartlett & Kang, 2004; Sabuncuoglu, 2007). This can be 
explained by the social exchange and psychological contract theories (Blau, 1964; 
Rousseau, 1990), which invariably indicate that employees are unlikely to stay in an 
organisation if they have high financial expectations. Coyle-Shapiro (2002) explained 
that, employees are obliged to perform tasks assigned to them by their organisations. 
Conversely, employers are required to reward employees for investing their skills, 
University of Ghana http://ugspace.ug.edu.gh
3 
 
knowledge and potentials towards the achievement of organisational objectives and also 
provide the conditions that enable them to enhance their human capital. Effective training 
by management has resulted in proactive behaviours such as organisational commitment 
(Sparrow, 1998), promoting good relationship among employees in various positions, and 
growth.  This realisation notwithstanding, training is not given the needed investment by 
managers as expected (Ahmad & Bakar, 2003; Kuruuzum, Cetin & Irmak, 2009; Pirnar 
& Miral, 2008; Walmsley, 2004). 
Brian and Christopher (2011) assert that essentially, many organisations recognise 
employees‘ organisational commitment as a valuable and strategic advantage in retaining 
knowledge and expertise and thus supporting a competitive advantage for the 
organisation. Increasingly, organisational commitment has been shown to reflect 
employee attachment to the organisation and a critical success factor of many 
organisations. This is because organisational commitment has resulted in favourable 
behaviours such as low absenteeism, increased retention and enhanced performance 
levels of employees (Mathieu & Zajac, 1990; Randall, 1990).  
Organisational commitment could be explained as the attachment that employees have to 
the whole organisation and as a reflection of how they perceive the organisation's support 
for them. Several studies (Allen & Meyer, 1996; Wright & Bonett, 2002) have shown 
that employees' organisational commitment predicts significant variables such as 
performance and reduced intention to quit. Also, Colbert and Kwon (2000) found an 
inverse relationship between commitment and intention to leave the job. Additionally, 
organisational commitment has been shown to positively relate to job satisfaction and 
University of Ghana http://ugspace.ug.edu.gh
4 
 
mirrors the unique relationship between the employee and the organisation and how this 
relationship helps in explaining employees‘ attitudes and behaviour (Wasti, 2005). 
1.2 Problem Statement 
Various dimensions of training have been found to influence employees‘ emotional and 
affective reaction to their organisation (Bulut & Culha, 2010). Arguably a lot of factors 
lead employees to become committed to their organisations (Kwon & Banks, 2004) and it 
is therefore important for employers to figure out those factors. Previous studies have 
predicted that organisational commitment results in variables such as declining employee 
turnover (Porter, Steers, Mowday & Boullian, 1974), highly motivated workforce (Farrell 
& Rusbult, 1981), behaviours desired by organisations (Anderson & Balzer, 1991), and 
the perception of employees about how their organisations value the contributions they 
make (Eisenberger et al., 1990). Studies have also shown that employees‘ intention to 
leave their organisations is negatively related to organisational commitment (Harrell, 
Chewning & Taylor, 1986). The above findings notwithstanding, little research has been 
conducted to find out the factors that relate to organisational commitment in Africa south 
of the Sahara and particularly in Ghana. It is therefore important to conduct such a 
research in a non-western cultural context as a contribution to the cultural management 
literature. This study therefore seeks to investigate the role of training on the commitment 
of employees to their organisations in Ghana. 
Some studies on the effect of training on employees‘ organisational commitment have 
been conducted in the hotel industry in Turkey (Bulut & Culha, 2010), among white-
collar workers in Malaysia (Ahmad & Bakar, 2003), in India (Agarwal, 1993), in Japan 
University of Ghana http://ugspace.ug.edu.gh
5 
 
(Marsh & Mannari, 1977), in Qatar (Faisal & Al-Esmael, 2013) and in Israel in the area 
of higher organisational citizenship behaviour (Koslowsky, Caspy & Lazar, 1988). 
Literature reviewed on commitment revealed that not many studies have been conducted 
in the pensions industry in Africa, particularly in Ghana. A study of the influence of 
training on the organisational commitment of employees of the Social Security and 
National Insurance Trust in Ghana will therefore be very instructive.  
The above discussion suggests a need for research on the role of training in facilitating 
employees‘ commitment to their organisations. Research also needs to assess the extent 
to which findings in training and employees‘ organisational commitment can be 
generalised in non-western countries. This study addresses these issues by examining the 
role of training in facilitating employees‘ commitment to their organisations, specifically, 
in the pensions industry in Ghana. 
1.3 Research Objectives 
The objective of this research is to find out how the four dimensions of training affect the 
organisational commitment of employees. Specifically the following are the objectives of 
the study; 
1. To determine the relationship between employees‘ motivation to partake in 
training and their organisational commitment. 
2. To examine the effect of access to organisational training on employees‘ 
organisational commitment. 
3. To find out whether benefits derived from training can lead to significant 
changes in employees‘ organisational commitment. 
University of Ghana http://ugspace.ug.edu.gh
6 
 
4. To assess the relationship between support for organisational training and 
employees‘ organisational commitment. 
1.4 Research Questions 
This research was undertaken to fine answers to the following questions;  
1. Does employees‘ motivation for training relate to their commitment to their 
organisation? 
2. What effect does access to training have on the organisational commitment of 
employees? 
3. Does benefits from training lead to significant changes in employees‘ 
organisational commitment? 
4. What role does support for training plays in facilitating employees‘ 
organisational commitment?  
1.5 Purpose/Significance 
First, this study will add to academic research in the area of training and employees‘ 
organisational commitment. Second, in the field of practice, it will help management in 
various organisations to effectively ensure training is carried out to equip employees with 
the requisite competencies to achieve organisational objectives. Third, if the objectives of 
this study are achieved management will have reasons to commit organisational resources 
to design, implement and evaluate training programmes to elicit employees‘ commitment 
for their organisations.  
University of Ghana http://ugspace.ug.edu.gh
7 
 
1.6 Training  
Training is one of the several Human Resource Management functions that are designed 
to equip employees with the requisite competencies to enable them perform their 
currently assigned duties better and efficiently (Cagri & Osman, 2010). Training is also 
designed to add value to organisations (Ahmad & Bakar, 2003).  
Four dimensions of training can be distilled from literature (Ling et al., 2014).The first 
dimension is the availability or access to organisational training. Studies conducted by 
Lowry, Simon and Kimberley (2002) showed that, when training is available and it is 
adequate, it engenders a positive relationship with commitment. The second is the 
readiness on the part of the employees to commit themselves to training. They will do 
this when they believe that training will increase their skills and consequently their 
performance (Robinson, 1985). Research suggests that employees who are high on 
willingness to training are more likely to transfer the skills acquired onto the job 
(Mathieu, Martineau & Tannenbaum, 1993). The benefits to be derived from training 
constitute the third dimension. When employees recognise the benefits that may accrue to 
them, they may readily partake in the training activities of the organisation. Support for 
training, which is the last dimension, can be gotten from both the organisation and the 
superiors. Supervisors are considered by employees as the legitimate representatives of 
the organisation. Therefore, their attitude towards training is construed as representing 
the entire organisation (Ling et al., 2014).  
Three broad types of benefits are recognisable (Newman et al., 2011). They are career-
related, job-related and personal benefits. Career-related and personal-related benefits 
University of Ghana http://ugspace.ug.edu.gh
8 
 
were reported to have strong relationship with continuance and affective commitment 
(Ahmad & Bakar, 2003). Meyer, Bobocel and Allen (1991) recognise a distinction 
between training designed for impacting special skills and another they felt was for 
general skills. They argue that special skills training generally do not provide employees 
with employment opportunities outside of the employing organisation but general skills 
training does.  
There are three aspects of training which are important to employees (Cheng & 
Waldenberger, 2013). First, the content of the training should necessarily include 
knowledge and skills which are related to the work of the employees. Second, 
employees‘ interests are aroused when training is organised and implemented in a manner 
that portray organisational support. And third, employees expect certain outcomes from 
their participation in training programmes. These include a rise in wage and promotion 
(Benson et al. 2004).   
1.7 Organisational Commitment 
Organisational commitment was conceptualised in the side-bet theory (Garg & Dhar, 
2014; Berker, 1960) as individual‘s dedication to their organisation arising out of the 
investments they make whiles staying with the organisation. Further research posits that 
organisational commitment is a psychological state that employees go through but at 
different degrees (Stallworth, 2003). Organisational commitment is thought of as a force 
that binds individuals, directing them towards a course of action (Meyer & Herscovitch, 
2001). The nature or source of that force or mind-set pushes many theorists to view 
organisational commitment as a multidimensional construct. Among the proponents of 
University of Ghana http://ugspace.ug.edu.gh
9 
 
the multidimensional school of thought are Meyer and Allen (1991) and O‘Reilly and 
Chatman (1996). First, Meyer and Allen (1991) concluded in their three-component 
model that organisational commitment is conceptualised as affective commitment, 
continuance commitment and normative commitment. This was based on the fact that, the 
one-dimensional conceptualisation in existence at that time had both similarities as well 
as disparities. Second, O‘Reilly and Chatman (1986) came up with their version of a 
framework, conceptualising commitment into ―compliance, identification and 
internalisation.‖ Their approach was based on the assumption that commitment had in it 
an attitude towards ones organisation. 
It is noteworthy that employees commitment should have a target (Meyer & Herscovitch, 
2001), either to a course of action and/or to an object. It could be  commitment to the 
organisation itself  (Mathieu & Zajac, 1990; Meyer & Allen, 1991; Mowday et al, 1982), 
commitment to the different labour union groups (Barling, Fullager & Kelloway 1992; 
Gordon et al., 1980), commitment to employees‘ occupations and professions (Blau, 
1985; Meyer, Allen & Smith, 1993), commitment to teams and leaders (Becker, 1992; 
Hunt & Morgan, 1994), commitment to the goals set by the organisation (Campion & 
Lord, 1982; Locke, Latham & Erez, 1988) and commitment to personal careers (Hall, 
1996). 
1.8 Procedure 
This study investigates the role that training plays in facilitating the commitment of 
employees to their organisations. The researcher employs a research design that looks at 
University of Ghana http://ugspace.ug.edu.gh
10 
 
the study population, sampling procedure and Sample size, types and sources of data, 
research instrument, administration of research instrument and data handling.  
The population for the study are the employees of the Social Security and National 
Insurance Trust (SSNIT). This institution is chosen because not many studies have been 
conducted to understand the role of training as a facilitator of employees‘ commitment in 
the pensions industry in Ghana. Study questionnaires are administered to the employees 
at the headquarters and other divisions.  
A quantitative approach is used for the study and survey questionnaire is the main 
instrument that was used to collect data. The questionnaires were administered to a 
selected sample of employees at the general headquarters and other divisions of the 
institution. The Statistical Package for the Social Sciences (SPSS) version 20 software 
was utilised for the analysis of the data. The output from the SPSS was transported to 
excel. The selection of the headquarters and branches is due to its proximity to the 
researcher. The respondents were selected using purposive sampling technique. This is 
because the target respondents were employees who have attended training programmes 
at least once recently. 
1.9 Profile of the Social Security and National Insurance Trust (SSNIT) 
The Social Security and National Insurance Trust was established in 1972 by the National 
Redemption Council Decree (NRCD) 127 as an autonomous corporate body to 
administer Social Security Schemes in Ghana. Hitherto, social security administration 
was the responsibility of the Department of Pensions and the State Insurance 
University of Ghana http://ugspace.ug.edu.gh
11 
 
Corporation. The SSNIT was in-charge of the administration of a Provident Fund Scheme 
under which lump sums were paid to qualified workers. This was modified into a Social 
Insurance Pension Scheme, and later reformed by the National Pensions Act 2008, (Act 
766). The Trust which is presently the largest non-bank financial institution in Ghana is 
charged by Act 766 to manage the mandatory Tier one basic contributory social security 
scheme. 
The principal obligation of SSNIT is that of replacing the lost income of Ghanaian 
workers or their dependents as a result of old age, invalidity or loss of life. The SSNIT 
pays monthly pensions to about 110,000 pensioners but the scheme has a registered 
membership of approximately one million people. 
The SSNIT has a decentralised operations system across the length and breadth of the 
country. It is made up of eight (8) Area offices, Fifty (50) Branch offices and eighteen 
(18) Day offices. The Area offices are the Accra North, Accra South, Koforidua, Kumasi, 
Sunyani, Takoradi, Tamale and Tema Area offices. The eight (8) Area offices are then 
subdivided into fifty (50) Branch offices scattered across the country. 
As at January 2015, SSNIT had staff strength of 2037 employees across the country with 
a good hierarchical and organisational structure. The contribution of SSNIT to the 
economic growth of Ghana is phenomenal. Apart from performing its core mandate of 
providing financial services to workers who have retired, SSNIT also has investments in 
listed and unlisted equities as well as listed companies in Ghana. Asamoah, Abgesi, 
Pountey and Larbi  (2009) reported that, by the year 2009, SSNIT had holdings in 18 out 
of the 23 listed companies in Ghana. Additionally, SSNIT has investment in entities such 
University of Ghana http://ugspace.ug.edu.gh
12 
 
as the Metro Mass Transit, Ghana Hostels Limited and the Abattoirs in Accra and 
Kumasi.  
1.10 Organisation of the study 
The remaining chapters are arranged as follows: following this introduction, chapter two 
presents a review of literature, theoretical and conceptual frameworks for studying the 
Influence of Training on Organisational Commitment. Then chapter three explains the 
methodology of the study. This chapter looks at the design of the entire research.  This is 
subsequently followed by a presentation of the analysis of the findings and discussion. 
Finally, chapter five summarises the main findings of the study, draws conclusions and 
makes recommendations as well as implications for management and the organisation as 
a whole. 
1.11 Limitations 
The following are anticipated to be the limitations of the research. First, the respondents 
are chosen from only one institution, which is the Social Security and National Insurance 
Trust.  Also, as a result of the emphasis on proximity the general headquarters and 
selected divisions will be considered. This is likely to make the research a bit narrow in 
focus and generalisation of the results a bit problematic. Second, the researcher 
anticipates that, not all the questionnaires that will be administered will be returned and 
some may also not be completely answered. 
 
University of Ghana http://ugspace.ug.edu.gh
13 
 
CHAPTER TWO 
LITERATURE REVIEW 
2.0 Introduction 
One of the important concepts in the area of organisational behaviour and human 
resource management is employees‘ commitment to their organisations (Cohen, 2007; 
Dhar, 2014), and how to facilitate it with the help of organisational training (Ahmad & 
Bakar, 2003). Employees are considered to have high commitment when they identify 
strongly with the values and beliefs of an organisation and are prepared to put in extra 
effort to help achieve its goals and objectives. Scores of studies have been undertaken to 
assess the relationship between employee commitment and various organisational 
outcomes including intentions of employees to stay in their organisations (Angel & Perry, 
1981; Porter, Steers, Mowday & Boulian, 1974; Dhar, 2014).   
This chapter provides literature on the psychological contract and social exchange 
theories which are the theoretical underpinnings of this research. It also gives unbridled 
attention to the variables in the research topic, which are organisational training and its 
dimensions and employees‘ commitment to stay in their employment in the pensions 
industry in Ghana. The nexus between these theories and the variables is also be 
highlighted. The latter part is devoted to the development of the hypotheses and 
conceptual framework.  
University of Ghana http://ugspace.ug.edu.gh
14 
 
