




































 

  

Employee Training and Job Satisfaction in Western 

Uganda: Empirical Evidence from Mbarara University of 

Science and Technology 

Crispus Tashobya, Dr. Robert Mugabe, Bernard Begumisa, Pereez 

Nimusima, and Dr John Rwakihembo 

 

1,2,3 Bishop Stuart University 



 European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

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Employee Training and Job Satisfaction in Western Uganda: 

Empirical Evidence from Mbarara University of Science and 

Technology 
1Crispus Tashobya, 2Dr. Robert Mugabe, 3Bernard Begumisa, 4Pereez Nimusima, and 5Dr 

John Rwakihembo 

1,2,3 Bishop Stuart University 

1tashobyac99@gmail.com, 2kakuhanda@yahoo.com, 3begumisabernard@gmail.com 

4Management Training and Advisory Centre (MTAC) 

4pereeznimusima@gmail.com 

5Mountains of the Moon University 

5jrwakihembo@gmail.com  

ABSTRACT 

Purpose: The purpose of this study is to examine the effect of employee training on employee 

job satisfaction in Western Uganda with a focus on Mbarara University of science and 

technology (MUST). 

Methodology: A mixed methods approach and cross-sectional design were used. The study 

population were composed of academic and non-academic staff members of MUST. Researchers 

were guided by Krejcie and Morgan sample determination table to come up with a sample size of 

230, and selected the sample using Simple random sampling technique. Self-administered 

Questionnaire and interview guide helped in collection of data; then after collected data were 

processed and analysed using SPSS version 20. 

Findings: Study results show a significant and moderate positive relationship between on-job 

training, off-job training and job satisfaction (r=.381, p<.01) and (r=.308, p<.01) respectively for 

on-job training and off-job training.  

Unique contribution to theory, practice and policy: The study makes a unique contribution to 

human resource training and development literature by providing context-based evidence on the 

positive relationship that exist between employee training and job satisfaction in public 

institutions in western Uganda. Practitioners in these institutions are anticipated to gain new 

insights on the vital role of employee training towards elevating satisfaction levels of staff. The 

study recommended that public higher learning institutions in western Uganda re-orient their 

strategic focus to training and development needs of their staff if they are to achieve their set 

targets. This is justified because this study has found out that such practices help them keep their 

staff morale boosted which apparently affects the way they render services to their clients. 

Keywords: Employee Training, Job satisfaction, High Learning Institution, Western Uganda. 

 

 

 

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mailto:tashobyac99@gmail.com
mailto:kakuhanda@yahoo.com
mailto:3begumisabernard@gmail.com
mailto:4pereeznimusima@gmail.com
mailto:jrwakihembo@gmail.com


 European Journal of Human Resource                                                                                      

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1.0 INTRODUCTION 

There is no one defined measure to ascertain how an organisation attends to its staff’s training 

needs. Different training programs are implemented by different institutions year in, year out 

which help in showing individual institutional commitment to attending to their staff capacity 

building needs. Such efforts are measured also by the kind of on-job and off-job training 

decisions that do not remain in files after approval but, happen to be implemented as planned. 

Strategic human resource management literature portray magnificent knowledge and skills set 

that such staff-focused institutions benefits from consequent to increases in individual labour 

output (Raja & Sal, 2016). Job satisfaction on the other hand refers to the psychological state of 

mind that enables an employee to happily contribute his or her efforts towards attainment of 

organisational goals (Chandra, 2013). It is the positive perception that employees have towards 

assigned tasks, especially originating from the employee’s compulsion of individual contribution 

to the job and the job outcomes in form of benefits. According to Chandan and Harish (2017), 

job satisfaction exhibits in high labour productivity, low employee turnover and improved 

organisational performance.  

It’s a common practice today where institutions earmark certain budget percentages for staff 

training functions, for purposes of elevating their employee knowledge and skill levels. Quite a 

number of studies have dedicated their efforts towards establishing the link between the 

knowledge and skills acquired by employees during trainings and their job satisfaction (Martin, 

Kolomitro & Lam, 2013). Training programs have been reported by Kanapathipillai and Azami 

