IMPACT OF MANAGEMENT DEVELOPMENT ON ORGANIZATIONAL COMMITMENT:

(EVIDENCE FROM IBB UNIVERSITY, LAPAI)

BY

ABDULSALAM ABDULLAHI

U10/FMS/BUS/083

DEPARTMENT OF BUSINESS ADMINISTRATION

FACULTY OF MANAGEMENT AND SOCIAL

SCIENCES

IBRAHIM BADAMASI BABANGIDA UNIVERSITY,

LAPAI, NIGER STATE

OCTOBER, 2014

1

IMPACT OF MANAGEMENT DEVELOPMENT ON ORGANIZATIONAL COMMITMENT: EVIDENCE FROM IBB UNIVERSITY, LAPAI

BY

ABDULSALAM ABDULLAHI

(U10/FMS/BUS/083)

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF BUSINESS ADMINISTRATION, FACULTY OF MANAGEMENT AND SOCIAL SCIENCES, IBRAHIM BADAMASI BABANGIDA UNIVERSITY, LAPAI, NIGER STATE

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DECLARATION

I hereby declare that this document represent the report of a research conducted by

me for the award of Degree in Business Administration and that, to the best of my

knowledge, it contains no material previously published by another person, no

material which has been accepted for the award of any other degree of the University.

Authors cited in the report are duly acknowledged. All errors are mine.

………………………………… …….………………

Abdulsalam Abdullahi Date

U10/FMS/BUS/083

08039293304, 08074832583

3

CERTIFICATION

This is to certify that this research project titled “Impact of Management

Development on Organizational Commitment” conducted and written by

Abdulsalam Abdullahi (U10/FMS/BUS/083) was duly supervised, read and

approved as meeting the requirement for the award of Bachelor of Science Degree in

Business Administration in Department of Business Administration in Ibrahim

Badamasi University, Lapai.

…………………………………. ....….……………

Mohammed A. Mawoli Date

(PROJECT SUPERVISOR)

…………………………………. ....….……………

Mohammed A. Mawoli Date

(HEAD OF DEPARTMENT)

…………………………………. ....….……………

EXTENAL EXAMINER Date

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DEDICATION

This work is dedicated to my late Mom (Hajiya Hafsat Abdulsalam Raji) and to my

late Sisters (Halima Abdulsalam and Medina Abdulsalam).

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ACKNOWLEDGEMENT

My sincere appreciation and gratitude goes to Almighty Allah for his total

protection, guidance, favour and for providing me the wisdom, knowledge and

understanding needed for the completion of this degree program.

This research work would not have come to a triumphant end without thorough

supervision, I wish to express my unreserved appreciation to my humble, efficient

and capable supervisor, Mal. Mohammed A. Mawoli a.k.a (Global Mobile

Encyclopaedia of Research Study) for the resourceful and immeasurable support

given to me, and whose criticism, professional guidance and suggestions upgraded

this work to this standard.

My special appreciation also goes to my mentor and role model Mallam Nuhu

A. Ango for his advice, support and for his word of encouragement. Sir, I am very

grateful. My special gratitude also goes to the entire staff of Business Administration

Department with particular reference to Mal. Mohammed A. Mawoli, Mal. Nuhu A.

Ango, Mal. Abdullahi Baba Yusuf, Alhaji Raji I. Adam, Mal. Ndagi Sayedi, Mr.

Emmanuel T., Mal. Bashir D.S., Mr. Gabriel S., Dr. Mathew O. Fashagba, Dr. Jamiu

A. and Dr. J.K Yere for building me.

My unquantifiable and countless appreciation go to the best siblings in the

world, Hajiya Fati Abdulsalam Zubairu, Mrs. Zainab Abdulsalam Abukabar,

Mallama Sekina Abdulsalam Hashim and Mal. Abdul Abdulsalam and not forgetting

my lovely nieces (Aisha Abdulsalam and Halima Abdulsalam) for their care, love

advice, supplications and support throughout the struggle, may Almighty Allah grant

you all your heart desires. Ameen.

My special appreciation also goes to Mal. Haruna N. Yahaya for his fatherly

advice and support and also to the most prudent and dedicated Manager, Mr. Edwin

A. Olumese for their word of encouragement and to the entire staffs of Haruna

Yahaya & Co. Thank you all.6

Finally, my appreciation goes to my in laws, family friends and friends with

special reference to Mal. Abukakar A. A., Alhaji Zubairu Abdulkareem, Amina

Muhammad Kudu (Mimi), Hussain Dauda, Hussain Rukaya, Tanko Emmanuel,

Ibrahim Adejuwon Bello (Jaywon), Zubairu Mohammed Sokomba (CNA),

Mohammed Abdulsalam (HOD), Babawusa Alhassan, Maimuna Yunusa (Tumsy),

Jibrin B. Haruna, Abubakar Aminu, Alao Adekola Oluwaseun, Mal. Muhammad

Muhammad Musa, Yakubu Momoh (Rep.), Yahaya Kudirat Abiola, Muhammad

Bagudu, Olayemi Yusuf (Bale), conclusively to the entire Business Administration

class of 2014. My God continue to be with us all. Ameen.

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TABLE OF CONTENTS

Title Page - - - - - - - - - - - -i

Certification Page - - - - - - - - - - -ii

Certification Page - - - - - - - - - - -iii

Dedication Page - - - - - - - - - - -iv

Acknowledgement - - - - - - - - - - -v-vi

Table of Contents - - - - - - - - - - -vii-x

List of Tables- - - - - - - - - - - - xi-xii

Abstract- - - - - - - - - - - - - xiii

CHAPTER ONE

INTRODUCTION

1.1 Background to the study - - - - - - - - - 1-2

1.2 Statement of the problem - - - - - - - - 2-4

1.3 Aim and objectives of the study - - - - - - - 4

1.4 Research questions - - - - - - - - - 4-5

1.5 Hypothesis - - - - - - - - - - - 5

1.6 Significance of the study - - - - - - - - - 5

1.7 Scope of the study - - - - - - - - - - 5-6

1.8 Limitation of the study - - - - - - - - - 6

1.9 Definition of Terms - - - - - - - - - 6-7

1.10 Scheme of Chapters - - - - - - - - - 7

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CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction - - - - - - - - - - - 8

2.2 Concept of Management Development - - - - - - 8-10

2.2.1 Formal Approaches to Management Development - - - - - 10-11

2.2.2 Informal Approaches to Management Development - - - - 11-12

2.2.3 The Integrated Approach to Management Development - - - 12

2.3 Rationale for Management Development - - - - - - 12-13

2.4 Types of Management Development Programmes - - - - - 13

2.4.1 Career Development - - - - - - - - - 13-15

2.4.1.1 Roles Management can play in Career development - - - - 15-16

2.4.2 Outdoor Management Development Programmes - - - - 17

2.4.3 Management Development - - - - - - - - 17-18

2.5 Steps in Management Development - - - - - - - 18-19

2.6 The Concept of Organizational Commitment - - - - - 19-21

2.6.1 Commitment and Work Behaviour - - - - - - - 21-23

2.6.2 Organisational Citizenship Behaviour - - - - - - - 23-27

2.6.3 Managing Employees Organizational Commitment - - - - - 27-29

2.7 Types of Organizational Commitment - - - - - - 29-31

2.8 Factors Contributing to organizational Commitment - - - - 31-35

2.9 The Impact of Management Development on Organizational

Commitment- - - - - - - - - - - 35-37

2.10 Historical Background of IBB University - - - - - - 37-40

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CHAPTER THREE

METHODOLOGY

3.1 Introduction - - - - - - - - - - 41

3.2 Research Design - - - - - - - - - - 41

3.3 Population of the Study - - - - - - - - - 41-42

3.4 Sample Size and Sampling Techniques - - - - - - 42-44

3.5 Instrument for Data Collection - - - - - - - 44-45

3.6 Measurement of Variables - - - - - - - - 45

3.7 Methods of Data Analysis - - - - - - - - 45

3.8 Model Specification - - - - - - - - - 45-46

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Introduction - - - - - - - - - - 474.2 Questionnaire Distribution and Retrieval - - - - - - 47

4.3 Demographic and Socio-economic Variables of the Respondents- - - 47

4.3.1 Distribution of the Respondents on the Basis of Gender - - - - 48

4.3.2 Distribution of the Respondents on the Basis of Age- - - - - 48

4.3.3 Distribution of the Respondents on the Basis of Marital Status - - - 49

4.3.4 Distribution of the Respondents on the Basis of Education- - - - 49

4.3.5 Distribution of the Respondents on the Basis of Length of Service in IBBUL- - - - - - - - - - 50

4.3.6 Distribution of the Respondents on the Basis of ManagerialPosition - - - - - - - - - - - - 50

4.4 Whether the Respondents Acquired their Highest Academic Qualification while Working in IBBUL- - - - - - - 51

4.5 Whether the Respondents had sponsored themselves for Staff Development Programmes while Working for/in IBBUL - - - - 51

4.6 Why Respondents choose to Sponsored themselves for 10

Staff Development Programmes while working for/in IBBUL - - - 52

4.7 Whether IBBUL had ever sponsored the Respondents for any Staff Development programmes- - - - - - - 52-53

4.8 Whether Respondents benefit from Staff Development Programmes Regularly- - - - - - - - - - 53-54

4.9 Whether Staff Development Programmes attended by Respondents are sponsored by TETF or IBBUL- - - - - 54-55

4.10 Effectiveness of Management Development- - - - - - 55-56

4.11 Level of Organization Commitment- - - - - - - 57

4.11.1 Level of Affective Organization Commitment- - - - - - 57

4.11.2 Level of Continuance Organization Commitment- - - - - 58-59

4.11.3 Level of Normative Organization Commitment- - - - - 59-60

4.11.4 Summary of Organization Commitment (Affective, Normative and Continuance) - - - - - - - - - - 61

4.12 Effect of Management Development on Organisation Commitment to Work- - - - - - - - - - 62-63

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary - - - - - - - - - - - 64

5.2 Conclusions - - - - - - - - - - - 64-65

5.3 Recommendations- - - - - - - - - - 65-66

5.4 Suggestion for further studies - - - - - - - - 66

References- - - - - - - - - - - - 67-68

Appendices- - - - - - - - - - - 69-74

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LIST OF TABLES

Table 3.1: Offices of the Management Team of IBBUL - - - - - 42

Table 3.2: Population and Sample Size of the Management Staff of IBBUL- - - - - - - - - - 44

Table 4.1: Distribution and Retrieval of Copies of Questionnaire Administered- - - - - - - - - - 47

Table 4.2: Gender of Respondents - - - - - - - - 48

Table 4.3: Age Distribution of the Respondents- - - - - - 48

Table 4.4: Marital Status of the Respondents - - - - - - 49

Table 4.5: Education Distribution of the Respondents - - - - - 49

Table 4.6:Duration of Work of the Respondents - - - -- 50

Table 4.7: Current Managerial Position occupy by the Respondents - - - 50

Table 4.8: Whether Member of the IBBUL Management Team Acquired their Highest Academic Qualification while Working in IBBUL- - - - - - - - - 51

Table 4.9: Self sponsor for Staff Development Programmes while working for/in IBBUL - - - - - - - - 51

Table 4.10: Why Respondents Choose to Sponsor themselves for Staff Development Programmes while working for/in IBBUL - - - 52

Table 4.11: Whether IBBUL had ever sponsored Respondents for any staff development programmes - - - - - 53

Table 4.12: How often do the Respondents benefitted from Staff Development Programmes?- - - - - - - - - - 54

Table 4.13: Are the Staff Development Programmes attended by Respondents sponsored by TETF or IBBUL? - - - - 55

Table 4.14: Effectiveness of Management Development - - - - - 56

Table 4.15: Extent of Affective Organization Commitment by the IBBUL Management Staff - - - - - - - 58

Table 4.16: Extent of Continuance Organization Commitment by the IBBUL Management Staff - - - - - - - 59

Table 4.17: Extent of Normative Organization Commitment by the IBBUL Management Staff - - - - - - - 60

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Table 4.18: Extent of Organization Commitment by the IBBUL Management Staff - - - - - - - - - 62

Table 4.19 Effect of Management Development on Organisation Commitment - 63

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ABSTRACT

The purpose of the study is to examine the impact of management development on organization commitment to work in Ibrahim Badamasi Babangida University, Lapai. The methodology that was used for the study was survey. Primary data was collected from a sample of fourty (40) management teams. Self- administered questionnaire was used in the collection of data; data collected were analyzed using descriptive and inferential statistics (such as frequency distribution, mean, standard deviation and Regression). Findings of the study revealed that Management development has no positive impact on organization commitment to work, also the study revealed that management teams of IBB University have average commitment to work and they considered management development to be very effective. Based on the above findings, the study recommends that for IBB University, Lapai to excel as the first choice University in Africa, management must empower all departments to engage in development of staff to build potential and strengthen staff competencies.

