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MANPOWER TRAINING AND DEVELOPMENT IN NIGERIA
PUBLIC ENTERPRISES: THE CASE STUDY OF ANAMBRA MOTOR
MANUFACTURING COMPANY LTD (ANAMCO)
BY
IGWE JACINTA CHINELO
PG/MSC/09/51522
DEPARTMENT OF PUBLIC ADMINISTRATION AND
LOCAL GOVERNMENT
UNIVERSITY OF NIGERIA NSUKKA
AUGUST, 2011.
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MANPOWER TRAINING AND DEVELOPMENT IN NIGERIA PUBLIC
ENTERPRISES: THE CASE STUDY OF ANAMBRA MOTOR
MANUFACTURING COMPANY LTD (ANAMCO)
A
RESEARCH PROJECT
BY
IGWE JACINTA CHINELO
PG/MSC/09/51522
DEPARTMENT OF PUBLIC ADMINISTRATION AND
LOCAL GOVERNMENT
UNIVERSITY OF NIGERIA NSUKKA
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE
AWARD OF MASTER OF SCIENCE ( MSc) DEGREE IN PUBLIC
ADMINISTRATION WITH SPECIALIZATION ON HUMAN
RESOURCES MANAGEMENT
AUGUST, 2011
3
APPROVAL PAGE
This research project has been approved for the Department of Public
Administration and local government, University of Nigeria, Nsukka.
BY
………………………… …………………………..
DR MRS A. O. UZUEGBUNAM PROF. FAB. O. ONAH
SUPERVISOR H.O.D
DATE………………… DATE……………………..
……………………… ……………………………
PROF. E.C EZEANI EXTERNAL EXAMINER
DEAN OF FACULTY
DATE………………….. DATE……………………
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CERTIFICATION
I, Igwe Jacinta Chinelo, a postgraduate student in the department of
Public Administration and Local Government, with the Reg. No.
PG/MSC/09/51522 has satisfactorily completed the requirements for the course
and research work for the degree of Master of Science (M.Sc) in Public
Administration.
The work embodied in this thesis is original and has not been submitted
in part or full for any other diploma of this university or any other university.
…………………….
Igwe Jacinta Chinelo
Date………………….
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DEDICATION
This work is dedicated to Almighty God and to all the Lecturers in the
Department of Public Administration and Local Government, University of
Nigeria, Nsukka.
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ACKNOWLEDGEMENT
My immeasurable gratitude is unto God who jealously saw me through the
completion of this work. I also wish to express my thanks to my motherly, kind
and loving supervisor, Dr, (Mrs). A. O Uzuegbunam for her constructive
criticism, careful scrutiny and her encouragement throughout the duration of
this work.
Really, I am indebted to Obinna for his wonderful assistance. Also, my special
thanks goes to the Head of Department, Prof. Fab. O. Onah, Prof F. C. Okoli
and my lecturers are highly appreciated for the knowledge they impacted on me
which aided the writing and completion of work. It is indeed only God that can
perfectly reward these people on my behalf.
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Abstract
This study was aimed at discovering how staff training and development
enhance organizational effectiveness. The study also aimed at finding out how
training needs are determined in Anambara Motor Manufacturing Company. It
also tried to examine the various training programmes provided in ANAMCO
and tried to investigate the impact of Staff Training and Development on
productivity rate in ANAMCO. The study started with an introduction, which
occupied the first chapter. It explored the background of the study, statement of
the problem, objectives, significance, scope and limitations of the study.
Chapter two embodied the literature review which had its sub themes as;
concept of Manpower Training, Manpower Development as a concept,
Stages/steps in organizing Manpower training and development prograamme,
Importance of Manpower Training and Development in Organizations, Impact
of Manpower training and development in employees performance, Ways of
enhancing the effectiveness of Manpower training and development
prograamme in organizations. Chapter three focused on background information
on ANAMCO. Data presentation and analysis was presented in chapter four
using statistical tables to show the percentage and number of responses from the
study population while chapter five dealt with summary, conclusion and
recommendation.
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CHAPTER ONE
1.1 BACKGROUND TO THE STUDY
Manpower Training and Development is essential to the success of every
organization. Although technology and the internet have enabled global
collaboration and competition, employees are still the organization’s
competitive advantage. Manpower training and development enables
employees to develop skills and competence necessary to enhance bottom-line
results for their organizations.
Every organization is established for a purpose. The purpose of any
organization is being achieved by man who is the source of existence of the
organization. Hence, the necessity for staff training and development.
Manpower training and development seeks to improve the performance of work
units, departments, and the whole organization. It looks in depth at where an
organization stands in comparison to where it hopes to be in the future, and
develops the skills and resources to get there. The ultimate goal of staff training
and development is to enable the organization to grow stronger in achieving its
purpose and mission.
Organizations in order to enhance efficiency and effectiveness embark on the
following;
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1. Human Resource Development: The process of equipping individuals
with the understanding, skills and access to information, knowledge and
training that enable them to perform effectively.
2. Organizational Development: The elaboration of management structures,
processes and procedures, not only within organizations but also the
management of relationships between the different organizations and
sectors (Public, Private and Community).
3. Institutional and Legal Framework Development: Making legal and
regulatory changes to enable organizations, institutions and agencies at all
levels and in all sectors to enhance their capacities (Abiodun, 1999).
The recognition that human resources are value means for improving
productivity as the most valuable assets of any organization since the
management of other resources (e.g. information resources, material resources
e.t.c) entirely depends on it, this study was based on how those assets could be
developed.
The importance of training and development is very crucial given the
growing complexity of the work environment, the rapid change in organizations
and advancement in technology, among other things. Training and development
helps to ensure that organizational members possess the knowledge and skills
they need to perform their jobs effectively, take on new responsibilities and
adapt to changing conditions.
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Training both physically, socially, intellectually and mentally is very
essential in facilitating not only the level of productivity but also the
development of personnel in organizations. Therefore, training can be put in a
context relevant to school administrators. However, knowledge is the ability,
the skill, the understanding, the information, which every individual requires in
order to be able to function effectively and perform efficiently.
Abiodun (1999) submitted that training is a systematic development of the
knowledge, skills and attitudes required by employees to perform adequately on
a given task or job. It can take place in a number of ways, on the job or off the
job; in the organization or outside the organization. Adeniyi (1995) observed
that staff training and development is a work activity that can make a very
significant contribution to the overall effectiveness and profitability of an
organization. He therefore provides a systematic approach to training which
covers the main elements of training.
Man is dynamic in nature, the need to be current and relevant in all spheres
of human endeavours make staff development a necessity to keep track with
current event and methods. Griffin (1978), Ajibade (1993), Adeniyi (1995) and
Arikewuyo (1999) have drawn the attention of the entire sundry to the
inestimable value of Training and Development. It is an avenue to acquire more
and new knowledge and develop further the skills and techniques to function
effectively.
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Pitfield (1982) is of the opinion that the objectives of training are to; provide
the skills, knowledge and aptitude necessary to undertake required job
efficiently and develop the workers so that if he has the potentials, he may
progress, increase efficiently by reducing spoilt work, misuse of machine and
lessening physical risks.
Scholars, experts, social scientist and also school administrators now
recognize the fact that training is obviously indispensable, not only in the
development of the individuals but also facilitates the productive capacity of the
workers.
1.2 STATEMENT OF THE PROBLEM
In Nigeria, inefficiency is a very serious problem that needs to be
addressed urgently. Europe faced this same problem in the 18th and 19
th
centuries and writers such as Max Weber (1947), Vroom (1970), and a host of
others were able to address the issue of how organizations can increase output
and improve efficiency.
Most organizations find it difficult to identify the training needs, and even
where the need is recognized, a lot of time and money is committed to staff
training and development. The exercise is often either in-appropriate, haphazard
or premised on a faulty diagnosis of organizational training needs. In other
situations, where training happens to occur, deployment of staff so trained may
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be without regard to the skill the staff acquired, leading to frustration of
personnel so trained and also general inefficiency in the system. Public
enterprises in Nigeria are fond of this practise (Onah 2008). The workforce is
generally under-tapped, under-utilized and therefore falls short of its anticipated
contributions to the realization of organizational goals. It is appalling to note
that mangers in Nigeria have paid little or no attention on staff training
programmes often manifest tripartite problems of incompetence, inefficiency
and ineffectiveness. Numerous scholars have been writing on how efficiency,
competence and effectiveness can be achieved through training.
