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IMPACT OF STAFF TRAINING AND DEVELOPMENT ON WORK
ATTITUDES IN IMO STATE PUBLIC SERVICE; A STUDY OF LOCAL
GOVERNMENTS IN ORLU ZENATORIAL ZONE
BY
ELOZIEUWA , FELIX OBIOMA
PG/M.Sc/10/57166
DEPARTMENT OF PUBLIC ADMINISTRATION
AND LOCAL GOVERNMENT
FACULTY OF SOCIAL SCIENCES
UNIVERSITY OF NIGERIA,
NSUKKA.
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE
AWARD OF MASTER OF SCIENCE (M.Sc) DEGREE IN PUBLIC
ADMINISTRATION WITH SPECIALIZATION ON HUMAN
RESOURCES MANAGEMENT
MARCH, 2012.
i
TITLE PAGE
IMPACT OF STAFF TRAINING AND DEVELOPMENT ON WORK
ATTITUDES IN IMO STATE PUBLIC SERVICE; A STUDY OF LOCAL
GOVERNMENTS IN ORLU ZENATORIAL ZONE.
ii
APPROVAL PAGE
This project has been approved for the Department of Public Administration
and Local Government, Faculty of Social Sciences, University Of Nigeria,
Nsukka.
BY
---------------------------- -------------------------
Dr. B.A. Amujiri Prof. Fab. O. Onah
Project Supervisor. Head of Department.
-------------------------------
Prof. E.O Ezeani Dean
Faculty of Social Sciences.
-----------------------------
EXTERNAL EXAMINER
iii
CERTIFICATION
This is to certify that, Elozieuwa, Felix Obioma with Registration number
PG/M.Sc/10/57166 has satisfactorily completed the requirement for the research work
for the award of degree of Master of Science in Public Administration (M.Sc).
The work embodied is original, and therefore we approve the report for and on behalf
of the department of Public Administration and Local Government, University of
Nigeria, Nsukka.
---------------------------- -------------------------
Dr. B.A. Amujiri Prof. Fab. O. Onah
Project Supervisor. Head of Department.
iv
DEDICATION
TO GOD ALMIGHTY FOR THE STRENGTH HE GAVE ME
AND
TO THE 21ST
CENTURY HUMAN RESOURCES MANAGERS IN THIS ERA OF
CHANGING WORLD OF WORK.
v
ACKNOWLEDGEMENT
I owe my gratitude to many whom the space available here cannot contain the long
list. First remains late. Nze. T.E Ajugwogu, (my father), who kicked this ball rolling in me. I
wished he lived to see me grow to this height in academic pursuit. Next is my project
supervisor, Dr. B.A. Amujiri, who is not just a supervisor but also a mentor to me. I am also
thankfully indebted to all the lecturers in the department of Public Administration and Local
Government, University of Nigeria, Nsukka. For their unalloyed academic strength and
support throughout this program. The postgraduate school UNN, I salute you all so much.
My brothers and sisters, who stood close to me as long as this programme lasted,
whom their telephone calls gave me hope and strength to harness the power within me. My
Mother Grace Ajugwogu, who never attended much of western education, but through her
natural wisdom I draw some strengths. My friends and business associates Chinedu Chuks
(Onyem), John Asiegbu, Chidi Nnodim, Chibuke (Diamond Bank plc), Amaraegbu
Everestus(“33” Brewery, Awo omama), Emeziem Ndubuisi (NBC plc), Ogwo Chinedu, the
list is much to mention.
The last not the least but the most enjoyed remains the friendly, academic interaction
and hospitality i enjoyed in room 140 Odili PG hostel and from my very class mates and
friends. The experience will ever remain green in my life, and these people are unforgettable:
Ukandu Maxwell, Kenneth Chukuemela, Okereke Chris and Mr. Michael Eke, for his
unending encouragement and fatherly advice. Osibe Eze Nwaosibe, I thank you so much for
being my friend, Ezema Paul and Mr.Leonard of UNN micro finance. Ekebor, C. thanks for
your interest in me and for standing firm behind me. I thank you all, may God continue to
guide and protect you all.
ELOZIEUWA, F.O.
vi
vii
LIST OF TABLES
MBO: Management by Objectives.
LGA: Local Government Area.
IMSU: Imo State University, Owerri.
FUTO: Federal University Of Technology, Owerri
HRM: Human Resources Management.
ASCON: Administrative Staff College Of Nigeria.
CMD : Center For Management Development.
ITF : Industrial Training Fund.
NIIPSS: National Institute for Policy and Strategic Studies
NAMCON: Nigeria Association For Management Consultant.
NASSI: Nigeria Association of Small Scale Industries.
USA: United States of America.
PDP: Peoples Democratic Party.
viii
ABSTRACT
Poor training and development of the local government employee, which has over time
resulted to poor input and output has become a menace to public service and Human
Resources Management. This research work x –rayed the impacts of staff training and
development on work attitudes, a study of local government areas in Orlu Senatorial Zone of
Imo State. A total of 100 questionnaires were administered to the employees of five (5)
statutory departments in the council on equal numbers of 20 each. Out of the 100
questionnaires administered 76 respondents returned their under usable conditions. This
represent a 64% responses rate while 24 questionnaires were not returned which represent a
36% none response rate. A tabular form with simple percentage was used to present the raw
data while the spearman’s rank order correlation technique was applied to analyze the
discretely scaled data. The hypothesis formula was tested with the Z test because the sample
population of this study is greater than fifty (50).The findings showed that staff training is
sine qua-non to staff development. Employees perform effectively, efficiently and
competently after undergoing training and development exercise. The study also revealed that
age, length of service and sex has impact on employee’s attitude to work. The research
recommended regular training of staff by the organizations. And having staff training and
development into the organizational goals. As a trained worker is an asset to the organization
and out-side society in general.
ix
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENT v
LIST OF TABLES vi
ABSTRACT vii
TABLE OF CONTENTS viii
Chapter 1: Introduction
1.1 Background to the study 1
1.2 Statement of the problem 4
1.3 Objectives of the study 5
1.3.1 General Objectives 5
1.3.2 Specific Objectives 6
1.4 Significance of the study 7
1.5 Scope and limitations of the study 8
CHAPTER 2: LITERATURE REVIEW AND METHODOLOGY
2.1 Literature Review 12
2.1.2 Concept and Meaning of staff training and development 12
2.1.3 Aims and objectives of Training and Development 18
2.1.4 Assessment of Training needs 21
2.1.5 Types and Methods of Staff Training and Development 25
2.1.6 Principles of Training and Development 33
2.1.7 Problem of Staff Training and Development 36
2.1.8 Evaluation of Staff Training and Development 39
2.1.9 The Role of Institutions in Staff Training and Development 45
2.1.10 Staff Training in Nigeria 46
2.2 Hypotheses 48
2.3 Operationalisation of Key Concepts 48
2.4 Methodology 49
x
2.4.1 Type of study 49
2.4.2 Data Gathering Instrument(s) 50
2.4.3 Reliability and Validity of Instruments 50
2.4.4 Population of study 52
2.4.5 Sample and sampling of study 52
2.4.6 Method of data analysis 53
2.5. 1 Theoretical Framework 54
2.5.2 The process of Organizational Learning. 55
2.5.3 Application of Organizational learning theory to the study 56
CHAPTER 3: BACKGROUND INFORMATION ON THE CASE STUDY AREA
3.1 Location of the study area in Imo state of Nigeria 59
3.2 The twelve (12) local government areas of Orlu zone- 60
3.3 History of the study area – Orlu zone. (Political, Social, Economic and Cultural) 61
CHAPTER 4: DATA PRESENTATION, DATA ANALYSIS AND FINDINGS
4.1 Data Presentation 66
4.2 Data Analysis 71
4.3 Findings 80
CHAPTER 5: SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary 84
5.2 Recommendations 85
5.3 Conclusions 86
Bibliography
1
CHAPTER I:
INTRODUCTION
1.1 BACKGROUND TO THE STUDY.
An untrained man in the modern world may … be a menace to the
society. He is a quack; he knows only the laws of things; he has no
idea of (their) why. Hence, if there is any trouble anywhere -
breakdown in a machine or a mistake in a ledger – all he can do is to
fumble and punch up trouble anyhow, leading to a more serious
breakdown or greater confusion. Really there is no place for the
untrained worker, or even the intelligent amateur, in these days
specialized work. Akpan (1979:13).
The inexorable match of time and the ceaseless clamour for social change combine to
make adaptability and containing 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 other 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. (Onah, 2008:129). Staff
training and development in the organization is strictly attached to the personnel department
of the HR managers. This builds up the man power or human resource planning of the
organization either public or private to achieve organizational goals. A research of this
magnitude could not be delved into without understanding first the key concepts in the study.
Employee training and development are at the heart of employee utilization,
productivity, commitment, motivation and growth. Many employees have failed in
organizations because their need for training was not identified and provided for as an
indispensable part of management function. Training is organizational effort aimed at helping
2
an employee to acquire basic skills required for the efficient execution of the activities
functions for which he is hired. Development deals with the activities undertaken to expose
an employee to perform additional duties and assume positions of importance in the
organizational hierarchy. Nwachukwu(2009:127). Employee productivity is a function of
ability, will and situational factors. An organization may have employees of ability and
determination, with appropriate equipment and managerial support, yet productivity falls
below expected standards. The missing factor in many cases is the lack of adequate skills and
knowledge which are acquired through training and development. In the same vein,
Anugwom (2007:59) in a critical evaluation of manpower productivity in Local Government
System described the available human resources that the local government can tap, in order to
effectively discharge its duties and obligations to its constituents. It is worthy of mention that
the manpower needs of the local government can be seen at different stages, each
corresponding to a particular need or duty. Showing clearly the urgent need for the staff
training and development periodically. This was why Denhardt and Denhardt (2009:341)
stressed motivation while discussing leadership and management skills in public
administration. They opined that whether members of an organization perform well depends
partly on ability and partly on motivation. A person must already posses or be able to learn
the right mix of skills and ability to do a job and must be motivated to do the job well. When
you can help develop your employees’ skill through instruction, training programmes, and so
forth, you are likely to have a significantly greater impact on their motivation and work
attitude.
On the other hand, Okoli and Onah (2010:129) views development as progression,
movement, and advance towards something better. It is improvement on the material and non
material aspect of life. It involves action, reaction and motion. To support that Armstrong
(2010:750) defined development as an unfolding process that enables people to progress from
3
a present state of understanding and capability to a future state of which higher-level skills,
knowledge and competencies are required. It takes the form of learning activities that prepare
people to exercise wider and increased responsibilities. Therefore, while staff training takes
the format of the on the job and some other forms of in – service training resulting or
intended to develop knowledge or expertise, greater confidence and indeed also a huge
pedigree of performance. Staff development on the other hand, is the growth and acquisition
of wide experience for future strategic advantage of the public service or organization.
Any organization that has no plan for the training and development of its staff is less
than dynamic, for planning and learning is a continuous process and acquired skills get
obsolete if not updated – thus periodic training. The study centers on the twelve (12) local
government areas in Orlu senatorial zone of Imo State, focusing on staff training and
development on work attitude. The local government services as the third tier (3rd) of
government have grown enormously within the last thirty-five years (35 yrs). This resulted
through the instrumentalities of the 1976 military government nationwide local government
reform. That indeed gave the local government sector a substantial autonomy to pilot the
affairs of the rural and community development. Thus, it became the window through which
the citizens view the federal and state government; a bridge that links the federal and the state
to the governed, of which about 70% of them lives in the rural communities. For the local
government public service sector to live up to the expectations and function optimally, the
staffs should be trained and developed for adaptation to the ever – changing environment of
the public sector.
Consequently, for the purpose of the background problem of this study, there are
certain problematic situations that necessitated this study in the local governments in Orlu
zone. And the most common ones among them are Lack of interest on the job among the
staffs, Negative attitude to work on government customers, Low productivity, Tardiness,
4
Excessive absenteeism rate, Excessive complaints from public, and Insubordination.
Whenever an organization started experiencing this, it simply means a call for training.
1.2 STATEMENT OF THE PROBLEM
Out of the traditional personnel management functions – recruitment, placement,
wages, administration, employee welfare, discipline and industrial relation – staff training
and development tend to receive far less attention than others mentioned above. Ubeku
(1975:14) saw this condition very bad that he opined,
There are many organizations in this country that regard
training and development as expensive ventures and avoids
them like the plaque. What such organization are interested
in are the immediate returns. But in a changing world, of
which Nigeria is a part, this attitude can no longer hold
good….
However, in some organizations where the need is recognized and enormous wealth spent for
staff training and development, the training is usually either inappropriate, haphazard or not
directed to the organizational needs. And in some other cases, the trained staff may be
deployed where the skill acquired will be meaningless. Again, in some organizations
management regards training and development as not too important to the growth of the
organization. As a result little or no support is given to training programme.
Ojo (1980:155) states that management institutes training programmes merely
because it is the fashionable thing to do. He maintained that this bad posture has hampered
the positive behavior and attitudes of employee. The observation of this problem therefore,
deserves to research on and solutions given. It is important to state that every scientific
inquiry begins with problems and such problems are prompted by some troubled situations.
Furthermore, a problem is recognized when a doubt is raised, difficulty is created or
dissatisfaction occurs and a solution is needed. For many years, Nigerians have constantly
5
used the aphorism, “Government work is no man’s work”. This notion has been nursed and
practiced in our various parastatals and public offices. Consequently, government customers
are subjected to wait longer than necessary. From the above anomalies facing the work
productivity in the local government areas in Orlu zone, the researcher hereby draw the
following statement questions to guide the study:
A). How can training needs be determined and how can a training need be distinguished from
an organizational need?.
B) How can employees be motivated to increase their productivity ?.
C) What are the benefits of staff training and development to an organization?.
D) To what extent can the achievement of objectives of the training programme be
determined?.
E). Can training and development metamorphose to economic empowerment to the staff?.
1.3 OBJECTIVE OF THE STUDY
1.3.1 General Objective
The general objective of this study anchored on three (3) arms, namely Increased
Productivity, Higher Morale and Better coordination.
a) To be more explicit, increased productivity remains at the frontline of any
organization, and a well trained personnel performs much more better than the
untrained counterparts elsewhere.
b) On the ground of higher morale, the response of the trained staff is always, “yes I
can”. That is the confidence on the employee’s ability to perform the task. And the
control of his work environment.
6
c) Better coordination, training helps in the coordination of human and capital resources.
During the training programme, the employee’s are taught the goals and objectives of
the organization. On the whole training reduces cost and increases productivity.
1.3.2 Specific Objectives
It should be noted first and foremost here that in the developing countries like
Nigeria, staff training and development has tended to be an exclusive concern of junior and
middle level public service personnel, while the senior and top executives have been left out
of training. Whatever the reason may be, the truth is that for an enterprise to function
effectively and efficiently there should be periodic staff training and development, it is a
continuous process. This must be operational through the instrumentalities of human
resources planning. The essence is to secure and maintain comparative advantage, to
withstand the future goals and objectives of the organization. The objectives of this research
work have been outlined below as follows –
A. To determine why training is a sine qua non to staff development
B. To demonstrate that training should be geared towards organizational needs and
nothing more or less.