2.1 Theoretical Review 
2.1.1 The Social Exchange Theory 
The social exchange theory is capable of combining a variety of other theories and 
models (Cropanzano & Mitchell, 2005; Rai, 2013). It is useful in formulating hypotheses 
and explaining research findings. Exchange relationship in the organisational 
environment is visible between employees on one hand and their colleagues, immediate 
superiors, the governing board, and other external stakeholders on the other. In other 
words literature describes several forms of social exchanges. These include employer–
employee exchange, supervisor–subordinate exchange, and peer–peer exchange (Balkin 
& Richebé, 2007). The social exchange theory operates on the principle of reciprocity 
and focuses on issues such as social endorsement and eliciting respect from others (Rai, 
2013). 
A party in an exchange relationship is under an obligation to reciprocate, either directly 
or otherwise (Rai, 2013; Emerson 1976). Direct exchange relationship can further be 
decomposed into negotiated and reciprocal transactions. Direct exchange becomes a 
negotiated transaction when the objects involved are explicit and can be seen in a 
contractual agreement. However, it is reciprocal transaction when the object of the 
exchange is implicit and comes in the form of assistance and advice, over a period of 
time (Lawler, Thye & Yoon, 2009). Both reciprocal and negotiated exchanges occur in 
organisations. Their combined effect produces positive and stronger behavioural 
commitments which cannot be realised from them separately (Molm, Whitham &  
Melamed,  2012;  Molm,  Melamed & Whitham, 2013). When employees perceive that 
University of Ghana http://ugspace.ug.edu.gh
15 
 
their employers value their contributions and also show concern towards their well-being, 
they reciprocate by exhibiting positive work related attitudes (Allen et al., 2003). 
Training therefore becomes one of such ways through which employers demonstrate their 
determination to seek employees‘ interests (Bartlett, 2001). Hence employees see this as 
a signal that the ground is fertile for an exchange relationship and reciprocate by 
exhibiting commitment towards the organisation (Newman, Thanacoody & Hui, 2011; 
Garrow, 2004). The main duties of employees towards the organisation they work for are 
to undertake the tasks and functions assigned to them. They are also obligated to perform 
other work-related activities including safeguarding organisational property, resources 
and knowledge. Conversely, employers reciprocate this through the provision of 
appropriate remuneration, benefits, conditions and work environment that make it 
possible for employees to develop and progress (Coyle-Shapiro, 2002). These are the 
expectations of the parties to an employment relationship which moderate the 
relationship across the organisation. 
2.1.2 The Psychological Contract Theory. 
The concept of psychological contract was seen in the works of Argyris (1960) and 
Schein (1980) and popularised in recent times by Rousseau (1989, 1990, & 1995) and 
Rousseau and Wade-Benzoni (1995). It is a framework used for the examination and 
exploration of the relationship existing between employees and their employers 
(McDonald & Makin, 2000). This article therefore examines the psychological contract 
theory and how it can help bring out the understanding of how organisational training 
facilitates employees‘ organisational commitment to stay with their organisations. 
University of Ghana http://ugspace.ug.edu.gh
16 
 
The behaviour on the part of the employee whether to stay or quit their organisations is 
seen through the stimulus-response model (Ling et al., 2014). This model has been 
modified and known as stimulus-cognitive-response model. Stimulus is anything that 
causes a response in an organism. Cognition occurs during the process of making 
meaning from sensory information. The stimulus-cognitive-response model comes from 
two aspects, which are internal and external stimulation. This research will consider the 
willingness to train and benefits from training as stimuli arising out of the internal 
environment of the individual employee. The external environment consists of the 
opportunity to engage in training and the support provided by the organisation. 
Cognitively, the employees process the factors in their environment and make a 
determination as to whether they will be more employable in the organisation or in the 
external labour market. They respond through certain behaviours, which is either to stay 
in the organisation or move on.  
Psychological contract has its foundation in the social exchange theory and also operates 
under the norm of reciprocity (Blau, 1964; Gouldner, 1960). Generally, one party 
provides another with something beneficial and this gives rise to a compelling necessity 
to reciprocate the gesture. And in this context the employers provide access to training, 
motivate and support employees to partake in it while the employees reciprocate through 
commitment. The expectation of employees in an employment relationship is that the 
organisation has certain obligations that should be extended to them and vice versa. 
These pledges and reciprocal understandings are largely seen from the perspective of the 
employee and not the organisation (McDonald & Makin, 2000). This state of affairs 
University of Ghana http://ugspace.ug.edu.gh
17 
 
makes the psychological contract theory highly subjective because it hinges on the 
employee‘s interpretation of the actions of the organisation.  
Clearly, two different groups of employee obligations were reported by Rousseau (1990), 
when she studied MBA graduates. These are transactional and relational obligations. The 
former can be thought of as been financial in nature. It may include a willingness on the 
part of the employee to engage in overtime work, rendering extraordinary performance in 
order to earn contingent reward or an obligation to give appropriate notice to the 
employer before terminating the employment relationship. The transactional 
psychological contract does not result in loyalty to the organisation and as such has a 
short term focus on commitment. When it comes to the relational psychological contract 
(McDonald & Makin, 2000), there is an obligation on the part of the employees to remain 
loyal to the organisation and hence establish a long term relationship with their employer. 
A reciprocal responsibility on the part of the employer to ensure job security therefore 
becomes apparent.  The two sets described above will usually be found in any 
psychological contract, but in different amounts. 
Psychological contracts are normally latent in an employment relationship. Its impact is 
strongly felt when there is a perceived violation or when it goes through a significant 
change (Robinson, Kratz & Rousseau, 1994). When there is a breach or a change the 
scales shift towards the transactional side of the continuum. This development is not 
healthy for organisations in that, employees may not be willing to be loyal and will not 
put in extra effort on behalf of the organisation. Therefore, whether a contract is 
transactional or relational the extent of fulfilment will seriously affect employees‘ 
attitudes and behaviour. 
University of Ghana http://ugspace.ug.edu.gh
18 
 
In the organisational environment employees are obliged to give back to their employers 
the investments made in them (Fontinha, Chambel & De Cuyper, 2013). When 
employees realise that their employers are fulfilling their obligations by providing them 
with incentives and other inducements such as training, they feel obliged to reciprocate. 
They demonstrate this in the form of commitment (Rousseau, 1989). Conversely, when 
the employees perceive that the employer has failed to provide them with training, they 
are likely to respond through withdrawal (Cropanzano & Mitchell, 2005). It can be 
gleaned from the discourse that, at the heart of the psychological contract is the extent to 
which perceived obligations are fulfilled. 
2.2 Organisational Training  
Training is one of the several Human Resource Management functions that is designed to 
equip employees with the requisite competencies to enable them perform their currently 
assigned duties better and efficiently (Ling et al., 2014; Cagri & Osman, 2010). 
Jayawarna, Macpherson and Wilson (2007:324) defined organisational training as ‗any 
attempt, within or outside the organisation, to increase job related knowledge and skills 
of either managers or employees‘ It is designed to add value to the organisation (Ahmad 
& Bakar, 2003) and can be measured and achieved through the assessment of the training 
policies of organisations as well as quantifying the organisation‘s practice data on 
training. Organisation‘s practice data can be determined by the number of training 
courses it conducts, the time allotted to training in the course of the year and the plans the 
organisation has for training the following year (Ling et al., 2014). Training is equally 
designed, facilitated and evaluated to improve the level of competencies of employees, 
University of Ghana http://ugspace.ug.edu.gh
19 
 
their efficiency and production capacities and helps to ensure that organisations are able 
to influence job related attitudes, behaviour and skills.  
The human resource needs of organisations currently and for the future can be better 
planned and achieved through sustainable organisational training. Literature on training 
and employees‘ organisational commitment has been categorised into three aspects. The 
first group of literature is directed toward the relationship between the various training 
practices and employees‘ organisational commitment. In this area research has been 
conducted to find out the relationship between training practices and organisational 
commitment. Literature has suggested that the relationship between the individual 
training practices and employees‘ commitment should not be lumped together but be 
analysed separately. For instance Benson (2006) conducted a research on the relationship 
between training practices namely; on-the-job training, company courses and tuition 
reimbursement and affective commitment and found that on-the-job training, company 
courses and tuition reimbursement were positively related to employees‘ affective 
commitment. However, when the employees enrolled in diploma and certificate courses 
in tertiary institutions which made them employable outside their organisations, it 
enhanced their turnover intentions. This outcome has been affirmed by Meyer et al. 
(1991). They posited that, when employees attend special skills training it boosts their 
affective commitment as well as their continuance commitment. On the other hand when 
they go through general skills training it lessened their continuance commitment. This 
meant that general skills made employees valuable and employable in the outside labour 
market while special skills training do not give them that flexibility. 
University of Ghana http://ugspace.ug.edu.gh
20 
 
The second set of literature considered training as a human resource management 
function and conducted research between training as an HR function and employees‘ 
organisational commitment. Literature from this set reports that when organisations 
commit resources to provide training, career support and employment security for their 
employees, it significantly boosted their affective commitment and their intention to stay 
(Tsui, Pearce & Porter, 1997). Meyer and Smith (2000) using Navy recruits and 
Accountants as their research subjects reported that training as an HR function had a 
positive relationship with employees‘ organisational commitment. Similarly, Liu and Shi 
(2005) found that, organisational training as an HR function had an important effect on 
employees‘ organisational commitment. The third set looked at organisational training 
from the perspective of employees‘ perception of the value of their organisations‘ 
training policies. The evaluation of organisations‘ training policies has been the focus of 
research and results show that training is positively correlated to employees‘ 
organisational commitment. Organisations‘ training policies were evaluated from the 
perspective of training willingness, opportunity or access to training, benefits and support 
for training (Ling et al., 2014).  
Following from the discussions above other researchers over the years have effectively 
and variously categorised the concept of training into dimensions.  Others refer to the 
categories of training as factors affecting training (Ahmad & Bakar, 2003). This research 
will go with this four dimensional categorisation propounded by Ling et al (2014), 
namely; motivation to training, access to training, benefits from training and support for 
training.      
University of Ghana http://ugspace.ug.edu.gh
21 
 
2.2.1. Willingness or motivation to training 
The first dimension is the readiness on the part of the employees to commit themselves to 
the training programmes of their organisations. They will do this when they believe that 
training will result in an upsurge of their skills and consequently their performance 
(Robinson, 1985). Research suggests that employees who are high on willingness to 
training are more likely to transfer the skills acquired onto the job (Mathieu et al., 1993), 
buttressing the social exchange theory. This eventually will inure to the benefit of the 
organisation in the area of reduced intension to quit. 
2.2.2. Availability or Access to Training 
The second dimension is the availability or access to organisational training. Literature 
supports the assertion that job seekers consider the availability of training and 
development opportunities available in an organisation as primary criteria for choosing 
an organisation (Ling et al., 2014). From the perspective of these potential employees, 
when training and development opportunities exist in an organisation it guarantees their 
job and career security. Studies conducted by Lowry, Simon and Kimberley (2002) 
showed that, when training is available and it is adequate, it engenders a positive 
relationship with employees‘ organisational commitment.   
2.2.3. Benefits from training 
The benefits to be derived from training constitute the third dimension. When employees 
recognise the benefits that may accrue to them they may readily partake in the training 
University of Ghana http://ugspace.ug.edu.gh
22 
 
activities of the organisation. Three broad types of benefits are recognisable (Newman, 
Thanacoody & Hui, 2011). They are career-related, job-related and personal benefits. 
Career-related and personal benefits were reported to have strong relationship with 
continuance and affective commitment (Ahmad & Bakar, 2003). 
2.2.4. Support for training 
Support for training, which is the last dimension, can be gotten from both the 
organisation and the superiors. Supervisors are considered by employees as the legitimate 
representatives of the organisation. Therefore their attitude towards training is construed 
as that of the entire organisation (Ling et al., 2014). Training has been widely researched 
in many countries (Ahmad & Bakar, 2003; Bulut & Culha, 2010). Perceived support for 
training from colleagues and senior staff has been shown to influence the decision to 
participate in training and development activities (Noe & Wilk, 1993). Tharenou (1997) 
also identifies social support and career encouragement as important indicators of 
training participation. Support from senior staff and supervisors, as well as from peers, 
colleagues, and fellow workers, is considered important social support that may play a 
role in the frequency and duration of training experiences that an individual participates 
in, as well as in his or her attitudes about perceived access to training. 
Training increases the competencies of employees, which is in a way beneficial to the 
employing organization but equally risky to them. It increases the employability of 
employees and heightens their probability of leaving their organisations to seek greener 
pastures. This dilemma reinforces the unwillingness on the part of managers to make the 
required investment in training.  
University of Ghana http://ugspace.ug.edu.gh
23 
 
Meyer, Bobocel and Allen (1991) recognise a distinction between training designed for 
impacting special skills and another they felt was for general skills. They argue that 
special skills training generally do not provide employees with employment opportunities 
outside of the organisation but general skills training does.  
There are three aspects of training which are important to employees (Cheng & 
Waldenberger, 2013). First, the content of the training should necessarily include 
knowledge and skills which are related to the work of the employees. Second, 
employees‘ interests are aroused when training is organised and implemented – 
operational factors – in a manner that portray organisational support. And third, 
employees expect certain outcomes – intra- and inter-organisational – from their 
participation in training programmes. These include a rise in wage and promotion 
(Benson et al. 2004). Organisations are therefore urged to be guided by these important 
aspects when designing and implementing their training programmes.  
A distinction has been made between education and training (Hughey & Mussnug, 1997). 
In education, learning of new and related information takes place. The typical venue is 
the classroom environment characterised by the transfer of knowledge from the trainer to 
the trainees and usually involves learning about a skill. Training conducted in this fashion 
has been proven to be less effective (Derouen & Kleiner, 1994). However training in the 
organisational environment involves adults who exhibit different characteristics from 
those demonstrated by children (Asare-Bediako, 2013). Adult learning which has been 
referred to as ―andraggogy‖ (Knowles, 1984) encourages the trainee to talk about the 
subject and relate the training to their own experiences. For training to be beneficial to 
organisations it must go through a cycle.   
University of Ghana http://ugspace.ug.edu.gh
24 
 
2.2.5 The Training Cycle 
Human resource management practitioners are likely to erroneously respond to all 
employees‘ performance challenges with training. It is instructive to realise that training 
is not the panacea to all employees‘ performance problems. In the light of the above, 
Asare-Bediako (2013) suggests the model below for diagnosing performance problems. 
 Performance = f (Ability) (Motivation) 
The model above shows that performance is a function of ability and motivation. It is 
concerned with whether employees ―can‖ (able) and ―want to‖ (motivated) perform their 
assigned duties. Ability in this model can be decomposed into; competencies required for 
performance, resources needed to perform the job, physical work environment and 
organisational factors. Competency is not a physical resource but rather a feature which is 
innate and helps in the effective or superior performance of duties (Rankin, 2002; 
Mansfield, 1999). It is the knowledge, skills, values, attitudes and perspectives which 
facilitate the effective performance of jobs. Three types of competencies are discernable; 
technical, personality and managerial competencies. On the other hand resources are 
physical things that are needed by employees for the production of goods and services 
they are required to deliver. They include equipment, materials, funds and others. The 
physical work environment consists of factors within the working space where jobs are 
performed. These factors have the potential of impacting positively or negatively on the 
performance of employees. They include dust levels, levels of illumination, noise and 
temperature levels. Organisational factors are those issues in the organisation that can 
facilitate or hamper performance. Organisational factors such as clear work roles, 
University of Ghana http://ugspace.ug.edu.gh
25 
 
performance standards, reporting lines among others can constrain the efforts of 
employees if they are not spelt out properly.   Conversely, motivation, which is the 
willingness on the part of employees to put in their time and effort in the work they do, 
bothers on rewards and leadership provided by their organisations. Rewards are either 
intrinsic or extrinsic. Intrinsic rewards are satisfiers or motivators arising out of the jobs 
people perform. Intrinsic satisfiers include reasonable degree of autonomy in performing 
ones job, opportunity to achieve and advance, the chance to be competent and so on 
(Deci & Ryan, 1985). Extrinsic rewards on the other hand are things that are done to 
people to motivate them. They are largely pay and other non-monetary benefits people 
receive by virtue of their position or the jobs they perform in an organisation. According 
to the model, the other aspect of motivation is leadership. The model therefore reveals 
that performance is affected by competencies, resources, physical environment, 
organisational factors, rewards and leadership. Organisation development literature 
reveals that of all the elements in an organisation, leadership is the element that is the 
fulcrum around which all the others revolve (Asare-Bediako 2013). Leadership is the 
direction that people in authority provide for those they supervise. To be able to provide 
the appropriate leadership, leaders must possess the competencies to provide quality 
leadership. The quality of leadership provided to organisations‘ members may be a 
source for intrinsic motivation. Out of the six factors, it is only deficiency in 
competencies that can be resolve through training.  Therefore training should be 
conducted only when it is clear that the dip in performance is as a result of a dearth in 
competencies. All the other five factors that affect performance namely resources, 
University of Ghana http://ugspace.ug.edu.gh
26 
 
physical environment, organisational factors, rewards and leadership do not require 
training to resolve them.  
Training must be systematic if it is to help fix performance problems in organisations. 
Practitioners need to identify the training needs of employees, plan and deliver or 
facilitate training and then evaluate the effectiveness of the training they conduct in their 
organisations (Beardwell, Holden & Claydon, 2004). 
2.2.6 Training Needs Analysis 
Training is the process through which organisations pass on knowledge and skills to their 
employees. This helps them to perform their jobs satisfactorily (Armstrong, 2009). For it 
to be strategic, training must help the organisation accomplish the goals it has set for 
itself (Mathis & Jackson, 2010). When training is done strategically, it helps human 
resource management practitioners and training professionals to become strategic 
partners of their organisations. As strategic partners they contribute to their organisations 
by partnering operating managers to help resolve human resource issues confronting their 
departments. Strategic training orientation stresses the fact that training is not the only 
solution to all employees‘ performance problems. Therefore organisations that have 
strategic training mind-set are able to find out through training needs analysis whether 
training is what is needed to solve deficiencies in competencies resulting in employees‘ 
performance problems. 
The need for training arises when it is realised that there is a disparity between the 
knowledge, skills and abilities possessed by jobholders and the requisite competencies 
University of Ghana http://ugspace.ug.edu.gh
27 
 
actually needed for the effective and efficient performance of the duties of their jobs 
(Beardwell et al., 2004). In other words, there is a training need when employees are 
deficient in the competencies - knowledge, skills, attitudes, values, and personal traits - 
needed to execute the tasks assigned to them. Organisations expend financial resources 
on training wastefully if the fundamental issue of training needs analysis is not resolved 
(Bernhard & Ingolis, 1988). 
There are many sources from which data can be accessed to conduct training needs 
assessment. These include organisation-wide, job or task sources and individual 
employee‘s sources (Mathis & Jackson, 2010). From the organisational sources, a study 
of the entire organisation will be required to analyse organisational outcomes and its 
future needs. This gives indication of the current and future direction of the organisation. 
Organisational analysis provides information on its vision, short and long term goals, 
future strategies and technologies etc. Second, job or task analysis involves reviewing the 
jobs performed by the employees and the tasks undertaken in those jobs. Hence a 
comparison of the requirement of a job and the competencies of the jobholders can reveal 
whether training need is required. Third, the individual employee can be analysed to 
provide data for training need analysis. Useful sources of information for individual 
training needs analysis include performance management records, skills test, 
questionnaires and surveys.  
 
