INTERNATIONAL JOURNAL OF EMINENT SCHOLARS, Hameed Habeeb

&
VOL.10 NO 1, DECEMBER 2023, GERMANY. ISSN: 2630-7200 (Hard Copy), 2659-1057 (Online). Ayodeji Timothy Babatunde

IMPACT OF TRAINING AND DEVELOPMENT ON THE PERFORMANCE OF

EMPLOYEES IN THE WORKPLACE, THE CASE OF UNILEVER PLC
Hameed Habeeb

And
Ayodeji Timothy Babatunde
Southern University A&M College
801 Harding Blvd, Baton Rouge, LA 70807, USA
ABSTRACT
The research embarked on a comprehensive exploration of the impact of training and development
on employee performance, employing Unilever as a case study. Utilizing a survey method, the study
engaged 110 respondents, and their responses were meticulously analyzed. To assess the influence
of training and development on employee performance, a correlation analysis was deployed to
rigorously test the formulated hypotheses. The findings yielded compelling results, revealing a
significant and positive correlation between the content of training programs and employee
performance. Additionally, the study brought to light another noteworthy discovery – a substantial
and favorable association between employee performance and development programs. Building
upon these insights, the study proposes practical recommendations for organizations aiming to
enhance their workforce's capabilities. The first recommendation emphasizes the importance of
regularly evaluating a company's skill set. Through consistent skill assessments, areas of
inadequacy can be identified, paving the way for targeted training initiatives tailored to each
employee's specific responsibilities. Furthermore, the study underscores the significance of
conducting job-specific training, aligning these training techniques with available resources,
organizational structure, and corporate culture. By implementing these recommendations,
companies can proactively address skill gaps and cultivate a workforce that continually contributes
to organizational success.
KEYWORDS: Training and Development, Training contents, Employees’ performance,
Training Methods
INTRODUCTION
1.1 Background of the Study

The personnel of the organization are its core. The organization’s performance team finally
decides what passes and what fails (Mwema & Gachunga, 2014). Managers of businesses must thus
understand the importance of employee training and performance improvement. A company's
superior knowledge, skills, and capabilities are what make it competitive in the modern global
market. Despite a significant amount of research in this area, organizational leaders seem to have
gaps and challenges in the area of employee performance training and development. This article's
goal is to provide readers with accurate information on training, performance, and staff development
(Kuruppu, Kavirathne, & Karunarathna, 2021). It also makes recommendations for chances for
professional advancement and effective staff mentoring that boosts output. Ensuring the success of
its personnel is one of the human resources department's primary responsibilities. One of the most
important components of company success is the development of human resources, as an
organisation cannot prosper without the talent and motivation of its workers. Thus, in addition to
sharpening their present skills, employees need to get training in new ones. Training is one of the
most crucial components of every company's performance management strategy (Husys, 2018).

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Businesses require training to ensure that newly hired workers can fill newly established or empty
roles following efforts to develop the employees (Habeeb, 2023). Employees must get training
appropriate to their line of employment. Training and development programmes thereby boost
employee productivity and inspire employees to improve the overall success of the business (Sung
& Choi, 2014). Training aims to address performance inequalities, whether or not they can be
foreseen, by equipping participants with the skills they need to succeed in the workplace. According
to Kiruja and Mukuru (2018), when performance is sagging, training is the only approach to
improving morality and organizational efficiency in general. Guidelines for programming and
training are essential parts of the talent development process. Ensuring that people tend to acquire
the skills and abilities they want yields better outcomes. Training and development programmes are
crucial for producing supervisors as well as drawing in and keeping skilled workers since they
provide chances to move from entry-level positions to more senior ones (Sugiarti, 2022). Those who
get training do well and may even advance. The employer will need a discernible improvement in
the workforce's overall performance in order to maximise each employee's distinctive contribution
to the level of production and to match the workforce's size and skill set to the business's
expectations for productivity (Kiruja & Mukuru, 2018). In light of this, the study used a survey
technique to assess how training and promotions affected employees' job performance.