C. Evaluating the relationship emanating from training, development, staff – attitude and
their (staff) human development index.
D. The outcome of the relationship between the local government staffs and the human
environment (local people).
E. To isolate possible factors that influence the local government staffs on work attitude.
7
1.4 SIGNIFICANCE OF THE STUDY
The significance of this research work epitomized the value or contribution which the
research will make to the existing knowledge. Obasi (1999:73), confirmed that research is
most important tool for advancing knowledge and enables man to relate more effectively, and
by extension efficiently to his environment. Also, the researcher has come to understand that
to research means breaking a new ground, which means the target is geared towards problem
solving.The significance of this study are categorized into theoretical and empirical studies.
Theoretical Significance
The research will stimulate future readers in the task of complementing the work
already done. This is because it has the potentials of contributing greatly to the growth of
existing theories in social sciences particularly in public administration and human resources
management. By helping to enrich the wealth of knowledge through its reliable findings on
the impact of staff training and development on work attitude in the local government areas
of Orlu can be established. This is to say that our study would assist in improving the
frontiers of knowledge especially in the management of the Nigerian public service.
Again, the research work has the ability to contributing immensely to the existing
body of literatures on this subject matter. Literature on staff training and development
contributed well to the swift development of this work.
Empirical Significance
Empirically, this study research work will serve as the foundation or platform for
future researchers who will in due time embark on the investigation on assessing the impact
of staff training and development on work attitude in public service, a study of LGA’s in
Orlu. In other words, this research will serve the academia as a useful and veritable
8
bibliographical reference which will stimulate research for other related studies in relation to
staff training and development in public service.
Moreover, human resources training and development are important functions of
personnel management. Consequently, the significance of this study is vividly stated as
follows:-
A. The study would encourage government functionaries in carrying out attitude survey
from time to time and knowhow and when to organize their workers and employee’s
training.
B. It would also enable government functionaries to identify when an employee is losing
interest or is dissatisfied with the job, and know what remedy to adopt.
C. Human resources management consultant would benefit by using this study as a guide
in planning further training attitudinally required and exercising appraisal
periodically.
D. Theoretically, the study identifies the relationship between training and employee
work attitude.
E. Finally, this study formed additional framework for further research on similar field
of study.
1. SCOPE AND LIMITATIONS OF THE STUDY
Though the general objective of this study is to examine the impacts of staff training
and development on work attitude in the twelve (12) local government areas of Orlu zone, the
scope encompasses the core-task of the local government organizational purposes. According
to Okoli (2009:25):
9
Core-task, therefore, encompasses a broad spectrum,
functions, administrative methods and procedures as well as
the structure and pattern of control and coordination, which
define and inform any organization ….. In other words, the
core-task of any organization, at any point in time, is what the controlling authority (regime in power) defines it to be.
Earlier, Okoli stressed that you cannot talk of local government without talking about the
national (federal and state) government. Any discussion of local government implies the
existence of another “higher” level of government. The idea of local presupposes the
existence of a more encompassing or broader government super intending the local one. He
enunciated, illustrating from the genius idea of Aristotle about the true relationship among the
community, the town and the nation. To him, man’s failure to satisfy his wants compelled
him to form communities and towns. The failure of the communities and towns to be self
sufficient led to the formation of nations and republics. It is therefore, clear that for Aristotle,
communities and towns are prior and, therefore, superior to the nations and republics. In the
same vein, local governments are prior, and therefore superior to national governments. Thus,
bottom-up approach of staff training and development in all sectors of public organizations
(including private) would ensure positivity on staff attitude to work.
Be that as it may, the scope of the study as unraveled or rather unveiled above also
incorporated the versatility of training and development as the aphorism goes, ”No
knowledge is a waste”. Orlu zone covers twelve (12) local governments out of twenty – seven
(27) local government in Imo state gave the zone the credibility to be the research problem
area. For the fact that local government is local government, adequate and resourceful
training been what it is, this study went ahead to concretize and link its findings nationally.
One of the limitations of this work / study is the unavailability of some relevant
academic materials in the covered area understudy. The area (Orlu zone) as at now does not
10
have a university or college of education. The higher institutions like the Evan Enwerem
University (Former IMSU), Alvan Ikoku Federal College of education, Owerri and Federal
University Of Technology, Owerri (FUTO) have no department of local government studies,
which would have been a source of relevant materials for this study.
Another limitation is the behavioral nature of man which Baridam (1990:17), says
could undergo maturation which affects peoples biological and psychological development
and which in turn may influence the variable. Behaviors of some respondents at the local
level without vital information’s also influenced objectivity. The next limitation that
influenced the study in the practical sense is illiteracy. However, irrespective of the
aforementioned limitations, the researcher ensured that a report which would worth an
outstanding academia and reliability be produced at the end.
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CHAPTER II: LITERATURE REVIEW AND METHODOLOGY
To ensure clarity and easy understanding of this study, the literature review has been
reviewed under the following sub- headings.
2.1 Literature Review
2.1.2 Concept and Meaning of staff training and development
2.1.3 Aims and objectives of Training and Development
2.1.4 Assessment of Training needs
1.1.5 Types and Methods of Staff Training and Development
2.1.6 Principles of Training and Development
2.1.7 Problem of Staff Training and Development
2.1.8 Evaluation of Staff Training and Development
2.1.9 The Role of Institutions in Staff Training and Development
2.1.10 Staff Training in Nigeria
12
CHAPTER II:
LITERATURE REVIEW / RESEARCH METHODOLOGY.
Training has come to be universally accepted as a vital input to improve
the output of administration both quantitatively and qualitatively.
Through systematic training, Employees are helped to acquire and apply
knowledge, skills, ability and attitudes relevant to effective performance
on the job. This significance of training, as a catalyst, is that it is a means
of brining about and sustaining desirable changes in employee’s
behavior. Training is therefore, one of management’s most vital means of
achieving objectives. It is not an end in itself but essentially a vital part of
the total framework of effective management. Oribabor, P.E. (1986:95).
2.1 LITERATURE REVIEW
Literature review focuses on identifying contributions already made by other scholars
on the topic under study. It offers an opportunity to identify gaps in existing literature and
through the identification of such limitations, new research problems worth investigating can
be discovered. This section of the study will deal with the review of relevant literatures from
books journals, periodicals and other related publications. The literature review of this study
was organised under the following sub-headings: Concept and meaning of staff training and
development; Aims and objective of staff training and development; Types and methods of
staff training and development; Assessment of training needs; Principles of training and
development; Problems of staff training and development; evaluation of staff training; The
role of institutions in staff training; and finally, Staff training and development in Nigeria.
2.1.2 CONCEPT AND MEANING OF STAFF TRAINING AND DEVELOPMENT
A Greek philosopher Aristotle avers, “definition est nominis”, that is, the beginning of
any discussion or argument(s) lies in the clarifications or definition of the relevant terms.
With due respect to this philosopher, may we have a close look at the term training and
development.
13
Training and development is a process that enables organizational members to
acquire knowledge and skills they need to perform their jobs effectively, take up new
responsibilities and adapt to changing circumstances. Thus, it enables organizational
members to become better performed. It is important, however, to distinguish the two terms.
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.
It is usually for non-managerial state. Development on the other hand, is technically
managerial inclined. It focuses on building the knowledge and skills of organizational
members, so that they are prepared to take on new responsibilities and challenges. The use of
initiative between the mangers and non managers also differ. For mangers or administrators,
the expectations, including use of initiatives, is wider when compared with non-mangers.
Agbaeje, (2007:135).
Cole (2006:350) stated clearly that the scope of training and development activities,
as in most other activities in an organization, depends on the policy and strategies of the
organization. This is because policy is the framework and compass for the achievement of
any goal. In support of that Ikpetan and Ebiai (2009:17) detailed that training and
development results from a planned organizational effort to help employees improve work
behaviours.
Bhaskar (2007:132) asked a rather rhetoric question when he wrote that “to train or
not to train” is no longer a question that an overwhelming majority of companies need to
answer. Action in the affirmative needs to begin almost simultaneously with the inception of
the organization. Effective training enables employees to learn to do their jobs better and
perform more proficiently. With increasingly advanced technology, continuous training of
personnel has become essential to the success of the organization. Companies and
organizations increasingly need to provide opportunities for the continuous development of
14
employees not only in their present job, but also to develop their capabilities for jobs which
they may be entrusted in the future. He thus, defined training as the systematic process of
personnel for the purpose of improving individual and organizational performance. It is
fundamentally important for the continued growth and development of both individual
employee and the organization. From the point of view of the individual, learning and
absorption go on continuously throughout life. Training provides the direction and guidance
for this perpetual learning process. Security and confidence are additional attributes that a
well-trained employee acquires. From the organizational view point, training shortens the
time required for employees to reach peak efficiency levels. The cost of training is
considerably less than the cost of gained experience particularly in the context of advanced
technology and expensive equipment. Essentially, training contributes significantly in
increasing the quality and quantity of work processed, and reducing waste and idle time. It is
now widely acknowledged that the collective influence of a group of well-trained employees
can largely determine the success of the firm.
On the other hand, Bhaskar (2007:154), Bateman and Snell (2004:312) among others
have the same understanding of Development. To them, it involves teaching managers and
professional employees broader skills needed for their present and future jobs. In today’s
competitive environment, an organization has to be concerned about the development of the
management team-supervisors, middle- level managers and top-level executives.
Management development focuses on developing in a systematic manner, the knowledge
base, attitudes, basic skills, inter personal skills and technical skills of managerial cadre.
Since managers are such a vital gas in the success of any organization, special attention needs
to be provided for the development. Technical or operating employees must also be trained
and re-trained continuously, but it is very important to have a managerial cadre that possesses
skill and motivation.
15
Different levels of management have different development needs. At the executive
level, managing time and team-building are crucial needs, while at the supervisory level,
instituting motivational programmes and appraising subordinates are important needs. In
general terms Bhaskar (2007) opined that the goals of the management development include;
a. Increasing the knowledge, skills and abilities of managers to prevent them from
becoming obsolete.
b. Helping each person learn about his personal strengths, weaknesses and interest so
that his decision-making capability is improved along with his job behaviour.
c. Ensuring greater job satisfaction.
d. Enhancing job performance effectiveness.
e. Improving communication among management personnel and making better use of
informal discussions about their work.
f. Identifying broad inclusive problems which affects several operating departments so
that joint approach is adopted and team work is fostered.
g. Evaluating the adequacy and suitability of company policies.
h. Stimulating managers to appraise and develop their subordinates.
Moreover, Bhaskar stated that it is a truism that no programme develops a manager,
one develops oneself. The attempt at best can be to make a person aware of his growth
possibilities and encourage self help. The urge to acquire knowledge and skills must be
strong within the individual. Without the individual’s desire, ambition and will to achieve,
no amount of organized managerial training will bring about miraculous changes. Armstrong
(2006: 559 and 575) captured the clearer concept of development and training when he
averse that development is an unfolding process that enables people to progress from a
present state of understanding and capability to a future state in which higher level skill
knowledge and competencies are required. It takes the form of certain activities that prepares
16
people to exercise wider or increased responsibilities. It does not concentrate on improving
performance in the present job. And for training, it is the use of systematic and planned
instruction activities to promote learning. The approach can be summarized in the phrase
“learners based training”. It involves the use of formal processes to impart knowledge and
help people to acquire the skills, necessary for them to perform their jobs satisfactorily. It is
described as one of several responses an organization can undertake to promote learning. In
the same vein, Harrison (2001) defined development as the learning experiences of any kind,
whereby individuals and groups acquire enhanced knowledge, skills, values or behaviours. Its
outcomes unfold through time, rather than immediately, and they tend to be long lasting.
Nevertheless, Reid and Barrington (1994.17) defined training as a planned process to
modify attitudes, knowledge or skill behaviour through learning experience to achieve
effective performance in an activity or range of activities. Training tends to be a short process
on a specific topic, with specific learning out-comes. It facilitates learning by focusing on
implementation and performance.
Senyucel (2009:63) had it that training is a very effective way of increasing employee
knowledge and skills. Firstly, during training, the trainer manages to get the employees in a
safe environment where everybody feels safe to interact and learn. Secondly, during training
the chances of having interruption are low unlike during work, where almost every minute
there is something else to do. Thirdly, it is easier to and cost effective to deliver training to
employees during the training event rather than teaching or showing certain skills to different
individuals in different times. Lastly, there is the element of social interaction. It is argued
that learning in groups increases individual learning. The most important point is that Human
Resource (HR) managers need to provide training solutions that are SMART.
17
Specific/Significant.
Measurable/Meaningful.
Attainable/Achievable.
Realistic/Relevant.
Time Framed/Timely.
Be that as it may, Dessler (2011:291&311) maintained that training means giving new
or current employees the skill they need to perform their jobs. In any case, training is a
hallmark of good management, and a task that managers ignore to their peril. Having high
potential employee does not guarantee they will succeed. Instead, they must know what you
want them to do and how you want them to do it. It is not always easy to tell where training
leaves off and, management development begins. The later, however, tends to emphasize
both long-term development and a focus on developing current or future managers or
directors. Management development is any attempt to improve managerial performance by
implanting knowledge, changing attitudes or increasing skills, The management development
process consists of (1) assessing the company’s or organization’s strategic needs, (2)
appraising managers current performance and then (3) developing the managers.
Consequently, although training and development are used almost inter changeably
with reference to individual employees, there are however, distinctions of emphases and
scopes. Broadly speaking, training is regarded as applying principally to the improvement of
skills and hence learning how to perform specific tasks while development is an unfolding
process carried on as a form of growth and maturisation. Training is more a short-term
process of utilizing as systematic and organized procedure by which non-managerial
personnel learn technical knowledge and skills of definite purposes. Development on the
other hand, is a long-term educational process, utilizing a systematic and organized
procedures by which managerial person learn conceptual and theoretical knowledge of
18
general purposes. This distinction can be depicted in the following manner: Figure; 2.1.
Culled from Armstrong 2006:572.
TRAINING DEVELOPMENT
1
Usually a short-term
process
Invariably an on-going long term process
2
Imparted mostly to
non-managerial
personnel’s
Designed mainly for managers and
executives
3
Confined generally to
the area of hands-on
and technical skills,
Relating more broadly to the level of
interpersonal and decision-making skills.
Finally, for any organization to work effectively and efficiently there is also need to
plan on how the management will be developed. This is because he who fails to plan has
already planned to fail. Armstrong (2006:572) supported this idea by giving the illustration of
personnel development planning as thus. Analyze current situation, set goals, and prepare
action plan and implementation.
