ABSTRACT
The
importance of training and development is more obvious given the growing
complexity
of the work environment, the rapid change in organizations and advancement
in
technology, among other things. Training and development helps to ensure that
organisational members possess the knowledge and skills they need to perform
their jobs effectively, take on new responsibilities, and adapt to changing
conditions. Despite the recognition of the importance of training by management
experts and government as expressed in white papers on various reforms in
Nigeria, the experience of manpower training and development in the
Nigeria
public service has been more of ruse and waste. Chapters 1&2 entails the
detailed introduction and accurate literature review of the study,
While
chapters 3,4 and 5 show cases the
research design and methodology
in its full analogy, in 4 below also treats on the presentation of data’s and
the analysis of data, while five below summarizes the research. In conclusion this
paper examines the experience of Nigerian public services on manpower training
and development with a view to understanding the problems being faced. It makes
appropriate recommendations on how to ameliorate the situation.
TABLE OF CONTENTS
Title page
Approval page
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE
1.0 Introduction
1.1 Background of the study
1.2 Statement of the problem
1.3 Objective of the study
1.4 Research questions
1.5 Significance
of the study
1.6 Scope of the study
1.7 Limitation of the study
1.8 Definition of terms
CHAPTER TWO
2.0 Literature review
2.2 Introduction
2.3 The role of institution in man power
training and development
Training of junior staff
Training of senior staff
2.4 Types of training and development
2.5 Importance of training and development
2.6 Identification for the need of training
and development
CHAPTER THREE
3.0 Research design and
Methodology
3.1 Introduction
3.2 Research
design
3.3 Sources
of data
Primary data
Secondary sources
Location of the study
Data collection
3.4 Population and sample size
3.5 Sample technique
3.6 Validity and reliability of measuring
instrument
3.7 Method of data analysis
CHAPTER FOUR
4.0 Presentation and
analysis of data
4.1 Introduction
4.2 presentation of data
4.3 Analysis of data
4.4 Rest of hypothesis
CHAPTER FIVE
5.0 Summary, conclusion
and recommendation
5.1 Introduction
5.2 Summary of finding
5.3 Conclusion
5.4 Recommendation
References
Appendix
1.0 INTRODUCTION
Until recently there has been a
general resistance to investment in training in the public service because of
the belief that “employees hired under a merit system must be presumed to be qualified,
that they were already trained for their jobs, and that if this was not so it
was evidence that initial selection of personnel was at fault.” (Stahl, 1976).
This assumption has been jettisoned as the need for training became obvious
both in the private and the public sectors. Many organisations have come to recognize
that training offers a way of “developing skills, enhancing productivity and quality
of work, and building worker loyalty to the firm.” (http://www.bls.gov/oco/ocos021.htm).
Indeed, the importance of training has become more obvious given the
growing complexity of the work environment, the rapid change in
organizations
and technological
advancement which further necessitates the need for training and development of
personnel to meet the challenges. Training and development helps to ensure that
organizational members possess the knowledge and skills they need to perform their
jobs effectively, take on new responsibilities, and adapt to changing
conditions. (Jones, George and Hill, 2000). It is further argued that training “helps
improve quality, customer satisfaction, productivity, morale, management
succession, business development and profitability.” (http://www. b u s i n e s
s b a l l s . c o m /traindev.htm). Elaborating further on the importance of human
resources development (HRD), the International Labour Office (2000) affirmed
that development and training improves their trainees’ “prospects of finding
and retaining a job; improves their productivity at work, their income earning capacity
and their living standards;
and widens their
career choices and opportunities.” Management experts also argue that a major
function of a
manager is to develop people and to direct, encourage and train subordinates
for optimum utilization. To Stahl (1986), training helps prepare employees for
certain jobs that are unique to the public sector. Specifically on Nigeria, the
Public Service Review Commission
(PSRC) report in
1974 emphasized the importance of training and development: A result-oriented
public service will need to recruit and train specialized personnel. The new
public service will require professionals who possess the requisite skills and
knowledge...Training
should be part of a
comprehensive education planning programmes... Of all the aspects of personnel
management perhaps the most important for us in
Nigeria is
training. Three decades after, another reform Endeavour (the 1988) civil
reforms)
emphasized
obligatory and periodic training. A fundamental question is “what has happened
to this important subject matter between 1974 and 1988?” The answer seems
obvious. Little or nothing has been achieved. Despite the recognition of the importance
of training by management experts and government as expressed in white papers
on various reforms in Nigeria, the experience of manpower training and
development in the Nigeria public service has been more of ruse and waste. It
is against this backdrop that this paper examines the experience of Nigerian
public services on manpower training and development with a view to
understanding the problems and making appropriate recommendations on how to
ameliorate the situation.
1.1
BACKGROUND OF THE STUDY
Some authors use the terms
“training” and “development” as synonyms. However,
some view the two
concepts as being different. Jones, George and Hill, (2000) believe that training
primarily focuses on teaching organizational members how to perform their
current jobs and helping them acquire the knowledge and skills they need to be effective
performers. Development on the other focuses on building the knowledge and
skills of organizational members so that they will be prepared to take on new responsibilities
and challenges. In the view
of Adamolekun
(1983), staff development involves the training, education and career
development of
staff members. The purpose of training and development has been identified to
include: creating a pool of readily available and adequate replacements for
personnel who may leave or move up in the organization; enhancing the company’s
ability to adopt and use advances
in technology
because of a sufficiently knowledgeable staff; building a more efficient,
effective and highly motivated team, which enhances the company’s competitive position and improves employee morale;
and ensuring adequate human resources for expansion into new programs.
http://www.zeromillion.com/business/personnel/
employee-taining.html). As a way of summary, the purpose of training is to
improve knowledge and skills and to change attitude (Mullins, 1999). Mullins argues
further that training is capable of producing the following benefits:
• Increase the
confidence, motivation and commitment of staff;
• Provide
recognition, enhanced responsibility, and the possibility of increased pay and promotion;
• Give feeling of
personal satisfaction and achievement, and broaden opportunities for career
progression; and
• Help to improve
the availability and quality of staff.
The mission of national directorate of
employment (NDE) has been concentrate its efforts on the reaction of public
works promotion of direct labour ,
promotion of public works of self employment, organization of artisan
into co-operation and encouragement of culture of maintains and repairs through
out the nation. This set of objectives
has remained guiding principle of which the organization operation are based. One of the objectives in the
attainment of this goals has been the recruitment of qualified personnel in the
organization.