The relationship between training and development and employee performance has been the
subject of several studies (Shen & Tang, 2018). For instance, Hafeez and Akbar (2015) found that
training had a major influence on employee performance in Pakistani pharmaceutical enterprises.
However, the findings of the study were limited to the pharmaceutical sector and cannot be
generalized to other sectors. Falola, Osibanjo, and Ojo (2014) examined the relationship between
training and organizational competitiveness in Nigeria's banking sector. The results of the research
indicate a strong correlation between training and development and competitiveness, but they say
nothing about the connection between employee performance and training and development.

Valentine (2023) looked into the relationship between these factors and staff performance at
Kakamega County Hospital and came to the conclusion that training and development are crucial
for enhancing performance. In an attempt to close the knowledge gap, this study examines the
relationship between worker performance and training and development, with a focus on Unilever
Plc. Scholars haven't focused much on this connection.

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VOL.10 NO 1, DECEMBER 2023, GERMANY. ISSN: 2630-7200 (Hard Copy), 2659-1057 (Online). Hameed Habeeb
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Ayodeji Timothy Babatunde
2. LITERATURE REVIEW
2.1 CONCEPTUAL FRAMEWORK
2.1.1 TRAINING AND DEVELOPMENT CONCEPTUALIZED
Employees are unquestionably the foundation of every business. According to Hameed and
Waheed (2011), a company's most important asset is its workforce. The viability of a firm is
determined by the performance of its personnel. They also agree that a company's profitability and
efficiency are raised by having productive workers. Because of this, the entire performance of an
organization is crucial, and the first stages in improving performance include defining improvement
goals and conducting frequent performance reviews. Projects and efforts are a waste of money if
they don't provide the anticipated performance outcomes.
"An organized exercise aimed at conveying statistics and/or instructions to better the recipient's
performance or to help him or her gain a required degree of competence or ability" is how the
Business Dictionary defines training (training, n.d.). Nassazi (2013) defines training as a set of
activities meant to enhance an individual's abilities, competencies, and knowledge.
2.1.2 PERFORMANCE EVALUATION OF EMPLOYEES
The standards for determining and prioritising the level of performance, or employee overall
performance indicators, are set by the performance management system. It's probable that some
businesses evaluate employee performance using ad hoc techniques. Thus, there are concerns over
the vague, ineffective, and imprecise evaluation outcomes of this activity (Ahmed, Sultana, Paul, &
Azeem, 2013). Businesses must thus handle performance assessments with caution. Each
employee's performance is assessed in compliance with company policies, and affects and
behaviours are often used to assess employee performance. Many factors, including personal,
organizational, environmental, motivational, ability level, aptitudes, and work perceptions, may
affect an employee's success.
Model Framework

Needs for Training Assessment

 N The process of identifying
needs
 A training authorization
 Level ofTraining
assistance with training
Methods
 Apprenticeship
 Outside-the-office instruction
 The employment instruction
 Classroom instruction Employee Performance
(Gatherings, Case Studies,  Efficiency
Training Content  Accuracy
 Range of instruction
 Creativity
 Competency of Trainers
 Degree of expertise attained

