Results and findings on Influence of skills development on employee performance
BUSI 240-Organizational Behavior 1
Liberty University
2022
Influence of skills development on employee performance
The study sought to determine the influence of skills development on employee
performance. Table 4.18 shows that majority 78(52%) of the study respondents, strongly
agreed that to enhance employability skills, they need soft skills to enable them do their job
effectively more than technical skills. A few 2(1.33%) of the study respondents, disagreed
that they need the soft skills more than the technical skills. The employability skills had a
mean of 4.2 and SD of 1.18, implying that the respondents agreed that employability skills
is critical, and that their job require both soft and technical skills.
Sung, Michael, Fiona and Catherine (2013) in their study on the nature of employability
skills in Singapore, found that teamwork skills is the most important for enhanced
employee performance at 3.61 score and numerical skills is the least important at 2.72 in
the security service industry. The study by the authors also assessed weighted average level
of 9 generic skills by industry and found that other skills needed in security service industry
were: literacy skills at 3.1, leadership at 3.06, problem solving at 3.4, physical skills at 3.07,
influencing skills at 3.3, planning 3.2 and emotional intelligence at 3.2.
The study result presented in Table 4.18 shows that majority 81(54%) of the study
respondents, strongly disagree that on-boarding is done and opportunity for simulation is
available in their organizations. According to the results, 22(14%) of the study respondents,
strongly agree that their organizations ensures on-boarding is done and opportunity for
simulation is available in the organisation. On-boarding had a mean of 2.31 and SD of 1.61.
Druta (2017) reported that 69% of employees are more likely to stay with the company for
at least 3 years after a great on boarding experience and gain full proficiency of 34% faster
than those in the shortest programs. This was experienced with a difference of 4 months
only. The implication of the results is that on-boarding as an element of skills development
is a key driver of employee performance.
The study results given in Table 4.18 shows that a majority 68(45%), of the study
respondents, strongly agree that the work they do is in line with the training they got at the
time of employment. A few 9(6%) of the study respondents, disagreed that the work they
are doing are in line with the training they got at the time of engagement. Skills matching
had a mean of 4.03 and a SD of 1.25. The result implies that skills mismatch in minimal in
the PSI. This finding concurs with the study result on respondents level of education which
revealed that 13(8.67%) of the study respondents have attained primary level education,
105(70%) have attained secondary level education and 29(19.33%) have certificate level of
education and, 3(2%) have diploma level of education. This implies that there is no over
qualification or under qualification amongst the study respondent in the PSI sector.
In the labour market, skills mismatch is measured through three main indices, namely to
under qualification, over qualification and dissimilarity index. The views expressed in this
study on skills mismatch differs with that of Pala, Bichanga, and Atambo (2015), who in
their study sought to determine the extent to which three categories of educational
mismatch influence employee performance at Co-operative Bank of Kenya. The
researchers found that 55% of the study respondents who were vertically mismatched and
57% were horizontally mismatched.
The study results summarised in Table 4.17 also shows that majority 62(41.33%) of the
respondents strongly disagreed that their firms have clear plans for the skills anticipation or
skills they need in future. A few 3(2%) of the respondents, strongly agree that there are
clear plans for skills anticipation. The indicator, skills anticipation had a mean of 1.97
and SD of 1.09. This implies that there is little focus on skills anticipation programs in the
PSI sector. ILO (2018), on anticipating future skills needs, indicates that anticipating and
building skills for the future is essential to a rapidly changing labour market. In addition,
this applies to the changes in the types and levels of skills needed in all occupations and
technical areas.
The study results also shows that majority 114(76.51%) of the respondents, strongly
disagree they are given opportunity to enhance their skills through, in class room, team
briefing and, online skills enhancement programs such as gamification and webinars. A few
2(1.34%) of the respondents, strongly agreed that IT systems for skills enhancement are
available. The IT systems had a mean of 1.48 and SD of 1.05, implying that PSI sector has
not embraced IT systems in skills enhancement programs. Weeks (2013) found that
integrating IT in skills enhancement enhances employee productivity by 11%. Table 4.18
shows descriptive statistics of skills development.
Skills Development and employee performance
Skills
Development
N
SA
%
A
%
N
%
D
%
SD
%
Mean SD
Employability Skill 150 52 36 1.33 1.33 9.33 4.2 1.18
On-boarding 150 14 20.67
0
10.67 54.00 2.31 1.61
Skills matching 150 45.33 37.33 2.00 6.00 9.33 4.03 1.25
Skills anticipation 150
2
12.67 7.33 36.67 41.33 1.97 1.09
IT systems 149 1.34 7.38 2.68 11.41 76.51 1.48 1.05
(i) Qualitative Analysis of skills development and employee performance
The study respondents were asked to indicate any other skills development programme
they may require to enhance their performance. Table 4.19 shows that majority
54(36.5%) of the study respondents indicated that they would require ICT skills to
enable them to operate, 23(15.53%) of the study responded indicated that they require
First Aid skills, and 22(14.86%) indicated that they would require basic human
resource management skills to enable them relate well with their clients. In addition,
19(12.84%) indicated that they require basic paralegal training. According to Onsomu,
et al., (2010) countries have to adopt the skills bases to achieve sustainable growth and
technology advancement in each sector. Table 4.18 indicates various skills that the
PSGs require.
Other skills development program the respondents require
Skills Frequency Percentage
1. ICT skills 54 36.5
2. First Aid 23 15.54
3. Effective Communication skills and report writing
7
4.73
4. Basic paralegal training 19 12.84
5. Fire fighting skills
4
2.70
6. Record management skills
4
2.70
7. Conflict management
1
0.68
8. Basic intelligence to help cope with emerging issues
4
2.70
9. Driving 10 6.76
10. Basic Human Resource Management skills, 22 14.86
Total 148 100
The study respondents were also asked to state why they think skills development
enhances employee performance. Figure 4.10 shows that majority of the study
respondents 49(35.25%) indicated that skills development enhances employee
performance, 32(23.02%) indicated that it improves efficiency and effectiveness, and a
further 27(19.42%) indicated that skills development enhances employee
performance. In addition, 18(12.95%) of the respondents indicated that skills
development enhances psychological contract, while 5(3.60%) indicated that skills
development help in promotion opportunities and enhancing employability. Further,
4(2.88%) of the respondents indicated that skills development enhances motivation and
4(2.88%) indicated that skills development enhances spatial intelligences. Figure 4.10
shows the respondents views on the benefits of skills development on employee
performance.
Respondents views of the benefits of skills development
