AN EVALUATION OF THE EFFECT OF MANPOWER TRAINING AND DEVELOPMENT IN SERVICE ORGANISATIONS.
(A CASE STUDY OF POWER HOLDING COMPANY OF NIGERIA (PHCN) PLC ENUGU ZONE)
BY
AIDELOMON, ROSELINE .O.
BA/2006/080
DEPARTMENT OF BUSINESS ADMINISTRATION
FACULTY OF MANAGEMENT AND SOCIAL SCIENCES
CARITAS UNIVERSITY, AMORJI – NIKE,
EMENE, ENUGU.
AUGUST, 2010.
TITLE PAGE
AN EVALUATION OF THE EFFECT OF MANPOWER TRAINING
AND DEVELOPMENT IN SERVICE ORGANISATIONS.
(A CASE STUDY OF POWER HOLDING COMPANY OF NIGERIA (PHCN) PLC ENUGU ZONE)
BY
AIDELOMON, ROSELINE .O.
BA/2006/080
A PROJECT SUBMITTED TO THE DEPARTMENT OF BUSINESS ADMINISTRATION
FACULTY OF MANAGEMENT AND SOCIAL SCIENCES
CARITAS UNIVERSITY, AMORJI-NIKE, EMENE,
ENUGU STATE
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF BACHELOR OF SCIENCE (B.SC) DEGREE IN BUSINESS ADMINISTRATION FACULTY OF MANAGEMENT AND SOCIAL SCIENCE CARITAS UNIVERSITY EMENE ENUGU STATE.
AUGUST, 2010
CERTIFICATION
The undersigned have read, certified and recommended to Business Administration Department Caritas University for the acceptance of this research work entitled “An evaluation of the effect of manpower training and development in service organizations”. A case study of power holding company of Nigeria (PHCN) Enugu Zone carried out and submitted by AIDELOMON, ROSELINE .O. as meeting the requirement for the Award of the Degree of Bachelor of Science (B.Sc) in Business Administration, Caritas University, Amorji – Nike, Enugustate.
_____________________ __________________
Prof Nwanguma G.U. Date
Project Supervisor
____________________ ___________________
Prof Nwanguma G.U. Date
Head of Department
DEDICATION
This work is dedicated to God Almighty for making it possible for me to conclude this research work without any kind of problem and also to my father Mr F.O Aidelomon for his financial support and encouragement during my course of study for depriving himself from pleasure just to put me through school and my mother Mrs Aidelomon, Rose for her motherly advice.
ACKNOWLEDGEMENT
I acknowledge the most powerful God for giving me the strength, wisdom, courage and ability to complete this research work.
My profound gratitude goes to my able supervisor Prof Godwin Nwanguma .u. who is also my academic adviser and head of department for his assistance during the course of this project.
I express my sincere gratitude to my departmental lecturers; Mr Walter Ani, Mr Innocent Ubawike, Mr Melletus Agbo and Mr Kenneth Eziedo.
My earnest gratitude goes to my parents Mr and Mrs Aidelomon for their support, care and love towards me during the course of the research work and to my sisters and brothers for their continuous encouragement.
I equally acknowledge the following people for the role they played in one way or the other. Amongst them include Aidelomon Fidelia, Aidelomon Fidelis, Nwokorie Adaugo and Chinyere Ezeigwe.
Special thanks goes to my friends and well wishes especially Mercy Erazua,Nneka,Amarachi,Chinaza,Gozie,Chibuzo,Chijioke,Natasha,Izuchukwu,Ijeoma,Ugomma,Chiamaka,Joan,Chigozie,Angela,Lizzy,Kachi,Jennifer,Chidimma but to mention a few.
I will be rather ungrateful if I fail to appreciate the contribution and assistant given to me by the administrative and service department of PHCN Enugu Zone and the entire staffs for their cooperation throughout the period of my research work.
ABSTRACT
This research work was designed to study training and development of employees in service organization.
This study titled “An Evaluation of the effect of manpower training and development in service organizations. A case study of power holding company of Nigeria (PHCN) PLC Enugu Zone is of/with the view of finding out the way by which training and development can be conducted.
The objective of the study is to highlight the advantages of human resource training and development and recommend an appropriate measure that could help improve the current human resource training programmes. Relevant data for this research work were collected from both primary source and secondary source of data. A descriptive method was used for this study. The total population of the staff in the organization is 250 out of which questionnaires were drawn from staff of the organization which constitute a sample size of 154. The statistical instrument used in testing the validity of the hypothesis was chi – square. Among the major findings of the work was that training and development programme improve productivity and better performance. The research therefore recommended that there should be a free flow of information to enable all the staff to be aware of the training and development programme available to them both internally and externally.
TABLE OF CONTENT
Title Page
Certification
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
1.2 Statement of the problem
1.3 Objective/purpose of the study
1.4 Research Questions
1.5 Statement of Hypothesis
1.6 Significance of the study
1.7 Scope and limitation of the study
CHAPTER TWO
REVIEW OF RELATED LITERTURE
2.1 Theoretical framework for the study
2.2 Historical background
2.3 Current literature on theories post
Reference
CHAPTER THREE
RESEARCH DESIGN
3.1 Research Design
3.2 Sources of data
3.2.1 Primary sources of data
3.2.2 Secondary sources of data
3.3 Population of the study
3.4 Sample design and determination of sample size
3.5 Methods of data collection
3.5.1 Questionnaire design, distribution and collection of
responses
3.5.2 Secondary method of data collection
3.6 Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Data Presentation and Interpretation
4.2 Test of Hypothesis
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary of findings
5.2 Conclusion
5.3 Recommendation
Bibliography
Appendix
Questionnaire
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Manpower training and development must be based on a need analysis derived from a comparison of “actual performance’’ and behavior with “required performance’’ and behavior. Manpower training and development is one of the major ways organization invests in the workforce for greater return today and even in the foreseeable future.
Organizational effectiveness rests on the efficient and effective performance of workforce that makeup the organization. The efficient and effective performance of the workforce inturn, rest on the richness of the knowledge, skills and abilities possessed by the workforce. Manpower training and development in most organizations is a continuous act/exercise. The inexorable march of time and the ceaseless glamour for social change combine to make adaptability and continuing preparation of the workforce as inevitable as the initial acquisition of knowledge and skills. This cannot happen if employees training and development do not occur in an enterprise. In other to maximize the productivity and efficiency of the organization, every executive, manager or supervisor in a public or private organization has the responsibility and indeed the bounding duty to ensure the development of their employees who have requisite knowledge and expertise.
Training is like sharpening an existing skill in order to reflect the trends in technology and other social –cultural environmental changes of an organization. Productivity is the goal of today’s competitive business world and training can be a spring board to enhance productivity. The aim is to enable them contribute their full measure to the welfare, health and development of the organization (onah 1993). The main objective of training and development in service organization is to increase efficiency of employees with the resulting increase in corporate productivity. This accounts for why a large number of fund and time is expected by organization at one period or the order in the improvement of the skills of their employees at various levels.
The principal intention of training according to AKPAN (1982:128), 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 the position they already hold.
Manpower development on the other hand, implies growth and the acquisition of wide experience for future strategic advantages of the organization.
Manpower training and development therefore, improves the effectiveness and efficiency of the employee. Therefore, the aim of this research is to know the current state, nature, procedure and method of training and development used by the power holding company of Nigeria (PHCN) for their employees and let’s not forget that any organization that has no plan 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 changes. Also, a popular caption in the field of personnel management says, “If you think training and development are expensive try ignorance’’. While training and development prosper organization, ignorance destroys it. Therefore, workers like machines must be updated on constant basis or else, they end up becoming obsolete or misfit.
1.2 STATEMENT OF THE PROBLEM
This research as it deals with the training and development of employees in service organizations is intended to find out the efficiency and effectiveness of training and development programme in service organization with reference to power holding company of Nigeria (PHCN) Enugu Zone. Since power holding company of Nigeria (PHCN) is an organization governing the use of electricity in Nigeria serves as a source of electricity supply, distribution and maintenance round the Nation. For this reason, it encounters numerous problems which range from:
1) Lack of qualified instructors and consultants to undertake training courses,
2) Lack of essential training tools, to
3) Lack of effective communication within the organization which makes it impossible for most employees to know about training opportunities available to them.
1.3 OBJECTIVES /PURPOSE OF THE STUDY
The purpose for this research is to probe into the evaluation of the effect of manpower training and development in service organization using power holding company of Nigeria (PHCN) Enugu Zone as a case study with a view to find out how the organization is performing in terms of its employees training and development.
The following are the specific objectives of the study:
i) To highlight the advantages of employees training and development in service organization.
ii) To examine the current training and development of employees in the organization and PHCN Enugu Zone in particular
iii) To increase the general knowledge and understanding of individual member.
iv) To recommend appropriate measures that could help improve the current manpower training program.
v) To increase efficiency and effectiveness of employees with the resulting increase in corporate productivity.
1.4 RESEARCH QUESTION
a) What method of training and development does your organization use?
b) What is the category of staff level in your organization (PHCN)?
c) What is the major problem in the organization?
1.5 STATEMENT OF HYPOTHESIS
Here, Hi and Ho below represent the alternative hypothesis and null hypothesis respectively.
HYPOTHESIS ONE
Hi: Training and development improve productivity
and better performance.
Ho: Training and development does not improve
productivity and better performance.
HYPOTHESIS TWO
Hi: Training and development improve skills and
knowledge of manpower in service organization.
Ho: Training and development do not improve skills
and knowledge of manpower in service
organization.
1.6 SIGNIFICANCE OF THE STUDY
The research will be beneficial to all service organization especially power holding company of Nigeria (PHCN) Enugu and their staff as it emphasized the need and encourage the establishment of policy guidelines on the efficient and effective training and development porgramme.
It will help managers of various organizations to generate ideas and solution to problems based on the best way to run training in their organization in order to achieve desired goals and objectives.
It will equally be useful to small scale business, large corporations, universities, college of education and to the government.
It will also help researchers to know more about training programme as a tool for improving employees’ performance.
Finally, it will be of great value to students as a point of reference and will equally form the basis for further research study.
1.7 SCOPE AND LIMITATION OF THE STUDY
The scope of this study although very wide if it has been carried out in the entire service organization. For this reason, it was necessary to have a concentrated area of study which was restricted to the evaluation of the effect of manpower training and development in service organization using power holding company of Nigeria (PHCN) Enugu Zone as the case study.
