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IWUCHUKWU AKUNNA CHINELO
REG. NO. PG/M.Sc/09/50907
THE IMPACT OF MANPOWER TRAINING ON PRODUCTIVITY
IN NIGERIAN PUBLIC SERVICE. (A STUDY OF NNEWI NORTH
L.G.A. FROM 1999-2007)
Public Administration and Local Government
A THESIS SUBMITTED TO THE DEPARTMENT OF PUBLIC ADMINISTRATION AND
LOCAL GOVERNMENT, FACULTY OF SOCIAL SCIENCES, UNIVERSITY OF NIGERIA,
NSUKKA
Webmaster Digitally Signed by Webmaster’s Name
DN : CN = Webmaster’s name O= University of Nigeria, Nsukka
OU = Innovation Centre
2011
UNIVERSITY OF NIGERIA
2
THE IMPACT OF MANPOWER TRAINING ON
PRODUCTIVITY IN NIGERIAN PUBLIC SERVICE.
(A STUDY OF NNEWI NORTH L.G.A. FROM 1999-2007)
BY IWUCHUKWU AKUNNA CHINELO
REG. NO. PG/M.Sc/09/50907
DEPARTMENT OF PUBLIC ADMINISTRATION
AND LOCAL GOVERNMENT
UNIVERSITY OF NIGERIA, NSUKKA
MARCH, 2011
3
TITLE PAGE
THE IMPACT OF MANPOWER TRAINING ON
PRODUCTIVITY IN NIGERIAN PUBLIC
SERVICE. (A STUDY OF NNEWI NORTH
L.G.A. FROM 1999-2007)
BY IWUCHUKWU AKUNNA CHINELO
REG. NO PG/M.Sc/09/50907
A PROJECT
SUBMITTED IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF THE
DEGREE OF MASTERS OF SCIENCE (M.Sc) IN
PUBLIC ADMINISTRATION AND LOCAL
GOVERNMENT, UNIVERSITY OF NIGERIA,
NSUKKA
MARCH, 2011
APPROVAL/CERTIFICATION PAGE
4
This is to certify that Iwuchukwu Akunna Chinelo, a Post graduate
student of the department of Public Administration and local government,
University of Nigeria, Nsukka and with Reg. No. PG/M.Sc/09/50907 has
satisfactorily completed the requirements for the award of Master of Science
(M.Sc) in Public Administration (Human Resources Management).
----------------- -------------------------
DR. B. A. Amujiri Prof F.O. Onah
Supervisor Head of Department
------------------- -------------------------
Prof E.O. Ezeani External Examiner
Dean of faculty
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DEDICATION
To almighty God for his protection and inspiration through out the
period of this programme.
6
ACKNOWLEDGMENT
With sincere love and gratitude, I acknowledge the qualified
contributions of several people towards the successful completion of this
project and realization of my academic aspiration.
First and foremost, I, am grateful to my wonderful supervisor, Dr.
B.A. Amujiri for his advice, professional corrections and guideline. It was
indeed his close supervision and direction that contributed immensely
towards the successful completion of this work.
The same measure of gratitude is extended to my lecturers in the
Department of Public Administration and local government, my H.O.D,
Prof. Fab Onah, Prof. F.C. Okoli, Prof R. C. Onah, Prof. C. Oguonu, Dr
(Mrs) M.A.O. Obi and others for the invaluable knowledge and training I
gained from their lecture.
My gratitude also goes to my Mum, Caro Iwuchukwu and my siblings
for their encouragement and financial assistance.
Finally, to the staff of Nnewi North local government for their
cooperation during this research work and to numerous authors whose work
and references were made. Last but not the least Ebele for a neat job well
done.
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ABSTRACT
This study examined “The impact of Manpower training on productivity in
Public Service. (A case study of Nnewi North local government from 1999-
2007). It has been observed that with only manpower training and
development, a relatively permanent change can be brought about in the
behaviour of the individual employee and subsequently in organization.
Training often is considered for new employees only. This is a mistake
because ongoing training for current employees helps them adjust to rapidly
changing job requirements. However, this work examines whether the
training organized by the Nnewi North local government have improved
their productivity. It further investigates how successful or unsuccessful
training organized by the authority have been. The major findings of this
study were that workers were not well integrated after training. Secondly,
that workers experience “job dissatisfaction” because of inadequate training
given to them by Nnewi North local government authority. The researcher
however recommended that the activities of those who were in charge of
staff training should be monitored and not left in the hands of politicians.
Also, that returnee staff from training should be well integrated to post in
which the training undertaken applies.
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TABLE OF CONTENTS
Title page ------------------------------------------------------------------------- i
Approval page -------------------------------------------------------------------- ii
Dedication ------------------------------------------------------------------------ iii
Acknowledgement --------------------------------------------------------------- iv
Abstract -------------------------------------------------------------------------- v
Table of contents----------------------------------------------------------------- vi
CHAPTER ONE: INTRODUCTION
1.1 Background to the study --------------------------------------------------- 1
1.2 Statement of the problem -------------------------------------------------- 6
1.3 Objective of the study ------------------------------------------------------ 9
1.4 Significance of the study --------------------------------------------------- 11
1.5 Scope and limitations of the study ---------------------------------------- 13
CHAPTER TWO: LITERATURE REVIEW AND METHODOLOGY
2.1 Literature review ------------------------------------------------------------ 15
2.1.1 Objectives and types of training ---------------------------------------- 23
2.1.2 Methods of training and development ---------------------------------- 32
2.1.3 Principles/policy of training --------------------------------------------- 39
2.1.4 The importance of training on productivity --------------------------- 45
2.1.5 The impact of staff training and development in Nnewi North Local
government ----------------------------------------------------------------------- 48
2.1.6 Problems associated with staff training -------------------------------- 50
2.1.7 Gap in literature ---------------------------------------------------------- 55
9
2.2 Hypotheses ------------------------------------------------------------------ 57
2.3 Operationalization of key concepts --------------------------------------- 57
2.4 Research methodology ----------------------------------------------------- 59
2.4.1 Type of study -------------------------------------------------------------- 60
2.4.2 Data gathering instruments ---------------------------------------------- 60
2.4.3 Validity of instrument ---------------------------------------------------- 61
2.4.4 Reliability of instrument ------------------------------------------------- 61
2.4.5 Population of the study --------------------------------------------------- 62
2.4.6 Sample of study ----------------------------------------------------------- 62
2.4.7 Sampling procedure ------------------------------------------------------ 63
2.4.8 Method of data collection ------------------------------------------------ 65
2.4.9 Method of data analysis -------------------------------------------------- 65
2.4.10 Analytical Technique --------------------------------------------------- 65
2.5 Theoretical framework ----------------------------------------------------- 66
CHAPTER THREE: BACKGROUND INFORMATION ON CASE
STUDY
3.1 Background information of Nnewi North Local Government -------- 71
3.2 Organizational structure ---------------------------------------------------- 75
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND
FINDINGS
4.1 Data presentation ------------------------------------------------------------ 85
4.2 Data analysis --------------------------------------------------------------- 89
4.3 Findings ---------------------------------------------------------------------- 116
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATION
10
5.1 Summary --------------------------------------------------------------------- 121
5.2 Conclusion ------------------------------------------------------------------- 122
5.3 Recommendation ------------------------------------------------------------ 124
Bibliography------------------------------------------------------------------- 126
Appendix ---------------------------------------------------------------------- 131
CHAPTER ONE: INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The Nigerian Public Service was created by the British colonial
administration as an executive agency of government. An obedient
instrument of the governing authorities and on the other hand, an interpreter
and implementer of the policies and programmes, routine maintenance of
law and order. An operation of socio-economic service meant apparently for
the benefit of Britain and British administration. (Onah (2010), as cited in
(Onah and Oguonu 2010).
Today, the public service still remains an executive agency of
government which earned public confidence and was largely perceived as
the protector of public interest. Since the return of democratic rule in 1999,
there have been complaints over poor service delivery of the public service
in Nigeria. According to Onah (2010) as cited in Onah and Oguonu (2010)
poor service delivery made the former Head of state, President Olusegun
Obasanjo to introduce many reforms including SERVICOM to increase and
ensure productivity in the public service.
11
It is in the realization of the significance of training of staff that the
Federal Government promulgated the Industrial Training Fund Decree No.
47 of 1971 as amended by Decree No. 39 of 1973. A key goal of the extant
staff training 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 Nnewi North local government which have
sought to use training as one of the vehicles for making their staff
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.
According to Olu and Erero (2008), the need for training institutions
in Nigerian public service 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 and the inability of the initiators to
raise the required funds led to the demise of the training 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 local government staff can be traced to Professor C.P. Wolle’s
survey of 1967 on the Training Needs of the Nigerian local government staff
12
(Erero and Ayeni 2004). The federal government commissioned the then
institute of Administration, Obafemi Awolowo University, Ile-Ife to carry
out a survey on the training needs of the staff.
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 Training
on Nigerian local government system” has the following key elements;
� The establishment of the Administrative Staff College of Nigeria
(ASCON).
� Encouragement of every large department to establish a training
unit commensurate with its size and functions.
� Establishment of a standing committee on staff development.
� The reorganization on the federal ministry of establishment to give
greater priority to training.
Today, there are numerous Universities, Colleges of Health
Technology and Vetinary Schools to serve as training and development
centers for manpower training in local government system. Most of these
institutions have designed or modified their programmes to accommodate
the training needs of the staff.
According to Olu and Erero (2008), local government system is
strongly advised to approach the designated institutions particularly those of
technology, with specific requests to design courses that are of special
relevance and necessity for their professionals.
13
In recognition of this, the federal government established the
Department of Local Government studies in Ahmadu Bellow University
(ABU), Zaria; Obafemi Awolowo University (OAU), Ile-Ife; and University
of Nigeria, Nsukka (UNN) to cater for the training of the ever-increasing
personnel of the local government councils in their respective catchment’s
areas.
University of Nigeria, Nsukka is known for training various categories
of public servants across the country in which Nnewi North local
government staff were one of them. The Faculty of Social Sciences,
Department of Public Administration and Local Government and other
colleges are actively involved in manpower training and development of
staff of Nnewi North local government.
Indeed, the importance of Human Resources Development (HRD), the
International Labour Office (2008) 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. Moreover, training widens career choices and opportunities.
To Stahl (2006), training helps to prepare employees for certain jobs
that are unique to public sector. Nnewi North local government requires
professionals who possess the requisite skills and knowledge--- Training
should be part of comprehensive planning programmes. Of all the aspects of
personnel management, perhaps, the most important for us in Nnewi North
local government is training.
14
According to Akpan (2002:13) “An untrained man in the modern
world may --- is a menace to the society. He is a quack, he knows only the
laws of things, and he has no idea of (their) why. Hence, if there is any
trouble any where-breakdown in a machine or a mistake in ledger, all he can
do is to fumble and punch up trouble anyhow, leading to a more serious
breakdown or greater confusion. Really, there is no place for the untrained
worker or even the intelligent amateur in these days of specialized work”.
The principal intention of training, according to Akpan (2002:28) is to
equip people with the knowledge required to qualify them for a particular
position of employment or to improve their skills and efficiency in position
they already hold. Training gives an employee confident and a sense of
belonging to work.
Onah (2008:162) stated that training enhances productivity but the
center to all motivational strategies is manpower training. Its importance in
the development of man not machine is vital in the overall capabilities and
productivity of an organization. This can be seen from the notes of Pable
(2002: 54) that; “This is now and it is very old. We have come from tyranny
of enormous, discordant machine back to the realization that the beginning
and end are man. It is man who is important not the machine and that it is
man who accounts for growth not money”.
Training has become more obvious given the growing complexity of
work environment, the rapid change in Nnewi North local government
which further necessitates the need for training of staff to meet the
15
challenges. Training helps to ensure that the staffs of Nnewi North local
government possess the knowledge and skills they need to perform their jobs
effectively, take on new responsibilities and adapt to changing conditions.
(Jones, George and Hills, 2005).
Despite the recognition of the importance of training by management
experts and government as expressed in white papers on various reforms in
Nigeria, the impact of manpower training on productivity has been in
disarray.
It is on this backdrop that this paper examines the impact of
manpower training on productivity in Nigerian Public service with specific
regard to Nnewi North local government, Anambra State.
1.2 STATEMENT OF THE PROBLEM
There has been a general resistance to the investment in training of
local government staff 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 2006).
This assumption has been jettisoned as the need for training became
obvious both in the private and the public sectors. Nnewi North local
government have come to recognize that training offers their staff way of
developing skills, enhancing productivity and quality of work and building
worker loyalty.
16
Despite the recognition of the need for training and staff
development, the Public Service Review Commission (PSRC) report of
2002 noted that there was deficiency in training programmes throughout the
local government system. To this end a substantial section of the report was
devoted to training.
Nnewi North local government recognizes that over 70 percent of
their staff are junior officers on grade levels 01-06 and they are the first
contact of members of the public with the services. This category of workers
is responsible for the executive arm of government, if the quality of services
rendered is to be significantly improved, adequate and greater attention has
to be paid to their training and performance.
The importance of staff training and development in any organization
is clear, it recognize the fact that the structure that sustains it depends on the
individual that operate the structure. (Oribabor: 2000). Staff training which
comes under the purview of personnel functions in most public organization
that has no plans for the training and development of its staff is less
dynamic, for learning is a continuous process. The acquired skills get
obsolete when the environment changes.
According to Osuji (2002:15), manpower training had its origin from
the Ashby Commission in Nigeria. They were appointed by the federal
government at independence to conduct an investigation into the Nigerian
needs in the field of post schools certificate and higher education. One of its
17
recommendations was the establishment of National Manpower Board for
the country. The terms of reference of the board were;
(1) Co-ordination of policies and activities of the federal and regional
ministries primarily concerned with manpower problems.
(2) The determination of the nation’s manpower need in all occupations.
(3) Formulating programmes for manpower development through
university expansion and training scholarships, fellowships and other
facilities.
One of the serious teething problems that confront Nnewi North local
government authority is the non-availability of adequate and qualified
manpower in the helm of the affairs. The well being of any organization
therefore requires the regular production and adequate number of skilled
people to man the different levels.
In other situation, when training happens to occur, deployment of staff
so trained were made without regard to the skill the staff acquired leading to
frustration of personnel so trained and also general inefficiency in the
system, (Onah 2008:132). Nnewi North local government is found of this
practice. The workforce is generally under-utilized and therefore falls short
of its anticipated contributions to the realization of organizational goals.
The need for improved productivity in local government system
becomes universally accepted and it depends on efficient and effective
training. It has further become necessary in view of advancement in modern
world to invest in training. (Isyaku 2000).
18
Thus, the role played by staff training and development can no
longer be over–emphasized. The need for Nnewi North local government to
embark on staff development programme for employees has become
obvious. Absence of these programme manifest tripartite problems of
incompetence, inefficiency and ineffectiveness. In order to maximize the
productivity and efficiency of the local government system, executives of
Nnewi North local government has the bounding duty to ensure the
development of men and women who have requisite knowledge and
expertise.
The training of manpower for the arduous task of engineering the
activities of Nnewi North local government became necessary both through
oversea training and local training. All is geared towards the betterment of
the work man to enable him adapt to challenging nature of the assigned role.
The staff of Nnewi North local government of Anambra State
undergoes various training programmes to enable them improve their
performance and productivity at work. The fundamental questions raised by
this study are;
1. How can Nnewi North local government staff be trained to increase
their capabilities?
2. Has the training of Nnewi North local government staff improved
their productivity?
3. What are the problems encountered by Nnewi North local
government in their manpower training?
19
4. How often are these training observed in the designated
institutions?
1.3 OBJECTIVES OF STUDY
The broad objective of this study is to critically investigate the
nature/purpose of staff training and development programmes in Nnewi
North local government. The research will also attempt to expose the
problem and inadequacies of staff training in Nnewi North local government
staff from 1999 to 2007.
Carefully selecting employees doesn’t guarantee they will perform
effectively. Potential is one thing, performance is another (Dessler
2008:292). Even high-potential employees can’t do their jobs if they don’t
know what to do or how to do it, (Dessler 2008: 292). The training of
employees is an issue that has to be faced by every organization. The
amount, and quality of training carried out varies enormously from one
organization to another, (Cole 2007: 329).
Training both physically, socially, intellectually and mentally are very
essential in facilitating, not only the level of productivity but also the
development of personnel in Nnewi North local government. Therefore,
training can be put in a contact relevant to school administrators. Human
resources are the most valuable assets of any organization, with machines,
materials and even the money nothing gets done without manpower,
(Abiodun 1999).
20
In any case, training is a hallmark of good management, a task that
Nnewi North local government authority ignores at their peril. Having high
potential employees doesn’t guarantee they will succeed. Instead, they must
know what you want them to do and how you want them to do it. If they
don’t they will improvise or do nothing productive at all.