Among other scholars that highlighted the usefulness of training are
Graig (1976), Akintayo (1996), and Oguntimehin (2001). They identified the
functions of training as follows; increase productivity, improves the quality of
work, improves skills, knowledge, understanding and attitude; enhance the use
of tools and machine; reduces waste, accidents, turnover, lateness, absenteeism
and other overhead costs, eliminates obsolesce in skills, technologies, methods,
products, capital management etc. It brings incumbents to that level of
performance which needs the performance for the job; enhance the
implementation of new policies and regulations; prepares people for
achievement, improves man-power development and ensures the survival and
growth of the enterprise.
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However, in light of the above expositions, the following questions were
posited to guide the study;
1. How are the training needs determined in Anambra Motor Manufacturing
Company?
2. Is there any significant relationship between training and development of
employees and the productivity level of the employees of Anambra Motor
Manufacturing Company?
3. What are the impact of staff training and development on the
performance of the employees of Anambra Motor Manufacturing
Company?
1.3 OBJECTIVES OF STUDY
The general objective is to examine how staff training and development
enhance organizational effectiveness.
The specific objectives are to:
1. Find out how training needs are determined in Anambra Motor
Manufacturing Company.
2. Examine if there is any significant relationship between training and
development of employees and the productivity level of the employees of
Anambra Motor Manufacturing Company.
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3. Investigate the impact of Staff Training and Development on the
performance of employees in Anambra Motor Manufacturing Company.
4. To proffer possible measures for improvement.
1.4 SIGINIFICANCE OF STUDY
The significance of this research work, lies in its contribution to the
literatures on human resource training and development. This research work
would largely complement our broad based knowledge on the nature, functions,
objectives and character of manpower resources training and development. In
other words, it would serve as a primary source of data to readers and
researchers.
Theoretically, the research work would also stimulate future readers in
the task of complementing the work already done. For this reason, the study will
add to the body of knowledge and as well aid the organizations in understanding
the abysmal conditions shrouding most human resources training and
development policies.
It is hoped that, apart from the research work enriching existing
literatures on human resources training and development, it will be of immense
benefit to future researchers and scholars in the quest for additional knowledge.
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At the practical level, it will serve as a guide to practioners in the field of
public administration especially in the formulation of policies on human
resources training and development. The research work will in this manner,
serve as a guide for policy instruments.
SCOPE AND LIMITATION OF THE STUDY
It will be too wide and unmanageable for us to carry out a study on
employee training and development. Its implication will be that while studying
employee training and development in the whole wide-world we related it to
both private and public organizations. To escape this danger, the scope of this
study was reduced to manpower training and development in the Nigeria public
services. Even at this, studying the whole public service in Nigeria will also be
too unmanageable for us. This made us to further reduce the scope or width of
the study on Anambra Motor Manufacturing Company 2003-2009.
The intention was to use the study in generalizing on manpower training
and development in Nigeria public organization.
However, there always exist many constraints militating against a good
research work. Among these limitations/ constraints include the unwillingness
attitude of some individuals and civil servants to come up with relevant
information, for some reasons best known to them.
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Another constraint is that of reaching to the appropriate respondents.
Most of our respondents do not reside where they can be easily reached and this
posed a problem for the researcher.
Besides, some of the respondents subjected the researcher to some
rigorous bureaucratic process thereby making it hard for the researcher to get
some relevant information needed for the study and this also posed a limitation
to the researcher.
However, despite these constraints, the research was successfully carried
out through persistence and perseverance.
CHAPTER TWO
2.1 LITERATURE REVIEW
INTRODUCTION
In order to evaluate and clarify the related works of other scholars in our
field of study, especially as relates to this work and also to establish a
fundamental basis for this research work, the related literatures will be reviewed
under the following sub-themes:
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⇒ The concept of Manpower Training
⇒ Manpower Development as a concept
⇒ Stages/steps in organizing Manpower training and development
prograamme.
⇒ Importance of Manpower Training and Development in Organizations
⇒ Impact of Manpower training and development in employees
performance
⇒ Ways of enhancing the effectiveness of Manpower training and
development prograamme in organizations.
2.1.1 THE CONCEPT OF MANPOWER TRAINING
Training is a process that develops and improves skills related to
performance. Effective training programmes according to Blum and Naylor
(1976) can result in increased productivity, reduced labor turnover, and greater
employer satisfaction. According to Abiodun (1999), training is a systematic
development of the knowledge, skills and attitudes required by employees to
perform adequately on a given task or job. Employees who have not received
adequate training before being assigned with responsibilities lack the necessary
confidence with which to carry out the job. An employee should be helped to
grow into more responsibility by systematic training and development.
McGehee and Thayer (1961) see training as the formal procedures which
an Organization use to facilitate employees’ learning so that their resultant
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behavior contributes to the attainment of the Organizations as well as the
individuals goals and objectives.
Furthermore, training according to Nwachukwu (1988) is an
organizational effort aimed at helping an employee to acquire basic skills
required for the efficient execution of the functions for which he was hired or
employed. On the other hand, he regards development as the activities
undertaken to expose an employee to perform an additional duties and assume
positions of importance in the organizational hierarchy. Training as it is
observed exposes employees to skills necessary for effective job performance
while development goes further to equip employees with the knowledge
required for performing additional responsibility to a particular task faster and
better than before, development may involve exposing an employee to more
challenging task.
Cole (2002) defined training as any learning activity which is directed
towards the acquisition of specific knowledge and skill for the purposes of an
occupation or task. He contends that the focus of training is the job or task.
However, he sees development as any learning activity which is directed
towards future needs rather than present needs and which is concerned more
with career growth than immediate performance. He further goes on to state that
the focus of development tends to be primarily on an organization future
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manpower requirements and secondly, on the growth needs of individuals in the
workplace.
Michael Armstrong (2003) posits that training is the formal and
systematic modification of behavior through learning which occurs as a result of
education instruction, development and planned experience. This, Peter Drucker
(1984:201) agreed in his definition of training as a systematic process of
altering the behavior and/or attitudes of employees in a direction to increase
organizational goals.
Rue and Byars (1983) approached the definition of training in a manner
that hammers on time variations. They defined training as a process that
involves acquisition of skills, concepts, rules or attitude in order to improve
present and future performance. In another development, Koontz and O’Donnel
(1980) identify training as a learning opportunity provided for employees to
become acquainted with the principles, concepts, and techniques that would
improve their efficiency and effectiveness.
Also, Sikula (1977) contend that training is a short term educational
process utilizing a systematic and organized procedure by which non-
managerial personnel gain technical skills and knowledge for a particular
purpose. Tannehill (1970:161) on the other hand defines training as the overall
process whereby an individual’s behavior is modified to conform to a
predefined and specified pattern. Supporting this, Odiorne (2003) maintained
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that training should lead to a change in behavior. If it does not, it then means
that the trained does not have intelligent quotient (IQ) to understand, or that he
has a boss who conflicts with the training behavior proposed, or that he has
peers or subordinates who determine that such proposed behavior would not
work or may be consultant for the environment.
According to Akpan (1982:128), training is to equip people with the
knowledge required to qualify them for a particular position of employment or
to improve their skills and efficiency in the position they already hold. Training
as cited by Onah (2008:135) is defined as an organized and coordinated
development of knowledge, skills and attitudes needed by an individual to
master a given situation or perform a certain task within an organizational
setting. To Obiajulu, S.O. and Obi, A.E. (2004:280), after the selection process
has been completed, the new employees need some form of training for them to
adapt to the organizational methods and systems. Training to them is referred to
as teaching operational or technical employees how to do the job for which they
were hired.
Consequently, analyzing the above definitions, one can say that both
training and development result in creating a change in an individual. Thus,
there is a kind of similarity between training and development because both
concepts are aimed at creating a favorable change in the individual. However,
the frontiers of development extend further to measure how effectively the
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favorable change in behavior has improved job performance. . Jones, George
and Hill (2000) in (http://www.businessballs.com/traindev.html) believe that
“training” primarily focuses on teaching Organizational members how to
perform their current jobs and helping them acquire the knowledge and skills
they need to be effective performers. “Development” on the other hand focuses
on building the knowledge and skills of Organizational members so that they
will be prepared to take on new responsibilities and challenges.
Sequel to the above, one can easily perceive the difference between training and
employee development. As quoted by Onah (2008:129-130):
“Staff training and development come under the
purview of personnel functions in most organizations,
especially public organizations. The importance of staff
training and development in any organization is clear,
if we recognize the fact that the structure that sustains it
depends on the individual that operate the structure.