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CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Management development is a key contributor to an institution’s competitive

advantage, helps develop managerial talent, and allows managements to take

responsibility for their careers. Management development is a necessary component

of an institution’s efforts to compete in the new economy, and to meet the challenges

in work design. Management development is a key to ensuring that managements

have the competencies necessary to serve the institution in achieving the aims and

objectives. Management development is also important to ensure that institutions

have the managerial talent needed to successfully execute a growth strategy.

Essentially, Management development could enhance employee commitment

to the organization and boost its overall performance. Becker (1993) and Brum

(2008) theorized that training and development are antecedents of employee

commitment. Li, Cannon and Wong (2014) found that career development has

significant influence on employee commitment.

Biljana (2004) stated that the commitment of employees is an important issue

because it may be used to predict employee’s performance, absenteeism and other

behaviours. Management development refers to a systematically planned,

comprehensive set of professional learning opportunities carried out over time to

achieve specific district-wide, campus, and department improvement objectives, and

also, refers to the processes, programs and activities through which every

organization develops, enhances and improves the skills, competencies and overall

performance of its employees and workers.

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Newstrom and Davies (2002) define employee’s organizational commitment as

the degree to which an employee identifies with an institution and wants to continue

actively participating in it. Like a strong magnetic force attracting one metallic object

to another, it is a measure of the employees’ willingness to remain with a firm or an

institution in the future. It often reflects the employees’ belief in the mission and

goals of an institution, willingness to expend effort in their accomplishment, and

intentions to continue working there. Commitment is usually stronger among longer-

term employees, those who have experienced personal success in the organization,

and those working with a committed employee group.

Ibrahim Badamasi Babangida University, Lapai (IBBUL), is a public

university owned by Niger State Government with the mandate to produce high

quality and globally competitive human capital at internationally recognized and

competitive levels of University Education that will lead the process of socio-

economic and political engineering of Niger State and Nigeria. The realization of

IBBUL’s mandate is, no doubt, dependent on competent (i.e. well trained and

developed manpower) as well as committed staff. Thus, this study is aimed at

verifying the impact of management development on organizational commitment in

IBBUL.

1.2 Statement of the Problem

Universities all over the world are considered as the main agent of socio-

economic, political, and technological change and development through the activities

of knowledge production and reproduction (i.e research), knowledge storage (i.e

library), knowledge delivery (i.e teaching) and knowledge application (i.e community

service). The Universities are uniquely staffed with academic staff and non-academic

staff; the academic staff handle teaching, research and community services on the one

hand, while the non-academic staff handle administrative matters ranging from

revenue and salary, maintenance of building and facilities, inventory procurement

and management, employee recruitment and management, sanitation, and health

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services among others. Due to these peculiarities, universities’ management team are

usually drawn from the academic and non-academic staff. The Vice-Chancellors, the

Deputy Vice-Chancellor, the Chief Librarian, The Deans and the Head of

Departments represent the academics in the management, while the Registrars,

Bursars, Academic Secretary and Directors represent the administrative arm of the

institution in the management.

Members of management team in university systems may be either promoted

or appointed into managerial roles because they exhibited strong performance as

academicians and administrators at technical levels. The shift from technical roles to

strategic roles presents new challenges that require new knowledge to tackle through

management development programmes. However, most public organizations provide

no formal management development programme for its new managers and no

“refresher” training for existing managers or high-potential employees (Grensing-

Pophal, 2002). Arguably, the situation in the Nigerian Public universities is not

different from the one described by Grensing-Pophal (2002), more so that the

Nigerian public universities are grossly underfunded whereas management

development programmes are capitally intensive.

Funds for management development in the Nigerian universities can be

sourced internally and externally. The basic and permanent source of funding

management development ought to be internally based (i.e within the university)

while external sources are supposed to be secondary and temporary alternatives that

the university can leverage on. The researcher has rather observed that Nigerian

Universities have relied heavily on Tertiary Education Trust Fund (TETF) for staff

training and development and commit very little or no internal resources to staff

training and development. Thus, this study seeks to examine, among others, the

importance IBBUL attach to management development in terms of funding and

programmes. This is expedient because management development could enhance

managers’ performance in terms of influencing employees to greater productivity for

the attainment of the much desired organizational goals.

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Importantly, available empirical literature shows that previous researchers paid

much research attention on the relationship between training and employee

productivity/performance, training and employee commitment, and other related

topics where training was used as the independent variable while the issue of

management development and its attendant impact on organizational commitment has

been widely neglected. This has left a wide gap in empirical literature. Thus, the need

for this study.

1.3 Aim and Objectives of the Study

The aim of this study is to analyse the effect of management development on

organizational commitment in IBBUL. However, this study seeks to achieve the

following objectives:

i. To determine the extent to which management staff of Ibrahim Badamasi

Babangida University, Lapai are exposed to periodic development through

internally and externally funded programmes;

ii. To evaluate the level of organization commitment by the Management team of

Ibrahim Badamasi Babangida University, Lapai.

iii. To examine the impact of management development on organisation

commitment in Ibrahim Badamasi Babangida University, Lapai.

1.4 Research Questions

The following research questions shall guide this study:

i. To what extent is the management team of IBB University exposed to periodic

development using internally and externally sourced fund?

ii. What is the level of organization commitment by the management staff of IBB

University, Lapai?

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iii. How does management development influence organizational commitment in

IBB University, Lapai?

1.5 Hypothesis

For the purpose of examining the impact of management development on

organisation commitment in Ibrahim Badamasi Babangida University, Lapai,

the following hypothesis was formulated for testing.

Ho: Management development has no positive impact on organisation commitment

Ha: Management development has positive effect on organisation commitment

1.6 Significance of the Study

The findings of this study may be of great significance to both

management and managements of Ibrahim Badamasi Babangida University,

Lapai. This study may be of immense benefit to other related institutes.

Government organizations such as agencies and departments will benefit from

this study. It will also help management to be more effective in developing

their management.

The challenges identified in the adoption of management development in

Ibrahim Badamasi Babangida University, Lapai, can also be corrected.

Examinations and professional bodies may also benefit from this study by

continuously research on the concept of management development and

organization commitment. The findings from this study may be a basis for

future researches.

1.7 Scope of the Study

The scope of this study is to examine impact of management development on

organizational commitment in Ibrahim Badamasi Babangida University, Lapai. 19

Training which is at times used interchangeably with management development is not

within the scope of the study. The study cut across the management staff of Ibrahim

Badamasi Babangida University, Lapai which comprised the academic and non-

academic staff, namely the Vice-Chancellors, the Deputy Vice-Chancellor, the Chief

Librarian, the Deans and the Head of Departments, the Registrar, Bursar, Academic

Secretary and Directors represent the administrative arm of the institution in the

management. The survey was conducted in 2014.

1.8 Limitation of the Study

The limitation of this study is the narrow time available for this study and also

there were no comprehensive materials for this study because the previous

researchers do not go deep into the concept of management development and

organization commitment, inadequate internet facilities is also another constraint to

this study.

1.9 Operational Definition of Terms

i. Management Development: Management development refers to a

systematically planned, comprehensive set of professional learning

opportunities carried out over time to achieve specific district-wide, campus,

and department improvement objectives.

ii. Organization Commitment: Organization Commitment is the emotional

commitment the employee has to the organization and its goals.

iii. Training: Training involves the application of formal processes to impact

knowledge and help people to acquire skills to perform their job satisfactorily.

iv. Education: Is a learning activities that long last for a very long period of time,

usually several years, many decades or a life time, with the essence of

acquiring a general knowledge that will benefit the society.

v. Institution: Institution is a large paramount organisation that is established for

the purpose of developing people and contributing to the growth and

development of a state.

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vi. Organization: Organisation is concerned with unionism of two or more people

who share common belief and purpose.

vii. Affective commitment: Affective commitment relates to how much

employees want to stay at their organisation.

viii. Continuance Commitment: Continuance commitment relates to how much

employees feel the need to stay at their organisation.

ix. Normative Commitment: Normative commitment relates to how much

employees feel they should stay at their organisation.

1.10 Scheme of Chapters

The study has been organised into five chapters. Chapter one introduce the

study and focused on background to the study, statement of the problem, aim and

objectives of the study, research questions, significant of the study, scope of the

study, limitations of the study, operational definition of terms and scheme of

chapters.

Chapter two is on literature review. It explains the concept of management

development, rationale for management development, types of management

development programmes, steps in management development, the concept of

organization commitment, types of organization commitment, factors contributing to

organization commitment, the impact of management development on organization

commitment, and historical development of IBB University.

Chapter three hubs on methodology. It explains the research design, population

of the study, sample size and sampling techniques, instrument for data collection,

measurement of variables and methods of data analysis.

Chapter four focused on data presentation and analysis. The chapter contains

data presentation, analysis and interpretation, and test of hypothesis.

The final Chapter gives the Summary, Conclusions and Recommendations of

the entire study.21

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

The chapter review relevant literature. It focuses on impact of management

development on organization commitment in Ibrahim Badamasi Babangida

University, Lapai.

The concept of management development, rationale for management

development, types of management development programmes, steps in management

development, the concept of organizational commitment, factors contributing to

organizational commitment and also impact of management development on

organizational commitment.

2.2 Concept of Management Development

Management development refers to many types of educational experiences

related to an individual’s work. Doctors, lawyers, educators, accountants, engineers,

and people in a wide variety of professions and businesses participate in management

development to learn and apply new knowledge and skills that will improve their

performance on the job. Many fields require members to participate in ongoing

learning approved by the profession, sometimes as a requirement for keeping their

jobs. Professionals often also voluntarily seek new learning.

Management Development is concerned with ensuring that people ability and

potentials are grown and realized through the provision of learning experiences or

through self directed learning. It is an unfolding process that enables people to

progress from the present state of understanding and capability to a future state in

which higher level skills, knowledge and competencies are required (Raji, 2014).

According to Leonard (2008) Development means those learning experience which

are organised, for a specific time, and designed to bring about the possibility of

behavioural change. Development is a continuous process of enhancing capability of 22

human beings and helping them to change their attitude to give best results in an

organisation, (Rao, 1990).

According to Naga (2008), Management Development is concerned with

focusing on learning experiences provided by organisations to achieve the goals of

the organisation. Naga (2008) clearly identifies three different types of learning

experiences and explains them for conveniences. He labelled them as training,

education and development. Managers are argued not to be trapped by the prior and

often confusing use of these terms. He said the focus of training is on the job the

employee now has. Such learning experiences are corned with actual job

performance. For positions which are highly measurable and clearly identifiable, it is

fairly easy to specify the job and the performance outputs. The focus of education is

on preparing the employee to perform on a specific job or group of jobs in the

organisation in the future. It is still job related but in order to differentiate it from

training, the manager should recognise that the emphasis of education is on the

individual preparing for different job. The most common use of education is to

prepare an individual for a promotion. The time utilization is the future, but a fairly

near future. While the focus of development is on the organisation it is bases on

experiences, which has shown us that organisations must grow and change in order to

stay viable. They must be able to move with the time.

Management Developments is concerned with providing learning experiences

to employees of an organisation and discover and exploit their potentials for common

goals of the organisations to which they belong for the betterment of themselves and

their families and for the country as a whole, (Naga, 2008).

Raji (2014) defined management development as an attempt to improve

managerial effectiveness through learning process. Management development

activities are associated with talent management. Therefore, the ability of manager is

to have the following talent:-

i) To empower and develop people: That is to understand practice and

process of delivering through the capacities of others.

23

ii) To manage people and performance: managers increasingly need to

maintain moral and to maximise performance.

iii) To work across boundaries engaging with others: Working as a

member of a team, thinking differently about problems and their

solutions.

iv) To balance technical and generic skill: That is the technical aspect of

management and the management of human relationship.

v) To develop relationships and focuses on the customers or students:

Build partnership with both internal and external customers and students.

In education, research has shown that teaching quality and school leadership

are the most important factors in raising student achievement. For teachers and school

and district leaders to be as effective as possible, they continually expand their

knowledge and skills to implement the best educational practices. Educators learn to

help students learn at the highest levels.

