CHAPTER ONE

INTRODUCTION

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
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
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.

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

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.

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

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?
 iii. Can negative attitude of management and supervisors on training and development of their

sub-ordinate promote organizational performance?

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

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

 CHAPTER TWO

LITERATURE REVIEW

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.

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

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.
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

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).
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.

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
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.

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).

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
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.
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

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.

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

Job enrichment
H1

Job Rotation Human Resource training H2

& Development Employee
Performance

Employer’s Attitude
H3 Employee turnover

Figure 2.1 Conceptual framework, Source: Author

Definition of Job Rotation

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).
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

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.

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

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).

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

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”.

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

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

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.

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.

includes the research design, location of the
 CHAPTER THREE

RESEARCH METHODOLOGY

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

study, population of study, sampling procedure and sample size, data collection and data analysis.

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.

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

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.

Reliability and Validation of Data Collection Instrument

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

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

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)

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

 CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION OF RESULTS

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%

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
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.

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
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
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
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.

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

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.

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

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.

 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

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