Staff training and development can occur
simultaneously or complementarily but the two do not
necessarily have direct relations to each other. They
should in fact be separated in concept”.
However, employees training and development complement each other in
an organization’s quest to evolve qualified manpower. This is the reason why
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most authors use the terms “training and development” as synonyms. It is
common for people to use training and development interchangeably as if both
are the same whereas; there is a distinction between the two. Though differ in
concept but can be studied together because of their relatedness and mutual
effect on the staff.
In any event, we will in this work study the two concepts together
because they produce the same effect on the staff, which is the improvement of
work effectiveness and efficiency. The purpose of training and development has
been identified to include; creating a pool of readily available and adequate
replacements for personnel who may leave or move up in the Organization;
enhancing the company’s ability to adopt and use advances in technology
because of a sufficiently knowledgeable staff; building a more efficient,
effective and highly motivated team, which enhances the company’s
competitive position and improves employee morale; help the organization
achieve its purpose by adding value to its key resources-the people it employed
and ensuring adequate human resources for expansion into new programs. In
other words, training refers to the teaching and learning activities carried on for
the primary purpose of helping members of an organization acquire and apply
the knowledge, skills, abilities and attitudes needed by that organization.
Broadly speaking, training is the act of increasing the knowledge and skills of
an employee for doing a particular job.
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2.1.2 MANPOWER DEVELOPMENT AS A CONCEPT
Lots of time training is confused with development, both are different in
certain respects yet components of the same system. Development implies
opportunities created to help employees grow. It is more of long term or
futuristic in nature as opposed to training, which focus on the current job. It also
is not limited to the job avenues in the current organisation but may focus on
other development aspects also.
At most organizations, for example, employees are expected to
mandatorily attend training program on presentation skills however they are
also free to choose a course on ‘perspectives in leadership through literature’.
Whereas the presentation skills program helps them on job, the literature based
program may or may not help them directly.
Similarly many organisations choose certain employees preferentially for
programs to develop them for future positions. This is done on the basis of
existing attitude, skills and abilities, knowledge and performance of the
employee. Most of the leadership programs tend to be of this nature with a
vision of creating and nurturing leaders for tomorrow.
The major difference between training and development therefore is that
while training focuses often on the current employee needs or competency gaps,
development concerns itself with preparing people for future assignments and
responsibilities.
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Development focuses on building the knowledge and skills of
organizational members so that they will be prepared to take on new
responsibilities and challenges. In the view of Adamolekun (1983), staff
development involves the training, education and career development of staff
members. The purpose of training and development has been identified to
include: creating a pool of readily available and adequate replacements for
personnel who may leave ormove up in the organization; enhancing the
company’s ability to adopt and use advances in technology because of a
sufficiently knowledgeable staff; building a more efficient, effective and highly
motivated team, which enhances the company’s competitive position and
improves employee morale; and ensuring adequate human resources for
expansion into new programs.(http://www.zeromillion.com/business/ personnel/
employee-taining.html).
The purpose of manpower development is to improve knowledge and
skills and to change attitude (Mullins, 1999). Mullins argues further that
manpower development is capable of producing the following benefits:
• Increase the confidence, motivation and commitment of staff;
• Provide recognition, enhanced responsibility, and the possibility of increased
pay and promotion;
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• Give feeling of personal satisfaction and achievement, and broaden
opportunities for career progression; and
• Help to improve the availability and quality of staff.
Training facilitates manpower development and consequently his
performance. Manpower training and manpower development are two inter-
related processes whose importance cannot be overemphasized in any decision
of strategic human resource management. They are related through series of
activities, which an enterprise would embark upon to improve the quality of its
managerial capacity.
In this view of Chanokan, J.S. (1987:204), manpower development refers
broadly to the nature and direction of change induced in the employees as a
result of educating and training programmes. He says that development is
managerial in nature and career focused.
To distinguish training and development, Chanokan has this to day, “that
unlike the training, the workers which improves technical and mechanical skills,
development techniques are designed for work behaviour modification”.
According to him, development is an educational process, utilizing a systematic
organizational procedure by which a worker learns the conceptual and
theoretical knowledge for effective pursuance of their responsibilities.
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2.1.3 STAGES/STEPS IN ORGANIZING MANPOWER TRAINING
AND DEVELOPMENT PROGRAAMME.
The steps, stages, tools and methods for manpower development in
organizations differs, and it is largely determined by the objectives of
organizations, the idiosyncrasy of management staff or the chief executive, the
organizational policy, as well as the organizational environment to mention a
few. Thus, it is a common feature to see methods for manpower development
varying from one organization to the other, just as a given organization can be
tailored at adopting different methods at different times or a combination of
techniques at the same time.
However, some methods for manpower development are stated below:
1. Orientation: This method of manpower development could be said to be an
integral part of the recruitment exercise in that once an employee has been
found appointable, it is expected that such an employee need to be positively
oriented in line with the vision and aspiration of the organization for effective
discharge of function. And since employee function in an organization is
basically affected by his perception of the organization vis-à-vis the rules and
principles that exist in the organization. It therefore follow that an employee
undergoes formal and informal orientation in a place of work. While the formal
orientation focuses on job specification and occupational demands placed on the
employee, the informal orientation involve the social interaction that take place
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in the place of work which could either boost productivity or be detrimental to it
(Koontz et al. 1980).
Orientation therefore, as a method of manpower development is quite
indispensable because it helps in boosting the productivity of workers which is
needed for competing in the global market of the 21st century.
2. On the Job Method of Manpower Development:
This method is basically different from the orientation method in that
while orientation is at the point of entry into the organization or a new
assignment; on the job method is a process through which knowledge and
experience are acquired over a period of time either formally or informally. This
process involve the following:
(a) Coaching: This is a method of on the job training and development in which
a young employee is attached to a senior employee with the purpose of
acquiring knowledge and experience needed for the performance of tasks.
(Yalokwu 2000).
(b) Job Rotation: This method either involve the movement of an employee
from one official assignment or department to the other, in order for the
employee to be acquainted with the different aspects of the work process or
through job enlargement. That is given additional responsibility to an employee
29
who has been uplifted as a result of the acquisition of additional skill or
knowledge (Yalokwu 2000; Lawal 2006).
(c) In House Training: This involve a formal method of on the job training in
which skills and knowledge are acquired by employees through internally
organized seminars and workshops geared toward updating the workers with
new techniques or skills associated with the performance of their jobs. (Lawal
2006).
(d) In Service Training: This method involve training outside the organization
or workplace in higher institution of learning or vocational centres under the
sponsorship of the organization or on terms that may be agreed upon between
the organization and the worker (Lawal 2006).
3. Committee/Work Group Method: This method entails manpower
development through the involvement of employees in meetings, committees
and work group discussion geared towards injecting inputs in form of decision
making as regard solving organizational problem. This method is quite
indispensable, especially in the aspect of training employees for managerial
functions or heading organizational units.
4. Vestibule Training Method: This is a method of manpower development
through the acquisition of skills in a related working environment (Nongo
2005). Under this method the trainee practices his skill with identical equipment
30
that he uses or he is expected to use in his actual place of work. This method is
most suitable for sensitive operations where maximal perfection is expected.
The purpose is therefore to enable perfection at work place.
5. Apprenticeship Method: This method of manpower development involve the
acquisition of skill through extensive practice for over a period of time by the
trainee. This type of manpower development device could either be formal or
informal. In the informal environments the trainee is attached to the trainer, and
he/she is expected to pay for an agreed period of apprenticeship (Nongo 2005).
In the formal environment on the other hand, an employee of an organization
could be placed under apprenticeship in the organization with pay.
2.1.4 IMPORTANCE OF MANPOWER TRAINING AND
DEVELOPMENT IN ORGANIZATIONS
1. Economic Development: The relevance of manpower development in
Nigeria could be situated vis-à-vis economic development. This is because
manpower development captures the actual meaning of development in that it is
people centred (World Bank 1991; Grawboski and Shields 1996). In addition, it
involves the building of capacity and harnessing the State’s human resource
which constitute a sine-qua-non for development.
The above advantage was vividly conceptualized by Harbison (1973)
when he stated that: Human resources constitute the ultimate basis for wealth of
nations, capital and natural resources are passive factors of production; human
31
beings are the active agents who accumulate capital, exploit natural resources,
build social, economic and political organizations, and carry forward national
development.
