Training and Development: An Imperative for Enhancing Employee Engagement in Nigerian Federal Inland Revenue Service (FIRS) (Published)
This study examines how selected training and development (T&D) components—orientation, compliance, and leadership training—influence job satisfaction among employees of the Nigerian Federal Inland Revenue Service (FIRS). Grounded in the Job Demands–Resources (JD–R) framework, the study conceptualises T&D as a job resource expected to enhance employee motivation and satisfaction. A cross-sectional survey of 447 respondents, obtained through simple random sampling from a population of 5,250 FIRS staff across twelve states, was analysed using structural equation modelling (SEM). The results indicate that orientation training (β = –0.018, p = 0.684), compliance training (β = 0.041, p = 0.452), and leadership training (β = 0.057, p = 0.317) do not significantly predict job satisfaction. Despite an acceptable predictive coefficient for the structural model (R² = 0.31), measurement analysis revealed high strong predictive capacity, but the non-significant paths suggest that these training categories do not uniquely influence satisfaction when considered alongside broader organisational factors. The findings highlight the limited motivational value of rule-based, content-dense training formats unless embedded within supportive climates. The study concludes that employee satisfaction in FIRS is influenced more by organizational factors—such as collaborative culture, psychological safety, and inclusive climate—than by formal training programs, and recommends FIRS should redesign orientation into resource-based onboarding, shift compliance training to risk-based micro-learning during work, and embed leadership development into daily routines to enhance autonomy, competence, and support, thereby improving job satisfaction and engagement.
Keywords: Compliance, Job Satisfaction, Leadership training, Training and Development (T&D), orientation
Assessment of Support Services Available for Staff on Probation in University of Education, Winneba (Published)
For staff on probation to be effective and efficient, they need to be properly supported in their line of duty. Planned and systematic probation periods are usually used by organizations to increase commitment and maximize employee contribution as quickly as possible. Another importance of the probation is to give newly appointed employees sufficient support and guidance to enable them become effective and efficient members of staff. Despite these, it seems support services available to staff on probation in the University of Education, Winneba are not adequate. This study adds to the existing knowledge focusing on the special case of the University of Education, Winneba. Data was collected by administering questionnaire. The study targeted all senior members and senior staff of the Winneba and Ajumako campuses of the University of Education, Winneba who were on probation or had just been confirmed with a sample size of fifty (50). Data collected was analysed using the Statistical Package for Social Sciences (SPSS). The study revealed that most newly appointed staff were not satisfied with the support services available for their probation; due to inadequate orientation given, lack of regular feedback on performance and absence of socializing activities. The study recommended that the University of Education, Winneba should institutionalize support services by having a comprehensive guide to manage probation periods to monitor and ensure easy integration of all staff.
Keywords: Induction, Training, orientation, probation periods