Development Programs
 Introductions and Orientations
 Mentorship
 Coaching
Source: Constructed
 Work Rotation by the researcher
 Increased Employment
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2.2. THEORETICAL FRAMEWORK Ayodeji Timothy Babatunde
2.2.1 SOCIAL LEARNING THEORY
To construct the social mastering principle, Albert Bandura brought together the ideas of
behavioural mastering, which maintains that mastery is influenced by responses to contextual
signals, and cognitive mastering, which maintains that psychological aspects affect learning. Most
research focuses on theoretical approaches to social mastery, such modelling the environment and
imitating others. According to the social learning theory, people pick up skills from others (models)
who they regard as trustworthy and knowledgeable. This method also accounts for the possibility
that behaviour based on rewards may get boring. The significance of observing and replicating the
behaviours, emotions, and viewpoints of others is underscored by Bandura (1977). Since most
individuals learn new behaviours via imitation, it could be easier to understand how people pick up
new habits by seeing and imitating others.
According to Bandura's (1977) social mastery theory, an individual's behaviour is influenced
by events, interactions with other people, and the outcomes of their surroundings. The social mastery
theory holds that every individual has special talents that they may adapt to fit the needs of their
line of work. An employee's environment, habits, and goals all affect how much work they produce
(Jain & Sharma, 2019). Employee perceptions of the procedures used to track and assess overall
performance may be influenced by workplace culture and personal preferences.
Before they may function at a higher level, Company employees must comprehend how social
structure influences training and development programmes. Social contexts may enhance learning
in a number of ways, such as via collaboration, mentorship, and teamwork. Facilitating opportunities
for employees to engage with and gain knowledge from less seasoned colleagues may also enhance
learning outcomes (Abba, 2018). This idea goes into more detail on how important education and
training are to increasing employee productivity in businesses.
2.3 EMPIRICAL REVIEW
2.3.1 TRAINING NEEDS ASSESSMENT AND EMPLOYEE PERFORMANCE
Enhancing the perspectives and comprehension of recipients about certain subjects,
occurrences, activities, and procedures is known as training. Training aims to improve trainees'
capacity to manage activities and work assignments by providing them with new operational
knowledge, altering their behaviours and attitudes, and imparting skills (Kulkarni, 2013).
Kum, Cowden, and Karodia (2014) found that managers in businesses need to promote
training programmes and provide resources in order to help employees learn new skills. This was
discovered in a research on the impact of coaching and promotions on employee productivity.
Authorised training programmes and resources would improve employee skills and average
productivity by completing the gaps and meeting expectations. This is particularly true for highly
productive teams. By doing this, operational costs would be reduced. Employees receiving this kind
of training and development may also acquire new skills, attitudes, and information that enhance
organisational performance in addition to improving their general capacity to operate in the modern
workplace (Sandamali et al., 2018). Training increases an employee's capability, empowering them
to effectively carry out job-related responsibilities and actively seek organisational goals.
Furthermore, when workers get training that enables them to experience the instant high that comes
with accomplishment and the knowledge that they are honing their innate skills, concerns about job
dissatisfaction, absenteeism, and turnover may all be dramatically decreased.
According to Onyango and Wanyoike (2014), the performance of health professionals in
Siaya County was significantly impacted by their low levels of motivation and job satisfaction. The

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research also looked at how coaching affected workers' output. The county made the decision to
require coaching courses, provide financial assistance, and promote them to all fitness staff members
in an effort to defy the trend. The primary argument used to support this choice in the past was that
education improves worker performance and production. In conclusion, the evaluation of trainee
requirements, personality tests, and the choice of appropriate coaching techniques and delivery
modalities are all essential components that must be considered for training to be totally successful.
According to Asfaw, Argaw, and Bayissa (2020), in order to have an impact on employee
performance effectiveness, financial support from top management and organizational management
is also required. This is in addition to more time for trainees to receive on- and off-the-job training
for education and improvement.
2.3.2 TRAINING METHODS AND EMPLOYEE PERFORMANCE
The best coaching programmes take use of the newest concepts and methods for employee
growth. Each business chooses its own training techniques based on pre-established groups and
factors that influence the learning process after consulting with its leaders or management. Githinji
(2014) asserts that in order to guarantee the efficacy of employee performance sharing and training
programmes, it is necessary to carefully balance the advantages and disadvantages of each. Teachers
must possess both a substantial quantity of teaching experience and a solid foundation in the subject
matter in order to successfully impart information to students. Wenzel (2014) asserts that anybody
employed to provide training must really believe in the objectives and basic principles of the
business, regardless of whether they are internal or external educators employed by the organisation.
In their 2014 study, Tahir, Yousafzai, Jan, and Hashim examined how staff development initiatives
affected overall productivity. They concluded that in order to meet the organization's current and
future goals, all HRD programmes should support the familiar development of businesses and
individuals, teach new skills for careers that will require them in the future, and enhance character
performance in already-existing vocations. Employers may assist staff members in acquiring new
skills in two ways. Workers get coaching while they work in their usual settings; if not, they may
receive coaching off the job as long as they focus entirely on the training.
2.3.3 CONTENT OF TRAINING AND EMPLOYEE PERFORMANCE
Lastly, a lot of companies employ performance management systems to aid in the hiring of
exceptional candidates. Because employees are participating in the growth planning process, there
is a greater chance that highly motivated employees will emerge (Nassazi, 2013). Outstanding and
environmentally conscious work is required to achieve organisational objectives, according to
comprehensive overall performance management. It promotes customised lifelong learning based
on the requirements and objectives of each individual (Mukuru, 2013).