The specific objectives of the study include;
1. To explain how staff of Nnewi North local government can be
trained to increase their capabilities.
2. To find out how the training of Nnewi North local government
improve their productivity.
3. To analyze the problems encountered by the Nnewi North local
government in their manpower training.
4. To seek how often these training were organized in the designated
institution.
5. To make recommendations based on the findings.
1.4 SIGNIFICANCE OF THE STUDY
The importance of incorporating training into organizational roles
must be premises on knowledge and skills, (Olaniyam and Ojo 2008). It is
obvious that Nnewi North local government cannot be successful without
well skilled and well trained people. The significance of this study is very
high and has empirical, theoretical, and practical significance.
The empirical significance of this research is to look into the various
forms of training in Nnewi North local government and find out how often
21
these training have been organized. In addition, the study will elicit the
problems encountered during the manpower training in the system and
provide measures to embark on to ensure productivity in Nnewi North local
government. The study is expected to expose the reasons why there is no
clearly defined training and development programme in local government
system.
Theoretically, this work is expected to achieve the objective of
answering the research questions as stated in the statement of problem which
we believe it shall. This work will not only synchronize with the existing
literature but will also serve as a convenient starting point for further inquiry
in training activities of the public service.
The practical significance of the study is to improve training
programme in entire public service especially in Nnewi North local
government and ensure that organizational members posses the knowledge
and skills they need to perform their assign roles effectively in order to take
on changing conditions.
People who are not trained tend to stick to what they were taught first
anytime they took the assigned roles in an organization. This lead to
inefficiency and redundancy which are an antithesis of a good personnel
management process. It is the realization of the significance of manpower
training that federal government promulgated the Industrial Training Fund
Decree No. 47 of 1971 as amended by decree No. 37 of 1973.
22
An untrained staff cannot perform well in a work place, (Onah
2008: 131). Therefore this study is important for the contributions on the
improvement of organizational performance of Nnewi North local
government. The low productivity as a result of poor performance in the
local government may be a reflection of inadequate training policies and
programmes.
The training, retraining and development of staff in Nnewi North local
government are very important if the system is to realize their goals.
Consequently, the study is expected to expose the reasons why there is no
clearly defined training and development programme in Nnewi North local
government.
The study will also enhance the knowledge of those responsible for
the management and administration of local government in Nigerian Public
Service. It will equally add to the existing literature on training and
productivity not only to local government but to other organizations.
1.5 SCOPE AND LIMITATIONS OF THE STUDY
This study will specifically examine the impact of manpower training
on productivity in Nigerian Public Service with particular reference to
Nnewi North local government office of Anambra State. The time and
period of the study shall be between 1999-2007. The spatial and
geographical coverage of the study shall be Nnewi North local government
in Anambra State.
23
However, in carrying out this research, there are some problems that
militated against the overall research work. They include the following:
Nnewi North local government still employs antiquated methods of
record keeping and as a result did not keep accurate record of number of
staff on training. Moreover, the uncooperative attitude of the staff of Nnewi
North local government in responding /releasing data to the researcher due
to strict adherence to the oath of “secrecy” contributed to the low returning
of the questionnaire. In addition, due to tight schedule of duties of some of
the staff we found it difficult to consult some of the important personnel who
are in better position to feed us with required information.
Moreover, some staff are too busy to grant audience to the researcher
during the data collection while some see it as waste of time. Some of the
staff were afraid to express their opinions thinking that they will be
penalized by the management of Nnewi North local government. Some
members of the staff most time were absent and inaccessible.
However, the researcher used the available antiquated record keeping
provided by the Nnewi North local authority to elicit facts needed for this
study. The important personnel who are on ground were consulted to feed us
with the required information. Finally, the staff who are present, accessible
and willing to grant audience to the researcher were used to gather
information needed for the study.
24
CHAPTER TWO
LITERATURE REVIEW AND METHODOLOGY
For easy comprehension of the literature review, it is organized under
the following sub headings.
� Training: A theoretical discourse.
� Objectives and types of training.
� Methods of training and development.
� Principles/policy of training.
� The importance of training on productivity.
� The impact of staff training and development in Nnewi North local
government.
� Problems associated with staff training.
2.1 TRAINING: A THEORETICAL DISCOURSE
The concept and principle of manpower training is virtually universal.
It has been discussed in different ways by different authors. The researcher
viewed many thesis, published newspapers, abstracts and textbooks. The
information gathered from the literature indicated that a number of research
have been carried out on manpower training and productivity in the modern
world. Review of general literature in the field will be very useful and
relevant to our study.
According to Dessler (2008:294), training means giving new or
present employees the skills they need to perform their jobs. This might
mean showing a new web designer the intricacies of your site, a new
25
salesperson how to sell your firm’s product, or a new supervisor how to
fill out the firm’s weekly payroll sheets. It might involve simply having the
current job-holder explain the job to new hire, or, at the other extreme, a
multi-week process including classroom or Internet classes.
Abiodun (1999) opined that, training is a systematic development of
the knowledge, skills and attitudes required by employees to perform
adequately on a given task or job. It can take place in a number of ways, on
the job or off the job, in the organization or outside organization. It follows
therefore that for the employees in an organization to be able to perform
their duties and make meaningful contributions to the success of the
organizational goals, they need to acquire the relevant skills and knowledge.
According to Adeniyi (2007), staff training is a work activity that can
make a very significant contribution to the overall effectiveness and
profitability of an organization. He therefore provides a systematic approach
to training which encases the main elements of training. The effectiveness
and success of an organization lies on the people who form and work within
the organization.
Training may be defined as those activities undertaking to bring about
changes in behaviour which will in turn generate changes in the performance
of the trainee in his job. In other words it is an organized and coordinated
development of knowledge, skills and attitudes needed by an individual to
master a given situation or perform a certain task within and organization
settings.
26
Training has been defined by Pratt and Bennett (Qutoed in Ezeani
2006: 338) as “the process of developing an individual’s skills, knowledge,
and abilities so as to improve present and future performance”. It is
important that employees be trained to improve their job, knowledge, skills
and future performance. No one is a perfect fit at the time of hiring and some
training and education must take place.
Gravel (2000:235) distinguished the early concept of training from
modern concept of training. According to him, the early concept of training
otherwise, known as “taylorian” concept of training was narrowly conceived
while the modern concept of training is broad based”
The taylorian concept of training comes as a result of time and motion
studies. The idea was to develop the employees skills in such a way that they
could naturally fit into specific jobs. The belief was that there is “one best
way” of carrying out any job and once that one best way taught, training was
stopped. However, the emphasis was on the development of skills to enable
organizations achieve efficiency and maximization of profit. But the modern
concept to training involves a lot more than acquisition of specific skill for
specific job. It involves all those intricate issues in the management of both
persons and other material resources in an organization.
Highlighting on the impact of training in any given society, McGehee
and Thayer (1999) opined that training is a formal procedures which an
organization uses to facilitate employees learning so that their resultant
behaviour contributes to the attainment of the organization’s as well as the
27
individual’s goals and objectives. This definition is based on the theory
that training is a sub-system within the total system of the enterprise’s
management. The major task of any advanced country is not its physical
equipment but their ability to motivate their manpower through adequate
training for attainment of these country goals.
Training according to Hoyle (2003:121) involves when a skill has to
be acquired which is with the canons of some specific activities, mode of
thought and the realms of skills when something has to be manipulated or
done. It is necessary for every organization to pursue its aim and objectives
through the process of training its employees for a better tomorrow. In
addition, Cole (2008:330) opined that training will be seen as any learning
activity which is directed towards further needs rather than present needs
and is concerned more with career growth than immediate performance. The
focus of staff development tends to be on the organizations future staff
requirements and on the growth needs of individuals in the workplace.
Training is a process that develops and improves skill related to performance
which will result to productivity.
According to Craig (2002), training is the development process made
possible the device of words and signs. To ensure optimum performance on
the side of the employees, they must be provided with opportunities for
constant training. Adequate training increase skill which improves the
quality and the productivity of the workers.
28
Udo (2000) defines training as the development of specific skills
and attitude needed to perform a particular job in order to maximize the
productivity of the individual and improve the overall organizational
efficiency. The main goal of training is to effect change in behaviour for
effective performance on the job and to aid achievement of organizational
objectives of increase productivity.
Staff training, on the other hand, according to Akpan (2002), is the
process whereby an employee is enabled to grow in the job through the
acquisition of wide experience, breadth and increasing confidence resulting
from the exercise of varied and tested responsibilities. The aim being to
enable him to reach the top or achieve his best in his profession of
employment. Such a position will be attained through action, observation,
study, reflection, experiment and initiative. He further added that training
can occur simultaneously or complementarily, but the two do not necessarily
have to have direct relationships to each other. According to him, they
should in fact be separately treated in concept.
Ubeku (2000) opined that employees who have not received adequate
training before being assigned responsibilities lack necessary confidence
with which to carry out their jobs, he then suggests that an employee should
be helped to grow into more responsibility by systematic training. This will
give the employee confident enough to carry out his responsibility of the job.
According to him, training increase the employee’s belief that he knows
29
what is expected of him regarding the job. The knowledge of which enable
him to originate ideas as to how best to carry out the task of the job.
According to Onah (2008:127) training is the overall process whereby
an individual’s behaviour is modified to confirm to a predefined and specific
pattern. An organized and coordinated development of knowledge, skills and
attitudes needed by an individual to master a given situation or perform a
certain task with an organization setting. The obvious fact to note in Onah’s
definition is that training improves administrative skills particularly in
changing society we live in.
Hilgert and Towle (1998:81) in their book, “Cases and politics in
Human Resource Management, “looked at the training of staff as not only
being capable of reducing organizational or employee conflict but also of
motivating staff in their workplace. In their own words, “a well-conceived
training and development programme can contribute to a lessening or
reconciliation of conflict. Thus, a challenge and opportunity is presented to
every senior officer to make each employee better able to serve the local
government system at the same time realizing greater satisfaction of
individual needs and aspiration.
Many organizations including Nnewi North local government of
Anambra State regard training of workers as an extra activity to be
supported only if there is surplus money. The normal situation should be
regarding training as a necessary tool which must be accomplished each year
according to the budget provision specifically made for.
30
Organization is to improve the performance of its workforce through
training, and guarantee an environment conducive for the trainee to return to.
The point is the fact that the need for an organization training its employees
is to equip them with knowledge that would enable them to contribute their
quota to organizational growth. Beneficiaries of employee sponsored
training programmes would see training received as a motivator to greater
job performance. Since the final learning in whatever sphere of organization
activity takes place on the job, it is critical that all external training is
planned to help the employee meet the job demand. Thus, after the
acquisition of necessary or new knowledge, the employee should have the
opportunity to put the acquired knowledge to practical use.
Viewing training from the other angle, Diejomaoh (2006) commended
on the effect of training that emerges knowledge and skills to people which
is purely for economic purpose. The knowledge embraces the thoughts,
motives, culture, aspirations, feelings and beliefs of human beings which are
beyond the place of work. The word “training” is used both as a synonym
for education and in restricted sense of learning behaviour which is usually
capable of definition.
Boydell (2001:5) stressing further on the usefulness of training opined
that training should be seen as one way of achieving behavioural changes to
new knowledge, attitudes and skills acquired at the course of training.
It is essential that training is provided by the organization in order for
the individuals to cope with such changes in organizational procedures. In
31
any organization, training serves the function of preparing the individual
or employees for a particular job. It is concerned with job performance and
the application of knowledge and skills to present work. Essential part of the
human resources management in modern dynamic society of industries and
organization is the constant need for training. Osuji (2002) recognized two
parts of education namely, the acquisition of knowledge and skill and
psychological development required to enable the individual to function
effectively in the society. Any training programme organized for workers in
any organization must at the same time prepare the individual with a proper
attitude to work in his environment.
Training in an organization is the acquisition or development of those
knowledge, skill, techniques, attitudes and experiences which enable an
individual to make his most effective contribution to the combined effort of
the team of which he is a member (Rex 2004:1). Its objective may be to
prepare the individual to carry out his present job satisfactorily or to prepare
him for greater responsibility.
According to McCormick and Toffin (2004:142), training provides
learning experience that will help people to perform more effectively in their
present or future jobs. It is important that in assessing any training, there
must be certain measures if performance on job is central focus of training
programme. This is necessary in order to ascertain the level of performance
of the employee before the training and after the training so as to determine
improvements.
32
Hinrichs (1999) sees training as any organizational initiated
programme which is intended to foster learning among the members. We
could therefore deduce from the definition that training is specific and
designed to prepare one for specific task or improve ones knowledge, skills
or expertise on the particular job. It is usually intended to contribute to the
overall organizational goal.
French (1998) viewed training as a process involving “a complex
amalgamation of many sub-processes” aimed at increasing the capability of
individuals and groups to contribute to organizational goal attainment.
Include in this flow of events are the determination of training, employee
counseling and the dialogue surrounding performance appraisal. In the
words of French, “to be effective, training must be perceived as leading to
the attainment of need-satisfying goals as well as to the avoidance of ego-
damaging events”
Thus training deals with the activities undertaken to expose an
employee to perform additional duties and assume positions of importance
in the organizational hierarchy. In other words, training is basically oriented
and its objective is to achieve results. The aim of staff training is to ensure
that the employee reaches the top and achieve his ambition in his career.
2.1.1 OBJECTIVES AND TYPES OF TRAINING
The main objectives of staff training are to improve the qualities of
the trainee, formulation of objectives for different needs and ways of
achieving it, (Olaniyam and Ojo 2008). The training objective is very
33
important because it determines the designed and content of the training
programmes. Contents of the training remain the same no matter the types of
training involved. It is to increase personnel efficiency, professional growth,
and more effective organization’s operations.
Pitfield (2002) is of the opinion that the objective of training are; to
provide the skills, knowledge and aptitudes necessary to undertake required
job efficiently develop the workers so that if he has the potentials, he may
progress, increase efficiency by reducing spoilt work, misuse of machines
and lessening physical risk. Training is carried out to improve job
performance of employees, increase productivity, improve the quality of
work and raise morale.
Obisi (2000) submitted that training aim at developing competences
such as technical, human, conceptual and managerial for the furtherance of
individual and organizational growth. Workers are trained to bridge the gap
between individual employee’s ability and the standard of performance
expected of him. Akinpelu (1999) postulated that the process of training is a
continuous one. The need to perform one’s job efficiently and need to know
how to lead others are sufficient reasons for training and desire to meet
organizations objectives of higher productivity, makes it absolutely
compulsory. Man is dynamic in nature, the need to be current and relevant in
all spheres of human endeavor’s make staff development a necessity, to keep
track with current event and methods.
34
According to Koontz (2001:575), “the purpose of training is to
achieve organizational objectives and develop professional manager.” It is
imperative that the purpose of training will be to achieve the organizational
goals. Training assists employees to develop new knowledge, attitude and
skills as well as identify the scope of their professional responsibility. It also
enables employees to use currently new tools machines etc to ensure the
survival and growth of the organization.
Ubeku (2002:25) in his own view of the objectives of training stated
that “no company can plan a realistic and effective training programme
unless a thorough diagnosis of the manpower need and position has been
made and the type of manpower equipments ascertained or decided upon”.
He further stated that training should be undertaken for the sake of the above
and be geared towards the objectives of the organization.
Felix (2008:126) on the objective of training executives staff stated
that “the objective of executive staff training programme is to improve the
executive understanding of such areas as planning, coordination,
communication, decision-making, delegation headquarters field relations,
legislative relations and public relations.”
Robert (2003:73) stated that “training is designed to fight obsolesce in
skill, technology method products, markets and capital management as well
as development and replacements”. Lawrence (2001:157) in his own view
opined that “the basic aim of training is to provide knowledge and skill
35
which added to the basic abilities to equip someone to undergo a particular
role”. Training cannot develop abilities which are not present.
Training develops employees effectively in productivity. One can
understand from the above objectives that it is important that employees
should be trained. Therefore training objective is the specific knowledge,
skills or attitudes that the trainees are to gain as a result of the training
activity. It is usually measurable.
According to Nwachukwu (1999:122), the main objectives of training
employees include;
(a) Increased productivity;
Productivity is at apex of all training programmes, a well trained
employee is capable of producing more than an untrained employee of equal
physical ability. The success or failure of an organization depends on
employee’s productivity. A well trained staff is more efficient and effective
than his counterparts of lesser training.
(b) Lower Turnover Rate;
An employee who is incapable of producing is frustrated by failure
and is more likely to abandon his work than those who are capable of
producing. An unproductive employee hates his work and abandons it at the
smallest provocation from any source.