Its major limitation was the problem of getting information from the institution under study. As a parastatals, there is always the fear of giving out information to the public as such, vital information needed was not readily available.
Time equally would not be left out; getting permition to leave school and the issue of finance cannot be ignored as much was spent in procuring materials. However, with fact and judicial use of the limited resources, reasonable analyses have been carried out in this research work.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 THEORETICAL FRAMEWORK FOR THE STUDY
Until recently there has been a general resistance to investment of training in the public service because of the believe that “Employees hired under a meut 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 personnal was at fault.’’(stahl, 1976). This assumption has been jettisoned as the need for training became obvious both in the private and the public sectors.
Training has become more obvious given the growing complexity of the work environment, the rapid change in organization and technological advancement which further necessitates the need of training and development of personnel to meet the challenges. Many organizations have come to recognize that training offers a way of “developing skills, enhancing productivity and quality of work and building workers loyalty to the firm”.
Manpower training and development is essential to the existence and survival of organization. It is common for people to see training and development as the same thing. However, though they are similar, they are not the same thing.
Training is any learning activity which is directed toward the acquisition of specific knowledge and skills for the purpose of an occupation or task (cole 1993).
Ivancevich et al (1994) see training as the systematic process altering employee’s behavior to further organization goals.
According to Hellriegel and Slocum (1996), training is improving an employee’s skill to the point where he or she can do the current job. Training is the process by which members of organizations are thought to acquire knowledge, skills and abilities they need to perform effectively the job at hand. Training is directed at the present job.
In a more comprehensive manner, training can be defined as a short term process that utilizes a systematic and organized activities by which non-managerial staff acquire the technical knowledge, skills and abilities for specific purposes in function. Training is “an organized procedure by which people learn knowledge and or skills for a definite purpose. It is a process for equipping the employees particularly the non-managerial employees with specific skills for example technical skills like plumbing, electrical wiring, repairing, artistic skills, clerical and typing skills that would enable them to improve on their performance and overall efficiency.
The objective of job training is to enable an employee to perform his job in such a way as to meet the standards of output, quality, waste control, safety and other operational requirement (Gardner, 1973).
Thomas (1988) defines training as ‘a process through which experiences are deliberately offered to trainees to enable them to absorb some new perspective, understanding, value, attitude, techniques or skills’. It involves planned activities on the part of an organization to increase job knowledge and skills or modify the attitudes and social behavior of its members in the ways that are consistent with the goals of the organization and the requirements of the job. The overall aim is to increase or improve a person’s contribution to the achievement of the organizational goals.
Jones, George and Hill, (2000) believe that training primarily focuses on teaching organizational members how to perform their current jobs and helping them acquire the knowledge and skills they need to be effective performers.
According to carrel and kuzmits (1982) training is the systematic process by which employees learn skills, information or attitudes to further organizational and personal goal. They also stated that “every training system operates with a philosophy set of beliefs concerning people, productivity and profit”.
In view of chruden and Sherman Jnr (1980), training is any organizationally oriented procedure, which is intended to foster learning among organizational members.
Training according to Davar (1950), states that its main goal is “To induce a suitable change in the individual concerned”. It is “to bridge the gap between existing performance ability and desired performance”.
Development on the other hand focuses on building the knowledge and skills of organizational members so that they will be prepared to take on new responsibilities and challenges. Development is used in relation to the process of helping managerial employees who perform non-routine jobs to improve their managerial, administrative and decision-making abilities and competence.
In the view of adamolekun (1983), staff development involves the training, education and career development has been identified to include:
· Creating a pool of readily available and adequate replacements for personnel who may leave or move up in the organization;
· Enhancing the company’s ability to adopt and use advances in technology because of a sufficiently knowledgeable staff;
· Building a more efficient, effective and highly motivated team which enhance the company’s (AJ pam vol xvi; No.1.Jan 2005) competitive position and improves employee morale; and
· Ensuring adequate human resources for expansion into new programs.
Drucker (1977) in highlighting the work of managers submits that one contribution a manager is uniquely expected to make is to develop people. if any organization must continue to survive, it must provide opportunity for career development into specialist and managerial positions.
Development is the process of building the knowledge and skills of organizational members so that they will be prepared to take a new responsibility and challenges. Jones, George and hill(2000).
Wertherland and Davis (1996) define development to mean helping individual worker to handle future responsibilities with little concern for current duties.
Development can also be defined as a deliberate program of an organization to mould into the desirable shape its future leaders who are expected to perpetuate the business of the organization most efficient and effectively, ( o.b. fagbohungbe 2009). Development can be referred to as any learning activity which is directed towards future needs rather than present needs and which is concerned more with career growth than immediate performance (cole 1993). The intent of development program is to improve an employee’s conceptual and human skills in preparation for future jobs.
From the above, it is now clear that there is a major difference between them. Though both of them are geared towards increasing or improving the skills of workers. Training is concerned with teaching the workers specific skills that will assist them in their immediate task while development on the other hand is concerned with teaching the workers more general skills that will assist them in career growth thereby equipping them for the future.
As a way of summary, the purpose of training is to improve knowledge and skills and to change attitude (mullins,1999).
Training and development as stokes (1966) puts it rest on the fact that “a person learns through experience which may be actual, hearing or reading about the experiences of others”.
Training and development can also be viewed as a formal and informal activities which bring about change in the skills, knowledge and attitude of employees for the fulfillment of their individual career and organizational goals.
2.1.1FACTORS THAT TRIGGER TRAINING AND DEVELOPMENT
Training and development is predicted on workers, machines and tool deficiencies. These deficiencies manifest inform of specific symptoms. The symptoms that trigger training and development in organization may include:
i. When there is high rate of absenteeism among workers.
ii. Where there is increased labour turnover among workers.
iii. When there is decline in productivity among workers.
iv. When there is a poor job performance among workers.
v. When new machines are purchased to replace old ones.
vi. When there is increase in the rate of on-the-job accidents among workers.
vii. When there is an increased complaint from customer.
viii. When there is reduced patronage from customers.
ix. When there is visible negative work attitudes such as lateness and oscillation (motion without movement or pretending to be busy when in actual fact he or she is doing nothing) among workers.
x. When there is noticed inability to take up challenges among workers.
xi. When there is noticed reduction in job involvement and organizational commitment.
2.1.2 FORMAL TRAINING
It entails the deliberate and structured presentation of experiences, which may help the individuals to change their knowledge, understanding attitudes or behaviours in a positive manner. In industry, formal training is used for any of a variety of specific purposes as stated below:
a) Induction Training: It involves the introduction of the new entrant to the undertaking and its ways including the structures, rules and procedures of the company to enable him to cope with the new environment.
b) Skill Acquisition: Involves the development of new skills and abilities. Where ‘deskilling’ of work takes place, semi-skilled machine operators may be provided with the kind and degree of training necessary to acquire the required skill.
c) Skill Development:Training is employed to ‘up-date’ a person’s knowledge or skills at any stage of his career and whenever changes occur in his work such as where new technology is introduced. In the latter case, short courses, which provide information on the ‘new thing’ and offer the opportunity to learn and practice new skills or new application of old ones may be undertaken.
d) Increasing Motivation:It entails deliberate use of training to increase individual’s willingness to work up to the required pattern and standards. This rest on the belief that people are likely to work more effectively. They understand not only what they are expected to do, but why they are expected to do it in this way. The inculcalation of work-related values and norms is possible in training.
e) Attitude Change:Training may be undertaken to change the perspective and attitudes workers adopt in relation to the organization and their work in it in a positive way. It could develop into employees trust, commitment to the organization, job involvement and job satisfaction.
2.1.3 AIMS OF TRAINING AND DEVELOPMENT
The aim of training and development include:
Ø To change the job behavior or attitude of employees so that they can perform to defined standards.
Ø To reduce the “hibernating time”. This is the gap between placement and the point at which an employee start to perform effectively.
Ø To improve the productive capacity of individual employee.
Ø To improve the effectiveness of the organization.
2.1.4 BENEFITS IN TRAINING AND DEVELOPMENT PROGRAME
Tessin (1978) discussed extensively how benefits accrues to organization, individual and inter-group relations through training and development whereas, Dickey (1982) submission bothers on individual benefit; bearing in mind that the workers are in the organization While the organizations are in the workers. Discussing the benefits separately under subheading as done by tessin(1978) and dickey(1982) will amount to jamboree in simplicity. Therefore, let them be merged under one heading.
§ Training and development leads to improved profitability.
§ Training and development leads to improved job knowledge and skills at all levels of organization.
§ Training and development improve workers morale and job satisfaction.
§ Training and development improves workers commitment to the organization.
§ Training and development help to nourish better corporate image.
§ Training and development improve job involvement of the workforce.
§ Training and development improve the relationship between boss and subordinate and general inter group relationship
§ Training and development enhance organizational development.
§ Training and development assist in preparing guidelines for works.
§ Training and development assist in understanding and implementing organizational policies.
§ Training and development provide information for future needs in various facets of the organization.
§ Training and development assist workers to adjust to changes.
§ Training and development assist in conflict management.
§ Training and development improve labour-management relationship.
HISTORICAL BACKGROUND
2.2 ORIGIN OF POWER HOLDING COMPANY OF NIGERIA
(PHCN)
Around the world, electric industries are undergoing extensive restructuring. The trend, which started in the United Kingdom and Chile in the 1980, has rapidly spread to many countries in Latin America, Asia, Europe and Africa. The main motivation of driving forces for restructuring the electric industry in different counties are not the same. In some countries, such as the United Kingdom and the Latin America countries, privatization of the electric has provided a means of attracting funds from the private sector to relieve the burden of heavy burden of heavy government subsidies. In the country formerly under centralized control (central and eastern Europe), the process follows a general trend away from centralized government control towards increased privatization and decentralization. In the United States and several other countries where the electric industry has for the most part been owned by the private sector, the trend is toward increased competition and regulation.
Power holding company of Nigeria (PHCN) formally known as National electricity power authority (NEPA) is a public corporation owned by the federal government of Nigeria to generate, transmit and distributes electricity to the populace. The history of electricity (power generation) in Nigeria dates back to 1898 when electricity was first produced in Nigeria. Therefore, several other towns established electricity supply by the installation of isolated generation in each town.
