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JOB ROTATION AS TRAINING AND DEVELOPMENT

Experiment Findings · January 2021

DOI: 10.60392/EOE-16-01-21-01

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 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The survival of any organization in the competitive society lies in its ability to train its

human resource to be creative, innovative, inventive will invariably enhances

performance and increase competitive advantage. Training has been recognized as one

of managerial tools that enhanced job satisfaction globally. Training is basically, a

practical education through which knowledge and skills are developed, experience and

inefficiencies are overcome and closer approximation can be achieved (Atif & Rand

Nadeem 2011). Human resource specialists who realize the value of training and

development have taken deliberate decisions to encourage management of organizations

to give their employees significant autonomy to develop their skills and have made a

wide range of training available across their organizations, tailored to meet the needs of

employees. Sajuyigbe & Amusat (2012) reported that training and development have

enhanced personal employees' performance.

Grund (2001) also agreed that training has improved employees performance in term of

increased in productivity. Particularly in areas such as sales, customer services, IT,

improvement in retention rate and higher levels of personal job satisfaction. Higher

productivity and improved employee performance will rely on employees having the

right skills According to Pynes (2008) both training and development programs seek to

change the skills, knowledge, or attitudes of employees required by the job post.

Programmes may be focused on improving an individual’s level of self-awareness,

competency and motivation to perform his or her job well. This in turn makes employees

1
feel that they are part of the organization’s family. It creates a sense of belonging in

employees, enhances the employee’s skills, and motivates while improving financial

gain. This in the long run makes employees feel indebted to the organization.

There are so many training and development skills such as case study method, role

playing methods, outward bond training method (OTM), large scale interactive event

(LSIE) method, and personal coaching method. In this study the main focus is the job

rotation skill.

Job rotation involve training the trainee from shifting from one job to the other, Job

rotation is a job design approach widely used by many companies at various hierarchical

levels. By adopting the human structure of the company with technical processes, Job

rotation is the consequence of effort and determination. Analyses of job rotation based

on individual data are more unusual because they often require access to personnel

records, which firms are rarely willing to grant. Moreover, such papers are typically able

to study merely one firm at a time (Campion, Cheraskin & Stevens 1994; Kusunoki &

Numagami 1998) Job design related applications began to take shape with a scientific

management approach in the 1900s.

The study of management scientists such as Taylor and Gilbert on the subject of job

design became the foundation stone for scientific management. Models related to job

design able to be classified as job rotation, job enlargement, job enrichment, job

engineering, quality of work life, social information processing approach and job

characteristics approach developed by Hackman & Oldman in 1976 (Kiggundu, 1981, p.

502; Valentine & Gotkin, 2000, p. 118) have extremely important effects on increasing

the productivity of human resources (Garg & Rastogi, 2006, p. 574). It is predicted that

2
 job satisfaction and productivity will be highest when both job enlargement and job

enrichment are jointly applied to redesigning work systems. (Chung &Ross, 1977, p.

114).The conceptual perspective, job design is defined as determining the specific job

content, the methods used at work and the relationships between jobs to correspond the

firm’s technological and organizational, and the employees’ social and personal

Expectations (Gallagher & Einhorn, 1976, p. 359). In accordance with this definition, it

is stated that a well-designed and defined job increase employees job satisfaction,

increases motivation, decreases workplace-related stress, encourage learning efforts

(Lantz & Brav, 2007, p. 270) and is therefore have a positive effect on employees’

performance (Garg & Rastogi, 2006, p. 575).

There are many studies published in related literature investigating the relationship

between job design and employees’ motivation. The common points of these studies is

that the application of job design has a significant on the specifics of job performance,

like motivation, flexibility, job satisfaction (Huang, 1999,) self-control, and skill

development. However, the study results will help the management to identify the

challenges effects of employees’ job rotation training on organizational performance,

hence determine the areas where improvements through training can be done. It will also

help the management in planning for the development and implementation of effective

and efficient training needs that will lead to increased performance of the banks.

1.2 Statement of the Problem

Training becomes inevitable the moment an organization realizes the need for

improvement and expansion in the job. But often times, organizations embark on job

3
 enlargement and enrichment to promote employees' morale, motivation and satisfaction

when in the fact the real problem with work performance lies in capacity development.

The study becomes necessary because many organizations in this contemporary world

are striving to gain competitive edge and there is no way this can be achieved without

increasing employees' competencies, capabilities, skills etc. through adequate training

designs.

1.3 Aim and Objectives of the Study

The overall aim of this study is to determine the impact of job rotation as a training and

development tool for enhancing employee’s performance with a particular reference to

the organization of study. The objectives’ of this study is to;

i. Find out whether job rotation as a training and development tool enhance job

enrichment and satisfaction

ii. Determine the inf1uence of human resources training and development in the

operation of the bank.

iii. To make recommendation where necessary to banks in order to make more

meaningful its human resource training and development

1.4 Relevant Research Questions

This study shall address the following research question:

i. What extend does job rotation as training and development tools enhance job

enrichment and satisfaction

ii. How effective is human resources training and development in the operation of

the bank?

4
 iii. Can negative attitude of management and supervisors on training and

development of their sub-ordinate promote organizational performance?

1.5 Relevant Research Hypothesis

The following hypothesis was formulated for the study:

H1: There is no significant relationship between job rotation and job enrichment

H2: There is no significant relationship between human resources training and

employee performance

H3 There is no significant relationship between Negative attitude of managers/

superior on training & development and employees turnover

1.6 Significance of the Study

Although there has been countless studies undertaken on job rotation as a training and

development tool for enhancing employees’ performance in Nigeria. However this study

will no doubt raise the level of awareness of management concerned towards the

implementation of proper job rotation in training and development programme in united

bank of Africa (UBA) as well as the legitimate role of job rotation in the world of

business. By bringing into focus the state of the art in the literature, it is also going to be

of assistance to researchers. The service sector, as earlier indicated arc very important to

the organization of this country, therefore, since this is assumed to be a thorough study

of job rotation training and development in this sector, it will reveal its level of

management efficiency and effectiveness .And this knowledge will be vital to both the

government and owners of industries. This research work will be important to the

5
 company concerned i.e. United Bank for Africa plc, government institution and the

general public.

1.7 Scope and Limitation of the Study

This research will cover the impact of job rotation on employees’ performance, the

research will focus on united bank of Africa. The study will concentrate on the head

office at Apapa in Lagos State, though the organization also has other branches in

Nigeria. The practical study will be restricted to a segment of workforce, which will be

on the senior and junior staff of the organization. The limitations of this study include

such extraneous factors that may equally limit the strength of this study such as time

constraint, lack of fund, the nature of the business environment and inadequate current

and relevant materials.

1.8 Historical Background of UBA

United Bank For Africa PLC (UBA) has its Head office situated at UBA House, 57

Marina, Lagos State, Nigeria. The slogan of United Bank for Africa PLC is “Africa’s

global bank’’, and has served areas worldwide.

UBA's has more than 65 years of providing uninterrupted banking operations dating back

to 1948 when the British and French Bank Limited ("BFB”} commenced business in

Nigeria, BFB was a subsidiary of Banque National de Credit (BNCI), Paris, which

transformed its London branch into a separate subsidiary called the British and French

Bank, with shares held by Banque National de credit and two British investment firms,

S. G. Warburg and Company and Robert Benson and Company. A year later, BFB

opened its offices in Nigeria to break the monopoly of the two existing British in Nigeria

then.

6
Following Nigeria's independence from Britain, UBA was incorporated on 23, February

1961 to take over the business of BFB. UBA eventually listed its shares on the Nigerian

Stock Exchange (NSE); in 1970 and became the first Nigerian bank to subsequently

undertake an Initial Public Offering (IPO). UBA became the first sub-Saharan bank to

take its banking business to North America when it opened its New York Office (USA)

in 1984 to offer banking services to Africans in Diaspora.

Today's UBA emerged from the merger of then dynamic and fast growing Standard Trust

Bank, incorporated in 1990 and UBA, one of the biggest and oldest banks in Nigeria,

The merger was consummated on August 1, 2005; one of the biggest mergers done on

the Nigerian Stock Exchange (NSE). Following the merger, UBA subsequently went

ahead to acquire Continental Trust Bank in the same year, further expanding the UBA

brand. UBA subsequently acquired Trade Bank in 2006 which was under liquidation by

the Central Bank of Nigeria (CBN).

UBA is a large financial services provider in Nigeria with subsidiaries in 20 African

countries, with representative offices in France, the United Kingdom and the United

States. It offers universal banking services to more than 7 million customers across 626

branches. Formed by the merger of the commercially focused UBA and the retail focused

Standard Trust Bank in 2005, the Bank purports to have a clear ambition to be the

dominant and leading financial services provider in Africa. Listed on the Nigerian Stock

Exchange in 1970, UBA claims to be rapidly evolving into a pan-African full service

financial institution. The Group adopted the holding company model in July 2011. As of

December 2011, the valuation of UBA Group's total assets was approximately US$12.3

7
 billion (NGN: 1.94 trillion), with shareholders' equity of about US$1.07 billion (NGN:

170 billion).

In order to achieve the purpose, exploratory and explanatory research methods were used

by employing a qualitative approach. This type of approach enabled the researcher to

obtain detailed information on how employees felt their involvement will impact on the

organizational effectiveness.