Clearly a country which is unable to develop the skills and knowledge of
its people and to utilize them effectively in the national economy will be unable
to develop anything else.
2. Political Stability: There is no doubt that a country which fails to
adequately develop her manpower would be doing so at the expense of her
socio-economic and political stability. In the aspect of political stability,
Omodia (2004) stressed the dysfunctional use of the nation’s human resource
among the youths in propelling political instability when he stated that:
“…there has been situations in which the
Nigerian youth especially, those of poor family
background were used as tools for disrupting the
political democratic system through rigging,
thuggery and ethnic conflicts. These factors of
rigging, thuggery in addition to economic
mismanagement, personal ambition or
selfishness among others, were the factors that
terminated the First and Second Republic.”
Thus, manpower development could help the youths in the development
of self and in improving the quality of their political participation.
3. Poverty Alleviation: It has been argued that effective poverty alleviation
scheme must involve the development and utilization of local resource
including human for solving local problems (Robb 2000; Omodia 2005). Thus,
32
manpower development is central to solving the present problem of poverty in
Nigeria.
2.1.5 PROBLEM OF MANPOWER DEVELOPMENT IN NIGERIA
1. Colonial Experience: There have been several arguments regarding the
distortions in manpower development of national growth in Nigeria as a result
of colonialism which was fashioned towards economic exploitation (Ekpo 1989;
Ake 2001; Dauda 2003). It could be recalled that the advent of colonialism led
to the integration of the Nigerian economy into the World Capitalist System
thereby placing minimum premium on labour when compared to other factors
of production. This poor performance of indigenous labour by the colonial
government no doubt has persisted in the post-colonial Nigerian State. As a
result, this problem account for the lack of adequate attention given to labour as
a critical part of the production process in Nigeria.
2. Poor Political Leadership: Closely related to the problem of colonial
experience as a problem of manpower development in Nigeria is poor political
leadership which is further deepening the problem of manpower development in
Nigeria.
This factor has manifested itself in poor funding of education over the
years (Baikie 2002), disparity or class in manpower development between
children of the rich and the poor (Omodia 2006).
33
3. Poor Manpower Planning: This problem is associated with the poor data
base that is needed for manpower planning in Nigeria both in the rural and
urban centers. These problems no doubt constitute a major hindrance on
effective manpower development in Nigeria (Baikie 2002; Oku 2003).
2.1.6 WAYS OF ENHANCING THE EFFECTIVENESS OF MANPOWER
TRAINING AND DEVELOPMENT PROGRAAMME IN ORGANIZATIONS.
The options for effective manpower development in Nigeria could be
viewed from two basic perspectives:
1. The option of an enhanced regulatory capability on the part of
government for effective enforcement of manpower policies.
This is quite indispensable based on the need to ensure quality manpower
development irrespective of sex, class, ethnic affiliation to mention a few. This
point could best be appreciated considering the liberal nature of most
government policies which tend to snowball into elitist benefit in terms of
policy outcome.
2. The need for government to be persuasive in making organizations
embraces well designed policies at improving the development of
manpower in Nigeria.
This could be done both internally and externally. Internally,
organizations should be made to see reasons why a careful manpower
34
development plan should form part of their plans and objectives for the financial
year.
As a matter of fact, the success of organizations should not only be
measured in terms of the magnitude of profit through the adoption of outdated
personnel administration technique, but, basically on the contribution of the
organization in enlarging the confidence of its workers through manpower
development.
The external factor involves the contribution of organizations to the
development of manpower through financial support meant to boost adult
education, vocational education, and specialized research institutes to mention a
few.
2.2 HYPOTHESES
In any meaningful scientific investigation, there is the need to formulate a
hypothetical framework upon which systematic approach will be possible.
Therefore, the following tentative statements will guide us in our investigations
and verifications in this research work.
1. There is no significant relationship between employee training needs and
their performance.
2. ANAMMCO’s training and development policy helps to enhance the
performance of the employees.
35
3. Improper selection of trainees is a major problem to training of workers
in ANAMMCO.
2.3 OPERATIONALIZATION OF KEY CONCEPTS
There are certain terms which are central to the discussion and analysis of the
issues raised. It is therefore necessary that these concepts be classified
particularly with regards to their usage in the discussion and consequently, how
they are to be comprehended in the study. They include Staff, Training, and
Development.
Staff: This refers to the human resources available in an organization that will
deal with planning, decisions, and execution of the functions that will inform
the significance of the existence of the organization. Staff in this perception
means human beings whose duties will be shared according to skills and areas
of specialization to be able to produce the goods and services for which the
corporate organization is designed to serve. They provide support services to the
line employees so as to facilitate the achievement of organizational goals.
Training: Training can be seen as the formal procedure which an organization
uses to facilitate employees learning so that their resultant behavior contributes
to the attainment of the organizations as well as the individuals’ goals and
objectives. Also, it is an organized and coordinated development of knowledge,
skills and attitudes needed by an individual to master a given situation or
perform a certain task within an organizational setting effectively and
36
efficiently. Training may still be required to induct and adopt newly employed
workers to their new job and upgrade their skills at different stages in their
career to meet their changing task requirement.
Training as used in this work means a learning process whereby
employees acquire skills, concepts for the achievement of individual and
organizational goals. It also refers to an arrangement made and executed to
transform the skill level of an employee to a higher status for an improved
efficiency and productivity in an organization.
Development: This means an over-all shift from an existing state of affairs to a
totally new dispensation. Development means the acquisition of a higher status
production and distribution of skills that result in high efficiency and
productivity. It also means activities undertaken to expose an employee to
perform additional duties and assume position of importance in the
organizational hierarchy.
2.4 THEORETICAL FRAMEWORK
Hardly do we discuss and analyze concept meaningfully in the social
sciences without linking them to or understanding them from some theoretical
point of view. Staff training and development are concepts which easily lend
themselves to theoretical orientations. The functional superiority of theories as
guideposts in all fields of human endeavor lies in the fact that rather than base
37
action on judgments derived from mere experience, guesswork or speculations,
theories enables a chosen line of action to be anchored in and guided by
evidence derived from scientific research which makes the consequences of
such an action fall as close in line with the intended direction as possible.
In this work, the researcher shall use the systems approach to training as
the orientating theory. Systems theory was originally proposed by Hungarian
Biologist Ludwiig von Bertalanffy in 1928. The system approach was first
developed in the biological and social engineering sciences before it was
adopted by social scientist in explaining social and organizational phenomena.
David Easton (1965:121) utilized the approach in his System Analysis of
Political Life. Daniel Katz and Robert Khan (1966:9) also used the open system
approach in studying The Social Psychology of Organizations. G.O. Nwankwo
(1988:209) also adopted the systems approach in his book “Education and
Training for Public Management in Nigeria”(Quoted in Onah F.O. 2008:141).
The theory can also be traceable to other scholars such as Wendell French
(1978), Edastoad (1981) among others.
The central messages of the systems theory can be summarized as follows;
1. A system can be perceived as a whole with its parts and their
interdependent relationships.
38
2. A system has its boundary and can be viewed in terms of its relationship
with other systems.
3. Systems have sub-systems and are also a part of a supra system.
4. A system can be regarded as either open or close. According to Koontz et
al (1980:111) a system is regarded as open if it exchanges information,
energy, or materials with its environment a happens with biological or
social system; it is regarded as closed if it does not have such interaction
with the environment.
5. A system interacts with its environment in terms of process that involves
input, conversion, output of energy, information and materials. A system
tends to re-energize or modify itself through the process of information
feedback from the environment.
6. In order to survive, an open system moves to arrest the entopic process by
importing expended. As Katz and Khan (1966) further explain, “the
entropy process is a universal law of nature in which all forms of
organization move towards disorganization or death”. Onah (2008:141).
System theory as it affects organizations can be simply illustrated thus:
Organizational Environment
Feedback Mechanism
Inputs Outputs Conversion process
39
Source: Asogwa (2000:8)
This framework perceives an organization as an open system consisting
of interdependent parts that are in continuous interaction with the environment.
From this interaction, organizations draw inputs in the form of people, raw
materials, money and information. These are transformed into outputs which are
exported back to the environment. This interaction with the environment is
therefore necessary for organizational survival.
The researcher adopted this approach because problems such as training
are considered not only in terms of training objectives per say, but also in terms
of the objectives and goals of the total organization or “system” in which the
individual will be performing his task. This implies that the researcher is also
concerned with the objectives of the total system, rather than objective of any
component within the system.