In 1946, the “Nigeria government electricity undertaking” was established within the then public works department to take over the responsibility of electricity supply to Lagos area.
In 1950, however, a central body was established by the legislature council ordinance No. 15 of 1950 which transferred electricity supply and development to the care of central body known as the “Electricity Corporation of Nigeria (ECN)”. Other bodies also had licenses to generate electricity in some locations in Nigeria. Significant among such were the Nigeria electricity supply company (NESCO) in Jos and the African timber and plywood limited in Sapele.
The first 132kv-transmission line under the management of ECN was commissioned in July, 1961 and was 146km long connecting Lagos with Ibadan via Shagamu.
In 1962, another body known as Niger Dams Authority was established by an act of parliament. The authority was responsible for the construction and maintenance of dams and other works on the River Niger and elsewhere generating electricity by means of water supply thereby improved navigation.
National Electric Power Authority (NEPA) was established in April 1972, with the amalgamation of the former electricity corporation of Nigeria (ECN) and the Niger Dams Authority (NEPA) with the Headquarters in Lagos.
As a government parastatal, its employees and consumers seriously hamper NEPA’s operations due to several government directive and fraudulent activities. In order to reduce this anormaly, the authority was granted partial autonomy as a quasi-commercialized organization in 1992 while this gesture has granted some powers to the authority, it is still under the control of the government hence the authority could still not take some necessary drastic and far-reaching measures to improve its revenue collection and reduce the incidences of fraudulent activities.
Like most state-owned enterprises, NEPA has suffered from severe under-funding and under-capitalization, inappropriate capital structure, excessive executive interference, and sub-optimality and decision making.
NEPA equipments are subjected to vandalism and theft by group of cabals in different part of the country. The hydro power stations suffer from low water level during dry season and the generation output capabilities of thermal stations are often hampered by shortage of fuel. Equipments are expensive to repair, mostly due to their obsolete status.
NEPA as we know is a government ran entity as earlier stated that enjoys a lot of the financial transfers, subsidies grants and tax and import duty naivers from the government. These social incentives from the government were counterproductive for NEPA’s efficiency. It resulted in an undertrained and unmotivated manpower and lack of will to operate as a profitable entity.
NEPA was formally changed to power holding company of Nigeria (PHCN) in January 2004 in readiness for privatalization. To provide the legal framework for the restructuring of Electric Supply Industry (ESI), the electric power sector reform bill was signed into law on the 11th of March 2005. The bill seeks to provide for the formation of successor companies to take over the functions, assets, liabilities and staff of NEPA; develop competitive electricity markets; establish the Nigeria Electricity Regulatory Commission; provide for the licensing and regulation of the generation, transmission, distribution and supply of electricity; enforce such matters as performance standards; consumer rights and obligation; provide for the determination of tariffs; and to provide for matters connected with or incidental to the forgoing.
An initial holding company (IHC) has been incorporation as provided for the act. The name of the IHC is Power Holding Company of Nigeria (PHCN) Plc and it was incorporated on 31st may 2005. The PHCN has taken over all NEPA assets and liabilities.
Power holding company of Nigeria (PHCN) Enugu Zone was officially opened many decades ago. The office is responsible for the distribution and sales of electricity to Enugu and its environment. The office maintains an undertaking office and service centers and cash offices in many government areas of Enugu state. Just like any other PHCN office in the country, it has all the departments such as administrative and service, Technical / service, Customer service, Finance and Accounts, and Audit department each headed by a manager. As a zone, the office reports directly to the chief executive officer Enugu. It also has direct communication with PHCN Headquarters Abuja.
PHCN Enugu Zone has a total staff of 250 including Top management.
Power holding company of Nigeria (PHCN) accounting system is uniform throughout the country and that of Enugu Zone would not be left out. The classification of the branch is the same other branches nationwide. The zone has fourteen (14) business unit under it and its responsible for everything that happens in the unit.
2.2.1 METHOD OF TRAINING AND DEVELOPMENT
Training and development methods are means through which ideas, skills or knowledge are impacted to learners in an organized manner. There are different types of training and development methods that are in use today. The methods of training and development are the same. These methods are usually grouped into two broad categories namely;
i) On – the –job training and
ii) Off – the –job training
The method of training and development will be treated separately because aside from the above methods mentioned there are other methods of development.
A. TRAINING METHODS
i) ON – THE –JOB TRAINING: this is a training programme that is organized on the workers job location. On – the –job training methods are the most widely used and the simplest method of training. It refers to instructions given to employees on the job by the supervisor or any other experienced employee. Using these methods, employees are placed on a regular job and taught the skills necessary to get the job done properly. This method requires no special school. While learning, the trainee is also contributing to the total output of the department. The greatest problem with this method is that errors or mistakes committed while learning can be very costly. The various types of on –the –job training methods may include;
1) Job Rotation:this is a situation in which employees are made to move from one job to another within the work setting over a defined period of time. As they move from one task activity to another, they gain considerable knowledge, experience and skill. The duration of the rotation is shorter at lower levels (clerical), than at management levels where trainees are taught complex functions and responsibilities (fansworth, 1975).
2) Coaching: Here, employees are placed under the direct guidance of a supervisor. This technique use observational learning known as pure imitation. It has the advantage of allowing the coach to give on the spot feedback to the learners on whether they do it well or not.
3) Apprenticeship:Apprenticeship training is usually required for job that requires complex and diverse range of skill and knowledge. It runs with the cooperation between the employees, the government and educational institutions (technical or vocational school) and labour unions.
4) Enlarge Responsibility:Here, the manager or supervisor assigns additional duties and responsibilities to his subordinate employee. He allows him the opportunity for decision making by deliberately exposing him to challenging jobs and problem solving situation.
5) Internship: It offers an excellent opportunity for the learner or trainee to help gain insights into the relationship between theory and practice i.e. the trainee attends classroom session to acquire the theoretical aspect of the job and later, proceed to the work settings to practicalize what he has been taught in the classroom.
6) Understudy Assignment:The trainee or even an experienced manager who is being groomed for higher responsibilities is often made to assume part of his master’s job thus enabling him to learn or perform as much as possible, some of his supervisor’s job. The efficacy of this method however depends on how much responsibility he is willing to allow the subordinate to assume.
7) Instructional Guidance:This is a training situation in which the trainees are given step by step instruction after which they are left to perform the task activities of the job. The trainer appraises the learning ability of the trainees by measuring their ability to follow instruction.
ii) OFF – THE –JOB TRAINING:This training method is organized outside the workers job location. It is usually organized in a training centre or an educational institution. The objective of this method is to broaden the trainee’s job knowledge and experiences beyond what can be learnt within the job environment. It provides the trainees the opportunity of interacting with trainers who are different in outlook, experience and knowledge from those they are used to back at work. Off –the –job training has its own disadvantages which may include:
i) It is usually more expensive than on the job training and
ii) It does not allow on-the-spot assessment of training effectiveness which is possible with “on-the-job” training.
The various types of off-the-job training method include:
1)Seminars: Brings together group of people who pool and discuss ideas. A seminar is meant to stimulate intellectual input. Papers presented are criticized and corrections are suggested.
2) Workshop: Is a setting where a group of people meet and work together in order to share and develop ideas about a particular subject or activity.
3) Lecture or classroom method: Involves the transmission of knowledge, ideas and factual information from the instructor to a larger group of trainees at one time thereby having the advantage of being a relatively low-cost training method. The major drawback of this method is that individual differences in the abilities of a trainee to assimilate fast or get lost in the classroom. Discussions are not taken into consideration/account.
4) Vestibule training: Involves trainees learning in a non work environment in which conditions and equipment are virtually identical to what will be encountered on the job. The only major problem with this method is that its relatively costly than other method since this method requires that trainees be trained on the same identical machines and equipment used in the actual job environment.
5)Briefing groups: The trainer presents a short paper and asks for the reactions of the trainees. It is assumed that the trainees are not completely ignorant of the issues in the paper. The objective is to teach knowledge, facts and assess the opinions of the trainees.
B) DEVELOPMENT METHOD
Executive development is a systematic process of growth and development through which executive develop and enhance their capabilities to manage successfully particularly in today’s increasingly complex business environment and in the future.
The methods of training are also the methods of development as mentioned earlier. However, apart from the above, development has additional activities, which are rarely used in employees training. This includes what Jones, George and Hills (2000) referred to as;
i) Varied work experience
ii) Formal education
i) Varied work experience: For an organizational executive to be effective, he must have knowledge and understanding of all activities of his organization. He must be an “all in one”. He is a personnel manager, production manager, marketing manager, accounting manager, all in one. Techniques for varied work experience include;
a) Workers rotation (job rotation): Employees who are discovered to have potential are moved from job to job to acquire varied work experience that will broaden their horizon.
b) Job enrichment or vertical loading: New sources of satisfaction to jobs are added through increased responsibility, autonomy and control.
c) Job enlargement or horizontal loading: Simply widens the job of the employees. The aim is to sharpen employee’s skills, make them large to face challenges and finally increase their ability to take additional responsibilities.
d)Promotion and transfer: In anticipation of promotion, particularly in the management centre, staff members may be trained to enable them to acquire the skills required to function in the new position(s).
e)Appointment as “assistant to”: Some employee’s function in the position as assistant to senior officers like the managing director.
f)Membership of committees: Serving as committees provides a very good training ground for the employee. He listens to the views, presentations, criticisms, e.t.c. of others.
ii)Formal education: Many reputable organizations do realize the benefits to accrue to their organization when their employees receive formal education from higher institution. Organizations have ways of identifying talented and promising employees, employees with high prospect and potential whose sponsorship in higher institution will payback. To such organization, it is investment of some sort that will bring forth dividends. It is believed that such employees when they complete their courses will be able to take up new responsibilities and occupy more demanding positions in the organization that trained them.
Another method of developing executive is
Simulated development method: The use of simulated techniques for developing executive talent has become more popular in recent time. This is so because, it has been realized that neither the conventional on-the-job nor off- the-job methods are sufficient in developing the much needed capabilities in managers. This is because most managers do not necessarily perform programmed or routine jobs like the lower level employees, managers need more than specific skills. They need to acquire specialized and broad-based skills like conceptual, analytical, diagnostic, problem-solving skills, human behavioural skills, interpersonal skills as well as sound decision making skills.
