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TITLE PAGE
AN APPRAISAL OF STAFF TRAINING AND DEVELOPMENT
TOWARDS THE ACHIEVMENT OF NIGERIA VISION 20:2020 IN
FEDERAL COLLEGE OF EDUCATION :
A CASE STUDY OF SENIOR STAFF
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CERTIFICATION
ONAH, JAMES CHINEDU. a postgraduate student in the Department of Public
Administration and Local Government, University of Nigeria, Nsukka with
Registration No. PG/M.SC/09/57298 has satisfactorily completed the
requirements of the course and research work for the award of the degree of Master
of Science in Public Administration.
…………………………… ……………………………
Dr. Uzuegbunam Prof. Fab Onah
(Supervisor) (Head of Department)
…………………………………..
Prof. E.O. Ezeani
(Dean of Faculty)
…………………………………..
Rev. Fr. (Prof) A.N. Akwanya
(Dean of SPGS)
…………………………………..
(External Supervisor)
DEDICATION
The work is dedicated to my lovely wife, Mrs Grace Chika Onah.
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ACKNOWLEDGEMENT
This research work would not have been completed all by me. Some persons
have in one way or the other assisted towards the actualization of this tasking feat.
First and foremost, I’m grateful to God Almighty for His Loving kindness
bestowed on me throughout the period of intense intellectual activity and for
crowning my endeavors with success. His name be praised ever.
With immense gratitude, I acknowledge the motherly and scholarly tutelage
of my supervisor, Dr. Mrs Uzuegbunam for her support and directions.
Prof. Fab. Onah, Prof. R. C. Onah, Prof. C. Oguonu, Prof. C. Ofuebe, Dr.
Uche Nnadozie, Dr. M. A. O. Obi and Prof. F.C. Okoli are highly appreciated for
the knowledge they impacted on me which aided the writing of the work.
I deeply want to say a big thank you to my parents, Mr and Mrs Chukwuma
Onah; my brothers,my lovely sister Nnenna Onah; my friends Omeke Okwudili,
Ejike Omeje, Ugochukwu James, Onyema Onah, Okey Eke, Omeje Edwin,
Onyejiaka Edwin, Franklin Ugwuoke, Mr. Okechukwu Valentine Omeje, Mrs
Serah Dike, Emeka Okafor, all the Executive assistants to the Executive Chairman
of Igbo-Eze South LGA and course mates, for their un-flinching and innumerable
support all through my study. I am highly indebted to my colleagues at the office
for their relentless scholarly advice all through the period of putting this work
together.
Onah James Chinedu.
Public Administration & Local Government
Faculty of Social Sciences
University of Nigeria, Nsukka
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ABSTRACT
The vision for education in Nigeria, as stated on the official ministry
website, is to "establish an enabling and sustainable environment for
education to achieve the desired national reforms and human
development objectives. Its mission is to reform and restructure the
education sector to empower and develop the citizenry to acquire skills
and knowledge that would prepare them for the world of work. Among
the various educational institutions through which the nation hopes to
achieve its vision, the Colleges of Education, were identified as higher
institutions of learning. The performance of these onerous tasks by
Colleges of Education depends upon the quantity, quality, and calibre of
the staff the Colleges’ system are able to employ, train, develop and
maintain. The study appraised the effectiveness and adequacy (or
otherwise) of the staff training and development programmes of Federal
College of Education, Eha-Amufu towards achieving the Nigerian Vision
2020, assessed the extent to which the College has been able to achieve
her manpower needs through the staff training and development policy;
in line with the Nigerian Vision 20:2020 attainment; evaluated the extent
to which the staff training and development programme of the College
have returned values to them in term of increased productivity,
heightened morale and greater organisational stability; the problems
militating against the effective implementation of the staff training and
development policies of the College as it relates to achieving the Vision
20:2020 was also touched. The conclusion was that the college has not
fared well with its staff training and development towards achieving the
educational requirements of the Nigerian vision 20:2020.
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TABLE OF CONTENTS
Title page ...................…………………………………………………..... i
Approval/Certification …………………………………………………… ii
Dedication ……………………………………………………………….. iii
Acknowledgement ……………………………………………………….. iv
Abstract …………………………………………………………………. vi
Table of Contents ……………………………………………………........ vii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study......................................................................... 1
1.2 Statement of the Problem ……………………………………………. 4
1.3 Objectives of the Study ………………………………………………. 9
1.4 Significance of the Study …………………………………………..... 10
1.5 Scope and the Limitations of the Study ……………………………... 12
CHAPTER TWO: LITERATURE REVIEW AND METHODOLOGY
2.1.0 Literature Review…………………………………………………….. 13
2.1.1 The Aim of Staff Training and Development Program……………… 15
2.1.2 The Importance of Staff Training and Development……..………….. 16
2.1.3 Staff Training and Development in the Public Service……………………..... 18
2.1.4 Staff Training and Development in the Colleges of Education ………................. 24
2.1.5 Exposition of Staff Training and Development in Colleges of Education……. 27
2.1.6 Correlation between Staff Training and Staff Productivity…………. 29
2.1.7 Approaches to Staff Training and Development in Nigerian Colleges.. 30
2.1.8 Quantification/Appraisal of Staff Productivity in the Colleges of Education….. . 32
2.1.9. The Nigerian Vision 20: 2020………………………………………... . 34
2.1.10 Review Of The Vision.............................................................................. 36
2.2 Hypothesis ……………………………………………………………. 40
2.3 Operationalization of Key Concepts …………………………………. 40
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2.3.1 Definition and Concept of Staff Training and Development…………. 40
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Research Methodology ………………………………………………. 44
3.1 Research Design…………………………………………………….... 44
3.2 Data Gathering Instruments …………………………………………. 44
3.3 Reliability and Validity of the Instruments ………………..……........ 45
3.4 Population of the study ……………………………………………… 47
3.5 Sample of the Study …………………………...................................... 47
3.6 Sampling Procedure………………………………………………….. 48
3.7 Method of Data Collection...................................................................... 48
3.8 Method of Data Analysis……………………………………………. 48
3.9 Theoretical Framework………………………………….…………... 48
3.9.1 Application of the theory to the study……………………… ……… 55
3.10 Background Information On Colleges Of Education In Nigeria…… 57
3.10.1 Introduction ………………………………………………………. 57
3.10.2 The Structure and Management of Nigerian Colleges of Education.. 59
3.10.3 An Overview Of Federal College Of Education, Eha-Amufu Administration…. 62
3.10.4 Historical Background of the College………………………………. 62
3.10.5 Principal Officers of the College…………………………………... 65
3.10.6 The Organizational Structure and Functions of the Registry Department… 66
3.10.7 Staff Training and Development in College and other Processes…… 69
3.10.8 General Conditions Governing Study Fellowship…………………... 72
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.0 Introduction……………………………………………………........ 74
4.1 Data Presentation and Analysis ……………………………………. 75
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4.2 Findings……………………………………………………………. 94
4.3 Discussion of Findings…………………………………………….. 104
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary ………………………………………………………….. 109
5.2 Recommendations ………………………………………………… 111
5.3 Conclusion ……………………………………………………….... 113
Bibliography ……………………………………………………… 115
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CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
For any country to achieve meaningful development, the socio-economic
and political system must be enhanced. This is why the successive Nigerian
governments placed much emphasis on the development of the individual as a
means to national development.
On assumption of office in May, 2009, the Yar’Adua administration set up
the National Council on Vision 2020 to develop a blueprint for the vision 20:2020
in collaboration with the National Planning Commission. In November, 2009, the
Nigeria Vision 20:2020-Economic Transformation Blueprint for Nigeria was
released to the public. The Nigeria Vision 2020 economic transformation blueprint
is a ten year plan for stimulating Nigeria’s economic growth and launching the
country onto a path of sustained and rapid economic growth to become one of the
top twenty economies by 2020. The following critical priority areas were identified
for immediate attention: Decentralization of governance; sustainability; electoral
reforms; land use/property reforms; public service reforms; national security;
human capacity development and critical infrastructure (with particular emphasis
on power and transportation).
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Education stems out to be the sure means of developing individual’s
potentials. Little wonder, therefore, that the National Policy on Education (1981)
postulates that education is “the greatest investment that the nation can make for
the quick development of its economic, political, sociological and human
resources.
Among the various educational institutions through which the nation hopes
to achieve its vision, the Colleges of Education, were identified as higher
institutions of learning. Following the publication of the National Policy on
Education (1977), the policy articulated the dream of having Nigeria Certificate of
Education (NCE) as the minimum qualification for entry into the Teaching
profession. This dream was to be realised by the establishment of the National
Commission for Colleges of Education (NCCE) by its enabling Decree No.3 of
April, 1989, thus completing what is known as the “tripod of excellence” (National
Universities Commission, NUC; National Board for Technical Education NBTE;
and National Commission for Colleges of Education, NCCE) as the supervisory
and regulatory bodies of tertiary institutions: Universities, Polytechnics, and
Colleges of Education. Colleges of Education in Nigeria started at the inspiration
of external aid from the UNESCO to the Nigerian Government. They were named
Advanced Teachers Colleges which later transformed into Colleges of Education.
Today, Colleges of Education are classified into Federal, State, Military or Private,
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according to their proprietors. Another level of classification is according to the
bias of the programmes. Thus we have “Conventional,” “Technical,” and “Special”
types of Colleges of Education. Undoubtedly, the realisation that Colleges of
Education are tools for national development, have led to an unbridled quest for,
and vigorous expansion of Colleges of Education in Nigeria. According to a
National Commission for Colleges of Education Kaduna (NCCE, 1996:4) report,
“there are ninety three (93) accredited Colleges of Education comprising twenty
(21) federal, forty two (42) state owned, twenty one (21) private, one (1) each for
military and NTI, and seven (7) Polytechnics. Colleges of Education are essentially
set up to achieve certain stated goals and objectives. Broadly, a College of
Education’s main functions, among others are:
i) contribute significantly to meeting in numerical terms the recurrent and
expanding needs of a highly motivated, conscientious and efficient
classroom teachers for primary and secondary levels of education;
ii) Epitomise a strong tradition of excellence in teaching functional or job
oriented research activities, scholarship, institutional organisation and
management, and community related services;
iii) Impart to its students the occupational knowledge and skills needed for the
teaching of technology relevant to the Nigerian economy as well as develop
the capacities for national self management.
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The performance of these onerous tasks by Colleges of Education depends
upon the quantity, quality, and calibre of the staff the Colleges’ system are able to
employ, train, develop and maintain. According to Likert (1967.1).
All the activities of any enterprise are initiated and determined by
the persons who make up that institution. Plants, offices,
computers, automated equipment, and all else that a modern firm
uses are unproductive except for human effort and direction of all
the task of management, managing the human component is the
central and most important task because all else depends on how
well it is done.
Hence of all the organisational resources which are made up of men,
materials, money, machines, and, methods (the 5-m of organisational
management), the human resources (men) stands out as most crucial.
1.2 STATEMENT OF THE PROBLEM
Without an adequate, skilled and well motivated workforce operating within
a sound human resource management program, development is not possible. Any
organization that underrates the critical role of people in goal achievement can
neither be effective nor efficient. Onah, (2008).
Like any other organisations, the Colleges of Education are faced with the
problems that will encourage employees to work productively and qualitatively
towards the achievement of their set objectives. That this effort succeeds or fails
depends very much on the ability of the Colleges to train and develop its staff into
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a productive, competent and skilled work force which is capable of, and willing to
work towards the realisation of these objectives.
Staff training and development, according to Cumming (1980, P 188),
means “the provision of facilities and opportunities for people to acquire the skills
and knowledge needed to perform the jobs for which they are employed, and to
develop their own personal potentials to meet the present and future needs of
organisations.”
As far back as 1963, the meeting of African Institutions of Higher Education
concluded that Colleges, Universities, and other institutions of higher learning
throughout the world experienced manpower shortages. The meeting attributed the
shortages of “qualified…… staff to then rapid expansion of higher education in all
parts of the word”. Brown (`1967, P 10 - 11), in a study of the “mobile professor”
in America, also concluded on similar notes that:
Manpower resources capable of teaching at the Colleges and University
levels are the nation’s scarcest commodity. Graduate, unlike unskilled
manual worker, is very costly to produce and experiences fairly long period
of time of formal and informal specialised on-the-job training which can
raise his or her earnings in any chosen occupation. Another factor is the
rapid rise in Colleges and University enrolment, increased demands for
research that the society places upon its educational institutions, and the
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increasing generous lures placed before potential faculty members by
business and government employers who need their specialised skills.
The problem of acute scarcity of qualified staff in institutions of higher
learning in Nigeria is expressed in terms of intense competition among Colleges
and Universities for the few available qualified staff (notably in the field of
vocational, science and technical education). This often results in suspension or
cancellation of academic programmes, and even a fall in academic standards in
cases where the capacities of the few available staff have been over-stretched.
These problems have always been highlighted by top functionaries of the
Colleges on several occasions. For instance, during a welcome address at the 4th
meeting of the Technical Provosts Consultative Committee in 1990, the then
Provost, Dr. Abdu Bulama decried the “difficulties in recruiting qualified
personnel in certain technical areas like Educational Technology, Material Science
etc. Three years later (1993), during the Colleges’ 4th
Convocation the then
Provost, Tech. Y. B. Lidani said:
“…there are some subjects for which we could not get
candidates to be interviewed… that some of the subjects… are
not only of rare programmes in the universities, but very
marketable, hence the difficulties we have been encountering in
getting suitable candidates for appointments in these fields.
As an interim measure therefore, the Colleges went on a recruitment
exercise which met little success. This was further confirmed by Lidani (1993)
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during his address to the team of specialist from the National Commission for
Colleges of Education (NCCE) on their Second (2nd
) Accreditation Inspection
exercise. He said:
“…our type of programme require the services of highly
specialised lecturers and instructors in good number and mix,
who are not only difficult to come by, but often difficult to retain
their services in the teaching profession.”
The problems encountered do not end in recruiting qualified staff only, but
often, the requirement of highly specialised, skilled, and experienced lecturers and
instructors. Lidani (1995) in his address to the Third (3rd
) Accreditation team to
the Colleges explains further:
By function, our type of Colleges is designed to specialise in
Teacher Education. Therefore all our Lecturers and Instructors
are required to posses some of teaching qualifications …in
addition to their professional qualifications. Unfortunately
however, we have been finding it increasingly difficult to get
ready-made University of Polytechnic graduate with teaching
qualifications particularly in Technical and Vocational
Education programmes and in the Science courses.