Assess Current Position
Source: Figure 2.2. Michael Armstrong 2006:572)
2.1.3: Aims and Objectives of Training and Development
The training objectives of training and development (Armstrong, 2006:500-510) are
to develop the competency of employees and improve their performance, help people to grow
with the organization in order to meet the future human resources need from within and to
reduce the learning time for employees starting in new jobs on the appointment, transfer or
Set goals
Plan Action
Implementation
19
promotion. Paauwe and Boselie (2005:69) opined that in practice, though, this is a field that
appeals to a number of related (sub) disciplines involving academics with different
backgrounds, and more importantly, also their own way of operationalizing the concept in
terms of a range of HR practices of training and development. Also scholars like Nwachukwu
(2009:128) and Bhaskar (2007:135) believed that there are necessary factors that are
instrumental to the aims and objectives of training and development, and they are as follows:
a) The primarily purpose of training is to establish a sound relationship between the worker
and his job - the optimum man-task relationship.
b) To upgrade skills and prevent obsolescence. The jobs that employees do are not static.
They change, sometimes without necessary awareness, since technology advances are
getting increasingly more rapid. To keep pace with changing technology, mechanization,
automation, electronic data processing etc. training becomes mandatory for employees in
order to update them, teach them newer skills and increase their efficiency.
c) To develop healthy, constructive attitudes. Training programmes in organization are
aimed at molding employee attitudes to achieve support for the organizational activities
and to obtain better cooperation and greater loyalty.
d) To impart broad-based knowledge relating to the plant, machinery, material, product,
quality and standards to factory, workplace and work environment.
e) To prepare employees for future assignments, people are not generally satisfied if they
continue to work in the same position or at the same level for long. Mobility is a major
factor in motivation. One of the objects of training is to provide an employee an
opportunity to climb up the promotional ladder or to move on to assignments which will
help upward mobility.
20
f) To increase productivity. The most efficient and cost effective ways of performing jobs
are taught to the employees which naturally leads to enhanced productivity, i.e. increased
output at higher quality. Initiative and creativity among employees is also fostered.
g) To minimize operational errors. Since training is an effort to provide to the employee
opportunities to acquire new and improve existing job-related skills, it follows that
operational mistakes will be significantly reduced. Unnecessary repetition, wastages and
spoilage of materials is brought down; deficiencies in methods of doing work are ironed
out in training sessions thereby also reducing the hazard of accidents. Consequently, a
safer and better work environment is recreated.
h) To enhance employee confidence and morale. With greater knowledge and finely honed
skills, the employee approaches his job with greater confidence and sureness. His belief
in himself and his ability increases manifold and so, simultaneously, does morale.
i) To bring down cost of production. Because better, more cost effective methods are
taught, because mistakes and errors are minimized, because productivity is improved,
because quantity standards are adhered to more strictly and because confidence is
engendered, significant strides are automatically taken in the areas of cost control and
economics in the production process.
j) To bring down labour turnover and absenteeism. Training is a powerful tool that breeds
in the employee a sense of pride as well as of belonging. Both these contribute in a major
way to checking and reducing labour turnover as well as absenteeism.
Robert Waldersee (1997:266) succinctly gave an illustration of how the management
of organizations delivers massages and trainings which are relevant and acceptable to
employees through channels that draw their maximum attention.
21
This he illustrated with the diagram below Waldersee (1997:266).Figure. 2.3.
2.1.4 Assessment of Training Needs:
Cole (2006:352) defined training need as any shortfall in terms of employee
knowledge, understanding, skill and attitudes against what is required by the job, or the
demands of organizational change. This is a very crucial and fragile position in the
organizational strategic management. For the purpose of our study, the HR managers require
employing management by objectives (MBO) model so that the goals would be realized in
the local Government Areas of Orlu Zone in Imo State. Gary Dessler (2011) was of different
opinion in approach when it comes to the issue of staff training and development. To him you
do not first and foremost assume that the under-performing of current employees is training
only. He submitted that performance analysis is the process of verifying that there is a
performance deficiency and determining whether the employer should correct such
deficiencies through training or some other means (like transferring the employee). That the
researcher believes also could to an extent change or improve the employee attitude to work,
Message
Reception
Intellectual
Transformation
Navigation
Motivation
Self
Confidence
22
if found out to be. In agreement to that statement, Onah (2008:145) held that there are many
ways of overcoming deficiencies in human performance at work, and training is only one of
them.
When training staff conduct a comprehensive training needs analysis in their
organization, they will focus on four main sources for their information:
a) Organization level data (e.g. about the management structure, communication channels
products/ services offered, personnel requirement).
b) Job-level data (e.g. about individual jobs/ roles, and skill requirements).
c) Individual data (e.g. performance appraisal data, training records).
d) Competence standards (i.e. occupational standards agreed nationally for different levels
of responsibility).
Cole demonstrated this with diagram below figure 2.4:
Therefore, the data obtained in this way enables the training staff to draw a comprehensive
picture of the current and potential shortfall in the requirement. The collection of information
for a training needs analysis is carried out by one or more of the following methods.
23
• Analyzing recorded data relating to the organizations, to jobs and individuals.
• Analyzing questionnaires and attitude surveys issued to employees.
• Interviewing managers and supervisors about their own or their subordinates training
and development needs.
• Observing the job performance of individuals.
• Monitoring the results of group discussions relating to current work problems etc.
• Analyzing self-recording diaries etc, kept by manager’s specialists and others.
On the other hand, logically speaking, training ought to be imparted where there
exists a need for it. For Bhaskar, hence, before the formulation of training programmes it is
vitally important the training needs are carefully and systematically identified. Areas where
training could bring about tangible, lasting, benefits must be defined in clear-cut terms. If this
effort remains vague or ambiguous, this organization could end up wasting a great deal of
time and money. Over the years, many writers and scholars have gone about suggesting ways
and means of carrying out an objective identification of such areas. But the one model which
was first evolved in 1961 but which has stood the test of time is the Mcglee and Thayer
model. This model advocates a three-prolonged approach, viz:
a. Organizational analysis.
b. Task analysis.
c. Man analysis.
a. Organizational Analysis: This is an attempt to train the searchlight on the
organization as a whole. Without doubt, training needs must be looked at against the
backdrop of organizational objectives and strategies. Unless this is done, time and money
may be wasted on training programmes that do not advance the cause of the organization.
People may be trained in skills that they already possess or the training budget may be
utilized frivolously in giving employs some rest and entertainment instead of providing them
24
with required inputs or the allocation may be frittered away on frills and fancies without
meeting the real needs of personnel.
This is the reason why a comprehensive analysis of organizational structure,
objective, culture, processes of decision-making, future objectives, and human resources
needs to be made. The analysis would assist in pin-pointing deficiencies drawbacks and
weaknesses and the kinds of mechanisms that would need to be evolved in order to minimize
them. Along with this, an analysis of the organization’s external environment and internal
climate is also essential. Trends in union activity, accidents, illnesses, turnover, absenteeism
and on-the-job employee behaviour - all provide relevant information as well as vital clues as
to the areas where training can provide supportive therapy to cure debilitating weakness
within and without the system.
The entire analysis begins with an understanding of the short term and long term good
of the organization as a whole and for each department specifically.
b. Task Analysis
This requires a careful examination of the jobs to be performed after training. Four
basic steps are involved here:
i. A systematic collection of information that explains and elaborates the details of
explains and elaborates the details of how jobs are done.
ii. This leads to the setting of standards of performance for various jobs.
iii. An examination of existing or better methodologies of doing jobs so that prescribed
standards are met,
iv. Exploration of the knowledge, skills, abilities and other characteristics necessary for
effective task performance.
25
Essentially, therefore, task analysis entails a detailed examination of jobs, their
components, various operations required to be performed and the conditions under which
they are to be carried out. The focus, clearly, is on the task rather than on the individual
performance and the objective is to derive some concrete notions about the training needed
for task performance. An analysis of the jobs and their various components give us clear
pointers as to the requirement of skills and knowledge as well as attitudes that need to be
inculcated in employees.
c. Man Analysis
As opposed to task analysis, the concentration here is on the individual employee, his
abilities, his skills, his knowledge and attitude also the imputs required for the performance or
individual growth and development in terms of career planning. Of all the three aspects, this
is no doubt the most complex. The immense variety and unpredictability of human behavour
and the often amorphous, ill- defined inter linkages between human performance and other
aspects of work, make Man Analysis a demanding and highly specialized task.
Overall, however, the broad general idea is that the difference between desired
performance and actual performance is the individual’s training needs. As already indicated
in the section on Task Analysis performance standards are set in order to establish basic
norms and targets, which individual employees are expected to attain.
Yet, inspite of uncertain reliability, performance review data can provide information
vital for decision making on the kind of training needed and it’s utility for individual or
groups of employees. That was why Cascio (1980:227) pointed out that, assessing the need
for training does not end here. To evaluate the results of training and to assess what training
is required in the future, needs must be analyzed regularly and at all the three levels indicated
below.
26
a. At the organizational level, needs must be analyzed by managers who set
organizational goals.
b. At the task level, needs must be identified by specifying how the organizations goals
are going to be achieved.
c. At the individual level, needs must be indicated by the working and non-agers who
perform the tasks achieve prescribed goals.
In essence, Todaro and Smith (2009:16) pointed that income and wealth are not ends
in themselves but instruments for other achieving effectiveness and efficiency. Amartya Sen,
the 1998 Nobel Laureate in economics, argues that the capability to function is what really
matters for status as a poor or non-poor person.
As Amartya Sen put it, “Economic growth cannot be sensibly treated as an end in
itself. Development has to be more concerned with enhancing the lives we lead and freedoms
we enjoy.
Consequently, therefore, training needs analysis is partly concerned with defining the
gap between what is happening and what should happen. This is what has to be filled by
training i.e. the difference between what people know and can do, and what they should know
and be able to do. The above statement can be represented as follows;
Culled from Michael Armstrong, A handbook of HR Management Practice (2003:552).
Figure 2.5.
WHAT IS TRAINING GAP WHAT SHOULD BE
Co-operate or functional result.
Knowledge and skill possessed.
Actual performance of individuals
Co-operation or functional standard
Knowledge and skill required.
Target or standard of performance.
27
In explaining the training gap presented above, Armstrong (2003) contended that
training should be positive and should be more concerned with identifying and satisfying
learning and development needs. Multi-skilling, flitting people take on extra responsibilities,
increasing all-round competence and preparing people to take on levels of responsibility, in
the future.
On another development Armstrong (2003) subdivided training needs into three, first
for the organization as a whole-corporate need, second for departments’ team, functions or
occupation within the organizations-group needs and third, for individual employees-
individual needs. The three areas are demonstrated below:
TRAINING NEEDS ANALYSIS- AREAS AND METHODS.
Source: Armstrong 2003.Figure 2.6.
Moreover, Nwachukwu (2009) while stressing on the training need referred to
Gilbert formula for identifying training needs in an organization, thus.
D = M – I
D = Inefficient in the employee
M = Complete test of labour necessary for mastery of the job.
CORPORATE GROUP INDIVIDUAL
ANALYSIS OF
STRATEGIC
PLANS.
ANALYSIS OF
HUMAN RESOUR
CES PLAN.
TRAININ
G
SURVEY
PERFORMANCE
JOB
DEVELOPMENT
ROLE REVIEWS
ANAYSIS
28
I = All knowledge of behaviour for the job which that employee already possesses.
In a slightly different manner Monappa and Saiyadain (1998:181) posited that training
need identification in relation to improving the transformation process that takes place in an
organization in terms of the processing of inputs to outputs, diversification of product lines,
new technology, and hence a new kind of job demands the individuals growth and
development through induction training, or training necessitated by job rotation due to an
organization’s internal mobility policies. They cited a model for identifying training needs
from Kumar and Shanker as follows;
FIGURE 2.7 Monappa and Saigadain (1998:181).
Again, to conclude this section of the study, it is important to reiterate briefly some
methods of analyzing training needs.
a. Job Analysis: For training purposes, job analysis means examining in details the
content of jobs and performance standards required in terms of quality and output and
TRAINING SOLUTIONS
DISCUSS AS APPROPRIATE COMMITMENT OF MANAGEMENT ACTION
RECOGNITION THAT A PROBLEMS EXIST
IDENTIFICATION OF THE REAL PROBLEM
CONSIDERATION OF POSSIBLE SOLUTION
NON-TRAINING SOLUTIONS
29
knowledge, skills and competences needed to perform competently and thus meet the
performance standard.
b. Training and Learning Specifications
Training or learning specification is a product of job analysis. It breakdown the broad
duties contained in the job description into the detailed tasks that must be carried out.
It then sets out the characteristics or attributes that the individual should have in order
to perform these tasks successful.
c. Training survey
It assembles all the information obtained from the other methods of analysis in order
to provide a comprehensive base for the development of a training strategy and its
implementation. A training survey pays particular attention to the extent to which existing
training arrangements are meeting training needs.
2.1.5 Types / Methods of Staff Training and Development
After the objective and the needs have been determined and trainers and trainee in the
organization have been selected the programme is run. From the analysis of training needs
and translating them into behavioural objectives, the training manager works out the content
and facets of the training. What skills are going to be taught, what kind of employee
development is sought, what long or short term objectives are proposed?. All these will
determine the design and details of the training programme. To be really useful, however, the
method chosen should meet the minimal conditions needed for effective learning to take
place, i.e. the training method should.
a) Motivate the trainee to improve his or her performance.
b) Clearly illustrate desired skills.
c) Provide for active participation by the trainee.
30
d) Provide an opportunity to practice.
e) Provide timely feedback on the trainee’s performance.
f) Provide some means for reinforcement while the trainee learns.
g) Be structured from simple to complex tasks.
h) Be adaptable to specific problems.
i) Encourage positive transfer from the training to the job.
However, numerous training methodologies and techniques have been developed over
the years to meet certain specific needs. There is no one method of training that can be treated
as best for everyone or for every group. Different situations demand different methods and
approaches. Each has structured procedures which offer certain advantages and suffer from
certain limitation. In using a particular method, the trainers should be fully aware of its
strengths and drawbacks so that the rational for its use as also the reasons for its choice over
other methods are carefully weighed up. Such an approach would enable the trainer to make
the best use of the method finally adapted.
Broardly speaking Bhaskar(2007), Dessler(2011), Cole(2006), Armstrong(2006) and
Nwachukwu (2009) among others have common and identical notions on most methods or
forms of staff training and development. Here are some tested methods below.
• LECTURES
This is the time-worn didactic method where an instructor orally communicates his
ideas, concepts and theories to a group of recipients. It is often the most widely used and also
the most economical. With time, the method has been embellished by some effective
ornamentation. Slides and overhead projectors, video tapes motion pictures, reading lists,
closed-circuits TV, etc, are new part of the modern-day lectures amoury. This has certainly
improved the quality of lecture -oriented communications which has proved to be particularly
31
useful when concepts, theories, instructions and procedures are to be imparted. The lecture
method is also the most economical since a large number of people can be trained
simultaneously saving man hours and money. Yet the drawback is that listeners play a large
non-participatory role. They may ask questions but they never get the feel of what is being
talked about. Furthermore, participants do not share each other’s experiences and hence the
learning is confined to what the lecturer has to say.