1.8 Definition of terms

Job rotation: This is the method of training involves the shifting of trainees from one

job to another so as to widen their exposure and enable them to obtain a general

understanding of the totality of the organization

Development: Development is a broad, on-going multi-faceted set of activities (training

activities among them) to bring someone or an organization up to another threshold of

performance, often to perform some job or new role in the future.

Turnover: This is the number of times a cycle occurs in a given' time period; e.g. the

ration of actual monthly, credit sales to the average daily volume of outstanding accounts

receivable.

Training: This is a method of improving the set of skills of an employee either by either

by education, workshop, conference programme etc., in other to improve the efficient

level of productivity, or an organized activity aimed at imparting information and/or

instruction to improve the recipient's performance or to help him or her attain a required

level or knowledge or skills.

Performance: The accomplishment of a given task measured against pre-set known

standard of accuracy, completeness, cot and speed in a contract, performance is deemed

8
to the fulfilment of an obligation, in a manner that releases the performer from all

liabilities under the control.

Company: A formal business set out to make maximum profit and other related

objectives, like social and human objectives.

9
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Challenges.' ESRF Quarterly Economic Review, Dar es Salaam, Tanzania, 17-23.
Aguinis, H., (2009) Performance management. Upper Saddle River, NJ: Pearson Prentice Hall,
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Ahmad, A., Jehanzeb, K., Alkelabi, S.A.H (2013): Role of Learning Theories in Training While
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Atif, A. N, Ijaz, Rand Nac1eem.S (2011). Employee retention relationship to training and
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Blum, R., & Kaplan, J. M. (2000).Network professionals' job satisfaction. Lucent Technologies
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Business 2(1) 45-67
Gupta, C.B. (2007). Human Resources Management, Sultan Chand & Sons, New Delhi 9-18.
Garg, P. &Rastogi, R. (2006). New model for job design: Motivating employees’ performance.
Journal of Management Development, 25(6), 572-587.
Huang, H. J. (1999). Job rotation from the employees’ point of view. Human Resource
Management, 7(1), 75-85.
Iftikhar Ahmad and Sirajud Din, GomaJ Medical College and Gomal University, D.T.Kban,
Pakistan (2009),"EVALUATING TRAINING AND DEVELOPMENT" 49(3), 358-373.
Jackson, S.B. and Schuler, R. S. (2000)."Managing Human Resources: A Partnership
Perspective" South Western College Publishing, USA.
Jones, M. K., Richard J. J, PaulL. L, and Peter J. S (2008). "Training, Job ~atisfactiol1 and
Workplace Performance in Britain: Evidence from WER: 2 (04)," IZA Discussion Papers
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Kiggundu, M. N. (1981). Task interdependence and the theory of job design. Academy of

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Lantz, A. &Brav, A. (2007).Job design for learning in work groups. Journal of Workplace
Learning, 19(5), 269-285
Mamoria, C.B (1995), Personnel Management, Himalaya Publishing House New Delhi. Mathis,
R.L. and Jackson, J.H. (1998). Personnel/Human Resources Management, Web
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Matthews. I., Megginson, D. and Suttees M. (2004). Human Resource
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Muhammad, S.K (2012). Examining effect of training on job satisfaction of NGO sector
employees in Islamabad. Master of Science thesis of Mohammad Ali Jinnah University,
Islamabad.
Obisi C (2001), Employee development, Issues and dimensions, Unical Journal of public
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Sajuyigbe, A.S and Amusat, (2012). Staff training and development as managerial tools for
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MkukinaNyota Publishers anel ESRF.

11
 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter reviews related literature on issues bothering on the impact of job rotation

on employees’ performance using information from various sources including textbooks,

the encyclopedia, magazines, journals, internet sources and others. The perspectives of

the authors are analyzed alongside the opinions of the researcher. Literature was done

thematically in response to the topic.

2.2 Theoretical Framework of the Study

Four theories are used in explaining the connection between Job rotation and employees

performance; these are: The Resource-Based Model, Employee Learning Theory,

Employer Learning Theory and Goal Setting Theory

2.2.1 The Resource-based Model

This model was proposed by Barney in 1991. Barney proposes that firm resources include

physical capital, human capital and organisational capital that enable the firm to improve

its efficiency and effectiveness. Its resources determine the strength of a firm in the long

term. In order for a firm's resources to provide sustained competitive advantages,

however, they must have four attributes: 1) valuable, 2) rare, 3) imperfectly imitable, and

4) cannot be replaced with another resource by competing companies (Barney 1991).

Therefore, human capital is a primary source of sustained competitive advantage to a

firm because apart from the four listed criteria it cannot be duplicated or bought in the

market by competitors.

12
Within the Resource Based View (RBV) the organisation is seen as a nexus of resources

and capabilities that are not freely bought and sold in the market (Lado and Wilson 1994).

In this sense, capabilities refer to a firm’s capacity to deploy resources, usually in

combination, applying complex organizational processes to effect a desired end. They

are information-based, tangible or intangible processes that are firm specific and are

developed over time through complex interactions among the firm’s resources (De Saa-

Perez et al. 2002).

Thus, these firm-specific resources and collective/team capabilities yield economic

benefits that cannot be perfectly duplicated by their competitors. The RBV was

instrumental in finding out whether training enhanced staff career prospects in the

organization and also their potential for joining other organizations.

Resources and capabilities have been categorized differently by different authors. They

have been divided into distinctive competence (Fiol 1991, Reed and De Fillippi 1990),

core competence (Prahalad and Hamel, 1990), firm specific competencies (Pavitt1991),

organizational capabilities (Stalk et al, 1992, Ulrich and Lake, 1990) and organizational

capital (Prescott and Visscher1980, Ranson 1987). For the purposes of this study,

organizational competencies describe firm specific resources and capabilities that enable

the organization develop, choose and implement value–enhancing strategies.

Organizational competencies include all firm-specific assets, knowledge, skills and

capabilities embedded in the organization’s structure, processes and relationships. Lado

and Wilson (1994) argue that organizational competencies are heterogeneous, immobile

and form the basis of sustained competitive advantage. They further add that

organizational competencies are heterogeneous when they are unevenly distributed and

13
deployed across firms within a given competitive environment, differences in

competency endowments and deployments account for differences in the size distribution

and competitive positions of firms.

However, if the labour market were purely competitive such that human resources were

homogeneous and freely mobile across firms, a market-determined wage rate would

provide information needed to attract, retain or replace human resources in the

organisation. In this case, an investment in firm-specific human capital (knowledge, skills

and abilities) through the firm’s human resource policies and practices would not be

economically warranted (Steffy and Maurer 1988). The incremental cost of the human

capital arising from the various organizational activities such as recruitment and

selection, performance appraisal, training and compensation would exceed the

incremental revenue product of employees (Lado and Wilson 1994).

Thus, human resources and Human Resources systems would conceivably not yield

competitive advantage for the firm. In reality, however, firms face a heterogeneous

demand for and supply of human resources. Human resources are rare because, “it is

difficult to find people who guarantee high performance levels in the organization due to

labour market’s heterogeneity. Their inimitability emerges from the difficulty in

duplicating people’s knowledge, experience and behaviour, at least in the short term.

Moreover, the high transaction costs involved in people recruitment can be a significant

obstacle to their mobility or acquisition. Finally, people are difficult to replace because

not everybody has the same capacity to adapt to the different environments and

technologies, and those who are able to create value in one context may be unable to do

so in others” (De Saa-Perez et al. 2002).

14
2.2.2 Employee learning Theory

With employee learning, the theory is “that employees who rotate accumulate more

human capital because they are exposed to a wider range of experiences. The more an

employee moves, the more he learns” (Eriksson and Ortega, 2004, p.2). For example,

inter-functional job rotation helps prepare junior employees to become top managers. As

employees move up to broader jobs, they need to gain deeper understanding of more

aspects of business, and job rotation helps them do so. At lower hierarchical levels, intra-

functional rotation can be very useful for allocate efficiency reasons: firms benefit from

being able to re-allocate employees across different tasks because this enables them to

meet production requirements. But re-allocation is too costly unless employees have

already gained experience in different jobs.

2.2.3 Employer learning Theory

Under the employer learning, the theory is “the firm itself learns more about its own

employees if it can observe how they perform at different jobs. To find the job that an

employee is best suited the employer needs to move the employee around and observe

how he performs at each position” (Eriksson and Ortega, 2004, p.2). The idea is that job

rotation provides the employer with information about the employee’s abilities.

Specifically, it enables the firm to identify which part of an employee’s performance is

due to the employee’s general abilities, which part to job-specific factors unrelated to the

employee (for example, the job might be particularly difficult and performance low for

that reason), and which part to the employee’s job-specific abilities. This information can

be used to improve promotion decisions. Ortega (2001) showed that the relative benefits

15
 of job rotation are greater when the firm knows less about its employees’ abilities, and

when the firm is engaging in activities for which the returns are a priori more uncertain.

2.2.4 Employee motivation theory

The employee motivation theory states, job rotation “motivates employees who would

otherwise become bored and tired of always performing the same task” (Eriksson and

Ortega, 2004 p.2). The employee motivation argument is that job rotation helps make

work more interesting. This argument was mentioned in the late 1970s literature on the

so-called “plateaued” employees with limited promotion prospects (Ference, et al 1977)

and it was also analyzed by Cosgel&Miceli (1999).