The problem faced in the recruitment of qualified academic staff does not
besiege Colleges alone; it does not also besiege qualified Nigerians alone, but
include failed attempts to recruit expatriates. Professor Jibrin Aminu, (1984) the
then Vice Chancellor of University of Maiduguri summarizes the problems
beautifully during the University’s Fifth Convocation Ceremony. He lamented:
The impression is given that expatriate recruitment is easy. Our
economic measures and other restrictions, as well as the domestic
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policies of some countries, are making it difficult to obtain any
staff at all. On account of delayed remittance two Britons simply
walked out on US – students’ interests, English language,
Commonwealth ties, etc. notwithstanding. We recruited several
members of staff from an ancient brotherly African country, but
they are still sitting on top of a tall pyramid-shaped mountain
watching over the horizon for improvement in the economic
conditions here before they decide to come.
In other words, virtually all the Colleges of Education witnessed an exodus
of many qualified staff, most especially from the first generation Colleges (Federal
Colleges of Education (Technical) Akoka (1976), Adeyemi Colleges of Education
(1964), Federal Colleges of Education Zaria (1962), to the second generation
Colleges (Federal Colleges of Education (Technical) Gombe (1977), Federal
Colleges of Education Obudu (1977), Federal Colleges of Education Katsina
(1976), Federal College of Education Eha-amufu (1981) and from the later to the
newly created Technical Colleges at Omoku, Umunze, Asaba, Bichi, Gusau and
Potiskum (1986).
One immediate consequence of this massive staff movement is acute
shortage of manpower, especially academic staff in the Colleges. For example, the
United Nations Educational Scientific and Cultural Organisation (UNESCO)
reported that academic staff-student ratio should, under an ideal situation be 1:10,
while the Federal Ministry of Education (1988) come up with a 1:12 ratio as an
ideal figure for Nigeria. But the current ratio of academic staff/students in most
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Colleges is in the region of 1:100. Evidently, one can see from this picture that
there is much to be done in terms of achieving the manpower needs of the Colleges
in order to improve the situation. The obvious and discomforting effect of this
staff shortage, in particular, is that it has placed serious strains on the academic
programmes, teaching standards and other activities of many Colleges in Nigeria.
Therefore, one way out of this dilemma is to embark on “aggressive” staff training
and development programmes in order to meet the growing needs of the Colleges’
for staff for both present and future expansion and also for discharging their basic
obligations as well as playing the expected role towards achieving the Nigerian
Vision 20: 2020.
It is against the background of these problems that this study wishes to
concern itself with an important aspect of personnel management practices,
namely, staff training and development to meet manpower shortages and also to
raise the quality and competence of the staff needed towards achieving the
Nigerian vision 20: 2020, using Federal College of Education, Eha-Amufu, as a
case study.
1.3 OBJECTIVES OF THE STUDY
This study intends to achieve the following:
1. General Objectives: -
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a) Appraise the effectiveness and adequacy (or otherwise) of the staff
training and development programmes of Federal College of Education,
Eha-Amufu towards achieving the Nigerian Vision 2020,
b) Assess the extent to which the College has been able to achieve her
manpower needs through the staff training and development policy; in
line with the Nigerian Vision 20:2020 attainment.
2. Specific Objectives: -
a) Evaluate the extent to which the staff training and development
programme of the College have returned values to them in term of
increased productivity, heightened morale and greater organisational
stability;
b) Find out the problems militating against the effective implementation of
the staff training and development policies of the College; as it relates to
achieving the Vision 20:2020.
c) Offer suggestions on how to overcome the above problems.
1.4 SIGNIFICANCE OF THE STUDY
There is no doubt that staff training, particularly highly skilled manpower, is
capital intensive. It is natural, therefore, that the Nigerian government, as well as
the Colleges expect reasonable returns on such investment in terms of meeting its
stated goals, that is achieving its manpower needs, improved performance of its
staff, and optimum utilisation of its resources, in an effort to make sure that
Nigeria joins the world’s top 20 biggest economies by the year 2020. It is against
the background of these expectations that this research is being undertaken – the
main aim of which is to appraise the staff training and development programme of
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Federal College of Education, Eha-Amufu towards achieving the Nigerian Vision
20:2020 scheme for Federal Colleges of Education.
Empirically, this study will serve as a foundation and base for further
researchers that will embark on the study on an appraisal of staff training and
development scheme in other Federal Colleges of Education towards the
achievement of Nigerian Vision 20:2020. In other words, future researchers in this
field will find it very useful as a reliable reference material.
Theoretically therefore, this study will contribute greatly to the existing
theories by helping to enrich the bank of knowledge through its reliable findings on
the appraisal of staff training and development scheme towards the achievement of
Nigerian Vision 20:2020 in Federal Colleges of Education towards the
achievement of Nigerian Vision 20:2020.
Most importantly, the significance of this research is that it hopes to provide
to the College the necessary recommendations and suggestions on how to improve
upon the personnel development and management policies which are very
important and vital for the realisation of any, or all, of its organisational goals and
objectives.
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1.5 SCOPE AND LIMITATIONS OF THE STUDY
Because of the vast nature of the field of staff training and development,
which itself is an off-shoot of personnel management, this research would restrict
itself to the study of matters that relate only to the training and development of
senior staff of Federal College of Education, Eha-Amufu, from 2009 to 2011.
An attempt could have been made to venture into a comprehensive study of
the personnel policies of the Colleges; however, due to time constraint and
available resources, it is not feasible to include these vital areas into the Scope of
the Study. It is hoped that one day, another researcher would delve into such vital
areas in order to make comparative analysis within or between similar Colleges of
Education.
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CHAPTER TWO
LITERATURE REVIEW
2.1.0 INTRODUCTION
In this chapter, staff training and development will be examined
theoretically. A study of the meaning, nature and types of staff training and
development programs and their relevance to this research will be undertaken. In
addition, relevant literature on some major research works on the topic will be
reviewed. The aim of such discussion of concepts and literature review is to
provide the researcher with a clear picture and a foundation that are essential to the
execution of this research work. It will also serve as a guide to the reader so that he
can comprehend the outcomes of the analysis and the recommendations to be
made.
Staff training and development as a concept is subsumed under the rubric of
personnel management; while personnel management falls within the general
principles and practices of management. Jucius (1966. 23) defined Personnel
Management as “the field of management which has to do with planning,
organising, directing, and controlling various operative functions of procuring,
developing, maintaining and utilising a labour force such that:
a) Objectives for which the organization is established are attained
economically and objectively;
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b) Objectives all levels of personnel are served to the highest possible
degree; and
c) Objectives of community are duly considered and served.
Personnel Management is essentially an end product of many past theories
exposed by some notable management scientists and theorists such as Fredrick W.
Taylor, Elton, Mayo, Henry Fayol, Herbert Simon, Abraham Maslow and the like.
Historically, modern theories of management date back to the nineteenth century
with the publication of Fredrick Taylor’s book titled “The Principles of Scientific
Management” in 1911. Generally the principles emphasised that for productivity
to be raised in organization, management should:
i) break a particular job into its basic elements;
ii) Use a representative member of the workers to get the time it takes to
complete each element;
iii) Standardise the methods, equipment and tools; and
iv) Ensure firm supervision and span of control so workers will keep to
targets.
Indeed, Taylor (1911, 39) elaborated the basic tenets of the scientific
principles in this way:
...The most prominent single management in modern scientific
management is the task idea. The work of every working is fully
planned out by the management at least one day in advance, and each
man receives in most cases complete written instructions, describing in
detail the task which he is to accomplish, as well as the means to be
used in doing the work. And the work planned in advance in this way
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constitutes a task which is to be solved. This specifies not only what is
to be done but how it is to be done and the exact time allowed for doing
it.
Some critics have charged Taylor for being “mechanistic” because his
approach to management is work rather than man oriented.
The United Nations has outlined six general purposes of training in the public
service which can be summarized as follows:-
i) Efficiency
ii) Economy In learning;
iii) Elimination of faults;
iv) Morale Building;
v) Career Development; and
vi) Improvement of Administration.
2.1.1 The Aim of Staff Training and Development Program
The central aim of any training program should include increase in the
effectiveness of the sponsoring organization. Halsey (1949), writing on the
definition and scope of training, said that before an activity can be regarded as
training, it must be designed to increase the effectiveness and efficiency with
which the functions of an organization are carried out through motivating and
increasing the productive capacity of the personnel of that organization. This
means that training must be a purposeful undertaking which is aimed at ensuring
that the end result is worth-while and effective in terms of its contribution to
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solving organizational and management problems and also raising the productivity
of workers.
2.1.2 The Importance of Staff Training and Development
The importance of staff training and development is self-evident to most
organizations. In fact, following the process of matching the needs of the
organization with the needs of the employee through the employment process, the
next stage should be that of training and developing the employee’s capacity to
perform. In his research, Flippo (1980. P 181) is of the view that:
After the employee has been recruited, selected and
induced, he or she must next be developed to better fit the
job and the organization. No one is a perfect fit at the time
of hiring, and some training and education must take place.
No organization has a choice of whether to develop
employees or not, the only choice is that of method.
Accordingly, many organizations have come to realize the importance of
training so much that some large corporations now operate training and
educational facilities that are equal, and in some cases even superior to many small
colleges and some departments of universities. In Nigeria, much training
facilities as the Petroleum Training Institute (PTI), the Training School of the
various Banks, the P.H.N. Training School etc, are good testimonies to the
Importance that is accorded to staff training by such organizations. Pigors and
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Myers (1981) were apt when they asserted that: "No organization can choose
whether or not to train employees. All new employees, regardless of their
previous training, education, and experience, need to be introduced to their new
work environment and to be shown how to perform specific tasks."
Training is also an important tool for bringing the gap between the worker
and the management. It does this by marrying the interest of the two. On one hand,
the average young worker wants an opportunity for growth or advancement while
the old worker wants security; both categories of workers want to feel that their
contributions are appreciated and useful and for which they expect rewards in the
form of incentives. On the other hand, management wants increased productivity at
lower costs. Employees who can easily understand and appreciate the limitations
and problems of management are also wanted. A host of these lofty organizational
goals can be achieved by an intelligently planned and skillfully executed staff
training and development programs. As Nasir (1990) put it staff training "is a
process of aligning workers to their working environment to make them realize
their full potentials to the advantage of the individual and the organization.
Training and motivation is principal actor in this regard."
It has already been established that work can be made a more rewarding
thing, and organizations can be made more effective, if approaches to management
treat employees as individuals. Staff training and development can achieve such
25
desirable objectives because it ultimately ensures full utilization of the developed
talents of workers, both to their mutual benefits as well as that of the organization.
This often results in job satisfaction amongst workers, from an organizational
point-of-view, many psychologists, particularly Vroom and Yetton (1973), have
argued that job satisfaction of workers can increase the effectiveness of
organizations, and can also reduce turnover and worker alienation.
At the individual level of the, employee, Stahl (1962) posited that staff
training, "seeks to keep employees abreast of new developments in their fields of
activity, in government aims and strategy, and in national and world-wide
conditions that affect their work. It helps to equip them for higher responsibilities
or to diversify their skills. The postulations of Stahl are of particular relevance to
the universities where staff should not only “seek,” but are required to keep
abreast of new developments in their fields of specialization. In this respect, Stahl
further argued that training “is the process through which specialists can keep
abreast of their specialties as well as avoid the limitations of the narrow expert.
This has said as much on the need for and importance of staff training in the
Colleges.
2.1.3 Staff Training and Development in the Public Service
Available literature on staff training and development in the Nigerian Public
service is scanty particularly because research into public service Issues is
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generally limited. The public service In Nigeria adheres strictly to such practices
like the classification of documents as “Top secret", "Secret", and “Confidential”.
In any case, the dividing line between which document is secret and which
document is not, is often very thins in the public service which, therefore, makes it
more difficult to get the necessary data for any management research work.
Nevertheless, there are few available published and unpublished works that are of
relevance to this research.
One such pioneering work is Adedeji's (1970) article on staff development in
the public service. In It, Adedeji traced the history of staff development In the
Federal Public service of Nigeria in Its bid to produce qua1ified manpower for the various
sectors of the services. He linked the history to the report of the Gorsuch
Commission on the Public Services of the Governments of the Federation of Nigeria
(1954-1955) which expressed the view that training was a prerequisite for an efficient
public service. The Commission, according to Adedeji recommended that: -
...It will be necessary for each government to undertake a
comprehensive review of training facilities throughout its service.
There is a distinction as well as a relationship between pre-service
and in-service training. The recommendation is that each
government should set up a standing committee on training ...to
examine how far the established facilities can be used for In-service
training.
Echoing the above view, Adedeji emphasized the role of staff development in the
effective Implementation of national development program and called for an evaluation
27
of the achievements so far-made in that aspect. This, according to him is necessary
for revising a sound, comprehensive and forward-looking training program in the
public service. He further stressed the need for greater co-operation between, and
coordination of all those responsible for training programs in the public service.
Idode (1975) studied and employed the historical evolution of staff development
in the Mid-Western State, especially its staff recruitment and training policy and
programs and the achievements of the state in terms of staff development. He found
out that the state had established various training institutions as a step to tackle its
manpower training needs; Idode suggested an increase in government efforts towards
staff development so as to meet the manpower needs of the state and raise the morale
of the personnel.
Juryll (1978) examined the training policies and programs in the Ministry of
Works, Land and Survey of Plateau State. He highlighted many problems that
have contributed to the ineffectiveness of training program in the Ministry. Among
the problems were lack of clearly defined policies on training, little attention paid to long
range planning and the poor training schemes for middle-level manpower in
technical, administrative and professional staff to help them develop their potentials
and also inadequate facilities to execute training programs- As a solution to these
myriad of problems, Juryll called, for a better planning of training courses for all
28
category of staff in that particular Ministry, and in the Plateau State Civil Service In
general.
Okhemukhokho (1979) conducted a research on the training and staff
development policies of the then Bendel State Civil Service. He found out that there
was a dearth of fully qualified and professionally trained manpower in the top level
officer cadre of the State's Civil Service. He attributed this problem to the fact, that the
general administration of the training programs in the Civil Service of the state was not
very satisfactory. Other reasons were that the training programs were not
comprehensive enough in terms of catering for both the administrative and
professional classes in the civil service, and lack of qualified personnel to man the
Training and Manpower Divisions of the Civil Service.