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METHODOLOGY
3.1 Research Design
To conduct their inquiry, the investigators used a descriptive method. The following
questions are answered by the results of a descriptive study: who, what, where, when, and how
much? For descriptive research, a precise hypothesis is required. Several insightful questions about
the investigation's goals must be used in order to support the idea (Cooper & Schindler, 2011). Since
the primary objective of the study was to ascertain how employee performance was impacted by
training and development, a descriptive research approach was used.
3.2 Target Population
According to Lewis (2015), a population is made up of all the occurrences, things, and
individuals that have a certain trait. The group the researcher was seeking for to participate in the
study was the target demographic since they had the knowledge needed to respond to the research
questions. The target group consists of all 250 Unilever Plc workers in two branches in Nigeria.
3.3 Sample and Sampling Technique
The total number of people or items chosen from a certain community is the sample size.
Sample size is continuously impacted by the unpredictability of the population and the researcher's
objective of assessing accuracy (Cooper & Schindler, 2011). According to Lewis and Thornhill
(2009), a sample size may be determined using Taro Yammane's approach.
To calculate the sample size from the population, the researcher used Taro Yammane's approach.
This formula belongs to Taro Yamane.
As n= N
1+N (e) 2
Where N = population of study.
n = sample size
e = level of significance at 5% (0.05)
Consequently, Taro-Yammane's method suggests using the below formula to get the sample from
the population.
250
𝑛=
1 + 250(0.0025)
= 150 (𝐴𝑝𝑝𝑟𝑜𝑥. )
1 = constant
Taro Yammane's approach was used to determine the sample size of 150 respondents for the
research.
3.4 Instrumentation and Data Collection
The majority of the data used in this investigation came from traditional response surveys.
The questionnaire includes closed-ended questions and was first created with the search aims in
mind. Separate questionnaire sections include the four objective research variables and the
demographic data. For the closed-ended questions, a five-point Likert scale with values ranging
from 1 to 5 is used. To achieve this, the researcher used a drop-and-pick technique. Because
respondents have more time to complete the questionnaire, response rates rise. Before the questions
were selected for further research, the respondents were given a week to finish the questionnaires.

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3.5 Validity and Reliability of Instruments.
It was determined that a test-retest value of 0.5 and a reliability coefficient of 0.81 would
provide enough evidence for the use of a research instrument.
3.6 Data Analysis and Presentation
All of the location's data had already undergone a data review procedure that included data
editing, coding, and tabulation into simple summaries (Yin, 2017). The data were also imported into
MS Excel and SPSS Mannequin 23.0 for similar analysis. Using descriptive data, the mean, median,
frequency counts, percentages, and extreme deviations have all been calculated.
Using multiple regression analyses and the Anova test, the relationship between predictor factors
(training and improvement components of the Training Desires Assessment, educational strategies,
training materials, and improvement programmes) and the dependent variable (employee
performance) was examined.
The F statistic was used to assess the validity of the study's regression model. The regression model
was deemed valid when the F Statistic exceeded the F Critical value. If it wasn't, the mannequin
was deemed inoperative.
The regression model was used to confirm the validity of the regression assumptions generated
throughout the investigation before carrying out the inference. If there are any violations, using
inferential techniques may also be inaccurate and result in false results.
The Multiple Regression Model followed this format:
Y= β0+ β1X1+β2X2+β3X3 +β4X4 + ε (3.1)
Where;
Y indicates Employees of Unilever Plc.
Β0 = Constant
At Unilever Plc, the coefficients representing the impact of training and development on employee
performance are β1, β2, β3, and β 4. ε = Error variable