Furthermore, is the
optimal utilization of available manpower to ensure that their objective are
met to the changing trends in the nation employment pattern.
The national
directorate of employment has been passing through some thickened problem
specially in the area of manpower. The
director of personnel , Mr. Abu Baba Ari, commenting on the issue, noted that the
problem of the manpower training in the organization has been traced to the
period when national directorate of employment was established up to date starting from the period staff were
not give adequate training ,instead the department merely provided refresher
course and this led to poor performance of workers. Since the inception of
national directorate of employment in 1986, it has been blatting with ways of
remedying those manpower inadequate in the organization, but has not achieved
any fruitful result. The problem has enforced the need to carry out research.
also Looking critically at the general guiding principles
they appear excellent in theory, but the practical side is the problem. In practice,
deployment of personnel in the various ministries has not always taken into consideration
their areas of specialization and expertise. There are officers that are sponsored
for training based on their connection to some powerful and influential individuals
in the service or/and in the society. The issue of systematic and progressional
training is still lacking both in the federal and the state civil services. The
idea of using on- the-job and in-house method of training seems to have been
largely accepted as evident in table two which has the highest in Osun
State between 1992 and 2004. Its preference to others cannot be contended
because of its cost-effectiveness. The idea of organising induction course for newly
recruited officers in the service is hardly adhered to. A centralised induction
course organised by the Office of Establishments and Management Services in the
Presidency should be discouraged. A decentralized training system will
definitely be more effective and productive than the highly centralised one
stipulated by the document.
1.2
STATEMENT OF THE PROBLEM
The importance and significance of training
and development to organizational development has no doubt been recognized in
the National directorate of employment and Nigerian public services. However, it is
confronted with a number of problems. Some of the problems include the
following:
• There is the
absence of systematic training despite the various reforms that emphasize this
since late 1960s. This problem needs to be addressed urgently if training must
attain its objectives. by
adopting the
recommendations that were made by the various public service reforms in the
country.
• Poor funding.
This is reflected in the difference between budgetary provisions and actual
funds released for various years both at the federal and state levels.
Concerted efforts must be made
by government to
address the problems associated with funding training.
• Most of the
training schools and centres established by government are poorly funded, which
render them impotent to effectively perform their functions. For example, the
staff development
centre in Osun State
has been operating in a temporary site since its inception in 1992. The centre
is housed by Unity Girls Secondary school, Osogbo. The space is grossly
inadequate
for the two schools
to co-inhabit the premises originally designed for a secondary school.
• Poor staffing for
most of the training centres. The quality of the staff available in these
training schools will to a large extent determine the quality of training given
to the personnel that are sent there for training.
• Inadequate
training facilities in these centres. Most of them do not have modern training
facilities such as computers, laboratories, libraries, vehicles. Government
needs to place high priority on the provision of equipment and facilities
required for the training schools and centres.
• The use of quack
consultants by government has grossly affected the quality of training by
public servants. In many instances, government prefers to contract training
programmes to party
loyalists rather
than competent and experienced specialists in the higher institutions and consulting
firms.
• High cost of
training has been occasioned by lack of honesty and transparency. The cost of
bribe is often built into the training costs when signing the contract with
consultants. This in a way affects the quality of training.
• Curricula and
methods remain insufficiently attuned to job contents due to several factors
such as funding, size of the trainees etc.
•Poor utilisation of trained workers. Many
public servants sent for training are not allowed to utilise
their skills and knowledge because of bureaucratic rigidity and unwillingness
to change. In line with the recommendation of Chief Jerome Udoji in his report
it is reiterated that one training objective is to place “the persons who undergone training
back in their organization so that they can best apply their new skills and
knowledge.”
• Lack of proper
consideration for training needs. Many times, public servants are sent for
training without consideration for the relevance to present job or future
posting.
• Lack of
coordination among the various training institutions in the country. If the
goals and objectives of training institutions in the country must be achieved
there ought to be proper and
adequate
coordination and harmonization of the training programmes. More importantly, there
is a need to carry out regular review of the programmes of the training
institutions in the country
so as to be
relevant to the present needs of the public service and the future challenges.
Personnel in any organization
remain the most invaluable asset for growth and development. Training and
re-training are essential components of manpower development. Manpower development
and training play a major, if not decisive, role in promoting economic growth
with equity; they benefit individuals, enterprises, and the economy and society
at large; and they
can make labour
markets function better (ILO, 2000). Ideal manpower training and development
will no doubt produce economic, social and political growth. It is unfortunate;
however, that most training programmes that have been embarked upon at the
various levels of government in Nigeria have not produced the desired results mainly
due to attitudinal problems on the part of government and the trainees. The challenge
before us is to introduce new orientations on training that will address
training contents; training evaluation; attitudes to training and training utilization.
These should be geared towards economic and social growth in the country.
1.3 OBJECTIVES OF THE STUDY
The objectives of the study
are;
I.
To examine the extent training can help to improve productivity.
II.
The extent it can help in motivation
III.
To examine the various training method and benefits derived from
training , both the part of individuals and the organization.
1.4
RESEARCH QUESTIONS
For the purpose of getting
information for this study I develop these research questions
I.
How often does your organization send workers to training?
II.
How does training affect productivity in your organization?
III.
How does management view the training of workers in your
organization?
IV.
To what extent do workers benefit after undergoing training in
respect of salary and other benefits in your organization?
V.
To what extent does training assist in the development of
workers abilities , skills, potential in the performance of their duty?
1.5
SIGNIFICANCE OF THE STUDY
In nation directorate of
employment today, job performance is nothing to write home about , this is
because manpower training has been regarded as a waste of fund and unnecessary
aspect of work force. Therefore the research work is being carried out to let
the national directorate of employment Enugu know the problem that has been
falling them and find lasting solution to them.
Secondly, this study would give a
basis for further researcher to validate finding of the integrated studies and
to the existing knowledge of management science.
Thirdly, this study would help
(national directorate of employement, Enugu and) other organization in the
country to eliminate waste of time, money and material through training that is
not based on emerging need of the organization.
Finally, this study would expose
training and educational institutions, why it is of necessity to design
programmes that would provide organization and employees on what they need to
know .