In particular, Okhemukhokho paid some attention in the financial aspect of
manpower training in the then Bendel State Civil Service. He found that the
training budget of the State's Civil Service for the entire period between 1964/65 -
1978/79 was "less than one per cent" of the total of the state's recurrent estimates
for each financial year. He concluded that these financial allocations to staff
training and development programs for the period under review” grossly
inadequate” when viewed against the skilled manpower requirements for the
various section of the Civil Service of the state,, He therefore urged the Bendel
State Government to show greater interest in the development of high level
29
manpower for the civil service by ensuring that more funds were provided which
should be expended on training in each year. Onivehu (1985) critically analyzed
the staff development and training policy of the then Kwara State Civil Service.
His aim was basically to ascertain the obstacles that militated against the
successful implementation of the state's staff training and development programs.
Onivehu found that the Kwara State government appreciated and. Indeed,
articulated the role of training and re-training of staff for effective performance and
increased productivity in the state's civil service. The state had therefore
continuously made financial provision in its annual recurrent estimates to meet the
cost of the training. The state had also patronized local and non-local institutions
and also established its own Institutions to cater for the training needs of its staff.
These achievements notwithstanding, Onivehu found that the effective
implementation of the state's training program was however inhibited by the
following:
i) Inadequate funding;
ii) Lack of Integration and cohesion of training policies with
other management process such as recruitment, placement,
promotion, incentive system, and staff appraisal; appraisal;
iii) Failure to identify training needs; and
iv) Administrative malpractice in implementing training policies
which led to discontent and consequent frustration on the part
of civil service.
30
Onivehu, therefore,, recommended that the state government should
vigorously pursue 'its stated policy arid programs of exposing officers to one type
of formal training or the other within the first five years of joining the service- This
he concluded would heighten their morale and raise-their productivity to the
desired level .
Abbas (1987) conducted a research on staff development as a determinant of
police work pattern and ethics in Kaduna State Command. The aim of her study is to
find out if training and education were important determinants of work-schedule and
work attitude in the Police Force.
Abbas found that although training and education were essential to the effective
functioning of the Police Force, these areas have been largely neglected by the Police
department. She further discovered that adequate funding for Police training was
lacking so much so that only a negligible percentage of Policemen were sent for
further training. She therefore concluded that the noticeable lapses and ineffective
police operations in the country could be attributed to this low level of training they
received.
Abbas recommended that the police department should, in particular,
encourage the recruits to further their education. She also recommended that
promotion in the Police Force should be based on work performance and education
rather than on more length of service. In this way, she feels the police would be
31
encouraged to further their education, heighten their morale and increase their
performance.
2.1.4. Staff Training and Development in the Colleges of Education
Staff training and development is one of the fundamental objectives of the
personnel policies of Colleges. However much research has not been conducted in
the field, as a result, there is dearth of literature on this subject. Nevertheless, the
few available and accessible ones would be reviewed.
Kablr (1990) conducted research on staff development -and training In
Federal 'College of Education (Technical) Gombe, Specifically Kabir studied the
objectives of the training programs„ the process of selection of trainees and the
organization of the training program.
Kabir identified lack of funds as the main problem militating against the
programs, and he recommended that the College should budget more money for
the programs. He also recommended periodic seminars for the staff.
Amadi (1993) examined the personnel function in College’s manpower
development, using Adeyemi College of Education, Ondo, as a case study. Amadi
Investigated how Conditions and uncertainties in an organization and its
administrative processes affect manpower development. She also examined the role
of and the problems the personnel department of the College faced in the
manpower development of the College. Her intention was to prescri be
32
an ideal personnel administration system within the College which
could effectively achieve the manpower needs of the College.
Amadi found that the staff were generally dissatisfied with the policy
guidelines on training in the College and intact had mixed feelings about the way
the guidelines were being selectively adopted and applied. Majority of the staff
felt that there should be a review of both the guidelines arid mode of
implementation. Amadi therefore recommended that the College authority
should design personnel development policy that would cut across the board and
called for a personnel department that would be autonomous for the purpose of
effective and efficient management of College personnel development policies.
Aliyu (1994) wrote a paper on staff training and development and their
value to the Federal College of Education Kano. He argued that training is a
form of Incentive to a member of staff who has performed creditably at a given
level of responsibility and is being groomed for higher responsibility. On the other
hand, training could be necessary for a staff that appeared to have reached his
optimum in a given job or task due to his level of academic or professional
attainment. He argued that this category of workers, if not trained, would be
declining not only in productivity, but also in initiative and drive.
Aliyu’s argument centered on the point that if shortage of personnel plagued
"even older Colleges many of which are advantageously located for manpower
33
supply, one could imagine how serious the problem could be for a young College
not so advantageously situated". He therefore recommended massive and thorough
training and development of human resources of the College, He also
recommended for termination of the appointment of any staff w ho fails top up
hold the terms of training agreement of the board period and in addition, refund the
cost of training, including all salaries and allowances paid to him or face Court
action.
From the works so far reviewed, it is clear that most aspects of staff training
and development have been broadly considered in the studies. The researchers
have generally discussed the shortcomings in the organization and administration
of staff training and development programs and how the shortcomings could be
overcome, most of their recommendations generally centered on how to arouse the
Interest of the respective organizations in staff training and development and
called for the improvement t of the administration of staff development programs.
Few others called for adequate funding of the training programs of the
organization they studied.
One major problem most of the works highlighted was the quantitative aspect
of training outcomes. Most of the researchers are basically agreed on the correlation
between staff training and staff motivation and productivity, but: none of the works
reviewed adduced any empirical evidence to prove or disprove the correlation.
34
Most of the studies reviewed relate in substantial ways to this research.
Therefore, the recommendations in the works reviewed are relevant to this study in so
far as they would serve as guidelines when drawing conclusions on this study. Above
all, the knotty Issue of correlation between staff training and staff productivity will
also be reconsidered in this study for a possibility of breaking new grounds.
2.1.5 Exposition of Staff Training and Development in Colleges of Education
It is an already established fact that Colleges of Education have faced staff
shortages since their Inception.
The National Manpower Board has also pointed out that manpower shortage
is a feature of all "Nigerian Colleges…” In an address to declare open a training
workshop for Secretarial course, the then Provost Dr. Abdu Bulama stressed the
Importance of training to organizations. He said:
The main purpose of training is to increase the effectiveness
and efficiency with which functions of organizations are
carried out through motivation and increase in production
capacity of personnel of the organization. It is a purposeful
undertaking aimed at ensuring that the end result is
worthwhile and effective in solving organizational and
management problems and also raising the productivity of
the worker. He further lamented:
Essentially, some o f the notable: management problems which can be
solved by a systematic and planned training program are:
35
i) Difficulty in getting experienced and skilled workers;
ii) Low productivity owing to low morale; and
iii) Inability to meet prescribed quality standard.
These problems can be solved by first endeavouring to arouse the interest of the
employee in his job and secondly by helping him acquire the necessary knowledge
and skill to do the job well. Both of these solutions are within the scope of well
organized and effective staff training.
More often than not, training program in the Colleges tend to be more
systematic and elaborate than those in the civil service or the private sector. The
reason for this is anchored on the very nature of the work required of the academic
and non-academic senior staff which is very demanding and calls for a very high
level of intellectual input, skills and competence- Merge (1965) had outlined the
demanding character-traits of an academician as a "great teacher renowned in his
field of specialization acclaimed as a lecturer, author, researcher and Inventor.
Here went further to assert that an academician should possess the following
qualities:
i) A scholarly mind;
ii) A desire to teach, to do research, and to write at College level;
iii) An earned degree „ at least a Masters and preferably the Doctorate
degree; and
iv) A respectable concentration of studies at an advanced level in the
subject to be taught.
36
In view of these demands on the Academic and Senior staff of Colleges, the
rationale for staff training and development in the Colleges is never in doubt. More
so, the College is one of the larger and more significant institutions that is deeply
involved in, and affected by the changes in values and practices in the society.
Therefore, the ability of the College to respond constructively and effectively to
these changes depends to a large extent on the quality of the personnel who make it
up. In other words, the degree of success or failure of the College in its efforts to
contribute to the socio-economic well-being of the society is a reflection of not
only the quality but number of its personnel, especially the academic and non-
academic senior staff.
2.1.6 Correlation between Staff Training and Staff Productivity
Another theoretical postulation which this research wishes to examine is the
correlation between staff training and productivity. Miner and Miners (1974) had
advocated that all organizations must be involved in the pursuit of productivity or
task goal - which refers to the whole of procedures and activities that management
carried out to maximize the attainment of the stated purpose of the organization.
In the context of the general principles and practices of personnel
management, staff training and development has been adjudged to be one of the
37
factors that motivate staff to Increase their productivity. There are many theoretical
bases for such conclusion, Stahl (1962. P 261), for Instance, had argued that:
The development of staff is the very essence of supervision
and it clearly assumes a role of great significance to the
quality of service and long range effectiveness of the
organization.
Harris (1961) was more specific in his correlation of staff training and
productivity when he argued that "certain types of performance are necessary to
help the organization reach its objectives, and training - assists by providing
organizational members with the tools to get the job done.
Fllppo (1980. P 181) has gone further to conclude that staff training and
development will:
…return values to the organization in terms of Increased
productivity., heightened morale., reduced cost., and greater
organizational stability and will also help meet the needs of
individuals in their search for work, assignment that can add up to
life-long careers.
There is little doubt that the foregoing theoretical prescription underscores
the importance of staff training and development programs as one of the corner-
stones of Institution of higher learning’s Personnel Management Policies.
2.1.7 Approaches to Staff Training and Development in Nigerian Colleges
38
The Colleges of Education generally adopt similar approaches in their
attempts to bolster up their staff training and development programs. Such
approaches include:
i) Various Schools/Departments are requested to identify the areas in
which staff requires training;
ii) Study-fellowship are granted to staff to undergo post-graduate
training in Nigerian Universities, Polytechnics and Colleges of
Education; and foreign universities,
iii) The Federal Ministry of Education assists some staff (particularly
academic staff) to undergo the Technical Teachers Training Program
(TTTP) in some Universities and Colleges of Education.
iv) The Educational Trust Fund (ETF) recently introduced a reasonable
package to assist in staff training.
Hacket (1979) has, however, emphasized the relative advantage of external
training over internal training on account of the following reasons:
i) External training can bring together the expertise of a number
of specialists over a range of subjects which might not be
available internally;
ii) External training can bring together a range of facilities which
would not be economically viable on a small training budget;
iii) External training can create opportunity for learning to take
place away from the distractions and interruptions often
associated with internal raining.
Croft (1964. P 60) also advocated that one effective way of training staff is
by attendance at learned conferences, seminars, symposia and workshops. He said:
39
The conference method of training leads itself admirably to
changing attitudes, as well as to imparting information, it has
its greatest usefulness where trainees have some knowledge
of the subject to be discussed. In essence, conference training
undertakes to make available each member the joint
Knowledge and experience of the entire group,
In line with the foregoing theoretical prescriptions the Conditions of Service
of Polytechnics and Colleges of Education of Nigeria recommended that College
staff should be availed of "the opportunity of exposure to new ideas by being
nominated to attend seminars, conferences, and workshops relevant to their fields
of work. The achievement of staff in Colleges system is determined by a criteria
totally different from those normally applied in the Civil Service, the Parastatals or
the Private Sector. The principle of “publish or perish” imposes on College
teachers an overwhelming obligation to continuously renew their knowledge in
order to progress in their career.
2.1.8 Quantification/Appraisal of Staff Productivity in the Colleges of
Education
Quantification of productivity has always been a difficult task; however,
attempts have been made to achieve a break-through in this matter. Oloko (1977)
defined quantifying labour-productivity as "the volume of goods and services
produced per worker within some specified unit of time." Although such an
approach is more practicable in the private sector, especially industries, than the
40
public service, nevertheless, it will serve as a theoretical basis for quantifying the
productivity of senior-staff in the Colleges of Education.
Based on the foregoing theory, we shall focus our attention, within the
context of this research, in terms of the overall performance of senior staff within
the orbit of the basic objectives of the Colleges; with respect to the number and
types of researches undertaken, books and articles published, and number of papers
presented at seminars, conferences, symposia and workshops.
Most Colleges of Education seem to have adopted the foregoing approach as
a basis for quantifying the productivity of their staff for the purpose of appraisal
and promotion. This is more so in Federal College of Education Eha-Amufu. The
appraisal system takes into account the totality of staff performance, ' For any
promotion from one level to another, there must be quantifiable incremental
evidence of significant additional contribution since previous promotion. The most
quantifiable of such contributions are research activities and publications. The
College accepts as evidence of research the following:
Academic Staff
i) Published paper(s) In a reputable journal;
ii) Seminar papers based on research;
iii) Progress, reports on long term research undertakings;
iv) Articles published in reputable journals which use references;
v) Chapters In books relevant to the candidates discipline;
vi) Patents; and
41
vii) Creative work in the field of Auto-mechanics., Electronics: Arts,
Graphic Design and the like.
viii) Effective teaching, service to the College, Department and the
community.
ix) Good character, loyalty to the institution and personal integrity.
Non-Academic Senior Staff
i) Efficiency, competence, effectiveness, ability to take higher
responsibilities, experience, special aptitudes, initiative and personal,
integrity.
The above listed quantifiable aspects of appraisal will be of central interest
to this research work. They will form the basis of analyzing whether or not training
contributes to Increase in the productivity of the academic and non-academic
senior staff in terms of research and publications. This will also help to prove or
disprove Rigors and Myers (1981) theory "as employees respond to continued
training, they will progressively Increase their value to the organization and thus
prepare themselves for promotion.
2.1.9. THE NIGERIAN VISION 20: 2020
The vision 20:2020 policy was articulated during the Olusegun Obasanjo
administration (1999-2007) to make Nigeria one of the twenty largest economies
42
in the world by the year 2020. We argued then that Nigeria vision 20-2020 agenda
is an attempt by the Nigerian ruling class to hoodwink and deceive the people into
believing that the state is striving to make Nigeria to become one of the 20 largest
economies in the world by 2020. We argued that the Nigerian government had no
intention, strategy and execution capacity to make Nigeria one of the largest
economies by 2020.