(c) Higher Morale;
A man who is trained has confidence in his ability to perform. He
believes that he has control of his environment and is equipped to tolerate
36
occasional disappointment, frustrations and inconveniences. He learns to
rationalize and to accept blame for his own failures instead of blaming the
organization. A trained employee derives intrinsic satisfaction from his work
which promotes his morale. Organizations that have regular training
programmes give employees the feeling of being wanted and something to
look up to.
(d) Better Coordination;
Training helps in the coordination of men and material. During the
training programme, employees are taught organization expectations and
objectives. They are shown the ladder through which they can attain their
own objectives. This gives rise to goal congruency and consequently,
everyone pulls in the same direction, coordination becomes easy.
On the whole training reduces cost as it increases productivity,
reduces employee turnover and promotes goal congruency. Lack of training
increase absenteeism rate, low output, poor quality and rejects and results in
high unit cost.
Cole (2007:347) looks at the Training Process from systems
perspective;
LEARNING PROCESS: A SYSTEM PERSPECTIVE
Inputs Processes Outputs
• Trainees/students • Learning methods • Skilled employees
• Tutors/instructors • Tutor-trainee
interactions
• Success in
examinations
• Materials • Group interactions • Job mastery
• Learning aids • Environmental
factors
• Personal satisfaction.
Intentions (goals)
Expressive objectives
Behavioural objectives
Source: Cole, G.A. (2007:347)
37
TYPES OF TRAINING
There are various types of employee training used by organizations.
However, according to Pigors and Myers (1999:283) as cited by Ezeani
(2006:340), the types of employee training best suited to a specific
organization depend upon a number or factors such as skills called for jobs
to be filled, qualifications of candidates applying for jobs and the kinds of
operating problems confronted by the organization.
Implicit in the above statement is that there are different types of
employee training adopted by organizations. Also, whichever method
adopted should be closely linked to needs of particular situation and based
on sound principles (Pratt and Bennet 2002:162). Bass and Vanghan (2004)
opined that a technique will be judged adequately that it appears likely to;
� Provide for the learner’s active participation.
� Provide the trainee with knowledge of results.
� Promote the transfer of training experience to the job.
� Provide for practice when needed.
� Motivate the trainee to improve his performance.
� Encourage the trainee to accept and adopt to change.
According to Ezeani (2006:341), various types of training
programmes in organization include;
(a) On-the job training (OJT)
This is the oldest and commonest method of training. It is a method by
which employees are trained on the job usually by assigning them to
38
experienced supervisor(s) or senior co-workers. In the words of Bedian
(2000:359), “the trainee is expected to learn by observing the supervisor or
co-worker, and working with the actual equipment and materials that will be
used once OJT is completed”
The advantages of this method are as follow; first, no special facilities
are required for the training. Second, trainees are immediately engaged in
productive work. However, a major disadvantage of OJT is that if wrongly
handled it could be expensive due to damaged machinery, wasted materials
and poorly trained employees. In order to ensure that such problems do not
arise, it is necessary that trainee must be carefully chosen and adequately
rewarded for doing a good job.
(b) Job Rotation
This type of training is traditionally employed for management
trainees in order to provide experience of that wide range of operations
within an organization. Job rotation consists of periodically posting workers
from one job to another. Bedian (2000:359-360) states the following
advantages of job rotation;
(i) Flexible assignments; Employees learn other job they can cover for
one another during vacations or illness.
(ii) Employee development; Employees acquire additional skill
knowledge and abilities, thus creating a large pool of qualified candidate for
promotion.
39
(iii) Easier staffing; Jobs that require extensive physical exertion or
exposure to disagreeable working conditions may be difficult to staff.
Rotation allows employees to “share” such jobs.
(iv) Less boredom; Jobs that require a narrow range of skill can easily
become boring. Boredom can lead to low employee motivation, low quality
performance, low job satisfaction, and high absenteeism. Rotation provides
skill variety and offsets boredom.
(c) Job instruction;
This approach is used by supervisors for training subordinates. It is
based upon four steps which consist of preparing the trainee, presenting the
knowledge, allowing the trainee to perform. It is a logical approach and
forms the basis of a great deal of traditional training.
(d) Induction Training:
This concerns new employees. It is usually done at the point of entry
into the service to introduce them to their duties, responsibilities, challenges
and expectations demanded of them. Typical courses include talks and films
about the organization’s structure and facilities and the provision of
literature containing regulations and useful information.
(e) Lectures, Conferences and Talks;
These are among the most common methods of transmitting
information or training. They provide ample opportunity for trainees to
interact and share experiences with their counterparts, both within and from
other organizations.
40
(f) Special Courses;
This is classified by some as education rather than training. Included
in this category are OND and B.Sc. programmes being offered in some
designated institutions such as University of Nigeria, Nsukka, Ahmadu
Bellow University, Zaria and Obafemi Awolowo University, Ile-Ife, for
training of local government officials. It is important to state that these
special courses cannot be dismissed simply as general education since they
can be directly related to the affected employees’ particular job.
(g) Apprenticeship Training;
The usual apprenticeship programme combines on the job training and
experience with classroom instruction in particular subjects. Apprenticeship
programme tends toward more education than on the job training, in that
knowledge and skill in doing a craft or a series of related jobs are involved.
Apprenticeship programmes are available in a number of crafts such as
machining, electrical works, welding, carpentry etc. In addition to the above
Olu and Erero (2008) included the following to the types of training.
(a) Specialist/Technological programmes;
These are for doctors, nurses and other specialists either within or
outside the country. Examples included obstetric specialist course in Austria,
theatre course in Obafemi Awolowo University Teaching Hospitals
Complex; Ophthalmic Nursing Course at University Hospital. They are
usually funded with foreign assistance and sometimes by state government.
41
(b) Off the job training programmes;
They are refreshers’ course (in form of workshops and seminars)
involving officers in management cadre such as administrative officers and
professionals. The training is for short time duration of 3-5days.
(c) Off the job pupilage training programmes;
These are for officers in Administration, Accounts, Cooperative and
Engineering departments who are to be trained in recognized higher
institutions of higher learning. They are long-term training programmes.
(d) Individual employee wishing to improve his professional and
academic qualifications is granted study-leave with pay or without pay
depending on the merit of the application.
2.1.2 METHODS OF TRAINING AND DEVELOPMENT
A wide spectrum of training methods and techniques, each with its
own unique use and of course constraints is available for the various types of
training programmes sponsored by training organization (Onah 2008-162).
Some of these, according to McCormick and Tiffin (1999) as cited in Onah
(2008:162) are;
(1) Lecture
(2) Conference
(3) Audio-visual aid
(4) Simulators and training aid
(5) Human relations laboratory training
(6) Case method
42
(7) Role playing
(8) Management games
(9) Programmed Instruction (PI)
(10) Computer Assisted Instruction (CAI)
However, some of these various methods and techniques and their
uses especially those relevant to staff training can be exhaustively analyzed.
In the training context for instance, the conference method according
to Mcgehee and Thayer (2000), provides opportunity for participants to pool
ideas, to discuss ideas and facts, to test assumptions and to draw inferences
and conclusions. This method which is intended to improve job performance
and personnel development is most appropriate for such purpose as;
• Developing the problem-solving and decision-making facilities of the
personnel.
• Presenting new and sometimes complicated materials.
• Modifying attitudes.
The particular purpose of a conference will determine the manner in
which it is carried out. If the purpose is that of developing the problem-
solving and decision-making skills of participants, the conference leader
must facilitate the participation of the individuals, but at the same time
prevent the conference from staying too far from the objective. When the
conference is directed more towards the modification of attitudes, its
direction may be extremely limited. McGehee and Thayer (2000) point out
those conferences are opportunities for the “reinforcement” of participants.
43
According to Onah (2008:163), human relations laboratory training
in recent years has thrown quite a flurry of interest. Central to such training
are variations of techniques known by such names as sensitivity training, T-
group training (T stands for training) and laboratory training. In their most
common applications, these techniques used as a form of supervisory and
managerial development sessions are typically scheduled for a week, two or
three in a residential facility away from the place of employment of the
participants.
In such a setting, according to Bradford and Mial (2004), a small
group and trainer interact in a much unstructured situation in which normal
“givens’ are absent, thus, creating an environment in which anxieties and
tensions almost inevitably arise. Within this environment, the interaction
among participants is intended to bring about greater self-awareness by the
sensitivity to and understanding of others, and thus to improve their facility
in interpersonal relationships.
Bradford and Mial (2004) point out that Training-group and
laboratory training are designed to facilitate such learning by providing the
following conditions of learning;
• Exposure of one’s own behaviour to others.
• Feed back from others about one’s own behaviour.
• “Supportive” climate or atmosphere.
• Knowledge as a map to provide growth and change.
• Experimentation and practice.
44
• Application.
• Learning how to learn.
Training –group and laboratory training has however, remained
unpopular because of its traumatic effect on participants. (Onah 2008: 164).
A more recent training method known as Programme Instruction (PI)
according to Onah (2008:164) uses teaching machines and programmed
books or filmstrips. It differs from conventional forms of training in which
the trainer guides the learning process, because the material to be learnt is
presented in a way which individual learners control. Pigors and Myers
(2002) note that learning in programmed instruction proceeds in bits to
which the individual student responds with correct or incorrect answers or
solutions, moving ahead only as fast as each step or bit is learnt and
understood. Hawley (2005) gives the features and principles of programmed
instructions as follows;
FEATURES AND PRINCIPLES OF PROGRAMMED
INSTRUCTIONS
Features: what the learner does Principles: The effect on the learner
1 Works way through material series
of small steps.
Minimizes risk of error. Errors are
believes to interfere with learning
2 Active responses by answering
questions solving problems etc.
People learn best by doing.
3 Confirms corrections or is provided
with additional information to correct
response.
Immediate reinforcement.
4 Proceeds at own pace. Because of individual difference,
people learn best at their own rate.
Source: Hawley (2005) features and principles of programmed instructions
as cited in (Onah 2008: 162).
45
The most popularly used training methods to Nigeria according to
Nwachukwu (1999:162) in selected organization include;
TYPES OF ENTERPRISE
Training method Service % Manufacturing %
On the job training 85 95
Job Rotation 87 82
Coaching 10 65
Lecture 75 85
Role Playing 68 45
Vestibule Training 40 68
Conference 72 61
Source: Nwachukwu, C.C. (1999:126)
It is important to prepare the employee to be trained. He should be
motivated to achieve mental preparedness and he must exhibit the desire to
learn by being made to see the usefulness and applicability of the training.
Every employee should know the training circle which should come after his
performance appraisal. The diagram below shows how training is an on-
going process.
SYSTEMATIC TRAINING, THE BASIC CYCLE
Training Policy
Establish training organization
Evaluate
Training Identify training needs
Plan training
Carry out
Training
Source: Cole, G.A. (2007:331)
46
METHOD OF DEVELOPMENT
According to Olaniyan and Ojo (2008) method of development include;
(1) Under-study; this is good for succession planning. This allows for
smooth transition of work when one officer leaves a schedule or
organization.
(2) Job rotation; it is necessary for all workers to move from one schedule
to the other within the same organization to allow for competence on all
spheres of work.
(3) Self-development/self-assessment; set development means a personal
desire to improve through an individuals attempt to embark on study and
practical explosive that are independent of an organization’s role and
contribution. Self-assessment, personal identification of strengths,
opportunities, weaknesses and challenges and an attempt to improve and
build on current efforts for a more fulfilling corporate moment of staff
training and development.
APPROACHES TO TRAINING
Despite the benefits to be derived from training, some organizations
do not have what could be termed effective training programmes. Four broad
approaches to training have been identified by Croft in (Ezeani 2006:339).
These include;
47
� The administrative approach;
The organization adopting this approach simply organizes a variety of
courses and sends all employees on them regardless of need previous
experience etc.
� The individual approach;
This approach entails employees selecting a course they would like to
undertake and requesting their employers for permission to attend.
The course is not really geared to the individual or organizational
needs but rather has broader appeal.
� The organizational development approach;
This approach aims at improving organizational performance
generally and emphasizes group activities such as decision making
and problem solving.
� Systematic approach;
This is a more superior approach as far as individual training is
concerned. This model acknowledges that there are certain situations
which require training to be carried out such as indication, promotion,
new products or technology changes in legislation, absenteeism, high
turnover, rising cost etc.
According to Olaniyam and Ojo (2008), the considerations for
training vary in organizations. Some of these considerations are not
necessarily based on need. They include the following approaches to
training;
48
� Welfare approach;
This is based on extraneous considerations. Some organizations send
staff on training abroad with a view to improve their financial well
being or their skills to enable them secure employment elsewhere.
� Political approach;
With the ranks of organization are pressure groups, loyalist and
favourites of managers who use their privileged positions to secure
raining opportunities over and above their colleagues who in most
bases merit the training programmes available.
2.1.3 PRINCIPLES/POLICY OF TRAINING
The following general principles according to Olu and Erero (2008)
are to guide training efforts in the ministries and extra-ministerial
departments;
� Officers should 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, progressional and aimed primarily at developing
skills, knowledge and attitude necessary for performing specific
schedule of duties.
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� 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 appointments. 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 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 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, departments should whenever
desirable, feel 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, Olu and Erero
(2008) opined that the general guiding principles appear excellent in theory,
50
but the practical side is the problem. In practice, deployment of personnel
in the various departments 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 local government system or in the society.
The issue of systematic and progressional training is still lacking both
in the federal, the state and local government services. The idea of using on
the job and in house method of training seems to have been largely accepted.
Its preference to others cannot be contended because of its cost
effectiveness.
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 local government
department, the training division is under the department of personnel
management and should be headed by Head of Personnel Management
(HPM) with the designation, Departmental Training Officer (DTO). 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.
51
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 local
government is enjoined to make annual recurrent budgetary provision of a
sum equal to at least 20 percent of its personnel costs for training and 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 training
function in competing for funds, emphasis should continue to be on a
thorough, painstaking and disciplined approach in costing 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 Administrative Staff College of Nigeria
(ASCON) as well as other government owned institutions. And that, as
much as possible courses should be undertaken locally wherever and
whenever possible.
TRAINING POLICY
The training policy of an organization will usually be included in a
range of policies dealing with human resources. According to Cole
(2008:332), the policy statement sets out what the organizations is prepared
52
to do in terms of developing its employees. For some organizations a
policy statement is a brief sentence such as;
The company will provide the means to ensure that every employee
will be adequately trained in the basic tasks of his or her employment. For
others the policy statement may be quite lengthy as in the following example
(Cole 2008:332).
1. The organization believes that it is in its own interests as well as in
employees’ interests that full support should be given to training and
development.
2. The organization will therefore establish corporate as well as local
training organization.
3. Systematic assessments of training needs will be carried out before
any planned training takes place.
4. Employees and their immediate manager/supervisor will be
consulted about any training identified as relevant to their situation.
5. The primary objective of training and development will be to support
the pursuit of the organization’s business goals.
6. Training and development activities will also be regarded as key
elements in an individual’s mastery of and satisfaction in his principal
duties.
7. The organization will, wherever appropriate, provide an opportunity
for selected employee’s to participate in development activities to
prepare them for new roles in the organization.
53
8. All training and development activities will be evaluated in a
regular basis, including those provided by outside organizations as
well as in organizations activities.
9. Training and development activities will be reviewed at least annually
by the Organization’s Joint Consultative Committee and any
proposals for amending this policy will be seriously considered by the
board.
In addition Cole (2008:333) opined that the fulfillment of an
organization’s policy can be achieved in a number of different ways. Some
organizations have a long tradition of “growing their own” managers and
specialists and provide a substantial internal training organization to sustain
all their needs. Most of the training and development is provided on
organization basis with little reliance on outsiders.
Other organizations believe in contracting out their training to
external providers such as colleges, constraints and private training
organizations. In these cases, the internal training organization may be little
more than one or two persons acting as a liaison between the company and
its suppliers. Yet other organizations adopt a midway position, providing
induction training and training internally, but contracting out management
and supervisory training. Whatever option is chosen, it will require funding
and this justifying, in the inevitable competition between managers for a
share of the organizations financial and material resources.
54
2.1.4 THE IMPORTANCE OF TRAINING ON PRODUCTIVITY
Griffin (2006), Ajibade (2003), Adeniyi (1999) and Arikewuyo (2001)
have drawn the attention of the entire sundry to the inestimable value of
training. It is an avenue to acquire more and new knowledge and develop
further the skills and techniques to function effectively. Scholars, experts,
social scientist and school administrators now recognizes the fact that
training is obviously indispensable not only in the development of the
individuals but also facilitate the productive capacity of workers.