(2020) to generate positive work attitudes characteristic of good job satisfaction since the 

employees easily execute the work assignments considering the capability acquired through 

trainings. Mudor and Tooksoon (2011) add to the same voice alleging that once staff have 

necessary skills, they render a better personalised service experience since they can patiently 

engage more with clients. The study observes that employee training whether conducted at the 

work site or away from work site improve the knowledge and skills set of an employee 

improving his or her productivity (Bakotić, 2016). This shows that despite the differences in the 

definition of trainings conducted on the job and those conducted off-work, the benefiting 

employee gains work related knowledge and skills is quite essential for keeping him or her 

motivated and using appropriate work methods (Vasanthi & Basariya 2019), 

Industrial psychology scholars have tended to reveal that certain training methods off-work like 

classroom training are fit for permitting acquisition of “knowledge” outcomes, yet trainings 

carried out at work premises are better for “skill” outcomes (Pastore & Pompili, 2019).  Other 

developments in the training debate tend to find trainings conducted off-job largely associated 

with employee job satisfaction (Culibrk et al., 2018). According to Culibrk et al (2018), complete 

absence of this function would disrupt employees’ productivity mood. The broader assumption is 

that if employees are not given training, it increases the probability of engaging in negative work 

behaviour (Maria, Jan de Jonge & Taris, 2013). Even when organizational behaviour scholars 

still hold some pessimism with regard to determining how off job training practically generate 

feelings of job satisfaction, Chen & Cooper, (2014), depict that how staff act and react on the job 

and organizational performance outcomes, are interrelated in a complex relationship 

acknowledging however that success or enhancement in organizational performance is 

influenced by a number of factors. Relatedly, Gielen (2018) enlightens readers on a number of 

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 European Journal of Human Resource                                                                                      

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factors that link altogether employee training, employee morale, motivation and general 

performance behaviour of an individual at work. 

Despite the difficulty in quantification of job satisfaction, Culibrk et al., (2018) and Mróz and 

Kaleta (2016) agree that low output, early departure from office, absenteeism and late coming 

outward manifestations from an unhappy fellow at work. Indeed, monograph by Adams (1965) 

on what drives a person in in his or her life, alludes to expectations aspect. It is assumed that 

employees give in their labour and therefore the employer should satisfy all the needs which at 

times becomes a source of contention. There is always that tendency to compare inputs and 

outputs on the side of the employee that end up directing his or her behaviour in a certain angle. 

The hierarchy of needs theory by Maslow (1943) is an attempt to remind institutions to provide 

for such needs. That means in the needs network perspective, specific needs that largely alter the 

behaviour of employees need to be attended to in a holistic way including attending to needs for 

recognition, achievement, advancement, responsibility, and growth anticipated to be key 

influencers of job satisfaction (Ajayi, 2019; Victor & Hoole, 2017). This is important because 

failure to attend to job satisfaction-related needs, breed unproductive work behaviour Culibrk et 

al., (2018); despite disagreement by Fassoulis and Alexopoulos, (2015), who argue that happy 

workers are no necessarily more productive across time.  

Even when there are divergent views on the correlation between job satisfaction and individual 

employee training (Elif, 2019; Maria et al., 2013). There is a position to believe that there are 

both internal and external factors that influence the way an employee behaves which human 

resource practitioners ought to know and this paper partly alludes to same insight. It’s the same 

view emphasised by Timsal, Awais and Shoaib (2016) who push for due consideration of 

employees as the most valuable company assets and therefore the imperative for attending to 

their training needs since benefits of the same are enormous to both employees and organisations 

(Saraf, 2017). The disagreements on the kind of the association between employee training 

concept and job satisfaction, where some find a positive association yet others bias training in 

causing desired work behaviour shows inconclusiveness which partly justified this study.  

1.1 Problem statement 

It is always in the interests of consumers of both, services of public and private institutions to 

receive better service delivery. However, this is not attainable if the level of public sector 

employees’ job satisfaction is still low (Bwanika, 2011). This has persisted despite the 

introduction of multiple public sector reforms aimed at improving productivity of all public 

servants. The study problem draws from empirical observations which consistently reveal low 

performance of public servants vis-à-vis their private sector counterparts. In a study by Makmot 

(2012) on employee job satisfaction between private and public sector, 33.9% of employees in 

public sector were satisfied with their jobs compared to 59.8% in private sector. Why the public 

sector employees are exorbitantly unsatisfied with their current jobs remain unexplained. Yet, 

private sector employees in Uganda were found to offer 6.6 man hours per day compared to 4.9 

hours by public sector employees revealing low man hours in public sector showing a low job 

satisfaction among public servants. It has been reported that at MUST, job satisfaction has not 

been good exemplified by not meeting work targets related to publication, not offering needed 

man-hour per day, resentment to work beyond normal hours, and funds misappropriation 

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 European Journal of Human Resource                                                                                      

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(MUST, Annual Budget Performance Report, 2017/18; MUST, Three Years Strategic Plan, 

2017/18-2019-20).  