CHAPTER
TWO
2.0 LITERATURE REVIEW
Training and re-training are essential
components of manpower development. Manpower development and training play a
major, if not decisive, role in promoting economic growth with equity;
they benefit individuals, enterprises,
and the economy and society at large; and they can make labour markets function
better (ILO, 2000). Ideal manpower training and development will no doubt
produce economic, social and political growth. It is unfortunate; however, that
most training programmes that have been embarked upon at the various levels of
government in Nigeria have not produced the desired results mainly due to
attitudinal problems on the part of government and the trainees. The challenge
before us is to introduce new orientations on training that will address
training contents; training evaluation; attitudes to training and training
utilisation. These should be geared towards economic and social growth in the
country.
The aims of any organization whether
public or private sector general towards increasing productivity, profit
maximization. In order to achieve these objectives, human resources would not
just be a factor of production but a back of knowledge which would always nurture
and develop through regular training. In an attempt to discover the impact of
manpower training on job performance of workers in Nigeria. National
Directorate of Employment (NDE) Enugu as a case study will be made to present
the various views of different authors who have other spoken or done research
finding in this area.
This will be done under the following
subheading:
·
Manpower training and workers competence
·
Manpower training and management
Manpower training is a planned programs of organization
improvement, undertaken to bring about improvement performance by influence
ability, Stemmectz (1962:3)Mcgehec I. Thayer (1985:5) Diejomoah (1977:24)
Drucker(1977:134) Flippo(1961:186) and Ubeku(1975:292), are of the opinion that
training of manpower awakes workers creative instincts, because manpower
training leaves its recipient with more informed capabilities, and workers come
out more competent than before.
This is to say that training helps workers to improve on their
skills which ordinarily would not have been possible.
Looking to Stemmectz and
the other scholar, it is very clear that the training workers leads to workers
competence. The need for training of worker in national directorate o
employment Enugu is very important because such training will reduce the
passivity of workers in terms of job performance.
One of the
basic objectives of organization is to ensure increase in productivity. All
effort therefore are directed towards this goal, this major input which has
been the workers must be motivated through manpower training or other benefit
in order to achieve this goal.
Herzberg (1976:86) Nwachukwu
(1981:130-180) Kick/Klomosi (1977:4) agrees that to training of employees
regularly motivates them to contribute optionally to organizational effort by
increasing productivity. It also affects positively worker attitude as there is
a high level of devotion duty.
Lending
weight to this view, McGregor (1960:33,34) and Argyris (1957:50) argue that
average human being learn under proper condition , not only to accept but to
seek responsibility. To them people are born basically good with considerable
potential to learn, develop and achieve. and it is manpower training that
brings out this potentials. Another reason why organization must of necessity
train its employees is in order to fill positions necessary to achieve
organizational objectives.
Training
as mentioned by McGregor and Aryris has helped to develops some of the potential
of the national directorial of employment, Enugu workers. This is now helping
the organization to attain some reasonable degree of responsibility unlike few
years back where the service were shambles. It is believe that if national
directorate employment will continue to develop its manpower, those aspects of
negative negative attitude of workers which are still bring within and outside
the organization would be minimized.
Surprisingly, Simon
(1960) stated training brings about incompetence. According to him training
course are only essential part of promotional process. Notwithstanding the view
by simon, training of workers in nation al directorate of employment Enugu, has
been helping to approve workers relationship with other people .before, the worker
are most often rude, but day most of the workers are becoming more politic and
caution in their dealing with the public, it is envisaged that by constant the
level of consciousness of workers will increased. In other works, training is
not only for promotion 0f staff as stated by Simon.
The major
objective of national directorate of employment is to ensured incr ease in
productivity. One of the ways to achieve this is by training ,which has been
seen as motivation force some of the workers of national directorate of
employment are not conversant with the operation manuals, either are they so
good on the job. National directorate of employment, therefore tries as much as
possible to train their worker not only to push their moral but also. to become
technologically sound to do the job for the organization to achieve it’s
ultimate goal. Some of the workers are responding positively to this management
gesture. Starr (1966:12) and Lyntom, Udai, Richard (1967:12-20) are of the view
training worker to face serious stiff resistance and even bestiality in
attempting to implement new knowledge or kill in their work environment as
colleagues will frequently be interest in or skeptical about the need for
change .
It is the
view of the research therefore, that training of manpower serve as tools
nutriments or motivating factors for inspiring appropriate co-operation effort essential
for achieving increase in job performance and the overall goals of any
organization of which national
directorate of employment is not left out. The manager is dynamic and the
life-giving element in every organization without there leadership resource of
production remarking resources and never becomes production. More so, the
managers are responsible of charting the destiny of any organization
Drucker(1977:134)
Golstein, Sourcher (1979:103) Stoner (1978:26-28) Graham(1980:20)Horbison Mayers(1964:64)
are of the opinion that training provides managers the ability of good
judgement, reasoning, understanding and to accept challenges. Stressing
further, Koontz o’ Daniel,(1955:568) stated that managers needs to be willing
to learn and to take advantage of knowledge and new techniques.
According to Herzberg, Mausner, Synderman (1959:557) training and development
must involve managers all levels. Training is not just selected few now prince
and princess nor is it only meant for those at the power levels. Accepting this
fact, this fact therefore, the succeed of any organization and the ability to
respond effectively to constant changing demands of the societal world depends
on the quality of training programmes designed for managers.
In line
with the view of the above authors and also of the view that some state co-coordinators
who are equally managers in nation directorate
2.1 INTRODUCTION
The Nigerian Federal Civil
Service was created by the British colonial administration
as an executive agency of government
“responsible for the implementation of government’s policy, routine maintenance
of law and order, simple tax collection and operation of socio-economic
services meant apparently for the benefit of Britain and British colonial
administration.” (Nigeria,
1985:12). Today, the civil service
still remains an executive agency of government mainly responsible for the
implementation of government’s policy. With the expanding roles of government
and the civil service in particular, training and development has become
imperative for its personnel. According to the revised guidelines for training
in the federal civil service, a key goal of the extant staff training and
manpower
development policy is to “lend a
systematic approach to training efforts in the service and, by so doing enable
government to derive higher benefits from the massive investment in manpower
development.”
This is in consonance with the various
public service reforms which have sought to use training as one of the vehicles
for making the civil service professional, operationally effective and more
result-oriented as well as using it as one of the criteria for assessing the
suitability of officers for promotion. The document adds that as a means of
coordination and directing training efforts in the Service and in consonance
with the extant arrangement that training is a shared responsibility between
the Office of the Establishments and Management Services in the Presidency and
the Ministries and Extra-Ministerial Departments.