Training is not coaxing or persuading people to do what is wanted but
rather a process of creating organizational conditions that will cause
personnel to strive for better performance. Other schools that highlighted the
usefulness of training are Akintayo (1999), Oguntimehin (2001), and Graig
(2001). They identified the importance of training as follows; increase
productivity, improves the quality of work, improves skills, knowledge,
understanding and attitude, enhance the use of tools and machine, reduces
waste, accidents, turnover, lateness, absenteeism and other overhead costs,
eliminates obsolesce in skills, technologies, methods, products, capital
management etc. It brings incumbents to that level of performance which
needs the performance for the job; enhance the implantation of new polices
and regulations, prepared people for achievement, improves manpower
development and ensures the survival and growth of the organization.
The importance of qualified manpower in the social, political and
economic development of any nation can hardly be overstated. According to
55
Nwachukwu (1999:128), “No nation is known to have attained sustained
high level of economic growth and development without an ample supply of
qualified manpower. Of all the factors that unlock the factors of economic
growth and development a country’s human resources are most vital for
without it, all the other factors have to wait”. Changes in the quality of work
force account for the rapid economic development that has taken place in the
advanced countries than any other factor.
Kuzet (2004) observed that, the major capital stock of an industrially
advanced country is not its physical equipment, it is the body of knowledge
amassed from tested findings and discoveries of empirical science and the
capacity and training of its population to use this knowledge. The essence of
any manpower programme according to Nwachukwu (1999) is to “enhance
the welfare of workers by maximizing their skills and the quality and
quantity of their employment opportunity and in so doing, add to the
country’s economic strength”.
Thus all manpower programmes are aimed at human resources
development and utilization. Professor Harbison saw manpower training as
the process of increasing the knowledge, the skills and the capacities of all
the people in a society. “In economic terms,” he states “it is the
accumulation of human capital and its effective investment in the
development of an economy”.
Countries such as Japan, Korea, West Germany, Italy etc are known to
have attained high levels of development despite the absence of mineral
56
wealth of any significance. Thus, the manpower programme of any nation
is intricately interwoven with her economic and social development
(Akintayo 1999). The Nigerian government is cognizant of this fact and has
overtly encouraged the establishment of many institutions and organizations
for the training and development of her manpower. Various universities have
been founded and many more are planned to be established in future. Many
colleges of technology have been established for the training of intermediate
level manpower in local government system.
According to Olu and Erero (2008), government has set up many
institutions to help in management education in the country. The National
Manpower Board is responsible for the periodic appraisal of requirements
for manpower in all occupations and development of measures for in-service
training of employee manpower both in public and private sectors. The
Administrative Staff College of Nigeria (ASCON) was established to
provide diverse training facilities for senior managers of the economy.
The Nigerian Institute of Management, the Centre for Management
Development (CMD), has also been established for manpower development,
training and coordination. The Industrial Training Fund (ITF) was
established to promote and encourage the acquisition of skills in Industry
and Commerce with view to generate a pool of indigenous trained
manpower sufficient to meet the needs of the economy. The Nigerian
government has also entered into bilateral agreements with some foreign
countries for the training of Nigerians in practical skills, (Nwachukwu
57
1999:129). Each year, many scholarships are offered to deserving
Nigeria’s to study in foreign countries. All these not withstanding, the
manpower problems of this country are far from being contained.
2.1.5 THE IMPACT OF STAFF TRAINING AND DEVELOPMENT
IN EMPLOYEES OF NNEWI NORTH LOCAL GOVERNMENT
FROM 1999-2007
Staff training as can easily be discerned from records and interviews
has had a less than remarkable impact on the staff especially the junior staff.
Reactions from staff that have benefited from the programme show signs of
dissatisfaction while words of regrets are heard from those who have not had
any training.
Comprehensive records on staff that have had some training at the
time of this work are not available because of antiquated method of record
keeping in Nnewi North local government. However, the information in the
table below shows the number of beneficiaries from staff training
programme from 1999-2007 in Nnewi North local government. The figures
show that staff training is mostly on the initiation of the trainee who applies
for study leave without pay since it is a rare occurrence to have the privilege
of benefiting from study leave with pay or in-service training outside the
designated universities and colleges.
Study leave without pay was stalled in 1995 when the Local
Government Service Commission (LGSC), Awka decided “that from now
on, any staff proceeding on training lasting longer than six month, and with
or without pay must resign their appointments with the local government
58
system” (Scheme of Service 2006). This singular decision, although
modified in 1999 had great impact on staff training and development since
no study leave with or without pay was granted to any member of staff from
that date no matter how relevant the course of study was to his position and
schedule of duties.
NUMBER OF RETURNEE STAFF AFTER STUDY LEAVE FROM
1999-2007
Year UNN College of Health, Obosi State Vetinary schools, Enugu
1999 2 4 2
2000 2 7 1
2001 3 5 -
2002 3 3 -
2003 2 - 1
2004 - 6 2
2005 1 2 1
2006 1 4 1
2007 1 4 1
Total 15 35 9
Source: Personnel Department, Nnewi North Local government
Out of this number fifty-nine (59) staff, 15 staff were graduates of
University of Nigeria. Nsukka, thirty-five (35) staff were graduates of
college of Health Technology, Obosi while Nine (9) staff were graduates of
State Vetinary School, Achi and Ezzagbo in Enugu and Ebonyi State
respectively.
Unfortunately, there is still ineffective integration of trainees into the
local government office. Some of the trained staff were not offered
commensurate posts after training. Some of them are perceived as having
only imbibed academic and theoretical knowledge though the certificate
obtained affects the promotion of the trainee beneficiaries. This does not
59
speak well of the general guiding principles of training that states that
“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 service derive full benefits from the investment
made in the officer”.
2.1.6 PROBLEMS ASSOCIATED WITH STAFF TRAINING
The importance and significance of training and development to
organizational development has no doubt been recognized in Nigerian local
government system. However it is confronted with a number of problems.
Some of the problems according to Olu and Erero (2008) include the
following;
• Poor staffing for most of the training centers; 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; Most of them do not have modern
training facilities such as computers, laboratories, libraries, vehicles
etc.
• 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.
60
• 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.
• Poor utilization of trained workers; many staff sent for training is not
allowed to utilize their skills and knowledge because of bureaucratic
rigidity and unwillingness to change.
• Lack of proper consideration for training needs; many times, staff are
sent for training without consideration for the relevance to present job
or future posting.
In addition to the above problems, Nwankwo (1998:209) as cited by
(Onah 2008:154), summarizes the problems associated with training as those
related to bureaucracy, the socio-economic and technological environment
of public administration in Nigeria. He also associates the problems with
institutional framework and management education. He notes that even
though several public service review commissions and government –
sponsored manpower studies in Nigeria have placed emphasis on the need
for public management training, there is still poor awareness of the
significance of training among the political leadership and civil servants.
This is reflected in the inability of the political leadership under
various regimes, either to articulate the ideological component of the public
management training system in the country or to relate the government
management training programmes closely to the development objectives of
61
their various regimes. Consequently, training programmes in the local
government system have continued to experience the constraints of
inadequate funding as well as comprehensive programming. The
programmes are not always related to objectives of the system while the
funding is grossly inadequate.
The middle level management cadres in the system as Nwankwo
contends have often perceived training either as an opportunity for going
abroad on holiday, or as a means of enhancing their prospects for
organizational advancement. Rarely have employees taken training seriously
as a means of changing the behaviour of local government system. One of
the reasons for this view is the inability of local government system to post
administrators to jobs that are directly related to their training. Ideally,
training should be related to job assignment after a training programme.
Unfortunately, this has not been the experience of most trainees of the local
government system.
Another problem of training is connected with the selection and
release of staff for training. In a bureaucracy where merit forms only a part
of the criteria for the recruitment and promotion of civil servants the process
of management trainee selection is bound to be affected by other criteria
such as political/ethnic balancing and the geographical spread of training
opportunities. This phenomenon runs contrary to the idea of training for
efficient management in the sense that some officers thus selected for
62
training may not know the job or cope with the demands of the
administrative training course programmes.
There is also reluctance on the part of government to release many
officers for training programmes. This is because training is expensive in
terms of time and the money involve in maintaining officers during their
programmes. In addition, since administrators are mainly engage in the
planning and implementation of government programmes, the level of their
performance in this area can decrease considerably if many administrators
are released at the same time.
According to Nwankwo (1998:211), another problem of training is
that of organizational politics. At the root of this problem is the question of
the extent to which the departments engage in public administrative training
within the local government system should be autonomous in terms of
control of their funds, the recruitment of their staff, and the development of
their curricula and so on. While some Universities have insisted on a high
degree of central control of these departments, these training organizations
have been persistent in the demand for a high degree of autonomy in these
areas. Their main reason for this demand is that remaining autonomous in
these areas is the only avenue through which the training objectives of their
various programmes can be achieved within the local government system.
The issue of shortage of teacher staff is also a problem. Because of shortage
of qualified teaching staff, certain relevant courses in the curriculum are
either neglected or their staffs are overwhelmed with course loads. The
63
result is that some academic staff is often unable to engage in productive
research, consultancies, conferences, workshops and other extracurricular
activities which could have improved their knowledge and skill.
Moreover, lack of adequate coordination between the ministries and
the various public management training organizations in the country is also a
problem of staff training and development. A casual observer, as Nwankwo
writes, may tend to believe that adequate coordination is going on between
the various training organizations. This is because, occasionally, conferences
and workshops are organized in which both discuss problems of public
management.
Furthermore, despite efforts from various angles, a guideline for the
development of public management training curricula for both local
government staff and the Administrative staff college of Nigeria has not yet
emerged. In addition, both local governme2nt system and various public
management schools and institutes are yet to develop an effective follow-up
system of monitoring and evaluating the performance of their trainees.
In addition to the above problems relating to training especially local
government staff, Oladosu (1999:176-180) enumerated seven major
problems as follow;
(1) The nature and timing of the programme.
(2) How to give the programme local flavour.
(3) Problem of staffing-recruitment of the right caliber or personnel,
conversant with training procedure.
(4) How to design programmes for students of widely differing
educational background, experience and age.
64
(5) How to design programmes that would meet the needs of different
units with different standards.
(6) Communication problems, especially for the lowly educated.
(7) The general dislike of course which involve calculation or the use of
numerical ability.
2.1.7 GAP IN LITERATURE
Critically, the major flaw of the concepts of training given by the
scholars in this study is that they are very narrowly conceived, and therefore,
reflect only on the acquisition of skills, knowledge ability and experience to
improve present and future performance in order to fit into specific job and
pattern, (Ezeani 2006:338, Hoyle 2003: 121, Onah 2008: 127, Boydell
2001:5). The concepts did not include the evaluation of the effect of training
programmes on the employee which is a process that consummates the
programme. Without evaluation, manpower training is meaningless.
Training therefore is organizational efforts aimed at helping an
employee to acquire basic knowledge required and the evaluation of those
skills, knowledge, ability and experience for the efficient execution of the
functions for which he has hired. In addition, it is a systematic and
intentional process of altering and evaluating behaviours of organizational
members in a direction which contribute to organizational effectiveness.
Furthermore, the scholars are liberal scholars who failed to address
the effect of basis of society (economic system) on manpower training. The
staff undergoing training needs to be economically balanced to be able to
65
meet up with academic requirements. In consequence of not addressing
the economic system, many employees have failed in organizations because
their economic needs were not identified and provided for as an
indispensable part of management function.
The scholars did not cover the local environment that is the study area
which is quiet different from Western environment. The Western
environment is characterized by Max Weber’s bureaucracy where nepotism,
corruption, favouritism, sectionalism does not exist while these factors are
common in local environment. As a result of these factors, manpower
training is more effective in Western environment than in local government
environment.
Moreover, because the writers are Western scholars, they failed to
address the problem of colonial legacy which still impact negatively upon
the mind-set of employee and the management. This affects the behaviour of
the entire members of the organization. The management still employs the
colonial mentality of selfishness and do not equip their employees with
adequate training or facilities needed for training. Up-till date, the
management selfish interest still overrides the workers welfare in local
government system. Secondly, the employees see the public service as “no
man’s job” and did not take the work and training activities serious due to
politicking in the local government system.
Finally, the scholars did not examine the capitalist nature of state that
exists in Nigeria which are exploitative, alienative, suppressive and
66
dominative. The above factors affects the proper training of workers in
Nigerian public service for the authority concerned divert the little fund
meant for workers training to their private pocket.
2.2 HYPOTHESES
A hypothesis is an assumption made about a particular phenomenon
and is subject to test in order to determine its validity and reliability. It is a
tentative statement of a fact subject to empirical verification with a view of
accepting or rejecting it. According to Eze (2004:23), hypothesis is answer
to a problem. Obi (2003:19) in her own contribution posits that in order to
accept or reject a hypothesis it has to be tested.
Based on the above preposition, the following hypotheses are
formulated for empirical verification;
(1) Inadequate training of staff in Nnewi North local government
militates against productivity of the workers of the local government.
(2) Trained staff of the local government were not well integrated into the
system because of political manipulation.
2.3 OPERATIONALIZATION OF KEY CONCPTS
For better understanding of this work some important concepts used in
the study are operationalized, they include;
LOCAL GOVERNMENT
This is the government at the local level exercised through
representative council established by law to exercise specific powers within
defined areas. These powers should give the councils substantive control
67
over local affairs, as well as the staff and institutional and financial powers
to initiate and direct the provision of services and determine and implement
projects. So as to complement the activities of state and federal government
in their area, and to ensure, through active participation of the people and
their traditional institutions, that local initiates and response to local needs
are maximized.
TRAINING
This is an organized and coordinated development of knowledge,
skills and attitudes needed by an individual to master a given situation or
perform a certain task within an organizational setting. In other words it is a
process of developing an individual’s skills, knowledge, and abilities so as to
improve present and future performance.
PRODUCTIVITY
Productivity is the relationship between output of goods and services
and input of resources, human and non-human, used in the production
process. In other words, productivity is the ratio of output to input. The
higher the numerical value of this ratio, the greater the productivity.
Productivity can be applied at any level, whether for individuals, for
work unit, for the organization. Productivity is defined by the formula of
outputs divided by inputs for a specific period of time.
That is, productivity = Outputs or Goods +Services
Inputs Labour + Capital + Service Energy
68
MANPOWER
This is able-bodied men and women who are working in an
organization or not working but have the skills and ability to work.
INADEQUATE TRAINING
This refers to inability of an organization to give their employee
sufficient or quality training to enhance their performance and skill. In order
words, it is organizational failure to educate or teach their employee how to
be effective and efficient for increase productivity.
TRAINED STAFF NOT WELL INTEGRATED INTO THE SYSTEM
This refers to a situation whereby a returnee trained staff were not
deployed or assigned role relevant to the knowledge acquired during the
training. It is a situation where trained staff were not promoted, instead fresh
graduates were employed to fill the promotion opportunities thereby stagnate
the returnee staff.
SYSTEM
This can be defined as interdependent part that together form a whole
and perform some function. It is an entity in which everything relates, group
of things or parts working together in regular relation.
2.4 RESEARCH METHODOLOGY
Research being an activity centered endeavour requires not just the
mere writing of sound theoretical and methodological insights but also the
practical efforts of designing instruments, collecting data and analyzing the
data so collected. (Oguonu and Anugwom 2006:33).
69
New Comb (2004:11) observed that “research results are not better
than the methods by which they are obtained”. It is against this backdrop
therefore that some relevant methodological issues are discussed. This work
contained description of the following headings; type of study, data
gathering instrument, validation of the instrument, reliability of the
instrument, population of the study, sample of the study, sampling
procedure, method of data collection, method of data analysis, analytical
technique.
2.4.1 TYPE OF STUDY
This research work is purely descriptive. The study obtained data,
facts and opinion about the Impact of Manpower Training on Productivity in
Nnewi North local government.
2.4.2 DATA GATHERING INSTRUMENTS
The instrument for data collection will include primary and secondary
sources for the complete realization of the objectives of this research work.
PRIMARY SOURCES
The primary data used in this research work are statistical
questionnaires and oral interview. A questionnaire was designed and
distributed to all those selected for this study. These were for the research
analysis. The researcher had oral interview with some top management staff
of the system as well as other staff members who were likely to be in
possession of useful information. This approach help to clear issues on
70
impact of manpower training on productivity and elicit some points the
questionnaire might not have covered.
SECONDARY SOURCE
Since the work is generally descriptive, the secondary sources were
used to provide general background for the study. They include text book,
journals of professional bodies, government publications, papers presented
by eminent scholars at conferences, unpublished thesis, internet etc.
2.4.3 VALIDITY OF THE INSTRUMENT
Two experts in Social Sciences from the University of Nigeria,
Nsukka validated the questionnaire. The research purpose, scope, research
questions and hypotheses were submitted with an initial draft of the
questionnaire to these experts for face validation. These experts were
requested to examine the items in terms of clarity, as well as to ascertain if
the items were related to the objective of the study. After scrutinizing the
instruments, they offered useful suggestions that were effected in the final
copies of the instrument to be used for field work.