Simulated development include
i) Membership of professional organization: They provide avenues and opportunity for the members’ development.
ii) Critical incidents: Trainees are taught about how to develop the relevant intellectual ability and practical judgment in searching for details or facts that may be relevant to the understanding and solution of the problem on hand.
iii) Inbasket method/exercise: The manager or executive is presented with hypothetical problems similar to the problems that can confront him in the actual work situation.
iv)Case studies: The method is geared towards problem and issues that face executives in their day to day business. Cases are prepared to demonstrate the reality in the business would by describing actual business situations. (wexley and lathan 1981) say that the primary purpose of case study is to enhance the problem-solving skills of participants.
Sensitivity training: Here, executives are trained in the art of developing an awareness of and sensitivity to the behavioural pattern of oneself and that of others with whom he relates. According to Rao and Rao (1990), this sensitivity is expressed in the form of; Increased openness with and to others, greater concern for others, increased tolerance for individual differences, less ethnic prejudice, enhanced listening skills and increased trust and support.
The essence of this method is to develop in the participants the ability to understand themselves and the behavior of others and to identify their human relation skills, needs and how best to accommodate the feelings of others to be a good manager.
2.2.2 BENEFITS OF TRAINING TO ORGANISATION
The following are the benefits of training to organization
a) Increased productivity: One of the main objectives of training is to increase employee’s skills. When workers skills are increased, it leads to increased quantity and quality of output in organizations.
b) Attitude formation: An important aim of training in organization is the moulding of employee attitude as so to win his support for the company’s activities and to obtain from him better cooperation and greater loyalty.
c) Reduced supervision: Proper and adequate training of employees reduce the need to close supervision by their supervisor because trained personnel can quite perform assignments successfully on their own than untrained employees.
d) Preventing obsolescence: Training is not meant for new employees alone but also to old and experienced employees. Training can help prevent employee obsolescence which results from the discrepancy between an employee’s expertise and the demand of his job.
e) Increased organization flexibility: Organization flexibility refers to ability of an organization to adjust to short-run variations in the volume of work.
2.2.3 BENEFITS OF TRAINING TO EMPLOYEES
The following are the benefits of training to employees
a) Increases market value: As employees acquire new knowledge and job skills, they tend to increase their market value and earning power.
b) Increased job security: Possession of useful skills by employees enhances their value to the employers. Thus, there is increased job security.
c) Increased opportunity for promotions: Training qualifies employees for more future promotions and responsibility with attendant increase in pay.
2.2.4 TRAINING AND DEVELOPMENT PROCESS
The process of training and development will be briefly analyzed according to H.W Moulton (1980) as follows:
a) Identification of training needs
b) Designing of the training programme
c) Implementation of the training programme
d) Evaluation of the programme.
a)Identification of training needs: All training should be justified on the bases of a prior need analysis. Training need refers to any deficiency of skills and knowledge on the part of the employee which can be remedied through training. When the performance of workers is noticeably poor, and cannot be improved through motivation and simplifying the work procedures, then training need has arisen.
Turrel (1980) says that training need arises in organization from three (3) sources;
1) Those caused by changes in technology, markets, legislation and manpower composition;
2) Those derived from work problems, such as manpower utilization, machine utilization, disputes, safety and quality; and
3) Those arising from manpower wastage associated with poor recruitment, induction, training and the like.
Moulton (1980) believes that training need arises from three (3) sources, which include, job analysis, company or organization analysis and person or individual analysis.
i) Jobneeds analysis: Entails an extensive analysis consideration of the specific requirement of the task to be performed, the minimum acceptable standard of performance, the technical nature of the job and the combination of special skill requirement in terms of technical, professional, interpersonal, managerial, conceptual, analytical and diagnostic skills required to get the job done very well.
ii) Company or organizational analysis: this refers to the breakdown of the entire organization or the basic of the job task in order to find out the area training is needed.
iii) Person or individual analysis: The analysis here tries to focus on the weakness, deficiencies or the training need of each job holder within the present and the near future. The analysis here focuses on individual strengths and weaknesses and on what should turn the individual worker into a better performer.
iv)Other general methods for assessing or identifying training needs include.
a)Performances appraisal reports
b) Observation
c) Training needs survey as may be carried out by the
supervisors
d)Employee suggestions
B) DESIGNING OF THE TRAINING PROGRAMME
In designing the training programmes, the training and development manager must fashion out an appropriate training programme. For each categories of employees training requires different course contents and different emphasis on teaching and the choice of teaching methods. In designing training and development program in any organization, seven sequential stages are involved. The stages are:
1) Carry out training and development need analysis which will reveal whether the organization needs training and development, in what functional area in the organization and who are those to be trained and at what cost.
2) Identify and state training and development objectives.
3) Sieve through the existing training methods in order to pick the most appropriate method bearing in mind the objective of the training and development programme.
4) Choose from among training and development methods the particular method to use.
5) Work out a strategy for monitoring in order to detect if the programme is on course or not.
6) Implement aspect of the programme.
7) Measure the effect of the programme on the recipient’s job per.
C) IMPLEMENTATING THE TRAINING PROGRAMME
After completing all the steps in the design of training programme, the next step in the training process is the implementation of the programme that has been developed.
D) EVALUATION OF THE PROGRAMME
As Kirkpatrick has stated, “all training professionals agree: evaluation should be done”. Training can be evaluated at any of three stages: input, throughput and output. In terms of input, the cost (expense) of training can be assessed either in comparison with other programmes or against a budgeted figure. In terms of throughput, organization often assess the number of trainees processed in a given time period far more effective, however, is the evaluation of output, which can be assessed by one of the following four criteria.
1) Reaction level: Measures the emotional response of the trainees to the programme. This is done through attitude surveys, typically immediately after the programme.
2) Learning level or immediate outcome: Measures the acquisition of knowledge. This is measured by objectives or subjective tests administered to the trainees.
3) Behaviour: Measure the changes in skills that occur as a result of training. It is often assessed by direct observation of the trainee or by self-report.
4) Result: Measures the organizational effect of training. This is assessed through direct calculation of costs, sales, profits e.t.c.
2.2.5 ESSENCE OF TRAINING AND DEVELOPMENT
Organizations embark on training and development programmes, for many reasons however, these can be summarized as
i) Productivity: People are employed for the simple reason of helping the organization to achieve its goals and this can be done when the work is quite productive. Most training programme is therefore organized to help In increasing the workers efficiency on the job, thus increasing his productivity.
ii) Effectiveness: By increasing the workers skills he becomes effective in executing the task assigned to him.
iii) Preparation for higher responsibilities: Improving a workers performance on his present job will enhance greatly his chances of being elevated to higher positions and responsibilities.
iv) Toboost the workers morale: By increasing skill of the worker, he develops a more sense of self worth, confidence and trust in his own abilities.
2.2.6 TRAINING TECHNIQUES
It involves the application of knowledge. Effective trainers utilize a more rigorous decision process in their selection decisions. One approach is to classify in advance the various training techniques according to the degree to which they match a set of relevant criteria. These criteria might include, but not be limited to the following.
1) Whether the techniques is oriented toward knowledge, attitudes or skills.
2) Whether the technique is generally applied on-the-job or off-the-job.
3) The degree to which the technique incorporates the major principles of learning.
4) The relative expense involved in development and administration of the programme.
5) The unique trainer skills required
6) The time duration over which the training technique usually extends.
2.2.7 METHODS OF DETERMINING EXECUTIVE
DEVELOPMENT NEEDS.
Developmental needs can be determined via a study and understanding of individual executive developmental needs, the development needs of the organization in terms of its projected goals and aspirations, the quality and quantity of available manpower stock as well as the demands and requirement of each executive position in the organizational hierarchy. The following techniques are used in identifying executives development needs.
1)Management appraisal report: It normally indicates the relative strength and weaknesses of each management staff. The comments on strengths and weaknesses of the particular executive would point to the relevant areas for which the executive needs to undergo some types of training and development.
2)Survey: Each executive would make a survey of what he likes or what his subordinate managers lack and make appropriate recommendations accordingly.
3)Job Analysis: Where movement or transfer into a higher position is being contemplated, the requirement of that higher responsibilities would enable management to determine the training and development needs of subordinates that are being ear marked for such higher positions.
2.2.8 REASONS FOR EXECUTIVE DEVELOPMENT
1) Improves the versatility of the management group.
2) Ensure easy and effective mobility of personnel across functional units as the need arises.
3) Enhance the executive’s understanding and perception of issues relating to economic, cultural, social, technical and political matters that may be relevant to the successful performance of his job.
4) Keep the executive current on new development around him which may affect his job performance.
5) Create a reservoir of executive talents necessary for management succession or for other contiquencies.
6) Develop the much needed flexibility and capability of the organizations manpower and from an economic stand point is able to provide maximum productivity from the human resources which is necessary in ensuring corporate growth.
7) Identify persons with innate abilities and potentials that may be groomed up for future higher responsibilities.
8)And lastly provide a built-in mechanism for preventing manpower obsolescence over time, through training and development by helping company’s executives to revitalize their skills to enable them cope more effectively with the ever increasing complexities of modern business.
2.3 CURRENT LITERATURE ON THEORIES POSTULATED
ON MANPOWER TRAINING AND DEVELOPMENT
Manpower training and development improves employee abilities to perform the tasks required by an organization. It, according to Graham (1981), has the important dual function of utilization and motivation. By improving employees ability to perform the tasks required by the company, training;
“allows better use to be made of human resources; by giving employees a feeling of mastery over their work and of recognition by management, which increases job satisfaction in workers.”
Organization, have a stake in developing the careers of their employees so that the employees can be retained while their performance becomes more effective and efficient.
Walker(1992 ) for example opined that “in the 1990s and beyond, organization will invest more, not less in efforts to retain, train and develop talent.”
Manpower training and develop is a tool employed by organization to equip their workforce to the accomplishment of set goals and objectives. The internal structure of an organization is made up of socio-technical arrangements which are deliberately designed to achieve the objectives of that organization by doing the right thing at the right time and in the right measure.