Many people may not be aware of their local school system’s methods for

improving teaching and student learning. Management development is the only

strategy school systems have to strengthen educators’ performance levels.

Management development is also the only way educators can learn so that they are

able to better their performance and raise student achievement.

2.2.1 Formal Approaches to Management Development

Armstrong (2006) identifies the formal approaches to management development as

coaching, and mentoring, performance management, planned experience, formal

training, and structured self development.

i) Coaching and Mentoring: Development on the job through coaching,

counselling, monitoring and feedback by managers on a continuous basis

associated with the use of performance management processes to identify and

satisfy development needs, and with mentoring;

24

ii) Performance Management: Assessment of personnel performance feeds into

career development, compensation and promotion, movement within the

organization, and sometimes even termination of employment. Importantly it

links the performance of the individual with the objectives of the organization.

Assessment of individual performance through mechanisms such as the

appraisal system are normally linked to training and development plans which

enable people to improve performance and also develop abilities in new areas.

iii) Planned Experience: Development through work experience, which includes

job rotation, job enlargement, taking part in project teams or task groups,

‘action learning’, and secondment outside the organization;

iv) Formal Training: Formal training by means of internal or external courses,

although management training programmes are more likely to be delivered in a

series of modules over a number of months rather than a single, long,

residential course;

v) Structured Self Development: Structured self-development by following self-

managed learning programmes agreed as a personal development plan or

learning contract with the manager or a management development adviser –

these may include guidance reading or the deliberate extension of knowledge

or acquisition of new skills on the job;

The extent to which management development activities are

programmed depends on the organisation and it technology, it environment and the

type of managements it employs. The approach to management development should

be based on understanding on how managements learn and develop and of the use of

formal and informal use of development centres.

2.2.2 Informal Approaches to Management Development

This is an area where management make use of learning experiences that come

across to them during the course of their everyday work. It includes:

i) Getting managements to understand their own learning style so that they

can make use of their experience;25

ii) Emphasizing self assessment and identification of development needs;

iii) Getting management to produce their own personal development plan;

and

iv) Encouraging management to discuss their own problem with their

managers, colleagues or mentors (Armstrong, 2006).

2.2.3 The Integrated Approach to Management Development

The integrated approach to management development takes judicious use of

both informal and formal methods applied in large organisations or institutions. The

five governing principles are set out below:

i) The reality of the management: That is avoid simplicity, assumptions

about what managers need to do or not.

ii) Relevance: Managers need to know things that are relevant to them,

those needs should include not only what managers should know now,

but also what they should know and be able to do in future. That is, what

will be relevant at higher levels in the organizations.

iii) Self development: Managers should be encouraged to develop their self.

That is, self directed development.

iv) Experiential Learning: Provide Managers with variety of experience in

good time, in the course of their career and by helping them to learn

from that experience.

v) Formal Learning: Courses can be introduced to supplement but never

replace experience, and there must be carefully time and selected and

designed to meet particular needs (Armstrong, 2006).

2.3 Rationale for Management Development

Dominic and Colin (2001) identify the essential rationales for employee

development as follows:

i) Development should be continuous in the sense that the professional

should always be actively seeking to enhance performance;

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ii) Development should be owned and managed by the individual learner;

iii) Development is a personal matter and the effective learner knows best

what he or she needs to learn;

iv) Development should begin from the individual’s current learning state;

v) Learning objectives should be clear and wherever possible should serve

institutional or students needs as well as individual goals;

vi) Regular investment of time in learning should be seen as an essential

part of professional life, not an optional extra;

2.4 Types of Management Development Programmes

Most employee development and training programs fall under the following

categories; Management Development; Career Development; Basic Skills;

Professional Skills; Technical Training; Supervisory Skills, Outdoor Management

Development.

2.4.1 Career Development

Career development is the ongoing acquisition or refinement of skills and

knowledge, including job mastery and professional development, coupled with career

planning activities. Job mastery skills are those that are necessary to successfully

perform one's job. Professional development skills are the skills and knowledge that

go beyond the scope of the employee's job description, although they may indirectly

improve job performance (UCSF, 2014).

Since career development is an ongoing, dynamic process, employees may

need encouragement and support in reviewing and re-assessing their goals and

activities. You are in a key position to provide valuable feedback and learning

activities or resources. Formal training and classes away from the job are effective in

providing new information, but adult learners also need to practice new skills.

Therefore, you can contribute significantly to your management member's career

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development by supporting career development activities within your department

(UCSF, 2014).

According to UCSF (2014), career development is guided by the following

principles:

i) Current information about the organization and future trends helps

employees create more realistic career development goals;

ii) Focus on skill development contributes to learning opportunities;

iii) Opportunities for promotion and/or lateral moves contribute to the

employee's career satisfaction;

iv) A greater sense of responsibility for managing one's own career contributes

to self-confidence;

v) Career planning and development clarifies the match between

organizational and individual employee goals;

vi) It's cost-effective to use your own management talent to provide career

development opportunities within your department;

vii) Career development increases employee motivation and productivity;

viii) Attention to career development helps you attract top management and

retain valued employees; and

ix) Supporting career development and growth of employees is mandated by

the Philosophy of Human Resources Management.

Moreover, management can contribute to career development in the following ways:

i) Refer to the Employee Development & Training catalog for the career

development course listings;

ii) Annually, conduct an individual development plan and career discussion

with employees and require other supervisors in your department to do the

same;

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iii) Hold supervisors in your department accountable for supporting employee

development efforts;

iv) Create programs and activities to provide skill development, such as job

rotation, cross-training, mentoring, internships, coaching, and career

strategy groups;

v) Recognize that your role includes providing support and/or release time for

management members' development beyond their current jobs;

vi) Support requests for alternate work schedules from management members;

vii) Serve as a role model by participating in career and professional

development opportunities yourself;

viii) See management members' applications for other positions as a healthy sign

of a dynamic workplace;

ix) Support lateral moves within your organization;

x) Refer employees to the Management Internship Program to explore

opportunities to apply for career development internships or self-initiate an

internship in an area of special interest; and

xi) Create job vacancy listings that allow for the most diverse applicant pool

while honouring transferable skills (UCSF, 2014).

2.4.1.1 Roles Management can play in Career development

The five roles managers play in career development as summarised by UCSF

(2014) as coaching, advisor, appraiser, and referral agents.

i) Coach: Helps employees identify strengths, weaknesses, interests, and values

by maintaining open, effective communication and ongoing encouragement.

You can improve your coaching by:

a) Encouraging two-way dialogue

b) Showing employees how to identify their skills, interests, and values

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c) Scheduling uninterrupted career development discussions

ii) Advisor: Provides organizational information, realities, and resources to employees. You can improve your advising by:

a) Helping employees develop realistic career goals based on your department's

needs and their individual development plans.

b) Helping employees understand the current opportunities and limitations on

the campus.

c) Advising employees on the feasibility of various career options

iii) Appraiser: Evaluates employees' performance in an open, candid way and

relates this to potential opportunities. You can improve your appraisal skills

by:

a) Providing frequent feedback in a way that fosters development

b) Conducting performance appraisals that define strengths, weaknesses,

and career development needs

c) Relating current performance to future potential in realistic ways

d) Using an individual development plan as a tool for continual feedback

and development

iv) Referral Agent: Helps employees meet their goals through contacts with

people and resources. You can improve your referral agent skills by:

a) Helping employees formulate development plans and consulting on strategies

b) Providing opportunities for experience, exposure, and visibility, such as

committees and task forces)

c) Using personal resources who you know and what you know to create

opportunities

d) Assisting in seeking employees' placement lateral or vertical.

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2.4.2 Outdoor Management Development Programmes

According to UCSF (2014), Outdoor Management Development Programmes

has become increasingly popular as a method of developing managerial effectiveness.

It relies on the use of a combination of classroom and outdoor activities to create an

environment conducive to changing behaviour. It primarily focuses on personal

development.

2.4.3 Management Development

The management and leadership development process is flexible and

continuous, linking an individual's development to the goals of the job and the

organization. Management development programs on campus give you the

opportunity to develop a broad base of skills and knowledge that can be applied to

many jobs on campus. The overarching goal is a comprehensive curriculum for

managers and supervisors to develop the necessary core competencies to become

excellent leaders. The Employee Relations Unit also provides training for managers

and supervisors, along with performance management tools. Expanding management

core competencies will enable campus managers to keep pace with the demands of a

changing organization (UCSF, 2014).

Guiding Principles of Management Development

UCSF (2014) identifies the guiding principles of management development activities

as:

i) Create a network of colleagues for problem-solving and support;

ii) Promote communication and planning throughout campus and department

networks;

iii)Encourage growth and career development of employees as stated in the

Philosophy of Human Resources Management;

iv) Improve skills and knowledge that can be immediately applied at work; and

v) Increase motivation and job satisfaction.

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According to UCSF (2014), management development can be supported by the organizations management in the following ways:

i) Model the behaviour you are encouraging; don't neglect your own

development;

ii) Discuss and create a development plan during the performance planning cycle;

iii)Endorse employees attending classes and activities that support development

plans and goals;

iv) Discuss what the employee learned in classes and support integrating new

ideas/methods; and

v) Provide timely behavioural feedback on performance and discuss ways to

improve and develop further.

Provide opportunities for your employees to develop through mentoring, cross-

training, internships, campus management organizations, professional associations,

committee and task force assignments, skill assessment programs, and university

degree and extension programs.

2.5 Steps in Employee Development

According to Dessler (2008), training and development must consist of five

steps:

Step I

Needs analysis: - In this step the trainer identifies the specific job performance skills

needed, assess the prospective trainee’s skills and then develop specific, measurable

knowledge and performance objectives based on any deficiencies identified.

Step II

Instruction design: - Here the trainer decides on, compile and produce the training

programme content including workbooks, exercises, and activities. Some the

techniques might include on-the-job training, off-the-job training and so on.

Step III

Validation :- (optional) this stage validates step 2 in which there is testing of the

training programme on a small representative audience.

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Step IV

Implementation: - This is where the training programme is actually put into action.

Step V

Evaluation: - Here management assesses success or failure of the programme.

2.6 The Concept of Organizational Commitment

Organizational commitment derives from an article “The organization Man”

written by Whyte in 1956. Commitment comes into being when a person, by making

a side bet, links extraneous interests with a consistent line of activity. Varsha and

Monika (2012) cited Grusky (1966) relates commitment with “The nature of the

relationship of the member to the system as a whole”. Kanter (2001) defines

commitment as “The willingness of social actors to give their energy and loyalty to

social systems, the attachment of personality systems to social relations, who are seen

as self expressive”.

According to Hall et al. (1970) “The process by which the goals of the

organization and those of the individual become increasingly integrated or

congruent” is commitment. Salancik (1977) said commitment is that “a state of being

in which an individual become bound by his action and through these action to

beliefs that sustain the activities of his own involvement”. Mowday et.al (1979)

defined commitment in such a way “The relative strength of an individual’s

identification with and involvement in a particular organization”. Scholl (1981)

described “a stabilizing force that acts to maintain behavioural direction when

expectancy/equity conditions are not met and do not function”. Allen & Mayer

(1990) claim that commitment is “a psychological state that binds the individual to

the organization”. According to the Meyer & Allen (1997) commitment “is a

psychological state that characterizes the employees’ relationship with the

organization and has implication for the decision to continue membership in the

organization.”

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From the above definition it is clear that commitment is different from

motivation or general attitudes it can lead individuals to behave in a way, from the

prospective of neutral observer, might seem in contrast to their own self-interest.

Employee commitment is important because high levels of commitment lead to

several favourable organizational outcomes. It reflects the extent to which

employee’s identify with and organization and is committed to its goals. Biljana

(2004) stated that the commitment of employees is an important issue because it may

be used to predict employee’s performance, absenteeism and other behaviours.

Rajendran and Raduan (2005) opined that the organizational commitment is the

subset of employee commitment, which comprised to work commitment, career

commitment and organizational commitment and also added greater the

organizational commitment can aid higher productivity.

According to Madigan, Norton and Testa (1999), committed employees would

work diligently, conscientiously, provide value, promote the institution’s services or

organisation’s products and seek continuous improvement. In exchange, they expect

a work environment that fosters growth and empowerment, allows for a better

balance of personal and work life, provides the necessary resources to satisfy the

needs of students and provides for their education and training as well as that of their

co-workers.