The system approach to the study of organizations focuses on the system
as a whole, the environment of the system, the interdependent relationships
between parts of the system, and the dependency for the system to strive for
survival by negotiating with environment.
In this approach, the development of training programmes is linked to the
development of a weapon system. The behavior which men must exhibit on the
40
job becomes the objectives which must be achieved by the training system. The
job of the training designer then is to select the sequence of a series of learning
experiences which will produce the desired behavior, for the effectiveness of the
entire system. A testing (evaluation) phase required to assure that the training
programmes designed succeeds in producing men capable of performing as
specified.
The system theory emphasizes that an organization which functions as a
whole and thereby comprising other sub-systems which function jointly to
achieve the raison desire of the organization. It conceives an organization to be
functional when all the sub-systems are also effective and efficient. Its
justification is in the functional interrelatedness of parts that enthrones the
criterion of efficiency which is seen as an imperative for organizational survival
and goals achievement.
David Easton (1965) propounded this theory to justify his definition of
politics as the authoritative allocation of values. For him, the political system is
a set of human interactive through which values are allocated authoritatively.
Five concepts were introduced in the so called political system advocated by
Eastern or we may call it conversion process, they are environment, input,
conversion, output and feedback.
The theory’s primary aim is to show interdependence of a system in such
a way that any dysfunction in one of the parts affects the whole. The political
41
system was seen essentially as a system of converting inputs into authoritative
decision. To arrive at authoritative decision, the system takes input, demand and
support. Demands are claims on how values are allocated. Support according to
him exists when the environment backs up the system or is favorably disposed
to it.
Output emerges from the system in the form of authoritative decision and
there is a process of feedback. Feedback is a process through which the system
adopts its self to the environment by modifying its behavior and changing its
interest structure. All these interactions culminate the system maintaining itself
in equilibrium.
For the purpose of our study, therefore the major components of Eastern
model are environment, input, conversion, output and feedback. For the purpose
of this, we shall regard Anambra Motor Manufacturing Company
(ANAMMCO) as a political system which converts inputs from the
environment into authoritative decision. The demand input will mean the
demand by the staff for adequate training and improved working condition from
the organization. The input of support is also taken to mean the dedication,
devotion, commitment by the staff.
The feedback mechanism will be taken to mean the method through
which the staff or employees express their satisfaction or disenchantment with
42
output produced. All these interactions culminate in the system maintaining
itself in equilibrium.
Koontz et al (1980:23) states that the advantage of approaching any area
of inquiry or any problem as a system is that it enables us to see the critical
variables and constraints and their interaction with one another. It forces
scholars and practitioners in the field to be constantly aware that one single
element, phenomenon or problem should not be treated without regard to its
interacting consequences with other elements.
Wandell French (1978:43) defines personnel functions, using the systems
theory approach as an operational process and a facilitating system within the
organization. His model brings to light the interdependence of the various
Human Resources Management processes in organization, with Human
Resources Management being presented as “the diagnosis of planning and co-
ordination, controlling of a network or organization- wide process and
facilitating systems pertaining to leadership, performance appraisal, staffing,
training and development, compensation and reward, collective bargaining and
organization development”.
McGehee and Thayer (1961) in explaining further the inter-relationship
between the sub-systems within the whole system that is responsible for the
realization of the organizational goal, based their definition on the theory that
training is a sub-system within the total system of the organization’s
43
management. They saw training as the formal procedure which an organization
uses to facilitate employees learning so that their resultant behavior contributes
to the attainment of the organization and individual goals and objectives (Onah,
2008:135).
This model views training as a process involving “a complex
amalgamation of many sub-processes” aimed at increasing the capability of
individuals and groups to contribute to organizational goal attainment. It is a
model whose theoretical assumption establishes that staff training and
development are inseparable aspects of personnel process, and for the process to
be complete, sub-systems’ contributions have to be aggregated to form the
whole output and satisfaction.
Basically, organization is a system because it is an organized body
hierarchically structured to achieve her objectives. A living and dynamic
organization comprises of junior and senior staff personnel and both
professional and administrative strata. The two bodies, junior and senior
exchange services among themselves in a like manner to that produced by
locomotive engine. Each of them performing a distinct job designated for him.
Therefore, none of the staff is unimportant if efficiency will be attained
and for proper maximization of efforts towards efficiency and productivity in
Anambra Motor Manufacturing Company (ANAMMCO) . The trends in new
technologies demand that employees should be well trained and developed.
44
Findings have shown that the system which is the organization becomes
ill when employees are not trained and developed towards the goals and
objectives of the organization. An untrained and poor developed manpower are
liabilities to the system.
Finally, the system theory has unraveled the importance of functional
interrelatedness of parts which we have identified manpower training and
development as sub-parts of the entire system.
45
CHAPTER THREE: METHODOLOGY
3.1 AREA OF STUDY
INTRODUCTION
Anambra Motor Manufacturing Company (ANAMCO) Ltd Enugu,
Mercedes-Benz ANAMCO as it is normally called, is a joint venture between
the Federal Government of Nigeria and Daimler Chrysler AG of Germany.
ANAMCO manufactures commercial vehicles and leads in the commercial
vehicle marketing from five tons payload and above in Nigeria.
3.1.2 ORIGIN OF ANAMMCO
ANAMCO, as mentioned earlier, was conceived in the 1970s as a joint
venture between the Federal Government of Nigeria (FGN) and Daimler-Benz
AG (DAIMLER) of Germany to import and assemble Completely Knocked-
Down (CKD) units of Mercedes Benz trucks and buses in Nigeria.
The plant, which occupies a sprawling 300,000 square meter site at
Emene, is a shining example of a profitable and viable economic and
technological co-operation between the government and people of Nigeria and
Daimler Chrysler AG.
MB ANAMMCO Limited was incorporated on January 17th
, 1977 and
the plant was commissioned on July 8th, 1980 by the First Executive President
of Nigeria, Alhaji Shehu Shagari. It started official production in January 1981
and has to date made an enviable mark on the nation’s industrial growth, adding
46
over 25,000 vehicles to the nation’s transport sector, backed up effectively with
a network of over 36 after sales service points and spare parts supply depot. The
company’s Central Spare parts Depot Enugu stocks over 35,000 line items.
By its Memorandum of Association, ANAMMCO was established to
carry on the business of importation of CKD sets of Mercedes Benz commercial
vehicles and passenger cars as well as spare parts pertaining thereto and the
assembling of same in Nigeria under licence from Daimler, utilizing parts
purchased from Daimler or from local suppliers
(www.businesslist.com/ng/anamco).
Daimler and ANAMCO also entered into Manufacturing and Agency
Agreements which gave ANAMCO selling rights in respect of trucks and buses
imported in CKD version and assembled and/or manufactured by ANAMCO in
Nigeria only and the spare parts appertaining thereto
(www.businesslist.com/ng/anamco).
3.1.3 LOCATION OF ANAMCO
Anambra Motor Manufacturing Company Ltd Enugu (RC 20206) is
located within Emene Industrial Layout, near Enugu town, Enugu State,
Nigeria.
The plant occupies a sprawling 300,000 square meter site at Emene, near
Enugu town.
47
3.1.4 BOARD OF DIRECTORS
1. Igwe Dr. G.C. Onyia (Chairman)
2. Mr. Jacques Gelin (Managing Director)
3. Barr. U.G. Okeke (Member)
4. Dr. Christopher U. Anayanwu (Member)
5. Chief Sir G.U. Okeke (Member)
6. Chief Festus Odimegwu (Member)
(Source: http://www.anammco.com/default.asp?p=ataglance)
3.1.5 MANAGEMENT TEAM
The management team consists of the managing director and the other
divisional managers that work hand in hand with the managing director to
ensure smooth running of the company. The management team comprises of the
following;
(I) Jacques Gelin (Managing Director)
(II) Gabriel Ndu (Sales Manager)
(III) Igwe G.C. Onyia (General Manager Personnel)
(IV) Rolf Ohlinger (Technical /Manager)
(V) Donatus Ngwoke (Chief Accountant)
(VI) Armin Schmand (Workshop Manager Abuja)
(Source: http://www.anammco.com/default.asp?p=Management)
48
3.1.6 ORGANISATIONAL STRUCTURE
MB ANAMCO Nigeria Limited currently has four broad divisions.
These office divisions are as follows;
1. Technical Division
2. Personnel Division
3. Marketing Division
4. Finance Division.
Each of these divisions is headed by a Divisional General Manager (DGM) .