Finally, we should note that the literature highlights some human resource practices such

as work teams, quality circles, total quality management, and performance pay as

complementary to job rotation. These practices should therefore affect the decision to

adopt job rotation (Osterman et al 1998).

2.2.5 Goal Setting Theory Goal Setting

In Goal setting theory, Locke, Shaw, Sarri and Latham (2008) defined a goal as

what an individual attempts to accomplish; it is the object or aim at certain actions.

The basic assumption of goal-setting is that goals are immediate regulators of human

actions (Locke et al., 2008). Evidence from the goal setting research indicates that

specific goals leads to increase performance and that difficult goals, when

individuals have accepted them, results in higher performance than easy goals (Locke

1968 in Austin and Bobko, 1985; in Locke, 2004). Goal setting has four motivational

mechanisms (Bryan and Locke, 1967; Locke and Latham, 2002). The first motivational

16
mechanism is that goals that are personally meaningful and interesting tend to focus an

individual’s attention on what is important and what is relevant (Locke et al., 2008). The

second mechanism is that goals have an energizing function. Simply put, higher goals

leads to more effort than lower goals (Bryan and Locke, 1967). The third mechanism is

that goals affect persistence. Persistence is the effort expended on a specific task over a

certain amount of time (Laporte and Nath, 1996). Normally, the more difficult a goal is

to achieve, the higher the persistence. The last motivational mechanism holds that goals

affects action indirectly by leading to the arousal, discovery and use of knowledge and

strategies (Wood and Locke, 1990 in Locke et al., 2002). Regarding the impact of goal

setting on intrinsic motivations, Elliot and Harackiewiez (1994) show some interesting

evidence in their article. They explain, by means of regression analysis that the effect of

performance or mastery focused goals on intrinsic motivation depends on the degree

of achievement orientation of an individuals. Goals are simultaneously and object or

outcome to look for and a standard for satisfaction (Locke et al., 2002). When an

individual wants to achieve certain goals means that this individual will not be satisfied

until he reaches that goal. Therefore, goals serve as the inflection point or reference

standard to satisfaction versus dissatisfaction (Mento, Locke and Klien, 2002). (Locke et

al, 2002) add to this that individuals that produce the most, those with difficult goals, are

harder to satisfy. In this case, individuals that set high goals produce more as they are

dissatisfied with less.

17
2.3 Conceptual Framework of the Study

Today, almost every organization spends huge amounts of dollars annually on training

activities whether for technical, managerial or personnel development (Dolezalek, 2005),

with a hope that such investments in training programs would result in improved

organizational performance (Valle et al., 2009; Salas and Cannon- Bowers, 2001; Saks

& Belcourt, 2006). The changing nature of today’s corporate environment and the intense

global competition where consumers demand more quality services require the

organizations to have human resources which possess high levels of motivation

commitment and job involvement in order to compete and survive in a market-driven

system effectively (Elbadri, 2001; Jamil & Md. Som, 2007; Neff, 2002; Combs and

Bourne, 1995; Renaud., 2006). One excellent thing on job training tool is job rotation.

Job rotation has been defined as systematic movement of employees from one job task

to another at planned intervals (Dessler&Varkkey, 2009: 304; Malinski, 2002).

Job rotation is said to be an excellent way for the organizations to develop their

employees (Beatty.1987). Organizational scholars claim that rotating the employees from

one department to another is not a luxury but a necessity of today’s professional climate

as it provides an intermittent opportunity to employees to tackle higher-level diversified

tasks which bring about greater job interest and involvement among them and

subsequently enhance their job performance (Eitington, 1997; Leat, 2007; Campion.,

1994).

Today organizations design customized job rotation programs by asking employees

about their career aspirations in order to meet their needs for career satisfaction, have

more loyal and committed workforce because by satisfying the longings, managers give

18
greater hope and confidence to employees, which enhance their loyalty to the

organizations (Zigarelli, 2004; Leat, 2007). Rotational assignments also encourage the

employees to be more content and satisfied in their work and enhance their job

involvement which may serve as a competitive weapon for an organization in today’s

dynamic corporate environment. It also helps the organizations to bring about a durable

outcome of the commitment of each employee to the firm’s value base (Arogyaswamy

& Simmons, 1993).

Today’s professional climate compel the financial institutions including banks to

introduce well-designed job rotation programs which allow the employees to learn and

adapt new skills and help them to keep themselves up-to-date. The skill variety, task

significance, autonomy, task identity, feedback and empowerment inherent in job

rotation significantly enhances employee motivation, commitment and job involvement

by making the work more interesting which would otherwise become bored and tired of

always performing the similar tasks and show a little loyalty to their employers (Zeira,

1974; Schein, 1968; Pruden, 1973; Near, 1985; London, 1983).

Thus, job rotation is said to be an excellent tool for enhancing employee motivation,

commitment and job involvement which are very important for smooth and effective

functioning of an organization (Zeira, 1974; Schein, 1968). But the literature on the topic

is deficient with regard to the need and impact of job rotation on employee motivation,

commitment and job involvement. However, there are some valuable discussions in the

existing literature during the past decade about the importance of job rotation in

predicting motivation, commitment and job involvement of employees.

19
 Organizational researchers claim that job rotation is one of the strong predictors of

employee motivation, commitment and job involvement. It reduces the boredom and

fatigue of the jobs and enhances the employee motivation through diversification of the

tasks which is highly recommended for the innovative organizations to develop the work-

force in order to meet the current and future requirements of the dynamic corporate

environment (Adomi, 2006; Huang, 1999; Campion et al., 1994). As we can observe that

there are so many challenges and difficulties to be faced by today’s banking sector. One

of the most important strategies for financial institutions of 21st century must be the

practicing of effective and well-designed job rotation programs in order to keep the

employees motivated, committed and involved in their respective jobs as well as to make

them up-to-date regarding the rapidly changing professional climate which is critical for

any organization to survive and compete in today’s market driven system effectively

H1 Job enrichment

Human Resource Employee

Job Rotation H2
training & Development Performance

Employer’s
H3 Employee turnover
Attitude

Figure 2.1 Conceptual framework, Source: Author

2.3.1 Definition of Job Rotation

20
Edward (2005,) describes job rotation as “the process of switching a person from job to

job” which increases an employee’s capability and value to an organization. Job rotation

can be defined as the performance by an employee of a new assignment on a temporary

basis for an agreed period of time. Job rotation is position-oriented, with management

determining the need for a specific job to be done.

Job Rotation is where an individual is moved through a schedule of assignments designed

to give that individual a breadth of exposure to the entire operation. The term job rotation

can also mean the scheduled exchange of persons in offices, especially in public offices.

Developed in Denmark in the 1980’s, Job Rotation can be used in a variety of ways to

meet the development and training needs of companies and employees, without a break

in production.

Job rotation is an alternative to job specialization. It is a way to reduce employee boredom

and it also facilitates more of an understanding about the organization. Job rotation is

moving from one

Job can be rotated that are very similar or drastically different for example, a person in

charge of accounts receivable could change with a person who is in charge of accounts

payable. An employee could work as a marketer for a year and then work as a selling

agent for a year (John Pappajohn Entrepreneurial Centre).

Job rotation comes in many forms and is useful in many situations. Job rotation is the

systematic movement of employee from one job to another. How this movement is

accomplished depends on the purpose that you wish to achieve and how dramatic a move

you are willing to take Malinski, 2002).

21
The Human Resource Development Council (HRDC 1997) describes job rotation as “a

career development strategy where an individual temporarily moves laterally into an

established or ‘shadow position’ (HRDC, p.1) which “usually requires the employee to

suspend his or her current job duties” (HRDC, 1997, p.12).

In job rotation, staff are moved between different jobs over a period of time and this

movement is planned to achieve different purposes (Bennett, 2003). According to

Malinski (2002) it is an organized movement of staff from one job to another and he also

adds that an individual does not have to leave a job to get a more satisfying job. This can

be achieved in the same job by using job rotation, enrichment and restructuring.

According to Parker (2002) job rotation is a model of training through which already

employed staffs leave their jobs to go on further training and unemployed people are

brought into their places for work, Torrington and Hall (1991) hold the view that in job

rotation, individuals are moved between jobs of similar nature. Arnold and Felderman

(1986) write that the movement of staff in jobs is at the same level in the organization as

they are not promoted in the job where they are rotated.

All these views above are the views of the people who support job rotation and explain

what is job rotation and they also agree to a common point that in job rotation staff is

moved between different jobs and it is most of the time within the organization between

different jobs or tasks.

Parker (2002) also has a different view on job rotation. She writes that it is a form of

training where a member of staff leaves the job and another unemployed person takes his

job and his debates about job rotation takes job rotation outside the scope of organization

22
 rather than inside the organization as unemployed people are brought into the

organization.

Bennett (2003) suggests two forms of job rotation: These are

1. Within-function rotation: He explains that within-function rotation means rotation

between jobs with the same or similar levels of responsibility and within the same

operational or functional area.

2. Cross-functional rotation: Cross-functional rotation according to Bennett (2003 P.3)

means “movement between jobs in different parts of the organization over a period of

time”. However, rather than rotating between a number of jobs that are in the same group

and closely related to each other, the individual or new employee would rotate through a

number of jobs in different departments. This method provides the individual or new

employee with developmental opportunities and such methods can also be used by the

organization to gather data about their skills, interests and potential to indicate their final

placement.

