Staff training and employee performance: Perspectives of the workplace

Abstract

Whenever the issue of poor employee performance arises, the question of the provision of staff training takes center stage. Staff training is seen as the principal driving force and central to effective and efficient job performance. The quest to achieve high performance at the workplace has always been derailed by an acute lack of skills. Despite the plethora of studies of staff training and employee performance in different sectors, the literature has not yet explored the relationship between the two variables in the transport sector, particularly in the South African context. However, the relationship between staff training and employee performance has been engulfed in and apprehended by complexities, mistrust, and misunderstandings. It is through this premise that this paper seeks to evaluate the influence of staff training on employee performance in the transport sector. The study adopted an exploratory research design and tapped into a qualitative research approach. Using the purposive sampling technique, a sample of 15 respondents, comprised of skill development representatives of organizations operating in the transport sector in Durban, were interviewed. Unstructured interviews were used to collect data from the respondents. The key findings revealed that staff training has a positive influence on employee performance in the transport sector. The study plays a pivotal role in extending knowledge in the fields of staff training and employee performance.

Full text

INTERNATIONAL JOURNAL OF BUSINESS ECOSYSTEM & STRATEGY 6(1) (2024), 80-86
* Corresponding author. ORCID ID:
© 2024 by the authors. Hosting by Bussecon International Academy. Peer review under responsibility of Bussecon International Academy.
http://dx.doi.org/10.36096/ijbes.v6i1.475
Staff training and employee performance: Perspectives of the
workplace
Thokozani Ian Nzimakwe (a) Reward Utete(b) *
(a) School of Management, Information Technology and Governance, College of Law and Management Studies, University of KwaZulu-Natal,
Durban, South Africa
(b) Department of Business Management, University of Zululand, Richard
’
s Bay, South Africa
A R T I C L E I N F O
Article history:
Received 18 January 2024
Received in rev. form 26 Feb. 2024
Accepted 12 March 2024
Keywords:
Staff training, skills development,
employee performance, business
performance, South Africa
JEL Classification:
O15
A B S T R A C T
Whenever the issue of poor employee performance arises, the question of the provision of staff training
takes center stage. Staff training is seen as the principal driving force and central to effective and
efficient job performance. The quest to achieve high performance at the workplace has always been
derailed by an acute lack of skills. Despite the plethora of studies of staff training and employee
performance in different sectors, the literature has not yet explored the relationship between the two
variables in the transport sector, particularly in the South African context. However, the relationship
between staff training and employee performance has been engulfed in and apprehended by
complexities, mistrust, and misunderstandings. It is through this premise that this paper seeks to
evaluate the influence of staff training on employee performance in the transport sector. The study
adopted an exploratory research design and tapped into a qualitative research approach. Using the
purposive sampling technique, a sample of 15 respondents, comprised of skill development
representatives of organizations operating in the transport sector in Durban, were interviewed.
Unstructured interviews were used to collect data from the respondents. The key findings revealed that
staff training has a positive influence on employee performance in the transport sector. The study plays
a pivotal role in extending knowledge in the fields of staff training and employee performance.
© 2024 by the authors. Licensee Bussecon International, Istanbul, Turkey. This article is an open access
article distributed under the terms and conditions of the Creative Commons Attribution 4.0
International license (CC BY) (http://creativecommons.org/licenses/by/4.0/).
Introduction
Organisations are currently confronted with stiff competition and ever-changing technological advancements within their business
environments. For organisations to confront these challenges head-on, they are expected to have well-equipped employees with
sufficient relevant training and development (Vinesh, 2021). Huge money is being spent on training by companies as South African
government legislation compelling them to do so. However, usually they cannot see value in complying with what they call huddles
of completing the Workplaces Skills Plan or Annual Training Report and completing all the forms to apply for grants just to be given
20% of their skills development levies back. Mehale, Govender and Mabaso (2021) indicate that any company's education, training
and development is critical to improve the human capital of the organisation and the country at large. The Department of Higher
Education and Training reports on skills demand and supply, and indicates that the South African Labour force consists of 15,8
million employed people and 7,7 million people who are not working and seeking jobs (Khuluvhe, 2023; Stats SA, 2023). Hiregoudar
and Patil (2020) emphasise the importance of constantly focusing on employees' continuous development at the workplace. Most big
companies have a separate training department, whilst small and medium companies still have training activities coordinated under
the Human Resources department.