University of Ghana http://ugspace.ug.edu.gh
28 
 
2.2.7 Training design 
When employees‘ training needs have been identified through training needs analysis, the 
human resource department is in a better position to plan and design training to respond 
to the needs identified (Mathis & Jackson, 2010). The differences between the 
competencies possessed by the employees and the actual competencies required by the 
organisation can be addressed through a ―gap analysis,‖ and this leads to the 
establishment of training objectives to close the gap. Training objectives can be written to 
cover employees‘ attitude, knowledge and skills. Asare-Bediako (2013) asserts that 
practitioners need to write behavioural training objectives. This is a statement that is 
capable of been measured, describing the competencies desired at the end of training 
sessions. Whatever the content of training objectives, it should help the organisation 
evaluate the success of their training programmes. Training design should also focus on 
the type of training, length of the training session, background and the number of the 
trainees. 
Different types of training can be discerned from literature (Armstrong, 2009; Dermol & 
Cater, 2013). These include manual training, IT, supervisory, interpersonal and personal 
skills training, and training in skills relating to the organisation. Robbins and Coulter 
(2007) categorised training into general and specific skills training. General skills training 
include communication skills, computer systems application and programming, customer 
service, executive development, management skills and development, personal growth, 
sales, supervisory skills and technological skills and knowledge. Specific skills, they 
contend include basic work skills, creativity, customer education, diversity and cultural 
University of Ghana http://ugspace.ug.edu.gh
29 
 
awareness, managing change, leadership, product knowledge, public speaking and 
presentation skills, safety, ethics, sexual harassment, team building, wellness and others. 
Whatever the type of training, there are different methods available for delivery. These 
training methods include on-the-job training, job rotation, mentoring and coaching, 
experiential exercises, classroom lectures, workbook/manual training, role play, case 
study, audiovisuals, video conferencing and e-learning (Robbins & Coulter 2007). 
Human resource management practitioners and training professionals should design 
training to   take care of all conceivable criticisms. In particular, design should respond to 
the following questions at the end of the training programmes; whether or not training 
objectives were spelt out and met; whether adequate instructions were given in the course 
of the training session and participants allowed to ask questions; whether or not theories, 
concepts and ideas were explained and easily understood; whether or not time limit was 
stated and adhered to; was the trainer well positioned, visible; room temperature 
comfortable or not; whether or not participants were active throughout the session; 
whether or not the trainer‘s voice was audible; was eye contact sufficient and trainer 
appropriately dressed (Asare-Bediako, 2013).   
Training design should also include strategies that will support the transfer of the 
knowledge and skills acquired to the job situation (Mathis & Jackson, 2010). Transfer is 
achieved when trainees actually apply the skills and knowledge on their jobs. Strategies 
for transferring training should focus on the three distinct, yet interrelated systems, which 
are; the diagnostic system, the instructional system and the maintenance system. The 
diagnostic stage involves all the things that must be undertaken before training is 
University of Ghana http://ugspace.ug.edu.gh
30 
 
designed and implemented. An example is training needs analysis. The instructional 
system refers to the design and delivery of training in a manner that will enable trainees 
to learn, acquire and exhibit skills during the session. The maintenance phase, which is 
usually neglected, involves strategies aimed at reinforcing the demonstration of desired 
behaviours on the job. 
2.2.8 Training delivery or facilitation 
When training has been design, delivery can commence. Training delivery is the 
implementation of the designed lesson plan. Irrespective of the type of training, delivery 
can follow a number of methods outlined above. Asare-Bediako (2013) opines that, the 
experiential learning method can be an effective means of facilitating organisational 
training.  
2.2.9 Training evaluation 
Training is an activity that takes a lot of time and resources to plan and implement. When 
time and other resources are invested in such an activity, organisations expect returns. 
This can be gauged by evaluating training at various levels, including the level of 
satisfaction of trainees, learning gained, application of skills on the job and impact of 
training on the organisation.   
 
University of Ghana http://ugspace.ug.edu.gh
31 
 
2.3 Employees’ commitment to their organisations 
Employees‘ commitment to their organisations has been variously referred to as 
employees‘ organisational commitment, affective commitment or affective organisational 
commitment (Cohen, 2007; Foote et al., 2005; Karatepe & Uludag, 2007; Shaw et al., 
2003; Bulut & Culha, 2010). Organisational commitment has been grounded on solid 
research and continues to attract further research efforts (Allen & Meyer, 1990; Wasti, 
2002; Wasti & Can, 2008). 
A considerable number of organisations acknowledge that employees‘ organisational 
commitment is valuable and it is essential for retaining employees who possess the kinds 
of knowledge, skills and expertise that can help organisations achieve competitive 
advantage (Aladwan, Bhanugopan & Fish, 2013). Many researchers have expressed the 
view that employees‘ organisational commitment is capable of having significant impact 
on organisations. This can be seen in the area of increase in productivity, enhanced 
organisational performance, opportunity for staff development and a decline in 
absenteeism.   
Commitment denotes an attitude that shows the loyalty employees have for their 
organisations (Northcraft & Neale, 1996). It is seen as a process through which 
organisational members convey the concerns they have for the success of that 
organisation (Shafiq, Zia-ur-Rehman & Rashid, 2013). It comes about when employees 
build side bets – pension plans, work relationships, skills specific to the organisation – 
which they consider to be valuable to them. They therefore deem it unprofitable to 
truncate the employment relationship and eventually lose those benefits. 
University of Ghana http://ugspace.ug.edu.gh
32 
 
In the view of Becker (1960), commitment ensures that employees engage in certain 
appropriate behaviours that will enable them to continue to enjoy the side bets they have 
invested their efforts to create. They can continue to enjoy these side bets as long as they 
remain in the organisation. They will therefore evaluate the cost they will incur if they 
leave the organisation and the benefits that will accrue to them if they continue to be 
members of the organisation. 
A different view espoused by these researchers (Etzione, 1961; Shafiq, Zia-ur-Rehman & 
Rashid, 2013) suggests that commitment is related to the authority or power exercised on 
the employees by the organisation. The researchers opined that this authority stems from 
the extent to which employees comply with the goals and objectives of the organisation. 
The more compliant to organisational objectives the employees are, the higher the level 
of authority exercised on them by the organisation and the higher the commitment. As a 
result committed employees are likely to have increased level of participation, remain in 
the organisation for extended period, contribute to realising organisational goals and 
objectives, get involved in their jobs and exert reasonable effort on behalf of the 
organisation (Aven, 1988). 
Commitment has been conceptualised by these scholars (Garg & Dhar, 2014; Berker, 
1960) as employees‘ dedication to their organisation arising out of the investments they 
make while staying with the organisation. Further research posits that commitment is a 
psychological state that employees go through but at different degrees (Stallworth, 2003). 
The dimensionality of commitment is conceived to be either single (Blau, 1985; Brown, 
1996; Mowday, Porter & Steers, 1982; Wiener, 1982) or manifold (Angle & Perry, 1981; 
University of Ghana http://ugspace.ug.edu.gh
33 
 
Gordon, Philpot, Burt, Thompson, & Spiller, 1980; Jaros, Jermier, Koehler, & Sincich, 
1993; Mayer & Schoorman, 1992, 1998; Penley & Gould, 1988). 
 Commitment is thought of as a force that binds individuals, directing them towards a 
course of action (Meyer & Herscovitch, 2001). The nature or source of that force or 
mind-set pushes many theorists to view commitment as a multidimensional construct. 
Among the proponents of the multidimensional school of thought are O‘Reilly and 
Chatman (1996) and Meyer and Allen (1990). First, O‘Reilly and Chatman (1986) came 
up with their version of a framework, conceptualising commitment into compliance, 
identification and internalisation. Their approach was based on the assumption that 
commitment had in it an attitude towards one‘s organisation. Second, Meyer and Allen 
(1990) concluded in their three-component model that commitment is conceptualised as 
affective commitment, continuance commitment and normative commitment. This was 
based on the fact that, the one-dimensional conceptualisation in existence at that time had 
both similarities as well as disparities. Third, Suliman and Iles (1999) propounded four 
approaches for conceptualising organisational commitment, which are; attitudinal, 
behavioural, normative and multidimensional approaches. Attitudinally, employees 
identify and become involved in an organisation whereas the behavioural approach 
speaks to the loss or benefit to be suffered or gained respectively, if one decides to exit or 
not (Porter, Steers, Mowday, & Boullian, 1974). In their explanation, Suliman and Iles 
(1999) postulated that employees normatively act in ways that are in congruence with the 
goals and interests of the organisations they belong to. The last one they put forward is 
the multidimensional approach which is an interaction of the first three. 
University of Ghana http://ugspace.ug.edu.gh
34 
 
Other researchers developed other frameworks and described them as value commitment 
and commitment to stay (Angle & Perry, 1981); continuance commitment and value 
commitment, (Mayer & Schoorman, 1992, 1998); affective, continuance and moral 
commitment (Jaros et al., 1993), and moral, calculative and alienative commitment 
(Penley & Gould, 1988). The three component conceptualisation has been extended to 
four dimensions (Blau, 2003; Foote, Seipel, Johnson & Duffy, 2005). In this extension, 
continuance commitment has further been broken down into accumulated costs and 
limited alternatives, increasing commitment to four dimensions. In essence the four 
dimensions are affective commitment, normative commitment, accumulated costs and 
limited alternatives. 
It is worthy to note that employees‘ commitment should have a target (Meyer & 
Herscovitch, 2001). The target could be a course of action and/or an object. It could be  
commitment to the organisation itself (Mathieu & Zajac, 1990; Meyer & Allen, 1991; 
Mowday et al, 1982), commitment to the different labour union groups in an organisation 
(Barling, Fullager & Kelloway, 1992; Gordon et al., 1980), commitment to employees‘ 
occupations and professions (Blau, 1985; Meyer, Allen & Smith, 1993), commitment to 
teams and leaders (Becker, 1992; Hunt & Morgan, 1994), commitment to the goals set by 
the organisation (Campion & Lord, 1982; Locke, Latham & Erez, 1988) and commitment 
to personal careers (Hall, 1996). However, this study focuses on the commitment of 
employees to the whole organisation. The researcher will also go with the three 
component conceptualisation – affective commitment, continuance commitment and 
normative commitment - by Meyer and Allen (1990). 
University of Ghana http://ugspace.ug.edu.gh
35 
 
Affective commitment refers to the emotional bond that employees develop towards their 
organisations. Employees identify and get actively involved in the activities of the 
organisation when they are affectively committed to their organisations (Meyer & Allen, 
1991). Employees will exhibit higher levels of commitment when they have access to the 
training programmes of the organisation (Ahmad & Bakar, 2003). 
Continuance commitment is based on the evaluation of the cost and benefit associated 
with leaving or staying with an organisation. Employees‘ who have high continuance 
commitment will stay in the organisation owing to self-interest. 
Normative commitment is defined by the attitudes and values of employees prior to 
becoming members of the organisation 
Organisational commitment has been widely researched and subjected to numerous 
reviews over the years (Griffin & Bateman, 1996; Morrow, 1983; Scholl, 1981; Staw, 
1977). The above researchers contend that the construct has been conceptualized and 
measured differently by various researchers with results difficult to interpret. Indeed 
Smith and Hall (2008) defined professional commitment as an attachment that employees 
develop towards their professions.  
The decision of an employee concerning whether to leave or continue to belong to an 
organisation comes before their actual exit (Lee et al., 2008). The costs associated with 
employees exiting an organisation are many and varied. Among these costs are lowered 
productivity (Moncarz, Zhao & Kay, 2009) and reduction in the prospect of expansion. 
Companies stand the chance of outperforming the competition if they understand the 
importance of human capital and pursue strategies to retain them. When employees 
University of Ghana http://ugspace.ug.edu.gh
36 
 
remain in organisations for longer periods the companies make savings in the area of 
recruitment and selection (Cho et al., 2006; Hinkin & Tracey, 2000). 
Employee retention is the issue of holding on to the services provided by the employees 
instead of letting them go in search of employment elsewhere (Hausknecht, Rodda & 
Howard, 2008; Kar, Sharma & Borah, 2011). The impact is greatest when employees exit 
one organisation and join a competitor. 
Some studies have been conducted on the relationship between training and employees‘ 
intention to stay or leave their organisations (Cheng & Waldenberger, 2013). Sieben 
(2007) reports that a positive or negative effect may be recorded depending on whether 
the training offered is for specific or general skills. Other factors that have the potential to 
influence the relationship include the organisations expectation of turnover, policies of 
competitors and the distribution of training costs.  
Organisations that expend resources on the training of their employees benefit from 
reduced turnover (Dalziel, 2010) as training results in organisational commitment 
(Smeenk, Eisinga, Teelken & Doorewaard, 2006). When organisations design strategies 
to support staff development, they help in their retention efforts. 
 
University of Ghana http://ugspace.ug.edu.gh
37 
 
2.4 Empirical Review and Hypotheses Development 
2.4.1. Training and employee commitment 
There is a body of evidence supporting the assertion that human resource management 
practices have effect on desirable attitudes and behaviours that are related to the jobs of 
employees (Allen  et  al.,  2003;  Gould-Williams,  2007; Newman et al., 2011), and 
training is seen as  one of such practices (Randall & Ian, 1984). Klein (2001) argues that 
there is an increasing mass of evidence supporting the fact that human resource 
management systems and practices play a crucial role in shaping the commitment of 
employees. These employees tend to stay in the organisation and contribute to the 
development of its human capital and culture. The organisation benefits from the 
development of these factors through sustainable competitive advantage and enhanced 
performance. Employees will most likely stay longer in organisations when they are well 
trained (Choi & Dickson, 2010). This position also buttresses the fact that companies 
must have clear policies on the benefit to be derived from training, including promotions 
(Furunes, 2005). Studies indicate that there exists a positive relationship between training 
and employee commitment (McMahan, 1993; Zuboff, 1988; Roehl & Swerdlow, 1999). 
 When successful job applicants are appointed, they must be professionally integrated 
into the organisation through an orientation process (Asare-Bediako, 2013). Even though 
new employee orientation and training are seen as symbolic or ceremonial in nature 
(Roehl & Swerdlow, 1999), they serve as strategies to enable employees cope and deal 
with what is fundamental to their stay in the organisation (Waung, 1995; Young & 
Lundberg, 1996). New employee orientation, in the view of Young & Lundberg (1996) 
University of Ghana http://ugspace.ug.edu.gh
38 
 
should just be meant for socialisation. However, limiting employee orientation to 
socialisation will not yield the requisite dividends, but that it should be seen as a 
progressive approach through which management can espouse some company policies 
and programmes to new recruits. Therefore, even at the entry level, studies support the 
fact that, orientation, which is a form of training is positively related to employees‘ 
organisational commitment and hence intention to stay in their organisations (Donnellan, 
1996).     
 As far as existing employees are concerned, Saks (1996) reported similar findings among 
accountants. Employees see effective training as a subtle signal of the care their 
organisation have for them and reciprocate this gesture through commitment (Baugh & 
Roberts, 1994; Tannenbaum et al., 1991). 
Studies conducted in the hotel industry in America (Allison & Byron, 1996) and Wales 
(Curry, 1997) reported that there was significant upsurge in employees‘ organisational 
commitment after training programmes were conducted in care properties. Turnover also 
dipped significantly. 
2.4.2 Willingness or motivation for training and organisational commitment 
This is the extent to which employees are willing to endear themselves to the training 
programmes of the organisation. Through this they are able to learn the knowledge, skills 
and abilities to ensure a better performance of their assigned tasks (Bulut & Culha, 2010). 
Studies have shown that training willingness is related to employees‘ organisational 
commitment. These researchers reported this finding when they conducted a study to find 
University of Ghana http://ugspace.ug.edu.gh
39 
 