2.3.2 Job Performance

In the view of Putterill&Rohrer (1995), job performance focuses directly on employee

productivity by assessing the number of units of acceptable quality produced by an

employee in a manufacturing environment, within a specific time period. Hence what the

researcher has developed the working definition for study purpose is that, achievement

of targets of the tasks assigned to employees within particular period of time. The success

of business depends on employees’ performance.

One of the most effective ways to increase business performance and profit is to increase

the performance of employees, from the lowest levels of the organization to senior

23
 management (http://www.quantisoft.com/index/html). Performance improvement is not

only a result of well-functioning system but also depends on effective human resource

strategies that succeed in recruiting and maintaining a committed and motivated

workforce (Al-Ahmadi, 2009). The dimensions of performance on which an employee is

evaluated are called the criteria of evaluation (Ivancevich, 1998). Opatha, (2002)

suggested that several criteria become needed in order to evaluate job performance of an

employee accurately. In the view of Mathis and Jackson (2003), the data or information

that managers receive on how well employees are performing their jobs can be of three

different types. These are

a) Trait-based information.

b) Behaviour-based information.

c) Result based information.

Opatha (2002) indicated that trait-based information identifies a subjective character of

the employee such as attitude, initiative or creativity. Behaviour-based evaluations of job

performance focus on what is included in the job itself (Mathis & Jackson, 2003). Results

are outcomes produced by the employee. Result based information consider employee

accomplishment. For jobs in which measurement is easy and obvious, a results-based

approach works well Opatha (2002).

2.3.3 The impact of training on employee’s performance

The role that training can play in human resource development, especially in organization

cannot be over-emphasized. Ajidahun (2007) states that one advantage of staff training

is that it improves job performance and therefore promotes management efficiency

24
 Similarly, Stoner (2002) suggest that “training programmes should be directed towards

improving efficiency and job performance”

Chandan (2000 p.6) states that “training is a short term process utilizing a systematic and

organized procedure by which non-managerial personnel learns technical knowledge and

skills for a definite process”. Yesufu (2000 p.10) also agrees that “training of personnel

enhances productivity” and “education and training are generally indicated as the most

important direct means of upgrading the human intellect and skills for productive

employment”.

2.3.5 Employer and employee perspectives on job rotation

Traditionally, job rotation is usually addressed at an organizational level. From the

employers’ point of view, organizational theorists have advocated frequent rotation as a

means of reducing fatigue and boredom on jobs so as to maintain productivity (Miller, et

al 1973) and fairly frequent rotation after the initial hiring as a means of orientation and

placement (Wexley& Latham, 1981). Job rotation enables the training of workers to be

backups for other workers so that managers have a more flexible work force and a ready

supply of trained workers (Rothwell, 1994). When rotation occurs at longer intervals, it

has been thought as a practice of progressive human resource development or a means of

enhancing the value of work experience for career development (Campion, 1994). Also

from the employers’ standpoint, however, the practice of job rotation may be very costly.

As pointed out by Yoder, et al (1958), while job rotation may encourage generalization,

it prevents job specialization so that the optimal level of performance cannot be reached.

Although this problem may be negligible for many jobs, it can be very serious for those

jobs where high specialization is needed so that the costs in terms of training and

25
supervision are prohibitive. One should not be surprised by the fact that only 42.5% of

the companies in Taiwan are practicing job rotation and that they carry out their job-

rotation policy selectively and cautiously (Huang, 1997). Thus, for a job-rotation study

at individual level, the focused question is whether the individuals perceive there is a job-

rotation practice that they actually participate with, rather than whether the companies

have allegedly adopted a policy of job rotation.

Ortega (2001) interestingly states that job rotation was rarely viewed from the perspective

of the employees themselves. Through a nation-wide survey, this study addresses the

following question: How seriously do employees regard job rotation? Specifically, the

researcher wanted to measure the relationship between job rotation and job satisfaction

and, secondly, wanted to know whether those employees with job rotation and those

without job rotation would judge their companies differently in terms of training

effectiveness.

According to Ortega (2001), there are different reasons an organization may choose to

utilize job rotation such as using job rotation as a learning Mechanism. Ortega (2001)

research suggests that there are significant benefits that may outweigh the costs involved

with training employees for diversified positions. As a learning mechanism, employees

are given the opportunity to learn necessary skills which can help them to advance within

a company. This employment opportunity also has the effect of boosting morale and self-

efficacy. The company may benefit from using job rotation by having the ability to staff

key positions within a company. This practice may allow a company to run more

efficiently, and as a result, become more productive and profitable. Rothwell, (1994)

states that organizations use job rotation to alleviate the physical and mental stresses

26
endured by employees when working the same position, year after year. By allowing

employees to rotate to other positions, the risk factors for some types of musculoskeletal

disorders may be reduced. Job Rotation is also believed to have the ability to decrease

the amount of boredom and monotony experienced by employees who work the same

position for extended periods of time. Ortega (2001) emphasis that job rotation improve

employer brand image in a tight economy, everyone is likely to be heavily focused on

job security. If you provide and publicize your focus on inside hiring preferences, it will

bolster the firm's external brand image of offering long time employment security and a

good place to work because you focus on the needs of your current employees. The

increased security that you offer may also increase the retention rate of your current

employees. Excellent internal movement programs are frequently praised by employees

and the business press. If you have an excellent program, it will help you build your

external image as an employer of choice and a "best place to work".

Campion et al, (1994) states that job rotation allows for more entry level hiring by filling

most jobs internally through transfers or promotions you allow the firm to do to do almost

all of its external hiring at the "entry level". This is a good thing because entry-level jobs

are cheaper to fill, have a larger candidate pool and give the firm more time to train and

assess "unknown" external hires while they are in jobs where they can do less damage.

Higher retention rates rapid movement minimizes frustration and burnout. People

working in their "ideal job" are unlikely to find a superior opportunity outside the firm.

In the opinion of Eriksson and Ortega (2001), multiple on-the-job learning opportunities

are likely to develop leaders faster and more effectively because the development

27
 assignments will include opportunities to lead more teams under a variety of

circumstances.

2.3.6 Management views about job rotation

Hunng (1999) states that, job rotation at the senior management levels is frequently

referred to as management rotation, is tightly linked with succession planning developing

a pool of people capable of stepping into an existing job. Here the goal is to provide

learning experiences which facilitate changes in thinking and perspective equivalent to

the "horizon" of the level of the succession planning. For lower management levels job

rotation has normally one of two purposes: promo ability or skill enhancement. In many

cases senior managers seem unwilling to risk instability in their units by moving qualified

people from jobs where the lower level manager is being successful and reflecting

positively on the actions of the senior manager. Many military jobs use the job rotation

strategy to allow the soldiers to develop a wider range of experiences, and an exposure

to the different jobs of an occupation.

2.3.7 Reasons for the development of job rotation

There are many reasons for implementing a job rotation system, including the potential

for increased product quality, giving employees the opportunity to explore alternative

career paths, and perhaps most importantly, preventing stagnation and job boredom.

Sustaining employee interest in a single job is not easy, which is perhaps why retention

poses such a big challenge for businesses, even in a slow economy. Employees outgrow

their jobs quickly and it may not be possible for employers to provide enough diversity

within a career path to maintain employee interest in the job.

28
This is where job rotation steps in to provide job enrichment from an employee’s

perspective. Employees who participate in job rotation programs develop a wide range

of skills, are more adaptable to changes in jobs and career, and are generally more

engaged and satisfied with their jobs when compared to workers who specialize in a

single skill set or domain. Ortega (2001) investment in staff development is a major key

to survival and growth, but carries a cost in terms of releasing key staff and finding the

right training. Job Rotation provides tailored training for staff of small and medium sized

enterprises, whilst providing a replacement worker to cover whilst existing employees

are released on training. There are many reasons for implementing a job rotation system,

including the potential for increased product quality, giving employees the opportunity

to explore alternative career paths, and perhaps most importantly, preventing stagnation

and job boredom. Sustaining employee interest in a single job is not easy, which is

perhaps why retention poses such a big challenge for businesses, even in a slow economy.

Employees outgrow their jobs quickly and it may not be possible for employers to

provide enough diversity within a career path to maintain employee interest in the job.

This is where job rotation steps in to provide job enrichment from an employee’s

perspective. Employees who participate in job rotation programs develop a wide range

of skills, are more adaptable to changes in jobs and career, and are generally more

engaged and satisfied with their jobs when compared to workers who specialize in a

single skill set or domain.

In Hsieh (2004) opinion job rotation presents many unique opportunities for businesses

and employees. The rationale for implementing a job rotation design system may vary

depending on business goals and human resource strategies. However, whatever the

29
 reason, one thing is certain businesses that implement a job rotation strategy

unquestionably reap the benefits of added organizational success and more satisfied,

motivated, and committed employees.