• ON-THE-JOB TRAINING
This form of training is perhaps the most commonly used. The learning that takes
place is centered on the job. The employee is placed into the real work situation and shown
the jobs, its methodology and logistics by an experienced employee or supervisor. The trainee
uses the machines and tools he will use once the training is completed. He learns in the same
environment where he will, in the near future, be working at his future supervisors and peers
and familiarize himself with the nitty gritty of day-to-day operations. Although this
programme is relatively simple and fairly economically, if not handled properly, the costs can
be high in damaged machinery, unsatisfied customers and poorly taught workers. This
automatically implies that trainers must be carefully selected and trained. The trainer himself
should be properly motivated and adequately rewarded for doing his job-well. He should also
be well-unversed with effective training techniques
• VESTIBULE TRAINING
Here, the working environment is stimulated as closely as possible for the trainee so
that his training experience resembles the work that he is shortly going to be called on to
perform. For example, airline pilots could learn in a simulated cockpit, astronauts could learn
to cope with zero-gravity in simulated conditions; a machine operator trainee could work on a
machine under the supervision of an experienced worker, and so on. The idea is that the
32
trainee learns in conditions simulated to the real one until he or she has picked up well and
can move on to taking up the tax individually. This method would turn out to be rather
expensive unless the number of trainees is fairly large. Yet if handled well, it can prove to be
very effective under certain circumstances.
• OFF-THE-JOB TRAINING
Excluding apprenticeship, vestibule training and on-the-job training, all other forms of
training are grouped under the umbrella term off-the-job training irrespective of whether the
training is conducted in classrooms, vocational schools or elsewhere. Although there are a
wide variety of off-the-job methods, the most frequently used one are the conference
discussion, programmed instruction, computer-assisted and simulation approaches.
• JOB ROTATION
This is a training device that makes it necessary to move the trainee from one
department or unit to another to master what goes on in that section. The essence of this
programme is to broaden his experience in different jobs.
• ROLE PLAYING
This is a technique of training where the trainee plays the part of a certain character or
acts in an event. He is taught to do a job or make decisions the way he thinks his boss could
have done it. Role playing is very exciting as it challenges the imagination of the employee.
Role playing promotes retention as it heightens imagination, ingenuity and resourcefulness.
Nevertheless, Cole (2006:350) demonstrated that majority of organizations; however,
do have a positive policy on training and development. In some cases, this may be no more
than to state that the company will provide resources to ensure that key skills are maintained
within the organizations, in other case, the policy may refer comprehensively to the various
33
actions it will take to ensure not only a regular supply of skills, but also a high degree of
personal motivation through development opportunities provided by the company. For the
purpose of this chapter, it will be assumed that organizations see an important role for
training and development in the provision of skills and the improvement of employee
motivation. To Cole a term frequently use to describe well-organized training (and
development) is systematic training. This is demonstrated below through the cycle of
strategic organizational training policy.
Training policy
Establish Training Organization
FIGURE 2.8: Culled from Cole, 2006.
2.1.6: Principles of Training and Development
At the very heart of training theory lies learning theory or in other words, the
principles of learning are basic to all training programmes. Irrespective of the type or method
of training, it is imperative for the trainer to keep in perspective some of the principle of
learning which have been developed over the past century. This is essential in order to
promote efficient learning, long-term retention and application of skills and knowledge
Identify Training Needs
Plan Required Training
Evaluate Training
Carry Out Training
34
learned in training to the actual job situation. The following is a summary of some of the vital
principal of learning that are applicable to the design and implementation of training
programmes.
a. Motivation
An individual must be motivated to learn. A person must recognize the need to learn
and derive satisfaction from the learning experience. To learn, you must want to learn. If a
trainee is not interested or demotivated, then the learning outcome is going to be insignificant
and the organization’s expenditure would be instructions. Conversely, two much intensity
about learning and outcomes may result in setting over-amid-times goals and actually
demotivating the employee.
Perhaps the most effective way of raising a trainee’s motivation is goal setting. Goal
setting has a proven track record of success in improving employee performance in a variety
of settings and cultures. Goal theory has three important implications for motivating trainees:
i) The objectives of the training programme should be made clear at the outset.
ii) Goals should be challenging and difficult enough for trainees to derive personal
satisfaction from achieving, but not so difficult that they are perceived as impossible
to reach.
iii) Ultimate goals should be supplemented with sub goals which would act as mileposts
along the way. Also, while goal setting clearly affects the trainee’s motivation, so also
do the expectations of the trainer, the higher (but realistic) the expectations, the better
the trainees perform.
b. Practice
Time must be provided for practice and repetition of subject matter that has been
learned. There is an ocean of the truth in the old adage practice makes perfect. For anyone
35
learning a new skill or acquiring factual knowledge, there must be the opportunity to practice
what is being learned. This increases the length of time that the training materials will be
returned, and makes the learning more reflexive so that tasks become automatic. Additionally
practice enables the quality of performance to be retained particularly during periods of
emergency or added stress. Finally, practice facilitates the transfer of training to the job
situation which, in a sense, is the most vital of all training objectives.
c. Reinforcement
Learners need reinforcement of appropriate behaviour. Psychologists have confirmed
through research that learning is greatly increased by providing positive and immediate
reinforcement of the desired conduct. Reinforcement may be in the form of praise, money,
promotion or other forms of recognition. For learning to take place and be internalized to the
required extent, trainees need to be provided with some form of incentive or reward. This
reinforcement, or the acknowledgement that what has been acquired is desirable, can be
either extrinsic or intrinsic, i.e. either external praise or some tangible reward or alternatively,
an inculcation in the individual of a sense of advancement or progress.
d. Feedback
Here, Chartterjee Bhaskar (2007:143) opined that to be told how he is progressing is a
very important facet of a trainee’s progress in imbibing the training. Feedback is a form of
information about one’s attempt to improve and in fact is vital for learning as well as for
trainee motivation. During the training process, therefore, it is useful for the trainee to be
informed how well he is progressing. The acknowledgement of results is an effective
motivator-constant and periodic feedback had positive effects on the trainee’s learning
process. Broadly speaking, feedback by providing direct information about the correctness of
his responses, allows the trainee to make adjustment in future behavior. Secondly, it acts as
36
an indication that the trainer is interested in the employee and thereby makes the learning
process more interesting and maximizes the willingness to learn. Finally, enable trainees to
self-assess their progress and maintain performances at required levels.
In other to prove effective, feedback should follow the completion of various stays of
the training programme. On the conclusion of each stage, the trainee should have a clear
perspective of the progress he is achieving, the drawbacks in his performance if any, the
encouraging aspects, and whether any behavioural or attitudinal correctives need to be
adopted.
2.1.7 Problem of Staff Training and Development
Training and development, as an HRM activity, is typically in a most paradoxical
position in organization, and companies. With increasing profitability, they can afford to
invest in training and development, while in turbulent times with low profitability, training
budgets are the first savings targets. For example in Finland according to employees relations
department (1997:48) in order to diminish training costs, there is a change currently under
way in Finnish Local Government Areas and private organizations, from external to internal
training courses and on the job training.
Nwankwo (1988:209) summarized the problems associated with training as those
related to the bureaucracy, the socio-economic and technological environment of public
administration in Nigeria. He also opined that problems with institutional framework and
management education are inclusive. In that even though several governments review
commissions have recommended the efficacy of public management training, the idea
remains poor within and among the political society and civil servants. Be that as it may, the
public management training programme in Nigeria has overtime, Besieged with inadequate
financing and non-programming meaningfully.
37
On another development, Onah (2008:151) stated that one of the reasons for training
problems is inability of the ministries to post administrator to job that are directly related to
the areas of their training. Ideally, training should be related to the job assignment after a
training programme.
There is also reluctance on the part of government to release many officers for
training programmes. This is because training is expensive in terms of money and time
involved in maintaining officers during their programmes. In the planning and
implementation of government programmes, the level of their performance in this area can
decrease considerable if many administrators are released at the same time.
Another problem of training according to Nwankwo, is that of organizational politics.
At the root of this problem is the question of the extent to which the departments engaged in
public administrative training within the local government system should be autonomous, in
terms of control of their funds, the recruitment of their staff, the development of their
curricular, and so on.
It would appear that in any system, especially at the local government level, the
deployment of human resource is ostentatiously guided by the desire to get the best out of the
staff in order words the use of staff is apparently driven by the goal of effective use of
manpower is a serious problem confronting many organization in Nigeria today. Local
government system occupies a crucial position in the countries development dynamics. This
is so because of the proximity of local government to the grassroots, therefore for any
development to be sustainable it must be bottom up in nature; this is possible with the active
involvement of the local government system in the whole process of social improvement or
development. It is undoubtedly that the aim of every organizational system is to perform
38
creditably with efficient and effective service to the public. And some other problems
include;
a) Lack of capacity: This has to do with the glaring incapacity of the organization to attract
and retain high quality staff. Also part of the incapacity is the inability or unwillingness of the
public organization to invest reasonably on staff development and training instead of this,
local government workers who are fortunate to further their skills do so secretly out of fear of
being victimized.
b) Corruption: Hence, as Amujiri, (2002:68) rightly noted, one of the most fundamental
problems facing Nigeria today is Corruption. Corruption has weakened the efficiency of
government in Nigeria, increased opportunities for organized crime, eroded confidence in the
justice of the political order, discouraged the habit of hard work, dedication, honesty and
discipline, add to tax payers burden, rendered patriotism nearly impossible and made
nonsense of public accountability.
Achebe (1983) has identified corruption as a cog in the wheel of the public service in Nigeria.
Corruption affects job performance and efficiency in that, it creates a situation where
attention and more crucial workers dolly-dally in performing their duties their palms greased.
Public organization is obviously a zone of corruption. This makes mediocrity and foot-
dragging the order of the day. Mediocrity, which it’s a very dangerous dimension to
corruption, creates a scenario where people who are not qualified are either employed or to
the positions of high responsibility and patronage. The use of patronage as should be
expected is usually common in political circles and democracy. Because of this, there may be
the tendency of local government officers and fresh appointments and to an extension the
short listing of those who will go for training courses; to be allocated on the basis of loyalty
39
to the ruling party or its officers. This practice invariably gets in their way of the efficient
performance of duties since we may be confronted with cases of square pegs in round holes.
2.1.8 Evaluation of Staff Training and Development
Evaluation is of crucial importance in ascertaining whether or not the
training programme is providing to be effective and its objectives are being
achieved. This is a most critical phase that assesses not only the quality of
training imparted but also the training plan in order to see whether future
changes will make it more result-oriented, Bhaskar (2007:148).
As with any activity, evaluation is important since in evaluating, one tries to judge the
value or worth of the activity, using the available information. An attempt is made to obtain
information and feedback on the effects of a training programme and to assess the value of
training in the light of that information. Evaluation also enables the effectiveness of an
investment in training to be appraised. Given the quantum of time and money that is put into
training programmes, managements requires to know about the methods of instruction being
employed whether training inputs are having an impacts on unproved, productivity and how
efficiently and usefully, training course are being conducted.
Evaluation helps management to weigh up and take a view on the following
questions.
a. How relevant are the programmes to the organizations needs and objectives?
b. What changes are necessary in the existing programmes in order to realign them to the
organizational goals?
c. What are the areas where training is of real and lasting value?
d. What are the opportunity costs? Could money have been better results in terms of
organizational effectiveness?
e. Is the investment in terms of time and money inadequate or too much? How can an
optimum, standard be evolved?
40
Yet although evaluation is of such vital importance, carrying it out satisfactorily is a
difficulty task. The reasons are broadly fourfold;
a. Even if the ultimate objectives of a training programme are social or financial, there
are several levels of intermediate objectives.
b. The criteria used for evaluation are debatable and often vary.
c. Different circumstances require different methods of evaluation.
d. Effect of training on performance is difficult to insolate because performance is a
function of complex forces and motives.
An evaluation of a training method or system must take into account the suitability of
objectives which must be clear-cut, must relate to needs and make way for changes. Where
training programmes do not have clearly established goals or where they were inadequately
formulated in the first place, they have little chance of being really effective. Again
objectives themselves need to be evaluated at periodic intervals. Objectives cannot be static
and need to be re-appraised frequently so training may realize it’s overall ultimate purpose,
Viz, improved organizational efficiency. What is axiomatic; however is that for any training
programme to be effective it must have specific objectives.
Hamblin (1974), classified these objectives into four broad categories
a) Reaction objectives, these are intended to stimulate a high level of involvement and
interest,
b) Learning objectives- these concern the acquisition of knowledge, skills and attitudes.
c) Job behaviour objectives- these relate to bringing about desired changes in job Behaviour.
d) Organizational objectives; these are designed to promote overall organizational goals and
results.
41
Importantly also, great care must be take to ensure that the evaluations is both
scientific and objective. There are bound to be errors in evaluating, arising out of such factors
as lack of objectivity, improper interpretation of finding, inappropriate use of results, etc.
Among the major pitfalls that need to be carefully avoided are poor planning, errors of central
tendency, errors of standard, errors of logic etc.
Unless relevant data are collected, scientifically tabulated, and use, it would be
difficult to assess correctly that contribution of a particular training package to the intended
objectives. Therefore, those evaluating the programme must bring professional acumen to
bear on the task so that significant weakness are identified, correct conclusions are drawn
from the available data and useful recommendations are made based upon which
modifications and changes can be ushered in. Only then can evaluation be really meaningful
and serve its allowed purpose.
It is not difficult to evaluate training of clerical and operative personnel. It is normally
possible to measure output when training is imported in such clerical skills as typing
shorthand, keypunching, data entry, filling and after training, performance is compared in
order to determine the impact of the training. But performance is only one of the objectives of
training and where objectives are varied, personnel are more qualified, and circumstances are
continuously changing, evaluation becomes a complex and sensitive task demanding great
care and attention.
Moreover, the criteria used in evaluating training programmes will vary according to
the objectives of the programme, but broadly; there are three types of criteria; internal,
external and participant reaction.
42
Internal criteria refers to the programme content and in particular to the absorption by
the trainees of instructions, guidelines, facts, imparted skills and techniques, etc include as
inputs in the programme.
External criteria are concerned with the broad, overall objectives of the training package such
as development of interpersonal equations, acquiring of new perspectives becoming move
decision- oriented, cultivating greater self- awareness, changing of personal management
styles, going through attitudinal transformations etc-all such as increased turnover, over the
years, experts have identified five distinct approaches leading to a comprehensive evaluation
of a training programme or package.
Observation
Here the trainees are closely observed during the programme in order to assess their
behaviour strengths and weakness in different situation. The observation must, however, be
specific, systematic, quantities and recorded. It must also be conducted by trained expert who
know what they are looking for. In this method, the manner of assessing the quality of
training and identifying improvements and deficiencies is the most direct.