Manpower training and development in service organizations therefore focuses on the objective of equipping the personnel in the service from the point of their recruitment to that of retirement, so that manpower be kept constantly ready not only to provide improved living conditions for Nigerians, but also set the machinery for achieving accelerated growth and development within the country. Manpower training and development is essential to the existence and survival of organization. Olowu (1991) supports this school of thought as he points that human resources training and development enables civil servants (employees) to acquire the relevant professional skills and knowledge for effective performance. It was drucker (1986), who said that a good organizational structure itself does not guarantee good performance. It is human resource training and development that equips civil servants with the relevant professional skills and knowledge that brings about effective and efficient performance. This position is further supported by pye (1988) when she opined that “when steps are to be taken to improve the quality of employees and overall organizational performance, attention naturally turns to the process of training, education and development of employees”.
According to foot and hook (1999), human training and development is a planned process to modify attitudes, knowledge and skills or behavior through learning experience to achieve effective performance in an activity or range of activities. Its purpose in a work situation is to develop the activities of the individual and to satisfy the current and future needs of the organization.
Human resource training and development according to walker (1992) is specifically about providing a range of learning experience in a work situation. Critically speaking, human resource training and development seem to have never been the priority of the civil service in Nigeria. Omale(1992) observed that in almost all senior positions, if one is recruited with required educational qualification, no training and development was carried out on him. Experience on the job now becomes the only criteria for the worker to reach the top of his career ladder. Yet, the jobs an officer does from one grade level to the other according to omale(1992):are sufficiently different to warrant not only vocational knowledge whish he gets via experience, but also theoretical knowledge and attitudinal re-orientation in order to successfully cope with the demands of such higer jobs.such theoretical knowledge and attitudinal re- orientation can only best be acquired through formal training off-the-job in appropriate training institutions.
Mekinde (1992) in his own view, is of the opinion that human resource training is a “short term process of learning specific skills by both junior and immediate staff”, while development entails a “long term learning process designed to develop senior officers in order to acquaint them with changes in technology and management method. Training and development helps to ensure that organization members possess the knowledge and skills they need to perform their jobs effectively, take on new responsibilities and adapt to changing conditions despite the recognition of the importance of training by management experts and government as expressed in white papers on various reforms in Nigeria. The experience of manpower training and development in the Nigeria public sector has been more of ruse and waste. This paper examines the experience of Nigeria public service on manpower training and development with a view of understanding the problems being faced. It makes appropriate recommendations on how to ameliorate the situation. Management experts also argue that a major function of a manager is to develop people and to direct, encourage and train subordinates for optimum utilization. To stahl(1986), training helps prepare employees for a certain job that are unique to the public sector.
2.3.1 CURRENT CHALLENGES IN TRAINING AND
DEVELOPMENT.
It has been found from recent studies that before the recession really set in (pre (1983) not much of training was witnessed. The recession of 1983 and the structural adjustment program of 1986 were accompanied by a continuous and critical modification in the frequency, method and focus of training courses. The main reason for these changes is the substantial decline in the resources of older generation firms, which seriously reduced the financial allocation of training. In a few other cases, the cut on overseas training was informed by caution on the part of older firms who felt that the boom in new firms(e.g, banks) is at best artificial and not enduring. In fact, casual observation reveals that overseas training have practically ceased while the grants of study leave (training leave with pay) have substantially reduced. A number of other reasons explained the refocused interest of employers in training courses for their staff. These may be;
· rapid changes in technology(computerization);
· rapid changes in public policy(branches, interest rates, inter-bank and other prudential guideline) suggesting that managers and workers need to respond appropriately with new skills, attitude and knowledge;
· increase in the incidence of fraud and the role of employers to prevent and control malpractice from all possible sources;
· policy intervention strategies such as re-engineering and adoption of total quality management, team working and other specialized and specific goal-directed human resource utilization approaches; and
· Reduced demand for goods and services, high rates of interest bringing about high incidence of bad debts, and requiring new and modern marketing approaches to attract deposits and minimize bad debt expected to persist in the millennium and beyond.
Employers will continue to pay serious attention to training and development since new corporate cultures are necessary in order to imbibe new attitudes that are required for success in a new operating environment.
Current training and development programmes are however constrained by the following incidences or practices;
v The failure to determine training needs reliably and relevantly;
v Inadequate funding of training;
v Burying or sacrificing the training function in organizational policies;
v Failure to systematically evaluate the effects of training;
v Unwarranted dumping or muddling of the steps in the standard training process (viz., design, implementation and evaluation);
v The unwillingness of supervisors to train the subordinates on the job or reveal the secrets of the job;
v Failure to engage credible professional trainers and adequately brief trainers on the specific trends in an organization; and so on.
2.3.2 THE IMPERATIVE OF TRAINING IN THE FUTURE
Effective utilization of employees for best results in a competitive environment has assumed a new trend. Merit-based award has been tested and found to instigate self-motivation in most employees, provided that performance appraisal is carefully done. He following practices is also requisite:
Ø wage indexation
Ø Pension indexation and
Ø Redundancy reserves.
Aside from these, other desirable maintenance practices are in the area of training and development for staff. Certainly a new philosophy is required whereby all employees will take on the culture of a privatized or commercialized enterprise. It is expected that some resistance will be put up but appropriate training for all levels of employees can reduce these.
Akin to training, it will be expected that the practice of internal promotion will be emphasized. It is feared however, that some supervisors may exercise the fear that if the subordinates are told the ‘secrets’ of doing the job, then, there is a treat to their own positions. This natural feeling has to be guarded against in a progressive enterprise. Thus, everyone needs to be trained about the desirability of team work as is emerging in global work place.
2.3.3 ROLE OF GOVERNMENT IN TRAINING AND
DEVELOPMENT
In pursuance of the importance the federal government placed on training, the industrial training fund(ITF) was established to ensure that there is adequate manpower and commerce in the country.
Under the industrial training fund(ITF) degree No 47 of 1971 was amended by decree No 37of 1975 sum of money were providing from time to time by the federal government and contribution was made by every employers, a minimize of 25 person in his employment at the rate of one percent(1%) of the annual pay roll are to be paid into the fund.
The fund is to be utilized to promote and encourage an acquisition of skills industry or commerce with a view to generate a part of indigenous trained manpower sufficient in order to meet the need of the national economy.
The government council of the fund consist of the representatives of Nigeria employer consultative association (NECA). Representatives of various chambers of commerce and industry, central trade union and other person who have extensive knowledge of the industrial training.
The main function of the council set out in section 4 of the degree of the federal government No. 47 and they include:
i) To provide and secure the provision of such courses and other facilities which may include residential accommodation for the training of person employed.
ii) To provide such course and facilities proved by other person.
iii) From time to time, to consider the employment in industry or commerce as appear to require a special consideration and public recommendation.
iv) To apply or make arrangement methods of ascertaining the attainment of any standard recommendation by the council.
v) To assist person in finding facilities for employee being trained for employment in organization.
vi) To carry on or assist other person in carrying on research into any matter relating to training for employment in the industry.
2.3.4 CONDITIONS FOR ACHIEVING TRAINING AND
DEVELOPMENT
The success of any training and management development program is not determined by modern facilities, huge expenditure on equipment, abundant administrators on the ground and the fat budget for the program but rather on its outcome and the building of a team of competent, well-motivated work force that is able to cope with current and future organizational challenges and achieve their desired goal. The designers and implementers of the program should be familiar with basic adult training principles and other conditions for achieving success for learning and its transfer. Specifically, the following conditions should be complied with;
1) Conducive environment: This should be created for the mangers to transfer their new skills and techniques acquired from the development program to their job. The development cannot be effective if the new ideas and techniques conflict with existing norms, values, beliefs and customs (Fleishman, 1967).
2) Support of top management: The progam should receive the support of top management with adequate budget for it.
3) Repetition: Training should be arranged frequently and repeatedly for employees requiring crucial skills and techniques.
4) Participation trainees: Could be inspired through their active participation in the process. Very lengthy lectures that could get trainees bored should be avoided.
5) Emphasis on objectives and needs: The developmental needs of the organization must be clearly stated in the objective and the program should reflect the needs spelling out the skills required to fulfill job responsibilities.
6) Organization: Training should be properly arranged so that the material presentation of segments is in sequence, building on one another. This eliminates gaps, contradictions or ambiguities in the program.
7) Motivation prospective: Trainees may not want to participate in a training proposed for them. They may see it as waste of time. They should be motivated by letting them know the personal and organizational benefits like promotion and improved performance they stand to gain from the training.
8) Feedback: There should be close communication between trainer and trainee because it helps the feedback process and employees/learners would want to know their progress vis- a-vis the objectives of the training course they went through.
9) Co-operation between the three main stakeholders: There should be co-operation among the organization, the supervisor and the manager for the management development exercise to succeed. The organization provides the resources and the environment, including paid courses and seminars, and the supervisor creates the awareness and the encouragement for the managers to take advantage of the development. The managers on their part feel sufficiently motivated by the expected goals.
10) Inclusive of all managers: Management development should not be restricted to only the supervisory personnel but to include all managers in the organization to strengthen the managerial skills of or for management and executive professionals.
2.3.5 LEARNING PRINCIPLE
Learning programmes should incorporate as many fundamental principles of learning as are relevant. Extensive research, both in experimental settings and in organizations has validated the utility of several basic principles of learning. Each of these, when understood and carefully applied, will increase the effectiveness of a given training programme. Learning will generally tend to be facilated when:
1) Multiple senses are stimulated: The most probable ones are sight, sound and touch, with smell and taste used far less often. It is for this reason that visual kinds become a critical factor in training programme success for they stimulate the sense of sight during what might otherwise be a boring presentation. Example of visual aids include the chalkboard, overhead transparency projector, felt boar d, flip chart and movie projector.
2) Objectives of training are delineated in advance and are known by both trainer and trainee. Objectives allow the participation to anticipate what comes next and relate the content and methodology to an overriding purpose.
3) Training programme is personalized to fit individual needs: Trainees vary in terms of their backgrounds, experience and capacity to learn. An ideal training programme has entry capacity at different skill levels as well as a flexible place to accommodate varying speeds of learning.
4) The skill to be learned is challenging yet within the range of achievement: The task must be difficult enough to stimulate interest and arouse a competitive spirit, but not so demanding that it is out of reach of the trainee.
5) Trainees are reinforced for appropriate behavior in the training program: A word of praise or encouragement from the trainer or peers can be highly effective at solidifying the learning that has taken place and stimulating future effort.