1.2 Purpose of the study 

The study examined the relationship between training of employee and job satisfaction in 

Western Uganda with a focus on Mbarara University of science and technology. 

2.0 LITERATURE REVIEW 

2.1 Theoretical framework 

2.1.1 Discrepancy theory 

Job satisfaction theories emphasise individual needs and satisfaction factors that cause to act and 

behave in a certain way. Locke (1969) as quoted in Jiang, Klein and Saunders (2011) developed 

the discrepancy theory and suggested that a person's job satisfaction comes from what they feel 

is important rather than the fulfilment or fulfilment of their needs. Discrepancy theory suggests 

that dissatisfaction will occur when a person receives less than what they want. This theory 

focuses on factors in the person who reinforce, direct, support, and stop their behaviour. The 

theory advances that for purposes of working towards minimising such feelings of displeasure 

among staff, their needs that they regard most important have to be thoroughly attended to 

(Jiang, Klein & Saunders, 2011). It is anticipated that once training programs designed match 

well with training needs of staff, certain undesired behaviours like early departures from office, 

late coming, and absenteeism which are outside manifestations of job dissatisfaction cease (Mróz 

& Kaleta, 2016).  

2.2 Conceptual framework 

A conceptual framework showing how employee training influences job satisfaction.  

EMPLOYEE TRAINING                  JOB SATISFACTION 

 

 

 

 

 

 

 

Figure: 1 Conceptual framework 

2.3 Empirical review 

From the discrepancy theory perspective, and other empirical literature, researchers start to see 

that a certain relationship exists between employee training and job satisfaction. However, mixed 

results in the same studies are reported. When Nguyen and Duong (2020) for example 

investigated job satisfaction and training in Vietnam, positive effects were reported. An attempt 

to study same concepts in Serbia by Culibrk et al., (2018) also found out a positive and 

On-job Training 

 Mentorship/Coaching, 

  Job rotation/transfers, 

  Seminars and conferences, 

 Man hours 

 Turn over 

 Willingness to work beyond normal 

hours 

 Achievement of work targets 

 Team work 

 

Off-job Training 

 Special courses and 

lectures 

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significant association. Similar studies include one by Farooq and Aslam (2011), Hanif (2013) 

and Amos and Natamba (2015) who found training conducted off-work affecting positively job 

satisfaction of employees. They are driven by the notion that way-from-work trainings impact 

tremendously the skills and knowledge of employees solving their skills deficiency problem. 

Additionally, Vasanthi et al., (2019) while studying job satisfaction and on-job training in a 

manufacturing industry in Chennai report positive effects. They find training conducted on-site 

quite beneficial since they use workplace tools, equipment, machines that are already existing 

which saves the organisation from incurring extra costs. Similar results are reported by Watson 

et al., (2018) and Timsal, Awais and Shoaib (2016) found on-job training as an important source 

of capabilities that influence employee’s feelings towards his or her work thus job satisfaction. 

On the contrary however, an exploratory study conducted in Pakistan by Ahmad (2010) reported 

negative effects. Employee training was found not to directly affect an employee’s job 

satisfaction levels. Also, Pastore and Pompili (2019) and Chen and Cooper (2014) express 

reservation when it comes to linking training off site with knowledge outcomes and job 

satisfaction. They argue that their relationship if at all exists could be confined to specific 

localities or even difficult to determine. Other scholars tend to link trainings conducted off-site to 

mere verbal comprehension which they base to refute their effects on employee’s behaviour in 

short run (Card, Kluwe & Weber, 2010). Besides, Halawi and Haydar (2018) observe no benefits 

from on-job- training. Different studies as indicated previously have results that are 

contradictory. This is an indication of the need for continued discussion which this study aimed 

to achieve by investigating employee training and job satisfaction in a public institution located 

in Western Uganda. 