In a company, every staff member, as far as training and development are concerned, is viewed as a crucial member who can meet
their key strategic business goals and objectives (Younas, Farooq, Khalil-Ur-Rehman & Zreen, 2018). This study assists the
organisations in making a meaningful contribution to the various structures responsible for laws regulating the implementation of
Business Ecosystem & Strategy
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skills development in general and training and development in particular. Such structures may include the Human Resources
Development Council chaired by the Premier of KwaZulu-Natal, eThekwini Maritime Cluster, and Provincial Skills Development
Forum. This study provides some insights into lawmakers to take key critical decisions relating to legislation they promulgate in
parliament. It gives them more insight into the impact of regulating all the skills development-related legislations. Although there are
some previous studies done on staff training, none of them focused on transport sector. Hence, this study is indispensable and ensure
that the changes staff training that might have taken place in current times with specific attention given to transport industry are
considered. It is against this backdrop that the study sought to evaluate the influence of training on the quality of the job performed
by employees in transport sector in the KwaZulu-Natal. The study also sought to explore various methods of training and development
that can improve employee performance and productivity in the KwaZulu-Natal transport sector; and to establish the appropriate
processes for identifying the correct training needs in the KwaZulu-Natal transport sector.
Literature Review
The concept of employee training
Karim, Choudhury and Latif (2019) define employee training as programs that provide workers with information, new skills, or
professional development opportunities. Laing (2021) views training and development as a planned process to modify attitude,
knowledge, skill or behaviour through learning experience to achieve effective performance in an activity or range of activities. The
key purpose, in the work situation, is to develop the individuals' abilities and satisfy the organisation's current and future needs. They
further indicated that in training and development obtaining or transferring knowledge, skills and abilities (KSA) needed to carry out
a specific activity or function is essential. Nassazi (2013) define development is a broad ongoing multi-faceted set of activities
(training activities among them) aimed at bringing someone or an organisation up to another threshold of performance, often to
perform some job or a new role in the future. Organisations provide employees with development programmes to enhance their
capabilities. Employee development is gaining an increasingly critical and strategic position in various organisations in the current
business environment (Sheeba & Christopher, 2020). It has become clear and unequivocal that organisations need to invest in
continuous employee development to maintain employees' and the organisation's success. The benefits of training and development
for organisations and individuals are strategic in nature. Sendawula, Kimuli, Bananuka and Muganga (2018) state that employee
training and development has emerged as a major educational enterprise over the past three decades. This increase is associated with
a demand in the workplace for employees at all levels to improve performance in their present jobs, acquire skills and knowledge to
do new jobs and continue their career progress in a changing world of work.
The concept of employee performance
Bakare (2020) refers employee performance to how workers behave in the workplace and how well they perform the job duties
obligated to them. It is seen of as an essential component in organisational success (Karim, 2019). The company typically sets
performance targets for individual employees and the company in hopes that business offers good value to customers, minimises
waste and operates efficiently. Utete (2023) states that organisations are expected to focus on building employees’ positive
performance by providing employees with tools and skills to meet new realities and challenges. He further indicated that
globalisation, new market demands, innovation and intelligent economy are the main challenges and drivers for companies to
maintain and improve employee performance. Williams (2021) indicates that an employee's performance significantly impacts their
longevity, upward mobility within an organisation, and future job opportunities with other organisations. Companies use employee
performance evaluations as a tool to document an employee's performance over time. Ngema, Rajlal and Utete (2022) state that
performance is associated with the quantity of output, quality of output, the timelessness of output, presence or attendance on the
completed and effectiveness of work completed. Otherwise, where workforce resources development of an organisation is not given
the appropriate attention, the implication could be poor organisational performance (Adanlawo, Nkomo and Vezi-Magigaba, 2023).