6) Trainees receive feedback on their progress: They need to know how they are doing. The information should be specific, relevant, timely and accurate. This allows the trainees to organize their thoughts or generate a new burst of enthusiasm for the programmes.
It is crucial to emphasize that all effort must be geared towards result-performance-oriented training and development program. It must be appreciated that the success of any training and development program depends upon the learning that occurred. A training programme where learning does not occur or where nothing is learnt is a wasted effort. Too often, this is the result of a poorly planned, poorly coordinated and haphazardly organized training efforts which often reduce the chances of having a positive learning occurring. To make training efforts more effective, we must identify the areas of deficiency of past training efforts in most companies and learn from these mistakes. These deficiencies may include:
1) Inappropriate or lack of definition of learning objectives (either short-term or long-term objectives)as most training programmes are not goal oriented.
2) Lack of proper determination of training needs from personal, task and organizational perspectives.
3) Non-involvement of training supervisors in the follow-up training necessary in putting the new skill to use.
4) Lack of post-training support: no transfer of learning from the training environment to job environment would take place if obstacle are deliberately attacked on the way of the trainee this preventing him from putting his newly acquired knowledge to practice.
5) Faulty selection of instructional methods for example techniques that are adequate for communicating knowledge may not be appropriate for inducing behavioral changes.
6) Individual trainees fail to have as much a stake in their own development as necessary. This is because, the rule for effective training demands that employees take a positive role in their own training. After all, no training and development can occur unless there is a more conscious desire for it to occur on the part of the trainees.
7) Inadequate definition and understanding of the body of knowledge and theory of the principles of learning that can enhance learning substantially. These concepts or principles usually emphasize the need to make learning to be learner- oriented rather than teacher-oriented and the need to make trainees more active than passive; interested and motivated rather than frustrated and bored.
2.3.6 PROBLEMS OF TRAINING AND DEVELOPMENT
PROGRAMME
Some of the problems facing training and development include:
1) Low morale: When an employee undergo training programme, his/her experiences, skills, attitude will be increased but if they are not adequately compensated this might result in low morale there by reducing their performance.
2) Insufficient information: If the wrong person who is almost due for retirement was sent on a training course or does not need training was sent on training, the organization will gain little or nothing from such employee.
3) Transfer of learning: Some of the concept and principle taught are too academic and very difficult to apply in real life situation.
4) Non evaluation of the outcome of training: The company does not evaluate the outcome of the programme, there are in many instance, no examinations either written or oral or feedback from the employee.
REFERENCES
Akpomuvire, M. (2007) : Human Resource Training and
Development for the civil service Nigeria. Catawba
Publishing Company Charlotte, U.S.A
Background information official website of PHCN,
http//www.nepanigeria.org/background
Bello-Imam, I.B, Oshiomebo, B.O, Ojeifo, S.A. (2007):
Fundementals of Human Resource Management in
Nigeria. College press and publishers ltd, Ibadan.
Chandramohan, A. (2008): Human Resource Management.
S.B. Nangia APH publishing corporation, New Delhi.
Cruz, E.M.D. (2002): Staff and Service Management. Golden
books centre SDN Bhd, Kuala Lumpur.
Fab Onah, O. (2003): Human Resource Management. Fulladu
publishing company Enugu, Nigeria.
Fagbohungbe, O.B.(2009): Personnel or Human Resource
Management:the repository for Human Resource
Utilization,2nd Edition. Olas Ventures, Lagos.
Flippo Edwin, B. (1976): Personnel Management, 6th Edition.
Kogakusha Mcgrew Hill Incorporated book company,
New York.
Isaiah Urhoma, K. (2009) : A textbook of Human Resource
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University Abraka, Delta State.
Michael Stahl, J.(1995): Management total quality in a global
environment. Black well publisher, Massachsetts.
Nwachukwu, C.C. (1988:) Management theory and practice.
African F.C.P publisher, Nigeria.
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Management concepts, principles and application.
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Simbo Banjoko, A.(1989): Human Resource Management: an
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Sola Fajana (2002): Human Resource Management an
Introduction. Labofin and Company, Lagos.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 RESEARCH DESIGN
In defining design, odo(1992:43), stated that designing implies out lining the name of equipment and other materials the research intends using, applying some to successfully execute the practical aspect of the research study.
According to kinnear(1989:133) “a research design is the basic plan which guides the data collection and analysis phases of a research project. It is the framework which specifies the type of information to be collected and source of data collection procedure.
A descriptive survey method was used for this study. It is important to determine the method and procedure adopted in this research report since it gives the reader background information on how to evaluate the findings and conclusion.
3.2 SOURCES OF DATA
The data for this research work was collected from both primary and secondary sources of data.
3.2.1 PRIMARY SOURCES OF DATA
The primary data used for this research work was gotten from oral interviews conducted by the researcher within the office and premise of the Power holding company of Nigeria(PHCN) Enugu and structured questionnaire administered to relevant staffs of PHCN. The purpose was to get their personal views on a number of issues.
3.2.2 SECONDARY SOURCES OF DATA
The secondary sources from which data was collected include: textbooks from library (Caritas university amorji Nike Enugu), manuals of power holding company of Nigeria Enugu and different website on the internet.
3.3 POPULATION OF THE STUDY
According to silver throne,(1980:12) “population is the totality of any group, person or objects which is defined by some unique attributes”. This is to say that population is any group of being the researcher has focused attention on and chosen as approved topic of study.
Since it is usually not possible to study the entire larger population of power holding company of Nigeria (PHCN),the researcher has chosen the power holding company of Nigeria Enugu zone as the studied population in order to find a possible solution to which involve a total of 250 employees including top and junior staff.
3.4 DETERMINATION OF SAMPLE SIZE
Sampling is a process of selecting a given number or any portion of that population for the purpose of obtaining information for generalization about the large population Nwabuokei(1986:47). Sampling population is used to avoid possible errors in dealing with population. The population size was narrowed down to determine the sample size. A statistical formula was used in determining the sample size.
Yaro Yamani formula as quoted in Nwabuokei(1986 : 471) was applied and it is stated as follows:
n= N
1+ N (e)2
Where n=sample size
N=total population size
1 is constant
e = the assume error margin or tolerable error which
is taken as 5%(0.05)
n = N
1 + N(e)2
Where N=250
e = (0.05)2 0.0025
n = 250
1 + 250(0.0025)
= 250
1 + 0.625
= __250_
1.625
= 153.846
n = 154
Using Bourley’s proportion allocation formula
n1 = n1(n)
N
Where n1= Element within the sample frame i.e Number
allocated to each class of employee(department)
n = Sample or the proportion of the universe used
for the study.(Total sample size)
N = Population of the study i.e overall employee.
Departments:
1) Administrative and Service Dept ---- 62
2) Technical/Service Dept ----- 80
3) Customer service Dept ---- 35
4) Finance and Account Dept ---- 40
5) Audit Dept ---- 33
Population for the study 250
Administrative and Service Dept
n1= 62 x 154
250 =9548
250 =38.19
=38
Technical/Service Dept
n1= 80 x 154
250 = 12320
250 =49.28
=49
Customer service Dept
n1= 35 x 154
250 = 5390
250 =21.56
=22
Finance and Account Dept
n1= 40 x 154
250 = 6160
250 =24.64
= 25
Audit Dept
n1= 33 x 154
250 =5082
250 =20.32
=20
To cross check:
38 + 49 + 22 + 25 + 20
=154 (sample size)
3.5 METHODS OF DATA COLLECTION
The method of data collection used by the researcher on this topic is questionnaire.
Questionnaire is used when factual information is needed. It’s a list of questions given to individuals to fill either by answering yes or no.
The questionnaire used for this research work has multiple opinions for the questions where respondents were provided with opinion of answers to choose only the right answer to their opinion. This form of research plan was choose in order to ease the work of the researcher in the area of classifying and analyzing individuals (respondents) options. The researcher went further to conduct personal interview for answer not properly given when filling the questionnaire.
3.5.1 QUESTIONNAIRE DESIGN, DISTRIBUTION AND
COLLECTION OF RESPONSES
The research structured both open- ended and close- ended questions. Double barrel questions that is, those questions capable of attracting multiple interpretations were cautiously avoided. In the close ended questions, respondents were given a number of alternatives from which to select options they consider appropriate.
In the open ended questions, respondents were provided with blank spaces in which to write down their own answers in their words. Dichotomous type of questions that demands “yes or No” type of answers was also used.
3.5.2 SECONDARY METHOD OF DATA COLLECTION
The method of secondary collection used are data already in existence like textbooks from library, manuals for PHCN different website on the internet and past project reports.
3.6 METHOD OF DATA ANALYSIS
In analyzing the data collected using the questionnaire, the researcher used the simple percentages method of data analysis. The analysis was represented in tabular form for easy understanding and it consist the number of respondents and the corresponding percentage and chi – square was used as the statistical tools used for testing more than two population using data base on two independent random samples.
The test statistical thus becomes
X2 = ∑ (o1– e1)2
e1
Where o1 = observed frequency
e1= expected frequency
This test is based strictly on the primary data gotten from the use of questionnaire.
DECISION RULE: Reject Null Hypothesis if calculated value of (X2) is greater than the critical value and accept Null Hypothesis if calculated value of (X2) is less than the critical value.
The Degree of freedom = (n - 1) (k - 1)
Where Df =Degree of freedom
n = Number of rows
k = Number of column
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 DATA PRESENTATION AND INTERPRETATION
This chapter is designed to give and analyze the response to the research hypothesis formulated from the stated problems in chapter one of this write up. It deals with the presentation, analysis and interpretation of the data collected. They were analyzed using tables and chi-square (X2) statistical tool
4.1.1 DISTRIBUTION AND COLLECTION OF QUESTIONNAIRE
Out of one hundred and fifty four (154) questionnaire distributed to the staff of power holding company of Nigeria(PHCN) Enugu zone, one hundred and twenty (120) of them were duly completed and returned representing (77.92%) and the researcher discovered that thirty four(34)questionnaire were unreturned representing (22.08%).