Technical Division
The technical division covers the following departments;
(i) Production Planning (PPL)
(ii) Quality Control (QC)
(iii) Production.
(iv) Maintenance
(v) Training Centre and
(vi) Logistics
Personnel Division
The personnel division comprises of the following departments;
(i) Personnel
49
(ii) Personnel Administration
(iii) Personnel Management
(iv) Clinic
Marketing Division
The marketing division constitutes of the following departments;
(i) Marketing Development and Distribution
(ii) Sales
(iii) Marketing planning and Organisation
(iv) Services
(v) Spare parts
(vi) Export and Direct Imports
Finance Division
This division comprises the following;
(i) Controlling Department
(ii) Financial Accounting
(iii) Treasury and Imports
(iv) Organization and Data Processing
Each of these departments are headed by Head of Departments (H.O.Ds).
Next to the Head of Departments are the Sectional Managers which are being
followed by the Managers that delegate responsibilities to the Supervisors.
3.2 RESEARCH DESIGN
50
This section mainly dealt with the type of research design used for this study.
The researcher used the experimental design in order to be able to effectively
test the hypothesis using the responses from the questionnaire.
3.3 Population of study
The population of study comprised of four (4) formidable categories of workers
in the company. Their total population is 700. They consist of 15 Management
staff, 127 Senior staff, 400 Junior staff, and the 158 Contract staff.
3.4 Sample of Study
The simple random sampling that is, sampling with replacement was used
to sample 350 staff out of the total that formed the study population.50% of the
total population was taken as our sample. i.e.,
50 * 700 = 350
100
3.5 Sampling Technique
The researcher adopted probability sampling technique in sampling
population of the study. Within the probability sampling, this work adopted
simple random sampling technique. This method was chosen so as to give every
member of the population an equal chance of being included in the sample.
3.6 Method of Data Collection
51
Two methods of data collection were employed in this research work.
These are: primary data collection method and secondary data collection
method.
Primary Data Collection Method.
The primary data for this research was generated through the use of
interview method. It was designed to generate important information from the
respondents.
Secondary Data Collection Method
This research also made use of secondary materials and data to support
the primary data generated from our respondents. The secondary data for this
study were generated from documented materials which include the official
documents, text books, journals, seminar papers and unpublished works of
scholars. Other sources also include the internet, where some materials relevant
to our research were also collected.
3.7 Method of data analysis
The data collected in the course of this study were presented both
descriptively and statistically. The descriptive method deals with the
presentation of the variables of the study (in relation to the subject) such as the
profiles of respondents.
52
The descriptive method was employed to enable explain answers
obtained from interview process and questionnaires presented to respondents .
Statistically, data was presented with the use of tables to show the frequency of
respondents and their responses to research questions presented in the
questionnaire. The Simple Percentage (%) method for the presentation and
analysis of numerical data was used. Numerical data was converted to and
presented in percentages using this formula;
% F x 100
N 1
Where, F = Frequency or number of responses to questions
N = Total number of respondents and
% = Symbol for percentage
The hypotheses posited for this study were analyzed using the simple
percentage method. This method was adopted because of its clarity, which made
the analysis very easy to understand.
53
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0 INTRODUCTION
This chapter focused mainly on data presentation and analysis generated
from the responses from the respondents. The questionnaires were administered
personally on 350 workers in the target groups as the respondents. The
respondents were required to tick (√) against an option that best suited their
opinions. Some of the administered questionnaires completed were retrieved at
the spot while others were collected at much a later date. Out of the 350
administered questionnaires, 277 were well completed and returned.
4.1 DATA PRESENTATION AND ANALYSIS
4.1.1 Presentation and Analysis of Personal Data of Respondents.
Data based on Gender Distribution.
Table 4.1: Gender Distribution.
Sex No of Respondents Percentage (%)
Male 148 53.4
Female 129 46.6
Total 277 100
Source: Field Research, 2011.
Analysis
54
Table 4.1 above indicates that 148 respondents with the percentage of
53.4 are males while 129 respondents with the percentage of 46.6 are females.
This shows that majority of the respondents are males.
Data from the Age Distribution of Respondents.
Table 4.1.2: Age Distribution of Respondents.
Age No of Respondents Percentage (%)
20-30 53 19.1
31-40 127 48.4
41-50 69 24.9
51-60 28 10.1
Total 277 100
Source: Field Research, 2011.
Analysis
The above table comprises the age distribution of our respondents. The
table signifies that 53 respondents with 19.1% were within the age bracket of
20-30 years and 127 respondents with 48.4% were within the age bracket of 31-
40 years. It also shows that 69 of the respondents with 24.9% were within the
age range of 41-50 and 28 respondents, 10.1% were within the age range of 51-
60. The table also shows that employees within the age bracket of 31-40 are the
largest in number which then means that most of the respondents are matured
and responsible.
55
Data based on Highest educational qualification of respondents.
Table 4.1.3: Educational Qualification of Respondents.
Highest Educational
Qualification
No of Respondents Percentage (%)
WASCE/GCE, O/L 18 6.5
OND 21 7.6
HND 49 17.7
Bachelors Degree 121 43.7
Masters Degree 58 20.9
Others 10 3.6
Total 277 100
Source: Field Research, 2011.
Analysis
Table 4.3 above shows that 18 respondents with 6.5% has WASCE/GCE
or O/L certificates, 21 of them with 7.6% possessed OND certificates and 49 of
them with 17.7% possessed HND certificates respectively. The Bachelors
Degree holders were 121 respondents with 43.7%, the Masters Degree holders
were 58 with 20.9% while 10 of the respondents with 3.6% possessed other
certificates.
Data from the Length of service of respondents.
Table 4.1.4: Length of Service of Respondents.
56
Length of Service No of Respondents Percentage (%)
1-10 58 20.9
11-20 87 31.4
21-30 82 29.6
31 & Above 50 18.0
Total 277 100
Source: Field Research, 2011.
Analysis
Table 4.4 shows the length of service of respondents. 58 of the
respondents with 20.9% were within the length of service range of 1-10 years,
87 of them with 31.4% were within the length of service range of 11-20 years.
Also, 82 respondents with 29.6% were within the length of service range of 21-
30 and 50 of them with 18.0% were within the length of service range of 31 and
above. This then shows that respondents within the length of service range of
11-20 are the largest in number.
57
Data based on Category of Respondents.
Table 4.1.5: Category of Respondents
Category of Respondents No of Respondents Percentage (%)
Management Staff 20 7.2
Senior Staff 56 20.2
Junior Staff 157 56.7
Contract Staff 44 15.9
Total 277 100
Source: Field Research, 2011.
Analysis
Table 4.5 shows that 20 respondents with 7.2% are management staff, 56
respondents with 20.2% are senior staff, 157 respondents with 56.7% comprises
the junior staff while 44 respondents with 15.9% are contract staff.
58
4.2 PRESENTATION AND ANALYSIS OF THE SUBSTANTIVE
DATA:
Question 7: When you were appointed, did you undergo any orientation
programme?
Table 4.2.1: Response
Response Frequency Percentage (%)
Yes 169 61.0
No 108 39.0
Total 277 100
Source: Field Research, 2011.
Analysis
The above table shows that out of 277 respondents,169 of them with 61.0%
were positive in response, while 108 of them were negative in response with
39.0%
This clearly shows that majority of the respondents agreed that the
employees underwent an orientation programme when they were appointed.
Question 8: Was the orientation relevant to your job?
Table 4.2.2: Response
Response Frequency Percentage (%)
59
Yes 191 69.0
No 86 31.0
Total 277 100
Source: Field Research, 2011.
Analysis
The above table shows the response of the employees on the question;
was the orientation relevant to your job? 191 respondents with 69.0% strongly
agreed while 86 of them disagreed with 31.0%.
The table however depicts that majority of our respondents agreed that
the orientation was relevant to their job.
Question 9: Since your appointment, have you undergone any form of training
apart from the orientation?
Table 4.2.3: Response
Response Frequency Percentage (%)
Yes 163 58.8
No 114 41.2
Total 277 100
Source: Field Research, 2011.
Analysis
The above table shows the response of the employees on the
question;since your appointment, have you undergone any form of training
apart from the orientation?
60
163 respondents with 58.8% agreed while 114 of them disagreed with
41.2%.
The table however depicts that majority of our respondents agreed that
since their appointment, that they have undergone some forms of training apart
from the orientation.
Question 10: If yes, what can you say is the effect of such training on your job
performance in the organization?