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4. RESULTS AND DISCUSSION
This chapter's primary objective is the presentation of the results analysis. The presentation of the
results, the interpretation and discussion of the findings, the demographic information, and the
hypothesis testing are the three sections.
Table 1: Demographic Distribution of the Respondents
Item Frequency Percent
Gender
Male 64 58.2
Female 46 41.8
Total 110 100

Status Marital
Single 78 70.9
Married 21 19.1
Divorced 10 9.1
Widowed 1 0.9
Total 110 100

Age
21 - 30yrs 60 54.5
31 - 40yrs 38 34.5
41 - 50yrs 12 10.9
Total 110 100

Educational Qualification
OND 7 6.4
HND/[Link]. 87 79.1
PGD/[Link]. 16 14.5
Total 110 100
Source: Survey, 2023
The tabular figures previously presented indicate that 46 (41.8%) and 64 (58.2%) of the
participants are female. This makes sense given that the global consumer goods industry often
employs more males than women. Compared to 70.0% of respondents who are single, 19.1% of
respondents are married. The divorce rate is 9.1%. The percentage of widows is 0.9%. Twenty-
one to thirty-five percent of the respondents fall within this age bracket when it comes to marital
status. 34.5% of the respondents were in the 31–40 age group. In addition, the Table showed that
10.9% of the participants were in the 41–50 age range. It is clear that a larger percentage of
respondents are young individuals given that 54.5% of respondents are under 30. Regarding
qualifications, 14.5 percent of participants have a PGD or a [Link]., and 79.1% have a B or an
HND. 6.4% of individuals have a Sc and an OND. It suggests that an HND or a [Link]. was the
respondents' highest degree.

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Table 2: Demographic data of the Respondents
Item Frequency Percent
Number of Years spent with the
company
0 - 2yr 5 4.5
3 - 5yrs 48 43.6
6 - 11yrs 24 21.8
Above 11yrs 33 30
Total 110 100

Position
Junior staff 63 57.3
Senior Staff 39 35.5
Manager 8 7.3
Total 110 100
Source: Author’s computation, 2023
Based on the aforementioned figures, 4.5% of respondents had worked for less than two
years, 43.6% for three to five years, 21.8% for six to eleven years, and 30% for more than eleven
years.
Furthermore, the graph indicates that junior workers account for 57.3% of responses, followed by
senior employees (35.5%) and managers (7.3%).

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Table 3: Reliability Test (Cronbach’s Alpha)

Cronbach’s
Variables No of items Alpha
Training Needs Assessment 2 0.854
Training Methods 2 0.943
Training Contents 2 0.823
Development Programs 2 0.932

Source: Computed by the Author from SPSS output, 2023.

The test, known as a reliability test, in the previously mentioned table indicates the degree of
dependability of the data used in the study. Data with a Cronbach's alpha value of 0.7 or above are
seen to be dependable and solid, as the accompanying table demonstrates. For the variables, the
corresponding Cronbach alphas are 0.932, 0.943, 0.823, and 0.854.
Hypothesis Testing
Table 4: H01: There is no significant relationship between training needs assessment and
performance of employees at Unilever Plc
Unstandardized Standardi R
Coeff. zed Coeff.
Std.
Model B Error Beta t Sig.
1 (Constant) .445 .017 5.231 .000
Training Needs 0.911
.902 .034 .987 39.432 .000
Assessment

Source: Computed by the Author from SPSS output, 2023.

a. Dependent Variable: employees’ performance
Results from further research indicate a robust positive correlation between workers' views
of the need for training and performance. There is a link at the 1% level of statistical significance.
This lends credence to the null hypothesis, which holds that there is no meaningful correlation
between performance and how Unilever Plc employees assess their training needs. Assessing the
training needs and performance of Unilever Plc employees makes more sense.