Rating
Training programme or system is broken up into its various component parts such as
presentation, educational matter or content, audio-visual aids, trainee interaction, etc. these
individual elements are then rated according to a predetermined scale by experienced and
qualified raters who assess each aspect independently. Based on their rated assessments,
management can take decisions on future changes/modifications.
43
Trainee surveys
This refers to the reaction of the participants as to how they have been achieved
during the course of the training. It also seeks information on contents, reading material,
presentation, trainer’s ability and relationship with other participants. Additionally,
participants are requested to indicate their experience with classroom facilities, boarding,
lodging, etc; and provide suggestions for improvement.
Trainee interviews
This method is somewhat similar to the previous one with one major difference the
views and options of the participants are determined individually or in groups by skillful
questioning instead of in writing. Here the expert is usually able to obtain more precise
information and gauged the real feeling of the trainees as to the strengths and weaknesses of
the programme. Interpretational ambiguities can thus be removed and objective and useful
recommendations can be formulated.
Instructor interviews
Finally, the observations and recommendations of instructors can be collected and
tabulated. This may be done both in writing as well as orally, i.e. to them. Their views on
various components provide a valuable source of feedback in ensuring that the system is
consistent with the needs/of both trainees and organization.
Nevertheless, Bhaskar (2007:153) noted that the following points needs to be
carefully remembered during the course of the evaluation process.
a. Care must be taken to see that the data collected is pertinent, objective and error-free.
b. Tabulation and summarization must be accurate.
c. It is advisable to use as many strategies as can possibly and conveniently be employed
44
d. Where tests are used, these must be valid and reliable.
e. In order to save costs, only that information must be collected which is vital for
productive evaluation.
In support of that, Cole (2006) indicated that training evaluation is firstly concerned with
setting appropriate standards of training. These may take the form of policies, objectives,
adherence to external standards, and standards of trainer- training and qualifications. Clearly,
the more precise the standard set, the easier it is to evaluate the success of training.
Furthermore, Cole demonstrated by the diagram from Hamblin idea of different evaluation
strategy.
Results of Training Evaluation Strategy
Training - - - - - Reaction-Centred
Reactions - - - - - Reaction-centred
Learning - - - - Learning-Centred.
Changes in Job - - - - Job- Related
Behaviour
Changes in the Organization - - Organization Development
Impact on organi - - - - Cost Benefit
Zational goal
Called from; cole (2006:357).
45
2.1.9 The Role of Institutions in Staff Training and Development.
The need for training institutions in Nigeria can be traced back to 1896 when some
educated persons in Lagos proposed the establishment of a training college and industrial
institute. Though the idea was supported by the British government, it was not read to make
financial commitment on its part and the ability of the initiators to raise the required funds led
to demise of the proposal. Later, more concrete moves were made to establish constitutions of
learning in the country to cater for the acute shortage of staff. The post independence efforts
to develop a training system for Nigeria civil service can be traced to Wolles’s survey of
1967 on the training needs of the public service (Ereroi and Ayen, 1992). The federal
government commissioned the then institute of Administration, university of Ife, Ile –Ife to
carry a survey on the training needs of the public servants. The study was conducted and a
report was submitted the federal government came out with a white paper on the report in
April 1967. The document titled, statement of federal government policy on staff
development on the federal public service has the following key elements:
� The appointment of department of training officers with responsibility for assessing
staff development need, preparing and implementing programme to meet these needs.
� The reorganization of the greater priority training.
� Establishment of a standing committee on staff development.
� Encouragement of every large ministry/ department to establish a training unit
commensurate with its size and function.
� The establishment of the Administrative staff college of Nigeria (ASCON).
Despite the recognition of the need for staff training and development, the PRSRC
report of 1974 noted that there was deficiency in training programmes throughout the public
services. To this end a substantial section of the report was devoted to training. Amongst
others, it recommended the reactivation of the standing committee on staff development and
46
the Administrative staff college of Nigeria (ASCON) and Centre for Management
Development (CMD) brought within its coverage. Today, there are not less than 47
universities and numerous polytechnics and colleges of technology/ education to serve as
training and development centre for man power in the country. Most of these institutions
have modified their programmes to accommodate the training needs in the public services.
According to the public service training document, all arms of the services are strongly
advised to approach the polytechnics and universities particularly those of technology, with
specific requests to design courses that are of special relevance and necessity for their
professionals. In Ahmadu Bello University (ABU), Zaria, Obafemi Awolowo University
(OAU) Ile-Ife and University of Nigeria,(UNN), Nsukka to cater for the training of the ever
increasing personnel of local government councils in their respective catchments areas. The
old institute of Administration in Ife and Zaria were known to train various categories of
public servants across the country. In case of Ife, the institute metamorphosed into a faculty
with four departments that are actively in staff training and development. The department are
Public Administration, International relations, Management and Local Government Studies.
2.1.10: Staff Training in Nigeria
The Nigeria staff training and development is chiefly based on the assumption that
there is a basic shortage of skilled and executive staff. According to Ejiofor (1987:2) this
diagnosis of shortage of staff led to the prescription of multiplying training and development
institutions like the industrial training fund (I.T.F), the administrative staff college of Nigeria
(ASCON), the center for management development and the institute for policy and strategic
studies (NIIPSS). In addition to these institutions, the government expounded education at all
levels in particular many polytechnics and universities were established, moreover, not
willing to be out done, some state government, also established their own universities and
polytechnic.
47
The private sector also reacted by establishing universities, management consultancy
firms expending training facilities, launching journal and making use of the government
through the center for management development and the industrial training fund (Ejiofor
1987:46). As the operation arm of Nigeria council for management development (C.M.D)
since its inception in 1973 has plunged vigor into discharging its role as initiation of new
management programmes.
Consultant to various sector of the economy, co-coordinator of management
institutions at tertiary level, and mentor of professional association in addition to being
directly involved in management development and training. The centre has initiated the
establishment of professional associations like Nigeria association for management
consultant (NAMCON), the Nigeria association of small scale industries (NASSI) etc, has
also sponsored many management development programmes like train the trainers
programme ec.
This administrative staff college of Nigeria (ASCON) is like the center for
management developments (CMD), a post tertiary institution established to cater for the
training and staff public sectors while the industrial training fund (ITF) is set up to encourage
and promote the acquisition of skills in the industry and commerce with a view to generating
a pool of indigenous trained staff sufficient to meet the need of the economy.
In the opinion of Nwachukwu (180:460), the scarcity of qualified and well-developed
manpower has acted restrictively in many ways in laying the economic growth and
development in Nigeria. He maintained that emphasis placed by any organization on the
training and developments of its employees have implicitly emphasis placed on productivity.
Nigeria staff development programme do not recognize the fact that a mere
knowledge of what is to be done does not necessarily guarantee that it is done, leading a
48
horse to the stream does not make the horse to drink water. A good training programme
merely leads the executive to the stream of management but wanting to practice what has
been learnt is another matter.
2.2 HYPOTHESES
Ho: There is no significant relationship between staff training and development on work
attitude in the local government areas of Orlu zone.
H1: There is a significant relationship between staff training and development on work
attitudes towards in the local government areas of Orlu Zone.
2.3 OPERATIONALIZATION OF KEY CONCEPT
This entails the appropriate meanings of the “gateway” words used in this research
study as they relate to its framework. And a good number of them are as follows.
a. Training: This usually implies preparation for an occupation or for specific skills, it is
narrower in conception than either education or development, it is job-oriented rather
than personal.
b. Development: This usually suggests a broader view of knowledge and skills acquisition
than training, it is less job-oriented than carrier-oriented, and it is concerned more with
employee potential than with immediate skill. It sees employees as adaptable resources.
c. Work Altitude: Attitude can broadly be defined as a settled mode of thinking. Attitudes
are evaluative. Attitudes are developed through experience but, they are less stable than
traits and can change as new experiences are gained or influences absorbed. Within
organization, attitudes are affected by cultural factors (values and norms), the behavior
of management (management style), policies such as those concerned with pay,
recognition, promotion and the quality of working life, and the influence of the
“reference group” (the group with whom people identify). For this study, attitude is
49
defined as an individual employee’s feelings and behavior. It could be that of
satisfactory, indifference, having interest or dissatisfaction toward his organization,
fellow employees and others. Such feeling would be in form of behavior traits like
truancy, absenteeism, lateness, loyalty and quitting.
d. Motivation: The most effective way of raising a trainee’s motivation is goal getting.
Goal setting has a proven track record of success in improving employee performance in
a variety of settings and cultures. Motivation on the other hand serves as a propelling
force enabling the organization to achieve organization goals and objectives.
e. Performance: This is the ability of the employee to carry out responsibility or task
assigned to him by his boss. And it is subject to periodical appraisal.
2.4 METHODOLOGY
This session of the study will project the research design and the Sampling procedure
for the study. The questionnaire design pattern and the technique applied on data analysis
would also be highlighted.
2.4.1 TYPE OF STUDY
A cross-sectional descriptive research is used in this study. According to Ndagi
(1984:99) this type of design is concerned with the collection of data for the purpose of
describing and interpreting existing conditions, pruning practices, beliefs and attitudes.
Similarly, Churchill (1976) confirms that descriptive studies are used to describe
characteristics of certain people or groups and to estimate the proportion of those who behave
in a certain way. In this study, the area of training, development and employee work attitude
need such descriptive tool.
50
Explaining further, Osuala (1995:105) stated that descriptive research helps in making
wide range of policy decision in the population of study. This is possible because a cross-
sectional descriptive research design attracts the following below :-
a. Allows measurement of the dependent and independent variables.
b. Provide the research with quick data and
c. Prevent the problem of looking for the same respondents at different time and periods.
Consequent upon these explanations, a cross-sectional survey is applied in a randomly
selected employee of the 12 local government of Orlu Zone in Imo State. This was done
through a questionnaires as to the purpose of using questionnaire could be answered
meaningfully and anonymously by the respondents. However, oral interview were used
where applicable
2.4.2 Data Gatherings Instrument (S)
A set of questionnaire were distributed. This set was given to staff of the council on
the departmental basis and is divided into two parts. The first part “A” question contained
biographical data establishing personal factors such as employee’s sex, age, marital status,
job experience, office status and educational qualifications. The part “B” designed to elicit
the forms of training, reasons for undergoing training and was designed to measure several
characteristics as exhibited by employees in relationship with job, boss, customers and
council’s related issues. This design contained various attitudinally based variables.
2.4.3 Validity of the Instrument
Validity as the name implies is the appropriateness of an instrument in measuring
what is intended to measure. For Odoh (11992:50), validity is the extent to which a test
measures what it is supposed to measure. Validity therefore, occurs when a careful attempt
has been made to ensure that an instrument adopted achieves the desired results by applying
51
the theoretical knowledge in the field about what is been studied and by convincing oneself
common sensically, that the items , in the instrument has been logically validated, Obasi
(2000:104).
In validating our instrument for data collection, we shall be concerned with
establishing their content validity. We are doing this first, to ensure that they measure what
they are expected to measure and more importantly, because content validity comprises of
face validity, predictive and concurrent validity, construed validity or criterion related or
empirical validity, Black and Chapman (1976:91). The researcher would ensure that the
questionnaire used will be appropriately structured, well worded and covers a good
representation of staff training and development. The researcher would also ensure validity
by insisting that our empirical measure adequately reflects the real meaning of the concept
under consideration. And equally ensure that they are logically and relevantly measuring
what the instruments are set out to measure.
This data collection instrument used was based on Engene, J Benge Attitude survey
techniques adopted from modern Business Reports (1976:25, 26 and 49). Benge, a renowned
management consultant has used his instrument in moral survey of one hundred and fourteen
companies in the USA.
Reliability of the Instrument
According to Obasi (2000:103); Black and Chapman and Nachinias and Nachimas
(1981), the success of any research lies to a large extent on the dependability of the data
employed in analysis. This then raises the question of validity and reliability. Reliability
refers to the ability of an instrument to produce the same results consistently over some time
when applied to the same sample, Good and Hart (1952:86). The reliability of our
instruments will be assured by our consistency in our question and research models. Again, in
52
confirmation to that, Odoh (1992:52) affirms that reliability means consistency and it is the
consistency of test in measuring whatever it is supposed to measure. The researcher would
ensure reliability of the instrument by making sure that the questions we shall pose in
questionnaire and personal interview shall be simple, good, precise and understandable to the
respondents.
To ensure reliability, the researcher would use internal consistency method whereby
cross- checking questions are built into the questionnaire. We shall further ensure reliability
by cross-checking our information against many sources and by ensuring that facts and
figures collected from various sources earlier states shall not only be accurate and authentic
but would remain same if the collection is repeated again and again
2.4.4 Population of Study
The population of the study in the twelve (12) local governments in Orlu zone is
approximately fifty (50) in numbers-from each local government. Which brought the sum to
six Hundred (600) personnel comprises both junior and senior staffs (management staffs).
2.4.5 Sample and Sampling of Study
A combination of stratified and systematic random sampling techniques was adopted
to select the respondents. This is to enable the researcher handle the size of the population as
well as dispersion of questionnaire. By so doing the researcher divided the population into
two, the “Southern and Northern” side, and that brought the population into two equal sides.
And from that, the researcher picked one local government from each side. Thus 100
respondents were captured.
53
2.4.6 Method of Data Analysis
In this study, the spearman’s ranking statistical tools and the chi-square was used in
testing the hypothesis. As posited by Baridan (1990:126). Spearman ranked correlation co-
efficient as a non-parametric test measures the degree of ranked observations. It indicates the
degree of effectiveness in predicting one ranked variable based on another variable, the
choice of using ordinally scaled variables in the study.
Spearman rank ordered correlation coefficient is represented as:
S = RHO =I - ����
�(����)
If the Ed = O, then there is perfect agreement among the two judges.
Where Ed2 = sum of square differences in the ranking of subject on the variables.
n = Number of subject being ranked. The value of the co-efficient of correlation
ranges from (-1) to (+1). The (-1) value indicates a perfect inverse correlation, that is,
negative, the (+1) value indicates perfect positive. The (0) shows no relationship while the
value near unity is for instance (0.85) or (0.90) shows a relatively high degree of correlation
and could be approximated. Contrarily, values near to (0) for example (0.115) or (0.20)
indicate absence of correlation and therefore, not accepted.
To test null Hypotheses we will ascertain the level of 0.01. The ‘Z’ test has the
formula.
Z = rs √� −
Where rs. = the calculated coefficient correlation.
n = the sample size.
54
For a two-tailed test at a significant level of 0.01, the critical Z values are = 2.58. The
decision rules states that if the calculated value of Z falls within these critical 2 values, we
will accept the null Hypotheses otherwise it is rejected.
2:5.1 THEORETICAL FRAMEWORK.