2.4.4 RELIABILITY OF THE INSTRUMENT
This refers to the ability of result to be constant over time when
applied to the same sample. The measuring instrument will only be reliable
when being consistent overtime, credible and dependable.
In view of the above, the researcher administered copies of the
questionnaires to the staff of Nnewi North local government in which
questions where asked in a simple manner. The questionnaires were pre-
71
tested and correction made with advice and directive from the supervisor
which enables the respondent to complete the questionnaire with case.
2.4.5 POPULATION OF THE STUDY
The population of the study was 600 staff of the Nnewi North local
government. We used stratified random sample technique as the population
is considered relatively too large for this research work.
2.4.6 SAMPLE OF THE STUDY
According to Odo (2001:26), sample size is “a process of selecting a
proportion of the population considered adequate to represent all the existing
characteristics with the target population”. This is for the purpose of
generalizing the findings from the sample itself.
In this study that involves large population, samples are used to
reduce the errors from calculation of large number and reduce cost of
producing questionnaires to cover the population. The population of 600 was
considered relatively too large; therefore the researcher applied Yaro
(2002:280) formular to ensure effective coverage of the population. The
formula was applied thus;
n = N
1+N (e)2
Where n = Sample size
N = Population size
E = Level of significance of error allowable
1 = Constant
72
The researcher chooses five percent (5%) as level of significance or
margin of allowable error. The translation of the formula has been stated
hereunder.
N = 600, e = 5i. e 0.05
n = N
1+N (e)2
n = 600
1 +600 (0.05x0.05)
n = 600
1 +600x0.0025
n = 600
1+1.5
n = 600
2.5
n = 240
2.4.7 SAMPLING PROCEDURE
The sampling procedure is through random sampling of various units,
sections and department of Nnewi North local government. Which include
administration department, finance and supplies department, works
department etc.
The researcher adopted stratified simple random sampling technique
to draw the number of staff for questionnaire distribution. The use of this
technique was to enable each member of staff to have equal chance of
selection. From the total number of 600 staff in Nnewi North local
73
government, the researcher selected 240 staff for the purpose of this study.
Below shows the total number of staff in the Nnewi North local government.
Department Number Percentage (%)
Personnel department 103 17.2
Finance department 90 15
Works department 110 18.3
Health department 90 15
Education/social Welfare department 112 18.7
Agric/Vet department 95 15.8
Total 600 100
Source: Personnel department, Nnewi North local government
The researcher used stratified random sample to pick respondents
from the six departments that made up Nnewi North local government in
Anambra state. This is because all these units undergo one or two types of
training. The researcher selected the number as follows.
Department Number Senior staff Junior staff
Personnel department 45 15 30
finance department 39 12 27
Works department 35 10 25
Health department 39 16 23
Education/social welfare department 42 14 28
Agric/Vet department 40 18 22
Total 240 85 155
Source: Researcher’s field work survey/report 2011
The subjects were chosen from the categories to enable the researcher
have a true representation of personnel in Nnewi North local government. It
was random because respondents were randomly selected within the various
department of the local government.
74
2.4.8 METHOD OF DATA COLLECTION
The researcher and four research assistant administered the instrument
to six departments of the Nnewi North local government. The researcher and
her assistants took pains to ask the staff questions. Where they could not
complete the questionnaire immediately, the researcher’s assistant helped
them in filling the questionnaire and collected also from those who could fill
it themselves without problem.
2.4.9 METHOD OF DATA ANALYSIS
The objectives of this research work will not be achieved if data
collected are not analyzed to direct the characteristics of wholeness and
consistency required in the test of hypotheses.
The data generated from primary and secondary data were compiled
and analyzed. Facts derived with related literature were used in testing the
tenability of the research hypotheses. Simple percentage was used using
statistical technique to present and analyze the filed data. Content analysis of
responses to projective-type question was used for more understanding and
clarification of the study to validate the data generation and measurement
instruments.
2.4.10 ANALYTICAL TECHNIQUE
The quantitative data produced from the survey were reduced to
simple statistical technique like frequency and percentage as analytical
instrument; this was adopted in consideration of the data involved for simple
clarity in presentation.
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2.5 THEORETICAL FRAMEWORK
Obasi (1999:43) stated that theoretical framework means a devise or
scheme for adopting or applying the assumptions postulations and principles
of theory in the description and analysis of a research problem. The
theoretical framework used in this work is the systems approach to training.
The systems approach was first developed in the biological and
engineering sciences before it was adopted by social scientists in explaining
social and organizational phenomena, (Onah 2008: 139). Prominent among
social scientists that have been identified with systems theory are Robert K.
Merton, Talcott Parsons, David Easten, Gabriel Almond, Morton Kaplan,
Daniel Katz and Robert Kahn.
Easton (1965) utilized the approach in his system Analysis of Political
Life. Katz and Khan (1966) also used the open systems approach in studying
the Social Psychology of Organization. Nwankwo (1988:209) also adopted
the systems approach in his book, Education and Training for Public
Management in Nigeria.
The major tenets involved in the systems theory can be summarized as
follows;
(1) A system can be perceived as a whole with its parts and their inter
dependent relationships.
(2) A system has its boundary and can be viewed in terms of
relationship with other systems.
(3) Systems have sub-systems and are also a part of a supra-system.
76
(4) A system can be regarded as either open or closed.
According to Koonkz et al (1999), a system is regarded as open if it
exchanges information, energy or material with its environment as happens
with biological or social system; it is regarded as closed if it does not have
such interaction with the environment.
(5) A system interacts with its environment in terms of process that
involves input, conversion and output of energy, information and
materials. A system tends to re-energize or modify itself through the
process of information feed back from the environment.
(6) In order to survive, an open system moves to arrest the entopic
process by importing more energy from its environment than
expended. And by storing energy it can acquire negative entropy. As
Katz and Kahn (1966) further explain, “the entropy process is a
universal law of nature in which all forms of organization move
toward disorganization or death.
Staff training and development are concepts which easily lend
themselves to theoretical orientations. Hardly do we discuss and analyze
concepts meaningfully in social sciences without linking them to or
understanding them from theoretical viewpoint or orientations. The
functional superiority of theories as guide posts in all fields of human
endeavour lies in the fact that rather than based action on judgment derive
from mere experience or guesswork, theories enable a chosen line of action
to be anchored in and guided by evidence from scientific research (Onah
77
2008:129). This makes the consequences of such an action fall as close in
line with the intended direction as possible.
In this work on a more specific level, regarding staff training we will
adopt the systems approach to training by Eckstrand (2006). This is because
problems such as training are considered not only in terms of training
objectives per se, but also in terms of the objectives and goals of the total
organization or “system” in which the individual will be performing his task.
The broader view is sometimes referred to as a systems approach. The name
implies that one must be concerned with the objectives of the total system
rather than objectives of any component within the system.
In this approach, the development of a training programme is linked to
the development of a weapon system. Here the system engineer begins with
an operational requirement, a precise statement of the objective to be
achieved by the system. The systems engineer then works backward from
these objectives to produce an arrangement of sub-systems. Which, when
operated according to some operational plan will fulfill the requirement.
The design of a training system can proceed in the same manner. The
behaviour which men must exhibit on the job becomes the objective which
must be achieved by the training system. The job of the training designer,
then, is to select the sequence of a series of learning experiences which will
produce the desired behaviour. A testing (evaluation) phase is required to
assure that the training programme designed succeed in producing men
capable of performing as specified.
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APPLICATION OF THEORY
According to Onah (2008:140), the application of the systems
approach to training can best understand by examining the diagram below
taken from Eckstrand. It involves seven major steps;
Step1: Define objectives.
Step 2: Develop criterion measures for evaluating training.
Step 3: Derive training content.
Step 4: Design methods and training needs.
Step 5: Integrate training programmes and trainees.
Step 6: Compare graduates to criteria standards set in step2.
Step 7: Modify steps 3 and 4 based on the results of step 6.
A SYSTEM APPROACH TO TRAINING
Source: A system approach to training from G.A. Eckstand Current status of
the technology of training. (2006) as cited in Onah (2008:129)
Graduates
(6)
Drive
Training
Content
(3)
Design
Methods and
Training
materials
(4)
Define
Training
Objectives
(1)
Trainees
5
Training
Programme
(5)
Develop
Criterion
Measures
(2)
Feedback (7)
79
As Koontz (2005: 23) put it, the advantage of approaching any area
of inquiry of or any problem as a system is that it enables us to see the
critical variables and constraints and their interaction with one another. It
forces scholars and practitioners in the field (of management) to be
constantly aware that one single element, phenomenon or problem should
not be treated without regard to its interacting consequences with other
elements.
The model adequately and graphically furnishes this work with the
theoretical assumptions that staff training and development are inseparable
aspects of systems approach, and for the approach to be complete these
actions are indispensable. The model also informs us that the level of
training attained by staff influences their compensation, reward, promotions
etc. While the level of staff training directly affects organizational
development.
Hence, they contribute to the realization of the two roles of training in
organizations; the development of the career growth potential of employees
which improves employee job performance and career advancement
opportunities and the promotion of the organizational development which
makes for the realization of organizational objectives possible.
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CHAPTER THREE
BACKGROUND INFORMATION OF THE CASE STUDY
AREA
3.1 BACKGROUND INFORMATION ON NNEWI NORTH LOCAL
GOVERNMENT
Nnewi North local government was established in 1976 by section 66
of the Anambra State government Edict of 1976. It was one of the largest
local government area in old Anambra State then, having administrative
jurisdiction over 14 autonomous communities. These communities were
Ozubulu, Utuh, Ebenator, Akwaihedi, Ezinifite, Azigbo, Osumenyi Oraifite,
Unubi, Amichi, Ichi, Ukpor and Nnewi.
In August 27, 1986, the local government was split into Nnewi North
local government and Nnewi South local government areas when more local
government were created in Nigeria by Federal Military Government. Thus,
leaving Nnewi North local government area to four autonomous
communities namely; Ozubulu, Oraifite, Ichi and Nnewi. In 1996, Ozubulu,
Ichi and Oraifite were created out of Nnewi North local government area as
Ekwusigo local government. Presently, Nnewi North have only four
communities; Otolo, Uruagu, Umudim and Nnewichi. The headquarter of
the local government is situated at Umudim, Nnewi.
Presently constituted, Nnewi North local government has Igwe
K.O.N. Orizu III as their traditional ruler. With estimated population of over
225, 445 people with about 802.1 square meters (2006 census). It is bounded
in the East by Oraifite in Ekwusigo local government area, in the West by
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Amichi in Nnewi South local government, in the North by Nnobi in
Idemili South local government and in the South by Ozubulu in Ekwusigo
local government of Anambra State.
ADMINISTRATIVE ACTIVITIES
Nnewi North local government has never played a lukewarm attitude
when it comes to politicking. Infact, it has been at fore front when it comes
to politics in Anambra State.
Irrespective of the fact that the local government has little number of
literates, they never lack behind when it comes to politics and who takes
what in Anambra State. The people of the council area have served the
nation including state and local government in so many administrative
angles as could be reckoned in the past and present political dispensations.
It has produced one time interim president of Federal Republic of
Nigeria, Late Rt. Akwaeke Nwafor Orizu of blessed memory, first woman
governor in Nigeria, Dame Virgy Etiaba (Mrs), some honourable members
of the House of Representatives, commissioners, Permanent Secretaries etc.
The local government area, which hitherto belongs to senatorial zone, is
situated in Anambra South senatorial zone.
From 1999-2007, the following people have headed the administrative
activities of Nnewi North local government;
(1) Hon. Amobi Chikwendu (Chairman) – 1999-2002.
(2) Hon. J.C. Okeke (Chairman) – June 2002-Oct 2002.
(3) Hon. Martin Okafor (Ag. Chairman) – Oct. 2002-Oct 2002.
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(4) Hon. J.C. Okeke (Chairman) – Oct 2002-Feb 2003.
(5) Hon. Deacon G. Onyejekwulum (Chairman) – Feb. 2003-May 2003.
(6) Hon. Francis Omo Okeke (Chairman) – May 2003-April 2006.
(7) Mr. John B. Anaebue (JP) Head Local Government Administration
(HLGA) April 2006-Feb 2007.
(8) Hon. Mrs. Calista Nkiruka Mmili-Oma Adimachukwu (JP) Chairman
Feb-2007-Dec 2007.
Presently, the Head of Local Government Administration (HLGA) Dr,
B.A. Ezelefeanya administers the affairs of the local government. The day to
day activities of the council are carried out by 600 (senior and junior) staff
distributed into six departments namely; Administration, Finance and
Supply, Agriculture, Works, Health, Education and Social Welfare
Over fifty-nine staff (59) staff from various departments have
undergone in-service training in various institutions like University of
Nigeria, Nsukka; College of Health Technology, Obosi. State Vetinary
School, Achi-Enugu State, Vetinary School, Ezagbo-Ebonyi State etc.
SOCIAL/EDUCATIONAL ACTIVITIES
Nnewi North local government is a rural area with poor infrastructural
facilities. Majority of the area have no access roads to industries which result
to some industrialist to find it difficult to bring out their industrial products.
Similarly, there is lack of pipe-borne water in all the nook and crannies of
the local government. The community people depend on boreholes provided
83
by philanthropists in the community area. This makes the cost of drinking
water very high for community to afford.
Electricity was not virtually constant in four autonomous communities
of the local government area; however, the situation is generally and
gradually changing for the better. Some of the communities now enjoy
electricity through the federal government privatization exercise which gave
Power Holding Company of Nigeria (PHCN) in charge of electricity
throughout the country.
There are standard schools and hospitals in the local government area,
people depend on them for education and health problems. They have only
one tertiary institution that is, Nnamdi Azikiwe University Teaching
Hospital, Nnewi. Secondary and primary school are enough to meet the
demands of primary and post-primary education in the area.
Like most other rural local governments across the country, the people
of Nnewi North local government area practice two dominant religions,
Anglican and Catholics. The people are peace loving, hospitability and have
the desire for development. Nnewi North has a settlement which comprises
all tribes in Nigeria and outside Nigeria because of its commercial and
industrial activities.
ECONOMIC ACTIVITIES
The basic occupations of the people of Nnewi North local government
are commerce, industry and trading, few percentages of them are farmers.
Machine-parts, plastics, vegetable oil etc are major industrial products
84
produced in Nnewi North local government. So, commerce and industry
forms about 85% of economic earnings of the population. Their products are
very good and long lasting which encourages heavy investment in industrial
production in the area.
Fortunately, there are large numbers of big markets in the area where
the industrial products can command good sales. The only problems
compounded in the local government area are lack of good transportation
network; for easy evacuation of the industrial products to big cities where
they can command more good sales.
3.2 ORGANIZATIONAL STRUCTURE
Many organizations in Nigeria whether government or privately
owned do not last; they die and disappear with the rapidity with which they
came. Nnewi North local government which is the third tier of government
is expected being created by supreme law will not follow the patterns of
ephemeral establishment that preceded it.
The workload in the council is so enormous that one individual even if
he possesses the strength of Hercules cannot perform all the responsibilities
allocated to it. Human beings have limitations in terms of ability, skill, areas
of specialization, knowledge and expertise. Because of this reason, the
workload in Nnewi North local government is shared among various
departments and individuals who work in concert for the development of the
local government.
85
The implementation guidelines issues by the former government on
the application of civil service reforms in local government services stipulate
that a local government must not have more than six departments. However
one more department is being added which made it seven departments
recently. These departments are;
(i) Administration department.
(ii) Finance and Supply department.
(iii) Planning and statistics department.
(iv) Education/Social Welfare department.
(v) Agricultural department.
(vi) Works Department.
(vii) Health department.
The basic constitutional and transition provision issued by the federal
government in 1991 directed that there should not be less than three and not
more than five offices of supervisors in local government council. Under this
arrangement, local government council consists of the following;
(i) Chairman and deputy chairman.
(ii) Supervisor.
(iii) Councilors.
(iv) Committees.
(v) Agencies.
The chairman of Nnewi North local government council is
empowered to appoint the supervisors and the secretary to the local
86
government with the approval of the state governor. A wise chairman
would take into consideration the financial capabilities of his local
government before appointing the necessary number of supervisor.
The chairman assigns portfolios to councilors. It is advisable that the
chairman assign one of the portfolios to his deputy for deputy chairman do
complain that the responsibilities assigned to him were minimal and have
become redundant.
As the department reports to the chairman, the supervisor lays broad
guidelines for the department and oversees the various sections in it. The
supervisors do not interfere in the day-to-day administration of the
department since this comes under the duty of head of department who is a
career officer. The secretary to the government together with the legal
adviser, the internal auditor and the information officer report direct to the
chairman. The organigram suggests ideal structure of the executive and the
legislative arms of local government councils.