Employee training and employee performance
Siriwardena and Morais (2019) state that effective staff training of an organisation's human resources is associated with both
immediate and long-term returns. Training is important for improving performance; it increases individual and organisational
competencies. It is also key to unlock potential growth and development opportunities to achieve a competitive edge. Training
programmes acquaint employees with advanced technology and help them attain strong competencies and skills for handling the
newly introduced technology. Training facilitates updating employee skills and leads to increased wellbeing, commitment and a sense
of belonging to the organisation, directly strengthening the firm’s competitiveness. Moreover, they mentioned that training is a
significant variable in enhancing organisational productivity. He further mentioned that research has conclusively proved that training
is a powerful instrument in the successful attainment of a firm’s goals resulting in high performance and productivity of the firm.
Mamy, Shabbir and Hasan (2020) indicate that training and development are more important at present-day oriented, focusing on
developing the skill of individual’s current jobs, enhancing those specific skills and abilities to perform their jobs while developing
enhancing behaviours immediately, attitudes and improves employee performance in an organisation. indicate that developing the
desired knowledge, skills and abilities of the employees to perform well on the job requires effective training programs that may also
affect employee motivation and commitment (Utete, Zhou & Ajani, 2022; Mdhlose, 2020). Employees can make or break their

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organisational reputation and profitability. Moreover, they are responsible for most activities, affecting client satisfaction, product
quality and event.
Utete (2021) states that the failure or success of an organisation rests on the effectiveness of training and development strategies.
Therefore, training and development of employees are essential to improved employee performance. In Zimbabwe, most
organisations see training and development as necessary to improving employee performance. Ahmed (2020) states that training and
development is part of an integrated system in which performance is measured against set criteria. He further stated that the
effectiveness of training and development strategies would enable stakeholders to embark on the initiative to improve employee
performance through sound training and development strategies. Awan, Habib, Akhtar and Naveed (2020) argue that well-trained
employees are key to a business's success. It has been shown that the most successful and productive employees are those who have
received extensive training and development. These groups of employees can be described as the “cream of the crop” that often has
the strongest stake in an organisation’s future. The right employee training, development and education at the right time provides big
payoffs for the organisation in increasing productivity, knowledge, loyalty and contribution.
Tamba and Riyanto (2020) stress that the company's development and growth require reliable human resources. Efforts to provide
these resources can be obtained by improving the quality of human resources. Makhanya, Nzimakwe and Utete (2023) indicate that
qualified human resources, according to company needs, can be obtained through employee training and development programmes.
Employee training and development is a factor that encourages the achievement of employee competencies to provide the company's
best performance. Companies need to identify organisational needs so that companies can implement the types of training and
development programs provided to individuals in the organisation. Azam and Kanapathipillai (2020) state a clear connection between
training and performance management. Training can help improve performance management in your workplace. Training gives
employees a framework of how their job duties and tasks should be completed and, most importantly, what their managers are looking
for. It centralises knowledge in the workplace. Shaw (2019) states that companies could reap the rewards of providing training for
their employees because well-trained workers help increase productivity and profits. Employee training should improve worker
retention rates, customer satisfaction and creativity for new product ideas. Effective training saves labour by reducing time spent on
problem-solving and saves money in the long run by producing a better workforce. Vezi-Magigaba and Utete (2023) state that
investment in training could improve a company’s financial standing. Poor performance often results when employees do not know
exactly what they are supposed to do, how to do their jobs or why they need to work a certain way. Training can help solve these
performance problems by explaining the details of the job.