Hellriegel (2001) emphasizes that employee commitment goes beyond loyalty

to include an active contribution to accomplishing organizational goals. Employee

commitment represents a broader work attitude than job satisfaction because it

applies to the entire organization rather than just to the job. Further, commitment

typically is more stable than satisfaction because day-to-day events are less likely to

change it.

An impressive amount of research efforts have been conducted to

understanding the concepts and to identify implication of employee commitment over

the performance of the employees on the workplace. Aamir & Sohail (2006)

examined the influence of employee commitment on two—turnover intentions and on

job performance. Rajendran and Raduan (2005) study explores that employee 34

commitment, leads to positive organizational outcomes. Komal & Samina (2011) said

that job satisfaction has the highest impact on high employees’ commitment and

productivity. Meyer, Gellatly, Goffin, and Jackson (1989) examined facts of a

positive correlation between employee commitment and job performance, Low

commitment has also been associated with low levels of morale (DeCottis &

Summers, 1987) non-committed employees may depict the organization in negative

terms to outsiders thereby inhibiting the organization’s ability to recruit high-quality

employees.

Some study examines the relationship of commitment with various factors.

Mathieu & Zajac (1990), shown that commitment has been positively related to

personal characteristics such as age ,length of service in a particular organization

(Luthans, McCaul, & Dodd, 1985), and marital status (John & Taylor, 1999) and

have inverse relation to the employee’s level of education (Glisson & Durick, 1988).

In addition, commitment has been found to be related to such job characteristics as

task autonomy (Dunham, Grube, & Castaneda, 1994), feedback (Hutichison &

Garstka, 1996) and job challenge (Meyer, Irving, & Allen, 1998) and certain work

experiences such as job security (Yousef, 1998), promotion opportunities (Gaertner

& Nollen, 1989), training and mentoring opportunities (Scandura, 1997), and

supportive and considerate leadership (DeCottis & Summers, 1987).

No organisation in today’s world can perform at peak levels unless each

employee is committed to the organisation’s objectives and works as an effective

team member. It is no longer good enough to have employees who come to work

faithfully everyday and do their jobs independently. Employees now have to think

like entrepreneurs while working in teams, and have to prove their worth. However,

they also want to be part of a successful organisation which provides a good income

and the opportunity for development and secure employment.

2.6.1 Commitment and Work Behaviour

The meaning of employee commitment can best be explained by exploring the

social exchange theory. The social exchange theory is grounded in an economic

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model of human behaviour whereby interactional processes between individuals are

motivated by a desire to maximise rewards and minimise losses. The basic premise of

social exchange theory is that relationships providing more rewards than costs will

yield enduring mutual trust and attraction (Blau, 1964). Furthermore, these social

transactions incorporate both materials benefits and psychological rewards including

status, loyalty and approval. For example, in the workplace, the supervisor provides a

subordinate with support and monetary rewards while in exchange, the subordinate

contributes personal devotions and expertise.

The most widely studied behavioural correlate of commitment has been

turnover in the organisation. However, this focus on turnover may be short-sighted.

Organisational effectiveness depends on more than simply maintaining a stable

workforce; employees must perform assigned duties dependably and be willing to

engage in activities that go beyond role requirements (Organ, 1988). It thus seems

reasonable to assume that employee willingness to contribute to organisational

effectiveness will be influenced by the nature of the commitment they experience.

Employees who want to belong (continuance commitment) or feel obliged to belong

(normative commitment) to make effort on behalf of the organisation. It is interesting

to note that, of the studies that have reported positive correlations between

commitment and performance, most have used measure of affective commitment. It

is possible that an obligation to remain will carry with it an obligation to contribute,

in which case normative commitment would also correlate positively with effort and

performance. Continuance commitment is perhaps least likely to correlate positively

with performance. Employees whose tenure in the organisation is based on need may

see little reason to do more than is required to maintain their membership of the

organisation.

Organisations need employees who are willing to go beyond the call of duty

and engage in extra-role behaviours. For this reason, research continued to examine

the link between the three components of commitment and a multidimensional

measure of work behaviour. Coetzee (2005) cited Allen and Smith (1987) and Meyer

36

and Allen (1984) found that measures of work behaviour correlated positively with

measures of affective and normative commitment but not with continuance

commitment. Research by Randall, Fedor and longenecker (1990) as cited by Coetzee

(2005) revealed that affective commitment contributed significantly to share

knowledge. Normative commitment contributed only to the prediction of concern for

quality, sacrifice orientation and willingness to share knowledge. Normative

commitment contributed only to the prediction of sacrifice orientation, and

continuance commitment did not add significantly to the prediction of any of these

behaviours. These findings thus provide support for the preposition that the three

components of commitment have different implications for work-related behaviour

other than turnover.

A term closely related to commitment is organisational citizenship. According

to Graham (1991) as cited by Coetzee (2005), it can be conceptualized as a global

concept that includes all positive organisationally relevant behaviours of individual

organisation members. It thus includes traditional in-role job performance behaviour,

organically functional extra-role behaviours and political behaviours, such as full and

responsible organisational participation, that have typically been omitted previous

studies of citizenship. In order to understand how employees’ perceptions and

attitudes affect their commitment, and hence their work behaviour, it is necessary to

take a brief look at the precise meaning of organisational citizenship behaviour.

2.6.2 Organisational Citizenship Behaviour

Work behaviour that is in some way beyond the reach of traditional measures

of job performance but holds out the promise of long-term organisational success is

receiving increasing attention as the challenge of global competition highlights the

importance or organisational innovation, flexibility, productive and responsiveness to

changing external conditions. The terms that are generally used to describe such

behaviour include organisational citizenship behaviour (Graham, 1991) and extra-role

behaviour (Van Dyne & Cummings, 1990). According to Becker and Randall (1994)

as cited by Coetzee (2005), organisational citizenship behaviour represents individual 37

behaviour that discretionary, not directly or explicitly recognised by the formal

reward system, and promotes the effective functioning of the organisation. He further

states that it can be conceptualised as a subtle dimension of job performance

composed of extra-role behaviours. Organisational citizenship behaviours are vital

for productivity because organisations cannot forecast through stated job descriptions

the entire spectrum of subordinate behaviours needed for achieving goals. An

organisation’s success is thus dependent on employees’ willingness to do more than

what their official job descriptions outline.

A common theme of these conceptualisations is an attempt to identify work

behaviour that contributes to organisational effectiveness, but which is often not used

to assess job performance. This means that job performance is assessed by referring

to in-role behaviour, whereas organisational citizenship behaviour refers to both in-

role and extra-role behaviour. A critical difference between these two kinds of

behaviour is the extent to which others reward the behaviour and impose sanctions it

it is absent. Both in-role and extra-role behaviours may be intrinsically rewarding.

However, the formal is more likely to be linked to extrinsic rewards and sanctions

(Morrison, 1994).

It is well recognised that organisations reap significant benefits from having

employees who are willing to go above and beyond the required role behaviour.

There may be situations, however, in which it is desirable to have employees

conceptualise their jobs broadly so that they engage in certain organisationally

functional behaviours without feeling that they are doing something extra. For

example, when employees’ helping others is critical to getting a job done effectively,

it might be problematic if supervisors have to depend on employees’ willingness to

engage in extra-role behaviour. In such situations, managers might want to encourage

employees to see helping others as in-role in order to ensure more consistent

performance. It might be valuable therefore for managers to understand the subtle

social and psychological factors that influence employees’ perceptions of their job

responsibilities.

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Morrison (1994) opined that, an important management function may be to

reduce the perception “that’s not my job” with respect to activities that are critical but

not formally enforced. However, this is no easy task since employees and their

managers have different ideas on defining various as in-role or extra-role, and

consequently how broadly they define their jobs responsibilities. Morrison (1994),

states that one determinant of how broadly employees define their job is affective

commitment. High affective commitment means that an employee perceives his or

her employment as being based on a rational exchange. He or she will thus tend to

define his or her obligations in a broad and flexible manner, indicating high perceived

job breadth. This viewpoint is quite different from what is traditionally regarded as

organisational citizenship behaviour and commitment relationship. Instead of

believing that commitment leads employees to exceed their job requirements,

Morrison (1994) proposes that commitment changes the way in which employees

define job requirements. Extra-role behaviour is more likely to be seen as in-role

behaviour and part of one’s job.

According to Inkeles (1969), as cited by Coetzee (2005), the organisational

citizenship behaviour construct consist of three categories, namely;

(i) Obedience,

(ii) Loyalty, and

(iii) Participation.

Obedience: involves respect for orderly structures and processes. It reflects

employees’ acceptance of the necessity for and desirability of rational rules

and regulations governing organisational structure, job descriptions and

personnel policies.

Loyalty: includes serving the interests of the community as a whole and the

values it embodies. In an organisation, loyalty is identification with and

allegiance to an organisation’s leaders and the organisation as a whole,

transcending the interests of individuals, work groups reputation, and

cooperating with others to serve the interests of the whole.

39

Participation: entails active and responsible involvement in community self-

governance and keeping oneself well informed about issues affecting the

community as well as exchanging information and ideas with other people. In

an organisational context, it refers to interest in organisational affairs and

taking responsibility for organisational governance. It also includes attending

non-obligatory meetings, sharing informed opinions and new ideas with others

and being willing to combat groupthink.

When an employee engages in obedience, loyalty and participation activities as

outlined above, he or she displays commitment to the organisation. Not only does

such person do more than what is expected of him or her, but does not expect to be

rewarded for it.

The relationship between commitment and organisational citizenship

behaviour can best be explained by stating that organisational citizenship behaviours

are displayed by employees to demonstrate their level of commitment to the

organisation. Commitment should thus be seen as a certain state of mind which leads

to the display of certain behaviours. A number of researchers have investigated the

concept of employee commitment, the definition being that it is an individual’s belief

in and acceptance of the goals and values of an organisation, a willingness to work

hard on its behalf, and strong desire to remain in it (Leong, Furnham & Cooper,

1996; Levy & Williams, 1998; Mayer & Schoorman, 1998). According to Moorman

(1991), organisational citizenship behaviour is defined as work-related behaviours

that are discretionary, not related to the formal organisational reward system, and

promote the effective functioning of the organisation (Organ, 1998). The above

definitions of commitment and organisational citizenship behaviour both refer to

internal forces driving work-related behaviour that contributes to the success of the

organisational citizenship behaviour will be regarded as one and the same thing.

Because organisational citizenship behaviours include such a wide variety of

behaviours, Podsakoff and Mackenzie (1989) grouped them into the following five

categories:

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(i) Altruism: The extent to which an employee is prepared to help co-workers

with their workload and work-related problems.

(ii) Courtesy: The extent to which an employee helps to prevent others’ problems

by advance consultation, information and respect for others’ need.

(iii) Sportsmanship: A willingness to accept minor frustrations and

inconveniences without fuss or complaint.

(iv) Conscientiousness: The extent to which an employee obeys organisational

rules, regulations and procedures.

(v) Civic virtue: Responsible and constructive involvement and participation in

issues confronting the group and organisation.

The extent to which these behaviours are displayed will thus indicate the

degree of an employee’s commitment.

2.6.3 Managing Employees Organizational Commitment

Biljana (2004), Employees' commitment is a valuable and intangible asset

which can produce very tangible results. It is therefore important for management to

build and manage employees' commitment, especially after radical organizational

changes. Since there are different types of commitment it is important to build the

right one.

Empirical evidence shows that affective commitment is strongly related to the

results that organizations value the most. So, the management should implement

policies which will increase this type of commitment. These policies could be divided

into two groups: short-term and long-term policies:

Short-term policies leading to increased affective commitment are:

i) Treating the employee with respect and consideration; employees must feel

that they are valued and appreciated,

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ii) Organizations are to be customer-oriented; employees tend to identify with an

organization that respects them as well as its customers,

iii)Management must clearly define the job and responsibilities of employees;

supervisors must precisely communicate to their employees what has to be

done and what their expectations are,

iv) Designing stimulating jobs; a tasks that allows employees to use their skills,

professional knowledge and judgment, offers job enrichment and employee

autonomy. This significantly contributes to increasing organizational

commitment, and,

v) Providing high quality information to employees about company's plans and

activities; this is extremely important during periods when the company is

experiencing a crisis since, at that time, employees feel insecure and uncertain

about the future.