The following general principles are
to guide training efforts in the ministries and extra-ministerial departments:
• Officers should, as a first step, be
posted to areas of their expertise before they are sponsored on training
programmes that will enable them
function more effectively.
• Officers should not be released for
or sponsored on courses simply to enable them acquire certificates and
qualifications. Rather, training should be systematic, progression and aimed
primarily at developing skills, knowledge and attitude necessary for performing
specific schedule of duties.
• On-the-job and in-house methods of
training should be used extensively by ministries and departments, especially
in the training of junior staff as they tend to be cheaper and more effective.
• Officers newly recruited into the
service should attend the local in-house induction course within four weeks of
appointment. An arrangement should be made for those recruited or promoted into
grade level 07-10 posts to attend the centralized induction course organized by
the Office of Establishment and Management Services in the Presidency within
three months of their appointments or promotion.
• After training, an officer should be
deployed to a post to which the training undertaken applies so that maximum use
of the skills and knowledge acquired can be made and the service can derive
full benefits from the investment made in the officer.
• In designing and/or identifying
courses, efforts should be made to keep course periods to the shortest possible
time within which the set objectives can be achieved.
• In implementing training programmes,
ministries and departments should, whenever desirable, feel free to utilize the
services of reputable private management consultancy firms. Such firms and
their principals should be registered members of recognized professional
bodies.
Looking critically at the general
guiding principles they appear excellent in theory, but the practical side is
the problem. In practice, deployment of personnel in the various ministries has
not always taken into consideration their areas of specialization and expertise.
There are officers that are sponsored for training based on their connection to
some powerful and influential individuals in the service or/and in the society.
The issue of systematic and progression
training is still lacking both in the federal and the state civil services. The
idea of using on- the-job and in-house method of training seems to have been
largely accepted.
The idea of organizing induction
course for newly recruited officers in the service is hardly adhered to. A centralized
induction course organized by the Office of Establishments and Management
Services in the
Presidency should be discouraged. A decentralized
training system will definitely be more effective and productive than the highly
centralized one stipulated by the
document. The organizational structure
is that in each ministry/department, the training division is to be under the
department of personnel management and should be headed by a deputy director
with the designation: departmental training officer (DTO). The DTO is to be the
secretary to the ministerial committee which is the organ for all matters
relating to training in the ministry/ department. The training division is
expected to share in the responsibility for the deployment of staff after
training. Those trained and so deployed are expected to put in at least two
years in their posts before being re-deployed. The document emphasizes further
on the need to provide the necessary equipment, materials and facilities for
trained officers to perform as trained. In practical terms, this is grossly lacking
in most ministries and departments. Where some of the equipments and materials are
available, they are in dilapidated conditions. On the funding policy, each
ministry or extra-ministerial department is enjoined to make annual recurrent
budgetary provision of a sum equal to at least 20 percent of its personnel
costs for training ad staff development. In addition, requisite capital
provision is to be made in the budget. The
document also states that in order to
enhance the chances of the training function in competing for funds, emphasis
should continue to be on a thorough, painstaking and disciplined approach in
costing training activities. As much as possible, training projections should
be based on verifiable facts and figures.
As part of saving cost, government
stresses that as much as possible, all management courses are to be undertaken
locally and in doing this, advantage should be taken of Admistrative Staff
College of Nigeria
(ASCON).as well as other
governmentowned institutions including Centre for Management Development (CMD),
the Industrial Training Fund (ITF), the Agricultural Rural Management and
Training Institute (ARMTI), the National Centre for Economic Management land
Administration (NCEMA), the Nigerian Institute for Social and Economic Research
(NISER), Federal Training Centres and Universities and Polytechnics. And that,
as much as possible courses should be undertaken locally wherever and whenever
possible.
2.2 THE ROLE OF
INSTITUTIONS IN MANPOWER TRAINING AND DEVELOPMENT IN NIGERIA
The need for training institutions
in Nigeria can be traced back to 1896 when some educated persons in Lagos
proposed the establishment of a Training College and Industrial Institute.
Though the idea was
supported by the British government,
it was not ready to make financial commitment. The lack of financial commitment
on its part and the inability of the initiators to raise the required funds led
to the demise of the proposal. Later, more concrete moves were made to
establish institutions of learning in the country to cater for the acute
shortage of manpower. The post independence efforts to develop a training
system for the
Nigerian civil service can be traced
to Professor C.P. Wolle’s survey of 1967 on the Training Needs of the Federal
Civil Service. (Erero and Ayeni, 1992). The federal government commissioned the
then Institute
of Administration, University of Ife, Ile-Ife
to carry out a survey on the training needs of the civil service. The study was
conducted and a report was submitted. The federal government came out with a
White
Paper on the Report in April 1969. The
document titled “Statement of Federal Government Policy on Staff Development on
the Federal Public Service” has the following key elements:
• the appointment of Department of Training
Officers with responsibility for assessing staff development needs and
preparing and implementing programmes to meet these needs;
• the reorganization of the Federal
Ministry of Establishments to give greater priority to training;
• establishment of a Standing
Committee on Staff Development;
• encouragement of every large
ministry/ department to establish a training unit commensurate with its size
and function; and
• the establishment of the
Administrative Staff College of Nigeria (ASCON). Despite the recognition of the
need for training and staff development, the PSRC report of 1974 noted that
there was deficiency in training programmes throughout the public services. To
this end a substantial section of the report was devoted to training. Amongst
others, it recommended the “reactivation of the Standing Committee on Staff
Development, and the Administrative Staff College of Nigeria (ASCON) and Centre
for Management Development (CMD) brought within its coverage.” Today, there are
not less than forty-seven (47), comprising twenty-five (25) federal
Universities; fifteen (15) state universities and seven (7) private
universities. Besides, there are numerous polytechnics and colleges of
technology/education to serve as training and development centre for manpower
in the country. Most of these institutions have designed or modified their programmes
to accommodate the training needs in the public services. According to the
public service training document, all arms of the Service are strongly advised
to approach the polytechnics and universities, particularly those of
technology, with specific requests to design courses that are of special
relevance and necessity for their professionals. In recognition of this, the
federal government established the
Department of Local Government Studies in Ahmadu Bello University (ABU), Zaria;
Obafemi Awolowo University (OAU), Ile- Ife; and University of Nigeria (UN),
Nsukka to cater for the training of
the everincreasing personnel of the local government councils in their respective
catchment areas. The old Institute of Administration in Ife and Zaria were
known to train various categories of public servants across the country. In the
case of Ife, the institute metamorphosed into a faculty with four departments
that are actively involved in manpower training and development. These departments
are Public Administration; International Relations, Management and Accounting;
and Local Government Studies.