The word “theory” is practically a multi – facet one, it has been over – flooded in so
many ways, in academic world, business world, social, institutional and government etc. So
it is very pertinent for the researcher to project here the operational theoretical framework
of this study. What it means and encompasses, and finally, the theoretical frameworks
application to this study. For the Webster’s all in one dictionary and thesaurus (2008:654),
a theory is a plausible or scientifically acceptable general principle offered to explain
observed facts. In this case therefore, it is not a proposal meant for negotiation, it means it
has been tested, proven and trusted. In the same vein, Nwankwo (2004) opined that a theory
is a confirmed fact of knowledge, to him; you cannot form or confirm a theory without
testing some hypothesis. Again, Kerlinger cited in Okeke, (2001:50), a theory is a set of
inter-related constructs (concepts), definitions and propositions that present a systematic
view of the phenomena by specifying relations among variables, with the purpose of
explaining and predicting the phenomena. Haralambos (1980:521) defined a theory as a set
of ideas which provides explanation for something.
Therefore, for the purposes of this research work, the organizational learning theory
is used in this theoretical framework of analysis. Organizational learning entails simply
how learning takes place in an organization. Individual learning and organizational learning
are part of a cycle, in that what people do affects the outcome of the processes and the tasks
in organizations. What people learn also has an impact on the organization. When
employees learn and develop, organization itself also learns and develops. In a sense.
Organizations learn through their employees.
55
In the opinions of Agyris and Senge cited in Laegaard and Bindslev (2006:76),
organizational learning is characterized into three (3) view points, and they are thus:
Adaptation must happen so quickly that traditional planned development is not fast enough;
the entire organization must contribute to developing new products, structures and
processes; the company must be structured and managed in a way that allows the
employees to constantly form new ideas based on surroundings, which are collected, tested
and implemented. Agyris argues that an organization and its employees can learn to learn.
The organization can set up systems which secure the assessment of the sustainability of the
assumption that controls the organization.
In another development, Marsik (1994) saw organizational learning as process of
coordinated systems change, with mechanisms built in for individuals and groups to access,
build and use organizational memory, structure, culture maintain and strengthen long term
organizational capacity. In essence, there are two prevailing schools of learning theory at
the organizational level. The first is based on the idea of organizational knowledge
management in which knowledge is codified into information which the organization and
individuals can access, monitor, acquire and store, Contu and Willmott, (2003:283). While
the second school of organizational learning theory is based on the attributes of scholars
like Akgun, Lynn, and Byrne 2003; Cook and Brown, 1999; Cook and Yanow, 1995; and
Nonaka, 1994 among others. They believe that learning within the organization is not based
on individuals possessing needed knowledge, but rather learning is a construction of
knowledge within the organizational environment.
2.5.2 THE PROCESS OF ORGANIZATIONAL LEARNING
Two of the most noteworthy contributors to the field of organizational learning
theory have been Agyris and Schon. Organizational learning (OL) to them is a product of
56
organizational inquiry. This means that whenever expected outcome differs from the actual
outcome, an individual (or group) will engage in inquiry to understand and, if necessary,
solve this inconsistency.
Nevertheless, Agyris and Schon (1996) identified three (3) levels of learning which
may be present in the organization. They are Single loop – learning, Double loop – learning
and Deutero – learning.
1. Single – loop – learning; The organization learns from consequences of previous
actions and secures that the same mistakes are not made. Is often compared to a
thermostat which can regulate heat according to a certain temperature in the room.
2. Double – loop – learning; In this process, the system is intelligent and considers what
works and what does not. All parts of the organization think independently based on the
assumption that all employees are different and have different interpretation of a given
situation. These different interpretations can all help the organization move in a new
direction.
3. Deutero – Learning; Learning about improving the learning system itself. This is
composed of structural and behavioral components which determine how learning takes
place. Essential deutero learning is therefore, “learning how to learn”.
2.5.3 APPLICATION OF ORGANIZATIONAL LEARNING THEORY TO THE
STUDY
Charles Perrow (1970:2), in a bid to discuss the process of organization, x – rayed
that the organization are people. On that he wrote;
One of the enduring truisms of organizational analysis is that organizations
are after all, made of people. Such a statement usually brings about a sagacious
nodding of heads and a comfortable feeling of being on solid ground.
57
Senge (1990:34), who modeled the term, critically surveyed learning organization as an
organization where people continually expand their capacity to create the results they truly
desire, where new and expansive patterns of thinking are nurtured, where collective is set –
free, and where people are continually learning how to learn together. Therefore, it is
worthwhile to state that organizational learning bestows to the emergence and development
of the local government resources staff training and development. This is epitomized on
one of the cardinals of human resources management, which champions the potency to
invest on the staff individually and collectively to improve the human capital needed by the
organization, and consequently generates knowledge and skills. Have observed this,
Ehronberg and Smith (1994:61) made a landmark statement on the ground that the
knowledge and skills a worker has which comes from education and training, including the
years of input to the work and organization, practically improves the staff.
On that development and in accordance with the organizational learning motive, the
philosophy under – pinning the learning organization concepts, as expressed by Garvin
(1993) is that learning is essential ingredient if organizations are to survive, that learning at
operational, policy and strategic levels needs to be conscious, continuous and integrated.
And also that management is responsible for creating an emotional climate in which all
staff can learn continuously.
Consequently upon that, and in recognition of the benefits of organizational learning
theory, the Nigerian government after the local government reforms of the 1970’s
inaugurated staff training and development departments in three (3) federal universities.
These where among the first generation universities in Nigeria. University of Nigeria,
Nsukka for the local government employees in the East and Middle belt, University of Ife
(now OAU) for the local government staff in western Nigeria and Ahmadu Bello University
for those in the Northern Nigeria.
58
Moreover, the various states of the federation today have established the local
government service commission to enable the state to manage the training and development
programmes of the local government staff. Upon graduations from the training
programmes, the participants are awarded the certificates of Diploma to Doctorate levels
respectively.
Furthermore, in a bid to create a more favorable atmosphere to better the working
conditions and attitudes of the local government staff, the government of the federal
republic of Nigeria established institutions like the Administration Staff College of Nigeria
(ASCON) for the training of junior, middle and high level manpower in the local
government service. These for the embrace of the changing world of work in the 21st
century human resources management (HRM) are on ground under the organizational
learning theory which is applicable to this study.
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CHAPTER III:
BACKGROUND INFORMATION ON THE CASE STUDY AREA
3.1 Location of the study area in Imo state of Nigeria. (An Introduction).
Orlu zone is the third largest city in southeast Nigeria’s Imo state. It has a long history
and has played a critical role as the headquarters for humanitarian relief agencies during the
Nigerian civil war. Political movement seeking changes in the number of constituent units are
common features in the early history of new nations. Usually, in the course of time such
agitations metamorphosed into an acceptable consensus engendering a level of stability.
Fifty- two years of its existence as a political entity, Nigeria has evolved through a
process of internal fragmentation, from a federation of three regions to a polity of thirty-six
constituent states. When Nigeria became independent in 1960, the country was administered
through three large political regions which were increased to four in 1964 with the creation of
mid-western region out of western region.
On the eve of the civil war in 1967, an embattled Yakubu Gowon announced the
replacement of the four regions arrangement with a 12 state system. Thereafter, in 1976 seven
additional states were created by the Murtala/Obasanjo military administration to inaugurate
a 19 states structure. Thus, Imo state was born and Orlu been the third largest city, with
Owerri as its capital and largest city. Other major towns are Okigwe, Oguta, Mbaise,
Emekuku, Mgbidi etc. The state is located between Anambra state in the north and Rivers
state in the south; and bounded in the east by Cross river state and Akwa ibom state and on
the west by the River Niger and Delta state.
60
3.2 The Twelve (12) local government areas of Orlu zone.
Orlu senatorial zone of Imo state comprises of twelve (12) local government areas.
Out of the Twenty – Seven local governments in the state, Orlu has twelve, thereby
maintaining its political giant in the state. Below is the table representing the local
government areas in the zone and their headquarters, the number of political wards and
vehicle plate numbers.
NO. Town. Head Quarters. Wards No. Vehicle No.
1 Orlu Orlu Station 13 LGRLU
2 Ideato South Dikenafai 13 LGDFB
3 Ideato North Urualla 14 LGURU
4 Oru East Omuma 10 LGMMA
5 Oru West Mgbidi 10 LGMDEG
6 Orsu Awo-Idemili 11 LGAWD
7 Oguta Oguta 11 LGGUA
8 Egbema/Ohaji Egbema 12 LGEBM
9 Isu Umundugba 11 LGUMD
10 Nkwerre Nkwerre 10 LGNKR
11 Njaba Nnenasa 11 LGNSA
12 Nwangele Amaigbo LG
Table 3.1: Source: Okafor,2005.xxv1.
61
Table 3.2: www.google.map.com.
3.3: Social, Political, Economic and Cultural life of the study area – Orlu zone.
Orlu senatorial zone is a home for enterprise and many successful Nigeria business
men have been born from the zone. The permanent site for the Imo state university teaching
hospital, an international market, the home of “33” brewery and bottling company Awo
mama, NickBen pharmaceuticals, to mention but the few. Several Orlu indigenes have made
important contributions towards the educational and political growth of Nigeria. Imo state’s
former governor, Achike, Udenwa and the present governor Okorocha, Rochas Anayo hails
from Orlu senatorial zone. Again, the first chairman, USA chapter of the Nigerian ruling
party, Peoples Democratic Party, (PDP USA Chapter), professor. Ikegwuoha, Bernard-
Thompson Onyemauchechukwu hails from Orlu zone.
Ethnic composition and culture in Orlu zone of Imo state is unique indeed. The
inhabitants of Orlu are Igbos, culturally homogenous group. The Igbo language is spoken
62
throughout the Orlu zone, with minor differences in dialects. The official language is
however the English language. Orlu zone has a very rich cultural heritage, this is manifested
in dressing, music, dance, festivals, arts, crafts, and the traditional hospitality of the people.
There are many traditional festivals observed in the zone, each community in various local
government has different festivals celebrated in honor to mark an event in the history of the
area. There are different festivals to usher in the harvest season, the most popular been the
Ahiajoku festival, which is observed in all the farming communities. And in some areas like
Isunjaba, there is the traditional wrestling festival to mark the cultivation season also.
On the other hand, Orlu zone is rich in traditional music and dances, which have
persisted in spite of foreign influences. The Orlu have different types of music to suit various
occasions, such as work , leisure, marriage and funeral. Much of the traditional music is a
combination of vocal and instrumental artistry, which produces a tuneful melody. Honored
traditional music and dances include Ekpe, Ikoro, Okonko, Mmanwu, Okorosha, Ogho,
Wonder, Ekeleke, etc.
Moreover, when it comes to the dress code, the Orlu people are very unique. The
traditional apparel for the men is an overflowing jumper or a long-sleeved shirt worn over the
George wrapper, which is tied round the waist, flowing down to the ankles. This dress is
complimented with a cap and a walking stick, which serves as an instrument of support and
defense. The traditional wear for the women is a blouse, worn over a loin cloth. This female
outfit goes with a headtie, ear rings and necklaces.
Nevertheless, the traditional artists abound in the zone of Orlu. Works of art produced
in the state include: carved doors, walking sticks of different designs, sculptures, flutes,
wooden mortars and pestles, gongs and the famous talking drums. Metal works and various
types’ fabrications are locally produced. Above all, part of the culture of the zone is the
63
traditional hospitality to the visitors, which begins with the presentation of kola nuts, to the
visitors. The Kola nut signifies that the visitor is heartily welcomed. The ritual of the
presentation of the kola nut is consummated with the offering of prayers and thanksgiving or
petition to the supreme God and other deities, for the protection of the visitor and the host.
Religiously, there is freedom of worship in the zone and religion occupies a central place in
the lives of the people. The people are predominantly Christians of different denominations.
Occupational Characteristics
Be that as it may, the major human occupations in Orlu senatorial zone of Imo state
can be grouped under three main headings, and they are Primary, Secondary and Tertiary
occupations. Owing to the seasonal nature of farming activities in the state, farmers engage in
subsiding or secondary occupations in order to remain employed all year round and
supplement farm incomes. Consequently, farming is not the only occupation farmers engage
in.
Secondary occupations in which farmers engage are either primary or farm related or
tertiary and non- farm related. Among the farm related occupations are most resources
exploitation and fishing. The farming includes lumbering, hunting, canoe, caring, weaving,
and raffia – palm, collection of wild fruits, wood, bamboo, fibers and trapping snails etc.
Fishing activities involves captured fishing and traditional fish farming in the
estuaries, rivers, creeks, lakes and flood plan using various fishing gears. Products from these
subsidizing activities are widely traded in both urban and rural markets in and outside the
Orlu zone. Non – farming subsidizing occupations in which farmers in the zone are engages
include trading, dress – making, cobbling, bicycle and auto repairs, food vending, carpentry,
barbing and goldsmithing etc.
64
Crops Cultivated
The major food crops cultivated by farmers in the area include Plantain/Banana (Musa
spp), Cassava (Manihot esculenta cramts), Water yam (Discorea alata), Cocoa yam
(Colocasia esculenta) and swamp rice (Oryza sativa). The cultivation of rice is fast gaining
prominence especially Oguta. Also farmers in the Orlu zone are into oil palms, rubber and
kola nut. Some other minor crops cultivated by farmers in the area include Pineapple
(Annana camosus), Sweet potato (Ipomea batatas), ground nuts (Arachis hypogea), melon
(colocynthis valgans), pepper (Capsieum spp), fruited pumpkin (Telfaria occidentatis), Okro,
Maize (Zeamays).
Crops cultivated in homesteads include mango (Margifera indica), Guava (Psidrium
guajava), Oranges (Citrus spp), Pawpaw (carica papaya), breadfruit (Artecarpus spp),
Coconuts (Cocos nucifere), Bitter leaf (Vernonia Amygelaluia), etc.
CROPS YIELD (Tones)
Plantain/Banana 17.0 – 25.0
Cassava 12.0 – 18.0
Water Yam 8.3 – 20.0
Cocoyam 5.3 – 8.5
Pineapple 8.3 – 17.0
Sweet Potato 7.3 – 12.0
Groundnuts 1.3 – 2.5
Melon 3.7 – 7.5
Pepper 2.7 – 0.5
Fruited Pumpkin 3.7 – 0.5
Maize 0.4 – 1.7
Table 3.3. Average yield of selected crops grown in Orlu zone. Source: Isunjaba Awa
lecture 1998.
65
FARMING CALENDAR OF MAJOR CULTIVATION IN ORLU ZONE
CROPS PLANTING TIME. HARVEST TIME.
Plantain All year round except periods of very high
rain fall and drought.
All year round.
Cassava Ditto- Ditto.
Yam March - April August – December.
Maize March – April July – August.
Cocoyam All year round except period of high rain fall All year round.
Melon June – July. November – December.
Rice June – July, including Nursery establishment. November.