out whether training can promote employees‘ organizational commitment in China (Ling 
et al., 2014). An employee who has a strong willingness to train will most likely apply 
the skills on the job (Mathieu et al. 1993). 
Training motivation can be thought of in general terms as a level of motivation toward 
participation in training and development activities. The study of training motivation has 
important implications for how employees perceive training-related variables such as 
access, benefits, and support for training. Mathieu, Tannenbaum, and Salas (1992) found 
a significant relationship between training motivation and measures associated with 
reactions to training and learning. Motivation to learn is composed of two components: 
(1) a global measure of how motivated an individual is to learn, and (2) a more specific 
component of how motivated the individual is to learn the material presented at the 
training experiences to which an employee has access. The researcher hypothesises that: 
Hypothesis 1; Willingness or motivation for training will have a positive relationship 
with employees’ organisational commitment. 
2.4.3 Access to organisational training and employees’ commitment 
 Employees‘ perception of access to training implies availability and the prospects of 
taken part in the training programmes organised by the organisations they work for 
(Bulut & Culha, 2010; Dhar, 2014), and this chance to train comes to them whether or 
not they are qualified. Bulut and Culha (2010) contend strongly that, access to training 
may not necessarily be based on a formalised application process, and selection may not 
be fair or be supported by the superiors of the employee. Just the realisation or the 
University of Ghana http://ugspace.ug.edu.gh
40 
 
likelihood that they would get the opportunity to be enrolled in a training programme is 
enough justification to elicit their affection for the organisation (Ehrhardt et al., 2011; 
Dhar, 2014). 
The practice in some organisations is that, the Human Resource department doles out the 
training programmes to department managers. These managers then assign employees 
who perform their jobs relatively well to these programmes (Bulut & Culha, 2010). This 
practice rewards high performing employees but does not enhance training throughout 
the organisation. But as argued by Bartlett and Kang (2004), it is not prudent to have 
predestined training programmes and simply compel employee participation. Instead it is 
recommended that management should strive to ensure accessibility to training 
throughout the organisation.    
Extant literature indicates that employees exhibit high commitment to their organisations 
when they positively perceive that they can access training in the organisation (Bartlett, 
2001; Newman, Thanacoody & Hui, 2011). Studies conducted in Malaysia and the 
United States of America give indications of a strong relationship between affective 
commitment and perceived availability of training (Bartlett, 2001). Another study by 
these researchers (Bartlett, 2001; Boon & Arumugam, 2006; Lam & Zhang, 2003) also 
reported similar relationship between access to training and organisational commitment. 
Employees are likely to consider the availability and accessibility to organisational 
training as a sign of willingness on the part of the organisation to invest in them (Chiang 
& Jang, 2008; Tannenbaum, Mathieu, Sales & Cannon-Bowers, 1991).  However 
availability and accessibility to training did not have the same effect on continuance 
commitment (Ahmad & Bakar, 2003). This therefore suggests that, when organisations 
University of Ghana http://ugspace.ug.edu.gh
41 
 
create a culture of information sharing, especially information on their training 
programmes, it may boost the affective commitment of their employees. Based on the 
above arguments the researcher hypothesises that: 
Hypothesis 2; Accessibility to training will have a positive relationship with employees’ 
Commitment. 
2.4.4 Benefits derived from training and organisational commitment 
The principle of reciprocity operates as far as the benefits to be derived from 
organisational training are concerned (Bulut & Culha, 2010). When training is seen as 
rewarding to both the employees and the organisation, employees will be willing to 
partake in future sessions (Facteau, Dobbins, Russell, Ladd & Kudisch, 1995). From the 
perspective of the organisation, training is expected to result in employee development, 
high productivity and performance. Conversely employees expect personal and career 
development from the training programmes they attend (Watson, 2008; Gulteket al., 
2006; Elangovan & Karakowsky, 1999).  
Perceived benefit from training has been found to have a positive relationship with 
organisational commitment, especially affective and continuance commitment (Al-Emadi 
& Marquardt, 2007). This was reported in a study of senior staff of the petrochemical 
industry in Qatar. Therefore the researcher hypothesises that: 
Hypothesis 3; Benefits from training will lead to a positive relationship with employees’ 
Commitment. 
University of Ghana http://ugspace.ug.edu.gh
42 
 
2.4.5 Support for training and organisational commitment. 
Employees recognise the fact that organisations are represented by managers and 
supervisors in accordance with the supervisor support theory (Ling et al., 2014). Attitudes 
demonstrated by supervisors and managers are seen as symbolising that of the larger 
organisation. As a result, if employees receive support for training from their supervisors 
and managers, they are likely to interpret that as coming from the organisation and 
therefore reciprocate through commitment. Meyer and Smith (2000) reported a positive 
correlation between supervisor support and employees‘ organisational commitment. 
Hypothesis derived from the above arguments is that: 
Hypothesis 4; Support for training will have a positive relationship with employees’ 
commitment. 
2.4.6 Training and affective commitment 
Some studies have been undertaken to gauge the relationship between training and 
employees‘ affective commitment towards their organisations. Fontinha, Chambel and 
De Cuyper (2013) studied outsourced workers in information technology companies in 
Portugal and found that when the employees realised their organisation was conducting 
quality training for them, they showed affective commitment. Training was also reported 
to have a significant correlation with affective organisational commitment in a study 
conducted on the association between organisational training and employees‘ 
organisational commitment among white-collar workers in Malaysia (Ahmad & Bakar, 
2003). 
University of Ghana http://ugspace.ug.edu.gh
43 
 
2.4.7 Training and continuance commitment  
Employees will continue to stay in their organisations when they perceive that leaving 
will not be profitable (Ahmad & Bakar, 2003). Studies have been conducted which 
indicate that training could improve employees‘ continuance commitment towards their 
organisations (Bhuian & Shahidulislam, 1996; Ahmad & Bakar, 2003).  
2.4.8 Training and normative commitment 
Normative commitment is the sense of obligation on the part of the employee to stay in 
the organisation (Meyer & Herscovitch, 2001). Looked at from the social exchange 
perspective, Chaudhuri and Bartlett (2014), studying the relationship between training 
outsourcing and employee commitment to organisations reported that, when employers 
offer training to their employees  it had considerable impact on their normative 
commitment. Previous studies have reported that when training is customised and tailored 
towards the specific needs of the employees, they feel greatly committed to the 
organisation. This finding sits very well with existing literature and application of the 
social exchange theory. 
 
 
 
University of Ghana http://ugspace.ug.edu.gh
44 
 
2.5 Conceptual Framework 
Figure 2.1 below shows in a diagram form the role played by the dimensions of 
organisational training on employees‘ organisational commitment. 
 
 
 
 
 
 
Figure 2.1: Conceptual framework showing the relationship between training and 
employees’ commitment 
 
 
 
 
Willingness to Training 
Access to Training 
Benefits from Training 
Support for Training 
Organisational 
Commitment 
H1 
H2 
H3 
H4 
University of Ghana http://ugspace.ug.edu.gh
45 
 
CHAPTER THREE 
METHODOLOGY 
3.0 Introduction  
This study seeks to investigate the role that organisational training plays in facilitating the 
commitment of employees to their organisations. This chapter therefore aims to describe 
the research design that was utilized in this study. The research design looked at the study 
population, sampling procedure and Sample size, types and sources of data, research 
instrument, data handling and ethical considerations. 
3.1 Research design 
Research is a framework that enables researchers to systematically define the objects of 
their research, collect and manage data and make their findings available to their 
beneficiaries (Leedy & Ormrod, 2001). It involves the collection, analysis and 
interpretation of data. Research design refers to the overall strategy that a researcher 
chooses to integrate the different components of the study in a coherent and logical way, 
thereby, ensuring that the researcher effectively addresses the research problem (De 
Vaus, 2001). It constitutes the blueprint for the collection, measurement, and analysis of 
data.  A research should have at least one question bothering on an occurrence that is of 
interest to researchers (Williams, 2007). 
The researcher as well adopts a quantitative method, using exploratory design to establish 
the role of training in facilitating employees‘ commitment in their organizations. Marsh 
University of Ghana http://ugspace.ug.edu.gh
46 
 
(1982) contends that quantitative surveys can help to obtain information and explanations 
that are adequate and meaningful. 
The study is a cross-sectional survey because data was collected once from respondents. 
3.2 Target and study population 
According to Kumekpor (2002), the population of a study may be considered as the 
number of all units of the phenomenon to be investigated that exists in the area of 
investigation. Studies by Ahmad and Bakar (2003) and Brown (1990) indicate that, the 
size of an organisation and number of employees can be used as guides for selecting 
organizations for a study of this nature. They contend that organizations with more than 
100 employees conduct training for their staff. As a result of this realization an 
organisation with more than 100 employees and also conducts training for its employees 
was targeted. The Social Security and National Insurance Trust (SSNIT) of Ghana was 
therefore chosen as the study organisation.  
The rationales for choosing SSNIT as the study organisation were that SSNIT contributes 
immensely to the socio-economic growth of Ghana. This is seen in the delivery of its core 
business of helping to reduce or manage old-age poverty and insecurity in Ghana. It has 
investments in various sectors of the economy including Ghana Stock Exchange Market, 
financial and service sectors, transport and hospitality sectors. An institution of this 
nature can not be allowed to fail. Hence a study to help it attract, motivate and retain core 
and skilled employees through training is very instructive. Second, it has a full-fledged 
human resource department which is charged with the training responsibility of the 
University of Ghana http://ugspace.ug.edu.gh
47 
 
organisation. The management of SSNIT considers the training of its staff very crucial 
for the overall success of the Trust because of the changing nature of the administration 
of issues involving employees‘ pensions in Ghana. Third, it was chosen because the 
management of SSNIT responded favourably to the researcher‘s request to use it as the 
study organisation. Fourth, proximity of the various branches to the researcher also 
informed the choice of SSNIT.  Participants will be those employed in the various 
departments of the Accra North, Accra Area offices and the General Headquarters. These 
three area offices were chosen because they account for about 40% of the investments 
and businesses of SSNIT. 
3.3 Sampling procedure and Sample size 
The Social Security and National Insurance Trust which is the study organisation has 
2015 employees nationwide. The Accra North, Accra South Area offices and the General 
Headquarters have an approximate staff of about 600. Out of this number a sample size of 
300 employees was chosen for the study. This number was obtained using Krejcie and 
Morgan (1970) table for determining sample sizes from a given population. In the view 
of these researchers a sample size of 234 employees is a fair representation of a 
population of 600. But the researcher chose 300 respondents owing to the fact that some 
of the questionnaires may not be returned and others may not be fully and properly filled 
out. The purposive sampling technique was utilized to select the study organization, 
which is SSNIT. This is a sampling technique that enables the researcher to deliberately 
select people from a population of interest owing to the qualities they possess. The main 
characteristics of the respondents which were of interest to the study are a continuous 
University of Ghana http://ugspace.ug.edu.gh
48 
 
employment for not less than one year and an opportunity to have enrolled in the training 
programmes of the organisation.  
SSNIT was chosen because most of the researches conducted in this area were done in 
the IT, outsourcing, hospitality, health sectors etc. The researcher therefore sought to find 
out how training will impact employees‘ organisational commitment in the pensions 
industry in Ghana.   
Data for the study were collected from primary sources through the use of survey 
questionnaire.  
3.4 Research instrument 
A research instrument is a tool that is utilized for data collection (Parahoo, 1997). In this 
study the researcher adopted instruments developed by Ling et al. (2014) and Cagri and 
Osman (2010) to measure organizational training at SNITT. This instrument was adopted 
because it is related to the study and will help the researcher achieve the objectives of the 
study. This instrument categorized training into four dimensions, namely training 
willingness, training opportunity, benefits from training and supervisor support for 
training. It has a 30-item scale. A five point Likert-scale ranging from 1 = ―strongly 
disagree‖, 2 = ―disagree‖, 3 = ―Neutral‖, 4 = ―agree‖ and 5 = ―strongly agree‖ was used. 
Representative items include ‗I am usually motivated to learn the skills emphasized in 
training programmes‘ and ‗I can expect my manager to assign me to special projects 
requiring the use of the skills and knowledge emphasized in training.‘ 
The organizational commitment questionnaire (OCQ) designed by Meyer and Allen 
(1991) was adopted and used to measure employee commitment. It has 24 items and the 
University of Ghana http://ugspace.ug.edu.gh
49 
 
questionnaire has scales to measure all the three dimensions of employee commitment, 
which are affective, normative and continuance commitment. A five point Likert-scale 
ranging from 1 = ―strongly disagree‖, 2 = ―disagree‖, 3 = ―Neutral‖, 4 = ―agree‖ and 5 = 
―strongly agree‖ was used. Representative items include ‗one of the major reasons I 
continue to work for this organization is that leaving would require considerable personal 
sacrifice—another organization may not match the overall benefits I have here‘ and 
‗Things were better in the days when people stayed in one organization for most of their 
careers.‘ 
3.5 Administration of research instrument 
The researcher sought audience with the Human Resource Development manager of the 
organization to have an initial discussion on the best way to administer the questionnaire. 
This was followed by a formal letter from the Organisation and Human Resource 
Management department of the University of Ghana Business School to SSNIT. The 
period for the data collection was about ten weeks. 
3.6 Data Processing and Analysis 
Data captured through the administration of questionnaire were coded and keyed into the 
computer using the Statistical Package for the Social Sciences (SPSS) version 20 
software.  
Demographic data were analysed through the use of tables and pie charts. The Pearson 
Product Moment correlation matrix was ran to determine the significance of the 
relationship between the training dimensions, namely; motivation for training, access to 
University of Ghana http://ugspace.ug.edu.gh
50 
 
training, benefits from training and support for training and employees‘ organisational 
commitment. Simple linear regression was also ran to determine whether there was 
positive relationship among the independent and the dependent variables. 
3.7 Ethical considerations  
The researcher was fully aware of the ethics behind a study of this nature and took all 
conceivable steps to ensure that ethical considerations were not violated. In particular 
ethical issues concerning the quality and integrity of the research, informed consent, 
confidentiality and anonymity, voluntary participation and avoidance of coercion were all 
thoroughly addressed. 
First, the researcher obtained an introductory letter from the Organisation and Human 
Resource Management department, signed and addressed to the Human Resource 
Development manager of SSNIT.  The letter informed the organisation of my designation 
and purpose as a student of the University of Ghana Business School who wanted to use 
SSNIT as my study organisation and asked them to extend the necessary support to me. 
Second, targeted respondents were informed that their participation was voluntary and 
that there was no pressure on them to participate in the research if they do not want to do 
so. They were also informed that they were at liberty to withdraw from the study at 
anytime if they so desired. 
Third, the questionnaires were designed to exclude sections that could require the 
respondents to provide their names and other personal information. This was done to 
ensure anonymity of the respondents. The researcher had the opportunity to interact with 
a section of the respondents and informed them that, various receptacles have been placed 
University of Ghana http://ugspace.ug.edu.gh
51 
 
at accessible points in which they can conveniently deposit the questionnaires after 
writing their responses. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
University of Ghana http://ugspace.ug.edu.gh
52 
 
CHAPTER FOUR 
DATA ANALYSIS AND DISCUSSION OF FINDINGS 
4.0 Introduction 
This study was conducted to determine the role of training in facilitating the commitment 
of employees of the Social Security and National Insurance Trust (SSNIT). Questions 
regarding motivation for training, access to training, benefit of training, supervisor 
support for training and employees‘ organisational commitment were posed to determine 
the role played by training on the organisational commitment of employees. Survey 
questionnaires were administered to 300 employees of SSNIT and at the time of running 
the analysis 235 completed questionnaires had been returned, at a response rate of 78.3%. 
4.1 Demographic Profile of Respondents 
This section presents analyses on respondents in relation to gender, age, educational 
level, work experience, job status, and department. 
 
 
 
 
University of Ghana http://ugspace.ug.edu.gh
53 
 
4.1.1 Gender of respondents 
Distribution on gender of respondents are summarised in table 4.1  
Table 4.1: Gender of Respondents 
 
 Gender Frequency Percent 
Male 106 45.1 
Female 129 54.9 
Total 235 100.0 
 
The researcher surveyed the descriptive statistics of the sampled population. The 
responses revealed that the number of female respondents was more than the male 
respondents. There were 129 females (54.9%) compared to 106 males (45.1%). Table 4.1 
presents summaries of the distribution on gender. 
4.1.2 Age of Respondents 
Distribution on age of respondents are summarised in table 4.2 below. 
 