TRAINING OF JUNIOR
STAFF
Government recognizes that over
80 per cent in the federal civil service are junior officers on grade levels
01-06, and that they are the first contact of members of the public with the
service. Because this category of workers is responsible for the image of the
executive arm of government and if the quality of services rendered by
government is to be significantly improved, adequate and greater attention has
to be paid to their training and performance. Accordingly, ministries and
extra-ministerial departments are enjoined to take appropriate steps to ensure
that comprehensive training of junior staff in the federal civil service is
carried out as effectively and
inexpensively as possible. In many ministries this has been carried out with
the use of Government training schools and centres, and where possible some have
been granted study leave with or without pay to further their education in
tertiary institutions.
TRAINING OF SENIOR
STAFF
The training document stipulates
that training for senior officers in the federal civil service should be
systematic and progression. The document spelt out a comprehensive guideline
that should be followed in doing this.
2.3 TYPES OF TRAINING AND DEVELOPMENT
On-job-training and lectures the two most
frequently kinds of training are on-job-training and lectures although little
research exists as the effectiveness of either it is usually impossible to
teach someone everything she needs to know at a location a way from the work
place. The –on-job training often supplements other kinds of training eg
classroom of offer its training but on-the –job training is frequently the only
form of training that is usually informal, which means unfortunately that the
trainer does not concentrate on the
training as much as she should and the trainer may not have a wel articulated,
picture of what the novice need to avoid development a training program. Though
it can be effective part of a well-conclinated training program.
·
Lectures are used because of their low cost and their capacity
to reach many people. Lectures which use one-way communication as opposes to
interactive learning techniques.
·
programmed instruction(p) : These devices systematically present
information to the learner and elicit a response they appropriate responses
when p1 was originally developed in the 1950s it was thought divers as air
traffic control blue print reaching and the analysis of taxre.
·
computer- assisted instruction (CAL): With CAL, student can
learn at their own pace, as with p1 because the student interact more dynamic
learning device educational alternative can be quickly selected to suit the
semonifored continuosly as instruction proceeds data are gathered for
monitoring and improving performance
·
audiovisual techniques: Both television and firm extnd the range
of skills that can be taught and the way information may be presented. Many
systems have electron black boards and slide projection equipment. The use of
techniques that combine audiovisual system such as close circuit television and
telephones has spawned a new term for this type of training, tele-training.
They feature on ‘sesame street’ illustrate the design and evaluation of one of
television’s favourite children’s program as a training device.
·
simulations: Training simulations replicate the essential characteristics
of the real world that are necessary to produce both learning and the transfer
of new knowledge and skiils and application settings. Both indamines and the
forms of simulator often have substantial degrees of physical fidelity, that is
, they represent the real world’s operational equipment.. The main purpose is
to simulation, however, is to produce psychological fidelity, that is to
reproduce in training those processes that will be required on the job. We
simulate for a number of reasons, including to control the training environment,
for safety, to introduce feedback and other learning principles, and to reduce
cost.
2.3
IMPORTANCE OF TRAINING DEVELOPMENT
The importance of training and
development is more obvious given the growing complexity of the work
environment. The rapid change in organizations and advancement in technology,
among other things training and development helps to ensure that organizational
member process the knowledge and skills the jobs effectively take on new
responsibilities and adopt to changing conditions. Despite the recognition of
the importance of training by management erpert and government as expressed in
white papers on various reform in Nigeria they experience of manpower training
and development in the Nigeria public
service has been more of use and waste this paper examines the experience of
Nigeria public service on manpower training to understanding the problems being
faced. It makes appropriate recommendation on how to ameliorate the situation
2.4 IDENTIFICATION FOR THE NEED OF
TRAINING AND DEVELOPMENT
All managers, should conduct a
training needs analysis to:
a.
Determine what development is relevant to staff needs
b.
determine what development will improve performance
c.
determine if training will make a difference
d.
distinguish training need from organizational problems and
e.
link improved job performance with the organization’s goal.
3.0RESEARCH DESIGN AND METHODOLOGY
This
investigation was concerned generally to see how new technologies com into the everyday
lives of different people, and how in turn tnese people engage with these
offerings the way they are appropriated, including adportion, learning and
struggling, but also other strategies
for non-adoption or arms length appropriation. Particular issues include the
influence of knowledge, use and resource on ICT appropriation within and
between domains of the life-space, addressing both opportunities for crossover
and and reinforcement of boundaries.
More broadly it asked how the approkpriation technologies such as the pc, the
mobile phone and the internet is proceeding now that certain technical elements
Nand skills have left the domain of the early adopter. The study started from
tree motivations:
1.
To study everyday use and context of technology in its broad
rather than narrow definition, covering the whole of the life space. This
sought to overcome the limitation of previous research that focuses rather
exclusively on the home, work or chubs only, and generally neglect crossovers,
(except when work comes in to the home in the case of Tele-work). It is also sought to explore how
the computer and some other technologies cross over between domains, and the
supposed convergence of television, computer and telecommunications
technologies.
2.
A ‘person centered’ approach to living with technology, rather
than an ‘artfact centered’ approach. Wth so may product being developed, rather
than follow the uptake of a specific selected technology, which may fail, or
succeed, thus study looks at what is criactually appropriate or engaged with by
the respondents in different circumstances during a period of intense
technological change
3.
A socio technical approach to appropriation based on three
levels. Rather than being artifact or system centered, the study recognizes the
socio-cultural nature of innovation in the ‘information society’. It seeks to
understand chapter 3: methodology ad design
a.
The biographies and appropriation of things or artefacts
themselves.
b.
The biography and appropriation and reinvention of proposed uses,
programmmes and visions that accompany artefacts. Often a particular
technologymay fail, but it is only a step on the way to adoption and
development of a class of services such as home shopping, or the mobile office,
computers in education. In an age of multiple competing technologies and
service in attitude often occurs ahead of technical innovation, but
nevertheless can be seen as part of the
innovation process they are represented by particular product – as as
government legislation, which is in its turn ‘consumed’ in its own way.
