Training and development of non-teaching senior members and perceived job performance in University of Education, Winneba

Abstract

This study was conducted with the aim of investigate how training and development programme affects non-teaching senior members of the University of Education, Winneba (UEW). This study was guided by the four research questions. The philosophical position adopted by this study is pragmatism. To achieve these, the sequential explanatory mixed method approach was adopted for the study. The study population was non-teaching senior members of UEW totalling 94. In all, 43 respondents were selected using stratified and purposive sampling techniques. A structured questionnaire and interview guide were used to collect data for the study. Test Analytics of Survey (TAFS) and Statistical product and Services (SPSS) were the analytical tool used was a descriptive statistic using percentages and frequencies distribution, whereas the Interviewees’ views and responses to the semi-structured interview were analysed qualitatively and presented verbatim alongside the major findings on the data from the questionnaires. The study revealed among others that training and development programmes for non-teaching senior members in UEW is done annually. Further, training and development helps improve communication skills of staff, increase productivity and improve job performance. Again, nonteaching senior members were satisfied with the ability to perform assigned task within the limited period of time. Finally, training and development has positive significant effect on employee performance. Based upon the findings, it was recommended among others that management of UEW should improve upon all the necessary structures to make the training and development programmes a success, ensure that training is considered a priority as it is a major confidence booster for employees and directly improves their overall performance and provide adequate funding for all training and development programmes.