This study in line with the above literature review hypothesised as follows:  

H1: On-job Employee Training is positively associated with job satisfaction of employees 

H2:  Off-job Employee Training is positively associated with job satisfaction of employees 

3.0 RESEARCH METHODOLOGY 

Mixed methods approach and cross-sectional design were adopted. The study population was 

composed of both teaching staff and non-teaching employees at Mbarara University of Science 

and Technology. Using simple random sampling and purposive, researchers were able to select 

230 respondents, a sample size that was determined using Krejcie & Morgan (1970) sample 

determination table. The study used structured questionnaire and interview guide to collect data 

(Szolnoki & Hoffmann, 2013). Mbarara University of science and technology was selected partly 

because it is one of the leading public higher learning institutions in western Uganda. Just like 

other academic institutions offering various degrees, the university has enabled Uganda to join 

global knowledge community and gaining a ground in other knowledge economies besides 

becoming a source of competent manpower (Valavanidis & Vlachogianni, 2013). 

Prior studies on employee training and job satisfaction guided the operationalization (Culibrk et 

al., 2018; Watson et al., 2018; Steptoe-Warren, 2013).  Efforts were made by researchers to pre-

test the questionnaire and interview guide using ten academic and industry experts. On the basis 

of the fact that a five point likert scale guarantees better data distribution, it was used in this 

study and were able to measure respondents’ perceptions where 5 represented strongly agree, and 

1 represented strongly disagree (Leung & Lee, 2011). Confidentiality of respondents was 

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 European Journal of Human Resource                                                                                      

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ensured by using dummy names instead of real names in reporting qualitative voices. The study 

confirmed the instrument validity and reliability through Cronbach’s Alpha values and content 

validity index as shown in table 1. 

Table 1: Cronbach’s Alpha values and CVI confirming instrument validity and reliability. 

Variable CVI 

Cronbach's 

Alpha 

No of 

items  

No of items 

deleted 

Remainder 

On Job Training Methods  .782  . 743 31  4 27 

Off Job Training Methods  .801  .723 08  1 07 

Job Satisfaction  .724  .821 14  3 11 

Source: Primary Data (2022) 

The study estimated the relationships using Pearson Correlation and Linear Regression 

(Tabachnick & Fidell, 2007). 

4.0 RESEARCH FINDINGS AND DISCUSSION 

4.1 Demographics 

Results from table 2 indicate that a big number (80 %) from the 230 studied samples were males 

whose age ranged from 18 to 27(41.7%) which shows that data used were given by respondents 

who were not young. Education wise respondents studied had obtained their Master Degrees 

(50.4%), and again a big majority (60%) were married, and their job tenure were far above five 

years (47.4), which shows good work experience. Again, the majority (88.3) were senior 

managers. 

Table 2: Respondent Demographics 

Variable % 

Respondent age 41.7 

28-37 25.7 

38-47 18.3 

48-57 14.3 

Respondents’ Gender  

Male 80.0 

Female 20.0 

Respondent’s marital status  

Married 60.0 

Single 39.1 

Widowed 0.90 

  

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Education level of respondents 

PhD 10.4 

Masters 50.4 

Bachelors 39.2 

Length of service of respondents  

Below 1 year 2.2 

1-2 years 10.8 

3-5 years 39.6 

Over 5 years 47.4 

Position held by the respondent  

Top Management 11.7 

Senior managers 88.3 

4.2 Regression results for on job training and job satisfaction 

Table 3: Regression model summary for on job training and job satisfaction 

Model R R Square Adjusted R Square Std. Error of the Estimate 

1 .381a .145 .141 .16792 

a. Predictors: (Constant), On the job training 

Source: Primary Data (2022) 

Study results as indicated in table 3 shows that on job training had a positive and significant 

association with job satisfaction (r = 0.381, p < 0.01) confirming the study hypothesis H1. It 

implies that training conducted on-site positively influence employees’ mood reminding 

managers to always allocate a big budget for it annually. This finding is reinforced by one of the 

qualitative respondents “…… The training received here at work has been instrumental in 

enabling me to achieve my work targets [……] above all I feel happier for their training support 

since me and my supervisors have good relations […….] I owe all this from knowledge and 

skills acquired in many workshops and seminars that I attend here at work” (A female non-

teaching staff respondent, Case 6). 

4.3 Regression analysis for off-job training and job satisfaction 

Table 4: Regression model summary for off job training and job satisfaction 

Model R R Square Adjusted R Square Std. Error of the Estimate 

1 .308a .095 .091 .17276 

a. Predictors: (Constant), Off the job training 

Source: Primary Data (2022) 

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 European Journal of Human Resource                                                                                      

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As indicated in table 4, study findings show that off job training had a positive and a significant 

relationship with job satisfaction (r = 0.308, p < 0.01), which helped in confirming hypothesis 

H2. This model results imply that a unit change in off-job training program implementation 

yields positive effect on job satisfaction including individual employee’ willingness to stay 

longer, to work more hours, achieve sets targets and increase team spirit.  