3.1
INTRODUCTION
every type of empirical research has
implicit, if not explicit research design. In the most elementary sense, the
design is a logical sequence that connects empirical data to a study’s initial
research questions and ultimately, to its conclusions. In a sense the research
design is a blue print of research, dealing with at least four problems. What
question to study, what data are relevant, what data to collect, and how to
analyze the results (yin, 1994). It is much more than a work plan because the
main purpose is to help to avoid the situation in which the evidence does not
address the initial research questions. the research design deals with a logical
problem and not a logistical problems and also specifies how the investigator
will address the two critical issues of representation and legistimization.
Furthermore, a research design describes
a flexible set of guidelines that connects theoretical paradigms to strategies
of inquiry and methods for collecting empirical material. It situates
researcher in the empirical would and connects the to specific sites, persons,
groups, institution and bodies of relevant ibterpretive material, including
documents and archives. This chapter covers the methods of the study. In the
main, it deal with data collection and covers the data is derived from primary
and secondary sources. The chapter also details the approach used and conditions under which the
various stage of investigations were curled out , development of initial
contacts, pilot survey, and design of main research instrument
(questionnaires), which were used to collect the primary data. It further
indicates how issues of validity and reliability were addressed through
triangulation.
3.2RESEARCH DESIGN
In defining design Odo in his
book in ( 1992:42) state that design means outline the equipment of and materials the researcher
applied a case study and across sectional design.
The study will involve a statement
instrument called manpower training and development description and
questionnaire (MIDDO) the study involved members of staff of the national
directorate of employment Enugu, irrespective of sex, age social economic
status religious application and level of education the questionnaire was instructed
to give room for close and open ended questions. The researcher employed the
simple statistical techniques of frequencies and percentage in the analysis of
data collection.
3.3SOURCES OF DATA
Data for this study
are collected from two major sources primary and secondary
PRIMARY SOURCCES OF
DATA
The primary sources
of data was obtained through the use of interview various categories, of the
nation directorate of employment Enugu staff were interview while questionnaire
s sense where distributed to one hundred and forty (140) respondent.
SECOUNDARY SOURCE OF DATA
The secondary sources of data was made
of facts and ideas, collected from text books journals and periodical the
information from the published and unpolished material are used for the review
of related literature and in definition of some important concept in other chapter
of this
LOCATION OF STUDY
The study took place at the national
directorate of employment , Enugu located at Ridge way near Okpara Avenue about
214 kilometer from Federal Polytechnic Nekede Owerri Imo State
DATA COLLECTION
According to Nze Imete and Ezike
(1997:238) data collection is the producer of step taken to collect the data by
the researcher. Here the researcher work whether the data were collect by himself
or with the help of field or researcher assistant it by mail.
Data used in this research work were
collected by the researcher and with the help of field assistant who is head of
personnel management national directorate of employment Enugu. The procedure the
research followed in gathering all possible information required for this research
work, was through the administration of questionnaires she constructed with the
aid of her .
Supervisor which was distributed using
face to face system of questionnaires distribution of the various level the
national directorate of employment Enugu staff to obtain information needed or
accurate analysis and also through interviewing of the management and other
staff of the organization.
3.4 POPULATION AND SAMPLE SIZE
Population in the opinion of
silver through et al (1980:12) is the totality of any group persons or object
which is defined by some unique attribute. This shows that population is any
group which has been focused upon by the researcher. The population for this
study was selected from national directorate of employment Enugu the total
population of the permanent staff is two hundred and fifteen NDE comprise.
One hundred and thirty three senior
staff representing sixty two percent of
the staff.
Below is the table4 showing the
distribution of distribution of the population.
Table
3.: population distribution of the national directorate of employment
permane4nt staff.
|
Category
|
Total population
|
Percentage (%)
|
|
Senior
|
133
|
62
|
|
Junior
|
82
|
30
|
|
Total
|
215
|
100
|
3.5 SAMPLE TECHNIQUE
Sample size is defined as a
process of locating a proportion of the population considered adequate
represents all existing characteristics. Within the target population for the
purpose of generalizing the finding from the sample about the sample itself the
having similar characteristics in the target population.
Sample are used in studies that
involve population sampling method is adopted in order to equate manipulate the
enormous populations the peculation of large number and to reduce exorbitant
cost of producing questionnaires to cover the entire population.
In determining the sample of this
research works the researcher drew the population from the staff
of national directorate of employment Enugu involving junior staff. To
ensure the effective coverage of the entire population of two applied yamari
(1664:280) maintain that he sampling of a population of large size would be
time consuming and exorbitant; he is of the view that to ensure effective
coverage of the population this formula should be applied.
N=
N
1+N (1)^2
N=
Sample size
N=
Population
E=
Level of significance or error allowable
I=
Constant
The researcher choose 5% as margin of
error. In substituting the researcher noted the population to be 215 therefore
transaction of formula is thus;
n=
215
1+2.5(5)^2
n=
215
n=
1+ 215 x 25
215
n=
1+215 x 25
215
n= 1.215
x 25
215
n= 1.5375
1+0140
n= 139.5
n= ∑0 by appropriation, therefore the sample
size is 140
Table 3.2: sample size table
|
Category
|
Total population
|
Percentage (%)
|
|
Senior
|
84
|
62
|
 Junior
Total
|
53
140
|
36
100
|
3.6 VALIDITY AND
RELIABILITY OF MEASURING INSTRUMENT
In view of Odo (1992:59) validity
as an instrument refers to the process of making sure that the questionnaires
items developed out of the research question or objectives or hypothesis
reality test the variable or categories the researcher has claimed he wants to
test in his study.
In testing the validity of the
instrument the researcher administered the questionnaire to twenty staff of
national directorate of employment Enugu, identical to the propose sample group
of the main study after collecting scored questionnaires the researcher taking
any ideal ons she has scored herself in the way she expected every one of the
pilot sample group to score the questionnaires. The researcher found out that
the result of the scored questionnaire was to percent. this made the researcher
to claim that the instrument was valid.
The applied the pilot study techniques
to try but the entire aspect of the researcher before their actual study.