Job rotation is also practiced to allow qualified employees to gain more insights into the

processes of a company and to increase job satisfaction through job variation. For lower

management levels job rotation has normally one of two purposes: promotion or skill

enhancement. This approach allows the manager to operate in diverse roles and

understand the different issues that crop up. Hsieh (2004) also explains that there are

some negative attributes associated with job rotation. Firstly, some positions within a

company may not be eligible for rotation. There may be positions within a company that

may be specialized due to technology or may require highly skilled workers. These

positions may not fit the profile for rotation opportunities because of the costs involved

to train the workers. Jaturanonda et al (2006) in their opinion explain that another

problem faced by companies is that some employ unionized workers that may be resistant

to job rotation due to standard union practices. Lynch et al (2004) state that, one other

problem faced by companies is the possibility of having to pay incentives to workers for

cooperation with the job rotation implementation which can lead to wage inequality.

Finally, Lynch et al (2004) further explains that, the utilization of job rotation may have

the effect of reducing a workforce because of the cross-training involved; a company

may not need to hire additional staff to cover positions and may possibly layoff current

employees no longer considered necessary.

2.3.8 How to Implement an Effective Job-Rotation Programme in a Company

30
 Employees who participate in job rotation programs develop a wide range of skills, and

generally they are more adaptable to changes in jobs and career and more engaged and

satisfied with their jobs in comparison with workers who specialize in a single skill set

or domain.

However, job rotation may increase the workload and decrease productivity for the

rotating employee and for other employees who must take up the slack. This is why

preparation is key to the success of any job rotation program. Tips for effectively

implementing job in order to avoid potential pitfalls by Fiester (2009)

i. Formulate clear policies regarding who will be eligible and whether employees

will be restricted to certain jobs or opportunities will be open to people in all job

classifications.

ii. Determine if the program will be mandatory or if employees will be allowed to

“opt out.” Will opting out have an adverse impact on their performance appraisal?

iii. Involve the employees and managers in planning job rotations so that there is a

clear understanding of mutual expectations.

iv. Determine exactly what skills will be enhanced by placing an employee in the job

rotation process.

v. Use job rotation for employees in non-exempt jobs, as well as for those in

professional and managerial jobs.

By carefully analyzing feasibility, anticipating implementation issues, communicating with

and ensuring the support of senior and line managers, and setting up realistic schedules for

each position, both large and small organizations can derive value from a job rotation

31
program.Zeff (2008) writes on how to effectively design job rotation pragramme. He

proposes the following:

i. Talk to both your stars and those who have reached a plateau. Find out about

the opportunities they are seeking. Have them write down what it is they want

from their jobs.

ii. Give the employees ownership of the rotation policy. They should be part of

the process.

iii. When we have ownership and responsibility for something, we start to care.

When employees start to care, the next step is passion. Your ultimate goal is

for all your employees to develop passion for their jobs.

iv. Communicate with your employees about the rotation policy. What are their

ideas? What works for them? What works for you?

v. As a manager, ask yourself one question: How can I make the other people

around me more successful? As you put the rotation policy together, answer

that question and act on it and you will have a very successful team. If you

don't care who gets the credit, and if you learn to support and take care of the

person next to you, the entire work environment will quickly change.

vi. Don't be afraid to change. If you try one rotation policy and it is not working

for everyone, then try something different. Sometimes we have to admit we

made a mistake. We must slow down, reassess and then try a new path.

vii. Teach your employees to take ownership of their happiness and passion. Too

many times, employees let other people's actions or words determine their

happiness. Help your employees understand that happiness is a choice.

32
2.3.9 Risks of implementing job rotation

There are costs associated with job rotation. Malinski (2002,) identified several

difficulties with implementation of a job rotation programme such as resistance by

experienced staff, educating and training staff for new jobs, fitting the skill level of the

staff with the job and pay structure, the direct costs of implementation, and exposing

untrained staff to hazardous situations in industrial setting. Identification of the specific

process, the type of rotation, staff communication, and the length of training and the

learning period all must be determined. Difference in skill levels among staff may be

significant resulting in additional expense in upgrading staff or loss of productivity for

some period.

Malinski (2002,) recognizes that a unionized environment may restrict job rotation within

particular job classifications. Cosgel and Miceli (1998, p. 12) reported, “If a strong labor

union negotiates primarily on the basis of wages and disregard (or oppose) other job

attributes, then the firm would not be able to offer job rotation”

2.3.10 How organizations benefit from job rotation

One way that employers can meet job rotation objectives is through more flexible forms

of job organization that provide more opportunities for employees to use their talents, do

a range of tasks, and have more management over their work.

Eriksson and Ortega (2004,) writes: According to Campion, et al (1994), job rotation

produces two beneficial effects. First, an employee who rotates accumulates experience

more quickly than an employee who does not rotate. Hence job rotation is noted as an

effective tool for career development. Second, an employee who rotates accumulates

33
experience in more area than an employee who does not rotate. Hence, if an employee

rotates more frequently, it is easier to train him to become a generalist.

Cosgel & Miceli (1998, p.3) report that, job rotation produces innovation by improving

a firm’s ability to generate and respond to change. “Process style” innovation is produced

because of workers knowledge of the overall relationship among tasks, “allowing

workers to apply their knowledge of one task to the improvement of others”. Rohr (2000)

reported that job rotation “provides an organizational overview, encourages

interdepartmental cooperation, bring fresh viewpoints to otherwise stagnant sections.

Malinski (2002, p.9) sums the benefits as “reductions in boredom, work stress,

absenteeism, and turnover and an increase in innovation, production, and loyalty.” Job

rotation and cross-training can benefit both the employee and employer. The workforce

learns new skills and experiences less monotony from performing the same tasks over

and over.

Jans and Frazier, (2001) write, an employee who rotates is competent in skills that are

not necessarily performed in their normal duties making them more responsive when

change is necessary. It also contributes to career satisfaction by sharing the good and bad

assignments, and provides an organization the ability to rapidly fill vacancies.

Bennett (2003) listed the following as some benefits of a job rotation program for

employees:

i. Job rotation can lead directly to the accelerated development of new staff

members;

ii. Enabling staff to work in different areas of the organization through cross-

functional job rotation and job swaps can contribute to employees’ knowledge

34
 of the organization and its functions;

iii. Cross-functional job rotation can lead to a greater understanding by employees

of the many functions of the organisation;

iv. Job rotation can contribute to the development of social and individual human

capital by enabling employees to develop new relationships with other

employees across the organization as well as gaining on-the-job experience;

v. Skill diversity may help employees to meet the minimum qualification of jobs

for future career advancement;

vi. Employees may make a more serious commitment to their career when an

organization invests time in an employee and develops their abilities;

vii. Various job assignments can make employees’ work more enjoyable and provide

more skills to avoid redundancy.

In addition to the opportunity to learn new skills through job rotation, other benefits of

job rotation programs for employees are highlighted by Indiana University (1997),

including:

• Increased job satisfaction;

• Broadened work experience;

• Greater job variety;

• New perspectives on individual responsibilities; and

• Personal self-development.

Emphasizing the benefits of job rotation to the organization, Earney & Martins (2009)

state that managers can use job rotation programs to develop their staff with potential to

meet future departmental goals.

35
 In addition, Olorunsola (2000) states that job rotation is a powerful tool that can be used

to align employee values and organization goals. Engel et al. (2003 p.7) suggests that

“job rotation exercise identifies one potential solution to recruitment problems”.

2.3.11 Challenges of job rotation

Job rotation is a human resources strategy where companies move employees around to

various jobs within the organization. Intended to provide benefits to both employees and

the employer, job rotation is supposed to increase employee interest level and motivation.

Despite benefits related to multiple skill development, job rotation also has its limitations.

There are limitations associated with job rotation. The cost and risk of rotation varied

with the type of rotation experience. Poaching of rotating personnel from the transferring

office was a major concern, along with the possibility; the employee would be reluctant

to their original position after exposure new ideas or responsibilities. The original

position may not exist, or managers may have learned to do without the individual

rotating. Managers could be reluctant to commit staff that they have trained.

A lack of clarity in expectations could reflect poorly on the employee or the transferring

organization. Additional risks included the perceived increased workload on remaining

staff, and the time spent brining a person up to speed State Services Commission (1999).

Malinski (2002) identified several difficulties with implementation of job rotation

programme and as follows:

i. Resistance by experience staff

36
 One limitation of job rotation is the resistance by experienced staff. Experience staff does

not want to learn new job skills or move to other locations. Many experience staff think

been moved to a different department means to go back and learn all over again. They

see job rotation as a means of taken one away from what they enjoy doing most.

ii. Job and pay structure

Many organizations pay structure is designed on the skill level of the staff with the job

they do. Been moved to a new department means the skills and experience one needed to

produce at a higher efficiency cannot be utilized. Organizations find it difficult on where

to place employees who are under training and do not have the required skill to perform

at a higher level.

iii. Cost of implementation

One of the greatest challenge of job rotation is the cost involve in its implementation. Job

rotation brings about low in productivity since it takes time for new members to adjust

to the system. Difference in skill level among staff may be significant resulting in

additional expense in upgrading staff or loss of productivity for some period. Another

cost is the length of training and learning period required for staff for new job.

iv. Presence of Labour Union

Malinski (2002) recognized that a unionized environment may restrict job rotation within

particular job classifications. Cosgel & Miceli (1998, p.12) reported, “If a strong labour

union negotiates primarily on the basis of wages and disregards other job attributes, then

the firm would not be able to offer job rotation”.

iv. Industrial settings

37
 One challenge of the adoption of job rotation is the risk of putting untrained staff in

hazardous situations.

v. Three key challenges

Malinski (2002) again identified three key challenges:

i. the determination of the type of job rotation,

ii. the clarification of the process of changing the work structure itself,

iii. and the communication to all about the type of staff training and the length of the

learning period

vi. Employee’s resentment

In addition, Bennett (2003) pointed out that “cross-functional job rotation for selected

groups can make considerable demands on the support of the colleagues of participants”

(p. 8) and explained that “this can cause resentment where their support is provided for

those they perceive to be members of a privileged group or be destined for higher things

rather than continuing to work along-side them as colleagues

2.4 Empirical Review of Past studies

Our conclusion from the motivation, purpose, and literature review is that UBA job

rotation has a positive influence on job performance and the organizational. In order to

38
create an atmosphere for an effective implementation of job rotation programme

management must consider the reasons for the adoption of job rotation, its effectives on

the employer and the employee. The process involve in the implementing of a programme

must be taken into consideration since the processes and procedures involve in the

implementation will determine the benefits and limitations the programme may offer.