Table 4.1.1 DISTRIBUTION AND RETURN OF
QUESTIONNAIRE
| DEPARTMENT | NO OF QUESTIONNAIRE DISTRIBUTED | NO RETURNED | PERCENTAGE (%) |
| Admin and service | 38 | 30 | 25 |
| Technical/Service | 49 | 35 | 29 |
| Customer service | 22 | 17 | 14 |
| Finance and Account | 25 | 20 | 17 |
| Audit | 20 | 18 | 15 |
| Total | 154 | 120 | 100 |
Table 4.1.2 DEMOGRAPHIC CHARACTERISTIC
DISTRIBUTION OF RESPONDENT BY GENDER
| Sex | No of respondent | Percentage (%) |
| Male | 80 | 67 |
| Female | 40 | 33 |
| Total | 120 | 100 |
Source: field survey 2010.
The above table shows that 80(67%) respondents were male while 40(33%) respondents were female. Showing that majority of the respondents are male.
Table 4.1.3
DISTRIBUTION OF RESPONDENTS BY AGE
| Age | No of respondents | Percentage (%) |
| 18-29 | 20 | 17 |
| 30-39 | 35 | 29 |
| 40-49 | 40 | 33 |
| 50& above | 25 | 21 |
| Total | 120 | 100 |
Source: field survey 2010
This table reflects that 20(17%) of the respondents fall within the age bracket of 18-29; 35(29%) of the respondents fall within the age bracket of 30-39; 40(33%) of the respondents fall within the age bracket of 40-49; while 25(21%) of the respondents fall within the age bracket of 50 and above.
Table 4.1.4
DISTRIBUTION OF RESPONSDENT BY MARITAL STATUS
| Marital status | No of respondent | Percentage (%) |
| Single | 35 | 29 |
| Married | 80 | 67 |
| Divorced | 5 | 4 |
| Total | 120 | 100 |
Source: field survey 2010.
From the above table, 35(29%) respondents are single; 80(67%) respondents are married while 5(4%) respondents are divorced. This shows that majority of the respondents are married.
Table 4.1.5
DISTRIBUTION OF RESPONDENTS BY ACADEMIC QUALIFICATION
| Academic qualification | No of respondent | Percentage (%) |
| WAEC/GCE | 14 | 12 |
| OND/NCE | 22 | 18 |
| HND/BSC | 58 | 48 |
| Other Qualification | 26 | 22 |
| Total | 120 | 100 |
Source: field survey 2010.
From the table above, it was observed that 14(12%) respondent have west Africa Examination council certificate (Waec/Gce);22(18%) respondent with (OND/NCE) National Diploma/ Nigeria college of Education certificate; 58(48%) respondent with Bachelor of science / Higher national diploma (B.sc/HND); While 26(22%) respondent have other qualification (Masters, Phd)as their highest qualification. This table therefore shows that most of the respondents are B.SC/HND Holders.
Table 4.1.6
DISTRIBUTION OF RESPONDENTS BY YEARS OF EXPERIENCE
| Years | No of respondent | Percentage(%) |
| 0-2 | 18 | 15 |
| 3-5 | 24 | 20 |
| 6-10 | 32 | 27 |
| 11 & above | 46 | 38 |
| Total | 120 | 100 |
Source: field survey 2010.
From the above table,18(15%) of the respondent falls within 0-2 yrs of experience;24(20%) of the respondent falls within 3-5 yrs of experience;32(27%) of the respondent falls within 6-10 yrs of experience; while 46(38%) of the respondent falls within 11 yrs and above.
Table 4.1.7
PRESENTATION ACCORDING TO KEY RESEARCH QUESTION
RESEARCH QUESTION ONE
WHAT METHOD OF TRAINING AND DEVELOPMENT DOES YOUR ORGANIZATION USE?
| Options | No of Respondent | Percentage (%) |
| On – the – job | 25 | 21 |
| Off – the – job | 40 | 33 |
| Simulated | 25 | 21 |
| All of the above | 30 | 25 |
| Total | 120 | 100 |
Source: Field Survey 2010.
From the above table, 25 (21%) respondents were of the opinion that the organization uses on – the – job training method; 40 (33%) respondents were of the opinion that the organization uses off – the – job training method; 25 (21%) respondents said that the organization uses simulated development method; while 30 (25%) respondents were of the opinion that all three methods are used by the organization.
TABLE 4.1.8 RESEARCH QUESTION TWO
WHAT IS THE CATEGORY OF STAFF LEVEL IN POWER HOLDING COMPANY OF NIGERIA, ENUGU?
| Options | No of respondent | Percentage (%) |
| Top mgt | 9 | 8 |
| Middle mgt | 23 | 19 |
| Supervisory | 28 | 23 |
| Junior staff | 60 | 50 |
| Total | 120 | 100 |
Source: field survey 2010.
The above table shows that 9(8%) of the respondents were top management; 23 (19%) of the respondents are middle management; 28(23%) of the respondents are supervisory; while 60(50%) of the respondents are from the junior staff level.
Table 4.1.9 RESEARCH QUESTION THREE
WHAT IS THE MAJOR PROBLEM IN THEORGANIZATION?
| Options | No of respondent | Percentage (%) |
| Lack of tools | 58 | 48 |
| Lack of training | 45 | 38 |
| Lack of renumeration | 17 | 14 |
| Total | 120 | 100 |
Source: field survey 2010.
From the above table, 58(48%) respondents were of the opinion that lack of working tools and equipment constitute major problem affecting the employees on their job;45(38%) respondent said lack of training is the major problem affecting the employees on their job; while 17(14%) of the respondents were of the opinion that lack of renumeration is the major problem affecting the employees on their job.
Table 4.1.1
DOES THE ORGANISATION OFFER ANY TRAINING AND DEVELOPMENT PROGRAMME?
| Options | No of respondent | Percentage (%) |
| Yes | 120 | 100 |
| No | _ | _ |
| Total | 120 | 100 |
Source: field survey 2010.
In the above table, the whole 120(100%) respondents agreed to the existence of training and development programme.
Table 4.1.11
WHAT ARE THE COURSES OFFERED DURING TRAINING AND DEVELOPMENT PROGRAMME
| Options | No of respondent | Percentage (%) |
| Technical courses | 44 | 37 |
| Administrative courses | 22 | 18 |
| Both | 54 | 45 |
| Total | 120 | 100 |
Source: field survey 2010.
From the above table, it is observed that 44(37%) of the respondent agree that PHCN offers technical courses during training and development program;22(18%) respondent agreed that administrative courses are offered during the training and development program; while 54(45%) were of the opinion that both technical and administrative courses are offered during training and development process in the organization.
Table 4.1.12
DOES TRAINING AND DEVELOPMENT IMPROVE SKILLS AND KNOWLEDGE OF THE MANPOWER SERVICE IN ORGANIZATION?
| Options | No of respondent | Percentage (%) |
| Yes | 110 | 92 |
| No | 10 | 8 |
| Total | 120 | 100 |
Source: field survey 2010.
It is obvious from the table above that 110(92%) respondent believes that training and development improve skill and knowledge of the manpower in service organization; while 10(8%) respondents are of the view that training and development does not improve skill and knowledge of manpower in service organization.
Table 4.1.13
DOES TRAINING AAND DEVELOPMENT IMPROVE PRODUCTIVITY AND BETTER PERFORMANCE?
| Options | No of respondent | Percentage (%) |
| Yes | 100 | 83 |
| No | 20 | 17 |
| Total | 120 | 100 |
Source: field survey 2010.
From the table above, it was observed that 100(83%) respondents agrees with the fact that training and development improves productivity and better performance; while 20(17%) respondents thinks that training and development do not improve productivity and better performance.
Table 4.1.14
WHAT ARE THE BENEFITS OF TRAINING AND DEVELOPMENT PROGRAMMES?
| Options | No of respondent | Percentage(%) |
| High productivity increases staff morale | 40 | 33 |
| Enhance career development | 25 | 21 |
| High productivity reduce staff turn over | 25 | 21 |
| No response | 30 | 25 |
| Total | 120 | 100 |
Source: field survey 2010.
The above table indicates that out of 120 respondents,40(33%) agreed that training and development programme is embarked upon by the management because it enhances high productivity and increases staff morale;25(21%) respondent believes that high productivity reduced staff turn over;25(21%) respondent agree that training program enhance career development; while 30(25%) out of the total respondents have no response on the effect of training benefits.
Table 4.1.15
WHAT ARE THE LIKELY SUGGESTION ON IMPROVING TRAINING AND DEVELOPMENT PROGRAMME IN THE ORGANISATION?
| Options | No of respondent | Percentage (%) |
| Emphasis should be placed on-the-job training | 28 | 23 |
| Establishment of training school within the organization | 20 | 17 |
| Adapt sound training policy | 42 | 35 |
| Sending staff on study leave | 30 | 25 |
| Total | 120 | 100 |
Source: field survey 2010.
From the table above, the following recommendations were made by the respondents. 28(23%) respondent suggested that emphasis should be placed on the job training if the organization wants an improvement on training and development programme; 20(17%) respondent suggested that the organization should establish a training school within the organization; 42(35%) respondent agreed on the implementation of sound training policy; and 30(25%) respondent said employees should be privileged to study leave.
Table 4.1.16
As an employee, which one do you consider to be the most important for the organization to achieve the aim of providing electricity?
| Options | No of respondent | Percentage (%) |
| Machines | 18 | 15 |
| Workers | 22 | 18 |
| Both | 80 | 67 |
| Total | 120 | 100 |
Source: field survey 2010.
From the above table, 18(15%) of the respondent go with machines as the most important to achieve the aim of providing electricity;22(18%)respondent say the workers are the most important for the organization to achieve the aim of providing electricity; while 80(67%) respondent agrees that both machines and workers are important for an organization to achieve the aim of providing electricity. It is obvious that the organization needs both machines and worker to achieve its aim of providing electricity.
4.2 TEST OF HYPOTHESIS
The hypothesis which were stated earlier in chapter one would be stated in this chapter for acceptance or rejection.
Hypothesis can either be null hypothesis (ho), that which is tested or the alternative hypothesis (hi), that which is available to be accepted when the null hypothesis has to be rejected. If we cannot reject the null hypothesis, we do not conclude that the null hypothesis is true but merely that it may be true.
HYPOTHESIS ONE
HI: Training and development improves productivity and better performance.
HO: Training and development does not improve productivity and better performance.
