Recruitment and Selection, Training and Development on Job Satisfaction Mediated by Motivation: Exploratory and Confirmatory Factor Analysis in the Ghanaian SMEs

Abstract

Purpose - The specific objectives were to determine the extent to which recruitment and selection and, training and development affect job satisfac-tion, and evaluate the impact of recruitment and selection, training and development on SMEs' job satisfaction using motivation as a mediating factor. Design/methodology - The data were collected from 367 microfinance staff in the Greater Accra Region, Ghana, using a survey design and a ques-tionnaire. IBM SPSS analyzed the data for descriptive statistics and AMOS for the structural equation model (SEM) to study relationships among the variables. Findings - The study found that recruitment and selection, and training and development positively linked job satisfaction. Furthermore, the study re-vealed that recruitment and selection and, training and development had little impact on employee work satisfaction. Motivation does not mediate the job satisfaction of SME employees. According to the research, job satis-faction necessitates recruiting, selection, training, and development. Limitations of the study – The context of this study was limited to micro-finance institutions within the Greater Accra Region, Ghana. Besides, the scope was also limited to recruitment and selection and training and devel-opment and how they affect job satisfaction as mediated by motivation. Practical Implications - This research contributes to our understanding of the elements that determine employee job satisfaction The findings will help microfinance attract and choose the right people for success. Originality/Value – In an emerging country like Ghana, this study em-ployed a unique technique to evaluate employee job satisfaction in micro-finance firms. The study investigated the impact of job satisfaction on planned recruitment and selection, training and development, and motiva-tion.

Relationship Between Training Effectiveness and Educator Performance in the Eastern Cape Department of Education, South Africa

“…Available extant literature generally indicates lack of adequate and requisite training and human capital skills development among educators, which negatively affect educator performance [3,5,6,10,16]. In the South African context, many educators appear to have limited knowledge and experience in using assessment effectively for improving teaching and learning [15,17].…”

“…Training and development are a strategic move for improving employee competencies for current and future work demands. Training is "an intervention employed to bridge employees' skill gap between current performance and what is expected" [16]. As indicated by [28] training and development, job analysis and design affect organisational performance.…”

“…As indicated by [28] training and development, job analysis and design affect organisational performance. Hence, training and development help human capital enhance skills and substantially impact on employee performance and productivity [16]. Training can be described as a set of intentional interventions meant to enhance workers' knowledge, skills, and attitudes so they can do their jobs successfully [29].…”

“…This makes it possible to fulfil the ECDoE's mission, vision, and goals. The main causes of the deficient skills profile are the low relevance of much publicly funded training and the low investment by organisations in training [16]. Due to the detrimental impact this bad profile has on employee performance, educators' pedagogical abilities must be improved.…”

“…As pointed out by [28] training programmes should be supporting activities that cement and improve the capacity of employees to achieve optimum performance. Thus, Continuing Professional Teachers' Development training programmes must in essence engage educators in lifelong learning to improve their knowledge, skills and ensure that educators stay current and better equipped to positively impact on learner performance and achievement [9,16,18].…”