Legislative framework in the implementation of training and development in South Africa
The 1994 democratic government inherited a population with low educational and skill levels and an education and training system
that was fragmented, dysfunctional and unequal (Van Hoek, Paul-Dachapalli, Schultz, Maleka and Ragadu, 2020). The first task of
the newly elected democratic government was to repeal apartheid legislation and institute legislation that enabled access for all and
redress measures for inequalities from the apartheid period. The first few years of the new government had been described as the
‘evolution of ideas’ and articulating a vision through the ‘integrative’ National Qualifications Framework. From 1994 to 2009, the
Department of Education (DOE) was responsible (amongst other aspects) for higher and technical vocational education delivered
through universities and further education and training (FET) colleges (Kuehn, 2019). The Department of Labour (DOL) is
responsible for workplace skills programmes, mainly delivered through the Sector Education and Training Authorities (SETAs). This
split in the education, training and workplace skills production created difficulties in delivery, and the education and training levels
of the population did not improve much. The education, training and skills system was described as ineffective and inefficient.
Therefore, the 2009 government created a single ministerial portfolio of Higher Education and Training. The portfolio shifted the
higher and further education and training functions associated with colleges and universities from the Minister of Education to the
new Department of Higher Education and Training (DHET). As a result, all skills-related functions associated with the National
Skills Development Strategy (NSDS), the SETAs, the National Skills Authority (NSA), the National Skills Fund (NSF), the National
Student Financial Aid Scheme (NSFAS), and the National Qualifications Framework (NQF) and the South African Qualifications
Authority (SAQA), were removed from the DOL and linked to DHET (Powell & McGrath, 2019). The Skills Development
Framework is guided by the fact that the South African workforce, in this case, all employees within the education training and
development sector, need relevant and competitive skills. These are required to develop as individuals, add value to the organisation's
performance, and contribute meaningfully to the development of the South African economy. Accordingly, the following policies
and legislative frameworks are in place to help ensure that these goals are realised: The Constitution of the Republic of South Africa,
1996; Skills Development Act of 1998 (As amended); Employment Equity Act of 1998; Skills Development Levy Act of 1999,
Labour Relations Act of 1995, white paper on Post School Education and Training, National Development Plan, QCTO Act, SAQA
Act.
Hlongwane (2019) states that the Skills Development Act of 1998 was intended to provide an institutional framework to develop and
improve the skills of the South African workforce. The importance of improving the employment prospects of people who were
previously disadvantaged by unfair discrimination and redressing those disadvantages through training and education is explicitly
stated in this act. This Act also formed the foundation for establishing Sector Education and Training Authorities (SETAs). Among
other functions, the SETAs facilitate development and implementation of RPL policies in all economic sectors. As Education,

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Training and Quality Assurance (ETQA) mechanisms, the SETAs are also responsible for ensuring quality RPL outcomes in these
sectors. Nkosi (2007) in his study state that the passing of the Skills Development Act (No. 97 of 1998) and the Skills Development
Levies Act (No. 9 of 1999) provide the need for more skills in South Africa to meet the demands of a changing global world economy.
The Skills Development Act has to be implemented by all spheres and sectors of government under the guidance of the relevant
Sector Education and Training Authorities (SETAs). Training of employees inside the workplace and the introduction of learnerships
and internships are some of the programmes that have been put in place for skills development in South Africa. In addition, the
Labour Market Skills Development Programme, which is a three-year program specifically developed by the Department of Labour
to assist in the implementation of the Skills Development Act (No. 97 of 1998), was introduced in 1996, and its programme
implementation began in 1999.
Research and Methodology
The study employed exploratory research design and a qualitative research approach. The qualitative research approach enables the
study to explore the phenomenon from the respondent’s perspective regarding the relationship between staff training and employee
performance. The study aimed to explore the experience of companies in the transport sector after employees have been trained and
developed. It sought to establish if the employees could perform better after receiving training. Unstructured interviews were used
as a research instrument to determine if staff training had an influence on the performance of an employee. The intention of using
unstructured interview questions was to enable the researcher to follow-up or probe further where there was a need. Furthermore, the
reason for using this method was to ensure that the researcher could ask questions and do follow-ups when the respondents made a
point that needed clarity. Participants in this study were Skills Development Facilitators and Human Resource Development
practitioners in the transport sector. This study focused on the population of Human Resources Managers and Skills Development
Facilitators to gauge if training and development indeed influences employee performance in the KwaZulu-Natal transport sector.