 
 
 
 
University of Ghana http://ugspace.ug.edu.gh
54 
 
 
Majority of the respondents were aged between 31 and 45. This age group accounted for 
a total of 141 of the respondents (60.1%). Respondents between the ages 26 and 30 
accounted for (16.6%). Table 4.2 presents a summary on age distribution. 
4.1.3 Education level of Respondents 
Distribution on educational level of respondents is summarised in 4.3. 
Table 4.3: Level of Education of Respondents 
 
 
 
Table 4.2: Age of Respondents  
 Age Frequency Percent 
20-25 19 8.1 
26-30 39 16.6 
31-35 46 19.6 
36-40 49 20.9 
41-45 46 19.6 
46 + yrs 36 15.3 
Total 235 100.0 
Edu Level Frequency Percent 
HND 13 5.5 
Degree 169 71.9 
Masters Degree 53 22.6 
Total 235 100.0 
University of Ghana http://ugspace.ug.edu.gh
55 
 
In the sample a relatively large proportion of the respondents (169) had first degrees. This 
group formed 71% of the sample. 22.6% reported that they have a master‘s degree and a 
paltry 5.5% possessed Higher National Diplomas as shown in table 4.3. 
4.1.4  Work Experience of Respondents 
Distribution on work experience of respondents is summarised in table 4.4. 
Table 4.4: Work Experience of Respondents 
Tenure      Frequency Percent 
0-3           39 16.6 
4-6           55 23.4 
7-9           60 25.5 
10-14           51 21.7 
15yrs or more                    30 12.8 
Total          235 100.0 
With respect to their length of service, 60 respondents representing 25.5% had been 
working in the organisation for a period of 7 and 9 years. 30 of them had been working 
for 15 years or more. The distribution on work experience is summarised in table 4.4. 
4.1.5 Job Status of Respondents 
 Distribution on respondents‘ status is summarised in table 4.5. 
 
University of Ghana http://ugspace.ug.edu.gh
56 
 
Table 4.5: Respondents’ Job Status 
 Status Frequency Percent 
Permanent 220 93.6 
Contract 9 3.8 
Temporary 6 2.6 
Total 235 100.0 
 
A substantial number of the staff surveyed (93.6) were permanent employees of SSNIT. 
Contract and temporary workers formed 3.8% and 2.6% respectively. This distribution is 
also shown in table 4.5. 
4.1.6 Respondents’ Divisions 
Distribution on respondents‘ department is summarised in table 4.6.  
 
 
 
 
 
 
University of Ghana http://ugspace.ug.edu.gh
57 
 
Table 4.6: Division of Respondents 
 Division Frequency Percent 
General Counsel 4 1.7 
Finance 15 6.4 
Adm/HR 15 6.4 
MIS 5 2.1 
Operations 152 64.7 
Benefits 25 10.6 
Strategic Planning 7 3.0 
Risk and Quality  5 2.1 
Internal Audit 5 2.1 
Corporate Affairs 2 .9 
Total 235 100.0 
 
SSNIT is organised into 10 divisions. Each division is subdivided into departments. The 
operations division had the highest number of respondents, accounting for about 65% of 
the total respondents. 10.6% of respondents were from the benefits division. The other 
divisions together contributed a total of a little fewer than 25% as indicated in table 4.6. 
4.2 Simple Linear Regression 
In very basic terms, regression is seen as a method that enables a researcher to place a 
straight line that best fits and represents a group of points. This straight line shows the 
linear connection between the variables that are been studied (Tabachnick & Fidell, 
University of Ghana http://ugspace.ug.edu.gh
58 
 
2007). Regression is an effective technique that helps to determine cause-effect 
relationship among the variables studied. It is also useful in forecasting future outcomes. 
The researcher utilised the simple linear or standard multiple regression because all the 
independent variables, namely; training motivation, training access, training benefits and 
training support were regressed on the dependent variable in turns and not in any 
particular order. 
Before linear regression is done the data should be checked to ensure that the residuals 
are normally distributed (Leech, Barrett & Morgan, 2005). This is done to ensure that the 
relationship between each of the predictor variables and the dependent variable is linear 
and that the error, or residual, is normally distributed and uncorrelated with the 
predictors. So for the purposes of this study the assumption of normality was tested on all 
variables and they were found to be normally distributed. 
4.2.1 Normality Test on Training Motivation 
The bars in the histogram formed a distribution (pattern or curve) that is quite similar to 
the normal, bell shape curve shown by the line that is superimposed on the histogram. 
Thus, the frequency distribution for total training is said to be approximately normal, 
therefore did not violate the assumption. All the histograms can be found at appendix A. 
4.2.2 Normality Test on Training Accessibility 
The bars in the histogram formed a distribution (pattern or curve) similar to the normal, 
bell shaped curve shown by the line that is superimposed on the histogram. As can be 
University of Ghana http://ugspace.ug.edu.gh
59 
 
seen, the frequency distribution for training accessibility is said to be normally 
distributed. 
4.2.3 Normality Test on Training Benefits 
The histogram to check the normality of this dimension formed a distribution (pattern or 
curve) that is quite similar to the normal, bell shaped curve shown by the line that is 
superimposed on the histogram showing the normally distributed frequency of training 
benefits. 
4.2.4 Normality Test on Training Support 
The bars in the histogram formed a distribution (pattern or curve) that is quite similar to 
the normal bell shaped curve shown by the line that is superimposed on the histogram 
showing the normally distributed frequency of organisational support for training. 
4.2.5 Normality test on Total Commitment 
The bars in the histogram formed a distribution (pattern or curve) that is quite similar to 
the normal bell shaped curve shown by the line that is superimposed on the histogram 
showing the normally distributed frequency of total commitment. 
4.2.6 Correlation Matrix 
Correlation analysis is used to tell the strength of the linear relationship that exists 
between two studied variables. Correlation equally helps to describe the direction of the 
University of Ghana http://ugspace.ug.edu.gh
60 
 
relationship (Pallant, 2011).   In view of this a correlation analysis of the variables was 
performed to determine the strength and direction of the relationships between the 
dimensions of organisational training on one hand and employees‘ organisational 
commitment on the other. The results are shown in table 4.7 below. 
Table 4.7: Correlation matrix on the effects of training dimensions on commitment 
  Commitment T-Mot   T-Access T-Benefits       T-Support 
Commitment   1.00 
   T-Mot   0.50** 1.00 
  T-Access   0.47** 0.47**     1.00 
 
T-Benefits  0.62** 0.50**     0.511**   1.00 
T-Support   0.57** 0.49**      0.44 **   0.62**            1.00 
** means the correlation is significant at 0.01 level (2-tailed)  
 
The statistics above indicate a significant relationship between commitment and 
motivation for training (0.50, p=0.01). The indication from the relationship is that a unit 
change in the motivation of employees towards training would cause the same quantum 
of change in the organisational commitment of the employees. Thus, when employees are 
motivated to undergo training their commitment level is influenced 0.50 times. Therefore, 
hypothesis 1 which states that employees’ motivation for training will have a positive 
relationship on their organisational commitment level is supported by the results of the 
study.  
University of Ghana http://ugspace.ug.edu.gh
61 
 
Second, the correlation matrix table above shows that there is a significant relationship 
between accessibility for training and employees‘ organisational commitment (0.47, 
p=0.01). That is a unit change in employees‘ accessibility for training would cause the 
same quantum of change in the organisational commitment of the employees. This 
indicates that when employees get access to training their commitment level is influenced 
0.47 times. Therefore the results of this study support the second hypothesis which states 
that accessibility to training will have a positive relationship with employees’ 
Commitment. 
Again, there is a significant relationship between training benefits and employees‘ 
organisational commitment (0.62, p=0.01). Thus, a unit change in the training benefits of 
employees would cause the same quantum of change in the commitment level of the 
employees. That is when employees get benefits from training their commitment level is 
influenced 0.62 times. Therefore the third hypothesis which states that training benefits 
will have a positive relationship with employees’ commitment is supported by the results 
of this study.  
Moreover, the results from the correlation matrix table report of a significant positive 
relationship between support for organisational training and employees‘ organisational 
commitment (0.57, p=0.01). This shows that a unit change in the support for training will 
result in the same quantum change in the organisational commitment level of employees. 
Hence hypothesis four which predicted that Support for training will have a positive 
relationship with employees’ organisational commitment was supported. 
University of Ghana http://ugspace.ug.edu.gh
62 
 
4.2.7 The Effects of Training Dimensions on Commitment 
The output below in table 4.8 shows the effect of training dimensions namely; training 
motivation, training access, training benefit and training support on employees‘ 
organisational commitment. From the output the assumption of multicollinearity was 
satisfied because the model recorded a Variance Inflation Factor (VIF) of 1 for all the 
independent variables.  
 
Table 4.8: Effect of training dimensions on commitment 
Variablea Beta t stat sig. R square F value Sig Vif 
Tmot 0.505 8.932 0.000 0.225 79.772 0.000 1.00 
Tacc 0.468 8.078 0.000 0.219 65.254 0.000 1.00 
Tben 0.636 12.568 0.000 0.404 157.958 0.000 1.00 
Tsupp 0.573 10.662 0.000 0.328 113.675 0.000 1.00 
a variables used as independent variables on commitment. 
 
The first objective of this research was to determine the relationship between employees‘ 
motivation to partake in training sessions and their organisational commitment. The 
results from the regression show that there is a statistically positive and significant 
relationship between training motivation and employees‘ organisational commitment. 
The R square value which is 0.225 explains that, 22.5% of the variation in employees‘ 
organisational commitment is caused by training motivation. This indicates that a unit 
effect of training motivation on employees would result in 22.5% change in employees‘ 
organisational commitment. Therefore when an organisation such as SSNIT is able to 
University of Ghana http://ugspace.ug.edu.gh
63 
 
motivate its employees to take part in training, it positively and significantly affects the 
commitment of their employees by 22.5%.  
This finding supports a study by Mathieu, Tannenbaum, and Salas (1992). They found a 
significant relationship between training motivation and measures associated with 
reactions to training and learning. Motivation to learn is composed of two components: 
(1) a global measure of how motivated an individual is to learn, and (2) a more specific 
component of how motivated the individual is to learn the material presented at the 
training experiences to which an employee has access. 
Also, an employee who has a strong willingness or motivation to training will most likely 
apply the skills on the job (Mathieu et al. 1993). They will do this when they believe that 
training will result in an upsurge of their skills and consequently their performance 
(Robinson, 1985). The first objective was therefore achieved. 
Second, the results above in table 4.8 show that there is a statistically positive and 
significant relationship between training accessibility and employees‘ organisational 
commitment. The R square value which is 0.219 explains that, 21.9% of the variation in 
commitment is caused by training accessibility. This indicates that a unit effect of 
training accessibility of employees would result in 21.9% change in employees‘ 
organisational commitment. Therefore when an organisation such as SSNIT is able to 
make training accessible to its employees, it positively affects the commitment level of 
the employees. 
This result is supported by studies conducted in Malaysia and the United States of 
America which give indications of a strong relationship between employees‘ 
University of Ghana http://ugspace.ug.edu.gh
64 
 
organisational commitment and perceived availability of training (Bartlett, 2001). Other 
studies by these researchers (Boon & Arumugam, 2006; Lam & Zhang, 2003) also 
reported similar relationship between access to training and organisational commitment. 
Employees are likely to consider the availability and accessibility to organisational 
training as a sign of willingness on the part of the organisation to invest in them (Chiang 
& Jang, 2008; Tannenbaum, Mathieu, Sales & Cannon-Bowers, 1991). The result means 
that the second objective which sought to examine the effect of access to organisational 
training on employees‘ organisational commitment has been achieved.  
Third, from the results there is clearly a statistically positive and significant relationship 
between training benefits and employees‘ organisational commitment. The R square 
value which is 0.404 reveals that, 40.4% of the variation in the employees‘ organisational 
commitment is caused by training benefits. This indicates that a unit effect of training 
benefits on employees would result in 40.4% change in employees‘ commitment. 
Therefore when employees at SSNIT realise that there are training benefits, it will 
positively affect their organisational commitment level by that much.  
This finding supports studies by Facteau, Dobbins, Russell, Ladd and Kudisch (1995) 
who found out that when training is seen as rewarding to both the employee and the 
organisation, employees will be willing to partake in future sessions. Again, according to 
Al-Emadi and Marquardt (2007), perceived benefits from training have been found to 
have positive relationship with organisational commitment, especially affective and 
continuance commitment. 
University of Ghana http://ugspace.ug.edu.gh
65 
 
Moreover, when employees recognise the benefits that may accrue to them they may 
readily partake in the training activities of the organisation. Three broad types of benefits 
are recognisable (Newman et al., 2011). They are career-related, job-related and personal 
benefits. Career-related and personal benefits were reported to have strong relationship 
with continuance and affective commitment (Ahmad & Bakar, 2003). The third objective 
was thus achieved. 
Furthermore, there was a statistically positive and significant relationship between 
training and employees‘ organisational commitment as shown in table 4.8. The R square 
value which was 0.328 explains that 32.8% of the variation in commitment is caused by 
support for training. This indicates that a unit effect of training support on employees 
would result in 32.8% change in employees‘ commitment. Therefore when employees in 
organisations such as SSNIT gets support in training, it positively affects their 
commitment level. 
This results support the work by Meyer and Smith (2000) who reported a positive 
correlation between supervisor support and employees‘ organisational commitment. That 
is when employees get support from top level management they will be more committed 
to the training and therefore the organisation. Perceived support for training from 
colleagues and senior staff has also been shown to influence employees‘ decision to 
participate in training and development activities (Noe & Wilk, 1993). 
University of Ghana http://ugspace.ug.edu.gh
66 
 
4.3 Discussion  
Over the years, researchers in the area of human resource management have redirected 
their research efforts from the identification of effective features of human resource 
management policies, practices, programmes, systems and strategies toward finding out 
how these activities help to promote the effectiveness of organisations (Yang, Sanders & 
Bumatay, 2012). This issue brings to the fore how employees appreciate and interpret 
human resource management policies and practices. With this background in mind the 
study examined how training motivation, access to organisational training, benefits 
derived from training and support for training facilitate employees‘ commitment to their 
organisations. The findings of the study support the four hypotheses set out after 
reviewing literature, which were that the four dimensions of organisational training will 
have positive relationships with organisational commitment of employees.  
From the findings and discussion above it is imperative to know that, all four dimensions 
of training have a positive and significant relationship with employees‘ organisational 
commitment. The findings were consistent with previous studies conducted in Western 
and Asian countries which reported that, training conducted for employees is positively 
related to employees‘ organisational commitment. The consistency of the findings of this 
research to other studies gives indications of the importance of training dimensions and 
their relationship with how employees are willing to invest their effort and ingenuity in 
the organisations they work for. Therefore, the more organisations in Ghana design 
policies on training, motivate employees to enrol in training programmes, support 
employees to avail themselves of the training opportunities offered, align training 
programmes with inherent benefits, the more committed their employees will become. 
University of Ghana http://ugspace.ug.edu.gh
67 
 
Moreover, Addae and Parboteeah (2005) have argued strongly that employees‘ 
organisational commitment, which finds expression in the level of identity of employees 
to organisational values, might have a spillover effect from organisational commitment to 
job satisfaction. They contend that even at the entry level when employees receive 
information about their jobs, the organisation and its policies, perhaps on training and 
other related issues, they are likely to become committed and by extension may inversely 
affect turnover intentions. First, training motivation ensures that employees endear 
themselves to the training programmes conducted by their organisations. The results from 
the study showed a positive and significant relationship between motivation on the part of 
the employees of SSNIT to train and their organisational commitment. This result is 
indicative of the fact that workers at SSNIT appreciate the training programmes offered 
them. This is because training enables them to develop their knowledge, skills and 
abilities and also enhance the value of the careers (Fontinha, Chambel & De Cuyper, 
2013). The finding may have far-reaching implications for the pensions industry in 
Ghana generally, owing to the fact that issues of social security and pension have 
attracted huge public concerns in Ghana in recent times, leading to the passage into law 
the new National Pensions Act, 2008 (Act 766).  Bulut and Culha (2010) and Ling et al., 
(2014) conducted similar studies in Malaysia and China respectively, and reported that 
training willingness or motivation for training relates to employees‘ organisational 
commitment. Employees who have a strong willingness to training will most likely apply 
the skills on the job (Mathieu et al. 1993). Therefore, when employees of SSNIT and by 
extension organisations in the pensions industry in Ghana are motivated to enrol in the 
training programmes of their organisations, they are likely to learn the materials and 
University of Ghana http://ugspace.ug.edu.gh
68 
 
subsequently transfer the knowledge, skills and abilities acquired onto the job. In doing 
so, performance is likely to be affected positively at the individual level and eventually 
dovetail into enhanced organisational performance. This will in the long term provide 
organisations in Ghana with the calibre of human resources that are core, vital and 
immutable and put them ahead of their competitors. 
Second, access to organisational training was also found to be positively and significantly 
related to employees‘ organisational commitment. Studies conducted by Bartlett (2001), 
Boon and Arumugam (2006), Lam and Zhang (2003) reported a similar relationship 
between access to training and employees‘ organisational commitment. Kemelgor and 
Meek (2008) also argue that businesses that commit resources to the training of their 
employees benefit immensely from employees‘ loyalty or commitment. Access to 
training must be a matter of policy by organisations and should not be left to the 
judgement of few top management people. This finding relates very well to the 
psychological contract theory which is one of the theoretical foundations for this 
research. The psychological contract theory postulates that when employees perceive that 
their employers are fulfilling their obligations by providing them with incentives and 
other inducements such as training, they are obliged to reciprocate through job related 
attitudes such as commitment. Literature revealed that there is difficulty in quantifying 
the benefits derived from investment in training. In spite of this realisation, Balkin and 
Richebé (2007) argue that, there is huge evidence to support the fact that companies are 
devoting enormous resources into conducting general skills training for their employees. 
This should provide the basis for organisations in the pensions industry in Ghana to make 
training accessible to their employees. 
University of Ghana http://ugspace.ug.edu.gh
69 
 