4.4 Discussion of findings  

It was confirmed in this study that on-job just like off job trainings affect positively job 

satisfaction of employees. Researchers established that various employee training methods were 

used including: mentorship, job rotation, seminars and conferences, and transfers for the on job 

training programs and lecturers and special courses for the off job training programs. Despite this 

however respondents had varied views when it came to giving their opinions of which training 

methods impacted on their work mood or job satisfaction. For example; the view of a male 

respondent case number 1 reflects this, “I find trainings off-work very much helpful [………] I 

am at least a way from work and family stress, it helps me to gain more in terms of new 

knowledge and skills than when I attend trainings organised at work. I find these trainings 

making tremendous changes in my ability to deliver thus feel better and happy”. 

The views held by a female non-teaching staff respondent, Case 6; were supportive to on job 

training: Thus; “The trainings received here at work have been instrumental in enabling me 

achieve my work targets [……..] above all I feel happier for their training support since me and 

my supervisors have good relations[……..]I owe all this from knowledge and skills acquired in 

many workshops and seminars that I attend here at work”  

From the quantitative and qualitative findings, it is more apparent that on-job and off job training 

are key for employees to maintain a balance of feeling well while executing their duties. This all 

is in agreement with various scholarly works, including Sri Dhurgah et al., (2018) who 

acknowledge such trainings enriches the staff with specific know how, which solves a hitherto 

performance deficiency and increases his or her confidence at work. Related views are shared by 

Sajitha, (2015), who associate employee training with gaining right attitudes towards work life. 

Moreover, African countries are seen develop only if they pay close attention to their various 

capacity building needs (DeCorby-Watson et al., 2018). Considering the volatility that 

characterise most business environment today, training which raises knowledge and skills levels 

of staff, prepares the institution to overcome competition challenges, thanks to its capable staff 

who are innovative. The knowledge, skills, ability, competencies and behaviour are such tools 

for confronting forces of change (Jehanzeb & Bashir, 2013). 

5.0 CONCLUSION AND MANAGERIAL IMPLICATIONS 

The study findings lead researchers to conclude that continued expenditure on employee training 

programs for purposes of elevating job satisfaction levels of staff is justified for public 

institutions. This feeling was found to positively affect their willingness to stay long, work more 

hours, achieve set targets and increase among them team spirit. As public higher learning 

institutions attend to their employees’ training needs, they become more knowledgeable, skilled, 

competent, and are able to face demands of the changing world with ease.  

The study findings extract the need for managers to appreciate the vital role that trainings 

conducted on-site and those conducted off-site have for their employees in terms of raising their 

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knowledge and skills. Human resource personnel in Western Uganda’s public institutions are 

called upon to have a formal focus on not only short term but also long-terms skills acquisition if 

they are to minimise possibilities for low performance emanating from knowledge and skills 

deficiency. In depth interviews revealed that supervisors are not formally trained on how to 

appraise their subordinates. On the basis of this observation, the study challenges top 

administration to reconsider staff performance appraisal approaches that have direct influence on 

job satisfaction and performance. 

6.0 RECOMMENDATIONS  

Researchers recommend that public institutions in Western Uganda should consider on-job 

training’s significance towards enabling their employees’ acquisition of job-related skills that 

enable them deliver better. Trainings conducted away from work environment have also been 

found to positively impact on employee’s job satisfaction levels. From this finding, the study 

recommends also that higher learning institutions orient their employee knowledge and skills 

management focus to trainings conducted away from work. Lastly, they should allocate 

sufficient budget to both trainings conducted at work and those conducted away from work 

setting since they have been found to yield results in terms of enabling employees to attain 

pertinent work skills which enable them to happily perform assigned tasks. 

6.1 LIMITATIONS AND AREAS FOR FUTURE RESEARCH 

This study used employee training as the only predictor of job satisfaction using cross-sectional 

data. Moreover, the study centred on one institution in Mbarara City. Future research may use 

other predictors of job satisfaction and study on-job and off-job training trends to see whether the 

effects would be different on job satisfaction in a non-academic institution in a different country 

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