The chairman together with the deputy, the supervisors and the
secretary to the local government form the executive arm of the local
government. In the present presidential system of local government councils,
the legislature, with the clerk of the legislature as its secretary, forms the
legislative arm of the government.
Moreover, Nnewi North local government council set up some
committees charged with different responsibilities to help in the work
activities. Examples of such committees and agencies include;
87
(1) Financial and General Purpose Committee;
Prior to the present presidential system of local government council,
the Finance and General Purpose committee was the cabinet of the local
government council. By the present dispensation, the executive arm of the
local government has taken over its duties.
(2) Junior Staff Management Committee;
The Nnewi North local government council is empowered to appoint,
promote and discipline officers on salary grade levels 01-06. The head of
personal management heads the committee. The committee through head of
personnel management makes recommendations to the chairman etc.
Unfortunately from 2007 till date the above arrangement does not
exist in 21 local government of Anambra State because of political crises in
the state. The career officers were made Head of Local Government
Administrators (HLGA) to head the activities of the council areas.
However, the organizational structure of Nnewi North local
government area is in a hierarchical form in which people are organized in
different level of importance ranging from the apex to the base. The
hierarchical structure and their functions can be analyzed as follows;
(a) HEAD OF LOCAL GOVERNMENT ADMINISTRATION
(HLGA)
The Head of Local Government Administration is both the chief
executive and accounting officer of the local government. His accountability
88
will not cease even after leaving the office for he signs the payment
vouchers and cheques.
� He conducts the general administration of the government.
� He constitutes the executive arm of local governments that formulate
policies and implement them.
� It is incumbent on HLGA to address annually a meeting of the local
government council either to deliver an address on the affairs of the
local government area or to make statements on the policy of the
Local government as he may consider being important to be local
government area.
� He shall render an account of the activities of the local government to
Local Government Service Commission at the end of each month.
� He is also required to render an annual account of the activities of the
local government during the year.
� The HLGA shall, while on transfer or retirement writes a
comprehensive hand-over note for his successor.
� All his instructions on financial matters shall be in writing and he is
bounded by the provisions of the Financial Memoranda or any other
rules, regulations, guidelines, edicts and other laws governing the
rules and functions of a chief executive and accounting officer.
� All correspondence flowing to and from the local government shall be
in the name of the chairman.
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He may however, delegate the processing of these to his subordinate
officer such as the Head of Personnel Management (HPM).
(b) HEAD OF PERSONNEL MANAGEMENT (HPM)
Advise the council on policy matters and implementing council
decisions.
� In charge of administrative management and control of staff of the
local government.
� Coordination of activities of Heads of Department of the local
government and attending council meetings.
� Liaising with the local government Service commission and other
government agencies on matters affecting the career progression,
discipline, promotion, transfer, welfare and other matters affecting the
local government staff.
� Liaison with the local government Service Commission in
coordinating training activities for the local government staff.
(c) TREASURER
The treasurer is the chief accounts officer and head of the finance
department of local government. As the chief finance advisers to the local
government shall be in attendance at executive committee meetings and
other committees to provide advice concerning the financial implications of
proposed polices the state of the local government’s finances and financial
matters generally. The treasure shall;
90
� Be responsible for the administrative control of the finance
department of the local government.
� Perform duties as chief accounts officer of the receipts and payment
of the local government.
� Facilitate the work of the audit alarm committee.
� Be responsible for budgetary control and supervising the accounts of
all departments of the local government.
� Be responsible for the sound administration, effective organization
and working of the finance department.
� Prepare and publish monthly and annually financial statements of the
local government.
(d) H.O.D. WORKS
The chief technical adviser to the local government and in charge of
management of works department and her entire staff.
� General supervisor of all local government projects.
� Construction of roads, bridges, culverts, drains, building etc.
� Preparation and vetting of contract documents.
� Control of plants and equipment (usage and operation).
� Maintenance of building, vehicles, plants and equipment.
� Checking of structural and architectural designs for approval of
building plans.
91
(e) HOD HEALTH
The head of Primary Health Care department of the local government
and vote controller.
� Co-ordinates all Primary Health Care (PHC) activities in the local
government area.
� Supervised all areas involved in the provision of Primary Health Care
at the local government.
� The chief health adviser to the local government.
� Ensure that Primary Health Care activities laid down in the plan are
complied with publishes monthly and annual health statements of the
local government.
� Liaises with other agencies and non-governmental organizations on
issues relating to health in the local government.
(f) HOD AGRIC
The head of the administration of the section, formulations of
agricultural policies and programmes and implementation of the government
projects on agriculture.
� Directing and coordinating the activities of the agricultural
superintendents and other extension service workers in the local
government area.
� Organizing training programmes for agricultural personnel and
extension service workers.
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� Coordinating the activities of agricultural superintendent on a
number of projects.
� Supervising and coordinating the operations in large extension service
areas.
� Managing a large agricultural project or operation.
� Taking charge of a farm institute or other training institution for
agricultural workers.
(g) HOD EDUCATION
The head of the administration of the section, taking charge of
curriculum development and review in respect of primary and adult
education.
� Advising local government on education matters.
� Preparing training programmes for education staff, organizing
seminars, refresher courses and workshops for primary school teachers.
(h) HOD PLANNING AND STATISTICS
The head of administration of the section, prepared annual estimates,
expenditure and income of the council.
� Responsible for the administrative control of the department.
� Responsible for the sound planning and estimates of the council.
(Federal Republic of Nigeria approved scheme of services, 2006).
93
ORGANIZATIONAL STRUCTURE OF NNEWI NORTH LOCAL
GOVERNMENT
HIGA COMMISSION
Head of
Dept &
Supporting
Staff
Dept of
Finance
Dept of
Educ.
Dept of
Agric
Dept of
Works &
Housing
Dept of
Health
Dept of
Personnel.
Dept of
Planning
& statutes
Interaction
Head of
Dept &
Supporting
Staff
Head of
Dept &
Supporting
Staff
Head of
Dept &
Supporting
Staff
Head of
Dept &
Supporting
Staff
Head of
Dept &
Supporting
Staff
H.P.M. &
Supporting
Staff
Internal
Audit Legal
Unit Information
Unit
Source: obi, V.O. (2006:42)
94
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND FINDINGS
4.1 DATA PRESENTATION
This chapter present analyzes and tests of hypotheses which are
hereunder listed, followed by questions used to verify them. The responses
were compared, contrasted and evaluated to validate or reject the
hypotheses. The analysis begins by the background information about the
respondents. This information is considered relevant as work appreciation of
an average employee is influenced by such factors like age, educational
qualification etc.
However, 240 questionnaires were distributed among the staff of
Nnewi North local government, 210 questionnaires were recovered, thus
giving a response of 87.5% for this study. Hence all the questionnaires were
not recovered; the researcher converted the returned questionnaire which is
210 to 100%. Therefore, the 210 questionnaires will be regarded as 100% in
all the data presentation. The following tables hereunder indicate the
respondents’ profile.
TABLE 4.1 SEX OF RESPONDENTS
Sex Number Percentage (%)
Male 95 45.2
Female 115 54.8
Total 210 100
Source: Researcher’s field work survey/report 2011
95
Out of 210 respondents that represent 100%, 95 respondents which
represent 45.2% were male while 115 respondents that represent 54.8% were
female. Based on these responses, the researcher discovered that Nnewi
North local government, have more female staff than male staff. The reason
for this according to the staff was because of poor wages and salaries in the
local government system. This made male in the area to prefer working in
other private or public establishment to local government.
TABLE 4.1.2 AGES OF RESPONDENTS
Age group Number Percentage (%)
21-30 years 50 23.8
31-40 years 90 42.9
41-59 years 46 21.9
60 years and above 24 11.4
Total 201 100
Source: Researcher’s field work survey/report 2011
The above table shows that out of 210 respondents that represent 100%, 50
respondents which represent 23.8% were between 21-30 years, 90
respondents which represent 42.9% were between 31-40years. 46
respondents which represent 21.9% were between 41-59 years, while 24
respondents which represent 11.4% were 60 years and above. The researcher
observed that a sizeable proportion of the respondents were below 40 years
of age. Therefore, it is pertinent to remark that these people have many more
years to put in the service of local government system. They should be
handled properly and be motivated through training.
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TABLE 4.1.3 MARITAL STATUS OF RESPONDENTS
Marital status Number Percentage (%)
Single 80 38.1
Married 130 61.9
Total 210 100
Source: Researcher’s field work survey/report 2011
Out of 210 respondents that represent 100%, 80 respondents which
represent 38.1% were single while 130 respondents which represent 61.9%
were married. The researcher discovered from the interview with the staff
that the rationale for the local government system being more populated with
married workforce especially female was because, the office gave them
enough chance to attend to personal /domestic issues since they can be in
office anytime they desire or even abscond themselves from their duty post.
TABLE 4.1.4 ACADEMIC QUALIFICATION OF RESPONDENTS
Academic qualification Number Percentage (%)
FSLC 26 12.4
WASC/GCE 100 47.6
OND, NCE 44 20.9
HND, B.Sc 30 14.3
MPA/M.Sc and above 10 4.8
Total 210 100
Source: Researcher’s field work survey/report 2011
From the above table, out of 210 that represent 100%, 26 respondents
which represent 12.4% have FSLC, 100 respondents which represent 47.6%
have WASC/GCE, 44 respondents which represent 20.9% have OND, NCE.
30 respondents which represent 14.3% have HND, B.Sc while 10
97
respondents which represent 4.8% have MPA/M.Sc and above. It was
discovered that staff with WASC or GCE dominated the Nnewi North local
government. Therefore, the implication of the above is that there is obvious
need for them to undergo training programme to enhance their skill and
performance.
TABLE 4.1.5 POPULATION DISTRIBUTION OF RESPONDENTS
Population distribution Number Percentage (%)
Personnel department 45 21.4
Finance department 40 19
Works department 34 16.2
Health department 35 16.7
Education/Social Welfare 30 14.3
Agriculture/Vetinary 26 12.4
Total 210 100
Source: Researcher’s field work survey/report 2011
From the above table, out of 210 respondents that represent 100 %, 45
respondents which represent 21.4% were from personnel department, 40
respondents which represent 19% were from finance department. 34
respondents which represent 16.2% were from works department, 35
respondents which represent 16.7% were from Health department. 30
respondents which represent 14.3% were from Education/Social Welfare
department while 26 respondents which represent 12.4% were from
Agricultural/Vetenary department. The researcher used stratified random
samples to pick respondents from these departments of Nnewi North local
government to elicit information needed for this study. The rationale for this
98
is because Local Government Service Commission (LGSC), Awka
organize training for the staff of these departments.
4.2 DATA ANALYSIS
The researcher attempts to find out the Impact of Training on
Productivity of staff of Nnewi North local government. Frequencies and
percentages have been employed using likest 5 scales namely, agreed,
strongly agreed, undecided, disagreed, strongly disagreed. The technique
helps to test and validate the research hypotheses.
4.2.1 TEST OF HYPOTHESIS I
“Inadequate training of staff in Nnewi North local government
militates against productivity of the workers of the local government.” In
testing hypothesis 1, questions 1-9 on the questionnaire were used.
QUESTION 1
Do you agree that Nnewi North local government staff have received
enough training to improve their productivity?
TABLE 4.2.1 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE QUESTION.
Category of response Frequency Percentage (%)
Agreed 40 19
Strongly agreed 38 18.1
Undecided 18 8.6
Disagreed 54 25.7
Strongly disagreed 60 28.6
Total 210 100
Source: Researcher’s field work survey/report 2011
99
From the above table, out of 210 respondents that represent 100%,
40 respondents which represent 19% agreed that Nnewi North local
government staff have received enough training to improve their
productivity. 38 respondents which represent 18.1% strongly agreed, 18
respondents which represent 8.6% were undecided, 54 respondents which
represent 25.7% disagreed while 60 respondents which represent 28.6%
strongly disagreed that Nnewi North local government staff have received
enough training to improve their productivity.
The result from the respondents indicated that staff have not received
enough training to improve their productivity. Thus, the researcher’s
observation agreed with the result of the majority of respondents who
disagreed and strongly disagreed that staff have received enough training to
improve productivity. Their responses are true representation of realities on
ground. As at the time of this study, some staff especially subordinates finds
it difficult to carry out schedule assigned to them occasionally because of
lack of skills and knowledge.
Stahl (2006) confirms the above observation; it shows that training
helps to prepare employees for jobs that are unique to public sector. Nnewi
North local government need professionals who posses the required
knowledge and skills. So, training should be part of comprehensive planning
programmes for all aspects of personnel management, the most important is
training. Furthermore, Abiodun (1999) asserted that staff needs systematic
development of attitudes, knowledge and skills to perform adequately on a
100
given task or job. According to him for staff in organization to be able to
perform their duties and make meaningful contributions to the success of the
organizational objectives, they need to acquire the relevant skills and
knowledge. Therefore, the management of Nnewi North should ensure that
they provide enough training to improve productivity of the staff.
QUESTION 2
Dissatisfaction of job experience result to negative attitudinal change
in staff of Nnewi North local government.
TABLE 4.2.2 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 50 23.8
Strongly agreed 80 38.1
Undecided 16 7.6
Disagreed 34 16.2
Strongly disagreed 30 14.3
Total 210 100
Source: Researcher’s field work survey/report 2011
From the above table, out of 210 respondents that represents 100%, 50
respondents which represent 23.8% agreed that dissatisfaction in job
experience result to negative attitudinal change. 80 respondents which
represent 38.1% strongly agreed, 16 respondents which represent 7.6% were
undecided of the statement. 34 respondents which represent 16.2% disagreed
while 30 respondents which represent 14.3% strongly disagreed the
statement.
101
The result from the respondents indicated that the negative
attitudinal change in staff of Nnewi North local government were as a result
of dissatisfaction in their job experience. The researcher’s observation also
agreed with the majority of respondents who agreed and strongly agreed that
negative attitudinal change were as a result of job dissatisfaction based on
the interview with the staff. The dissatisfaction according to the staff was as
a result of management inability to give staff ample opportunity to undergo
training. There is need for Nnewi North local government management to
ensure satisfaction of their staff by giving them desired opportunity to
undergo training to improve their performance towards productivity.
In addition French (1998) confirms the above observation; he opined
that in order to change behaviour in the direction of greater contribution to
the attainment of organizational goals, the individual must perceive the new,
expected behaviour serving to fulfill needs or at least as not leading to
deprivation of fulfillment. Supplying goods that fulfill needs are within
reasonable reach of employees is very important in providing motivation as
it relates to training and development. In other words, the environment must
be conducive to change in behaviour.
QUESTION 3
The inadequate training of staff cause low productivity in Nnewi
North local government.
102
TABLE 4.2.3 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT
Category of response Frequency Percentage (%)
Agreed 60 28.6
Strongly agreed 75 35.7
Undecided 25 11.9
Disagreed 34 16.2
Strongly disagreed 16 7.6
Total 210 100
Source: Researcher’s field work survey/report 2011
The above table shows that out of 210 respondents that represent
100%, 60 respondents which represent 28.6% agreed that inadequate
training of staff cause low productivity. 75 respondents which represent
35.7% strongly agreed, 25 respondents which represent 11.9% were
undecided of the statement, 34 respondents which represent 16.2% disagreed
while 16 respondents which represent 7.6% strongly disagreed the statement.
The results from the respondents clearly indicate that the inadequate
training of staff cause low productivity in Nnewi North local government.
The researcher’s observation agreed with the majority of respondents who
agreed and strongly agree that inadequate training of staff cause low
productivity. Employees who have not received adequate training before
being assigned with responsibilities lack the necessary confidence with
which to carry out the job. An employee should be helped to grow into more
responsibility by systematic training and development for it is only then that
he will feel confident to carry out the responsibilities.
103
Furthermore the words of Ubeku (2000) confirms the above
observation for staff who knows what is expected of him on the job believes
he can do it, his enthusiasm on the job increases. It is such staff that can
think and originate ideas as to how best to carry out the job. Staff who are
not adequately trained tend to stick to what they were taught the first time
they took over the job. This leads to inefficiency, redundancy and low
productivity which is antithesis of a good personnel management process.
Therefore, it is pertinent to provide adequate training to staff for high
productivity.
QUESTION 4
Nnewi North local government workers are adequately trained.
TABLE 4.2.4 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 40 19
Strongly agreed 30 14.3
Undecided 11 5.2
Disagreed 60 28.6
Strongly disagreed 69 32.9
Total 210 100
Source: Researcher’s field work survey/report 2011
From the above table, out of 210 respondents that represent 100%, 40
respondents which represent 19% agreed that Nnewi North local government
workers are adequately trained. 30 respondents which represent 14.3 %
strongly agreed, 11 respondents which represent 5.2% were undecided of the
104
statement, 60 respondents which represent 28.6% disagreed while 69
respondents which represent 32.9% strongly disagreed.