Therefore, in this study, the impact of job rotation can provide is independent variables,

and organizational commitment is a dependent variable, while job performance is the

mediating variable.

Cheraskin & Stevens (1994) point out, the management literature often refers to job

rotation as a useful practice, but very few authors have conducted a detailed analysis of

its costs and benefits.

Ortega (2001) shows that the relative benefits of job rotation increase when the firm

knows little about its employees’ abilities. The relative benefits are also larger when the

firm is engaging in new activities for which the returns are a priori unknown. This has

sharp empirical consequences. First, employees with less tenure in the firm are more

likely to rotate, because the firm will be more interested in learning about them. This

implies that job rotation should be adopted with a higher probability in firms where

average employee tenure is lower. Second, any previous work experience that current

employees may have accumulated in other, similar firms should have no effect on the

probability of rotation: only the average tenure in the current firm should matter. This is

different from what the employee learning theory predicts. Last, if the firm is relatively

young or is introducing innovations, we should expect it to use more job rotation.

39
 Cosgel & Miceli (1999) have pointed out increased satisfaction as one of the benefits of

rotation. In their model, employees prefer to perform a variety of tasks rather than

specializing in a single task and, as a consequence, job rotation increases job satisfaction.

This is beneficial to the firm because it can afford to pay lower salaries when employees

are more satisfied. However, job rotation does not contribute to training: contrary to the

employee learning argument, employees learn more by specializing than by rotating.

Kusunoki & Numagami (1998) study the patterns of inter functional mobility of

engineers in a large Japanese company. First, they find that employees with fewer years

of tenure do not rotate more than more senior employees. In fact, rotation frequencies

seem to vary very little during the first fourteen years of an employee's career, contrary

to Campion, Cheraskin & Stevens (1994) There is a positive relationship between the

employee's speed of promotion and the rate of rotation, also the directions and patterns

of rotation are complex and vary significantly according to promotion speeds.

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Bennett, B. (2003), “job rotation”, Development and Learning in Organizations, Vol. 17 No. 4,
pp. 7-9.
Black, S. E., Lynch, L. M., &Krivelyova, A. (2004). How workers fare when employers
Innovate. Industrial Relations: A journal of Economy & Society, 43(1), 44-66.

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 Campbell-Allen, N., & Welch, S. (2004). BPIR Management Brief: Issue 8, Developing
Leadership.Business Performance Improvement Resource.
Campion, M. A., (1994,). Career-Related Antecedents and outcomes of Job rotation.Academy
of management Journal, v 37, (6), p1518-1542.
Chris J. Henderson, Ergonomic Job Rotation in Poultry Processing, Advances in Industrial
Ergonomics and Safety IV (1992), pp. 443-450
Cosgel, M. and Miceli, T. (1999),”job rotation: costs, benefits and stylized facts” NJ: Pearson
Practice hall. P74, 2nd Ed.
Erikson, T. and Ortega, J. (2006), “The adoption of job rotation: testing theories”, Industrial and
Labour Relations Reviews, Vol. 59 No. 4, pp. 653-66. University of Aarhus,
Aarhus School of Business, Department of economics.
Hsieh, A. & chao, H. (2004). A Reassessment of the Relationship between Job Specializations,
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 Schultz, D., Schultz, S. E. (2010). Psychology and work today. Boston: person, pp.136,
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management.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter covers the research design and methodological procedures that were used in

data collection and analysis. The coverage includes the research design, location of the

42
 study, population of study, sampling procedure and sample size, data collection and data

analysis.

3.2 Research Design

This study employed the descriptive research design to examine the impact of job rotation

as a training and developmental tool in united bank of Nigeria (UBA), Saunders, Lewis

& thornhill, (2009) say that descriptive research portrays an accurate profile of persons,

events or situations. This design offers to the researchers a profile of described relevant

aspects of the phenomena of interest from an individual, organizational and industry-

oriented perspective. It presents data in a meaningful form that helps the researchers to

understand the characteristic of a group in a given situation, to think systematically about

aspects in a given situation, offer ideas for further research and helps to make certain

simple decisions. Miller's (1991) posits that descriptive research is the process of

collecting data in order to answer questions concerning the current status of the subject

study therefore, the design enabled the researcher to gather data from a wide range of

respondent on the impact of job rotation in training and development.

3.3. Population of Study

The target population was made up of some of the staff in United bank of Africa (UBA)

headquarters, Marina, which was 90 staff members.

3.4 Sample and Sampling Technique

Stratified sampling is a method of sampling from a population. Stratification is the

process of dividing members of the population into homogeneous subgroups before

43
 starting sampling. The sample frame used consists 90 staff members UBA House Plc.

Members were drawn from the following departments / section.

- Finance/Accounting Department (21 employees)

- Human Resource Department (16 employees)

- R&D Department (14 employees)

- ICT Department (13 employees)

- Customer Care Department (26 employees)

Thus the sample size was determined by using Taro Yamane’s formula.

Taro Yamane’s Formula:

𝐍
𝐧=
𝟏 + 𝐍𝐞𝟐
Where:
n = Sample Size
N = Total Population
e = Margin of Error (0.05)
1 = Constant Number
𝟗𝟎
𝐧=
𝟏 + 𝟗𝟎 ∗ 𝟎. 𝟎𝟓𝟐

= 73.4

= 73 approx.

3.5 Reliability and Validation of Data Collection Instrument

3.5.1 Data Collection Instruments

The study relied on primary data using a questionnaire, which was administered on drop

and pick from selected respondents in the organization. Questionnaire was distributed to

the sampled population by the researcher and filling by the respondents. The

44
 questionnaire was simplified as much as possible so that all respondents have a clear

meaning of each of the question

Closed ended questionnaire was prepared and administered to the staff. According to

Kothari (2004), the questionnaire method is the most suitable tool for collecting data. It

is economical in terms of time and cost compared to other methods. The Questionnaire

facilitated easy and quick responses within a short period. In addition, it gave respondent

freedom to express their views or opinions and to make suggestions

3.5.2 Reliability

Reliability as the degree of consistency with which an instrument measures the attribute

it is designed to measure. A pilot study involving twenty (10) respondents was conducted

in order to detach any ambiguities or questions that were not easily understood by the

respondents. Reliability reflects the consistency of participants’ responses to the

statements of a questionnaire based on the average correlation among those statements.

Based on the responses obtained from the pilot study and using Cronbach Alpha to

determine the internal consistency and reliability of the items, the reliability statistics for

the measurement sets was 0.711 which is greater 0.7 (i.e. the minimum acceptable value)

3.5.3 Validation

Validity is the extent to which the instrument has actually accomplished what it is

expected to measure. To ensure the validity of the instrument, a self-developed structured

questionnaire was presented to the researcher’s supervisor for construct and content

validity. An instrument is seen as reliable if it measures what it ought to measure

consistently. For this study, after administration of the questionnaire the researcher

45
 checked to ensure that the copies of the questionnaire were properly filled. Hence the

reliability for this study was positive meaning that the instrument was reliable.

36 METHOD OF DATA ANALYSIS

A statistical package (SPSS) was used in coding and entering data from the questionnaire.

Frequency distribution was used to analyse the quantitative data obtained from the

questionnaire. Also, Product Pearson Correlation method was used to test the formulated

hypothesis at 5 percent significant level.

3.7 Limitation of the Methodology

The method employed for this research will be greatly influenced by the characteristics

of respondents who supplied data as well as the type of data required. Inappropriate,

inadequate or excessive sample sizes continue to influence the quality and accuracy of

research. The sample sized used to some extent will pose a limitation to this study

because the receptiveness of members of staff of the Nestle Nigeria Plc, out of fear that

it could cause them their job if what is regarded as secret is licked out in the cause of

administering the questionnaires. Despite all these, the data collected and information

required to be gathered for the research are believe to be.

REFERENCES

Babbie, E. (1991). Survey Research Methods (2nd Edition).Belmont Wodsworth.