On assumption of office in May, 2009, the Yar’Adua administration set up
the National Council on Vision 2020 to develop a blueprint for the vision 20:2020
in collaboration with the National Planning Commission. In November, 2009, the
Nigeria Vision 20:2020-Economic Transformation Blueprint for Nigeria was
released to the public.
The Nigeria Vision 2020 economic transformation blueprint is a ten year
plan for stimulating Nigeria’s economic growth and launching the country onto a
path of sustained and rapid economic growth to become one of the top twenty
economies by 2020. The vision is anchored on the Nigerian Economic
Empowerment and Development Strategy (NEEDS II) and the seven point agenda
of President Umar Yar’Aduda.
The process of developing the vision included the formation of the National
Council on Vision 2020; inputs from ministries, agencies, state and local
governments as well as the private sector with the National Planning Commission
43
playing a coordinating role. It also involved the analysis of 29 thematic areas and
the participation of 12 special interest groups including the legislature, judiciary,
media, women, youth, traditional rulers, religious groups, security, Nigerians in
Diaspora, persons with disability, labour and the civil service.
The vision has a social dimension of a peaceful, equitable, harmonious and
just society; an economic dimension of a resilient, diversified and industrialised
economy; an institutional dimension of a stable and functional democracy in a
market friendly and globally competitive business environment and an
environment dimension of environmental consciousness and sustainable
management. The realization of the vision is hinged on creating the platform for
success by urgently and immediately addressing the most debilitating constraints
to Nigeria’s growth and competitiveness; forging ahead with diligence and focus in
developing the fabric of the envisioned economy and developing and deepening
the capability of government to consistently translate national strategic intent into
action and results by instituting evidence based decision making in Nigeria’s
policy space.
2.1.10 REVIEW OF THE VISION
The launch of the Nigeria Vision 20:2020 is a step in the right direction.
Even though it took more than two years for the strategy to be produced; the
44
production of a strategy is the first step towards the realisation of any vision.
There are certain unique features of this strategy especially when compared with
previous strategies. First and foremost, the strategy is less neo-liberal than its
predecessor the Nigerian Economic Empowerment and Development Strategy
(NEEDS). The Nigeria Vision 20:2020 strategy acknowledges that “attention will
be given to equity concerns about privatisation, the need to safeguard worker’s
interests and to ensure that the process does not aggravate the already precarious
unemployment problem in the country.” (p.25).
Secondly, the strategy advocates integrated sectoral planning to enhance
linkage and synergy. This will ensure that agriculture, oil and gas and mineral and
metal sectors serve as sources of inputs into the nation’s local manufacturing
industry.
Thirdly, the vision advocates a cluster based approach to industrialisation
which will turn the six geopolitical zones into economically viable industrial
clusters built around different sectors based on the economic geography of the
different zones.
Fourthly, the strategy will introduce performance management and
accountability system for public service institutions.
45
Finally, the strategy plans to institutionalise monitoring and evaluation
across all levels of government to improve their capacity to translate all strategic
plans and programmes into outcomes and impacts.
However, despite the positive aspects of the vision, there are serious defects
that could make the attainment of the goal of the vision impossible.
First and foremost, the strategy glosses over or underestimates the political
conditions or dimensions of the vision. While there are clear social, economic,
institutional and environmental dimensions, there is a clear absence of political
dimension or how to create the political conditions for the vision to be actualised.
Meanwhile, some scholars have argued that political conditions in Africa are the
greatest impediment to development.
Secondly, there are inconsistencies in the vision document in terms of what
is possible and what the vision hopes to achieve. While the vision articulates the
need for evidence based decision making in the policy space, the vision is
anchored on unrealistic assumptions. Achievement of the goal of the vision is
anchored on “achieving broad based and double digit real growth rate annually.”
(p.14). Meanwhile, the policy itself acknowledges that “the IMF predicts that
Nigeria’s average economic growth rate will slow to 4.8 % between 2009 and
2014.” (p.15). There is no alternative prediction by the vision.
46
Thirdly, although efforts were made to involve different sectors in the
formulation of the blueprint, the level of participation is not widespread and deep.
It was more or less restricted to experts. The development of any country requires
public ownership of the process of development of the strategy which cannot be
said for the blueprint.
In addition, the strategy does not take into account some proven strategies
that can help bring out people from poverty such as social protection measures and
provision of housing and other social services for the poor. Indeed, the strategy
states clearly that “providing new housing stock is not the only way to meet the
demand for affordable housing.” (p.29).
Furthermore, one of the greatest obstacles to development in Nigeria is
corruption. What needs to be done to bring about economic growth and
development in known but corruptible transactions makes it impossible for
objectives of policies and strategies to be realised. Although the vision recognises
that “economic growth and poverty reduction cannot be achieved in an
environment of corruption and pervasive rent seeking”(p.14), there is no anti-
corruption strategy either in the vision or in the country that is systematic,
comprehensive, consistent, focused, publicized, non-selective and non-partisan.
Finally and perhaps most importantly, it has been documented that
implementation is the graveyard of public policies in Nigeria. Although the
47
strategy outlined what will be done differently, there is no concrete strategy on
how the challenges of implementation of previous strategies will be overcome.
2.2 HYPOTHESES
The study puts forward the following hypotheses:
a) That a carefully planned and skilfully executed staff training and
development program is a veritable means of attracting and retaining staff in
the College.
b) That there is a positive correlation between staff training and staff
productivity in Federal College of Education Eha-Amufu.
c) That in as much as staff training is very important in manpower
development; it is not actually a remedy for staff shortage in the College.
d) That staff training and development is a sine quo non for achieving the
educational target of the Nigerian Vision 20: 2020.
2.3 OPERATIONALIZATION OF KEY CONCEPTS
2.3.1 Definition and Concept of Staff Training and Development
The term staff training is an elusive concept, primarily because it has often been
interchanged with either education or staff development. Efforts have however
been made to define the terms as separate entities- Reilly (1979) for instance,
defined training as "the development of a person's knowledge,, skills, and attitude
for a vocational purpose"- Halsey (1949) conceived of training as "the process of
aiding employees in their present or future work through the development of
appropriate habits of thought and action, skill, knowledge and attitudes.”
48
On the other hand, staff development encompasses a more complex personnel
process than staff training. As defined by Craig and Bittel (1977) "staff
development unlike training is concerned with the growth of the whole man, the
expansion of his ability to utilize his capacities fully and to apply his knowledge
and experience to the solution or resolution of new different situations.
Onah, F. O (2008. P 129) subtly captured the atmosphere when he stated that:
The inexorable match of time and the ceaseless clamour 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 staff
training and development do not occur in an enterprise. In
order to maximize the productivity and efficiency of the
organization, every executive, manager or supervisor in a
public or private enterprise has the responsibility and indeed
the bounding duty to ensure the development of men and
women who have requisite knowledge and expertise. The aim
is to enable them to contribute their full measure to the welfare,
health, and development of the enterprise.
Michael Armstrong (2006. P535) defined training as “the planned and
systematic modification of behaviour through learning events, programs, and
instructions, which enable individuals to achieve the levels of knowledge, skill and
competence needed to carry out their work effectively”.
Hackett (1979) is however more specific in his definition of the terms staff
training, development and education. We shall therefore, for the purpose of
conceptual clarity, adopt Hackett’s definitions of the terms as follows:
49
i) Education: This is the process of acquiring background knowledge
of a subject. It is person-oriented rather than job-oriented;
ii) Training: Preparation for a particular job. It is concerned with job
performance and the application of knowledge and skills to present
works; and
iii) Development: A course of action designed to enable the
individual to realize his potential for growth in the organization. It
relates to future, rather than present jobs.
Flippo (1980) summarized the three concepts as: development would
include both training to increase skills in performing a specific job and education
to increase general knowledge and understanding of our total environment.
Therefore when the three concepts are taken together, it becomes clear that staff
training and development involve a complex and continuous personnel process in
which the employee is made not only to master the intricacies of his present job,
but also prepare him for a satisfactory and life long career in his chosen profession.
The following terms will also have meanings as stated here under in relation to this
study, except where it is otherwise stated in the text.
a) College: An Institution set to pursue and to reflect excellence in the
production of pre-vocational and vocational teachers and in the furtherance
of knowledge and improvement of the practice thereof.
b) Academic Staff: Senior members of staff of the College who are engaged
primarily to teach.
50
c) Non-Academic Senior Staff: Senior members of staff of the College who
are engaged primarily to run the day-to-day administrative facets of the
College.
d) Organization: A social unit deliberately designed to attain specific goals
and objectives. This term is used inter-changeably with “institution” with
which it is broadly synonymous.
51
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Design:-
In order to arrive at a logical conclusion of the appraisal of the training and
development scheme towards the achievement of Nigerian Vision 20:2020 in
Federal College of Education Eha-Amufu, the methodology to be engaged is the
analysis of Academic and Non-Academic senior staff of the College as a case
study. Both the primary and secondary types of data collection were employed and
analysed.
3.2 Data Gathering Instruments: -
Questionnaires which are seen as a set of formalized questions for eliciting
information was used as an instrument for gathering data in this research.
a) Primary Sources.
i) Questionnaire: Questionnaires were designed to gather information from
members of senior staff of the College.
ii) Personal Interview: In order to obtain relevant information on staff
training and development, key officers of the College who were
concerned with staff training and development matters were interviewed.
Such officers included the Deputy Registrar (Establishment),
Establishment Officer, Union leaders, etc.
b) Secondary Sources.
52
The researcher consulted documentary or bibliographical data from
published works. These works included published texts, journals,
periodicals, newspapers; as well as College official records e.g. statistical
data, bulletins, matriculation speeches and official reports.
3.3 Reliability and Validity of the Instruments: -
The success of any research fervently lies on the validity and reliability of its
data gathering instruments. Validity means the appropriateness of an instrument in
measuring what it is intended to measure. In order to effectively ensure the validity
of the instruments used for this study, the instruments were subjected to content
validity measurement which involves face validity and predictive validity. The
primary aim of adopting this method is to ensure that the instruments measure what
they were designed to measure.
Furthermore, the study authenticates the validity of the instruments by
ensuring that the contents of the instruments (such as the questions in the
questionnaire) provide the needed information for the research topic, worded in
simple terms by avoiding technical terms for easy understanding by the
respondents and are also logically and systematically arranged.
The researcher also authenticates the validity of the instruments by ensuring
that the contents of the instruments are consistent with both the objectives and the
hypotheses of the study.
53
The study also ensures the validity of the instruments by making sure all
aspects considered relevant to the study are adequately covered.
On the other hand, reliability means the ability of an instrument to produce
the same results credibly, dependably and consistently over some time when
applied to the same sample (Good and Hart, 1952; 218)
Therefore, in order to ensure that the instruments are reliable, internal
consistency method was effectively adopted. This was achieved by cross-checking
our information alongside/against other sources of data collection and by ensuring
that the facts and figures collected from other sources mentioned earlier are
accurate and remain the same if the collection is repeated over and over again.
Also, the reliability of this study was ensured by making use of the pretest
method which entails piloting the instruments on a small group of respondents,
different from the target group (Oguonu and Anugwom, 2006; 42), but in the same
organization. This was done up to times so as to compare whether there will be
consistency between their former responses and the later.
To also ensure that the instruments have high reliability, the questionnaire
was structurally constructed in a simple, concise and unambiguous manner so as to
allow easy understanding of the questions by the respondents and so as to ensure
consistency in their answers.
54
Finally, in order to ensure the study possesses high validity, external
criterion method was adopted by checking how correct the findings of a particular
instrument as well as compared the results with existing knowledge as well as the
findings of the research gotten from questionnaire. These methods described above
were carefully employed so as to ensure the study is highly reliable and valid.
3.4 Population of the study: -
The target population for this research work whose characteristics were
examined are the senior staff of the College, (the entire academic and non-
academic senior staff), numbering three hundred and forty-six (346).
3.5 Sample of the Study: -
Fifty (50) percent of the entire target population was used as the sample size
of the study. This is shown below;
50 x 346 = 173
100
These 173 staff includes (63 non-academic and 110 academic) senior staff of
the Federal College of Education, Eha-amufu and were administered with
questionnaires.
These 173 staff were randomly selected from various Schools of the Federal
College of Education, Eha-Amufu.
In this regard, adequate care was taken in administering the questionnaires in
order to ensure that the opinions of those sampled adequately represent the target
population.
55
3.6 Sampling Procedure: -
The probability sampling technique was adopted for this study and within
the probability sampling technique, the simple random sampling technique was
adopted by the researcher so as to pave way for easy calculation of the sampling
errors and also to make good estimation of the characteristics of the target
population.
3.7 Method of Data Collection
The researcher used questionnaire in a structured form in order to gather the
data for the research work.
3.8 Method of Data Analysis: - The data that were generated within the context of
the research employed the use of tabular representation of grade level. In addition,
the simple percentage method was used to analyze the structured questions on the
questionnaire. Finally, the research hypotheses were analyzed too.
3.9 Theoretical Framework
In this research therefore, the Human Relations theory by Elton Mayo (1880
– 1949) was adopted to guide our study on the appraisal of staff training and
development towards the achievement of Nigerian Vision 20:2020 in Federal
College of Education, Eha-Amufu.
Elton Mayo was an Australian interested in employee motivation and
commitment and the relationship between workers and management (Dickson,
1973; 89). Mayo’s best known work was the Hawthorne Study in the Western
56
Electrical Company in the USA, and the development of the “human relations”
approach to management. In the Western Electrical Company study, Elton Mayo
observed that “worker’s productivity depended less on lighting conditions in the
work area than on the workers perception that management were interested in
them”(Elton Mayo, 1933; 36 & 37). He proposed that higher productivity could be
gained by good communication and emotional connection between workers and
management.
Furthermore, using the words of Yusuf Noah (2008; 8), Human Relations
theory believed that workers are not just concerned with money but could be better
motivated by having their social needs met whilst at work. He introduced the
Human Relation School of thought, which focused on managers taking more of an
interest in the workers, treating them as people who have worthwhile opinions and
realizing that workers enjoy interacting together.
The human relations theory stems from the understanding that the co-
operation of workers is desirable for the attainment of the objectives of high
productivity and industrial peace. It contends that workers would be better
motivated if they are treated like human beings rather than as irrational objects. For
instance, by making them have a feeling that the organization accords them
recognition by involving them in the decision making process. In the light of the
57
theory, the worker is to be perceived in terms of his membership of a social group
rather as an individual.