Table 4.2.4: Response
Response Frequency Percentage (%)
Better understanding of the job 121 43.7
Improvement in experience 153 55.2
No effect at all 3 1.08
Total 277 100
Source: Field Research, 2011.
Analysis
The above table shows the letter responses of the employees on the
effects of the training on their job performance. 121 respondents with 43.7 %
agreed that it increased their better understanding of the job, 153 of them with
55.2% agreed that it improved their experience while 3 respondents with 1.08%
stated that it had no effect at all on their performance.
The table however depicts that majority of our respondents agreed that
the training increased their better understanding of the job.
61
Question 11: Do you agree to the fact that good training is responsible for
efficiency and effectiveness in work places?
Table 4.2.5: Response
Response Frequency Percentage (%)
Yes 176 63.5
No 101 36.5
Total 277 100
Source: Field Research, 2011.
Analysis
The above table shows the response of the employees on whether good
training is responsible for efficiency and effectiveness in their work place. 176
respondents with 63.5 % agreed while 101 respondents with 36.5% disagreed.
The table however signifies that majority of our respondents agreed that
good training is responsible for their efficiency and effectiveness in their work
place.
Question 12: What criteria does the company use in selecting employees
for training?
Table 4.2.6: Response
Response Frequency Percentage (%)
Position of staff 58 20.9
Employee’s qualification 162 58.5
62
Years of service 42 15.2
Don’t know 15 5.4
Total 277 100
Source: Field Research, 2011.
Analysis
The above table shows that out of 277 respondents, 58 of them with
20.9% agreed that the company uses position of staff to select employees for
training. 162 respondents with 58.5% agreed that they use employees
qualification, 42 respondnets were of the opinion that the company uses
employee’s years of service while 15 respondents with 5.4% do not have any
idea.
This clearly shows that majority of the respondents agreed that the
company uses position of staff to select employees for training.
Question 13: Does the selection criterion give equal opportunity to all
categories of workers?
Table 4.2.7: Response
Response Frequency Percentage (%)
Agreed 142 51.3
Disagreed 135 48.73
Total 277 100
Source: Field Research, 2011.
Analysis
63
The above table shows that out of 277 respondents, 142 of them with
51.3% agreed that the the selection criterion give equal opportunity to all
categories of workers while 135 respondents with 48.73% disagreed.
This clearly shows that majority of the respondents agreed that the
selection criterion give equal opportunity to all categories of workers.
Question 14: What is the attitude of top management towards training?
Table 4.2.8: Response
Response Frequency Percentage (%)
Very serious 176 63.5
Not serious 80 28.9
No idea 21 7.6
Total 277 100
Source: Field Research, 2011.
Analysis
The above table shows the response of the employees on the attitude of
top management towards training. 176 respondents with 63.5 % agreed that
their attitude is towards training is very serious.80 of them with 28.9% stated
that the attitude of top management towards training is not serious. 21 of them
with 7.6% do not have any idea on the matter.
The table however showed that majority of our respondents agreed that
the attitude of top management towards training is very serious.
Question 15: The progress of ANAMMCO is directly related to the quality of
its training policy
64
Table 4.2.9: Response
Response Frequency Percentage (%)
True 182 65.7
False 95 34.3
Total 277 100
Source: Field Research, 2011.
Analysis
The above table shows that out of 277 respondents, 182 of them with
65.7% agreed that The progress of ANAMMCO is directly related to the quality
of its training policy, while 95 respondents with 34.3% disagreed.
This clearly shows that majority of the respondents agreed that the The
progress of ANAMMCO is directly related to the quality of its training policy
Question 16: Does the company ensure the upgrading or promotion of
the trainees after undergoing training programmes?
Table 4.2.10: Response
Response Frequency Percentage (%)
Agreed 197 71.1
Disagreed 76 27.4
No response 4 1.4
Total 277 100
Source: Field Research, 2011.
65
Analysis
The above table shows the response of the employees on whether the
company ensure the upgrading or promotion of the trainees after undergoing
training programmes. 197 respondents with 71.1 % agreed, 76 of them with
27.4% disagreed while 4 of them with 1.4% do not have any idea.
The table however showed that majority of our respondents agreed that
the company ensure the upgrading or promotion of the trainees after undergoing
training programmes
Question 17: Does technological innovation affect the content, nature
and training needs of the organization?
Table 4.2.11: Response
Response Frequency Percentage (%)
Yes 129 46.6
No 62 22.4
Not always 68 24.5
No idea 18 6.5
Total 277 100
Source: Field Research, 2011.
Analysis
The above table shows the response of the employees on whether the
technological innovations affect the content, nature and training needs of the
organization. 129 respondents with 46.6 % agreed, 62 of them with 22.4%
66
disagreed, 68 respondents with 24.5% said it doesn’t always affect training
needs while 18 of them with 16.5% do not have any idea.
The table however showed that majority of our respondents agreed that
the technological innovation affect the content, nature and training needs of the
organization.
Question 18: From your encounter with other organizations, what can
you say about their training policy?
Table 4.2.12: Response
Response Frequency Percentage (%)
Encouraging 146 52.7
Not encouraging 121 43.7
No idea 10 3.6
Total 277 100
Source: Field Research, 2011.
Analysis
The above table shows the response of the employees on the opinion of
employees concerning the company’s training policy. 146 respondents with
52.7 % agreed that it is encouraging, 121 of them with 43.7% disagreed, while
10 of them with 3.6% do not have any idea.
The table however showed that majority of our respondents agreed that
the company’s training policy is encouraging.
67
Question 19: How would you assess staff training and development programme
in ANAMMCO?
Table 4.213: Response
Response Frequency Percentage (%)
Very adequate 83 29.9
Adequate 128 46.2
Not adequate 46 16.6
No idea 20 7.2
Total 277 100
Source: Field Research, 2011.
Analysis
The above table shows the response of the employees on the adequacy of
staff training and development programme in ANAMMCO. 83 respondents
with 29.9 % agreed that the training programme is very adequate.128 of them
with 46.2% stated agreed, 46 of them with 16.6% stated that it is not adequate
while 20 respondnets with 7.2% do not have any idea on the matter.
The table however showed that majority of our respondents agreed that
the staff training and development programme in ANAMMCO is adequate.
1.2 FINDINGS
This study was aimed at achieving some stated objectives. This research posited
some hypotheses in the beginning of this study. After the analysis, we
discovered the following;
68
⇒ Employees underwent an orientation programme when they were
appointed
⇒ Orientation given to employees was relevant to their job.
⇒ Since the employees appointment, that they have undergone some forms
of training apart from the orientation.
⇒ Training of the employees increased their better understanding of the job.
⇒ Good training is responsible for employee’s efficiency and effectiveness
in their work place.
⇒ The company uses position of staff to select employees for training.
⇒ The selection criterion gives equal opportunity to all categories of
workers.
⇒ The attitude of top management towards training is very serious and
encouraging.
⇒ The progress of ANAMCO is directly related to the quality of its training
policy.
⇒ The company ensures the upgrading or promotion of the trainees after
undergoing training programmes.
⇒ The technological innovation affects the content, nature and training
needs of the organization.
69
⇒ The company’s training policy is encouraging.
⇒ The staff training and development programme in ANAMCO is
adequate.
1.3 IMPLICATION OF FINDINGS FOR ADMINISTRATIVE
EFFICIENCY AND EFFECTIVENESS
The implications of these findings are as follows:
⇒ Since the employees underwent an orientation programme when they
were appointed, it then means that it will increase their knowledge and
understanding of the job. Orientation programme is one of the training
methods implored by the company to ensure efficiency in the
performance of the employees. This they try to achieve by organizing
orientation programme for the employees immediately they are
employed. Our findings showed that this orientation programme
contributed immensely in increasing the employees performance by
exposing them to some important activities and work ethics of the
company.
⇒ The Orientation given to employees was relevant to their job, thereby
increasing the training effectiveness. Orientation is one of the important
aspect of training programmes organized for employees effectiveness.
The company organises orientation programme for both old new
70
employees at intervals and this helps to increase their knowledge of their
responsibilities and duties.
⇒ Since the employees have undergone some forms of training apart from
their orientation, it then means that it will further enhance their
knowledge of the job. Our findings showed that the company organizes
other training programms for their employees. These training
programmes include on the job training, workshops and conferences.
Our findings showed that these programmes helps to improve the
employees productivity in the work places.
⇒ Training of the employees increased their better understanding of the job.