The implication from the above result shows that Nnewi North local
government workers are not adequately trained. This study revealed that
untrained staff in Nnewi North local government is a liability who applies
wrong skill and impacts the wrong knowledge to others. Thus the
researcher’s observation agreed with Akpan (2002) that, an untrained man in
modern world is a menace to the society. He is a quack and has no idea
hence if there is any trouble, breakdown in a machine or a mistake in a
ledger, he fumble and punch up confusion. The management of Nnewi North
should provide adequate training to its workforce to avoid wrong knowledge
being impact on others for training gives an employee a sense of belonging
and confident to work.
QUESTION 5
Lack of attention on employee training results to low manpower
output.
TABLE 4.2.5 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 60 28.6
Strongly agreed 70 33.3
Undecided 10 4.8
Disagreed 40 19
Strongly disagreed 30 14.3
Total 210 100
Source: Researcher’s field work survey/report 2011
105
From the above table, out of 210 respondents that represent 100%,
60 respondents which represent 28.6% agreed that lack of attention of
employee training results to low manpower output. 70 respondents which
represent 33.3% strongly agree, 10 respondents which represent 4.8% were
undecided on the statement, 40 respondents which represent 19% disagreed
while 30 respondents which represent 14.3% strongly disagreed the
statement.
The result from the respondents indicated that lack of attention on
employee training results in low manpower output. The researcher
discovered from the interview with the staff that the rationale for
management not given attention to training of its workforce is that they
regard training as an extra activity that will be supported only if there is
surplus money. Secondly, that the management used the fund allocated for
staff training to settle their personal claims thereby neglecting the training of
its workforce. Based on this rationale, the researcher agreed with the
respondents.
Thus Ubeku (2000) confirms the above observation and opined that
there are many organizations that regard training as expensive ventures and
avoid them like the plague. What such organizations are interested in are the
immediate returns. But in a changing world, this attitude can no longer hold
good.
Despite the fact that job training should be one of Nnewi North
management responsibility, they seem to do their best to avoid it. This they
106
do either out of ignorance or lack of appreciation of its importance. They
avoid it because of economic consideration.
For any organization to grow, there must be process of developing an
individual knowledge, skills and abilities so as to improve present and future
performance. Therefore, it is important to note that the employees will be
trained to improve their job knowledge and future performance for no one is
perfect and fit at the time of hiring.
QUESTION 6
The management of Nnewi North local government often organizes
training for its employees.
TABLE 4.2.6 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 45 21.4
Strongly agreed 20 9.5
Undecided 5 2.4
Disagreed 65 31
Strongly disagreed 75 35.7
Total 210 100
Source: Researcher’s field work survey/report 2011
The above table shows that out of 210 respondents that represent
100%, 45 respondents which represent 21.4% agreed that the management
of Nnewi North local government often organize training for its employees.
20 respondents which represent 9.5% strongly agreed, 5 respondents which
represent 2.4% were undecided of the statement, 65 respondents which
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represent 31% disagreed while 75 respondents which represent 35.7%
strongly disagreed the statement.
Based on the result from the respondents, it indicates that the
management of Nnewi North local government do not often organize
training for its employee. However, the researcher’s observation disagreed
with the majority of the respondent that disagreed and strongly disagreed
that Nnewi North local government do not often organize training for its
employee. The reality on ground is that the management often organize
training like in –service training, seminars and workshops for its employee.
The only problem discovered by the researcher was that few employees were
selected for the training leaving majority of the staff behind which made
them to feel that training was not often organized. The management of
Nnewi North local government should be fair, just and equitable and ensure
that all staff are allowed to undergo training at least 4 times in a year.
QUESTION 7
Training is organized for all categories of staff in Nnewi North local
government.
TABLE 4.2.7 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 60 28.6
Strongly agreed 70 33.3
Undecided - -
Disagreed 42 20
Strongly disagreed 38 18.1
Total 210 100
Source: Researcher’s field work survey/report 2011
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From the above table, out of 210 respondents that represent 100%,
60 respondents which represent 28.6% agreed that training is organized for
all categories of staff in Nnewi North local government. 70 respondents
which represent 33.3% strongly agreed, 42 respondents which represent 20%
disagreed while 38% respondents which represent 18.1% strongly disagreed
with the statement.
The result of the above table clearly shows that training is organized
for all categories of staff in Nnewi North local government. Thus, the
researcher’s observation partially agreed with the majority of the
respondents who agreed and strongly agreed that training is organized for all
categories of staff. Though training were organized for all categories of staff,
majority of staff have not attended training as at the time of this study. The
rationale for the above was because of favoritism of management to their
friends and relations. This made same set of staff to always attend training
regularly leaving majority of the staff behind. It is important that Nnewi
North management would provide policy to ensure that every employee will
be trained in the basic tasks of his her employment.
Furthermore, Onah (2008) confirms the above observation. According
to him, training and development in developed countries should include all
categories of public service personnel from the most senior to the most
junior. But in Nnewi North local government, training has tended to be an
exclusive concern of friends and relatives of the management. The training
and retraining of staff are very important if the organizations are to realize
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their goals. It is only the training process that would enable staff to adapt
to the ever-changing environment of the local government system.
QUESTION 8
In-service training, seminars and workshops are methods used by
Nnewi North local government in training its workforce.
TABLE 4.2.8 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 60 28.6
Strongly agreed 75 35.7
Undecided 25 11.9
Disagreed 34 16.2
Strongly disagreed 16 7.6
Total 210 100
Source: Researcher’s field work survey/report 2011
The above table shows that out of 210 respondents that represent
100%, 60 respondents which represent 28.6% agreed that in-service training,
seminars and workshops were methods used by Nnewi North local
government in training its workforce. 75 respondents which represent 35.7%
strongly agreed, 25 respondents which represent 11.9% were undecided of
the statement, 34 respondents which represent 16.2% disagreed while 16
respondents which represent 7.6% strongly disagreed the statement.
The indication of the above table is that majority of respondents
agreed that in-service training; seminars and workshops are methods of
training used by Nnewi North local government in training its workforce.
Thus from the researcher’s observation, it was discovered that it was the true
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situation. But due to the meager training allowance, few staff that were
selected at times absent themselves from the training programme only to
collect the allowance. According to the staff of the local government, they
would be happy if the allowances for training would be increased to boast
the immoral of the staff to attend training in order to achieve the aim of
training organized. By doing so the staff will receive skills and knowledge
for increase productivity.
QUESTION 9
The training organized by Nnewi North local government has
improved the productivity of its workforce.
TABLE 4.2.9 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 40 19
Strongly agreed 38 18.1
Undecided 18 8.6
Disagreed 54 25.7
Strongly disagreed 60 28.6
Total 210 100
Source: Researcher’s field work survey/report 2011
The above table shows that out of 210 respondents that represent
100%, 40 respondents which represent 19% agreed that the training
organized by Nnewi North local government has improved the productivity
of workforce. 38 respondents which represent 18.1% strongly agreed, 18
respondents which represent 8.6% were undecided of the statement, 54
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respondents which represent 25.7% disagreed while 60 respondents
which represent 28.6% strongly disagreed the statement.
The result from the respondent shows that the training organized by
Nnewi North have not improved the productivity of its workforce. The
researcher agreed with the responses of the majority of respondents who
disagreed and strongly disagreed that training organized have improved
productivity of its workforce for it is true fact in Nnewi North local
government. It was discovered that though training were often organized and
few staff selected to attend the training, these staff were not deployed to post
where maximum use of skills and knowledge they acquired can be made.
Thus Udo (2000) analyzes and confirms the above observation. He
opined that training is the development of specific skills and attitude needed
to perform job in order to maximize the productivity of individual and
improve the overall organizational efficiency. The management should
ensure that majority of staff are selected for training at least 4 times within
the year. In addition to the above, the authority will prepare comprehensive
schedule of duty for their workforce; this will help staff to make use of
knowledge acquired during the training to improve productivity.
Any organization that has no plans for the training and development
of its staff is less than dynamic for learning is a continuous process and
acquired skills get obsolete when the environment must certainly undergo
rapid change at all times.
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Based on the observation of the researcher and the responses of the
respondents, we confirm our first hypothesis which states that “Inadequate
training of staff in Nnewi North local government militates against
productivity of the workers of the local government”.
TEST OF HYPOTHESIS II
“Trained staff of the local government were not well integrated into
the system because of political manipulation”. In testing hypothesis II,
question 10-18 on questionnaire were used.
QUESTION 10
The management in Nnewi North local government is not interested in
training its employee.
TABLE 4.2.10 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE QUESTION.
Category of response Frequency Percentage (%)
Agreed 80 38.1
Strongly agreed 70 33.3
Undecided 6 2.9
Disagreed 34 16.2
Strongly disagreed 20 9.5
Total 210 100
Source: Researcher’s field work survey/report 2011
The above table shows that out of 210 respondents that represent
100%, 80 respondents which represent 38.1% agreed that the management in
Nnewi North local government were not interested in training its employee.
70 respondents which represent 33.3% strongly agreed, 6 respondents which
represent 2.9% were undecided of the statement, 34 respondents which
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represent 16.2% disagreed while 20 respondents which represent 9.5%
strongly disagreed the statement.
From the above table, the result indicated that the management of
Nnewi North local government were not interested in training its employee.
Thus, the researcher’s observation agreed with the majority of the
respondents who agreed and strongly agreed that management of Nnewi
North local government were not interested in training its workforce. From
the interview with the management of Nnewi North local government, it was
discovered that their non-challant attitude was just out of jealousy, greedy
and envy. According to our findings, they would not like to scramble for
positions with their subordinates, as a result of this; they indulge in denying
them opportunity to acquire knowledge which is power.
According to some of the staff, the management would only be
interested in training when their relatives or friends were involved. It is
pertinent to note that training is planned and supported to help the employee
acquire skills and knowledge to meet job demand and not for struggling of
positions.
QUESTION 11
Selection of staff for training is based on management interest in
Nnewi North local government.
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TABLE 4.2.11 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 50 23.8
Strongly agreed 80 38.1
Undecided 16 7.6
Disagreed 34 16.2
Strongly disagreed 30 14.3
Total 210 100
Source: Researcher’s field work survey/report 2011
The above table shows that out of 210 respondents that represent
100%, 50 respondents which represent 23.8% agreed that in Nnewi North
local government, selection of staff training is based on management
interest. 80 respondents which represent 38.1% strongly agreed, 16
respondents which represent 7.6% were undecided of the statement, 34
respondents which represent 16.2% disagreed while 30 respondents which
represent 14.3% strongly disagreed with the statement.
The result from the above table indicated that the selection of staff for
training is based on management interest. The researcher’s observation
agreed with the majority of the respondents who agreed and strongly agreed
that selection of staff training is based on management interest. This is true
fact on the ground in selecting staff for training in the local government. It
was discovered by the researcher that for the staff to be selected for training,
the staff is expected to bribe his/her way out, without which the staff will not
be selected.
Furthermore, non staff were at times nominated to undergo training
which staff are supposed to attend simply because the non-staff is a relative
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or friend of the management concerned. The authority of Nnewi North
local government should note that one of the training policies is to ensure
that every employee will be adequately trained in the basic task of his or her
employment. Thus, a challenge and an opportunity is presented to every
manager to make each employee better and be able to serve organization
while at the same time realizing greater satisfaction of staff needs and
aspiration.
In addition, the researcher’s observation agreed with French (1998)
notion that employees who know and understand their job and feel that
management values them enough to prepare them for future assignment are
more likely to demonstrate higher morale and greater interest in the job.
Therefore, staff will be happy if equity prevails in opportunity for staff
training selection.
QUESTION 12
The yardstick for promotion in Nnewi North local government is
purely on merit.
TABLE 4.2.12 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 90 42.9
Strongly agreed 50 23.8
Undecided - -
Disagreed 46 21.9
Strongly disagreed 24 11.4
Total 210 100
Source: Researcher’s field work survey/report 2011
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The above table shows that out of 210 respondents that represent
100%, 90 respondents which represent 42.9% agreed that the yardstick for
promotion in Nnewi North local government was purely on merit. 50
respondents which represent 23.8% strongly agreed, 46 respondents which
represent 21.9% disagreed while 24 respondents which represent 11.4%
strongly disagreed the statement.
The result from the above table indicated that merit was purely
yardstick for promotion in Nnewi North local government. Thus, the
researcher’s observation contradict with the majority of respondents who
agreed and strongly agreed that yardstick for promotion is purely on merit. It
was discovered that some staff that were due for promotion were denied
being promoted because of political manipulation. The authority concerned
would pretend that the staff names were mistakenly omitted but within them
they knew it was intentional action. The management should ensure that
staff due for promotion are promoted as at when due.
QUESTION 13
The Nnewi North local government staff prefers seminars and
workshops to in-service.
TABLE 4.2.13 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 70 33.3%
Strongly agreed 60 28.6
Undecided - -
Disagreed 38 18.1
Strongly disagreed 42 20
Total 210 100
Source: Researcher’s field work survey/report 2011
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From the above table, out of 210 respondents that represent 100%,
70 respondents which represent 33.3% agreed that staff prefer seminars and
workshops to in-service training in Nnewi North local government. 60
respondents which represent 28.6% strongly agreed, 38 respondents which
represent 18.1% disagreed while 42 respondents which represent 20%
strongly disagreed with the statement.
The above table shows that staff prefers seminars and workshops to
in-service training. The researcher’s observation agreed with the majority of
respondents who agreed and strongly agreed that Nnewi North local
government staff prefers seminars and workshops to in-service training. It
was discovered that their preference was as a result of years involved. For
in-service training, the years range from 6 months-4years while that of
seminars and workshops were just 3days training programme. Though not
majority of staff have the training opportunity as researcher have pointed out
before in this study due to some political manipulation. Furthermore, some
workers expressed their opinion and wished that training allowances be
increased to measure up with the suffering encountered during the in-service
training.
Therefore, the management of Nnewi North local government should
try to re-orient their staff on the advantage the in-service training have over
seminars and workshop since more knowledge will be acquired during the
period. Secondly, the allowances for training should be increased to enable
staff cater for financial needs during the training period.
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QUESTION 14
The effort of management towards training in Nnewi North local
government is not encouraging.
TABLE 4.2.14 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 75 35.7
Strongly agreed 60 28.6
Undecided 25 11.9
Disagreed 34 16.2
Strongly disagreed 16 7.6
Total 210 100
Source: Researcher’s field work survey/report 2011
The above table shows that out of 210 respondents that represent
100%, 75 respondents which represent 35.7% agreed that the effort of
management towards training in Nnewi North local government is not
encouraging. 60 respondents which represent 28.6% strongly agreed, 25
respondents which represent 11.9% were undecided of the statement, 34
respondents which represent 16.2% disagreed while 16 respondents which
represent 7.6% strongly disagreed the statement.
From the result of the above, the respondents agreed that the effort of
management towards training was not encouraging. The respondents’ notion
that efforts of management towards training was not encouraging agreed
with the researcher’s observation. It is the true phenomenon in Nnewi North
local government from our findings in the interview with the staff of the
local government. Some staff complained bitterly on how they have missed
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the training opportunity because of politicking involved in selection of
staff by the management. It is pertinent for the management to carry all staff
along since qualities of good management involve equity, justice and
fairness, they should shun political manipulation.
QUESTION 15
Lack of integration of trained staff into the office hinders training in
Nnewi North local government.
TABLE 4.2.15 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 69 32.9
Strongly agreed 60 28.6
Undecided 11 5.2
Disagreed 30 14.3
Strongly disagreed 40 19
Total 210 100
Source: Researcher’s field work survey/report 2011
The above table shows that out of 210 respondents that represent
100%, 69 respondents which represent 32.9% agreed that lack of integration
of trained staff into the office hinders training in Nnewi North local
government. 60 respondents which represent 28.6% strongly agreed, 11
respondents which represent 5.2% were undecided of the statement, 30
respondents which represent 14.3% disagreed while 40 respondents which
represent 19% strongly disagreed with the statement.
From the result of the above table, there is clear indication that lack of
integration of trained staff into office hinders training in Nnewi North local
120
government. Based on the researcher’s observation, it was discovered
that the result of the above table was true representation of what is
happening in Nnewi North local government. The trained staff were not
deployed to post where knowledge they acquired can be used; the positions
were given to fresh graduates employed by political leaders as compensation
for their activities during election.
The view of Onah (2008) supported the above notion, he opined that
the task of the public services as an organization seeking to improve the
performance of its workforce through training is to guarantee, an
environment conducive for the trainee to return to. Or beneficiaries of
employee sponsored training programmes would not see training received as
a motivator to greater job performance. The need for an organization
training its employees in the first place is to equip them with knowledge that
would enable them to contribute their quota to organizational growth and
development.