Long-term polices leading to increased affective commitment are human resources

management practice which are valid for a long period of time. These practices are:

i) Recruitment and selection: Recruitment strategies may be designed to

influence the desirable type of commitment. Organizations may provide

practical job previews that describe both positive and negative aspects of the

job. When organizations provide such information, applicants are better able to

determine whether the job will meet their specific needs.

ii) Socialization and training: Providing a supportive environment tends to be a

very effective strategy for strong sense of employees' commitment. Training,

otherwise, might lead to different forms of commitment. Employees who

receive training might perceive that the organization values them as individuals

and therefore develop a stronger affective commitment. The same training

could lead to the development of continuance commitment if it provides

specific skills which are valuable only to that organization.

42

iii)Assessment and promotion: The perception of fairness in the assessment and

promotion process is also very important. Affective commitment is likely to

decrease when an employee perceives assessment and procedures as unfair.

iv) Compensation and benefits: Compensation and benefit packages may be

viewed in two different ways. If the employees view a compensation and

benefits package from a purely financial view point, then continuance

commitment may increase. If however, the employees perceive the

organization as one that is fair in rewarding its employees, then affective

commitment is likely to increase.

2.7 Types of Organization Commitment

Meyer and Allen (1991) developed their Three Component Model of

Commitment. The model explains that commitment to an organization is a

psychological state, and that it has three distinct components that affect how

employees feel about the organization that they work for.

The three components are:

i. Affective commitment (affection for your job).

ii. Continuance commitment (fear of loss).

iii. Normative commitment (sense of obligation to stay).

You can use this model to increase commitment and engagement in your team, while

also helping people to experience a greater feeling of well-being and job satisfaction.

i) Affective commitment

Affective commitment is the most common representation of organizational

commitment. It represents employee's emotional attachment to organization and its

goals. It results from an agreement between individual and organizational values and

goals. Individuals who are affectively committed to their organizations believe in the

organizations' goals and wish to maintain their organizational membership.

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Individuals develop a sense of affective commitment toward their organizations when

they feel competent performing their jobs and are satisfied with their roles as

organizational members.

There are many factors that may influence the level of affective commitment.

They can be divided into two groups: a) individual-level factors, and b)

organizational factors. Individual-level factors include, for example, factors such as:

personality, values orientation, education, age, etc. Organizational factors include:

believing that employee's roles and job goals are clearly defined, management

support, regarding employee's job performances, etc.

ii) Continuance commitment

Continuance commitment represents cognitive attachment between employees

and their organizations because the costs of leaving organizations outweigh the

benefits. Costs may include losing a good pay and other forms of material benefits,

established networks or contacts, image, necessity to reallocate, job search expenses,

etc. Sometimes employees express continuance commitment because of personal

investments in non-transferable investments. These investments include some special

skills that are unique to a particular organization, close working relationships with co-

workers, and other benefits that make it too costly for one to leave organization and

seek employment elsewhere.

There are many factors that may lead to continuance commitment. One of them

is the level of investment they have accumulated in organization. Some of employees

make financial investments upon joining an organization. On the other side, some of

them make nonfinancial investments to gain the role status within their organizations

(they "sacrificed" to create it). The second factor leading to a sense of continuance

commitment may be the employees' perceived lack of alternatives outside of the

organization. If employees believe that fewer work opportunities exist outside of their

organizations, the perceived costs of leaving current organizations will be higher, and

they will develop a stronger sense of continuance commitment to their organizations.

44

iii) Normative commitment

Normative commitment represents feeling of obligation to remain with an

organization. Employees think that they ought to remain with an organization

because they think it is morally right to do so (employees have received scholarships,

training investments, etc.). Factors that may influence the level of normative

commitment are education, age, etc.

2.8 Factors Contributing to organizational Commitment

Employees who are committed to the company show up on time and work hard

every day, while those who are not as committed might start to perform poorly or

have a lackadaisical attitude. There are a number of factors that influence an

employee's commitment to the company, for better or for worse. The following are

some of the factors considered that contribute to organizational commitment.

i. Remuneration

The number one factor that influences managements’ commitment is

compensation and benefit, because that is their primary aim of getting themselves

employed. Employees who are paid handsomely are likely more committed to the

company because they do not want to lose their high-paying jobs. An employee's

salary affects his commitment to the company. Employees who are paid minimum

wage or a small salary likely want to earn more money, either through a promotion or

pay increase, or by looking for work elsewhere. They are likely less committed to the

organisation or institution, because the organisation or institution has not invested as

much money in them through their salary as it has in other employees.

ii. Advancement Opportunities

Employees will also be more committed to a company if there are

opportunities to advance through promotions and more responsibilities. An employee

who wants to become a manager will work harder to show leadership skills and

impress the people in charge of promotions to get the managerial job. On the other

45

hand, if there is no room for advancement for the employee, he might start to look for

work elsewhere when he becomes bored or unsatisfied with his current role.

iii. Organisation or Institution Triumph

The organisation's performance or triumph also affects an employee's

commitment to the organisation. If an organisation is not profitable or is performing

below expectations established by the board or executives, it can affect employee

morale. Employees begin to look for work elsewhere if they feel the company is not

succeeding and might not survive in a competitive market. However, organisations

that are successful also affect employee morale. Employees take pride in the

organisation and put in more effort towards the achievement of organisations or

institutions goals.

iv. Personal Factors

Various personal factors also affect employee commitment to a company. For

example, employees who are married and have kids are more likely to be committed

to a company, because their spouses and children rely on the employees' salaries.

Single employees might not be as committed to the company because they are not

committed to any relationship in their personal lives.

x. Socialization

Providing a supportive environment tends to be a very effective strategy for

strong sense of employees' commitment.

xi. Training and Opportunities for Development

Training and development might lead to different forms of commitment.

Employees who receive training and have opportunities for development might

perceive that the organization values them as individuals and therefore develop a

stronger affective commitment. The same training and development could lead to the

development of continuance commitment if it provides specific skills which are

valuable only to that organization.

46

xii. Assessment and Promotion

The perception of fairness in the assessment and promotion process is also very

important. Affective commitment is likely to decrease when an employee perceives

assessment and procedures as unfair.

xiii. An Effective Recognition and Reward System

Recognition should be available, frequent, and management should recognize

actions that are truly worthy of recognition. Effective recognition system promotes

employee commitment. Effective recognition always involves verbal or written

acknowledgement from the employee's manager in addition to any physical reward

supplied. For an example, First Bank of Nigeria Plc, on monthly basis displays the

pictures of most dedicated teller of the month for that particular month. Another

example of this is Niger State Board of Internal Revenue whose pay commissions to

her staff on monthly basis for reaching and exceeding the set target by the Board.

ix. Performance Appraisal and Frequent feedback

The Management of organisations or institutions needs to conduct performance

appraisal on a daily, weekly and monthly basis and frequently communicate the

feedback to their employees, this will go a long way in increasing the level of

employees’ commitment to work. Effective feedback focuses on what the employee

is doing well and what needs improvement.

x. Shared Values and Guiding Principles

Committed employees thrive in an environment that reinforces their most

deeply held values and beliefs. Employees are most successful in an organization or

institutions in which their personal values are in harmony with the organization's

stated values and guiding principles.

xi. Relationship with Immediate Supervisor and Manager

Demonstrated respect, trust, and emotional intelligence on the part of the

employee's direct supervisor. Managers who relate effectively with employees, who

47

demonstrate that they are personally interested in and care about their employees, and

who elicit employees input and opinions, are golden.

xii. Positive Relationships with Co-workers

Committed employees need to work, not just with nice people, but with co-

workers who are equivalently committed. Co-workers who demonstrate integrity,

team work, a passion for quality and serving customers or students, and who are

passionate about what they do at work, make ideal co-workers in a workplace that

fosters employee commitment.

xiii. The work itself

Employees tend to be more committed if the job or task is interesting,

challenging and exciting, if the working hour is favourable and constant. For an

example, the management staff of IBB University task is considered to be interesting

and exciting and the working hour is favourable (8:00am to 4pm daily, Monday to

Friday).

xiv. Work Environment

Employees’ are found to be more committed in terms of feeling safe in their

working environment, job security, organisation’s commitment to ‘green’ work place

(environmentally sensitive and resource efficient), overall corporate culture

(organisation’s reputation, work ethics, values, working conditions, etc.),

organisation’s commitment to corporate social responsibility (balancing financial

performance with contributions to the quality of life of its employees), variety of

work (working on different projects, using different skills) etc.

xv. Effective Communication

Communication is very vital in every aspect of an institution, management

always feel honoured and pleased if vital and useful information is been passed

across appropriately at the right time and this go a long way by increasing their level

of commitment to work and to the institution as a whole.

48

Employers also need to understand that the level of employee involvement and

commitment will not be uniform for all times. There would be phases when a number

of employees will feel low and it will impact their productivity, but that is natural.

They will also commit silly mistakes, but the leadership has to be considerate towards

them if they are honest in acknowledgement and are willing to mend. Even machines

do not perform with 100 percent efficiency all the time. This kind of vulnerability has

to be accounted for in an organization. Employees need a caring leadership and work

atmosphere to perform their best. High achievers are always groomed through a

congenial work atmosphere and motivational leadership. The only way to generate

the sincere commitment in employees is through an ideal leadership process, which is

dependable, reliable, predictable, empathetic, courageous and full of character and

integrity (Vohra, 2003)

A committed employee is far better than the one who promises but never

delivers because there is a huge difference between promise and commitment. A

promise is a statement of intent whereas a commitment is a promise to be kept, no

matter what. Committed employees always help to build a healthy corporate image.

Commitment is a two way process and one must go the extra mile to create and

maintain it. Do not forget the fundamental fact that commitment, trust and

empowerment go hand-in-hand. It is probably the only way to achieve true corporate

excellence (Vohra, 2003).

2.9 The Impact of Employee Development on Employee Commitment

Mullins (2007) gives the purpose of training and development – to improve

knowledge and skills and to change trainees’ attitude. Thus training becomes one of

the most important potential motivator and hence the following benefits do accrue

from training and development programmes:

i) Employee development increased the confidence and commitment of

management.

49

ii) It provides the needed recognition and enhances responsibility which could

lead to an increase in pay and promotion.

iii) It increases the confidence of managements, which comes from feeling of

personal satisfaction and achievement. This could further broaden career

progression opportunities.

iv) Management development improves the availability, quality and skills of

management.

According to Cole (2004), benefits to institutions from systematic training and

development include:

i) Improved service to students e. g. IBB University

ii) Greater commitment of management (first point of Mullins)

iii) The provision of a pool of skilled personnel for the institution; (same as

Mullins fourth point)

iv) Improvement in job performance with its resulting increase in productivity

overall.

From all of the above, it becomes quite clear that training and development is a

very key element in the improvement process of organization’s performance and

increased level of individual performance and finally leading to institutional

competence. Training therefore bridges the gap between what should happen and

what is happening; i.e. the desired goals or standards and the actual level of

performance. An organization which therefore facilitates learning, growth and

development of individual employees must have training as an integral part of the

organization’s business strategy.

Other benefits that would accrue from management development are:

i) It reduces the need to supervise employees or subordinates thus freeing

supervisors to give attention to other resources of the their departments50

ii) It enhances job satisfaction

iii) It reduces employee turnover, scrap and wastage.

iv) It promotes self insight and environmental awareness; that is an understanding

of how ones action affects others and how one is viewed by others.

v) It improves the ability of employees to make decisions and to solve job related

problems in a positive way.

vi) Development of employees can make work more effective and efficient.

Though the benefits discussed above are no exhaustive, they gave an indication

to the University about the need to take training and development very seriously.

2.10 Historical Background of IBB University

Ibrahim Badamasi Babangida University, Lapai (IBBUL), is a public

university owned by Niger State Government with the mandate to produce high

quality and globally competitive human capital at international recognized and

competitive levels of University Education that will lead the process of socio-

economic and political engineering of Niger State and Nigeria at large. Emerging

from the justification provided by the Blueprint Implementation Committee (EAI) for

a Niger State University as being the Ibrahim Badamasi Babangida University

(IBBU) which started with a Preliminary Programme at the temporary Kobo Campus

at Lapai in 2005. As is now well documented in the emerging annals of the

Institution, IBB University became licensed and recognised by the National

Universities Commission (NUC) as the 74th public and 25th State-owned University in

Nigeria in 2006. Thus, the birth of a University named after one of the most

illustrious sons of Africa, Gen. Ibrahim Badamasi Babangida, GCFR.