Runkel (1972:24) Borg (1983:100) Bobie
(1973:211) defined pilot study techniques as the process of trying to let the
entire aspect of a study . Including analysis of the data following closely the
procedure planned for the main study has to before launching the said main
study’ that means that all operational activities the researcher has planned
for actual study has to be executed in the sample group.
RELIABILITY
According to bory (1993:209) defined
reliability of an instrument as a process of obtaining information on the
degree to which a measure will lied similar results for the same subject at
different times of stable predictable and accurate salary
the researcher in other to establish the
reliability sample ten groups of
staff different from
the pilot sampled group and the sample of min study,the researcher
labeled each element of the reliable of the sample group from number 1 ten .tthe researcher distributed the instrument to them. in
carrying out the operation of the reliability
establishment , the researcher
applied test-techniques.
according to odo (1993:209) test
rested is being defined as
a process whereby the researcher
administer the constructed questionnaire
more than one, with the hope of discovering each consistent the element of the group
is in scoring the instrument at those different time. after collecting
the scored questionnaire, the researcher allowed three days before distributing
a second batch the same questionnaires to
the same group with the first of each element of the reliable sample group with his second
result. The comparison was repeated until
at that ten paired instruments
were exhausted on the completion of the researcher discovered that response
for the two sets of questionnaires given
out were having similar result. the researcher claim that the instrument was
reliable and Sample group was
consistent.
INSTRUMENT
according to odo
(1992:57) instrument deals with the tools a researcher scientist employs ton
generate information or data analysis.
Behind (1984:2) Somer and Sommer (1980:23)
a device that contains the instrument on a topic about which the respondent
written options are sought, that measures the variable necessary to lest the
research question. For the purpose of this research, a total of twenty
questionnaire the rfesearcher made use of five research question, which were
developed for this purpose for each research question, four other question were
developed . The questionnaire is known as manpower training and development on
job performance description questionnaire ( NTDDQ).
3.8
METHOD OF DATA ANALYSIS
The method or procedure of data
analysis chosen for this study was table and sample percentages method in order
to analyzed the respondents opinion or the questionnaires procedure.
CHAPTER FOUR
4.0 PRESENTATION
AND ANALYSIS DATA
OFF-THE-SHELF
OFFERING
If the decision has been made to go
with off-the shelf software functionality, it is important to remember that
many data analysis programs do not offer data acquisition the purcfhase of a
separate data acquisition program, with the data analysis when budget
constraints do not allow for the purchase of an
integrated data acquisition software program only capable of acquiring
data storing data and exchanging this data with an application software . These
data are then made available for access by any program through standard data
exchange formats, such as DDE these data acquisition only programs have limited
functionality and correspondingly low costs. They are often supplied with data
acquisition hardware price . A data acquisition only progam can interface to a
spreadsheet program. This approach can be used for any type of data analysis
and presentation program. Drawbacks to
this approach include slow rate of data exchange, and a lack of gight
integration between the programs upgrade to one of the program may cause difficulties with the other despite
the presence of industry standard data exchange format, finally vendors of data
acquisition only software tends to be small in size compared with vendors of
data acquisition/ analysis/display software- this heightens the risk of
obsolescence.
I these drawback are not critical, then it
is possible to select the best data analyswis and presentation program without
regard to data acquisition functionality. If a user must have an interated data acquisition/
analysis/presentation solution, then section of the best available software must be made from a more
limited range of offering the task acquiring data acquisition software consists
of primary steps, ideally followed in the order given below.
a.
Define the required data acquisition, analysis and presentation
features
b.
Determine if custom, semi-custom or non-custom software contains
the required features
c.
Select the custom, semi-custom or off-the-shelf software option
based on the application and the available expertise
d.
If the semi-custom option is selected purchase the development
environment and locate the right configuration expert and the right application
export. This would ideally be an application expert with configuration training and or experience. If
the non-custom option is selected, purchase the off-the shelf program and
locate the right application expert. The first step is to determine what needs
to be collected and what type of analysis and presentation ios required for the
starting with the most widely used application process monitoring
4.1 INTRODUCTION
Personal communication skill are
fundamental success in professional are public life . Pinnacle presentation
training sessions empower people to speak in public with confidence and many
people find public speaking to be a daunting challenge. This is why our session
are designed to be practical fun and inspiring when you feel relaxed and
confident you can perform to presentation.
4.2 PRESENTATION OF DATA
This deal with the
presentation of data collection in the purse of this research work. The various
situations as they are with a view to making valuable recommendation and
contribution. In analysis the data collected tabular methods are employed in
the presentation of data.
RESAERCH QUESTION
How often does your
organization send workers to training?
Table 4.1 :
distribution on often workers are sent to training
|
Possible option
|
Frequency (f)
|
Percentage (%)
|
|
Very often
|
21
|
18.3
|
|
Often
|
51
|
44.4
|
|
Don’t know
|
9
|
7.8
|
|
Not often
|
15
|
13
|
|
Not very often
|
19
|
16.5
|
|
Total
|
115
|
1oo
|
Source: Field data
2005
Out of the 115
questionnaire returned 21 of the respondents maintained that the organization
very often send workers to training, this represent 18% response.
One of the respondent maintain that the
organization often send their workers to training, this represent 44.4%
response, nine of the respondent representing 7.8% indicate that they don’t
know, fiteen desresponce and finally nineteen respondence representing 16.5%
indicate not very often.
from the above table it becomes clear
that national directorate of employment, Enugu often send their workers to
training.
4.3 ANALYSIS OF
DATA
I Interviewed 29 people in 4 groups, with
two sets of interviews, with each interview lasting between one and two hours. Computer-aid
were used to assist the management and analysis of the mass of interview
transcripts. The first job was to try and extract from this material quotes
corresponding to all the issues I has raised and look for new ideas and issues
arising directly from the respondent words. The NUDST package provide extremely
helpful with its powerful facilities for cross-referencing except . Crucial to
this is the elaboration of a set of
reference terms. I developed a rough set of terms in analyzing initial
interviews from the first group and subsequently refined there in the light of
a larger number of responses. The aim was to balance on the one hand an
openness to a wide range of responses, and
on the other the need, to bottom up, i.e. from the interviews themselves
and from the ‘top down’ , engagement based on chapter 3 methodology and design
themes derived from existing theory and research questions, the categories
generated and classified are listed in the appendix. They proved very helpful
in analysis, building up a picture of important dimensions of the experience of
ICTS. However, as we see in the detailed
empirical chapters, it was necessary of generate further more detailed scheme
for analylyzing particular aspects and
processes in ICT adoption (and non adoption) the use of computer tools allowed
considerable flexibility in this respect. These nodes were then linked further
together in a number of emerging themes
relevant to the network, technology, technology problems and attitudes,
non-adoption, adoption knowledge, communication and information use. Search’s
of the marked texts enabled groups of quotes reflecting different issues to the
bought together quickly. However there was still a need to structure this in a
simpler and more straight forward way in order to actually write the stories
and compare and contrast experience.