Kothari, C. R. (2004). Research Methodology: Methods & Techniques. New Delhi: New Age
International (P) Limited Publishers.
Miller, P. (1991). Motivation in the Workplace. Work and Organizational Psychology. Oxford:
Blackwell Publishers
Saunders, M., Lewis, P. &Thornhill, A. (2009).Research Methods for Business Student (Fifth
Edition). Pearson Education Limited, Edinburgh Gate

46
 CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION OF RESULTS

4.1 Introduction

This chapter presents the analysis of data and its interpretation. The techniques used were

the frequency distribution tables and percentages, while Pearson Correlation was adopted

in testing the relevant hypotheses. In this study, a total of Seventy-three (73)

questionnaires were distributed, out of which sixty-five (65) were duly complete and

retrieved and making a response rate of 89.0%

4.2 Analysis of Respondents According To Their Socio-Demographic Characteristics

Table 4.1 Socio-Demographic Characteristics of Respondents

Variables Items Frequency Percent
Male 38 58.5
Gender Female 27 41.5
Total 65 100.0
20-29 16 24.6
30-39 34 52.3
Age (Years)
40-49 15 23.1
Total 65 100.0
OND/NCE 9 13.8
B.SC/BA/HND 40 61.5
Education Qualification
PGD/MBA/MSC 16 24.6
Total 65 100.0
1-5yrs 17 26.2
6-10yrs 26 40.0
Working Experience
11-15yrs 22 33.8
Total 65 100.0
Top level 13 20.0
Middle level 36 55.4
Management Status
Lower level 16 24.6
Total 65 100.0
Source: Researcher’s Field Survey, 2016

Table 4.1 shows the socio-demographic characteristics of sampled respondents. Focusing on the

gender distribution of the respondents58.5% of the respondents was male, while 41.5% of the

47
respondents are female. This implies that majority of the respondents that partook in the survey

were male. According to their age distribution, 24.6% of the respondents were between the age

ranges of 20-29years, 52.3% of the respondents were between 30-39years, while 23.1% of the

respondents were between 40-49years. Also, the distribution of the respondents according to

their education background shows that, 13.8% of the respondents were OND/NCE holder, 61.5%

of the respondents were B.Sc./BA/HND holder, while 20.6% of the respondents had

PGD/MBA/M.Sc. degree. In addition, the distribution of the respondents according to their

working experience shows that, 26.2% of the respondents had 1-5years working experience,

40.0% of the respondents had 6-10years, while 33.8%of the respondents had 11-15years

experience. Lastly, the distribution of the respondent according to their management status in

the organization shows that, 20.0% of the respondents were at the top level management in their

organization, 55.4% of the respondents were in middle level, while 24.6% of the respondents

were at lower level.

4.3 Analysis of Questionnaire According to Research Question

Table 4.2How often were you rotated in your company in the first 12months
Frequency Percent Valid Percent Cumulative Percent
Once 11 16.9 16.9 16.9
1-3times 20 30.8 30.8 47.7
Valid 3-5times 19 29.2 29.2 76.9
More than 5times 15 23.1 23.1 100.0
Total 65 100.0 100.0
Source: Researcher’s Field Survey, 2016

Table 4.2 shows the distribution of sample respondents according to the research which focuses

on how often were you rotated in your company in the first 12months, it shows that 16.9% of

the respondents were rotated once in their organization in their first 12month, 30.8% of the

48
respondents between 1-3times, 29.2% of the respondents within 3-5times, while 23.1% of the

respondents were rotated more than 5times.

Table 4.3 How does job rotation as a training and development tools enhance job
enrichment and satisfaction?
Frequency Percent

Awareness of job rotation as training and development enhance job enrichment and
satisfaction
Disagree 7 10.8
Undecided 11 16.9
Agree 36 55.4
Strongly Agree 11 16.9
Total 65 100.0
Through job rotation, training and development are addressed
Undecided 10 15.4
Agree 39 60.0
Strongly Agree 16 24.6
Total 65 100.0
Job rotation determines the rate of job satisfaction
Undecided 13 20.0
Agree 44 67.7
Strongly Agree 8 12.3
Total 65 100.0
High participation of training and development contributes to job enrichment and
satisfaction
Undecided 10 15.4
Agree 45 69.2
Strongly Agree 10 15.4
Total 65 100.0
Source: Researcher’s Field Survey, 2016

Table 4.3 shows the distribution of sample respondents according to the research question which

focuses on How does job rotation as a training and development tools enhance job enrichment

and satisfaction, it shows that 16.9% of the respondents strongly agreed on the views that,

awareness of job rotation as training and development enhance job enrichment and satisfaction,

it shows that, 55.4% of the respondents agreed, 16.9% of the respondents were undecided, while

10.8% of the respondent disagreed. Also, 24.6% of the respondents strongly agreed on the view

49
that, through job rotation, training and development are addressed, 60.0% of the respondents

agreed, while 15.4% of the respondents were undecided. Furthermore, 12.3% of the respondents

strongly agreed on the view that, job rotation determines the rate of job satisfaction, 67.7% of

the respondents agreed, while 20.0% of the respondents were undecided. Lastly, 15.4% of the

respondents strongly agreed on the view that, high participation of training and development

contributes to job enrichment and satisfaction, 69.2% of the respondents agreed, while 15.4% of

the respondents were undecided.

Table 4.4 How effective is the human resources training and development in UBA?
Frequency percent

Customer satisfactory is solely everybody's business in your organization

Undecided 12 18.5
Agree 35 53.8
Strongly Agree 18 27.7
Total 65 100.0
Effective training programmes for employee contributes to organization's productivity
Undecided 11 16.9
Agree 40 61.5
Strongly Agree 14 21.5
Total 65 100.0
The adoption of training and development is highly effective
Undecided 10 15.4
Agree 39 60.0
Strongly Agree 16 24.6
Total 65 100.0
Employees training and development contributes to decrease in wastage ratio of
productive raw materials
Disagree 8 12.3
Undecided 8 12.3
Agree 36 55.4
Strongly Agree 13 20.0
Total 65 100.0
Source: Researcher’s Field Survey, 2016

50
Table 4.4 shows the distribution of sample respondents according to the research which focuses

on how effective is the human resources training and development in UBA? It shows that, 27.7%

of the respondents strongly agreed on the view that, customer satisfactory is solely everybody's

business in your organization, 53.8% of the respondents agreed, while 18.5% of the respondents

were undecided. Also, 21.5% of the respondents strongly agreed on the view that, Effective

training programmes for employee contributes to organization's productivity, 61.5% of the

respondents agreed, while 16.9% of the respondents were undecided. Furthermore, 24.6% of the

respondents strongly agreed on the view that, the adoption of training and development is highly

effective, 60.0% of the respondents agreed, while 24.6% of the respondents were undecided.

Lastly, 20.0% of the respondents strongly agreed on the view that, employees training and

development contributes to decrease in wastage ratio of productive raw materials, 55.4% of the

respondents agreed, and 12.3% of the respondents were undecided, while 12.3% of the

respondent disagreed.

Table 4.5Can negative attitude of management and supervisors on training and

development of their sub-ordinates promote organizational performance?
Frequency percent

Negative attitude of management and supervisor on training and development promote

organizational performance
Disagree 5 7.7
Undecided 10 15.4
Agree 38 58.5
Strongly Agree 12 18.5
Total 65 100.0
Promoting organizational performance is a challenge faced by management and their
subordinates
Disagree 5 7.7
Undecided 10 15.4
Agree 39 60.0
Strongly Agree 11 16.9
Total 65 100.0

51
 Due to job rotation policy in my organization, my performance has increase
Disagree 9 13.8
Undecided 11 16.9
Agree 32 49.2
Strongly Agree 13 20.0
Total 65 100.0
Job rotation policy in my organization is been fully carried out
Disagree 8 12.3
Undecided 13 20.0
Agree 33 50.8
Strongly Agree 11 16.9
Total 65 100.0
Source: Researcher’s Field Survey, 2016

Table 4.5 below shows the distribution of sample respondents according to the research question

which focuses on can negative attitude of management and supervisors on training and

development of their sub-ordinates promote organizational performance?, it shows that, 18.5%

of the respondents strongly agreed on the view that, negative attitude of management and

supervisor on training and development promote organizational performance, 58.5% of the

respondents agreed, and 15.4% of the respondents were undecided, while 7.7% of the respondent

disagreed. Also, 16.9% of the respondents strongly agreed on the view that, promoting

organizational performance is a challenge faced by management and their subordinates, 60.0%

of the respondents agreed, and 15.4% of the respondents were undecided, while 7.7% of the

respondent disagreed. Furthermore, 20.0% of the respondents strongly agreed on the view that,

due to job rotation policy in my organization, my performance has increase, 49.2% of the

respondents agreed, and 16.9% of the respondents were undecided, while 13.8% of the

respondent disagreed. Finally, 16.9% of the respondents strongly agreed on the view that, job

rotation policy in my organization is been fully carried out, 50.8% of the respondents agreed,

and 20.0% of the respondents were undecided, while 12.3% of the respondent disagreed.

52
4.4 Test of Hypotheses

Decision Rule

The SPSS highlighted the correlations that are significant with the output indicating significant

correlation at 5% level. Reject the null hypothesis if p-value ≤ 0.05and significant correlation at

1% level. Reject the null hypothesis if p-value ≤ 0.01.

Hypothesis One

HO: There is no significant effect of job rotation as a training and development tool on job

enrichment and satisfaction

.Table 4.4.1 Correlations

Job Rotation Job enrichment
Pearson Correlation 1 .613**
Job Rotation Sig. (2-tailed) .000
N 65 65
Pearson Correlation .613** 1
Job enrichment Sig. (2-tailed) .000
N 65 65
**. Correlation is significant at the 0.01 level (2-tailed).