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Table 5: H02: Training methods has no significant relationship with the performance of
employees at Unilever Plc
Coefficients
Standardi
zed
Unstandardized Coefficien
Coefficients ts
Std. R Sq.
Model B Error Beta t Sig.
1 (Constant) .623 .226 5.460 .000
Training 0.876
.918 .040 .933 30.870 .000
Methods

Source: Computed by the Author from SPSS output, 2023.

a. Dependent Variable: Employee’s performance
Previous research has shown a positive and robust correlation between staff productivity and
training initiatives. The association is statistically significant at the 1% level. The findings show
that the alternative hypothesis, which maintains that training strategies have a significant
relationship with employee performance at Unilever Plc, is judged normal and that the null
hypothesis, which maintains that there is no significant relationship between education techniques
and overall employee performance at Unilever Plc, is rejected.
Table 6: H03: Training content has no significant correlation with the performance of
employees at Unilever Plc
Coefficients
Standardiz
ed
Unstandardized Coefficient
Coefficients s
Model B Std. Error Beta t Sig. R Sq.
1 (Constant) 1.056 .152 7.684 .000
Training
.851 .023 .908 22.555 .001 .834
Contents

Source: Computed by the Author from SPSS output, 2023.

a. Dependent Variable: employees’ performance
The finding presented above suggests that training methods and employee performance have
a substantial and beneficial relationship. The connection is statistically significant at the 1% level.
Since there is a strong link between training content and employee performance at Unilever Plc, the
alternative hypothesis—that there isn't—is rejected, and the null hypothesis—that there isn't—is
accepted.

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Table 7: H04: Development programs has no statistically significant relationship with the
performance of employees at Unilever Plc
Coefficients
Standardi R-Sq.
zed
Unstandardized Coefficie
Coefficients nts
Std.
Model Beta B t Error Sig.
1 (Constant) -.478
-3.065 .134 .004
Development_Pr .843
1.028 .054 .947 30.76 .000
ogramme
Source: Computed by the Author from SPSS output, 2023.
The data presented above has been used to demonstrate a significant and positive
relationship between worker productivity and instructional tactics. At the 1% level, the correlation
is statistically significant. The alternative hypothesis is widely acknowledged as valid, positing that
there exists a statistically significant correlation between Unilever Plc employee performance and
Development applications. The null hypothesis, which maintains that employee performance at
Unilever Plc and development packages do not correlate in a way that is statistically significant, is
rejected.
4.2 RESULTS DISCUSSION
The study's findings are consistent with those of Hafeez and Akbar (2015), who discovered
that improving job performance and assisting staff members in filling up competency gaps via
mentoring boost output at work. The study's findings support rejecting the null hypothesis that there
is no significant correlation between training tactics and employee performance at Unilever Plc and
accepting the null hypothesis that there is a substantial correlation between coaching approaches
and employee performance at Unilever Plc. This is consistent with Wenzel's (2014) assertion that
everyone selected for training, whether internal or external, has to articulate the organization's
objectives and core values in unambiguous terms. As for the third hypothesis, the data shows that
the research refuted the null hypothesis, which maintained that there is a substantial correlation
between reading training materials and overall employee performance at Unilever Plc as well as
between general employee performance and educational content. The study's main finding was that
there isn't a statistically significant relationship between employee performance at Unilever Plc and
development courses. Nonetheless, it is widely acknowledged that there is a statistically significant
relationship between development applications and employee performance at Unilever Plc...

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5. CONCLUSION AND RECOMMENDATIONS
The study delved into the nexus between skill set evaluations and employee performance,
uncovering a compelling correlation between targeted training needs assessments and enhanced
employee outcomes. The implementation of training strategies, aligned with organizational rules
and specific training requisites, demonstrated a pronounced positive impact on employee
performance. Notably, tailoring training materials to individualized needs resulted in a substantial
upswing in employee performance, especially concerning the onboarding of new hires through
robust staff development programs.
To uphold training standards, the study recommends ensuring that training materials adhere
to organizational rules and procedures, incorporating feedback mechanisms to enhance the learning
experience. Furthermore, the paper suggests promoting employee coaching as a means to facilitate
professional growth. In envisioning future research, the study recommends a comprehensive
approach using both primary and secondary data, encouraging a nuanced exploration of training
methodologies and their impact on employee performance.

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