Consequently, his behaviour is seen as a response to group norms rather than
simply being directed by financial consideration. Workers should then be expected
to react to group norms so that when they are given the opportunity to take part in
management decision making, they are likely to respond positively to
organizational issues.
In order to lay a concrete foundation for his human relations theory, Mayo
conducted a series of experiments at the Hawthorne factory of the Western Electric
Company in Chicago (Elton Mayo, 1933; 39). He isolated two groups of women
workers and studied the effect on their productivity levels of changing factors such
as lighting and working conditions. He was expecting to see productivity levels
decline as lighting or other conditions became progressively worse but that wasn’t
the outcome. What he actually discovered surprised him: whatever the change in
lighting or working conditions, the productivity levels of the workers did not
improve.
Mayo concluded that the workplace was above all, a social system of
interdependent actors in which workers are influenced more by the social demands
of the work place, by their need for recognition, security and a sense of belonging,
than by their physical working environment. He also concluded that:
58
* Job satisfaction leads to higher job productivity;
* Pay is a relatively low motivator;
* Management is only one factor affecting behaviour;
* The informal group exerts a strong influence on motivation.
Elton Mayo (1933;39)
His work came to the limelight because of the difficulties and cognitive
problems caused by the Traditional Management Theory where it was assumed
that work is an intrinsically undesirable pursuit and that workers naturally sought
to do as little as possible. This translated into a sort of carrot-and-stick managerial
policy whereby companies tried to maximize motivation by providing adequate
compensation as an incentive and at the same time, guarding against any sign of
wayward behavior through authoritarian control regimes. Employees were
considered to be just another input into the production of goods and services. The
carrot and stick managerial policy means “the use of rewards and penalties in order
to induce desired behavior” (Cyril O’Donnell, Heinz Weihrich, 1980: 635).
If this theory were valid, managers will have to constantly police their staff,
which they cannot trust and who will refuse to cooperate. In such an oppressive
and frustrating atmosphere, for both the manager and the managed, there is no
possibility of any achievement or any creative work.
59
Furthermore, the traditional Victorian style of strict discipline and
punishment has not only failed to make increase productivity, it has also left a
mood of discontent and dissatisfaction amongst the employees. Punishment, as in
the carrot and stick managerial policy, appears to have produced negative rather
than positive results and has increased the hostility between the management and
the workers. Employees were no longer satisfied with their jobs despite the huge
some of money paid to them as salaries and bonuses (Harold Koontz, Cyril
O’Donnell, Heinz Weihrich, 1980: 635). According to human relations
management theory, some positive management actions that lead to employee
motivation and improved performance are these:
1. Treating employees as if work is as natural as play or rest.
2. Sharing the objectives towards which their work is aimed.
3. Empowering them to innovate and make as many independent decisions as
they can handle.
4. Training and developing them, increasing their freedom and responsibility as
their capabilities enlarge.
5. Providing appropriate recognition and rewards when they achieve company
goals (Wenger & Snyder, 2000; 12).
Human relations theory advocates the following in order to optimize performance
in organizations;
60
Social functions in organizations should be encouraged in order to create a
favorable environment for employee motivation. The practical consequences of
destroying social functions for individuals in organizations are divorce, crime,
irregular living, resentment and paranoia. Owing to the fact that labor is highly
mobile, the society disintegrates, social functions blur, and, consequently,
individuals become maladjusted. At work, problems of industrial control arise
because the organizations curb craftsmen's/employee initiative and autonomy in the
work place, devalues their intelligence and skill, creates monotonous tasks and as
compensation, offer only money as rewards and salaries. This scenario was aptly
captured by Mayo (1945, p. 10) where he stated that;
“... problems of absenteeism, labor turnover, 'wildcat'
strikes, show that we do not know how to ensure spontaneity
of cooperation; that is teamwork. Therefore, collaboration in
an industrial society cannot be left to chance...”
Human relations theory encourages cooperation and communication among
employees. The single most important discovery of the Hawthorne experiments was
that workers had a strong need to cooperate and communicate with fellow workers.
In Mayo's words (1945; 112), "... the eager human desire for cooperative activity
still persists in the ordinary person and can be utilized by intelligent and
straightforward management." The best vehicle to its achievement was informal
groups (rather than formal work teams), as they provided their members with the
basic needs for communication and cooperation.
61
The Human Relations movement emphasized emotional aspects in human
behavior and still maintained the division of labor between those who planned and
those who executed. Being intellectually conservative, Human Relations advocates
worked from assumptions of underlying employee-employer harmony. They
attributed low productivity and service delivery to the poor communication between
workers and managers, and inadequate attention to the human side of worker. The
latter resulted in a "false consciousness," whereby workers failed to appreciate that
their interests were identical to their managers.
To solve these problems, management of organizations should facilitate the
formation of informal groups and inculcate them as figures of authority (managers
should become culture builders). "... the age-old human desire for persistence of
human association will seriously complicate the development of an adaptive society
if we cannot devise systematic methods of easing individuals from one group of
associates to another," argues Mayo (1945, 81). "Management," he continues, "in
any continuously successful plant, is not related to single workers but always to
working groups." Therefore, a major "preoccupation of management must be that
of organizing teamwork, that is to say, of developing and sustaining cooperation"
Human relations theorists also advocated that managers should learn that
employee’s social needs were no less important than employees’ economic needs
and that the logic of cost efficiency should give some room to the logic of human
62
sentiments. The good manager is the one who is able to blend technical expertise
with social capabilities. The successful manager listens to his employees,
introduces them to their new companions, and tries to get them congenial work
associates (Mayo, 1945;108). Such managers should be able to facilitate the
formation of informal groups and gain the cooperation of their workers (be
accepted as figure heads and leaders) (Mayo, 1945, 9).
Application of Human Relations Theory to the Staff Training and
Development Process in Federal College of Education, Eha-Amufu.
Human Relations theory believed that workers are not just concerned with
money but could be better motivated by having their social needs met whilst at
work. It also focused on managers taking more of an interest in the workers,
treating them as people who have worthwhile opinions and realizing that workers
enjoy interacting together (Yusuf Noah ,2008).
In order to apply this theory, so as to ensure quality staff training and
development, the Federal College of Education, Eha-Amufu needs to understand
the social needs of its staff and that money or financial incentives are not the only
motivational tools that can increases employees performance.
Human relations theory is very important to the development and long term
sustainability of every organization. However, these factors justify the reason for
adopting human relations theory;
63
It focused on the workers in their groups where as modern behavioural
scientists focus on the manager and the management process, Mockler (1970).
It produced a correct and balanced attitude to the personal and social needs
of employees. According to Stoner (1978), human relations theory provided an
improvement on the classical management approach which treated productivity as
merely an engineering problem. It stressed the social needs of workers and proved
that the factory office or shop is not merely a work place but also a safe
environment and this recognition influences both the quality and quantity of work
produced. In addition the theory discovered that in any work situation, there are
informal organizations and informal groups which influences performances and
work productivity.
In the light of all their (human relations theorists) findings, members of this
school according to Zweig (1992), advocates better treatment of subordinates in
the belief that it will lead to greater productivity. This is based on the assumption
that contented employees with high morale will work harder. And indeed common
sense dictates that a terribly unhappy member of staff will not perform or attain
peak productivity.
Human relations theory advocates better communication and open dialogue
from managers accompanied by increased attention to the personal interests and
needs of staff in an organization. According to Mayo (1945; 108) better
64
communication enhances employee motivation and performance. These social
based approaches improve how employees feel about the workplace.
BACKGROUND INFORMATION ON COLLEGES OF EDUCATION IN
NIGERIA
3.10.1 Introduction
Most of Teachers’ Institutions in Nigeria that are today known as Colleges
of Education have experienced one form of transmission or the other in their
proprietorship, supervision, program management, and even in appellation.
According to Lassa (1996) “the oldest of the first generation Colleges started
(from 1960 to 1970) at the inspiration of external aid from the UNESCO to the
Nigerian Government. They were named Advance Teachers Colleges (A.T.C.);
National Technical Teachers Training Colleges (NTTC); which later transformed
into Colleges of Education”.
From 1960 to 1967 the first generation Colleges of Education were
established at Zaria, Kano, Akoka and Adeyemi as part of the second National
Development plan (1975) and endorsed as the necessary foundation for the
National Policy on Education. From 1971 to 1980, following the Federal Military
Governments acceptance of the Ashby Commission recommendation, the second
generation Colleges were established at Kontagora, Gombe , Okene, Katsina,
Abeokuta, Yola, Oyo (Special) and Pankshin. From 1981 to 1990 third generation
65
Federal Colleges of Education were established at Obudu, Asaba, Omoku,
Umunze, Bichi, Gusau, Potiskum and Ilorin (Military). Between 1979 and 2008,
when there was civilian administration, some states passed laws establishing State
Colleges of Education. In particular, the Federal College of Education (Technical)
Potiskum was established along with five others in the Third generation Colleges
by the Federal Government Decree No.4 as contained in the extraordinary official
gazette of the Federal Republic of Nigeria No.14 Volume 73, dated 21st March,
1986 (NCCE,1996:4).
There are eighty five (85) Colleges of Education in Nigeria, comprising
twenty (21) Federal; forty two (42) state owned; twenty one (21) private; and one
(1) Military. This figure could further be sub-stratified into the following table.
STRATIFICATION OF NIGERIAN COLLEGES OF EDUCATION
Table 1
Proprietors
of Colleges
of
Education
Conventional Technical Special Religious Total
Fed. Govt. 12 8 1 - 21
State Govt. 40 2 - - 42
Military 1 - - - 1
Private 12 - - 9 21
GRAND
TOTAL
65 10 1 9 85
Source: Nigeria Colleges of Education at a glance, 2008
The Phenomenal growth in the number of Colleges of Education easily
points to the importance accorded to higher teacher education in Nigeria.
66
3.10.2 The Structure and Management of Nigerian Colleges of Education
Nigerian Colleges of Education were brought into existence either by means
of Military decrees or by acts of parliament. The laws establishing all the Federal
Colleges of Education provides a Governing Council; Membership; Tenure and
Powers of the Council; The Academic Board and its functions; Powers of Minister
to give directions to the Council; the Provost; the Registrar and other staff.
a) The Governing Council
The Governing Council is the body of the College which plans all activities,
programs of studies, courses, research; annual estimates and investment
plans of the College. It consists of the Chairman. The Director-general (or
his representative) of the Federal Ministry of Education; a representative of
the Nigerian Society of Engineers; a representative of the National
Commission for Colleges of Education; six persons of note in the areas of
Science and Technology.; a representative of the alumni association of the
College; a representative of the Academic Board of the College; a
representative of the Armed Forces; and the Provost of the College. The
Council can amend the statutes of the College, manage and regulate the
finances, accounts, investment and property of the College, provide or
approve the provision of building and equipment, appoint and discipline
staff. In performing most of these functions, the Council appoints advisory
67
Committees on such matters including Finance and General Purposes
Committee, Appointment and Promotions Committee, staff Disciplinary
Committee and the like.
(b) The Academic Board
The Academic Board is the most powerful academic body of the
College. It consists of the Provost, all Heads of Departments, the College
Librarian, and not more than two members of academic staff other than
heads of Departments. The Board is responsible for the direction and
management of academic matters of the College including the regulation of
admission of students, the award of certificate. Scholarships, prizes and
other academic distinctions making periodic reports and such academic
matters to the Council as the Council may from time to time direct, and
discharging any other functions which the Council may from time to time
delegate to it.
c. The Provost
The most important person both as an executive and academic leader
is the Provost. He is charged with general responsibility or matters relating
to the day to day management operations of the College. He advises the
Council on matters of policy, finance and administration of the College. He
68
ensures that efficiency is maintained, and regulations are enforced to
maintain good order.
d. The Registrar
The Registrar is the Chief Administrative Officer of the College. He
is responsible for keeping all the records and conducts the correspondence of
the Council. The Registrar is also the Secretary to the Council, the
Academic Board and any Committee of the Council.
It is important to note that the primary vehicle of administration in the
Colleges of Education is the Committee system. This management system is
used for administering the College on the democratic principles. The central
idea is to reduce red-tapism resulting from the centralized activities of the
large and complex administrative structures of the Colleges to make them
more responsive to the challenges of the time.
Table 2
ADMINISTRATIVE STRUCTURE OF COLLEGES OF
EDUCATION
Governing Council
Academic Board
Management
Provost
69
Deans of Schools Registrar, Bursar,
Librarian, Head of
Works & Maintenance
Heads of Departments Senior, Intermediate,
Junior Staff
Lecturers
Source: Federal Government Decree No.4 of 1986
3.10.3 AN OVERVIEW OF FEDERAL COLLEGE OF EDUCATION,
EHA-AMUFU ADMINISTRATION
3.10.4 Historical Background of the College
The defunct Anambra State House of assembly passed the law establishing
the College of Education, Eha-Amufu on 21st February 1981. The College
functioned under that law until 1993. The Federal Government of Nigeria vide
decree No. 34 of 4th May, 1993, established the Federal College of Education,
Eha-Amufu upon the demise of the state college of education. Function
To provide full-time in teaching, instruction and training;
i. In technology, applied science, commerce, arts, social science, humanities and
management, and
70
ii. In such other fields of applied learning relevant to the needs of the development of
Nigeria in areas of industrial and agricultural production and distribution and for
research in the development and adaption of techniques as the Council may from
time to time.
To conduct courses in education for qualified teachers;
To arrange conferences, seminars and workshops relative to the fields of learning
specified in paragraph (a) of this section; and;
To perform such other functions as in the opinion of the council may serve to
promote the objectives of the College.
The College admitted its 197 pioneer students and took off in October 1981. Today
the College has a student population of about 4,500 made up of regular and
sandwich students (fce-ehamufuportal.com/index.php/historyofFCEEha-amufu).
Following the creation of states in 1991, Enugu State Government inherited
the college from former Anambra State Government. In April 1993, the Federal
Government of Nigeria established a new Federal College of Education out of the
College of Education Eha-Amufu, Enugu State.
The aims and objectives of the College, in specific terms are to:
(i) Contribute significantly to meeting in numerical terms the
recurrent and expanding needs of the 6-3-3-4 system of
Education for Pre-vocational and Vocational Teachers:
(ii) Epitomize a strong tradition of excellence in teaching,
functional or job oriented research activities, scholarship,
71
institutional organization and management and community
related services.