4.4 REST OF HYPOTHESIS
REASEARCH QUESTION
How does management
view the training of work in your organization
Table 4.3:
Distribution of management view of training
|
Possible option
|
Frequency (f)
|
Percentage (%)
|
|
Very encouraging
|
76
|
66
|
|
Encouraging
|
30
|
26
|
|
Don’t know
|
5
|
4.4
|
|
Not very
|
2
|
1.7
|
|
Un-encouraging
|
2
|
1.7
|
|
Total
|
115
|
100
|
Source: field data 2005
The above table
clearly shows that total respondents which are 76 represent 66.1 were of the
opinion that NDE.
Management Enugu
view training of their workers as a very encounrageging event. Thirty
respondents which is representing 26.2% response were of the opinion that
organization management view training of staff as un-encouraging event, five
respondent represent 4.3% indicate they don’t know two respondent representing
1.7% state that organization management view training of is not encouraging and
lastly, two respondent also represent 1.7% indicate not very encouraging.
Therefore from the
above table it is clear that the management of view training of workers as a
very encouraging event.
CHAPTER FIVE
5.0
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
SUMMARY AND
CONCLUSION
Spatial heterogeneity
in the soil system has a profound
influence on the flow of water and chemicals in the unsaturated zone.
Incorporating this variability in solute leaching model could lead to more
realistic prediction of contaminant level in the unsaturated zone. It will also
enhance the credibility of pestiarle and other solute leaching models as tools
for making regulatory and management decision.
In this study, a stochastic framework was developed to represent
spatial variability in one dimensional solute. Leaching model in the stochastic
approach, the heterogeneous field is conceptualized as a collection of
one-dimension, independent non-interacting soil columns (steam tube ) different
in soil properties. The horizontal variation of soil hydraulic and retention
properties in each horizon are treated as random functions of zero transverse
spatial correlation length, after accounting for any exhibiting spatial trends
are described by a deterministic (trend) component and a zero mean, random
component. The solution to the field scale problem is then considered to be
equal to the ensemble average of the solutions at the stream tube scale.
The implementation of the stochastic framework consisted of four
steps statistical geostatistical analysis of data generation of input parameter
sets, repeated executions of the model , and analysis of output. Statistical
geostatistical analysis include determination
of probability density function and cross-correlation between spatially
variable parameters from field measured data, and analysis of their spatial
structure. The independent/ correlated
spatial trend variable parameters were then generated using the Latin
hypercube sampling method parameter exhibit spatial trends were detrained
before input param generation, and the trends were reinstated afterward using a
spatial grid that covered the entire field. Repeated executions of the model
were performed using monte- carlo
5.1
INTRODUCTION
theb ultimate goal
of finishing the programme should be
supprementated with sub goals during
training such as trainers education work sample test and periodic quizzes. In
this study, a stochastic framework was developed to represent spatial variability
in one-dimension solute leaching models. In the stochastic approach, the
heterogeneous field is conceptualized as a collection of one-dimensional,
independent, non- interacting soil columns (stream tubes) differing in soil
properties.
5.2 SUMMARY OF FINDNGS
The purpose of this
research is to examine the impact of training and organizational workers
productivity in national directorate of employment, Enugu.
From the analysis of data collection, its revealed that there is
a noticeable association between an organizational workers and productivity.
From research question to show that the management of national
directorate of employment Enugu view the training of the workers as an
encouraging event.
The finding also reveals that manpower training improve workers
abilities and potential
Table 4.4 shows that the
research findings reverts that training and things that goes with it motivate
workers to improve on their performance, this was shown in table 4.5
In nutshell, the researches discovered from the findings that
training has strengthened and improved the existing relationship among
organizational workers and their level of productivity in NDE Enugu.
5.2 CONCLUSION
Manpower training should be accepted
as an important issues in management programme of any organization, including
national directorate of employment, Enugu consequently manpower training need
to be further developed to generate the needed manpower in Nigeria.
Finally efficient
manpower utilization entails the maximization of an employee strength . This entails the opportunity to use one
skill. The optimum use of these actors determines the rate of economic growth
and development which is the reason from a manpower training programmer.
5.4 RECOMMENDATION
On the basis of the empirical analysis and finding concerning
the impart of management training and development Enugu as a case study
following recommendation are given…
Staff should be
optimized or motivated by ensuring that reward that goes with training such as
social, financial and environmental standard are accomplished at the end of
every training programme. This will definitely give the worker sense of
belonging and recognition
Management should recruit
qualified staff to strengthen the staff of national directorate of employment . This
staff should manage the vacant position in order to carryout effective manpower
training.
The management of
national directorate of employment Enugu should ndeavor to specify the
objective of every training programme designed for staff, this will definitely
enhance efficiency.
Formal training of
staff no doubt improves the quality and qualities of any organization. In light
of this efforts should be made in national directorate of employment Enugu to
extend the formal training facilities to all staff of the organization no
matter the caliber. The researcher believes that the more skill manpower and
organization has the higher performance to the society.
The management
should endeavor to have guiding policies for training and such policies should
be strictly followed without playing double standard.
Training goals
should be challenging and difficult, enough so that the trainees can dive
personal satisfaction from achieving it but not so difficult that they are
perceived as impossible.
The ultimate goals
of finishing the programme should be supplemented, with sub goals dividing
training such as trainee’s education, work sample test and periodic quizzes.
The management should
try as much to have a weekly form known as the performance and progress report
of staff, in order to access themir perforformnces. This will assist the
manpower training.
Although there is
raining consciousness and general enthusiasm for attending training course by
staff in the organization. There is need for improvement in preparation
selection and utilization of training opportunities.
At time workers do not prepare for the course and briefing on
course contends is often inadequate. The management should prepare a more
rational staff training programme with consider their total needs as the needs
to the individual.
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