Third, benefit from training also had a statistically positive and significant relationship 
with employees‘ organisational commitment. When training is seen as rewarding to both 
the employees and the organisations, employees will be willing to partake in future 
sessions (Facteau, Dobbins, Russell, Ladd & Kudisch, 1995). The benefits the employees 
derive from partaking in training programmes are important elements which can translate 
into their levels of commitment to the organisation. The training employees receive from 
their organisations is regarded as an asset. This is because it escalates the likelihood of 
their employment in the organisation and outside of it. Training is therefore a means of 
inducing a positive link between pension workers of SSNIT and their employers. An 
effective training experience on the part of SSNIT workers is regarded as an indication of 
their employer‘s willingness to invest in them and eventually elicit their commitment 
(Chambel & Sobral, 2011). In effect training is seen as an important antecedent variable 
of organisational commitment and significantly affects workers‘ retention attitudes.   A 
model developed by Mottaz (1987) suggests that employees‘ organisational commitment 
will rise in response to an increase in work rewards which may arise from improved 
performance as a result of acquiring new skills from training. The upsurge in reward will 
also positively affect job satisfaction. The benefits of training are career related, personal 
and job-related.   
Again, there was a statistically significant and positive relationship between support for 
training and organisational commitment of the employees of the Social Security and 
National Insurance Trust. Employees recognise the fact that organisations are represented 
by managers and supervisors in accordance with the supervisor support theory (Ling et 
al., 2014). The supervisor support theory explains that employees perceive supervisors 
University of Ghana http://ugspace.ug.edu.gh
70 
 
and other top management personnel as legitimate representatives of organisations, 
responsible for managing and evaluating their behaviour and performance.  Therefore the 
support of managers and supervisors of SSNIT cannot be swept under the carpet. When 
employees of Social Security and National Insurance Trust realise that their supervisors 
and top management officers openly declare their support for training in the organisation, 
they may show commitment. Management support for training can be demonstrated in 
the training policies and the number of training programmes conducted during the year. 
Again, when employees return from training programmes they should be assigned onto 
jobs and projects that will give them the opportunity to put their new knowledge, skills 
and abilities to work. Moreover, because training results in the acquisition of knowledge, 
skills and abilities that enhance the performance of employees, supervisors can provide 
support by helping employees to resolve work related challenges and adopt new 
approaches to complete tasks.   
The findings of this study were supported by the above scholars because of similarity in 
context, that is where their studies were conducted had similar national context to that of 
the Ghanaian context. Again, this study used the same methodology and similar sample 
size, which may also account for the same results with previous scholars.  
 
 
University of Ghana http://ugspace.ug.edu.gh
71 
 
4.4 Conclusion 
The main objective of this study was to explore the role of training in facilitating 
employees‘ commitment to their organisations. The research however explored the 
relationship between the four dimensions of training and organisational commitment.  
Training benefits produced the highest correlations with organisational commitment. The 
fact that training benefits provided a stronger relationship to organisational commitment 
than either the number of training events participated in or the number of hours spent in 
training may suggest that employees don‘t necessarily want to participate in a 
predetermined number of training events or hours per year but do value the benefits from 
such periodic training programmes. However, caution should be exercised in interpreting 
this result, as training benefits measure did not determine perceptions of relevance. 
Furthermore, training benefits does not imply participation in training, although results 
show that a significant positive relationship does exist between these two variables. The 
results also imply that caution should be exercised when seeking to establish benchmarks 
in terms of training participation. Variables related to the motivation to learn, the benefits 
of training, and support for training from colleagues and supervisors have been shown in 
past studies to influence participation in training (Noe & Wilk, 1993; Tharenou & 
Conroy, 1994; Tharenou, 1997); those conclusions were confirmed by the results of this 
study. The results from the study also firm up conclusions reported in earlier works 
which indicate that training programmes of organizations have tremendous impact on 
employees‘ commitment (Bartlett, 2001; Bartlett & Kang, 2004; Noe & Wilk, 1993; 
Tharenou, 2001). 
 
University of Ghana http://ugspace.ug.edu.gh
72 
 
CHAPTER FIVE 
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 
5.0 Introduction  
This part presents the summary and description of findings derived from the study. It also 
details the conclusions and recommendations to higher level management in 
organisations to enable them increase the commitment levels of their employees. Again, 
the study sought to ascertain the relationship between the four dimensions of training and 
employees‘ organisational commitment and its relevance to industry and academia.  
5.1 Summary of Key Findings 
The correlation matrix was computed to establish the strength and direction of the 
relationship between each of the four training dimensions and employees‘ organisational 
commitment. The four hypotheses were tested by simple linear regression technique. 
 Hypothesis one which states that motivation for training will have a positive relationship 
with employees’ commitment was confirmed. The results showed that there was a 
statistically positive and significant role of training motivation on employees‘ 
organisational commitment. The R square value which was 0.225 explains that 22.5% of 
the variation in commitment is caused by training motivation. 
This indicates that a unit effect of training motivation on employees would result in 
22.5% change in employees‘ commitment. Therefore when an organisation such as 
University of Ghana http://ugspace.ug.edu.gh
73 
 
SSNIT is able to motivate its employees to participate in training, it positively affects the 
commitment of the employees. 
For hypothesis two, accessibility to training will have a positive relationship with 
employees’ commitment was also supported. The results show that there was a 
statistically positive and significant relationship between organisational training 
accessibility and employees‘ organisational commitment. The R square value which was 
0.219 explains that 21.9% of the variation in commitment is caused by training 
accessibility. 
This indicates that a unit effect of training accessibility of employees would result in 
21.9% change in employees‘ commitment. Therefore when SSNIT and by extension 
other Ghanaian organisations are able to make training accessible across their 
organisations employees organisational commitment would be positively and 
significantly affected. 
Again hypothesis three which was confirmed states that, benefits from training will have 
a positive relationship with employees’ organisational Commitment. The results show 
that there was a statistically positive and significant effect of training benefits on 
employees‘ organisational commitment. The R square value which was 0.404 explains 
that 40.4% of the variation in commitment is caused by training benefits. 
This indicates that a unit effect of training benefits on employees would result in 40.4% 
change in employees‘ commitment. Therefore when employees at SSNIT realise that 
there are training benefits, it will positively affect their commitment levels. 
University of Ghana http://ugspace.ug.edu.gh
74 
 
Finally hypothesis four which was also supported states that, support for training will 
have a positive relationship with employees’ organisational commitment. The results 
show that there was a statistically positive and significant relationship between support 
for training and employees‘ organisational commitment. The R square value which was 
0.328 explains that 32.8% of the variation in commitment is caused by training support. 
This indicates that a unit effect of training support on employees‘ would result in 32.8% 
change in employees‘ commitment. Therefore, when employees in organisations such as 
SSNIT get support in training, it positively affects their commitment level. The ultimate 
findings of this study suggest that the individual employee‘s perception of training 
significantly plays a major role in affecting his/her commitment to organisations.  
5.2 Conclusions of the Study 
The following conclusions can be made based on the analysis of the data in this study. 
First, training motivation is related to employees‘ organisational commitment. However, 
training benefits appears to result in a stronger relationship with employees‘ 
organisational commitment than either the number of training events attended or the 
number of hours spent in training during the past year. However, it must be stressed that 
neither access to training nor training frequency captures the issue of relevance. 
Relevance of training is important for HRD practitioners, as previous research has 
suggested that irrelevant training programmes may negatively affect employees‘ 
organisational commitment (Ogilvie, 1986).  
University of Ghana http://ugspace.ug.edu.gh
75 
 
Second, support for training from senior staff and colleagues, personal motivation to 
learn, and the perceived benefits of training are related to employees‘ organisational 
commitment. The strongest relationships are with training benefits and training support. 
However, access to training and training motivation had a moderate relationship to 
organisational commitment. Moreover, access to training does not imply participation in 
training. 
Finally, the willingness or the motivation to participate in training fairly related to the 
commitment level of employees. When employees are well motivated by senior 
management, they have a sense of belonging, which is being part of that organisation and 
being happy to be involved in training 
5.3 Recommendations 
The results suggest that employees who expect benefits from their participation in 
training are likely to be more committed to their organisations. This is a prompting to 
management that they should encourage a more strategic approach to linking the 
outcomes of training to both individual and organisational benefits. The finding for the 
relationship between perceived support for training from senior staff and organisational 
commitment suggests that social support for training is an important component in the 
formation and maintenance of commitment. This implies that employees take cues from 
both their colleagues and their supervisors and managers with regard to the importance of 
training, and these perceptions may influence their attitude and participation. Therefore 
HRD department personnel should strive to create an environment in which training 
participation is strongly supported by all employees, especially senior staff. Other factors 
University of Ghana http://ugspace.ug.edu.gh
76 
 
such as job satisfaction might influence the relationship between perceived access to 
training and employees‘ organisational commitment. This highlights the importance of 
job satisfaction as an antecedent of employees‘ organisational commitment and supports 
renewed calls for research on job satisfaction (Brief, 1998). The relationship between 
willingness on the part of the employees to engage in organisational training and their 
commitment should also engage the attention of management and training practitioners. 
Willingness or motivation for training is the readiness on the part of employees to 
commit themselves to training programmes organised by their organisations. Employees 
will be motivated to training when they believe that training will raise their knowledge, 
skills and abilities. Therefore, organisations in Ghana should design training programmes 
with clear behavioural training objectives capable of being measured and evaluated. Also, 
since employees who are adults attend training programmes with a wealth of knowledge, 
training should be delivered with less ‗telling.‘ Adults learn better when training follows 
the experiential learning cycle. This is a structured training approach that follows a five-
step learning cycle, namely; experiencing, sharing, interpreting, generalising and 
applying. Management should also design strategies to enable trainees actively practice 
or apply the new skills acquired during training programmes on the job.     
 
 
 
 
 
University of Ghana http://ugspace.ug.edu.gh
77 
 
REFERENCES 
Addae, H.M., & Parboteeah, K.P. (2006). Organizational Information, Organizational 
Commitment and Intention to Quit; A Study of Trinidad and Tobago. 
International Journal of Cross Cultural Management.  6(3): 343–359. 
Agarwal, S. (1 993). Influence of Formalization on Role Stress, Organisational 
Commitment, And Work Alienation of Salespersons: a Cross-national 
Comparative Study. Journal of International Business Studies. 24: 715–39. 
Ahmad, K.Z., & Bakar, R.A. (2003). The association between training and organisational 
commitment among white collar workers in Malaysia. International Journal of 
Training and Development:  166 – 185. 
Aladwan, K., Bhanugopan, R., & Fish, A. (2013). To what extent the Arab workers 
committed to their organisations?.  International Journal of Commerce and 
Management. 23 (I 4): 306 – 326. 
Al Emadi, M.A., & Marquardt, M.J. (2007). Relationship between Employees‘ Beliefs 
Regarding Training Benefits and Organisational Commitment in a Petroleum 
Company in the State of Qatar. International Journal of Training and 
Development. 11(1): 49-70. 
Allen, J. N., & Meyer, P. J. (1990). The measurement and antecedents of affective, 
continuance and normative commitment to the organisation. Journal of 
Occupational Psychology. 63, 1, 1–18. 
University of Ghana http://ugspace.ug.edu.gh
78 
 
Allen, D.G., Shore, L.M., & Griffeth, R.W. (2003). The Role of Perceived Organisational 
Support and Supportive Human Resource Practices in the Turnover Process. 
Journal of Management. 29(1): 99–118. 
Allison, J. H., & Byron, M. A. (1996, spring). Aligning quality improvement with 
strategic goals at ANA Hotel San Francisco. National Productivity Review, 15(2), 
89-99. 
Angle, H.L., & Perry, J.L. (1981). An impirical assessment of organisational commitment 
and organisational effectiveness. Administrative Science Quarterly. 27: 1 – 14.   
Appelbaum, E., Bailey, T., Berg, P., & Kalleberg, A. L. (2000). Manufacturing 
advantage:  Why high-performance work systems pay off. Ithaca, N. Y.: Cornell 
University Press. 
Argyris, C. (1960). Understanding Organisational Behaviour. Dorsey Press, Homewood, 
IL. 
Armstrong, M. (2009). Handbook of Human resource management practice. 11th ed. 
Cogan Page. London. 
Asamoah, A. A. ,  Agbesi, S.   Pountney, J.E., &  Larbi, H. (2009). The role of pension 
schemes in the  economy of Ghana. Unpublished long essay, University of Ghana, 
Accra, Ghana. 
Asare – Bediako, K. (2013). Professional Skills in Human Resource Management. 3rd 
edn. Kasoa, Ghana: K.Asare-Bediako.  
University of Ghana http://ugspace.ug.edu.gh
79 
 
Aven, F. F. (1988). A methodological examination of the attitudinal and behavioural 
components of organisational commitment. Unpublished doctoral dissertation, 
University of Colorado, Boulder, USA. 
Bal, P.M., De Cooman, R., & Mol, S.T. (2013). Dynamics of psychological contracts 
with work engagement and turnover intention: The influence of organisational 
tenure. European Journal of Work and Organisational Psychology. 22(1), 107-
122. 
Balkin, D.B., & Richebé, N. (2007). A gift exchange perspective on organizational 
training. Human Resource Management Review. 17, 52-62. 
Barling, J., Fillager, C., & Kelloway, E. K. (1992). The union and its members: a 
psychological approach. New York: Oxford Univ. Press. 
Barney, J. B. (1991). Firm resource and sustained competitive advantage. Journal of 
Management. 17(1) 99–120. 
Bartlett, K.R. (2001). The Relationship between Training and Organisational 
Commitment: A Study in the Health Care Field. Human Resource Development 
Quarterly, 12(4), 335-352. 
Bartlett, K. R., & Kang, D. (2004). Training and organisational commitment among 
nurses following industry and organisational change in New Zealand and the 
United States. Human  Resource Development International, 7(4), 423–40. 
University of Ghana http://ugspace.ug.edu.gh
80 
 
Baugh, S. G., & Roberts, R. M. (1994). Professional and organisational commitment 
among engineers: Conflicting or complementing? IEEE Transactions on 
Engineering Management. 41(2), 108-114. 
Bernhard, H.B., & Ingolis, C.A. (1988). Six lessons for the corporate classroom. Harvard 
Business Review, 66 (5), 40–48. 
Beardwell, I., Holden, L., & Claydon, T. (2004). Human Resource Management a 
contemporary approach. 4th  Edn. Prentice Hall, Pearson Education Limited, 
England. 
Becker, G. S. (1960). Under investment in College Education? American economic 
review. 50(2), 346-354. 
Becker, H. S. (1960). Notes on the concept of commitment. American Journal of 
Sociology, 66(1), 32-40. 
Becker, T.E. (1992). Foci and bases of commitment: are they distinctions worth making? 
Academy of Management Journal. 35, 232 – 244. 
Benson, G.S., Finegold, D., & Mohrman, S.A. (2004). You paid for the skills, now keep 
them: tuition reimbursement and voluntary turnover. Academy of Management 
Journal, 47(3), 315-331. 
Benson, G.S. (2006). Employee development, commitment and intention to turnover: a 
test of Employability policies in action. Human Resource Management Journal, 
16 (2), 173-192. 
University of Ghana http://ugspace.ug.edu.gh
81 
 