As in the case with every new public university in this part of the globe, IBBU

started academic programmes in 2006 with just a crop of four professorial cadre staff

and motley of 28 Lecturer cadre academic staff for the initial 26 programmes put in

place. Today, IBBU has engaged 20 Professors, 20 Readers (Associate Professors), 51

42 Senior Lecturers and 140 lecturer cadre academic staff. Of course, there are

adequate numbers of technical and support staff (totalling 680) facilitating expected

quality of teaching and learning.

Surely and surely, IBB University is work in progress. The University was

founded by an Engineer and the consolidation of that founding was by an educationist

cum Public Affairs Strategist.

Six key things make a university a true citadel of learning: Appreciable

Funding; Solid Infrastructure; Quality State of the Art Teaching and Learning

Facilities; Right Caliber Academic Staff Commitment to Teaching and a Serene

Environment Conducive for the Pursuit of the Mandate of a University System. For

most Universities, these key elements are achieved during the Foundation Years often

between one to two decades, depending very much on the commitment of proprietors

and stakeholders of the University. And by proprietors and stakeholders of IBBU is

implied the State and Local Governments, Parents, host communities of the

University’s, Well-Endowed Citizens, especially of Niger State extraction wherever

they may be, students and alumni.

Presently, IBB University have six existing faculties they are; Faculty of

Education and Arts which is located at Kobo Campus where the University took-off

temporarily and the other five faculties are; Agriculture, Applied Sciences and

Technology, Management and Social Sciences, Languages and Communications

Studies and Natural Sciences, all the five aforementioned faculties are located at the

permanent site of the Institution’s. The six faculties are presently housing 26

departments, out of which 24 department out of it are fully accredited by NUC, while

the remaining two and others await full accreditation.

The following academic programmes are fully accredited by NUC at

IBBU: B.A Arabic; B. Agric, Animal production; B. Agric, Plant Production;

B.Sc./B.A Ed Adult Education; B.Sc. Biology; B.Sc. Biochemistry; B.Sc. Chemistry;

B.A Ed/B.Sc. Ed Counselling Psychology; B.Sc. Economics; B.Sc. Geography; B.A

52

History; B.Sc. Mathematics; B.Sc. Mass Communication; B.Sc. Political Science;

B.Sc. Sociology and B.Sc. Sports Science and Health Education. Programmes in

B.Sc. in Geology; B.Sc. Food Science and Technology; B.A. French; B.Sc. Business

Administration; B.Sc./Ed. Science Education; B.Sc. Microbiology; B.Sc. Public

Administration; B.Sc. Accountancy: B.A History and International Studies; and B.Sc.

Transport Management are awaiting accreditation or re-accreditation in late 2014 or

early 2015. The University’s also concluded contact with NUC to begin programmes

in Biotechnology, Energy Sciences and Technology, Religious Studies,

Communication Art and Performing Art.

Basic infrastructural facilities have also been provided at the preliminary

schools campuses of the University at Agaie, Ibeto, New Bussa and Tegina where

remedial courses and IJMB programmes are currently been run.

The Tertiary Education Trust Fund has also been instrumental to the

completion of a Twin Lecture Theatre Complex, ICT Building and Central

Laboratory for applied and technology research in the University.

The following units/centres are headed by Directors, there are: ICT Centre,

SIWES, General Studies Unit, Entrepreneurship Development Centre, Academic

Planning Unit, Preliminary Study Centres and Applied Sciences and Technology

Research Centres.

Beyond undergraduate programmes, NUC had given the University’s approval

to run listed programmes on listed programmes on full time basis with effects from

the coming 2014/2015 academic session in November. The approved programmes

are: M. Ed. Psychology, M. Ed. Adult Education and Non Formal, M.A. English,

M.Sc. Biochemistry, PGD and M.Sc. Water Resources and Environmental

Management, M.Sc. Political Science, PGD Crop Production, PGD and M.Sc. Agric

Economics and PGD Marine Studies. IBB University also introduces Diploma

courses which are also expected to kick start in November for 2014/2015 academic

session.

53

Obviously, the university education mandate of IBB University for Nigerians

is abuzz. It is for this reason that presently, 48 staff of the University, including seven

of them absorbed from the Talba Graduate Engagement Scheme are on the

university’ sponsorship for their post graduate programmes in Nigerian and Foreign

universities. Some of the staff so sponsored and who returned recently have since

joined the university full complement of academic staff in critical disciplines like

Physics, Chemistry, Mathematics, Computer Science and Biology.

To date, IBBU has active linkages with the University of Arkansas (for cross-

cultural research collaborations and exchanges); Malaysian Universities at Johor

Bahru, Putra-Kuala Lumpur, Penang, and Petronas-Ipo, for staff capacity

development. Presently, 18 staff are in these Malaysia Universities undergoing their

post graduate studies for award of Masters and Ph.D degrees while another 3 are in

the United Kingdom. The staff on sponsorship are mostly in specialized areas of

Petroleum Geology, Biotechnology, ICT, Food, Food Science and Technology and

Applied Mathematics.

At present, IBB University, Lapai is registered as full paid member of the

Association of West African Universities (AWAU) and the Association of African

Universities (AAU). IBB University had also completed all requirements for

admission into the International Association of Universities (IAU) and the

Association of Commonwealth Universities (ACU).

Since 2007, IBB University has offered admission to eight sets of students for

the undergraduate programme. The institution held her maiden convocation on the

24th of May, 2014 and graduated 1,732 students, the grandaunt are in four sets having

graduated between 2010 and 2014.

54

CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter explains the methodology of the study. Specifically, the chapter

explains the research design, population of the study, sample size and sampling

technique, instrument for data collection, measurement of variables and methods of

data analysis. However, a case study method was used.

3.2 Research DesignA case study method was used. This method provides stimulating insights and

also makes for in-depth research analysis. Aina (2002) posited that, it involves an in-

depth study of a unit. It could be a person, family, a group or an institution or even an

entire community. The objective is to gather extensive data about the unit being

studied.

Based on dictates of the stated research objectives, a survey research method

was adopted. A survey deals with the use of mail, questionnaire, personal interview,

and telephone interview to generate research data to effect analysis and decision

making (Nachmias and Nachmias, 2009).

3.3 Population of the StudyThe population of the study comprised all the management staff of Ibrahfim

Badamasi Babangida University, Lapai. Therefore, the population of this study sums

up to 45 management staff. Chinedu (2004) affirms that population or universe is the

entire group of item being studied and about which generalization will be made. The

offices of the IBBUL management are provided in Table 3.1 below.

55

Table 3.1: Offices of the Management Team of IBBUL

Management Office FrequencyVice Chancellor 1

Deputy Vice Chancellor 1

Deputy Vice Chancellor (Administrative) 1

Registrar 1

Bursar 1

Liberian 1

Academic Secretary 1

Deans 7

Directors 5

Head of Directors 26

Total 45Source: Registry office, IBBUL (2014).

3.4 Sample Size and Sampling Techniques

A sample is a finite part of statistical population whose properties are studied

to gain information about the whole (Webster, 2006). The sample size for the study is

40 which represent 89% of the total population of the management staff. This was

determined through the application of Guilford and Flrutcher (1973) sample size

formula as shown below:

n = N

1+ (α)2 X N

Where:

n= Sample size

N= Population

α= alpha

56

α= 0.05

Therefore, the formula is re-expressed as follow:

n= 45

1 + (0.05)2 X 45

= 45

1 + (0.0025 X 45)

= 45

1 + 0.1125

= 45

1.1125

= 40.44

n= 40

40 X 100

45 1

=89%

57

Subsequently, the management team were arranged in strata to facilitate effective

sampling. Thereafter, proportionate stratified random sampling was employed in

selecting the management staff for the survey. Specifically, a proportion of 89% is

selected from each stratum, while random number method was used to carry out

simple random type of probability sampling (see table 3.2).

Table 3.2: Population and Sample Size of the Management Staff of IBBUL

Management Office Frequency Sample size

of 89%Deans 7 6

Directors 5 4

Head of Departments 26 24

Others (Vice Chancellor, Deputy Vice

Chancellor (Administrative), Deputy Vice

Chancellor, Registrar, Bursar, Liberian,

Academic Secretary)

7 6

Total 45 40Source: Registry office, IBBUL (2014).

3.5 Instrument for Data Collection

The instrument used for data collection is questionnaire. The questionnaire was

designed into section A and B. Section A comprises of bio-data of the respondents,

while section B contains the specific research questions on impact of management

development on organizational commitment. The copies of questionnaire were self

administered by the researcher; and the researcher collected the filled copies of

questionnaire. In situations where respondents could not provide the filled copies of

questionnaire on the spot, the researcher had to go back to collect them.

Questionnaire was used because it gives a more direct answers and it enabled easy

tabulation of data and computation of appropriate descriptive statistics. It also

enhances easy quantification of data for onward statistical analysis.58

3.6 Measurement of Variables

a. Effective Management Development: A 9 – items scale was developed to

measure effective management development from the management’s team

perspective (see appendix I). The indicators or items were measured using a

nominal scale, a 5 – point likert type rating scale weight. The likert scale

ranges from 1 to 5, where “1” stands for Strongly Agree, “2” for Agree, “3” for

Undecided “4” for Disagree and “5” for Strongly Disagree.

b. Effective Organization Commitment: To measure organization commitment

to work, 18– items scale was developed (see appendix I). The indicators or

items were measured using a nominal scale, a 5 – point likert type rating scale

weight. The likert scale ranges from 1 to 5, where “1” stands for Strongly

Agree, “2” for Agree, “3” for Undecided “4” for Disagree and “5” for Strongly

Disagree.

3.7 Methods of Data Analysis

Data collected from the respondents by means of questionnaire was

summarized and analyzed with the aid of descriptive statistics (frequency

distribution, mean and standard deviation). Regression Analysis was used to

determine or test the research hypothesis.

3.8 Model Specification

Specification of model is based on regression analysis, which expressed the

relationship between the dependent and independent variables. The regression

formula is y=a+bx+e.

Where

y= dependent variable

59

a= constant

b= coefficient of parameter (x)

x= Independent variable

e= error term

Therefore, the regression formula can be re-expressed as:

OC= a + bMD + e

Where

OC = Organizational Commitment

a= Constant

b= Coefficient of Management Development (x)

MD= Management Development

e= error term

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CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Introduction

This chapter is on the data presentation and analysis. The data collected are

presented, analysed, interpreted and discussed accordingly.

4.2 Questionnaire Distribution and Retrieval

Fourty copies of questionnaires were distributed to management team of IBBU

Lapai, but a total of 33 copies of questionnaire were retrieved; this represents 83% of

the response rate. However, a total of 7 questionnaire equivalent to17% was not

returned. The analysis shows that 83%, 50%, 92% and 67% response rate were

recorded for deans, directors, head of departments and others respectively (see Table

4.1).

Table 4.1: Distribution and Retrieval of Copies of Questionnaire Administered

Management Office Copies of questionnaire distributed

Copies of questionnaire

retrieved

Percentage of questionnaire

retrievedDeans 6 5 83Directors 4 2 50Head of Departments 24 22 92Others (Vice Chancellor, Deputy Vice Chancellor (Administrative), Deputy Vice Chancellor, Registrar, Bursar, Liberian, Academic Secretary)

6 4 67

Total 40 33 83Source: Field Survey (2014)

4.3 Demographic and Socio-economic Variables of the Respondents

It was considered pertinent to investigate the demographic profile of the

respondents. The Respondents’ characteristics that were examined are gender, marital

status, age and educational qualification.61

4.3.1 Distribution of the Respondents on the Basis of Gender

The study sought for information on the gender of the respondents and it

revealed that 31 respondents representing 93.9% are male and 2 respondents

representing 6.1% are female (see Table 4.2). This shows that majority of the

management teams of Ibrahim Badamasi Babangida University are male.

Table 4.2: Gender of Respondents

Gender Number of Respondents PercentageMale 31 93.9Female 2 6.1Total 33 100.0

Source: Field Survey (2014)

4.3.2 Distribution of the Respondents on the Basis of Age

Table 4.3 shows that the respondent within the age bracket of below 30 years

is1 or 3%, 3 respondents corresponding to 9.1% fall within the age group of 31-40

years, also 16 or 48.5% of the respondents are within the age bracket of 41-50 years,

while those within the age group of 51 years and above are 13 respondents which is

equivalent to 39.4%. This implies that majority of the respondents are between 41-50

years old.