Recall Table 4.1.13
Table 4.2.1
| Options | No of Respondent | Percentage (%) |
| Yes | 100 | 83 |
| No | 20 | 17 |
| Total | 120 | 100 |
Using X2
X2 =∑ (o1 – e 1)2
e1
= 120
2 =60
= (100 – 60)2 + (20 – 60)2
60
=1600 + 1600
60
= 3200
60
= 53.33
Therefore, the calculated X2 = 53.33
Degree of freedom = (n-1) (k-1)
= (2-1) (2-1)
= 1
DECISION
From the chi-square for 1 degree of freedom at 5% level of significance, the tabulated X2value is 3.84. This shows that the computed value of 53.33 is greater than the tabulated value of 3.84 i.e 53.33 > 3.84.
CONCLUSION
Based on the above analysis, the researcher rejects null hypothesis (HO) and accept the alternative hypothesis (HI). That training and development improve productivity and better performance.
HYPOTHESIS TWO
HI: Training and development improves skills and Knowledge of the manpower in service organization.
HO: Training and development does not improve skills and Knowledge of the manpower in service organization.
Recall Table 4.1.12
Table 4.2.2
| Options | No of Respondent | Percentage (%) |
| Yes | 110 | 92 |
| No | 10 | 8 |
| Total | 120 | 100 |
Using X2
X2 =∑ (o1 – e1)2
e1
X2 = (110 – 60)2+ (10 – 60)2
60
= 2500 + 2500
60
= 5000
60
=83.33
Therefore, the calculated X2 = 83.33
Degree of freedom = (n - 1) (k - 1)
= (2 -1) (2 - 1)
= 1
DECISION
From the chi – square for 1 degree of freedom at 5% level of significance, the tabulated x2 value is 3.84. This shows that the computed value of 83.33 is greater than the tabulated value 3.84 i.e 83.33 > 3.84.
CONCLUSION
Based on the above analysis, the researcher rejects the null hypothesis (HO) and accepts the alternative hypothesis (HI). That is, training and development improve skills and knowledge of the manpower in service organization.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 SUMMARY OF FINDINGS
In view of the analysis in chapter four of this work, the following findings were arrived at.
The power holding company of Nigeria (PHCN) plc Enugu sole business is the distribution of electricity to their environs.
The organization runs a training school within the establishment in Lagos where priority attention was placed on the technical course because of high technical skill required.
It was discovered that it is very expensive to embark on training programme especially courses outside the organization. Most of the courses available are technical oriented and management tends to over look administrative courses. Hence, only very small percent are sent on administrative courses.
It was also discovered by the researcher that PHCN does not only provide training to their employees but it is mandatory that a three month course will be studied by the employee immediately after employment coupled with induction by management in order to enhance their inter – personal acceptance and to improve their performance.
However, some employees sent or sponsored by the organization usually do not go back to their work rather they find other fertile areas.
Finally, the researcher discovered that most of the employees are not worth being trained either due to old age, inability nature of the work or the reluctant on the part of the employee.
5.2 CONCLUSION
The essence of training and development in service organization cannot be over emphasized. It has been observed that training is very important in every aspect of an organization. It enhances the efficiency of staff, increases output and motivates employees for better performance. It has been discovered that training and human development are not isolated from human resources. Even in the advanced countries and in most computerized organization, training and development cannot be overlooked because; human are the ones to operate this equipment. Because of the fact that ours is a world that is currently undergoing rapid change particularly in the area of skill obsolescence and technological capability, training is not exclusively reserved for newly employed staff but also for the old employees as well. It is therefore important for the purpose of enhancing individual performance that training and development should be made a continuous process that should last through an employee’s entire working life. This is because low and middle level employees need to adapt to new skills and technologies while managers and top management personnel need deeper knowledge and understanding of their jobs, the jobs of others, a good understanding of where and how their jobs fit into the wider organizational pattern, an understanding of government and societal constraints, and a sensitive social awareness of the environment within which the organization operates.
Therefore, training and development is necessary among other things to improve quality and quantity of work, to increase productivity and to induce certain behavioural changes in the employees. Every organization should therefore try to incorporate effective and efficient training and development of their employees (manpower) in order to achieve their aim and objectives with ease.
5.3 RECOMMENDATION
The following suggestions are offered which in the opinion of the researcher may go along way in addressing issues relating to human resources training and development programme in service organization.
The organization should restructure their training by including administrative courses into it so that the high cost of going outside for similar courses will be minimized. There should be free flow of information to enable all the staff aware of the training and development programme available both internally and externally.
Each section should draw up a roster of training programme for each year so that every staff of the organization would at least be sent on course in a year. This will erode the situation whereby only some chosen few are sent on course.
Staff qualified for training should be encouraged by providing study leave with pay, and where scholarship is given a proper contract should be undertaken whereby employee would serve for a certain number of years after his/her course. Emphasis should be placed on on – the – job training where employees already in the field impact knowledge on the newly employed staff.
Finally, periodic seminars and workshop which are not too expensive should be organized for all staff to acquaint them with current changes in management techniques and current development programme.
BIBLOGRAGHY
Akpomuvire, M. (2007). Human Resource Training and Development for the civil service Nigeria. U.S.A : CatawbaPublishing Company Charlotte.
Bello-Imam, I.B, Oshiomebo, B.O, Ojeifo, S.A. (2007). Fundementals of Human Resource Management in Nigeria. Ibadan: college press and publishers ltd.
Chandramohan, A. (2008).Human Resource Management. New Delhi: S.B. Nangia APH publishing corporation.
Cruz, E.M.D. (2002). Staff and Service Management.Kuala lumpur: Golden books centre SDN Bhd.
Fab Onah, O. (2003). Human Resource Management. Enugu: Fulladu publishing company.
Fagbohungbe, O.B.(2009). Personnel or Human Resource Management: the repository for Human Resource Utilization, Lagos: Olas Ventures.
Flippo Edwin, B. (1976). Personnel Management. New York: Kogakusha Mcgraw Hill Incorporated book company.
Isaiah, U.K. (2009). A textbook of Human Resource Management. Delta state: University printing press.
Michael, S. J.(1995). Management total quality in a global environment. Massachsetts: Black well publisher.
Nwachukwu, C.C. (1988). Management theory and practice. Port Harcourt: African F.C.P publisher.
Onuchekwa, C.I.(1995).Personnel Management. Awka: Goshen Publisher.
Obikeze, S.O, Obi, E.A, Abonyi, N. (2005). Personnel Management concepts, principles and application. Onitsha: Bookpoint ltd.
Simbo Banjoko, A.(1989). Human Resource Management: an expository approach. Nigeria: Pumark Nigeria ltd.
Sola Fajana (2002). Human Resource Management an Introduction. Lagos: Labofin and Company.
APPENDIX
Faculty of management and social science
Department of Business Administration
Caritas University
Amorji – Nike Emene
Enugu State
June 30 2010.
Dear Sir/Madam
I am a final year student of the above named university conducting a research on “An evaluation of the effect of manpower training and development in service organization” with PHCN Enugu as my case study.
The research is in partial fulfillment for the award of B.sc degree in Business Administration from the above school. Please you are kindly requested to provide answers to the questions set out in the attached questionnaire to the best of your knowledge. Information supplied and views expressed are solely for academic purpose.
Yours faithfully
Aidelomon, Roseline .o.
QUESTIONNAIRES
INSTRUCTION:please tick ( ) inside chosen box
SECTION 1: PERSONAL DATA
1) Name: optional………………………………………………………………
2) Sex :
a) Male [ ]
b) Female [ ]
3) Age :
i) 18-29 [ ] (ii) 30-39 [ ] (iii) 40-49 [ ]
iv) 50 and above [ ]
4) Marital status:
a) Married [ ] b) single [ ] c) divorced [ ]
c) Widowed [ ] d) separated [ ]
5) Academic Qualification:
a)WAEC/GCE [ ]
b)OND/NCE [ ]
c)HND/B.SC [ ]
d) Other Qualification [ ]
6) Years of Experience:
a) 0-2 [ ]
b) 3-5 [ ]
c) 6-10 [ ]
d) 11 and above [ ]
SECTION TWO
6) What was your rank on entry?...................................
7) Current post or rank please specify…………………………….
8) Which department are you working in?........................
9) Have you work in any other department?
a) Yes [ ] b) No [ ]
10) Does your company engage in any form of employees training and development programme?
a) Yes [ ] b) No [ ]
11) What method of training and development does your organization use?
a) On – the- job training method [ ]
b) Off –the –job training method [ ]
c) Simulated [ ]
d) Both [ ]
12) How often do you conduct training and development in your organization?
a) Every six (6) months [ ]
b) Every year [ ]
c) Every five years [ ]
d) Specify if otherwise …………………………………..
13) Who do you send for the course?
a) Junior staff [ ]
b) Senior staff [ ]
c) Supervisor [ ]
d) Manager [ ]
e) All of the above [ ]
14) Does your organization have policy on employees training?
a) Yes [ ] b) No [ ]
15) If your answer to the above is yes, please state the policy…………………………………………………………………………
16) What are the category of staff level in PHCN Enugu
a) Top management [ ]
b) Middle management [ ]
c) Supervisory [ ]
d) Junior staff [ ]
17) What are the major problems in the organization?
a) Lack of tools [ ]
b) Lack of training [ ]
c) Lack of renumeration [ ]
18) What are the courses offered during training and development programme?
a) Technical courses [ ]
b) Administrative courses [ ]
c) Both [ ]
19) Does training and development improve skills and knowledge of manpower in service organization?
a) Yes [ ] b) No [ ]
20) Does training and development improve productivity and better performance?
a) Yes [ ] b) No [ ]
21) What are the likely suggestion on improving training and development programme in the organization?
a) Emphasis should be placed on on-the-job training
b) Sending staff on study leave
c) Adapt sound training policy
d) Establishment of training school within the
organisation
22) As an employee, which one do you consider to be the most important for the organisation to achieve the aim of providing electricity?
a) Machines [ ]
b) Workers [ ]
c) Both [ ]
23) In your own opinion, what do you think the organisation requires to improve its performance?
a) Increase in salary in fringe benefit [ ]
b) Sending workers on course and promoting them [ ]
c) Employing professionals in all field [ ]
24) If you find yourself in top management position, which of the following would you pursue to enhance efficiency?
a) Training of technician [ ]
b) Training and development of employee [ ]
c) Procurement of new machines [ ]
25) Give three suggestion you have for the management to facilitate training programme.
a) ………………………………………………………………..
b) ……………………………………………………………..
c) ………………………………………………………………………
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