Benson, G. S., Young, S. M., & Lawler III, E.E. (2006). High-involvement work 
practices and analysts' forecasts of corporate earnings. Human Resource 
Management, 45(4), 519-537. 
Bhuian, S. N., & Shahidulislam, M. (1996). Continuance Commitment and Extrinsic Job 
Satisfaction among a Novel Multicultural Expatriate Workforce. Mid-Atlantic 
Journal of Business, 32, 1–9. 
Blau, P. M. (1964). Exchange and power in social life. New York, NY: John Wiley. 
Blau, G.J. (1985). The measurement and prediction of career commitment. Journal of 
Occupational Psychology. 58, 227 – 288. 
Blau, G. (2003). Testing a four-dimensional structure of occupational commitment. 
Journal of Occupational and Organisational Psychology. 76, 469-88. 
Boon, K. O. & Arumugam, V. (2006). The influence of corporate culture on 
organisational commitment: case study of semiconductor organisations in 
Malaysia. Sunway Academic Journal, 3, 99–115. 
Brian, E., & Christopher, C. (2011). Strengthening affective organisational commitment: 
the influence of fairness perceptions of management practices and underlying 
employee cynicism. Health Care Manager, 30, 29-35. 
Brown, C. (1990). Empirical Evidence on Private Training. Research in Labour 
Economics, 11, 97–113. 
University of Ghana http://ugspace.ug.edu.gh
82 
 
Brown, R.B. (1996). Organisational commitment: clarifying the concept and simplifying 
the existing construct typology. Journal of Vocational Behaviour, 49, 230 – 251. 
Buckley, R., & Caple, J. (1995). The Theory and Practice of Training, 3rd edn. London: 
Kogan Page. 
Bulut, C., & Culha, O. (2010). The effects of organisational training on organisational 
commitment. International Journal of Training and Development, 14 (4), 309-
322. 
Cagri, B., & Osman, C., (2010). The effects of organisational training on organisational 
commitment.  International Journal of Training and Development, 14(4), 309-
322. 
Campion, M.A., & Lord, R.G. (1982). A control systems conceptualisation of the goal 
setting and changing process. Organisational Behaviour and Human 
Performance, 30, 265 – 287. 
Chambel, M. J., & Sobral, F. (2011). Training is an investment with return for temporary 
workers: A social exchange perspective. Career Development International, 16, 
161–177. doi:10.1108/13620431111115613 
Chaudhuri, S., & Bartlett, K.R. (2014). The relationship between training outsourcing and 
employee commitment to organisation. Human Resource Development 
International, 17(2), 145-163. 
University of Ghana http://ugspace.ug.edu.gh
83 
 
Cheng, Y., & Waldenberger, F. (2013). Does training affect individuals turnover 
intentions? Evidence from China. Journal of Chinese Human Resource 
Management. 4(1), 16 – 38.  
Chiang, C. F., & Jang, S. C. (2008). An expectancy theory model for hotel employee 
motivation. International Journal of Hospitality Management, 27(2), 313–22. 
Cho, S., Woods, R., Jang, S., & Erdem, M. (2006). Measuring the impact of human 
resource management practices on hospitality firms‘ performances. International 
Journal of Hospitality Management,25(2), 262-77. 
Choi, Y., & Dickson, D. (2010). A case study into the benefits of management training 
programmes: impacts on hotel employee turnover and satisfaction level. Journal 
of Human Resources in Hospitality & Tourism, 9, 103-116. 
Cohen, A. (2007). Commitment before and after: an evaluation and reconceptualization 
of Organisational commitment. Human Resources Management Review. 17, 336–
354. 
Coyle-Shapiro, J. (2002). A psychological contract perspective on organisational 
citizenship behaviour. Journal of Organisational Behavior, 23(8), 927–946. 
Cropanzano, R., & Mitchell, M.S. (2005). Social Exchange Theory: An Interdisciplinary 
Review. Journal of Management, 31(6), 874-900. 
Curry, L. (1997). Catering for success. Hotels, 3(6), 40-42. 
Dalziel, P. (2010) Leveraging Training Skills Development in SMEs: An Analysis of 
Canterbury Region, New Zealand, Local Economic and Employment 
University of Ghana http://ugspace.ug.edu.gh
84 
 
Development (LEED), http://www. oecd.org/dataoecd/7/39/45538500.pdf, 
Accessed 10-04-2012. 
De Vaus, D. A.(2006). Research Design in Social Research. London: SAGE, 2001; 
Trochim, William M.K. Research Methods Knowledge Base.  
Deci, E. L., & Ryan, R M (1985). Intrinsic Motivation and Self-determination in Human 
Behaviour, Plenum, New York. 
Dermol, V., & Cater, T. (2013).The influence of training and training transfer factors on 
organisational learning and performance. Personnel Review, 42(3), 324-348. 
Derouen, C., & Kleiner, B.H. (1994). New Developments in Employee Training. Work 
Study, 43(2), 13 -16. 
Dhar, R.L., (2014). Service quality and the training of employees: The mediating role of 
organisational commitment. Tourism Management. 46, 419-430. 
Donnellan, L. (1996). Lessons in staff development. Cornell Hotel & Restaurant 
Administration Quarterly, 37(6), 42-45. 
Edwards, T., & Rees, C.,(2006). International Human Resource Management: 
Globalisation, National systems and Multinational Companies. 1st edn. Pearson 
Education limited. England. 
Ehrhardt, K., Miller, J. S., Freeman, S. J., & Hom, P. W. (2011). An examination of the 
relationship between training comprehensiveness and organisational commitment: 
further exploration of training perceptions and employee attitudes. Human 
Resource Development Quarterly, 22(4), 459-489. 
University of Ghana http://ugspace.ug.edu.gh
85 
 
Elangovan, A. R., & Karakowsky, L. (1999). The role of trainee and environmental 
factors in transfer of training: an exploratory framework. Leadership and 
Organisation Development Journal,20(5), 268–275. 
Emerson, R.M. 1976. Social Exchange Theory. Annual Review of Sociology, 2, 335-362. 
Etzioni, A. (1961). A comparative analysis of complex organisations. New York: Free 
Press. 
Facteau, J. D., Dobbins, G. H., Russell, J. E. A., Ladd, R. T., & Kudisch, J. D. (1995). 
The influence of general perceptions of the training environment on pre-training 
motivation and perceived training transfer, Journal of Management,21(1), 1–25. 
Faisal,M.N., & Al-Esmael, B.A.(2013). Modeling the enablers of organisational 
commitment. Business Process Management Journal. 20(1), 25-46. 
Fontinha, R., Chambel, M.J., & De Cuyper, N. (2013). Training and the Commitment of 
Outsourced Information Technologies‘ Workers: Psychological Contract 
Fulfillment as a Mediator. Journal of Career Development,  41(4) 321-340. 
Foote, D. A., Seipel, S. J., Johnson, N. B., & Duffy, M. K. (2005). Employee 
commitment and organisational policy, Management Decision, 43(2), 203–219. 
Furunes, T. (2005). Training paradox in the hotel industry. Scandinavian Journal of 
Hospitality and Tourism, 5(3), 231-248. 
Gaertner, K. N., & Nollen, S. D. (1989). Career Experiences, Perceptions of Employment 
Practices, and Psychological Commitment to the Organisation. Human Relations, 
42, 975–91. 
University of Ghana http://ugspace.ug.edu.gh
86 
 
Garg, S., & Dhar, R.L. (2014). Effects of stress, LMX and perceived organisational 
support on service quality: Mediating effects of organisational commitment. 
Journal of Hospitality and Tourism Management. 21, 64 – 75. 
Gordon, M.E., Philpot, J.W., Burt, R.E., Thompson, C.A., & Spiller, W.E. (1980). 
Commitment to union: development of a measure and an examination of its 
coordinates. Journal of Applied Psychology. 65, 479 – 499.  
Gouldner, A. W. (1960). The norm of reciprocity: A preliminary statement. American 
Sociological Review, 25, 161–178. 
Gould-Williams, J. (2007). HR Practices, Organisational Climate and Employee 
Outcomes: Evaluating Social Exchange Relationships in Local Government, 
International Journal of Human Resource Management, 18(9),1627-1647. 
Griffin, R.W., & Bateman, T.S. (1986). Job Satisfaction and Organisational 
Commitment. International Review of Industrial and Organisational Psychology. 
157 – 188.  
Guest, D. E. (1987). Human resource management and industrial relations, Journal of 
Management Studies, 14 (5), 503–521. 
Gultek, M. M., Dodd, T. H., & Guydosh, R. M. (2006). Attitudes towards wine-service 
training and its influence on restaurant wine sales. International Journal of 
Hospitality Management, 25(3), 432–446. 
Hall, D. (ed). (1996). Careers in the 21st century (special issue). Academy of Management 
Executive.  10 (4), 676-688. 
University of Ghana http://ugspace.ug.edu.gh
87 
 
Harrell, A. E. Chewning, R., & Taylor, M. (1986). Organisational-Professional Conflict 
and the job satisfaction and turnover intentions of internal auditors. Auditing: 
Journal of  Practice and Theory, 5, 109-121.  
Hausknecht, J.P., Roddaand, J.M., & Howard, M.J.  (2008). Targeted employee retention: 
performance-based and job-related differences in reported reasons for staying. 
Working Paper Series, Cornell University, School of Industrial and Labour 
Relations, Centre for Advanced Human Resource Studies, Working Paper 08–06. 
Hinkin, T., & Tracey, J. (2000). The cost of turnover: putting a price on the learning 
curve.  Cornell Hotel and Restaurant Administration Quarterly, 41(3), 14-21. 
Yang, H., Sanders, K., & Bumatay, C.P. (2012). Linking perceptions of training with 
organisational commitment: The moderating role of self-construals. European 
Journal of Work and Organisational Psychology, 21(1), 125-149. 
Hughey, A.W., & Mussnug, K.J. (1997). Designing effective employee training 
programmes. Training for Quality, 5 (2), 52 – 57. 
Hunt, S.D., & Morgan, R. M. (1994). Organisational commitment: one of many 
commitments or key mediating constructs? Academy of Management Journal, 
37,1568 – 1587. 
Jaros, S.T., Jermier, J.M., Koehler, J.W., & Sincich, T. (1993). Effects of continuance, 
affective and moral commitment on the withdrawal process: an evaluation of 
eight structural equation models. Academy of Management Journal. 82(6), 961 – 
995. 
University of Ghana http://ugspace.ug.edu.gh
88 
 
Jayawarna, D, Macpherson, A., & Wilson, A. (2007). Training commitment and 
performance in manufacturing SMEs incidence, intensity and approaches. Journal 
of Small Business and Enterprise Development, 14, 321–328. 
Jex, S. M., & Britt, T. W. (2008), Organisational Psychology: A Scientist-Practitioner   
Approach (Hoboken, NJ: John Wiley & Sons). 
Kar, B.P., Sharma, A. & Borah, S.B.(2011). Attrition in SMEs: the causes. European 
Journal of Business and Management. 3,5–16. 
Karatepe, M. O., & Uludag, O. (2007). Conflict, exhaustion, and motivation: a study of 
frontline employees in Northern Cyprus hotels. International Journal of 
Hospitality Management, 26(3), 645–665. 
Kemelgor, B., & Meek, W. (2008). Employee retention in growth-oriented 
entrepreneurial forms: an exploratory study. Journal of Small Business Strategy, 
19, 74–86. 
Klein H.J., (2001). Invited Reaction: The Relationship between Training and 
Organisational Commitment - A Study in the Health Care Field. Human Resource 
Development Quarterly, 12(4) 353 – 360. 
Knowles, M. (1984). The adult learner: A neglected species. Houston, Jossey-Bass, USA.  
Koslowsky, M., Caspy, T. & Lazar, M. (1988). Are Volunteers More Committed than 
Nonvolunteers? Journal of Applied Social Psychology, 18, 985–91. 
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. 
University of Ghana http://ugspace.ug.edu.gh
89 
 
Educational and psychological measurement, 30, 607-610.  
Kumekpor, T. K. B.  (2002). Research Methods and Techniques of Social Research. 
Adenta: SonLife Printing Press and Services. 
Kuruuzum, A., Cetin, E. I. & Irmak, S. (2009), Path analysis of organisational 
commitment, job involvement and job satisfaction in Turkish hospitality 
industry. Tourism Analysis, 64(1), 4–16 
Lam, T., & Zhang, Q. H. (2003). Job satisfaction and organisational commitment in the 
Hong Kong fast food industry. International Journal of Contemporary 
Hospitality Management, 15(4), 214–20. 
Lawler, E. J., Thye, S.R., & Yoon, J. (2009). Social Commitments in a Depersonalized 
World. New York: Russell Sage Foundation. 
Leech, N.L., Barrett, K.C., & Morgan, G.A. (2005). SPSS for intermediate statistics: Use 
and Interpretation. Psychology Press. 
Leedy, P., & Ormrod, J. (2001). Practical research: Planning and design (7th ed.).  
Upper Saddle River, NJ: Merrill Prentice Hall. Thousand Oaks: SAGE 
Publications. 
Leedy, P. D. & Ormrod, J. E. (2010). Practical Research, Planning and Design, 8th Ed. 
Pearson Merrill Prentice Hall, New Jersey.  
Ling, L., Qing, T., & Shen, P. (2014). Can training promote employee organisational 
commitment? The effect of employability and expectation value. Nankai Business 
Review International, 5(2), 162-186. 
University of Ghana http://ugspace.ug.edu.gh
90 
 
Liu, J.Y. & Shi, K. (2005). The influence of human resource practices on organizational 
commitment. Chinese Journal of Ergonomics, 11(4), 21-26. 
Locke, E.A., Lotham, G.P., & Erez, M. (1988). The determinants of goal commitment. 
Academy of Management Review, 13, 23 – 39. 
Lowry, D. S., Simon, A., & Kimberley, N. (2002). Toward Improved Employment 
Relations Practices of Casual Employees in the New South Wales Registered 
Clubs Industry. Human Resource Development Quarterly, 13(1), 53–70. 
Mansfield, B. (1999). What is ‗competence‘ all about?, Human Resource Development 
Quarterly , 6 (3), 24–28. 
Marsh, R. M. & Mannari, H. (1977). Organisational Commitment and Turnover: a 
Prediction Study. Administrative Science Quarterly, 22, 57–75.   
Mathieu, J. E. & Zajac, D. M. (1990). A Review and Meta-analysis of the Antecedents, 
Correlates, and Consequences of Organisational Commitment. Psychological 
Bulletin, 10(8), 171–194.  
Mathieu, J.E., Martineau, J.W. & Tannenbaum, S.I. (1993). Individual and situational 
influences on the development of self-efficacy: implications for training 
effectiveness. Personnel Psychology, 46(1), 125-147. 
Mathis, R. L. & Jackson, J. H. (2011). Human Resource Management. 13th edn. South-
Western Cengage Learning. USA.  
University of Ghana http://ugspace.ug.edu.gh
91 
 
Mayer, R.C. & Schoorman, F.D. (1992). Predicting participation and production 
outcomes through a two dimensional model of organisational commitment. 
Academy of Management Journal. 35, 671 – 684.  
Mayer, J.P. & Schoorman, F.D. (1998). Differentiating antecedents of organisational 
commitment: a test of March and Simon‘s model. Journal of organisational 
Behaviour. 19, 15-28. 
McDonald, D.J. & Makin, P.J. (2000). The psychological contract, organisational 
commitment and job satisfaction of temporary staff. Leadership and Organisation 
Development Journal, 21(2), 84 – 91. 
Meyer, J.P. & Allen, N.J. (1984). Testing the ―side-bet theory‖ of organisational 
commitment: some methodological considerations. Journal of Applied 
Psychology. 69,  372 – 378.  
Meyer, J.P., &  Allen, N.J., (1991). A three component conceptualization of organisation 
commitment. Human Resource Management Review, 1, 61 – 89. 
Meyer, J.P., Bobocel, D.R. & Allen, N.J. (1991). Development of organisational 
commitment during the first year of employment: a longitudinal study of pre- and 
post-entry influences. Journal of Management,17(4), 717-733. 
Meyer, J. & Smith, C. (2000). HRM practices and organizational commitment: test of a 
mediation model. Canadian Journal of Administrative Sciences, 17(4), 319-331. 
University of Ghana http://ugspace.ug.edu.gh
92 
 
Meyer, J. P., & Herscovitch, L. (2001). Commitment the workplace toward a general 
model. Human Resource Management Review, 11, 299 – 326. 
Molm, L. D., Whitham, M.M., & Melamed, D., (2012). Forms of Exchange and 
Integrative Bonds: Effects of History and Embeddedness. American Sociological 
Review, 77(1), 141-165. 
Moncarz, E., Zhao, J. & Kay, C. (2009). An exploratory study of US lodging properties' 
organisational practices on employee turnover and retention.  International 
Journal of Contemporary Hospitality Management, 21(4). 437 – 458. 
Morrow, P. C. (1983). Concept Redundancy in Organisational Research: The case of 
work commitment. Academy of Management Review. 8, 486 – 500. 
Mottaz, C. J. (1987). An analysis of the relationship between work satisfaction and 
organizational commitment. Sociological Quarterly, 28, 541-558. 
Mowday, R. T., Porter, L. W. & Steers, R. (1982).Organisation Linkages : The 
Psychology of Commitment, Absenteeism, and Turnover. San Diego, CA: 
Academy Press. 
Mowday, R. T., Steers, R. M. & Porter, L. W. (1979), ‗The measurement of 
organisational   commitment.  Journal of Vocational Behaviour, 14, 224–7. 
Mowday, R. T., Steers, R. M. & Porter, L. W. (1982). Employee – organisation Linkages 
: The   Psychology of Commitment, Absenteeism, and Turnover. New York : 
Academy Press. 
University of Ghana http://ugspace.ug.edu.gh
93 
 