(iii) Impart to the students the occupational knowledge and skills
needed for the teaching of technology relevant to the Nigerian
economy as well as develop their capacities for rational self
management;
(iv) Foster national ideals in social organization and relations within
their academic communities;
(v) Inculcate in the students the ideals of life-long and of
“complete man” education;
(vi) Produce professionally competent pre-vocational teachers who
are imbued with the sense of human worth, the values of work
in the transformation of human life and human environment,
and with the zeal and knack for nation building through
education.
College Motto
DISCIPLINE, KNOWLEDGE and DEVOTION.
Discipline is the systematic training, exercise, development and control of the
mental and physical faculties. Its orderliness of behavior, submission to properly
instituted authority and respect from human dignity.
Knowledge is the fulcrum of progress. It is power, it is comprehension;
72
understanding; perception; learning; a body of facts known or ascertained by study.
It connotes and denotes human personality.
Devotion is unswerving adherence, zealous and contentious attachment to duty or
moral obligation. It is strong affection, unselfish attachment and self-surrender to a
cause. Adherence to the motto of the Federal College of Education, Eha-Amufu,
makes a complete man.
3.10.5 Principal Officers of the College
There are four Principal Officers in the College; these are the
Provost, the Registrar, the Bursar and the Librarian.
(i) The Provost
The provost takes precedence before all other members of the College. He
has the general function, in additional to any other function conferred on him
by the Decree or otherwise, of directing the activities of the College, being
the Chief Executive of the College and Academic officer of the College. He
is the Chairman of the Academic Board and subject to the direction of the
Council he maintains efficiency, general discipline, and enforces College
legislation and regulations etc.
The Provost is appointed and or removed from office by the Head of
State after consultations with the College Council. He holds office for four
73
years in the first instance and is eligible for re-appointment for a second term
of your years.
(ii) The Registrar
The Registrar is the Chief Administrative officer of the College and is
responsible to the Provost for the day to day administrative work of the
College except as regards matters for which the College Bursar is
responsible. The Registrar, by virtue of the provision of the Decree is the
Secretary of the Council, the Academic Board, and all other standing
committees.
iii) The Bursar
The Bursar is the Chief Financial Officer of the College and is
responsible to the Provost for the day to day administration and control of
the financial affairs of the College.
iv) The Librarian
The Librarian is responsible to the Provost and for the administration
of the College Library and the co-ordination of all Library services in the
College.
3.10.6 The Organizational Structure and Functions of the Registry
Department
74
The Registry Department is the main custodian of the laws, statutes
and other approved policies of the College. The Department is vested with
the responsibility of advising the governing bodies of the College on all
policy matters in order to ensure smooth and efficient administration. It also
ensures the implementation of all policies approved at the Council or
Academic Board meetings.
Of particular interest to this research is the fact that the Registry
department handles the administration and implementation of all policies
relating to staff training and development. Although, there is no specific
unit handling staff training, however, it is the establishment division of the
Registry department that supervises the training programs of the College.
Generally, the Registry department is organized into divisions, units
and sub-units headed by a battery of staff who are responsible to the
Registrar. The various divisions and unit heads ensure that the work in their
areas of responsibility is primarily organized, effectively coordinated and
supervised, and efficiently carried out.
The Registry Department has four main divisions namely: The
Registrar’s office, the Academic Division, the Establishment Division and
the Student Affairs Division.
75
(i) The Registrar’s Office
The Registrar’s office is responsible for the general co-ordination and
supervision of the main schedules of the Department, and the
implementation of College policy. It is also in charge of the
conditions of service of staff.
The Council and general administration unit is responsible to
the Registrar for secretarial services to the Council and its
committees.
(ii) The Academic Division
The division is responsible for the secretarial services to the Academic
Board and its specified committees. It liaises with Schools with
regard to Academic Board business, and the supervision of
Admissions and examinations. It is also responsible for records of
Examinations, organizing, administering and conducting examinations
and admissions respectively. The division also handles the
registration and matriculation of students, certification and academic
transcripts.
(iii) The Establishment Division
The Establishment Division is responsible to the Registrar for all
establishment matters connected with all staff which include
76
advertisement of vacant posts, processing of applications, liaison with
eternal agencies, arranging for interviews, letter of appointment,
contract of appointment, confirmation and termination of
employment, promotion, salary review, annual leave, study leave,
leave of absence, sick leave, sponsorship, staff training schemes, loans
and advances, housing and staff welfare.
(iv) Students Affairs Division
This is a division saddled with the responsibility of coordinating
policies relating to Student Affairs and welfare in the College including
regulations governing students conduct, the Students Union and other
activities such as students associations, hostel accommodation etc.
The Division is also responsible for the secretarial services to the
Students Disciplinary Committee, the Sexual Harassment Committee and the
College Students Magazine.
3.10.7 Staff Training and Development in College and other Processes
The Federal College of Education, Eha-Amufu identifies with the fact that
“manpower development is one of the foremost approaches for achieving
efficiency in any organization. Therefore, it is imperative that the institution after
77
identifying its needs should prescribe a suitable program for training its staff for
maximum contributions to the development and progress of the institution. “
As a matter of policy, staff development should be geared toward the
achievement of the aims of the institution. This is to effectively promote
professional/technological/educational training in support of manpower
development for the College. Thus priority should be given to the sponsorship of
programs which will enable staff contribute more effectively to the success of the
institution.
The exercise for the award of study fellowship normally begins with a
circular from the registrar through the establishment division to the various
Schools and Departments calling for their areas of needs in staff training and
development and staff employment. The establishment unit then collates all the
submissions and tables them through memoranda to the College Management
Committee for further deliberations. The approval for vacancies for study
fellowship is based on:
i) The need to acquire a higher degree or professional, technical, or
administrative competence appropriate to the nature of employment of
the staff in the College.
ii) The availability of another staff to handle the schedules that may
otherwise be vacant.
78
The Establishment Division then conveys the approved vacancies to the
various Schools and departments. Interested members of staff who fall within
the field, level of degree to be pursued, and the availability of another officer(s)
to handle their schedules must secure admission in any Nigerian University
before the Dean/Head of Department makes his/her recommendation to the
Registrar for the study fellowship.
Since the College is yet to have a staff training and development unit, the
Establishment Division also takes care of all subsequent communications on
supervision of and all other matters relating to study fellowship. The division
also implements the training policies and programs of the College on behalf of
the Registrar who is the Chief Personnel and administrative officer of the
College.
The duration of the award of study fellowship is for the exact duration of
the course, where the duration does not exceed twelve months. Where it
exceeds twelve months, the study fellowship is awarded for twelve months in
the first instance, to be extended subject to good recommendations from the
appropriate authorities where the trainee is being trained.
Only members of staff who have been in the service of the College for an
unbroken period of not less than two sessions shall be eligible to be considered
for training. However, where it is considered in the interest of the College, a
79
member of academic staff could be granted the study fellowship after serving
for one year from the date of appointment.
3.10.8 General Conditions Governing Study Fellowship
The following, among others, are the conditions governing staff fellowship:-
i) Every member of staff granted study leave, with pay, shall be
requested to give an undertaking or to enter into bond to return to the
services of the College immediately upon the completion of the course
or program for which the leave is granted.
ii) The period of bond shall be at the rate of twice the period of the
relevant study fellowship, subject to a maximum bond period of five
years, and on such other terms and conditions as shall be specified in
an agreement to that effect.
iii) If a member of staff fails to return to duty on the completion of the
study fellowship, he shall be liable to have his appointment
terminated; and thereupon he shall be liable to refund to the College
the salary paid to him during the period of absence on the said leave,
together with any allowance or other costs certified by the Bursar as
having been incurred by the staff concerned during the said period.
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iv) An employee on study fellowship shall not change the course, place or
institution for which the leave was granted without the prior approval
of the College. Failure to comply with this condition shall constitute
misconduct and shall render the staff liable, among other things to the
withdrawal of the study fellowship.
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CHAPTER FOUR
4.0 DATA PRESENTATION
4.1 INTRODUCTION
The major tool of this research, as reflected in the introductory
Chapter is the questionnaire. They were personally administered on the
senior staff of the College. In all, a total of 173 questionnaires were
administered to senior staff of the College was returned.
Simple percentages were used to interpret all the research findings. It is
assumed that the assessment of the goals, achievements, problems and
prospects of the staff training programme of the College would manifest
through the pattern of the responses of the senior staff to the items in the
questionnaire. The following variables made up the evaluation of the staff
training and development programme of the College.
(i) What motivated the staff to join the service of the College?
(ii) Assessment of the correlation between the staff training
programme of the College and the possibility for the
amelioration of staff shortages:
(iii) The extent to which the training received by the senior staff had
increased their productivity.
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(iv) Staff assessment of the College regulations governing
attendance of conferences, seminars, and workshops as a means
of further training of senior staff.
(v) How conversant the staff are with the role education has to play
towards achieving the Nigerian Vision 20: 2020.
4.2. Data Presentation (N=173)
4.2.1 Assessment of the Reason (s) to join the services of the College
4.2.1.1. Question: Why did you join the services of the College?
Table 4.1
Response Frequency Percentage
Personal Interest 11 6.4
Close to home 21 12.1
Further training 90 52
Stepping Stone 15 8.7
No other Alternative 28 16.2
Good conditions of
service
5 2.9
Other things 3 1.7
Total 173 100
Source: Research, 2011.
Responses of the respondents show that 11 (or 6.4%) were influenced by
personal interest in the profession; 21 (or 12.1%) were influenced by the
desire to work closer to home: 90 (or 52%) were influenced by the
opportunity for further training; 15 (or 8.7%) saw the College as a stepping
83
stone to another job; 28 (or 16.2%) joined the College because they had no
alternative jobs, 5 (or 2.9%) were influenced by the good conditions of
service, while 3 (or 1.7%) were influenced by other things.
4.2.2 Staff Training Opportunity and Motivation
4.2.2.1 Question: How would you rate the present training opportunities
available to members of senior staff of the College?
Table 4.2
Response Frequency Percentage
Adequate 109 63.0
Inadequate 57 33.0
Undecided 7 4.0
Total 173 100
Source: Research, 2011.
Majority of the respondents 109 (or 63%) indicated that the opportunities to
members of senior staff of the College are adequate, and 57 (or 33%) of the
respondents felt that the opportunities are inadequate, while 7 (or 4%) were
undecided.
84
4.2.2.2 Question: Is there any positive correlation between your continued stay
with the College and a possibility for further training?
Table 4.3
Response Frequency Percentage
Agreed 72 41.6
Strongly Agreed 64 37.0
Disagreed 17 9.8
Strongly Disagreed 14 8.1
Undecided 6 3.5
Total 173 100
Source: Research, 2011.
72 or (41.6%) of the respondents agreed, and 64 (or 37%) strongly agreed
that there is a positive correlation between the continued stay with the
College and prospects for further training. 17 (or 9.8%) of the respondents
and 14 (or 8.1%), however, felt that such prospects for further training did
not influence their continued stay with the College respectively. 6 (or 3.5%)
were undecided.
4.2.2.3 Question: In your opinion is there a positive correlation between staff
training and motivation?
85
Table 4.4
Response Frequency Percentage
Agreed 66 38.2
Strongly Agreed 70 40.5
Disagreed 12 6.9
Strongly Disagreed 21 12.1
Undecided 4 2.3
Total 173 100
Source: Research, 2011.
66 (or 38.2%) 0f the respondents agreed, and 70 (or 40.5%) of the
respondents strongly agreed that there is a positive correlation between staff
training and motivation. 12 (or 6.9%) of the respondents disagreed, and 21
(or 12.1%) of the respondents strongly disagreed that staff training may not
necessarily correlate with motivation. Meanwhile, 4 (or 2.3%) of the
respondents were undecided.
4.2.2.4. Question: which of the following do you regard as the highest factor
of motivation in your career with the College?
86
Table 4.5
Response Frequency Percentage
Promotion 34 19.7
Training 21 12.1
Pay package 17 9.8
Job satisfaction 82 47.4
Inclination to teach 8 4.6
Research facilities 11 6.4
Total 173 100
Source: Research, 2011.
Response to the question on what staff regard as the highest factor of motivation in
their career with the College showed that 34 (or 19.7%) respondents regarded
promotion prospects as the highest factors of motivation with the College; 21 (or
12.1%) regarded training opportunities as the highest factors; while another 17 (or
9.8%) felt that the pay packet increase was the highest motivation factor; 82 ( or
47.4%) felt that job satisfaction was the highest factor of motivation; and another 8
(or 4.6%) regarded inclination to teach as the highest factor. 11 (or 6.4%) felt that
adequate research facilities was their motivation factor.
4.2.3 Staff Training and Manpower Development
87
4.2.3.1. Question: In your opinion is staff training important in College
development?
Table 4.6
Responses Frequency Percentage
Very Important 83 48.0
Important 50 28.9
Less Important 23 13.3
Not Important 17 9.8
Total 173 100
Source: Research, 2011.
Response to whether staff training is important in College development,
showed that 83 (or 48%) adjudged that it is very important to College
development, 50(or 28.9%) believes its important, 23 (or 13.3%) says its less
important while 17 (or 9.8%) said it is not important.
4.2.3.2. Question: Do you believe that the training you received had motivated
you to stay on your job in the College?
Table 4.7
Response Frequency Percentage
Yes 123 71.1
88
No 39 22.5
Undecided 11 6.4
Total 173 100
Source: Research, 2011.
Response to the question as to whether or not staff were motivated to stay on
their jobs by the training they received showed that 123 (or 71.1%) of the
respondents were motivated by the training they received to stay on their
jobs, while 39 (or 22.5%) of the respondents were not motivated to stay on
their jobs because of the training they received. 11 (or 6.4%) were
undecided.
4.2.3.3 Question: Through what method do you think the College can best
retain its staff and thereby ameliorate its staffing problems?
Table 4.8
Response Frequency Percentage
Improved Work condition 80 46.2
Training & Development 56 32.4
Salary increment 13 7.5
Academic facilities 19 11.0
Research facilities 5 2.9
89
Total 173 100
Source: Research, 2011.
As a corollary to the foregoing responses, 80 (or 46.2%) of the respondents
indicated that the best method through which the College could retain its
staff is by improving the conditions service of staff. 56 (or 32.4%) felt the
College could retain its staff through its staff training and development
programme; only 13 (or 7.5%) respondents indicated salary increment as the
best method of staff retention. 19 (or 11%) indicated that provision of
adequate academic facilities was the best method to retain staff, while 5 (or
2.9%) feels that adequate provision of research facilities is the best method
to retain staff.