Since training is a work activity that can make a very significant
contribution to the overall effectiveness and profit in an organization
(Adeniyi 2007), the management of Nnewi North should shun political
manipulation and ensure that trained staff were integrated into the office on
return.
QUESTION 16
Well integrated staff would have positive effect on workforce.
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TABLE 4.2.16 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT.
Category of response Frequency Percentage (%)
Agreed 65 31
Strongly agreed 75 35.7
Undecided 5 2.4
Disagreed 45 21.4
Strongly disagreed 20 9.5
Total 210 100
Source: Researcher’s field work survey/report 2011
The above table shows that out of 210 respondents that represent
100%, 65 respondents which represent 31% agreed that well integrated staff
would have positive effect on workforce. 75 which represent 35.7% strongly
agreed, 5 respondents which represent 2.4% were undecided of the
statement, 45 respondents which represent 21.4% disagreed while 20
respondents which represent 9.5% strongly disagreed with the statement.
From the above results, the respondents indicated that well integrated
staff would have positive effect on workforce. The researcher’s observation
agreed with the majority of respondents who agreed and strongly agreed that
well integrated staff would have positive effect on workforce. The staff will
be happy to make use of knowledge and skills acquired during training on
return to the office.
Onah (2008) confirms above observation, he posited that final
learning in whatever sphere of organizational activity takes place on-the-job;
it is crucial that deployment is planned to help trained staff meet the on-the-
job demands. Thus as soon as possible, after the acquisition of the
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knowledge, the employee should have the opportunity to put the acquired
knowledge to practical use. Therefore, the management of Nnewi North
local government should be fair and just to ensure that trained staff were
well integrated, and avoid under utilization of staff because of political
manipulation.
QUESTION 17
Sectionalism hinders manpower training in Nnewi North local
government.
TABLE 4.2.17 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT
Category of response Frequency Percentage (%)
Agreed 60 28.6
Strongly agreed 54 25.7
Undecided 18 8.6
Disagreed 40 19
Strongly disagreed 38 18.1
Total 210 100
Source: Researcher’s field work survey/report 2011
From the above table, out of 210 respondents that represent 100%, 60
respondents which represent 28.6% agreed that sectionalism hinders
manpower training in Nnewi North local government. 54 respondents which
represent 25.7% strongly agreed, 18 respondents which represent 8.6% were
undecided of the statement, and 40 respondents which represent 19%
disagreed while 38 respondents which represent 18.1% strongly disagreed
with the statement.
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The result from the above table indicated that sectionalism hinders
manpower training in Nnewi North local government. The researcher’s
observation agreed with the majority of respondents who agreed and
strongly agreed that sectionalism hinders manpower training in Nnewi North
local government. This is exactly what is happening in Nnewi North local
government. It was discovered that once a staff can grease the palms of the
authority concerned for training or be relative/friends, the staff will be
selected for the training. The action have made the majority of staff that
desire to undergo training not to be opportuned to do so, these have
seriously affected the manpower training negatively.
QUESTION 18
Staff of Nnewi North local government is well integrated into office
on return.
TABLE 4.2.18 SHOWS THE FREQUENCY DISTRIBUTION OF
RESPONDENTS WITH THE ABOVE STATEMENT
Category of response Frequency Percentage (%)
Agreed 34 16.2
Strongly agreed 20 9.5
Undecided 6 2.9
Disagreed 70 33.3
Strongly disagreed 80 38.1
Total 210 100
Source: Researcher’s field work survey/report 2011
From the above table out of 210 respondents that represent 100%, 34
respondents which represent 16.2% agreed that staff of Nnewi North local
government is well integrated into the office on return. 20 respondents
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which represent 9.5% strongly agreed, 6 respondents which represent
2.9% were undecided on the statement, 70 respondents which represent
33.3% disagreed while 80 respondents which represent 38.1% strongly
disagreed the statement.
The result from the respondents indicated that returnee staff of Nnewi
North is not well integrated into office on their return. Thus the researcher’s
observation agreed with the majority of respondents who disagreed and
strongly disagreed that staff of Nnewi North local government were well
integrated into office on return. It was discovered that these trained staff on
return will be a floating staff. They are not deployed to the post to which the
training undertaken applies for maximum use of skills and knowledge
acquired. These made some of them to abscond themselves from duty
regularly.
Furthermore, Onah (2008) confirms the above observation; he opined
that even when deployed, the deployment of the staff so trained may be
without regard to the skill the staff acquired. This lead to frustration of
personnel so trained and also general inefficiency in the system. Local
government system in Nigeria is found of this practice. The workforce is
generally under-tapped, under-utilized and therefore falls short of its
anticipated contributions to the realization of organizational goals, this use to
occur because of politicking in staff selection for training.
In addition, the meager allowances meant for the trained staff were
very hard to be approved and paid off. The management of Nnewi North
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local government should remember that principle of training stipulates
that “The staff 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 service can derive full benefits from investment made in the
officer. It is pertinent to shun favouritism, politicking and ensure proper
redeployment of returnee staff in order to achieve organizational efficiency.
Based on the researcher’s observation and the implication of
responses from the respondents, we confirm the second hypothesis which
states that “Trained staff of the local government were not well integrated
into the system because of political manipulation.” The staff that experience
reinforcement or reward for some behaviour will react positively. The
person will perform some observable response but because of lack of
integration, there still exist low productivity in Nnewi North local
government.
4.3 FINDINGS
The findings below are based on fact gathered through interview,
primary and secondary sources of data. The major findings of this study
were generated from an effort to answer the research questions, these
include;
The interview with the top management staff, the Head of Local
Government Administration (HLGA), and the treasurer, revealed that the
inability of the management to give adequate attention to training of their
workforce was caused by lack of fund faced by the system. This was as a
126
result of small financial allocation to the system by the federal
government because of economic meltdown.
The question on whether the local government spends all the money
approved by the federal government for its staff training received the
following reply;
� “Approval is not synonymous with the actual cash allocation.
Government can give approval for a certain amount to be spent on a
particular sub-head but it does not follow that all the approved amount
will be released or made available”.
The effort to get the actual amount released for staff training
programme proved abortive. This would have helped to determine what
percentage actually went into training within the period under-study, 1999-
2007. The staff of the account department contacted could not open up on
the ground that the information is a confidential issue.
In another interview with the Head of Personnel Management (HPM)
on the performance of the staff who has undergone training shows there has
been remarkable improvement on trained staff when compared with those
that has not undergone the training. He posited that the difference is clear
among the staff. Other major findings in the study that confirms low
productivity because of inadequate training of staff and non-integration of
trained staff due to politicking in Nnewi North local government were;
� That majority of workforce in Nnewi North local government were
below 40 years and staff with WASC/GCE certificate dominated the
127
office, this indicates the need for staff training to enhance their
productivity.
� That majority of workers do not experience “job satisfaction” but
rather “job dissatisfaction” because of inadequate training given to
them by authority.
� That majority of staff have not benefited from any government
training programe because of political manipulation.
� That management of Nnewi North sees training as an extra activity
which must be supported if the system has enough funds.
� That the management of Nnewi North was not interested in training
their workforce because of greedy, jealousy and envy not to scramble
position with their subordinate since knowledge is power.
� That the major factor that hinders training in Nnewi North local
government was sectionalism by the management who were ignorant
of the principles of training in the local government system.
� That the selection of staff for training in Nnewi North local
government is based on management interest.
� That the management effort towards training its workforce is not
encouraging.
� That staff were not well integrated after training instead the
positions they would be posted to were given to fresh graduates
appointed by political leaders.
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� That though the majority of respondents posited that promotion in
Nnewi North local government is purely on merit, researchers
observation discovered that favouritism and corruption were variously
used in promotion and other activities in Nnewi North local
government. Some workers were promoted very fast while others are
stagnated in the same position.
IMPLICATION OF THE FINDINGS FOR ADMINISTRATIVE
EFFICIENCY AND EFFECTIVENESS
Managing human resource is the most critical and important task
because management depends on it to achieve their organizational goal. The
management of human resources is central in managing an organization.
Through training of people in an organization, resources are utilized to
achieve organizational goals and objectives.
According to Ubeku (2000), the existence of any organization is to
achieve some objectives. The efforts of the workers in the organization need
to be supported and encouraged. It is only when workers are motivated,
encouraged and supported through training that they put in more efforts to
achieve results.
Organizations with effective training technique do better than those
with ineffective training policies and techniques. Training as an organization
and human related tool has come to stay. Its role in the manpower
development, management and control of trained workers tends to put more
efforts to enhance performance for higher productivity.
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In order to have administrative efficiency and effectiveness, Nnewi
North local government must imbibe the following.
� Create better training technique.
� Take positive actions in matters affecting training and general
welfare of workers.
� Create training and promotion opportunities.
� Eschew sectionalism, favouritism and corruption.
� Create better integration and placement of workers after training.
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CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 SUMMARY
This research work examined the Impact of Manpower Training on
Productivity in Public Service, using Nnewi North local government of
Anambra State from 1999-2007 as a case study. It is noted that the ability of
an organization to achieve its goals depend to a large extent on human
resources as well as how effectively they are managed. This work exposes
the general attitude of the leadership to training of staff in Nnewi North local
government. It also established that inadequate training of staff is
responsible for the low productivity to local government staff.
As we noted earlier, human resources of an organization plays a
central role in its success or failure. No organization can survive unless it
has the right number and caliber of human resources. The study noted the
types and objectives of training, problems associated with staff training in
Nnewi North local government. The impact of staff training and
development in Nnewi North local government was also discussed. We
equally discussed methods of training, principle and policy of training and
importance of training.
Moreover, various literatures by some authors on the concept of
training were reviewed. The research work utilized systems theory by
Eckstrand (2006), this form the basis of the study. Research methodology
used both primary and secondary sources of data collection; sample size,
131
sample technique, reliability and validity of instrument were discussed.
Two sources of data, primary and secondary data were used.
Finally, the research work discussed the presentation and analysis of
data. Hypotheses of the study were tested based on the responses from the
questionnaire and data from other sources, recommendations were made
based on the findings.
5.2 CONCLUSION
Staff training has been identified by various scholars to be very
crucial to an organization and its effectiveness. In the light of the above,
local government systems are therefore encouraged to train and develop
their staff to the fullest advantage in order to enhance their effectiveness.
As training reduces the work of the manager in terms of close
supervision, it also improves the drive, initiative and quality work of
employees thus assisting them to be more committed to achieving the goals
and objectives of the organization. This has the tendency of enhancing
effectiveness among workers of local government system. However, for
local government system to succeed, training and re-training of all staff
should be vigorously and compulsorily pursued.
Training is a continuous process. For training polices to be effective,
they have to relate to both manpower planning which indicates the future
requirements of different categories of employees. And also job analysis
which gives a clear and accurate description of job which people do and for
132
which they need training. It is necessary to keep this job description up to
data to allow for changes in technology and organization.
Manpower training in Nnewi North local government is not well
articulated. The facilities for implementation as we found out are inadequate.
It is therefore not surprising that the impact of the programme is less than
remarkable especially among the junior staff. We are able to hold this
feeling from the analysis of the interview results and relevant sections of the
questionnaire used.
Training and retraining are essential components of manpower
development for it plays a decisive role in promoting economic growth with
equity. Ideal manpower training will no doubt produce economic, social and
political growth. It is unfortunate however that most training programme that
have been embarked upon by Nnewi North local government have not
produced the desired results mainly due to attitudinal politicking on the part
of leadership. 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 local government system.
Thus, any local government who wants to stay afloat and remain
profitable would not have other option than to train and develop its
workforce for high productivity in the system. This is arguably the case
because the manpower of any organization is its lifeblood. No organization
rises above the technical competence of its personnel.
133
5.3 RECOMMENDATIONS
In recognition of importance of manpower training, the following
recommendations were made based on the research conducted in Nnewi
North local government of Anambra State, these include;
1. The facilities for the staff training programme should be improved in
line with the new changes in technology for efficient and effective
performance. In Nnewi North local government, WASC holders were
many; the implication is that management needs to intensify emphasis
on training to enhance their skill.
2. A returnee member of staff from study should be posted to a relevant
department and acting appointment given pending the availability of a
vacancy for him. That way, he will not forget the knowledge he
acquired as a result of disuse. Adequate promotion opportunities
should be provided to all cadres who undergo various training,
stagnation should be avoided.
3. There should be specific fund allocation to staff training by
government. Many of the council will be ready to train their staff if a
well articulated fund is allocated to them. This will help to steam the
tide of lack of fund for their staff training programme.
4. The activities of those who are in charge of the staff training
programme should be well monitored by the management so as to
control their sharp practices. Manpower training should not be left in
the hands of politicians and political appointees.
134
5. The leadership of the local government should be oriented towards
being more humane and impersonal towards their subordinate. This
will be achieved by taking a keen and genuine interest in the welfare
of their workers.
6. The local government system should place manpower training as their
number one priority. Every staff should attend training relevant to
their areas of specialization at least four times within every decade of
their working period, in addition to seminars, workshops, lecturer etc.
7. There should be a comprehensive training policy backed by
appropriate law. A central administrative and coordinating mechanism
with executing units actively linked with departments, with base in
personnel departments should be established. This will give every
category of employee opportunity to be trained and motivate the staff
to perform creditably in their duties so as to avoid waste and save
cost.
8. Finally, it is our believed that if the above recommendations are well
implemented; it will help to guarantee the attainment of job
satisfaction of manpower training and productivity. Because the world
changes as we stand on it and knowledge becomes obsolete even as
we acquire it. What is known today becomes irrelevant tomorrow. It
becomes obvious that only the adaptable can cope with the
monumental changes that are taking place in our modern society.
135
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APPENDIX
Department of Pubic Administration
University of Nigeria
Nsukka
19th
January, 2011
Dear Respondent,
The researcher is a Post Graduate Student in the faculty of the Social
Sciences in the Department of Public Administration and Local
Government, University of Nigeria, Nsukka. I am carrying out a research
work on the topic. The Impact of Manpower training on productivity in
Public Service (A case study of Nnewi North local government from 1999-
2007).
I crave your indulgence to give your candid opinion for your
responses will be treated with utmost confidentiality and will be used for the
purpose of this research only.
Thanks for your co-operation.
Yours Faithfully
Iwuchukwu, Akunna C.
141
SECTION A: BACKGROUND INFORMATION
Please provide the required information needed by ticking ( √ ) in the
boxes provided.
(1) Your Department - - - - -
(2) Gender (Sex) : (a) Male (b) Female
(3) Age (a) 21-30 years
(b) 31 -40 years
(c) 41-59 years
(d) Above 60years
(4) Marital status: (a) Single
(b) Married
(5) Educational qualification
(a) FSLC
(b) WASC/GCE
(c) OND/NCE
(d) HND, B. Sc
(e) MPA/M.Sc and above
(6) Population distribution
(a) Personnel department
(b) Finance department
(c) Works department
(d) Health department
(e) Education/Social Welfare department
(f) Agric /Vet department.
142
SECTION B: QUESTIONNAIRE
The following are statements designed to find out the Impact of
Manpower Training on Productivity in Public Service (A case study of
Nnewi North local government from 1999-2007). Please read the statement
carefully and tick the right answer reflecting on impact of manpower
training.
ALPHABET STANDS:
a. agreed
b. strongly agreed
c. undecided
d. disagreed
e. strongly disagreed
S/N Statement A B C D E
A SA U D SD
1 Do you agree that Nnewi North local
government staff have received enough
training to improve their productivity?
2 Dissatisfaction in job experience result to
negative attitudinal change in staff of
Nnewi North local government.
3 The inadequate training of staff cause low
productivity in Nnewi North local
government.
4 Nnewi North local government workers
are adequately trained.
5 Lack of attention on employee training
results to low manpower output.
6 The management of Nnewi North local
government often organizes training for its
employee.
7 Training is organized for all categories of
staff in Nnewi North local government.
8 In-Service training, seminars and
workshops are method used by Nnewi
North local government in training its
workforce.
9 The training organized by Nnewi North
local government has improved the
143
productivity of its workforce.
10 The management in Nnewi North local
government is not interested in training its
employee.
11 Selection of staff for training is based on
management interest in Nnewi North local
government.
12 The yardstick for promotion in Nnewi
North local government is purely on merit.
13 The Nnewi North local government staff
prefers seminars and workshops to in-
service training.
14 The effort of management towards
training in Nnewi North local government
is not encouraging.
15 Lack of integration of trained staff into the
office hinders training in Nnewi North
local government.
16 Well integrated staff would have positive
effect on workforce.
17 Sectionalism hinders manpower training in
Nnewi North local government.
18 Staff of Nnewi North local government is
well integrated into office on their return.
