EFFECT OF JOB ENRICHMENT TECHNIQUES ON EMPLOYEE PERFORMANCE: A CASE STUDY OF ACADEMIC STAFF OF FEDERAL UNIVERSITY, DUTSIN-MA

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ABSTRACT

This study investigated effects of effect of job enrichment techniques on employee performance in Federal University Dutsinma, Katsina State. Job enrichment is one of the cherished goals to achieve employee performance. It is essential to understand how job enrichment is a valuable tool for managing and fostering the successful employee performance. Enriched job consists of various elements like task significance, task identity and skill variety which improves the performance of employees and motivates them to perform zealously. This study intends to focus on the relationship between job enrichment and individual performance. It noted that job enrichment is that type of development in the job environment which may give a worker more challenge, more complete task, more obligation, more prospect for progression, and more effort to contribute his or her ideas for the betterment of the organization. It explores the connection between job enrichment, satisfaction, motivation and performance of employees using the descriptive survey design and utilizing the regression statistical tools to show the effect of Job enrichment techniques on job performance. The study drew its sample from the academic staffs of Federal University Dutsinma, Katsina State. The findings shows that training and development, Work-life balance, job autonomy and job incentive scores are positively and significantly related to job performance which implies that the higher the perceived training and development, work-life balance, job autonomy andjob incentive, the higher would be the level of perceived job performance. It also revealed that job enrichment is a strong predictor of work-related attitudes (employee satisfaction, motivation, and performance). This study concludes that job enrichment provides skill variety, job identity, feeling important in the eyes of others, responsibility, challenge, realizing ones competence, freedom, participation in decision making, performance feedback from the job done, growth and sense of achievement which leads to internal motivation, satisfaction, and high performance of the academic staff.


TABLE OF CONTENTS

Title page
Table of content
List of figures
List of tables
Abstract

CHAPTER ONE: INTRODUCTION
1.1       Background to the Study
1.2       Statement of Research Problem
1.3       Objectives of the Study
1.4       Research Questions
1.5       Research Hypothesis
1.6       Scope of the Study
1.7       Significance of the Study
1.8       Definition of  Technical Terms

CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
2.2 Conceptual Literature
2.3 Theoretical framework
2.4Empirical Review

CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
3.2Research Methods/Design
3.3Population and Sample Size of the Study
3.4 Methods of Data Collection
3.5Measurement of Variables
3.6Method of Data Analysis
3.7 Validity and Reliability of the Scale
3.8 Method of Data Analysis

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1 Introduction
4.2 Frequency Distribution of the Respondents’ Demographic Characteristics
4.3 Descriptive Statistics of the Respondents’ Perceptions of their Job
4.4 Data Analysis based on Hypotheses
4.4.1 Test of Normality
4.4.2 Test ofMulticollinearity
4.4.3 Test of Homoscedasticity and Linearity
4.5 Test of Hypotheses
4.6 Discussion of Findings

CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of Findings
5.2 Conclusion
5.3 Limitation of the Study
5.4 Recommendation
REFERENCES

APPENDICES


CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The survival and growth of a corporate organization depend to a large extent on the productivity of its workforce. Similarly, the wealth of a nation as well as socio-economic wellbeing of its people depends on the effectiveness and efficiency of its various sub com­ponents (Akinyele, 2007). Productivity is therefore of great importance to the individual worker, the organization, the national economy at large and there­fore also important to the upliftment of the welfare of the citizen and reduction of mass poverty in the polity (Yesufu, 2000 &Akinyele, 2005). Productivity of the Nigerian worker has been adjudged lower than that of counterparts in the western world for decades (Yesufu, 2000 &Thingan, 2005). According to World Bank Report (2009), labour productivity in Nigeria is persis­tently low, labour productivity recorded an average growth rate of 1.2% from 2000- 2008, this is below the 1.9% recorded in sub Saharan African coun­tries (World Bank, 2009).
The Nigerian educational sector is not only an integral part of the economy, but also an influential part because of its contribution to the economy. Because the sector has remained largely industrious mentally; but rely heavily on number of manual work­ers, it is also bogged down with the low productivity picture painted above (Wahab, 2001 &Akindele, 2003).
A major method tertiary institutions employ to improve their work­ers productivity is the use of incentive schemes. Results of researches on the use of these schemes indicated they have induced increased productivity in workers in different proportions, (Aina, 2000; Fagbenle, 2003; Wahab, 1984 &Ameh 2013). While these stud­ies have been instructive, they have however, concentrated on either finan­cial or non-financial incentives.
Job enrichment is a way to motivate workers by giving them opportunity to use a range of their abilities, this is done by giving them more responsi­bilities and varieties in their job. The purpose of job enrichment is to reverse the negative effects of repetitive tasks requiring autonomy, and having effects such as boredom, lack of flexibility and employees dissatisfaction. An enriched job will contain (a) a range of tasks and challenges of varying toughness (b) a complete unit of work and (c) feedback, encouragement and communication mechanisms. (Leach & Wall, 2004).

The earliest efforts on job enrich­ment were by Herzberg and later by Hackman and Oldham who designed a job characteristics model. Kotila (2001) reported that the model assumed that if five core job characteristics are present (skill variety, task identify, task sig­nificance, autonomy, feedback). Three psychological states critical to motiva­tion will be produced in the worker, namely; meaningfulness of work, responsibilities for work outcomes and knowledge of results. Then there would be five positive job outcomes, namely; internal work motivation, job satisfaction, growth satisfaction low absenteeism and high quality perfor­mance. The three groups of advantages were (a) renewal consisting of reduction of boredom, making new contacts, thinking about new career options and change in view point (b) exploration, made up of the follow­ing: trying new skills, developing new relationships, testing management and administrative skills and (c) special­ization, also consisting; re-education, in-depth exploration using special skills and meeting a need that were under­served. These multifaceted advantages suggest that job enrichment has poten­tials for increasing workers produc­tivity in general, perhaps also in the educational institutions such as universities. 


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