4.2.3.4 Question: To what extent do you think the College has succeeded in
meeting its manpower requirements through its staff training and
development programme?
Table 4.9
Response Frequency Percentage
Above Average 49 28.3
Average 19 11.0
Below Average 95 54.9
Failed 10 5.8
90
Total 173 100
Source: Research, 2011.
Staff assessment of the extent to which the College had succeeded in
meeting its manpower requirements through staff training and development
indicated that 49 (or 28.3%) of the respondents believed that the
requirements had been met to a high extent. 19 (or 11%) believes its average
while 95 (or 54.9%) of the respondents felt that the College had met its
requirements through its training programme only to a low extent; while 10
(or 5.8%) felt that the requirements had not been met at all.
4.2.4 Staff Training and Productivity
4.2.4.1 Question: What was the condition under which you attended the
course?
Table 4.10
Response Frequency percentage
Leave without Pay 13 7.5
Study Fellowship 46 26.6
Government aid 92 53.2
Work study leave 22 12.7
Total 173 100
Source: Research, 2011.
Response to which condition under which staff attended courses indicated
that 13 (or 7.5%) respondents went on study leave without pay; 46 (or
26.6%) respondents indicated that they went on study fellowship; 92 (or
91
53.2%) respondents went on Federal Government aid; and 22 (or 12.7%)
respondent went on work study leave.
4.2.4.2 Question: Do you think you have been adequately prepared for your job
by the training you received?
Table 4.11
Response Frequency Percentage
Agreed 78 45.1
Strongly agreed 65 37.6
Disagreed 15 8.7
Strongly disagreed 9 5.2
Undecided 6 3.4
Total 173 100
Source: Research, 2011.
Response to whether the additional training received by the senior staff had
adequately prepared them for their jobs indicated that 78 (or 45.1%) of the
respondents had agreed so, 65 (or 37.6%) strongly agreed. 15 (or 8.7%)
disagrees and 9 (or 5.2%) strongly disagreed that they had been adequately
prepared for their jobs by the training they received. However, 6 (or 3.4%)
of our respondents were undecided.
92
4.2.4.3 Question: Did the training you received increase your productivity?
Table 4.12
Response Frequency Percentage
Yes 103 59.5
No 58 33.5
Undecided 12 7.0
Total 173 100
Source: Research, 2011.
In terms of quantitative increase in staff productivity, 103 (or 59.5%) of the
respondents said that the training they received had increased their
productivity in terms of research undertakings; 58 (or 33.5%) of the
respondents felt that the training they received did not increase their
productivity in terms of research undertakings. 12 (or 7%) were undecided.
4.2.4.4. Question: Have you received any merit productivity award after your
training?
Table 4.13
Response Frequency Percentage
Received 28 16.2
Not received 145 83.8
Total 173 100
Source: Research, 2011.
93
Staff assessment on whether they had received any (College) productivity
merit award indicated that 28 (or 16.2%) of the respondents had received a
productivity merit award; while 145 (or 83.8%) respondents indicated that
they had not received any College productivity merit award.
4.2.4.5. Question: Do you think the additional training your received had a
positive bearing on the overall performance in your job?
Table 4.14
Response Frequency Percentage
Yes 98 56.6
No 63 36.4
Undecided 12 7.0
Total 173 100
Source: Research, 2011.
Majority of our respondents, 98 (or 56.6%) indicated that the additional
training they received had positive bearing on the overall performance of
their jobs, while 63 (or 36.4%) did not believe that the training they received
had any positive bearing on the overall performance of their jobs. However,
12 (7%) were undecided.
94
4.2.5. Conference/ Seminars Attendance and Staff Training
4.2.5.1. Question: Have you had the opportunity to attend any conference,
seminar or workshops sponsored by the College?
Table 4.15
Response Frequency Percentage
Had opportunity 151 87.3
No opportunity 22 12.7
Total 173 100
Source: Research, 2011.
This question sought to find out if staff had any opportunity to attend
College sponsored conference, seminar, or workshop. The result showed that
151 (or 87.3%) of the respondents indicated that they had the opportunity to
attend conference and workshops sponsored by the College, while 22 (or
12.7%) respondents indicated that they had not had the opportunity to attend
College sponsored seminars and workshops.
4.2.5.2 Question: Do you think that such conferences, seminars and workshops
can increase the intellectual development and productivity of members of
staff?
95
Table 4.16
Response Frequency Percentage
Agreed 104 60.1
Strongly agreed 40 23.1
Disagreed 21 12.1
Strongly disagreed 6 3.5
Undecided 2 1.2
Total 173 100
Source: Research, 2011.
104 (or 60.1%) agreed and 40 (or 23.1%) strongly agreed that attendance of
conferences and workshops could increase their intellectual development
and productivity. 21 (or 12.1%) of the respondents disagreed, while 6 (or
3.5%) strongly disagreed that attendance of conferences and workshops
could increase their intellectual development and productivity. 2 (or 1.2%)
were undecided.
4.2.5.3 Question: Are you satisfied with the College’s regulations governing
sponsorship of staff to such conferences and workshops?
Table 4.17
Response Frequency Percentage
96
Satisfied 120 69.4
Not satisfied 53 30.6
Total 173 100
Source: Research, 2011.
Some 120 (or 69.4%) of the respondents were satisfied with the
College’s regulations governing sponsorship of staff to conferences and
workshops, while 53 (or 30.6%) were not satisfied.
4.2.5.4. Question: Was there any conference, seminar or workshop you had
wanted to attend but could not do so because of lack of sponsorship?
Table 4.18
Response Frequency Percentage
Yes 80 46.2
No 93 53.8
Total 173 100
Source: Research, 2011.
Further to the foregoing data, some 80 (or 46.2%) of respondents
indicated that there were some conferences, seminars, or workshops that
they had wanted to attend but could not do so because of lack of sponsorship
by the College, while 93 (or 53.8%) indicated a contrary answer.
97
4.2.5.4 Question: To what extent has the College succeeded in meeting its
manpower requirements through its staff training development program?
Table 4.19
Response Frequency Percentage
Great extent 18 10.4
Little extent 89 51.4
Zero extent 39 22.5
Undecided 27 15.6
Total 173 100
Source: Research, 2011.
Response to the extent to which the College succeeded in meeting its
manpower requirements through its staff training development program
showed that 18 (or 10.4%) of the respondents indicated that the regulations
had been effectively implemented to a great extent, while 89 (or 51.4%) of
the respondents indicated that the regulations were implemented only to a
little extent, and another 39 (or 22.5%) respondents indicated that the
regulations were not effectively implemented at all. However, 27 (or 15.6%)
were undecided.
4.2.5.5 Question: Would you rather resign your appointment with the College if
training opportunities are restricted for you by the College?
98
Table 4.20
Response Frequency Percentage
Would Resign 11 6.3
Would not resign 152 87.9
Undecided 10 5.8
Total 173 100
Source: Research, 2011.
Response as to whether staff members would rather resign their appointment with
the College if training opportunities were restricted indicated that 11 (or 6.3%)
respondents would rather resign their appointments, and 152 (or 87.9%)
respondents indicated that they would not resign, while 10 (or 5.8%) were
undecided.
4.2.5.7 Question: If no, what could be your motivating factor behind your
decision to stay with the College even if training opportunities are
restricted?
Table 4.21
Response Frequency Percentage
No alternative job 17 9.8
Job satisfaction 97 56.1
Pay package 47 27.2
Bond period 12 6.9
99
Total 173 100
Source: Research, 2011.
Various responses by staff indicated that 17 (or 9.8%) respondents stayed
with the College because there were no alternative jobs, 97 (or 56.1%)
respondents indicated that the main factor of motivation was job satisfaction,
while 47 (or 27.2%) respondents indicated that their main motivation was
the pay package, 12 (or 6.9%) indicated that they are staying behind to serve
the bond period.
4.2.6 How conversant the staff are with the role education has to play
towards achieving the Nigerian Vision 20: 2020.
4.2.6.1 Question: Have you heard of the Nigerian Vision 20: 2020?
Table 4.22
Response Frequency Percentage
Yes 172 99.4
No 1 0.6
Total 173 100
Source: Research, 2011.
From the responses of our respondents, we gathered that majority of them, with
172 (or 99.4%) have heard about the Nigerian vision 20:2020 through mass media,
friends, colleagues, seminars, conferences, etc. but 1 (or 0.6%) of the respondents
indicated that they have not heard of it.
100
4.2.6.2 Question: If yes, are you aware of the role education plays
towards achieving the vision?
Table 4.23
Response Frequency Percentage
Aware 119 69.2
Not aware 53 30.8
Total 172 100
Source: Research, 2011.
Out of the 172 of the respondents who have heard about the Nigerian
vision 20:2020, 119 (or 69.2%) indicated that they are aware of the role
education plays towards achieving the Nigerian vision 20:2020, while 53 (or
30.8%) are not aware of the role.
4.2.6.3 Question: In your own opinion, how would you rate the efforts of the
college in playing this role.
Table 4.24
Response Frequency Percentage
High 18 10.4
Average 12 6.9
101
Low 120 69.4
Undecided 23 13.3
Total 173 100
Source: Research, 2011.
The question was posed in order to get the opinion of the respondents on how far
the college has gone, with respect to the role it has to play towards achieving the
educational needs of the Nigerian Vision 20:2020. In their ratings, 18 (or 10.4%)
rated the college’s effort high, 12 (or 6.9%) rated the college’s effort on the
average. 120 (or 69.4%) rated its effort low, while the majority of the
respondents, representing 23 (or 13.3%) were undecided.
4.2 Findings
Every good research work looks forward to obtaining valid results. In
chapter two of this work, four hypotheses were posited with a view to appraise the
staff training and development scheme towards achieving Nigeria’s vision
20:2020, using Federal college of Education Eha-Amufu as a case study.
4.2.1 Hypothesis (a);
That a carefully planned and skillfully executed staff training and development
programme is a veritable means of attracting and retaining staff in the College.
The null and alternative hypotheses are as follows:
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Ho: That a carefully planned and skillfully executed staff training and
development programme is a veritable means of attracting and retaining staff in the
College.
Hi : That a carefully planned and skillfully executed staff training and development
programme is not a veritable means of attracting and retaining staff in the College.
In order to test the above hypothesis, question 1 was posited in the questionnaire
which states thus: Why did you join the services of the College?
Response Frequency Percentage
Personal Interest 11 6.4
Close to home 21 12.1
Further training 90 52
Stepping Stone 15 8.7
No other Alternative 28 16.2
Good conditions of
service
5 2.9
Other things 3 1.7
Total 173 100
Source: Research, 2011.
The data obtained from the questionnaires, as indicated above, table 4.1 showed
that the hope of training opportunities in the College was a major factor of
attraction for most of the senior staff who joined the services of the College. The
data showed that 52% of the respondents joined the services of the College on
account of possibility for further training in the College.
103
Decision Rule: we accepted the null hypothesis which states that a carefully
planned and skillfully executed staff training and development programme is a
veritable means of attracting and retaining staff in the College.
4.2.3 Hypothess (b)
That there is a positive correlation between staff training and staff
productivity in Federal College of Education, Eha-Amufu.
Null hypothesis (Ho): There is a positive correlation between staff
training and staff productivity in Federal College of Education, Eha-
Amufu.
Alternative hypothesis (Hi): There is a no positive correlation between
staff training and staff productivity in Federal College of Education,
Eha-Amufu
In order to test the above hypothesis, question 3 was posited in
the questionnaire which states thus: Is there any positive correlation
between your continued stay with the College and a possibility for
further training?
Response Frequency Percentage
Agreed 72 41.6
104
Strongly Agreed 64 37.0
Disagreed 17 9.8
Strongly Disagreed 14 8.1
Undecided 6 3.5
Total 173 100
Source: Research 2011
Table 4.4
Response Frequency Percentage
Agreed 66 38.2
Strongly Agreed 70 40.5
Disagreed 12 6.9
Strongly Disagreed 21 12.1
Undecided 4 2.3
Total 173 100
Source: Research, 2011.
The data obtained from the questionnaire as showed in table 4.3
showed that 41.6% and 37% of the respondents indicated that there is a
positive correlation between staff training and staff productivity in
Federal College of Education, Eha-Amufu.
105
Another 38.2% and 40.5%, agreed and strongly agreed in table
4.4 above, had equally indicated that there is positive correlation
between staff training and motivation.
Decision Rule: Since the majority of our respondents indicated that there is a
positive correlation between staff training and staff productivity in the College, we
therefore accepted the null hypothesis and rejected the alternative hypothesis.
4.2.4 Hypothesis (c)
That in as much as staff training is very important in manpower
development, it is not actually a remedy for staff shortage in the College.
The null and alternative hypotheses are as follows:
Ho: That in as much as staff training is very important in manpower
development, it is not actually a remedy for staff shortage in the College.
Hi: That in as much as staff training is very important in manpower
development, it is actually a remedy for staff shortage in the College.
In order to test this hypothesis, the question 7 was put forward which
states thus: Do you believe that the training you received had motivated
you to stay on your job in the College?
Table 4.7
Response Frequency Percentage
106
Yes 123 71.1
No 39 22.5
Undecided 11 6.4
Total 173 100
Source: Research, 2011.
Data collected on that aspect of the questionnaire indicated that, 71.1% of
the respondents to question 4.2.3.2. indicated that the additional training they
received was a motivating factor for their continued stay with the College. It is
worthy to note that while perception of a possibility for further training had
encouraged a majority of the respondents to stay with the College, 46.2% felt the
best method was through improvement in their conditions of service as shown in
response to question 4.2.3.3 and table 4.8 above.
Furthermore, when the respondents were asked to indicate the extent to
which the College had succeeded in meeting its manpower requirements through
its staff training and development programme (table 4.19), 10.4% indicated that it
was met to a great extent; while 51.4% respondents indicated that it was met only
to a little extent; and 22.5% felt that the College did not met the requirements
through its training programme at all.
Decision rule: We therefore accept the null hypothesis that: thus, although
staff training is an essential ingredient in the development of manpower, it was not
107
necessarily a panacea for senior staff shortage, especially academic staff the
College.
4.2.5 Hypothesis (d)
That staff training and development is a sine quo non for achieving the
educational target of the Nigerian Vision 20: 2020.