The target population from which the sample was drawn was hundred and thirty (130) drawn mainly from the province of KwaZulu-
Natal.
The target population constitutes the Human Resource or Training or Human Resource Development personnel from different
companies operating in the transport sector in KwaZulu-Natal. The target population did not focus on a specific subsector of transport
but across all sub-sectors such as Maritime, Aerospace, Road Freight, Freight Handling, Road passengers, Taxis, and Rail. Based on
purposive sampling, the sample size drawn from the population was fifteen (15), and interviews were conducted with the identified
respondents. The nature of the questions in the interview schedule was designed such that there were able to give a researcher a
description of what respondents have experienced after employees have come back from training to measure the impact of staff
training effectively. To ensure the instrument's trustworthiness, the researcher piloted a study with a sample of 5 employees at his
workplace. This was very imperative for the convenience of the study to ensure that questions were not ambiguous and confusing.
The researcher distributed the interview schedule prior to the interview session via email for them to acquaint themselves with the
questions. Respondents were given at least a week to read the interview questions and familiarise themselves with them.
Results and Discussion
In terms of the influence of training and development on the performance of employees, the results indicate that employees do
perform well after being trained in a workplace, and that training plays an integral role in an employee’s performance. Participant
number 2 was quoted verbatim said, “Employees are much more confident after training has happened. The staff is well conversant
with what they are doing. Most of the training is highly regulated as the transport is an international company and must adhere to
strict regulatory training programmes. Employees’ productivity level also increases.”. This means that the provision of training and
development at the workplace increases performance at the workplace. The view was seconded by respondent number 3 and the
response was quoted verbatim, “Employees become skilled after training. This creates promotion opportunities as they now have
gained new skills and knowledge. After training employees need less supervision as they can operate on their own and deliver on
their work. Overall, there is massive improvement in terms of their individual performance.” The results indicate that training and
development has positive influence on employee performance. These findings are in line with Bayraktaroglu and Cickusic (2014)
who carried out a study on training in Bosnia and Herzegovina and found that on-the-job training improves productivity at the
workplace. In addition, the findings align with the works of Mdhlose (2020) who found that human capital differentiates a great
company from a good one. This is evident that after training, there is a great expectation that an employee will have his performance
increased and with that comes improved productivity and, ultimately, increased profitability.
The results of this study also indicate that training and development play a fundamental role in a business's thriving and making more
sales and profitability. The findings are in line with Srirekha and Rao (2017) who found that training and development leads to
improved profitability and produces more positive attitudes toward profit orientation. A study by Tanveer (2015) found out that the
provision of job knowledge and skills at all levels of the organisation improves the workforce's morale and helps the employees
identify with organisational goals. The results are in accord with the works of Salah (2016) who found that training and development
are beneficial not just for the organisation itself but also to the individual employees. Vinesh (2021) carried out a study on training
and development and found that employees become motivated after training as they know what they are doing and enjoy it.
Employees who are happy in an organisation tend to stay longer, reducing staff turnover. However, Bayraktaroglu and Cickusic

Nzimakwe & Utete, International Journal of Business Ecosystem & Strategy, 6(1), (2024) 80-86
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(2014), Mdhlose (2020), Srirekha and Rao (2017), Tanveer (2015), Salah (2016) and Vinesh (2021) did not specifically examine
staff training and employee performance in the context of South African transport sector. Hence, the current study extends the
knowledge of staff training and employee performance.
Nevertheless, the response from only one respondent in this study suggested that training and development were merely done for
compliance purposes and do not contribute to the employees performing better after undergoing training. The response was quoted
verbatim, “majority of employees after being trained, they do not produce the expected results. Many companies do training because
for compliance purposes and for BBBEE scorecard points. Sometimes with younger generation of employees who are still immature
attend training programmes without a purpose and training ends up not assisting them whereas the older generations understand
the main purpose of training and they tend to take it seriously.” The response is in contradiction with Zheng, Zhu, Zhao and Zhang
(2015) who carried a study on training and development and found that skills obtained from training improves performance.