Table 4.3: Age Distribution of the Respondents

Age Number of Respondents PercentageBelow 30 years 1 3.031-40 years 3 9.141-50 years 16 48.551 years and above 13 39.4Total 33 100.0Source: Field Survey (2014)

62

4.3.3 Distribution of the Respondents on the Basis of Marital Status

Table 4.4 shows the distribution of the respondents according to their marital

status. The table reveals that a total number of 2 respondents equivalent to 6.1% are

single. However, 31 or 93.9% of the respondents are married, and non of the

respondents are widow/widower. This shows that a large number of the management

teams of IBBUL are married (see Table 4.4 below).

Table 4.4: Marital Status of the Respondents

Marital Status Number of Respondents PercentageSingle 2 6.1Married 31 93.9Widow/Widower 0 0.0Total 33 100.0Source: Field Survey (2014)

4.3.4 Distribution of the Respondents on the Basis of Education

Table 4.5 reveals that the respondents with First Degree are 2, which is

equivalent to 6.1%, those with Masters Degree are 5 or 15.2%, while those with

Doctorate Degree are 26 or 78.8%. Thus, majority of management teams of IBBUL

possessed Doctorate Degree (see Table 4.5).

Table 4.5: Education Distribution of the RespondentsEducational Qualification Number of Respondents PercentageFirst Degree 2 6.1Masters Degree 5 15.2Doctorate Degree 26 78.8Total 33 100.0Source: Field Survey (2014)

63

4.3.5 Distribution of the Respondents on the Basis of Length of Service in

IBBUL

The analysis of the length of service of the respondents reveals that 2 or 6.1%

of the respondents have worked for the University for less than 1 year, 14

respondents which is equivalent to 42.4% have worked with the University for a

period of 1-5 years, while 17 respondents which represent 51.5% have been with the

University for more than 6 years. This shows that majority of IBBUL management

teams have worked with the University for a period of 5 years and above (see Table

4.6).

Table 4.6: Duration of Work of the Respondents

Duration of Work Number of Respondents PercentageLess than 1 year 2 6.1Between 1 to 5 years 14 42.45 years and above 17 51.5Total 33 100.0

Source: Field Survey (2014)

4.3.6 Distribution of the Respondents on the Basis of Managerial Position

The study revealed that 4 respondents which is equivalent to 12% occupy

managerial positions such as Deputy Vice Chancellor, Bursar, Registrar and Liberian,

2 or 6.1% of the respondents are Directors, also 5 respondents which represent 15.2%

are Deans, while 22 or 66.7 respondents are Head of Departments (see Table 4.7).

Table 4.7: Current Managerial Position occupy by the RespondentsCurrent Positions Number of

RespondentsPercentage

Others (Deputy Vice Chancellor, Bursar, Registrar and Liberian)

4 12

Directors 2 6.1Deans 5 15.2Head of Departments 22 66.7Total 33 100.0

Source: Field Survey (2014)

64

4.4 Whether the Respondents Acquired their Highest Academic Qualification

while Working in IBBUL

Data analysis presented in Table 4.8 shows that 4 respondents equivalent to

12.1% acquired their highest academic qualification while working in IBBUL and 29

respondents equivalent to 87.9% acquired their highest academic qualification before

IBBUL engaged their services (see Table 4.8).

Table 4.8: Whether Member of the IBBUL Management Team Acquired their

Highest Academic Qualification while Working in IBBUL

Options Number of Respondents PercentageYes 4 12.1No 29 87.9Total 33 100.0

Source: Field Survey (2014)

4.5 Whether the Respondents had sponsored themselves for Staff Development Programmes while working for/in IBBUL

Table 4.9 revealed that 25 respondents which represent 75.8% have sponsored

themselves for staff development programmes while working for/in IBBUL, while 8

or 24.2% respondents have not sponsored themselves for staff development

programmes while working for/in IBBUL. This shows that majority of the

management teams of IBBUL had sponsored themselves for staff development

programmes while working for/in IBBUL.

Table 4.9: Self Sponsor for Staff Development Programmes while working for/in IBBUL

Options Number of Respondents PercentageYes 25 75.8No 8 24.2Total 33 100.0

Source: Field Survey (2014)

65

4.6 Why Respondents choose to Sponsored themselves for Staff Development Programmes while working for/in IBBUL

Table 4.10 revealed that 7 respondents representing 21.2% choose to sponsor

themselves for staff development programmes while working for/in IBBUL because

of non-availability of staff development fund in IBBUL, 25 or 75.8% respondents

sponsored themselves for staff development programmes for personal development, 1

respondent equivalent to 3% sponsored himself/herself for staff development because

of lack of good policy on staff development programmes in IBBUL. The study

revealed that majority of management teams sponsored themselves for staff

development programmes for personal or career development. The implication of this

to the Management of IBB University is that, if a staff keep on sponsoring his/herself

for staff development programmes than his/her employer, it will make staff not to be

fully committed to his/her work and this may lead to loosing staff to other institution

since the organization invest little on the staff.

Table 4.10: Why Respondents Choose to Sponsor themselves for Staff

Development Programmes while working for/in IBBUL

Variables Number of Respondents PercentageNon-availability of staff development fund in IBBUL

7 21.2

For personal development 25 75.8Lack of good policy on staff development programmes in IBBUL

1 3.0

Total 33 100.0Source: Field Survey (2014)

4.7 Whether IBBUL had ever sponsored the Respondents for any staff development programmes

Table 4.11 revealed that IBBUL had sponsored 30 or 90.9% respondents for

staff development programmes, while 3 respondents representing 9.1% had never

66

benefited from staff development programmes sponsored by IBBUL. The findings of

this study revealed that majority of the management teams of IBBUL had benefitted

from the institution’s staff development programmes.

The management of IBBUL should try as much as possible to carry all staff

along in participating in staff development programmes this will go a long way in

increasing the level of staff commitment to work in all departments, units and centres

and this will finally result to the achievement of the institution’s vision.

Fostering an environment where participation in staff development programs

are encouraged and linked to an overall human resource strategy can have a

significant impact on an employee’s level of commitment. In these organizations,

commitment is likely to be higher, as employees are better able to identify with the

organization (Bartlett, 2001). Staff Development can be utilized as a tool that serves

to entrench the staff deeper into a particular social identity. Doing so will make it

more difficult for the staff to change and more committed overall (Scholl, 1981).

Table 4.11: Whether IBBUL had ever sponsored Respondents for any staff

development programmes

Options Number of Respondents PercentageYes 30 90.9No 3 9.1Total 33 100.0

Source: Field Survey (2014)

4.8 Whether Respondents benefit from Staff Development Programmes

Regularly

Table 4.12 revealed that 18 respondents equivalent to 54.5% benefitted from

staff development programmes once per annum, 4 respondents representing 12.1%

benefitted from staff development programmes thrice per annum, also 11 or 33.3%

respondents benefitted from staff development programmes rarely, while none of the

respondent had benefited from staff development programmes twice per annum. This

67

analysis revealed that majority of the management teams of IBBUL benefitted from

staff development programmes once per annum. Staff become more commitment if

they feel that their employer care for them and provided all those things they viewed

as important. Regularly participation of staff in development programmes contributes

to their level of commitment.

A study of several British companies found that when staff development

sought to enhance and develop a “culture of identification” between the organization

and the employee, the intention to search for another job decreased substantially

(Green et al., 2000).

Table 4.12: How often do the Respondents benefitted from Staff Development Programmes?

Variables Number of Respondents PercentOnce per annum 18 54.5Twice per annum 0 0.0Thrice per annum 4 12.1Rarely 11 33.3Total 33 100.0

Source: Field Survey (2014)

4.9 Whether Staff Development Programmes attended by Respondents are

sponsored by TETF or IBBUL

Table 4.13 shows that 20 or 60.6% respondents are sponsored for staff

development programmes by Tertiary Education Trust Fund, 5 respondents

equivalent to 15.2% are sponsored by IBBUL, also 5 respondents representing 15.2%

are sponsored by both TETF and IBBUL, while 3 or 9.1% had never received any

sponsored from both TETF and IBBUL. This analysis shows that majority of

management teams of IBBUL are sponsored for Management Development

Programmes by TETF.

Staff development that attempts to increase identification with the institution is

greatly enhanced when used within a strategic approach to building commitment.

68

Social support for staff development is a major factor in ensuring its successful

integration. Support from upper management, middle managers, and colleagues can

significantly impact the level of investment an employee will make. Cues from these

people and from company policies can send a message to employees regarding the

importance of staff development. The more positive the cues, the more likely staff

development will enhance an employee’s identification with the organization. As a

result, employee commitment is enhanced due to the perceived support that one

receives from management (Scott Brum, 2007).

Table 4.13: Are the Staff Development Programmes attended by Respondents

sponsored by TETF or IBBUL?

Frequency PercentTertiary Education Trust Fund (TETF) 20 60.6

IBBUL 5 15.2TETF and IBBUL 5 15.2None of the above 3 9.1Total 33 100.0Source: Field Survey (2014)

4.10 Effectiveness of Management Development

The study sought to examine the Effectiveness of Management Development

policies and programmes in IBBUL. Analysis revealed that members of IBBUL

management teams considered Management Development policies and programmes

in the University as very effective (Grand Mean = 3.99) (see Table 4.14 below). The

implication of this finding to the management of IBBUL is that for IBBUL to

compete in the new economy and to meet the challenges in work design, management

of IBBUL must ensure that it have necessary competencies necessary to serve the

institution in achieving the aims and objectives of the institutions’ of becoming first

class institution.

69

An investment is a contribution that a staff makes today in anticipation that the

benefit and “pay off” will be achieved in the future. Howard Becker (1960) identified

these investments as “side bets”. In many aspects, staff development is one such “side

bet” that may increase employee investment and commitment.

Gary Becker’s model suggests that because general training and development

provides skill development that can be used at other companies/institutions, the

employer will not invest in it. The underlying premise is that within a competitive

labour market, employees are typically paid for their level of production. With that, a

company/institution that provides general training will have to pay the employee a

wage that coincides with their newly learned skills and their higher level of

production. Institutions that continue paying staff the pre-staff development rate of

pay, risk losing the staff to an institution that will provide the higher wage.

Table 4.14: Effectiveness of Management Development (Descriptive Statistics)

Items Mean Standard Deviation

Ranking

IBBUL have good policy documents on staff development programmes for its management team. 4.15 .619 4

IBBUL has good policies that allow its management to access external funds meant for staff development. 3.39 1.029 9

IBBUL implements policies on staff development accordingly. 4.18 .769 2Management staff of IBBUL are sent for management development programmes regularly. 3.73 .911 8

The management development programmes I have attended helped me to develop my career. 4.00 1.000 6

The management development programmes I have attended improved my leadership roles. 4.24 .663 1

The management development programmes I have attended enhanced my strategic thinking and planning skills. 4.18 .528 3

Regular participation in management development programmes has enhanced my job satisfaction. 3.88 .740 7

Regular participation in management development programmes has enhanced my job performance. 4.03 .847 5

Legend: Maximum = 5; minimum = 1; N = 33Grand Mean = 35.78/9 = 3.99Decision Parameter: Mean score of 1.00 to 1.99 is considered “non-effective management development”, mean score that lie between 2.0 to 3.49 are considered “effective management development”, any mean or average value ranging from 3.50 represent “very effective management development”.Field Survey (2014)

70

4.11 Level of Organization Commitment

4.11.1 Affective Organization Commitment

The study assessed the level and degree of Affective Organization

Commitment of Management staff to Work in IBBUL. Analysis revealed that

management teams of IBB University have strong affective commitment to work

(Grand Mean = 3.88) (see Table 4.15).

Since Affective commitment relates to how much employees want to stay at

their organisation, management of IBB University should ensure that all those things

that are expected of them to do to their staff, are properly put into practice. Because,

the likely implications of them not putting it into practice will have effect on the level

of staff commitment to work and they may view their job as uninteresting and finally,

consider leaving the institution. This will have serious effect on the institution by

losing its competent and potential staff to other institution and it will also increase the

annual budget of the institution because more money will be budgeted for staff

recruitment, advertisement, selection, orientation and socializing, and training and

development of staff. Empirical evidence also shows that affective commitment is

strongly related to the results that organizations value the most. So, the management

of IBB University should implement policies which will increase this type of

commitment. However, if the employees perceive the organization as one that is fair

in rewarding its employees, then affective commitment is likely to increase.