The null and alternative hypotheses are as follows:
Ho: That staff training and development is a sine quo non for achieving the
educational target of the Nigerian Vision 20: 2020.
Hi: That staff training and development is not a sine quo non for achieving
the educational target of the Nigerian Vision 20: 2020.
Question 6 in the questionnaire was meant to get the respondents opinion on
the importance of staff training to the college development and by extension,
the vision 20:2020 which states thus: In your opinion is staff training
important in College development?
Table 4.6
Responses Frequency Percentage
Very Important 83 48.0
Important 50 28.9
Less Important 23 13.3
Not Important 17 9.8
Total 173 100
Source: Research, 2011.
108
Data collected on that aspect of the questionnaire indicated that, about 76.9%
of the respondents believe that staff training is off high importance to the
college and by extension, achieving the Nigerian vision 20:2020.
Decision rule: This is evident in the responses of our respondents, with regards to
the importance of staff training and development. We therefore accept the null
hypothesis that staff training and development is a sine quo non for achieving the
educational target of the Nigerian Vision 20: 2020.
Suggestions and General Comments on the College’s Senior Staff Training
and Development Programme.
Most of the members of staff rated the staff training program as adequate,
however, 160 (or 92.5%) of respondents commented on some specific
aspects of the College’s staff training and development programme hinged
their comments on the low rate paid as book, research, and project
allowances to members of staff on training, especially against the backdrop
of the new funding of staff training introduced by the Educational Trust
Fund (ETF): 77 (or 44.5%) of the respondents commented on the need to
include other fields apart from Science and Technology among those going
for studies abroad. Another 61 (or 35.3%) of the respondents commented on
the need to pay all relevant allowances to those on training en-bloc. 87 (or
109
50.3%) of the respondents commented on the need for the College to pay all
other allowances that accrued to members of staff on time, 129 (or 74.6%) of
the respondents commented on the need for the College to increase staff
training and development vacancies.
Training Benefits
A member of staff granted study fellowship for a period not exceeding
three years shall be entitled to the following benefits:-
i) His full salary
ii) Course allowance
iii) Book allowance
iv) Car basic allowance if he continues to own a car
v) Housing allowance if he was in receipt of such allowance before
proceeding on leave and he is accompanied by his family.
S/N - SCHOOL CODE - SCHOOL NAME
1. - SASS - SCHOOL OF ARTS & SOCIAL SCIENCES
2. - SS - SCHOOL OF SCIENCES
3. - SL - SCHOOL OF LANGUAGES
4. - SVE - SCHOOL OF VOCATIONAL EDUCATION
5. - SE - SCHOOL OF EDUCATION
110
Table
SENIOR STAFF TRAINED FROM 2009 TO 2011
SCH/DEP
T
PhD Masters Degree HND TTTP PGD TTC
S.A.S.S 8 37 2 11 - 12 -
S.S 6 40 - 3 - 3 -
S.L 7 18 1 - - 6 -
S.V.E 2 19 - - - 4 -
S.E 4 29 2 5 - 2 -
PROVOST
OFFICE
- 3 3 4 - - -
REG.
DEPT
2 5 9 10 - 3 -
BURSAR
Y
1 1 1 4 - - -
WORKS - 2 - 2 - - -
LIBRARY 2 11 - 1 - - -
TOTAL 32 165 18 40 - 30 -
Key:
1. PhD - Doctors of Philosophy
2. TTTP - Technical Teachers Training Program
3. PGD - Post Graduate Diploma
4. HND - Higher National Diploma
5. TTC - Technical Teachers Certificate
Source: Establishment Division, Registry Department, Federal College of
Education, Eha-Amufu.
There are some inadequacies especially in terms of financial benefits
that accrue to study fellows. For instance, the lack of sponsorship of
candidates on study fellowship or conferences, seminars and symposium
which are considered as part of a trainees’ learning process. Others are the
111
course and book allowance which are considered inadequate relative to the
requirements of Post-Graduate training.
This notwithstanding, the College had made a relative achievement in
its training endeavors. There are now up to 129 academic staff and 68 Non-
academic staff with Doctors of Philosophy and Masters Degrees.
Expectedly, the College expects reasonable rate of return in the form
of improved performance of trained staff and the amelioration of its staffing
problems. This research therefore sets out to find the extent to which the
College has been able to achieve these objectives.
Our first hypothesis was aimed at investigating if a carefully planned and skilfully
executed staff training and development program is a veritable means of attracting
and retaining staff in the College. From the responses, it was discovered
4.3 Discussion on findings
It appears there is a degree of congruence between such hope as being the
motive for joining the College by the respondents and Maslow’s theory of human
needs. Maslow (1941) posited, among others, in the hierarchy of human needs, the
esteem needs according to Maslow, include the desire by people to be held in high
esteem, to have power, prestige, status and self confidence –needs which could be
satisfied through training and development. Most people, especially in Nigeria,
equate acquisition of higher education with prestige, status and power; therefore
112
there is an abiding urge in most job seeker to look for places where such needs
could easily be satisfied. Indeed, most respondents had variously explained that
the training they received had made them “better equipped intellectually”. These
revelations could aptly be anchored on the belief that acquisition of higher
qualifications would engender job competence. Therefore, organizations which are
perceived to have a well planned and accessible staff training programme could be
quite attractive to many prospective employees. This explains why up to 52% of
the respondents revealed that they joined the services of the College on account of
their perception of possibilities for undergoing further training in the College.
Since the majority of our respondents indicated that there is a positive
correlation between staff training and staff productivity in the College, we
therefore accepted the null hypothesis and rejected the alternative hypothesis
of our second hypothesis. This substantially agreed with the theoretical
postulations of Maslow’s Need for self-actualization: He argued that
satisfying the self-actualization needs (needs as opportunity for growth
and development, feeling of self-fulfillment and accomplishment) are the
highest motivating factor for workers.
Lidani (1993), Aminu (1984) and Nasir (1990) had variously argued that the
most viable solution to the acute shortages of staff in Nigerian Colleges of
Education was through staff training programmes. Staff training as defined by
113
Labbo (1986) was a “process of aligning workers to their working environment to
make them realize their full potentials to the advantage of the individuals and the
organization”. In other words, it was assumed that the training received by staff
would sufficiently motivate them to stay on their jobs. From the foregoing
analysis, it was evident that the College had not adequately met its academic staff
requirements through staff training and development programme, contrary to the
programme’s main objective.
With roughly over 140 million Nigerians, 36 states, a weak political and
economic system, and persistent ethnic and religious conflicts in Nigeria,
education provides the best alternative for national stability, security, unity, and
prosperity. John Dewey, one of the most influential American philosophers,
writing for the America audience in the early 20th century, believes that
"democracy was important not only because it stood for freedom and equality but
because of its educational consequences."
In December 2006, Mrs. Obiageli Ezekwesili, the former Minister of Education,
issued a report for education reform and intervention. Vision 2020: The Role of the
Nigerian Education Sector. We have not had the opportunity to review the content
in the report, but early commentaries suggest that it once again failed to address the
main problems facing education in Nigeria: mass education, funding, inequities in
access to education, curriculum development, instructional methods, research, and
teacher education, citizenship education etc. The vision for education in Nigeria, as
114
stated on the official ministry website, is to "establish an enabling and sustainable
environment for education to achieve the desired national reforms and human
development objectives. Its mission is to reform and restructure the education
sector to empower and develop the citizenry to acquire skills and knowledge that
would prepare them for the world of work." From our discussion so far, the place
of staff training and development in the life of the college, cannot be over
emphasized and the College is yet to take its position at the educational
requirements of the Nigeria’s vision 20:2020 road map. It will be worthy to note as
well that the pace with which the college moves, with regards to its staff training
and development, is quite slow; considering the nearness of the vision’s time
frame.
Additional information obtained from the Establishment Office of the
College had reinforced the relevance of the findings in terms of unavailability of
some senior staff members in some disciplines even after advertisements are
placed; none turns up during recruitment exercises. Furthermore, after spending
lots of funds to train staff, Universities are in the habit of poaching them from the
College by offering them juicy packages. Because of this impediments, the
College’s staff training and development programme is further compounded when
staff are needed to cover the schedules of the available ones wishing to proceed on
training. The Establishment office further indicated that there is need to dedicate at
115
least 25% of the College’s annual budget in order to send more staff for training
purposes both at home and abroad.
116
CHAPTER FIVE
5.1 Summary.
Chapter one dealt with the background of the study which is staff training
and development to meet manpower shortages, and also to raise the quality and
competence of the staff, using Federal College of Education, Eha-Amufu as an
example. It went further to state the problem which hinged on the fact that without
an adequate, skilled and well motivated workforce operating within a sound human
resource management program, development is not possible, as any organization
that underrates the critical role of people in goal achievement can neither be
effective nor efficient. The general and specific objectives of the study was also
addressed, which aimed at appraising the effectiveness and adequacy (or
otherwise) of the staff training and development programmes of Federal College of
Education, Eha-Amufu towards achieving the Nigerian Vision 20:2020, and
assessed the extent to which they have been able to achieve their manpower needs
through their staff training and development policy; and further evaluate the extent
to which the staff training and development programme of the College have
returned values to them in terms of increased productivity, heightened morale and
greater organisational stability; identify the problems militating against the
effective implementation of the staff training and development policies of the
College, and finally offer suggestions on how to overcome the above problems.
117
The chapter also looked at the significance of the study which provided to the
College the necessary recommendations and suggestions on how to improve upon
the personnel development and management policies. The scope and limitations of
the study restricted itself to the study of matters that relate only to the training and
development of senior staff of Federal College of Education, Eha-Amufu from
2009 to 2010 because of the vast nature of the field of staff training and
development, which itself is an off-shoot of personnel management.
In chapter two, staff training and development was examined theoretically.
A study of the meaning, nature and types of staff training and development
programs and their relevance to this research was undertaken. In addition, relevant
literature on some major research works on the topic was reviewed. The aim of
such discussion of concepts, literature review, hypotheses, operationalization of
key concepts, methodology, and theoretical framework was to provide the
researcher with a clear picture and a foundation that are essential to the execution
of the research work. It also served as a guide to the reader so that he could
comprehend the outcomes of the analysis and the recommendations made.
In chapter three, it generally examined the evolution of Federal Colleges of
Education in Nigeria by stratification, appellation, etc, but specifically looked at
the historical background of Federal College of Education, Eha-Amufu, Enugu
State. The functions, philosophy, aims and objectives of the College,
118
administrative structure, Governing Council, Principal Officers, students
enrolment, staff training programs, conditions governing staff development,
training benefits, senior staff trained, etc. were presented.
Chapter four contained the presentation of data where percentages were used
to interpret all the research findings. The assessment of the goals, achievements,
problems and prospects of the staff training programme of the College manifested
through the pattern of the responses of the senior staff to the questionnaire. The
evaluation of the staff training and development programme of the College
constituted the discussions on the findings. .
5.2 RECOMMENDATIONS
For any organization to thrive well, the attraction of the best available
manpower; the training and development of manpower in order to raise
productivity; and the retention of such trained staff in order to ensure
organizational stability should be its cardinal objectives. The hypotheses of this
research were accordingly based on the foregoing objectives. Against the
background of these objectives and the research findings, the following
recommendations are suggested for implementation.
1. The College should pay more attention to staff remuneration, increase in
research grants, review of policies on seminars, conferences and workshops,
and improvement on the conditions of service. The availability of
119
opportunities for further training in the College is rated as a major factor in
influencing the continued stay of senior staff in the College. The respondents
have proceeded further to rank job satisfaction, improvement in conditions
of service, and promotion prospects as other motivating factors respectively.
Therefore it is recommended that the College should continue to maintain
this tempo, and further improve on it in order to retain its staff.
2. In order to avert poaching of staff from Colleges, the conditions of service
must be improved upon to bring it to par with that of Universities by
upgrading Colleges of Education to Degree awarding institutions.
3. To enhance all allowances paid to senior staff training in line with the
realities of the current cost of living and educational materials, the following
allowances should be reviewed upwards:
i. course allowance
ii. Project/research allowance
iii. Book allowance
iv. First 28 days allowance.
4. Based on our findings, it is recommended that the College should
institutionalize conference, seminar and workshop attendance, as an integral
part of the training policy of the College especially with the grants being
received from the Education Trust Fund (ETF). This is because conferences,
seminars and workshops are vital forms of re-training of staff. The College
120
should intensify its assistance to senior staff attending seminars or
workshops, not sponsored by it, especially those presenting syndicated
papers at the conferences and workshops.
5. The establishment Office of the College is lacking in some facilities. The
only facility available is human resources. Data collection and processing
software are not available. . It is recommended that computer software
should be provided in order to provide information readily, and also assist
the unit in planning and executing its staff training and development
programme more efficiently.
6. More funding should be provided to enable training of staff at home and
abroad.
5.3 CONCLUSION
The following conclusions could be drawn based on the analysis of our data:-
The study revealed that the respondents rate the training opportunities available in
the College as adequate; majority of the respondents indicated that there is positive
correlation between their staying in the College and possibility for further training.
In addition, positive correlation between staff training and motivation was rated
high. Furthermore, this study revealed that majority of the staff believes that staff
training is important in developing the College. In addition, respondents strongly
feel that the training they received had actually motivated them to remain on their
121
jobs, and majority of them indicated that the best method for the College to retain
its staff and thereby ameliorate its staffing problems are through staff training and
development, improvements in conditions of service, and that the College had
succeeded in meeting its manpower requirements to a great extent.
Finally, this research revealed that attendance at conferences and seminars
was a mode of further training. This was confirmed by majority of the respondents
when asked to indicate whether such conferences and workshops increased their
intellectual development and productivity, and they had the opportunity to attend
conferences and seminars sponsored by the College, of which they responded that
they were satisfied with the College regulations governing the sponsorship of staff
to conferences and workshops. In spite of this revelation, respondents’ responses,
as to what extent had the College succeeded in meeting its manpower requirements
through staff training development program, indicated only to a little extent.
Finally, respondents indicated that they will not resign their appointment even if
training opportunities are restricted by the College, that they will stay with the
College indicating job satisfaction as their motivating factor. We conclude that the
pace with which the Federal Colleges of Education in Nigeria, move towards
providing the educational requirements for the achievement of the Nigerian vision
20:2020, is too slow and could jeopardize the vision, at the long run.
122
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Internet
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