The main objective of any training programme is to influence the
performance of the workers. Similarly, in order to increase employees
performance, training programmes orgainised for the employees helps
the employees to get a better knowledge and understanding of their jobs.
Our findings showed that there better understanding of their jobs goes a
long way to close any chances of the employees making mistakes in
their duties.
⇒ Good training is responsible for the employee’s efficiency and
effectiveness in their work place. One of the objectives of training is to
increase employees effectiveness and efficiency. Our findings deduced
that training of the employees encouraged the employees to be effective
71
in carrying out their duties by exposing them to some important aspects
of their jobs which need not be toiled with, such as coming to work
early, dedication to their duties, etc.
⇒ The company uses position of staff to select employees for training, in
other words, paving way for the principle of merit. Our findings showed
that the company uses the position of staff to select the employees for
training. This however, helped the training programme not to be
influenced by ethnicity and favouratism.
⇒ Since the selection criterion gives equal opportunity to all categories of
workers, it then means that every employee has equal chance of being
selected. Our findings also discovered that the employees have equal
chance of being selected during the selection for training programme
like conferences and workshops.
⇒ Since the attitude of top management towards training is very serious and
encouraging, it signifies that the employees will be adequately trained as
and when due. Training in the comoany might not achieve its main
objective if the attitude of the management towards training is not
encouraging.
72
⇒ Since the progress of ANAMMCO is directly related to the quality of its
training policy, it will be very adequate and effective if the company
enhances its training policy to further strengthen its quality.
⇒ Since the company ensures the upgrading or promotion of the trainees
after undergoing training programmes, it then means that the employees
will be well motivated to embark on training activities.
⇒ Since the technological innovation affects the content, nature and
training needs of the organization, it will be adequate if the company
equips the employees with knowledge of technology.
⇒ Since the company’s training policy is encouraging, it will further
enhance the employees’ efficiency. Our findings showed that the
training policy used the company is encouraging hence it contributed in
increasing the employees productivity.
⇒ The staff training and development programme in ANAMMCO is
adequate. Our findings showed that the training programmes implored
by the company is very adequate to enhance the employees
performance. Some of these training programmes includes seminars,
worksops, orientation, on the job training, etc.
73
CHAPTER 5
SUMMARY, RECOMMENDATIONS AND CONCLUSION
1.1 SUMMARY
This study was aimed at discovering how staff training and development
enhance organizational effectiveness. The study also aimed at finding out how
training needs are determined in Anambara Motor Manufacturing Company. It
also tried to examine the various training programmes provided in ANAMMCO
and tried to investigate the impact of Staff Training and Development on
productivity rate in ANAMMCO. The study started with an introduction, which
occupied the first chapter. It explored the background of the study, statement of
the problem, objectives, significance, scope and limitations of the study.
Chapter two embodied the literature review which had its sub themes as;
concept of Manpower Training, Manpower Development as a concept,
Stages/steps in organizing Manpower training and development prograamme,
Importance of Manpower Training and Development in Organizations, Impact
of Manpower training and development in employees performance, Ways of
enhancing the effectiveness of Manpower training and development
prograamme in organizations. Chapter three focused on background information
on ANAMMCO. Data presentation and analysis was presented in chapter four
using statistical tables to show the percentage and number of responses from the
74
study population while chapter five dealt with summary, conclusion and
recommendation.
5.2 RECOMMENDATIONS
In order to enhance the productivity of the employees through training,
the following recommendations should be taken into consideration;
Well-trained staff with refined skills and depth of knowledge can bring
any organization to life, staff training is the obvious investment a business must
make in its most important asset: the staff.
The company needs to develop the employee training within the
framework of a comprehensive, ongoing, and consistent employee training
program. This quality employee training program is essential to keep the staff
motivated about learning new concepts and their departments profitable.
The company should encourage good and quality training programme
since it is responsible for employee’s efficiency and effectiveness in their work
place. Good and quality training programme such as on the job training,
organizing of seminars and orientations periodically, etc., can help to improve
the employees performance.
The company should also enhance the selection criterion, so that it gives
equal opportunity to all categories of workers to be selected for training
75
Since the technological innovation affects the content, nature and training
needs of the organization, the company should develop the employees with
technology knowledge.
The training policy of the company should be enhanced so as to be able to
help increase the employees performance.
Training is also a motivational technique; the workers are motivated
when they discover the resources the company brings out for their training. The
company should ensure that the training programme is done regularly.
1.3 CONCLUSION
This study was carried out with the motive of ascertaining the impact of
staff training and development on organizational effectiveness. After the
analysis carried out in chapter four, we observed that training of the employees
increased their better understanding of the job. We also discovered that good
training is responsible for employee’s efficiency and effectiveness in their work
place and the company uses position of staff to select employees for training.
We observed that the selection criterion gives equal opportunity to all categories
of workers and the attitude of top management towards training is very serious
and encouraging. We also discovered that the progress of ANAMMCO is
directly related to the quality of its training policy. We strongly believe that if
76
these observations are further strengthened, the productivity of the employees
and the company will be greatly improved.
77
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APPENDIX 1
QUESTIONNAIRE
Department of Public Administration
and Local Government,
University of Nigeria,
Nsukka
March 10, 2010.
Dear Sir/Madam,
83
I am a post-Graduate student in the above department, undergoing a
Master of Science (M.Sc) Degree in Public Administration. The title of my
project is Manpower Training and Development in Nigeria Enterprises; A case
study of Anambra Motor Manufacturing Company Ltd, Enugu. Every
information provided here is strictly for academic purpose.
I sincerely appeal to you to complete and return the questions contained
on the questionnaire. Every information given will be treated with utmost
confidence.
Thanks.
Yours faithfully,
Chinelo
84
SECTION A
PERSONAL DATA OF THE RESPONDENT
1. Gender
a. Male [ ]
b. Female[ ]
2. Age Group
a. 20-30 [ ]
b. 31-40 [ ]
c. 41-50 [ ]
d. 51-60 [ ]
3. Educational Background
a. Primary school level [ ]
b. Secondary school level [ ]
c. University/Polytechnic level [ ]
d. Other institutions [ ]
e. None at all [ ]
4. State of origin? ……………………………..
5. Length of service
85
a. 1-5 years [ ]
b. 6-10 years [ ]
c. 11-15 years [ ]
d. 16-20 years [ ]
e. 21-25 years [ ]
f. 26 years and above [ ]
6. What is your staff category level?
a. Management [ ]
b. Senior staff [ ]
c. Junior staff [ ]
d. Contract staff [ ]
SECTION B
7. When you were appointed, did you undergo any orientation
programme?
a. Yes
b. No
8. Was the orientation relevant to your job?
a. Yes
b. No
9. Since your appointment, have you undergone any form of training apart
from the orientation?
86
a. Yes
b. No
10. If yes, what can you say is the effect of such training on your job
performance in the organization?
a. Better understanding of the job [ ]
b. Improvement in experience [ ]
c. No effect at all [ ]
11. Do you agree to the fact that good training is responsible for efficiency
and effectiveness in work places?
a. Agree
b. Disagree
12. What criteria does the company use in selecting employees for training?
a. Position of staff [ ]
b. Employee’s qualification [ ]
c. Years of service [ ]
d. Don’t know [ ]
13. Does the selection criterion give equal opportunity to all categories of
workers?
a. Agree
b. Disagree
14. What is the attitude of top management towards training?
a. Very serious [ ]
b. Not serious [ ]
87
c. No idea [ ]
15. The progress of ANAMMCO is directly related to the quality of its
training policy
a. True [ ]
b. False [ ]
16. Does the company ensure the upgrading or promotion of the trainees
after undergoing training programmes?
a. Agree
b. Disagree
c. No response
17. Does technological innovation affect the content, nature and training
needs of the organization?
a. Agree [ ]
b. Disagree [ ]
c. Not always [ ]
d. No response [ ]
18. From your encounter with other organizations, what can you say about
their training policy?
a. Encouraging [ ]
b. Not encouraging [ ]
c. Cannot say [ ]
88
19. How would you assess staff training and development programme in
ANAMMCO?
a. Very adequate [ ]
b. Adequate [ ]
c. Not adequate [ ]
d. No idea [ ]
20. The inherent problems associated with training and development in
ANAMMCO are;
a. Inadequate funding [ ]
b. Favoritism/Tribalism/ Politics/Corruption [ ]
c. Improper selection of trainee [ ]
d. Lack of training programmes [ ]
e. Other problems including those above [ ]