From Table 4.4.1, the Pearson correlation coefficient is .613 while the p value is 0.000., this

shows that there exist strong and positive association between job rotation & job enrichment;

hence the H0 that there is no significant effect of job rotation as a training and development tool

on job enrichment and satisfaction is rejected, since p value (0.000) is less than 0.01. This is

further confirmed by the result that there is significant effect of job rotation as a training and

development tool on job enrichment and satisfaction.

Hypothesis Two

H2: There is no significant on human resources training and development in the operation of

a bank

Table 4.4.2 Correlations

53
 HR Training and Operating
Development efficiency
Pearson Correlation 1 .505**
HR Training and
Sig. (2-tailed) .000
Development
N 65 65
Pearson Correlation .505** 1
Operating Efficiency Sig. (2-tailed) .000
N 65 65
**. Correlation is significant at the 0.01 level (2-tailed).

From Table 4.4.2, the Pearson correlation coefficient is .505 while the p value is 0.000., this

shows that there exist strong and positive association between HR Training and Development &

Operating Efficiency; hence the H0 that there is a significant on human resources training and

development in the operation of a bank is rejected, since p value (0.000) is less than 0.01. This

is further confirmed by the result that there is a significant on human resources training and

development in the operation of a bank.

Hypothesis Three

H3 Negative attitude of managers and superior on trading and development does not promote

employees turnover

Table 4.4.2 Correlations

Negative Attitude Employee Turnover
Pearson Correlation 1 .235**
Negative Attitude Sig. (2-tailed) .000
N 65 65
Pearson Correlation .235** 1
Employee Turnover Sig. (2-tailed) .000
N 65 65
**. Correlation is significant at the 0.01 level (2-tailed).

From Table 4.4.2, the Pearson correlation coefficient is .505 while the p value is 0.000., this

shows that there exist weak and positive association between Negative Attitude & Employee

54
turnover; hence the H0 that there is a significant on human resources training and development

in the operation of a bank is rejected, since p-value (0.000) is less than 0.01. This is further

confirmed by the result that negative attitude of managers and superior on trading and

development does promote employees turnover

55
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This final chapter is mainly designed to highlight the summary of findings, conclusion

and recommendations: The first chapter was devoted to the introductory part of the study

while the second chapter discussed extensively the literature review on the subject matter.

Chapter three looked at the details of research method, research design, sampling

technique of the study, and method of data analysis, which were analysed and discussed

in chapter four. Data was analysed using descriptive statistics and while the hypothesis

was tested using Pearson correlation.

5.1 Summary of Findings

From the data analysis and results in the preceding above, the findings are as follows:

 That there is a significant effect of job rotation ass a training and development tool

on job enrichment and satisfaction; that also there is a significant on human resources

training and development in the operation of a bank and that Negative attitude of

managers and superior on training and development does promote employees

turnover

 Majority of the respondents agreed that, awareness of job rotation as training and

development enhance job enrichment and satisfaction, also that, through job rotation,

training and development are addressed, in addition that, job rotation determines the

rate of job satisfaction, and finally that, high participation of training and

development contributes to job enrichment and satisfaction.

 Majority of the respondents agreed that, customer satisfactory is solely everybody's

56
 business in your organization, also that, Effective training programmes for employee

contributes to organization's productivity, in addition that, the adoption of training

and development is highly effective, and finally that, employees training and

development contributes to decrease in wastage ratio of productive raw materials.

 Lastly, Majority of the respondents agreed that negative attitude of management and

supervisor on training and development promote organizational performance, also

that, promoting organizational performance is a challenge faced by management and

their subordinates, as well that, due to job rotation policy in my organization, my

performance has increase, and finally that, job rotation policy in my organization is

been fully carried out.

5.2 Conclusion

It is conclusive to say that job rotation affects the employees’ job performances

positively, significantly and favourably in businesses. Job rotation should be married and

made to work in consonance with other factors like quality of job, attitude of employees

to the job, time spent on the job, better remuneration and motivation and other related

matters which influence employees and performance in order for the firm to operate

optimally. The process of job rotation enables employees involved to acquire more

skills, knowledge and talents on the job and that entire process and retraining of workers

in order to get the best out of them. Maximum productivity can only be attained when

workers are adequately and properly trained and motivated. Management strives to

avoid waste, loss of time and resources, production of substandard products,

disruption in the production process, labour unrest, breakdown of machines and

57
 equipment in its operations. Job rotation aid and assist management in handling those

issues by identifying and correcting errors, irregularities, personnel collusion,

safeguarding assets and maintaining a sustainable internal control system. In view

of this, one concludes that job rotation contributes immensely in a positive and

favourable manner to employees performances in a given place.

5.3 Recommendation

Based on the findings and conclusion of the study the following were recommended.

i. That Management of UBA should provide practical participation of employees in

job rotation and develop a comprehensive program for its electiveness.

ii. Also management in the banking sector, particular UBA, should provide

opportunities for increasing job satisfaction and motivation; decreasing

absenteeism and job quitting; promoting tendency to participate and learn and

finally increasing commitment to goals by providing opportunities for team

operational work and help improving productivity in the organization.

iii. Thus, optimal motivational systems should be determined for implementing job

rotation policy, payment processes should also be performed based on

performance and particularly learning diverse skills in motivational systems.

iv. Management in the banking sector, should consider motivation promoting

programs including motivational payments; assignment of responsibility and

authority to employees while executing the process. The objective of this is

increasing motives of human resources; because job rotation is not able to

influence performance without job satisfaction.

v. Also, in implementing job rotation policies a systematic plan should be design to

58
 evaluate job performance of employees during rotation where especially great

attention is devoted to skill diversity of staff; because job rotation cannot

influence performance without diversity of skills.

vi. Accordingly, the management should prepare an environment for employees

which lead to social interaction coupled with exchange of knowledge in an

organizational framework to boost staff morale for group activities.

vii. Lastly Management should understand the positive results of friendly and warm

atmosphere in the department, they balance the job behaviours, decrease job

stresses and as a result increase productivity in labour force.

5.4 Suggestion for Further Studies

This research is not exhaustive. It has only added vital value to the existing researches,

because as time changes and technological development improves, more researches will

be needed to adjust to the changes. Therefore, it is suggested that further studies should

be carried on investigating the influence of job rotation on performance by considering

skill variation and job satisfaction of bank employees, Also further study should also be

carried out across other sectors and then comparing the results.

59
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62
 APPENDIX
Dear Sir/Madam,
I am conducting a research on JOB ROTATION AS TRAINING AND DEVELOPMENT TOOL
FOR ENHANCING EMPLOYEES PERFORMANCE: A Study of united bank of Africa
(UBA), Lagos.
Kindly fill the attached questionnaire. Your responses on the questionnaire will be anonymous.
All returned questionnaires will be kept confidential. You may withdraw from the study at any
point and may refuse to answer any questionnaire items that make you feel uncomfortable. There
are no correct or incorrect responses to any of the questionnaire items. After the study is
completed, all questionnaires will be destroyed.
Kindly answer all the questions in this questionnaire with sincerity. All information supplied will
be treated as confidential and used for academic purposes only.
Thank You.

SECTION A: PERSONAL DATA (Please tick as appropriate)

1. Sex: Male ( ) Female ( )
2. Age: 20-29yrs ( ) 30-39yrs ( ) 40-49yrs ( ) 50Years & above ( )
3. Education Qualification: OND/ NCE ( ) B.SC/BA/HND ( ) PGD/MBA/MSC ( )
4. Working Experience: 1-5yrs ( ) 6-10yrs ( ) 11-15yrs ( ) 16yrs & above ( )
5. Management Status: Top level ( ) Middle level ( ) Lower level ( )

GENERAL INFORMATION ON COMPANY

6. Length of service: Less than 2[ ] 5 – 10 [ ] 10 – 15 [ ] More than 15[ ]

7. How often were you rotated in your current company in the first 12 months?: a) Once
b) 1-3 times c) 3-5 times d) more than 5 times

Instruction: Please tick [√] as it tallies with your answer.

Where:
SA = Strongly Agree, A = Agree, U = Undecided, D = Disagree, SD = Strongly Disagree

SECTION B
Job rotation as a training and development tools enhance job enrichment and satisfaction
(Please tick as appropriate)

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 SN SA A U D SD
8. Awareness of job rotation as training and development enhance job
enrichment and satisfaction
9. Through job rotation training and development are addressed
10. Job rotation determines the rate of job satisfaction
11. High participation of training and development contributes to job
enrichment and satisfaction

SECTION C
The human resources training and development in uba is effective
(Please tick as appropriate)
SN SA A U D SD
12 Customer satisfactory is solely everybody's business in your
organization
13 Effective training programmes for employee contributes to
organization's productivity
14. The adoption of training and development is highly effective
15. Employees training and development contributes to decrease in
wastage ratio of productive raw materials.

SECTION D
Negative attitude of management and supervisors on training and development of their
sub-ordinates promote organizational performance?
(Please tick as appropriate)
SN SA A U D SD
16. Negative attitude of management and supervisor on training and
development promote organizational performance
17. Promoting organizational performance is a challenge faced by
management and their subordinates
18. Impact of job rotation have on the employee
19. As Job rotation policy been fully carried out

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