In relation to various methods of training and development that can improve employee performance and productivity, the results of
this study strongly indicated that a combination of various methods may work better rather than one single method. Off-the-job and
on-the-job training came out strongly as preferred methods that employers can utilise to train employees. Some respondents indicated
that mentoring employees is also the best training method. Statement from one of the respondents was quoted verbatim, “On the job
training is the best method especially because the employee does not need to be away from work. He will learn how to do the job
whilst doing the job. There are more methods but on the job training in this organisation is the most effective method. This method
is utilised especially for the unskilled and semi – skilled employees.” Another respondent’s statement was quoted, “The practical
method of delivering training is the best in this organisation depending on the type of training they are doing. If its training that
require more knowledge, then classroom set up can work better but if it’s a practical job then learners can learn better through
doing the job practically.” Statement from another respondent was quoted verbatim, “Classroom training, teamwork, for example,
training together as a team, reading material, coaching and mentoring are some of the best training methods that can work better to
improve employee performance.” The results are consistent with research by Rodriguez and Walters (2017) who found that mentoring
and apprenticeship are effective methods that improve work productivity. The results also align with Okechukwu (2017) who studied
training and development and found that staff training is critical when company wants to groom people for promotion and growth.
A study carried out by Truitt (2011) on staff training found that classroom training is critical to improve theoretical knowledge of the
workplace aspects. Nevertheless, Rodriguez and Walters (2017), Okechukwu (2017) and Truitt (2011) did not explicitly investigate
staff training in the context of South African transport sector. Hence, the current study extends the knowledge of staff training and
employee performance.
In terms of processes for identifying the correct training needs, the results of this study revealed that employers must conduct a skills
gap or training needs analysis to correctly identify the exact training needs of employees so that they do not address incorrect training
needs. Statement from the respondent was quoted verbatim, “Company must conduct skills gap analysis to ensure that correct
training needs are identified. Brainstorming sessions with employees can also work. This will assist both employee and employer to
avoid skills mismatch where employees will be trained in wrong programmes. Another respondent’s statement was quoted,
“Companies must conduct skills gap to determine exact training needs. In some cases, companies advertise training programmes for
employees to apply for them. Its best when the employees show interest rather than being forced to do training.” The results are also
in line with the works of Aba and Enyioko (2017) who found training needs analysis is crucial step when contemplating of carrying
out staff training. The findings align with the works of Ackah (2014) who investigated staff training in Ghana and found that training
needs remove wastes of resources. However, Aba and Enyioko (2017) and Ackah (2014) did not specifically investigate staff training
in the context of South African transport sector. Hence, the current study extends the knowledge of staff training.
Conclusion
Since the influence of staff training on employee performance was established, the key objective of this study was accomplished.
The study established that there is a clear link between employee performance and staff training. Overall, staff training improves
quality of job performed by an employee. Therefore, the study concluded that staff training positively influences the improve job
performance. The study also revealed that both on-the-job training and off-the-job training are crucial in improving employee
performance. In addition, the study indicated that identifying training needs is essential to address poor performance areas at the
workplace. Therefore, the organisations should provide both on-the-job training and off-the-job training to their employees. However,
the main limitation of this study is that it focused KwaZulu-Natal province only. Hence, the results may not be generalised to the
other eight remaining provinces. Therefore, this paper has advocated for future studies to investigate staff training and employee
performance in other provinces.
Acknowledgments
We would like to thank University of KwaZulu-Natal and University of Zululand for their support.
Acknowledgement
Author Contributions: Conceptualization, methodology, Data Collection, formal analysis, writing—original draft preparation, writing—review and
editing by authors with equal participation. All authors have read and agreed to the published the final version of the manuscript.

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Institutional Review Board Statement: Ethical review and approval were obtained for this study.
Data Availability Statement: The data presented in this study are available on request from the corresponding author. The data are not publicly
available due to privacy.
Conflicts of Interest: The authors declare no conflict of interest.
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