Newman, A., Thanacoody, R. & Hui W. (2011). The impact of employee perceptions of 
training on organisational commitment and turnover intentions: a study of 
multinationals in the Chinese service sector. International Journal of Human 
Resource Management, 22 (8). 1765-1787.  
Northcraft, T., & Neale, H. (1996). Organisation behaviour. London: Prentice-Hall. 
O‘Reilly, C. A. & Chatman, J. (1986). Organisational commitment and psychological 
attachment: the effects of compliance, identification an internalisation on 
prosocial behaviour. Journal of Applied Psychology. 71, 492 – 499. 
Pallant, J., (2011). Survival Manual - A step by step guide to data analysis using SPSS. 4th 
edn. Allen and Unwin, Australia.  
Park, H.Y., Christie, R. L. & Sype, G. E. (2009). Organisational Commitment and 
Turnover Intention in Union and NonUnion Firms. Journal of Applied 
Psychology, 69, 847-855. 
Penley, L. E. & Gould, S. (1988). Etzioni‘s model of organisational involvement: a 
perspective for understanding commitment to organisations. Journal of 
Organisational behaviour. 9, 43 – 59.  
Pirnar, I. & Miral, C. (2008). EU tourism policy and Turkey’s situation during the 
adaptation process, Turkey and the EU: From Past to the Future, IKV, 10-
11.08.2008. 
University of Ghana http://ugspace.ug.edu.gh
94 
 
Porter, L., Steers, R., Mowday, R. & Boullian, P. (1974), Organisational commitment, 
job Satisfaction and turnover among psychiatric technicians. Journal of Applied 
Psychology, 59. 337-348. 
Rai, G.  S. (2013).  Impact  of  organisational  justice  on  satisfaction,  commitment  and  
turnover  intention:  Can  fair treatment by organisations make a difference  in 
their workers‘ attitudes and behaviours?  International Journal of Human 
Sciences, 10(2), 260-284. 
Randall, S.S. & Ian, C.M. (1984). Gaining competitive advantage through human 
resource management practices. Human Resource Management, 23 (3), 241-255. 
Randall, D. M. (1990). The Consequences of Organisational Commitment: 
Methodological Investigation. Journal of Organisational Behaviour, 11, 361–78. 
Rankin, N (2004). Benchmarking survey, Competency and Emotional Intelligence. 
Journal of Applied Psychology, 12 (1), 44–56. 
Reichers, A. E., (1985). A Review and Reconceptualisation of Organisational 
Commitment. Academy of Management of Review, 10, 465 – 476.    
Robinson, K.A. (1985). Handbook of Training Management, Kogan Page, London 
Robinson, S.L., Kratz, M.S. & Rousseau, D.M. (1994). Changing obligations and the 
Psychological contract: a longitudinal study. Academy of Management Journal, 
37,137-152. 
University of Ghana http://ugspace.ug.edu.gh
95 
 
Roehl, W.S. & Swerdlow, S. (1999). Training and its Impact on Organisational 
Commitment among Lodging Employees. Journal of Hospitality & Tourism 
Research, 23(2), 176-194. 
Rousseau, D. M. (1989). Psychological and implied contracts in organisations. Employee 
Responsibilities and Rights Journal, 2(2), 121-39. 
Rousseau, D.M. (1990). New hire perceptions of their own and their employer's 
obligations: A study of psychological contracts. Journal of Organisational 
Behaviour, 11, 389-400. 
Rousseau, D. M. (1995). Psychological Contracts in Organisations: Understanding 
Written and Unwritten Agreements, Sage Publications, London. 
Rousseau, D. M. & Wade-Benzoni, K.A.(1995), Changing individual-organisation 
Attachments- a two way street'', in Howard, A. (Ed.),The Changing Nature of 
Work, Jossey-Bass, San Francisco, CA. 
Saks, A. M. (1996). The relationship between the amount and helpfulness of entry 
training and work outcomes. Human Relations, 49, 429-451. 
Salancik, G.R., (1977). Commitment and the Control of Organisation Behaviour and 
Belief. New Directions in Organisational Behaviour, 31, 1-54. 
Schein, E.H. (1980), Organisational Psychology, 3rded.,Prentice-
Hall,EnglewoodCliffs,NJ. 
University of Ghana http://ugspace.ug.edu.gh
96 
 
Shafiq, M., Zia-ur-Rehman, M. & Rashid, M. (2013). Impact of Compensation, Training 
and Development and Supervisory Support on Organisational commitment. 
Compensation & Benefits Review, 45(5), 278 –285. 
Shaw, J. D., Delery, J. E. & Abdulla, M. H. A. (2003). Organisational commitment and 
performance among guest workers and citizens of an Arab country. Journal of 
Business Research, 56,1021–1030. 
Sieben, I. (2007). Does training trigger turnover – or not? The impact of formal training 
on graduates‘ job search behaviour. Work, Employment & Society, 21(3), 397-
416. 
Smeenk, S. G., Eisinga, R. N.  Teelken, J. C.  &. Doorewaard, C. M. (2006).  The effects 
of HRM practices and antecedents on organisational commitment among 
university employees. International Journal of Human Resource Management,17, 
2035–2054. 
Sparrow, P. R. (1998). Reappraising Psychological Contracting. International Studies of 
Management and Organisation, 28(1), 30–63. 
Stallworth, H.L., (2003),Mentoring, organisational commitment and intentions to leave 
public accounting. Managerial Auditing Journal, 18(5), 405 – 418. 
Streiner, D. L. & Norman, G. R. (2006). Health Measurement Scales. A practical guide to 
their development and use, 3rd ed. Oxford: University Press, Oxford, UK. 
University of Ghana http://ugspace.ug.edu.gh
97 
 
Suliman, A. & Iles, P. (2000). Is continuance commitment beneficial to organisations? 
Commitment # performance relationship: a new look. Journal of Managerial 
Psychology, 15(5). 407 – 422. 
Tabachnick, B. G. & Fidell, L.S., (2007). Using Multivariate Statistics (5 ed) Boston, 
Pearson Edu. 
Tannenbaum, I. S., Mathieu, E. J., Sales, E. & Cannon-Bowers, A. J. (1991). Meeting 
trainees‘ expectations: the influence of training fulfillment on the development of 
commitment, self efficacy, and motivation. Journal of Applied Psychology,76(6), 
759–69. 
Tharenou, P. (2001). The relationship of training motivation to participation in training 
and development. Journal of Occupational and Organizational Psychology, 74, 
599–621. 
Tsui, A.S., Pearce, J.L. & Porter, L.W. (1997). Alternative approaches to employee-
organization relationship: does investment in employees pay off? Academy of 
Management Journal, 40(5), 1089-1121. 
Walmsley, A. (2004), Assessing staff turnover: a view from the English Riviera. 
International Journal of Tourism Research ,6(4), 275–87.  
Wasti, S. A. (2002). Affective and continuance commitment to the organisation: test of 
an integrated model in the Turkish context. International Journal of Intercultural 
Relations, 26(5), 525–50. 
University of Ghana http://ugspace.ug.edu.gh
98 
 
Wasti, S. A. & Can, O. (2008). Affective and normative commitment to organisation, 
supervisor, and coworkers: do collectivist values matter?, Journal of Vocational 
Behaviour, 73(3), 404–13. 
Watson, S. (2008), ‗Conceptual model for analyzing management development in the 
hospitality industry: A UK perspective‘, International Journal of Hospitality 
Management, 27 (3), 414–425. 
Waung, M. (1995). The effects of self-regulatory coping orientation on newcomer 
adjustment and job survival. Personnel Psychology, 48(3), 633-650. 
Wiener, Y. (1982). Commitment in organisations: a normative view. Academy of 
Management Review, 7, 418 – 428. 
Williams, C. (2007). Research Methods. Journal of Business & Economic Research,  
5(3), 65-72. 
Winter, G. (2000). A Comparative Discussion of the Notion of Validity in Qualitative 
and  Quantitative research. The Qualitative Report, 4(3&4). Retrieved 20th 
August, 2014,  from http://www.nova.edu/ssss/QR/QR4-3/winter.html 
Xie, J.Y. (2011), Employability and Its Development, Truth and Wisdom Press. 
Young, C. A., & Lundberg, C. C. (1996). Creating a good first day on the job: Allaying 
newcomers‘ anxiety with positive messages. Cornell Hotel & Restaurant 
Administration Quarterly,37(6), 26-33. 
  
University of Ghana http://ugspace.ug.edu.gh
99 
 
APPENDICES 
APPENDIX A 
4.7 Normality Test on Training Motivation 
 
 
Figure 4.7: Normality Test on Training Motivation 
 
  
University of Ghana http://ugspace.ug.edu.gh
100 
 
4.8: Normality Test on Training Accessibility 
 
Figure 4.8: Normality Test on Training Accessibility 
 
4.9: Normality Test on Training Benefits 
 
Figure 4.9: Normality Test on Training Benefits 
 
 
University of Ghana http://ugspace.ug.edu.gh
101 
 
4.10: Normality Test on Training Support 
 
Figure 4.10: Normality Test on Training Support 
 
Normality test on Total Commitment 
 
Figure 4.11: Normality Test on Total commitment 
 
 
University of Ghana http://ugspace.ug.edu.gh
102 
 
APPENDIX B 
STUDY QUESTIONNAIRE 
The role of training in facilitating employees’ commitment to their organisations 
Study Objective: This study is an academic exercise to investigate the role of training in 
facilitating employees‘ commitment to their organisations at SSNIT. Please answer all 
questions freely and objectively, information provided will be treated with the strictest 
confidentiality. 
 
Please read each question and indicate your response using the scale provided for each 
section 
 Section A: Demographic Characteristics    
1. Gender:        
 Male [ ]    Female [ ] 
2. Age (years):    
20-25[ ]     26-30 [ ]    31-35 [ ]     36-40 [ ]   41-45 [ ] 46+ [ ] 
3. Highest level of education achieved:      
Senior High Certificate [ ]      HND [ ]   Degree [ ] Masters Degree [ ]   others 
(please specify)……… 
4. How long have you been working with your company:      
0-3 years [ ]   4-6 years [ ]   7-9 years [ ]   10-14 years [ ] 15 years or more [ ] 
5. What is your current job status?   
University of Ghana http://ugspace.ug.edu.gh
103 
 
 Permanent [ ] Contract [ ] Temporary [ ] others (please 
specify)………………………… 
Which department do you work with?   …………………………………………………. 
Please evaluate the following statements based on your experience of training in your 
organization. Tick the most appropriate response that is applicable to your experience 
Section B: Training 
Item 
 Anchors    
Strongly 
Disagree 
    [1] 
Disagree 
 
   [2] 
Neutral 
 
   [3] 
Agree 
 
  [4] 
Strongly 
Agree 
[5] 
1. I try to learn as much as I can from training 
programmes. 1 2 3 4 5 
2. I tend to learn more from training programmes 
than most people. 1 2 3 4 5 
3. I am usually motivated to learn the skills 
emphasized in training programmes. 1 2 3 4 5 
4. I am willing to exert considerable effort in 
training programmes in order to improve my 
skills. 1 2 3 4 5 
5. I believe I can improve my skills by 
participating in training programmes.  1 2 3 4 5 
6. I believe I can learn the material presented in 
most training programmes.  1 2 3 4 5 
7. Participation in training programmes is of little 
use to me because I have all the knowledge and 
skills I need to successfully perform my job.  1 2 3 4 5 
8. I am willing to invest effort to improve skills 1 2 3 4 5 
University of Ghana http://ugspace.ug.edu.gh
104 
 
and competencies related to my current job. 
9. I am willing to invest effort to improve skills 
and competencies in order to prepare myself for a 
promotion. 1 2 3 4 5 
10. My organization has stated policies on the 
amount and type of training the employees can 
expect to receive.  1 2 3 4 5 
11.I am aware of the amount and type of training 
that my organization is planning for me in the 
coming year.  1 2 3 4 5 
12. This organization provides access to training. 1 2 3 4 5 
 
     
13. Participating in training programmes will help 
my personal development.  
1 2 3 4 5 
14. Participating in training programmes will help 
me perform my job better.  1 2 3 4 5 
15. Participating in training programmes will lead 
to more respect from my peers. 1 2 3 4 5 
16. Participating in training programmes will help 
me network with other employees.  1 2 3 4 5 
17 Participating in training programmes will help 
me stay up to date on new processes and products 
or procedures related to my job.  1 2 3 4 5 
18. Participating in training programmes will 
increase my chances of getting a promotion. 1 2 3 4 5 
19. Participating in training programmes will help 
me obtain a salary increase.  1 2 3 4 5 
20. Participating in training programmes will 
result in more opportunities to pursue different 
career paths.  1 2 3 4 5 
University of Ghana http://ugspace.ug.edu.gh
105 
 
21. Participating in training programmes will give 
me a better idea of the career path I want to 
pursue.  1 2 3 4 5 
22. Participating in training programmes will help 
me reach my career objectives. 1 2 3 4 5 
23. Participating in training programmes will help 
me get along better with my manager. 1 2 3 4 5 
24. Participating in training programmes will help 
me get along better with my peers. 1 2 3 4 5 
25. My manager can be counted on to help me 
develop the skills emphasized in training 
programmes. 1 2 3 4 5 
26. I can expect my manager to assign me to 
special projects requiring use of the skills and 
knowledge emphasized in training. 1 2 3 4 5 
27. My manager enthusiastically supports my 
participation in training programmes.  1 2 3 4 5 
28. My manager believes advising or training are 
one of his or her major job responsibilities. 1 2 3 4 5 
29. I would not hesitate to tell my manager of a 
training need I have in a particular area.  1 2 3 4 5 
30. My manager makes sure I get the training 
needed to remain effective in my job.  1 2 3 4 5 
Section C: Organisational Commitment 
     31. I would be very happy to spend the rest of my 
career with this organization. 1 2 3 4 5 
32. I enjoy discussing about my organization with 
people outside it. 1 2 3 4 5 
33. I really feel as if this organization‘s problems 
are my own. 1 2 3 4 5 
University of Ghana http://ugspace.ug.edu.gh
106 
 
34. I think I could easily become as attached to 
another organization as this one 1 2 3 4 5 
35. I do not feel like ‗part of the family‘ at my 
organization. 1 2 3 4 5 
36. I do not feel ‗emotionally attached‘ to this 
organization. 1 2 3 4 5 
37. This organization has a great deal of personal 
meaning for me. 1 2 3 4 5 
38. I do not feel a ‗strong‘ sense of belonging to 
my organization. 1 2 3 4 5 
39. I am not afraid of what might happen if I quit 
my job without having another one lined up. 1 2 3 4 5 
40. It would be very hard for me to leave my 
organization right now, even if I wanted to. 1 2 3 4 5 
41. Too much in my life would be disrupted if I 
decided to leave my organization now. 1 2 3 4 5 
42. It wouldn‘t be too costly for me to leave my 
organization now 1 2 3 4 5 
43. Right now, staying with my organization is a 
matter of necessity as much as desire. 1 2 3 4 5 
44. I feel that I have very few options to consider 
leaving this organization. 1 2 3 4 5 
45. One of the few serious consequences of 
leaving this organization would be the scarcity of 
available alternatives. 1 2 3 4 5 
46. One of the major reasons I continue to work 
for this organization is that leaving would require 
considerable personal sacrifice—another 
organization may not match the overall benefits I 
have here. 1 2 3 4 5 
University of Ghana http://ugspace.ug.edu.gh
107 
 
 
THANK YOU 
 
47. I think that people these days move from 
company to company too often. 1 2 3 4 5 
48. I  do  not  believe  that  a  person  must  
always  be  loyal  to  his  or  her organization. 1 2 3 4 5 
49. Jumping from organization to organization 
does not seem at all unethical to me. 1 2 3 4 5 
50. One  of  the  major  reasons  I  continue  to  
work  in  this  organization  is  that I believe 
loyalty is important and therefore feel a sense of 
moral obligation to remain. 1 2 3 4 5 
51. If I got another offer for a better job elsewhere 
I would not feel it was right to leave my 
organization. 1 2 3 4 5 
52. I was taught to believe in the value of 
remaining loyal to one organization. 1 2 3 4 5 
53. Things were better in the days when people 
stayed in one organization for most of their 
careers. 1 2 3 4 5 
54. I do not think that to be loyal to my 
organisation is sensible anymore. 1 2 3 4 5 
University of Ghana http://ugspace.ug.edu.gh