Table 3.4: Source: Isunjaba Awa Lecture 1998.
CONSTRAINTS TO CROPS AND AGRICULTURAL PRODUCTION IN ORLU
ZONE
Crop and agricultural production is beset with a number of constraints, such
limitations are technological and institutional/infrastructural. Notable among the institutional
and infrastructural constraints are poor roads and transportation facilities, and lack of
farmers’ access to formal credit facilities. Consequently, easy movement of farmer inputs and
outputs is greatly hindered.
Orlu senatorial zone been a predominantly ruralized environment which agriculture
constitutes the mainstay and future source of growth and development of the economy. The
area has enormous potentials in the production of fish, medical herbs, palm wine, palm oil,
palm kernel, plantain, cassava, maize and other agricultural products which can sustain
cottage and other medium and large scale industrial activities. These potentials can only be
fully harnessed through deliberate effort by government to evolve realistic and farmer
oriented agricultural development policies, plans and programs, in addition to providing
necessary institutional framework arrangement for their effective implementation.
Furthermore, government should explore all avenues of seeking international support for its
agricultural development plans and programmes.
66
CHAPTER IV:
DATA PRESENTATION, ANALYSIS AND FINDINGS.
This chapter presents the data collected from the field of the study. It also presents the
findings and their implications for administrative efficiency and effectiveness.
4.1 DATA PRESENTATION
A total of 100 questionnaires were administered to the employees of the council.
Equal numbers of 20 questionnaires were distributed to the five departments in the council.
Response was received from 76 respondents under usable conditions. This represent a 64%
response rate while 24 questionnaires were not returned which represent a 36% non response
rate as tabulated below.
TABLE 4.1: RESPONDENTS AND NON-RESPONDENTS RATE
DEPARTMENTS
RESPONDENT
RATE
NON
RESPONDENT
RATE
NO.OF
QUESTIONNAIRE
ADMINISTERED
ADMINITRATION 15 5 20
FINANCE 14 6 20
EDUCATION 15 5 20
AGRICULTURE 15 5 20
HEALTH 17 3 20
TOTAL 76 (64%) 24 (36%) 100
Source: Field Work.
The table above shows average response rate. The researcher used tabular form and
simple percentage to present the data as contained in the questionnaire. On the other hand, the
researcher used the spearman correlation coefficient and the Z square to test the hypotheses.
From the table above, the number of the respondents are 76 (64%) while the of non
respondents are 24 (36%).
67
TABLE 4.2: SEX DISTRIBUTION OF RESPONDENTS.
DEPARTMENTS FREQUENCY NO.OF
MALE
NO. OF
FEMALE
% OF
MALE
% OF
FEMALE
ADMINISTRATION 15 11 4 14.47 5.3
FINANCE 14 8 6 10.52 7.9
EDUCATION 15 9 6 9.21 6.6
AGRICULTURE 15 12 3 11.84 3.9
HEALTH 17 7 10 6.57 10.5
TOTAL 76 50 26 65.8 34.2
Source: Field work.
The above table indicates that 50 or 65.8% of the respondents represent the male
respondents while 26 or 34.2% represent female respondents.
TABLE 4.3. AGE DISTRIBUTION OF RESPONDENTS.
AGE (YRS) FREQUENCY PERCENTAGE
18-28 5 6.6
29-38 30 39.4
39-48 36 47.4
49-ABOVE 5 6.6
TOTAL 76 100
Source: field Work
The above table shows that the respondents between ages 18-28 which is 5 and ages
49 and above , also 5 or 6.6% respectively recorded the least while the respondents ages 29-
38 and 39-48 which is 36 or 39.4 and 47.4 respectively recorded the highest.
68
TABLE 4.4: MARITAL STATUS OF RESPONDENTS.
FREQUENCY PERCENTAGE
SINGLE 20 26.3
MARRIED 46 60.5
DIVORCED 8 10.5
WIDOWED 2 2.7
TOTAL 76 100
Source: Field Work.
The table indicates that married respondents recorded 46 or 60.5% which is highest
while respondents that recorded the least are the widowed which are 2 or 2.7%.
TABLE 4.5: EDUCATIONAL QUALIFICATION OF THE RESPONDENTS.
FREQUENCY PERCENTAGE
FSLC 10 13.7
WASC 30 39.5
DIPLOMA(OND) 10 13.2
1ST
DEGREE 20 26.3
MASTER DEGREE 6 7.9
DOCTORATE ___ ___
TOTAL 76 100
Source: Field Work
The information above shows that respondents with the West African School
Certificate recorded the highest with 30 or 39.35 response rate while none of the respondents
has the doctorate degree.
69
TABLE 4.6: LENGTH OF SERVICE
AGE (3YRS) FREQUENCY PERCENTAGE
1-3 12 15.8
4.6 18 23.7
7-9 27 35.5
10-12 10 13.2
13 ABOVE 9 11.8
TOTAL 76 100
Source: Field Work.
We can infer from the table above that respondents who have served between 7 and 9
years recorded the highest with 27 or 35.5% response rate while respondents who have
served 13 and above years recorded the least with 9 or 11.8 response rate.
TABLE 4.7: PERCENTAGE RATE OF TRAINED EMPOLYEES.
DEPARTMENTS NO.OF
RESPONDENTS
YEAR OF TRAINING.
2006 2007 2008 2009 2010
ADMINISTRATION 15 1 NIL NIL 2 3 6
FINANCE 14 NIL 1 NIL 1 NIL 3
HEALTH 15 1 NIL NIL 3 1 5
EDUCATION 15 1 1 NIL NIL 2 4
AGRICULTURE 17 NIL NIL 1 NIL 2 3
TOTAL 78 3 2 1 6 8 20
Source: Field Work.
No of Trained Employees from Yr 2006 – 2010 = 20
% of Trained Employees = 20 100
26.3176
×=
No of Non Trained Employees = 76 – 20 = 56
70
% of Untrained Employees = 56 100
73.676
×=
This table clearly indicates that only 20 respondents or 28.9% were trained from 2006
to 2010 while 56 or 73.6% respondents were not trained within the five years period.
TABLE 4.8: TYPES OF TRAINING / % RATE OF EMPLOYEES BENEFITED.
DEPARTMENT ON THE JOB
TRAINING
OFF THE JOB
TRAINING
ADMINISTRATION 4 2 6
FINANCE 1 1 2
HEALTH ___ 5 5
EDUCATION 1 3 4
AGRICULTURE ___ 3 3
TOTAL 6 (7.9%) 14 (21.1%) 20 (28.9%)
Source: Field Works.
All the different types of training mentioned in this study are categorized into on- the-
job and off-the-job training methods in this table. The table revealed that only 6 or 7.9%
benefited from off-the-job training programme. While 14 or 21% benefitted from on the job
training.
Table 4.9: TRAINED EMPLOYEES, REASONS FOR UNDERGOING TRAINING.
REASONS FREQUENCY PERCENTAGE
JOB SECURITY 8 36.4
FUTURE CAREER 2 91.1
INCREASED PAY 12 54.5
TOTAL 22 100
Table 4.9 Source: Field Work.
Only three reasons were identified by the 20 employees who had benefited from the
various training programmes of the council. The table above shows that 8 or 36.4% of the
respondents indicate job security as their reason for undergoing training, 2 or 9.1% for future
71
career while the highest respondents of 12 or 54.5% indicate increase pay as their reason for
undergoing training.
4.2 DATA ANALYSIS
The spearman rank-order correlation coefficient technique is applied in this study.
The reason for the choice of this statistical technique is because of the discrete nature of the
data and for the fact that the variables to be correlated are ordinal scaled. The Spearman rank
– order formula is known as;
S = Rho = 1-( )
( )3
6 2d
N N−
∑
Where d = sum of the square difference in the ranking of the subject of the two
variables.
N = Number of subject being ranked.
TEST OF HYPOTHESES
The value of the coefficient of correlation ranges from (-1) to (+1). The (-1) value
indicates a perfect inverse correlation, that is, negative, the (+1) value indicates perfect
position. The (0) shows no relationship while the value near to unity for instance (0.85) or
(0.90) shows relatively high degree correlation. Contrarily, values near (0) for example (0.15)
or (0.20) indicate absence of correlation and therefore not accepted.
On the other hand, the ‘Z’ test is applied to test the null hypotheses and to ascertain
the level of 0.01. The choice of the Z – test is as a result of the large sample of (N>50). The Z
test has the formula.
Z= Rs N n−
72
Where Rs = the calculated coefficient of correlation.
N – The sample size.
For a two – tailed test at a significant level of 0.01, the critical Z values are + - 2.58.
The decision rule state that if the calculated value of Z falls within these critical 2 values we
will accept the null hypotheses otherwise it is rejected.
RESTATEMENT OF HYPOTHESES AND TESTING
All the hypotheses stated/formulated earlier are restated for research testing;
HYPOTHESES ONE
Ho: There is no significant relationship between staff training and development on
work attitude in the local government areas of Orlu Zone.
RE - STATEMENT OF THE HYPOTHESES AND TESTING
SUBJECT X Y RX RY RX-RY
D
(RX-RY)2
D2
1 4 1 73 13 60 3,600
2 4 1 73 13 60 3,600
3 4 1 73 13 60 3,600
4 4 1 73 15 60 3,600
5 4 1 73 15 60 3,600
6 3 2 39 47 [8] 64
7 3 2 39 47 [8] 64
8 4 2 73 39 34 1,156
9 4 2 73 39 34 1,156
10 4 2 73 39 34 1,156
11 4 2 73 39 34 1,156
12 4 2 73 39 34 1,156
13 1 4 13 73 [60] 3,600
14 1 4 13 73 [60] 3,600
73
15 1 4 13 73 [60] 3,600
16 1 4 13 73 [60] 3,600
17 1 4 13 73 [60] 3,600
18 1 4 13 73 [60] 3,600
19 3 3 47 13 34 1,156
20 3 3 47 13 34 1,156
21 3 3 47 13 34 1,156
22 3 3 47 13 34 1,156
23 3 3 47 13 34 1,156
24 3 3 47 13 34 1,156
25 2 2 39 60 [21] 441
26 2 2 39 60 [21] 441
27 2 2 60 39 21 1,156
28 2 2 39 73 [34] 1,156
29 2 2 39 73 [34] 1,156
30 2 2 39 73 [34] 1,156
31 2 4 39 73 [34] 1,156
32 2 4 39 73 [34] 1,156
33 1 3 13 47 [34] 1,156
34 1 3 13 47 [34] 1,156
35 1 3 13 47 [34] 1,156
36 1 3 13 47 [34] 1,156
37 4 1 73 13 60 3,600
38 4 1 73 13 60 3,600
39 4 1 73 13 60 3,600
40 4 1 73 13 60 3,600
41 4 1 73 13 60 3,600
42 2 4 39 73 [34] 1,156
43 2 4 39 73 [34] 1,156
44 2 4 39 73 [34] 1,156
45 2 4 39 73 [34] 1,156
46 2 4 39 73 [34] 1,156
74
47 3 2 47 39 8 64
48 3 2 47 39 8 64
49 2 3 39 73 [34] 1,156
50 2 4 39 73 [34] 1,156
51 2 4 39 73 [34] 1,156
52 2 4 39 73 [34] 1,156
53 1 4 13 73 [60] 3,600
54 1 4 13 73 [60] 3,600
55 1 4 13 73 [60] 3,600
56 1 4 13 73 [60] 3,600
57 4 1 73 13 60 3,600
58 4 1 49 13 60 3,600
59 3 1 49 13 34 1,156
60 3 1 49 13 34 1,156
61 3 1 47 13 34 1,156
62 1 3 13 47 [34] 1,156
63 1 3 13 47 [34] 1,156
64 1 3 13 47 [34] 1,156
65 4 2 73 39 34 1,156
66 4 2 73 39 34 1,156
67 4 2 73 39 34 1,156
68 4 2 73 39 34 1,156
69 3 1 47 13 34 1,156
70 3 1 47 13 34 1,156
71 3 1 47 13 34 1,156
72 3 1 73 13 60 3,600
73 4 1 13 73 [60] 3,600
74 4 1 13 73 [60] 3,600
75 4 1 13 73 [60] 3,600
76 2 4 60 39 21 441
Total 0.00 143,016
75
In other to test this hypothesis, questions 8, 9, 11, 10, 13, were wed.
From the researchers field study. The test for the number of co-efficient correlation is thus;
using the formular.
( )
NN
drs
−
Σ−−
3
6 21
( )
( ) 76438976
8580961
7676 31
016.1436
−−=
−−=
10.955.14389008580961 =−=
= 955.10
= - 0.955.10
= - 0.955.
In testing this relationship, the spearman rank order correlation coefficient technique
is applied above. The reason for the choice of this statistical technique is because of the
discrete nature of the data and for the fact that the variables to be correlated are ordinal
scaled.
To determine the significant level of this relationship and to the null hypotheses, the Z
test is applied as follows:-
Z = rs n 1; where N is the number of oberued variables.]
Where rs = - 0. 955
N = 76
76
Z = 76 – 1
Z = 75
= 0 .955 (8.66)
= - 0.955 x 8.66
= - 8.2703
= - 8.27
The calculated value of Z (- 8.27) is larger than (± 1. 49) the critical values of two
tailed test at level of 0.05, the null.
Hypotheses is rejected. Which implies that there is a significant relationship between staff
training development on work attitude in the local government area of Orlue Zone.
TESTING OF HYPOTHESES TWO.
Hi: There is a significant relationship between staff training and development on
work attitudes in the local government areas of Orlu Zone.
SUBJECT X Y RX RY RX-RY
D
(RX-RY)2
D2
1 2 1 39 13 26 676
2 2 1 29 13 26 676
3 3 1 47 13 34 1156
4 3 1 47 11 34 1156
5 3 1 47 11 34 1156
6 2 2 39 39 0 0
7 2 2 39 39 0 0
8 2 2 39 39 0 0
9 2 2 39 39 0 0
77
10 4 2 73 39 1,156
11 4 2 73 39 34 1,156
12 4 2 73 39 34 1,156
13 4 4 13 73 [60] 3,600
14 4 4 13 73 [60] 3,600
15 1 4 13 73 [60] 3,600
16 1 4 13 73 [60] 3,600
17 1 4 13 73 [60] 3,600
18 1 4 13 73 [60] 3,600
19 4 1 47 13 34 1,156
20 4 1 47 13 34 1,156
21 4 1 73 13 60 3600
22 4 1 73 13 60 3600
23 4 1 73 13 60 3600
24 4 1 73 13 60 3600
25 4 3 73 60 26 676
26 4 3 73 60 26 676
27 4 3 73 39 26 676
28 3 4 47 73 [26] 676
29 3 4 47 73 [26] 676
30 3 4 47 73 [26] 676
31 3 4 47 73 [26] 676
32 1 4 13 73 [34] 1156
33 1 4 13 73 [34] 1156
34 1 4 13 73 [34] 1156
35 1 4 13 73 [34] 1156
36 2 3 39 47 [8] 64
37 2 3 39 47 [8] 64
38 3 1 47 13 34 1156
39 4 1 73 13 [60] 3,600
40 4 1 73 13 [60] 3,600
41 2 1 73 13 [60] 3,600
78
42 2 4 39 73 [34] 1,156
43 2 4 39 73 [34] 1,156
44 2 4 39 73 [34] 1,156
45 1 4 39 73 [60] 3600
46 1 4 39 73 [60] 3600
47 3 2 47 39 8 64
48 3 2 47 39 8 64
49 2 3 39 73 8 64
50 1 4 39 73 [60] 3600
51 1 4 39 73 [60] 3600
52 1 4 39 73 [60] 3600
53 1 4 13 73 [60] 3600
54 1 4 13 73 [60] 3600
55 2 4 39 73 [34] 1156
56 2 4 39 73 [34] 1156
57 4 1 47 13 [26] 676
58 4 1 73 13 60 3600
59 4 1 73 13 60 3600
60 4 1 73 13 60 3600
61 4 1 73 13 60 3600
62 2 3 47 39 8 64
63 2 3 47 39 [8] 64
64 2 3 47 39 [8] 64
65 4 2 73 39 34 1156
66 4 2 73 39 34 1156
67 4 2 73 39 34 1156
68 4 2 73 39 34 1156
69 4 1 13 73 [60] 3600
70 4 1 13 73 60 3600
71 4 1 13 73 60 3600
72 4 1 13 73 60 3600
73 4 1 13 73 60 3600
79
74 4 1 13 73 60 3600
75 4 1 13 73 [60] 3600
76 1 4 13 73 [60] 3600
Total 0 130928
In other to test the hypotheses, research questions 12, 14, 15, 19 and 20 were used.
From the researchers field study. Since the sum of RX – RY = D = 0. then there is perfectly
agreement.
( )( )
( )
79.0
7898.0
7898.11
438900785568
7438976
1309286
76 33
76
1309282
3
6 2
1
1
1
−=
−=
−
−
=
=
=
−
Σ
−
−=
Σ
=
x
N
NN
d
RS
N
d
RS
The coefficient of correlation derived from the calculated above indicated that there is
a significant relationship between staff training and development on work attitudes.
The Z - test is equally used to determine the significance in the relationship.
80
RS = - 0.79
7579.0
1
−=
−=
Z
nrsZ
= - 0.79 (8.66)
= - 79 866
= - 6.8414
= - 6.841
The coefficient of correlation calculated above indicated that there is a significant
relationship between training and development on work attitudes. Also, the Z – test computed
indicates a significant relationship because the critical valves of (± 1. 96) in a two tailed test a
level of 0.05 is less than the calculated value of - 6.841.
4.3 FINDINGS OF THE STUDY
Those employees of local government councils in Orlu senatorial zone lack frequent
and proper training in the service. This lack of or irregular training starts from the time of
recruitment to the time of quitting the service. The findings shows that the state local
government service commission whose responsibilities are to recruit and train its employees
does not take training very serious. The next thing that supposes to follow recruitment should
be proper orientation of the new recruits. This would have enabled the employees to be
familiar with the work ethics. The orientation training will also show the new recruits how to
associate with the other people within the immediate environment and co-workers.
Furthermore, the study found out that on-the-job training was not adequately carried
out. Although very few employees were sent to the training schools such as the University of
81
Nigeria, Nsukka; the Administrative Staff College of Nigeria (ASCON) and other workshop
or seminar programmes. The percentage of beneficiaries of such training programmes is
minimal compared to the large number of employees who are not opportune for training.
Lack of regular training of local government employees has attracted poor or negative
attitude to work. Some council’s employees regarded government work as no man work; this
have resulted in low performance and productivity.
Also, irregular training programmes have resulted in employee’s perpetual
absenteeism, tiredness, excess complaints and insubordination. This corresponds with both
Nwachukwu (1988) and Cole (2002) conditions that attract training in an organization.
However, now that the local government service commission has started sending its
employees for regular training, the aforementioned negative attitude exhibited by the
employees would soon be a thing of the past. There is hope that the conditions will change
for the better.
The survey also found out that there is significant relationship that exists between the
age of the employees and their attitudes to work. This study indicate that older employee has
a strong work ethics and even work beyond the typical age of retirement that the younger
employees.
Older employees perceive work as an important satisfying part of life. The study
indicates that those within 38 – 49 years category indicate being more conscious of their
work than those whose within the 18-28 years distribution. The former group enthusiasm to
work whether trained or untrained could be explained by the enormous domestic
responsibility that faces them. On the other hand, the latter groups are still catered for and
there is the tendency for them to be less serious. As a result of that, they need training that
would expose them to work ethics.
82
Nevertheless, this study found out that length of service has significant influence on
employee’s attitude to work. This could be that employees becoming used to the organization
and its environment. That those who stay employed long in the service make the necessary
adaptation to the conditions of employment and are usually ready to work well. Work
experiences in an establishment are major socializing force that influences an employee to
have a psychological attachment with the establishment.
Marital status of an employee is found to have no significant relationship with
employees attitude to work in this study. This could be as a result of the risen awareness that
anybody could exist as an employee irrespective of the individual’s marital status.
Finally, this survey indicate that a significant relationship exists between sex and
employee’s attitude to work. Female workers indicate that their attitude to work depend on
the organization’s ability to meet their needs. The male workers response reflects otherwise.
It may be possible that women employees work primarily to satisfy their social needs and
when these needs are not met, they may even quit the job. One can conclude by saying that
rewards that meet the needs of female workers should be included together with training in
order to arrest their commitment towards the establishment’s aspiration.
4.3 IMPLICATIONS OF FINDINGS FOR ADMINISTRATIVE EFFICIENCY AND
EFFECTIVENESS.
The finding of hypotheses one reflect a significant relationship between employees
attitudes towards local people and training. The finding implies that if training opportunities
are provided, the employees will relate and attend to the local people amicably. This
conforms with Ojo (1986) finding that training reduces unhealthy relations among
employees, and co-workers. In addition, Applyby (1991) aggress with the findings of the
study when he asserts that employees learn how to co-operate with co-workers during and
after training. Nwachukwu (1988:88) opines that training exposes employees to better and
83
positive attitudes towards co-workers. For this reason, according to Ojo(1986:155)
organizations give peculiar training to their employees especially in the field of public
relations and human resources customers. The above finding confirms that training makes an
employee to co-operate with others and at the same time portray the good image of the
organization, thus realizes the objectives of the organization.
The study discovers that a significant relationship exist between the influence of
training and the rate of employee’s turn over. The implication of this finding is that a trained
employee is loyal to the organization and views it difficult to quit his job. This view is also
noted in Nwachukwu (2009:89) that a trained employee is less likely to leave his job than one
who is untrained.
Be that as it may, the researcher is highly optimistic that training enhances
employee’s performance. As an employee receives training to perform creditably. For sure,
training sharpens employee’s performance which results in an enviable productivity. This is
because the employee learns new skills and perfects the old ones in order to understand his
work environment. Training handles the ever-changing and challenging nature of equipment
and the administrative processes. It also establish that trained employee perform creditably to
realize projected objectives which hinges on operational efficiency and reduce cost. The
general consensus is that training positively influences employee’s performance and
productivity.
84
CHAPTER V:
SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1: SUMMARY
Chapter one which formed the base of this research work began with Background to
the study and Statement of the problem to the study. It addressed the issue of low
performance exhibited by local government employees. The statement of the problem was
followed by the objectives of the study. Six Objectives was created, among them are thus; to
determine why training is a sine qua non to staff development; to demonstrate that training
should be geared towards organizational needs and nothing more or less; to isolate possible
factors that influence the local government staff on work attitude. The significance of the
study was also inclusive in the chapter one. It stated how the government functionaries would
carry out attitude survey from time to time. To enable the employers to identify when the
employee is losing interest on the job, the study would guide human resources management
consultants in planning attitudinal training. It also formed additional framework for other
studies. The scope and limitations of the study identified some problems encountered by the
researcher such as limited materials, illiteracy and behavioral nature of man.
The chapter two covered the review of related literatures which began with definitions
of training and development; aims and objectives of training and development; assessment of
training needs; types of staff training and development; principles of training and
development; problems of staff training and development; evaluation of staff training and
development etc. This was followed by hypotheses for the study. That took us to the method
of the study which encompassed the research design, population description, sampling
procedure, data collection methods, validation and reliability of instrument etc.
85
The third chapter critically surveyed the political, cultural, economic and social life
and history of the study area, Orlu zone. This is because any group of people that does not
have their own preserved history is not worthy to exist. This started with the historical
antecedents of the study area, its geographical position, occupational characteristics and so
on.
Consequently upon that, we were taken to the fourth chapter of the work which was
the data presentation, data analysis and findings of the work. It kicked off with the
presentation of data, percentage response rate of the questionnaire administered and
techniques for analyzing the data such as the Spearman rank order correlation co-efficient
and the Z square test were applied in the study. Also, treated in chapter four were the findings
of the study and their implications for administrative efficiency and effectiveness. It is the
hope of the researcher that if the areas covered in this study are properly carried out,
employees of local government councils in the zone will show positive attitudes towards their
work.
5.2: RECOMMENDATION
The research discovered that public organization do not train their employee very
regularly. On the other hand, the employee enthusiasm for training and development more
often than not derails. To right the wrongs epitomized by this anomaly, government should
morally and financially encourage employee into instituting a training fund contribution that
would facilitate regular training and development exercise. This effort would yield a mutual
benefit to the employer and the employee. When the employee is equipped to compete with
contemporaries outside the organization that makes the employee a good ambassador of
his/her organization. Another, recommendation is the provision of the training opportunity
that would also meet the financial need of the workers.
86
More so, the organizations should organize appropriate training programmes for
deserving employees. The organizations stand to gain as well because trained employee
minimizes wastage which reflects to cost reduction. Nevertheless, management should carry
out attitudes or moral survey from time to time to enable managers and business owners
know when to send their employee for training and the target. Through this survey, employee
interest and dissatisfaction is identified and corrected in time.
Finally, training should be made an integral part of organizations and set objectives
enable them enhance professionalism. This equips them with the required knowledge to face
the challenges of modern technology and work.
5.3: CONCLUSION
The findings of this research work and the discussions on the various results arrived
at, it becomes clear that the following conclusions are obvious. A trained employee performs
his job competently. Training leads to the eradication of employee lousy attitude towards
performance and productivity.
Furthermore, practically there is a significant relationship between training and
employee attitude to the work itself and human environment. A trained staff has the tendency
to improve on his/her non-friendly attitudes towards the people at the grassroots.
Finally, a trained employee is less likely to quit his job. The trained is loyal to the
organization and even has a future with the organization. It is also established that training an
employee shed animosity behavior towards his/her superior. The trained staff works
diligently with little or no supervision, which is traceable to the training acquired.
87
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INTERNET MATERIALS.
www.onlinenigeria.com/links/imoadv.asp
http://www.ngex.com/nigeria/places/states/imo.htm
http://en.wikipedia.org/wiki/Orlu
www.google.map.com
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QUESTIONNAIRES
Department of Public Administration
& Local Government
Faculty of the Social Sciences
University of Nigeria,
Nsukka.
19th
August, 2011.
Dears Madam/Sir,
IMPACT OF STAFF TRAINING AND DEVELOPMENT ON WORK
ATTITUDE IN IMO STATE PUBLIC SERVICE; A STUDY OF LOCAL
GOVERNMENTS IN ORLU ZONE
I am a post-graduate student in the above stated department, undergoing a Master of
Science (M.Sc) Degree in Public Administration majoring on Human Resources
Management. The information’s required in the research project which are contained in this
questionnaire attached, are strictly for academic purpose.
I sincerely appeal to you to complete and return them. Every information given will
be treated with utmost confidence please.
Thanks,
Yours faithfully
Elozieuwa, Felix Obioma
92
IMPACT OF STAFF TRAINING AND DEVELOPMENT ON WORK
ATTITUDE IN IMO STATE PUBLIC SERVICE; A STUDY OF LOCAL
GOVERNMENTS IN ORLU ZONE
QUESTIONNAIRES
Please fill/mark ‘X’ where applicable.
Name of L.G.A:
Location/Address
1. What is your Sex? Male [ ] Female [ ]
2. Which of the categories does your age fall in? 18 -28 [ ] 29 -38 [ ]
3. What is your marital status?
Single [ ] Married [ ] Divorced [ ] Windowed [ ]
4. What is your educational qualification?
i. First School Leaving Certificate [ ]
ii. WASC/GCE/NECO/RSA [ ]
iii. HSE/OND/NCE [ ]
iv. HND/1st Degree [ ]
v. Master’s Degree [ ]
vi. Doctor’s Degree [ ]
5. What cadre of staff do you belong? Please state
6. How long have you been with the L.G.A?
i. 1 -3 years [ ]
ii. 4 – 6 years [ ]
iii. 7 – 9 years [ ]
iv. 10 – 12 years [ ]
93
v. 13 and above [ ]
7. What is the staff strength of your L.G.A?
8. Does your L.G.A have training programme(s) for the employees?
Yes [ ] No [ ]
9. If yes, what type of training programme(s) does your L.G.A offer her employees?
i. On-the-job training [ ]
ii. Apprenticeship Training [ ]
iii. Job Rotation [ ]
iv. Vestibule Training [ ]
v. Seminars, Workshops and Conferences [ ]
vi. Supervisory Training [ ]
vii. Management Training [ ]
10. What are your L.G.A reasons for sending your employees for training? You can tick
more than one option.
i. Skill improvement [ ]
ii. Promotion [ ]
iii. Effectiveness and efficiency [ ]
iv. Higher responsibility [ ]
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11. Do you agree that has training influenced your attitudes towards the following?
S/n Description Strongly
Agreed
Agreed Somewhat
Agreed Not
Agreed
1 Relationship with co-workers.
2 Relationship with outsiders
3 Relationship with supervisors.
4 Sense of communicate.
5 Absenteeism rate
6 Loyally
12. Can training and development impact be evaluated? Yes [ ] No [ ]
13. Can employees be motivated to increase their productivity through training?
Yes [ ] No [ ]
14. Are training funded periodically as at when due in your local government?
Yes [ ] No [ ]
15. Are there reasons given by management for failures of providing training and
development as at when due? Yes [ ] No [ ]
16. What are the reasons? You can tick more than one.
i. No money [ ]
ii. No Trainers [ ]
iii. No Equipments materials [ ]
iv. Proximity [ ]
17. Does your organization/LGA see training as a pre-requisite/sine-qua-non for employees
Development? Yes [ ] No [ ]
18. Does your L.G.A/organization target the training need first? Yes [ ] No [ ]
19. Does sound training increase the staff zeal for work? Yes [ ] No [ ]
20. Are the training institutes in Nigeria meeting up with the world labour standard?
Yes [ ] No [ ]