71

Table 4.15: Extent of Affective Organization Commitment by the IBBUL

Management Staff

Items Mean Standard Deviation

Ranking

I would be very happy to spend the rest of my career in IBBUL. 3.27 .876 6Even if it were to my advantage, I do not feel it is right to leave IBBUL now. 3.48 1.149

5

I really feel as if IBBUL’s problems are my own. 4.09 .678 3This institution deserves my loyalty. 4.36 .653 1This department/university has a great deal of personal meaning for me. 4.24 .502

2

I owe a great deal to IBBUL. 3.85 .939 4Legend: Maximum = 5; minimum = 1; N = 33Grand Mean = 23.29/6 = 3.88Decision Parameter: Mean score of 1.00 to 1.99 is considered “weak affective commitment”,

mean score that lie between 2.0 to 3.49 are considered “average affective commitment”, any mean

or average value ranging from 3.50 represent “strong affective commitment”.

Field Survey (2014)

4.11.2 Level of Continuance Organization Commitment

The study assessed the level and degree of Affective Organization

Commitment of Management staff to Work in IBBUL. Analysis revealed that

management teams of IBB University have average continuance commitment to work

(Grand Mean = 3.01) (see Table 4.16).

Continuance commitment relates to how much employees feel the need to stay

at their organisation. Continuance commitment is perhaps least likely to correlate

positively with performance. Employees whose tenure in the organisation is based on

need may see little reason to do more than is required to maintain their membership

of the organisation. Staff development could lead to the development of continuance

commitment if it provides specific skills which are valuable only to that organization.

However, if the employees view a compensation and benefits package from a purely

financial view point, then continuance commitment may increase. Sometimes

employees express continuance commitment because of personal investments in non-

72

transferable investments. These investments include some special skills that are

unique to a particular organization, close working relationships with co-workers, and

other benefits that make it too costly for one to leave organization and seek

employment elsewhere. Some of employees make financial investments upon joining

an organization. On the other side, some of them make nonfinancial investments to

gain the role status within their organizations (they "sacrificed" to create it).

Table 4.16: Extent of Continuance Organization Commitment by the IBBUL

Management Staff

Items Mean Standard Deviation

Ranking

It would be very hard for me to leave my department/university right now even if I wanted to.

3.73 1.153 1

I do not feel any obligation to remain with my current employer. 2.33 1.164 6One of the few negative consequences of leaving this department/university would be the scarcity of available alternatives.

3.09 1.234 3

Right now, staying with my department/university is a matter of necessity as much as desire.

3.36 1.113 2

If I had not already put so much of myself into this department/university, I might consider working elsewhere.

2.88 1.053 4

Too much of my life would be disrupted if I decide to leave my department/university now.

2.64 1.168 5

Legend: Maximum = 5; minimum = 1; N = 33Grand Mean = 18.03/6 = 3.01Decision Parameter: Mean score of 1.00 to 1.99 is considered “weak continuance commitment”,

mean score that lie between 2.0 to 3.49 are considered “average continuance commitment”, any

mean or average value ranging from 3.50 represent “strong continuance commitment”.

Field Survey (2014)

4.11.3 Level of Normative Organization Commitment

The study assessed the level and degree of Normative Organization

Commitment of Management staff to Work in IBBUL. Analysis revealed that

management teams of IBB University have average normative commitment to work

(Grand Mean = 3.01) (see Table 4.17).73

Normative commitment has to do with how much employees feel they should

stay at their organisation. It also represents feeling of obligation to remain with an

organization. Employees think that they ought to remain with an organization

because they think it is morally right to do so. Employee normally feels to remain

with their current employers, if they had received scholarships, training and

development investments, and promotions, etc. Factors that may influence the level

of normative commitment are education, age, etc.

It is possible that an obligation to remain will carry with it an obligation to

contribute, in which case normative commitment would also correlate positively with

effort and performance. Normative commitment contributed only to the prediction of

concern for quality, sacrifice orientation and willingness to share knowledge.

Table 4.17: Extent of Normative Organization Commitment by the IBBUL

Management Staff

Items Mean Standard Deviation

Ranking

I do not feel a strong sense of belonging to my department/university 2.00 .901

4

I feel that I have too few options to consider leaving this department/university 2.39 .899

3

I do not feel ‘emotionally attached’ to this department/institution 1.94 .899 6I do not feel like ‘part of the family’ in my department 1.97 .770 5I would not leave this institution right now because I have a sense of obligation to the people in it. 3.76 1.001

1

I would feel guilty if I leave this institution now. 3.36 1.388 2Legend: Maximum = 5; minimum = 1; N = 33Grand Mean = 15.42/6 = 2.57Decision Parameter: Mean score of 1.00 to 1.99 is considered “weak normative commitment”,

mean score that lie between 2.0 to 3.49 are considered “average normative commitment”, any mean

or average value ranging from 3.50 represent “strong normative commitment”.

Field Survey (2014)

74

4.11.4 Summary of Organization Commitment (Affective, Normative and

Continuance)

The study evaluated the level and extent of Management staff Organization

Commitment to Work in IBBUL. Analysis revealed that management teams have

average commitment to work (Grand Mean = 3.15) (see Table 4.18). This implies

that, they feel they are part of the family of their departments but they may consider

leaving the institution whenever they wish to.

The most widely studied behavioural correlate of commitment has been

turnover in the organisation. However, this focus on turnover may be short-sighted.

Organisational effectiveness depends on more than simply maintaining a stable

workforce; employees must perform assigned duties dependably and be willing to

engage in activities that go beyond role requirements (Organ, 1988). It thus seems

reasonable to assume that employee willingness to contribute to organisational

effectiveness will be influenced by the nature of the commitment they experience.

Employees who want to belong (continuance commitment) or feel obliged to belong

(normative commitment) to make effort on behalf of the organisation. It is interesting

to note that, of the studies that have reported positive correlations between

commitment and performance, most have used measure of affective commitment. It

is possible that an obligation to remain will carry with it an obligation to contribute,

in which case normative commitment would also correlate positively with effort and

performance. Continuance commitment is perhaps least likely to correlate positively

with performance. Employees whose tenure in the organisation is based on need may

see little reason to do more than is required to maintain their membership of the

organisation.

These findings thus provide support for the preposition that the three

components of commitment have different implications for work-related behaviour

other than turnover.

75

Table 4.18: Extent of Organization Commitment by the IBBUL Management

Staff

Items Mean Standard Deviation

Ranking

I would be very happy to spend the rest of my career in IBBUL. 3.27 .876 10Even if it were to my advantage, I do not feel it is right to leave IBBUL now. 3.48 1.149

7

I really feel as if IBBUL’s problems are my own. 4.09 .678 3This institution deserves my loyalty. 4.36 .653 1This department/university has a great deal of personal meaning for me. 4.24 .502

2

I owe a great deal to IBBUL. 3.85 .939 4It would be very hard for me to leave my department/university right now even if I wanted to.

3.73 1.1536

I do not feel any obligation to remain with my current employer. 2.33 1.164 15One of the few negative consequences of leaving this department/university would be the scarcity of available alternatives.

3.09 1.23411

Right now, staying with my department/university is a matter of necessity as much as desire.

3.36 1.1138

If I had not already put so much of myself into this department/university, I might consider working elsewhere.

2.88 1.05312

Too much of my life would be disrupted if I decide to leave my department/university now.

2.64 1.16813

I do not feel a strong sense of belonging to my department/university 2.00 .901

16

I feel that I have too few options to consider leaving this department/university 2.39 .899

14

I do not feel ‘emotionally attached’ to this department/institution 1.94 .899 18I do not feel like ‘part of the family’ in my department 1.97 .770 17I would not leave this institution right now because I have a sense of obligation to the people in it. 3.76 1.001

5

I would feel guilty if I leave this institution now. 3.36 1.388 9Legend: Maximum = 5; minimum = 1; N = 33Grand Mean = 56.74/18 = 3.15Decision Parameter: Mean score of 1.00 to 1.99 is considered “weak commitment”, mean score

that lie between 2.0 to 3.49 are considered “average commitment”, any mean or average value

ranging from 3.50 represent “strong commitment”.

Field Survey (2014)

4.12 Effect of Management Development on Organisation Commitment

The alternative hypothesis which stated that Management Development has no

positive impact on Organization Commitment was tested using Linear Regression.

76

Result of data analysis as contained in “Appendix III” shows the independent

variable, Management Development and the dependent variable, Organization

Commitment. The coefficient of (R) is .664, while the coefficient of determination

(R2) is .223. This implies that Management Development and Organization

Commitment are correlated by 66.4%, while Management Development is

responsible for only 22.3% variation in Organization Commitment.

Data analysis yielded an F – Cal. of 2.018 and P – Value of .084 (where >

0.05 or 5%). Thus, the null hypothesis is supported while the alternative hypothesis is

rejected. That is, Management Development has no positive impact on organization

commitment to work (see Table 4.19 below).

Table 4.19: Effect of Management Development on Organisation Commitment

ANOVAb

Model Sum of Squares df Mean Square F Sig.

1 Regression 10.831 9 1.203 2.018 .084a

Residual 13.715 23 .596

Total 24.545 32

a. Predictors: (Constant), Management Developmentb. Dependent Variable: Organization Commitment

The significant value 0.84 is equivalent to 8.4% which is greater than 0.05 or 5%. In this case, null hypothesis is retained.

77

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary

The major objective of the study is to examine the impact of management

development on organization commitment to work. However, preliminary analyses

revealed that majority of management staff of IBB University acquired their highest

academic qualification before IBB University engaged their services. In addition, the

study found that majority of the surveyed staff of IBB University had sponsored

themselves for staff development programmes while working for/in IBB University,

and that they choose to sponsor themselves for personal development. Majority of

them also benefitted from staff development programmes once per annum and that

the sponsored received are from both IBB University and TETF.

Importantly, the surveyed staff of IBB University are averagely committed to

work, this implies that, they feel they are part of the family of their departments but

they may consider leaving the institution whenever they wish to and they considered

Management Development as very effective. Statistically, the study established that

Management Development has no positive impact on organization commitment.

5.2 Conclusions

The major objective of the study is to examine the impact of management

development on organization commitment to work. However, it was concluded that

majority of management staff of IBB University acquired their highest academic

qualification before IBB University engaged their services. In addition, the study

found and concluded that majority of the surveyed staff of IBB University had

sponsored themselves for staff development programmes while working for/in IBB

78

University, and that they choose to sponsor themselves for personal development.

The study also concluded that majority of the management staff of IBB University

had benefitted from staff development programmes once per annum and that the

sponsored received are from both IBB University and TETF.

Finally, it was concluded that the surveyed staff of IBB University are

averagely committed to work. This implies that, they feel they are part of the family

of their departments but they may consider leaving the institution whenever they wish

to and they considered Management Development as very effective. The study

concluded that Management Development has no positive impact on organization

commitment.

5.3 Recommendations

Arising from the study’s findings as well as the conclusions, the following

recommendations are made:

i. That management of IBB University should not only rely on the fund provided

by Tertiary Education Trust Fund for the development of its staff, the

institution should also set aside a separate amount of money yearly from the

institution’s account for staff development.

ii. Staff development fund should be made available to staff whenever they

requested for it for development programmes, and it should be release in a

manner that is in line with staff development policy in IBB University.

iii. Management of IBB University should ensure it has a good policy on

promotion of staff and implement it accordingly, because this goes a long way

in increasing the level of the staff commitment to work.

iv. To better compete in the global market, IBB University will need to establish

and implement corporate strategies to promote itself as a “preferred employer”

– investing in progressive Human Resource policies and programs with the 79

goal of building a high-performing institution of engaged staff, and fostering

and creating a work environment where staff want to work, not where they

have to work.

v. Since management teams considered their commitment to work to be average

commitment, which means they are not satisfied with their current job,

management of IBB University should carry out it required burden as expected

on it staff in order not to loss most of it competent staff to other institutions.

vi Finally, the study recommends that for IBB University, Lapai to be triumphant

as the first choice University in Africa, management must empower all

departments to engage in development of staff to build potential and strengthen

staff competencies.

5.4 Suggestions for Further Research

This study is limited to management staff of Ibrahim Badamasi Babangida

University, Lapai. Similar study should be carried out covering the whole university

and other institutions such as polytechnics and colleges of education. Future studies

can also be carried out using the entire public Universities in Nigeria to ensure wider,

larger scope and sample size.

80

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82

Appendix I: Questionnaire

Department of Business Administration

Ibrahim Badamasi Babangida University, Lapai, Niger State.

I am a final year student of the above named institution. I am conducting a research on

“Impact of Management Development on Organization Commitment: A Case Study of IBB

University, Lapai”.

You are requested to fill the questionnaire attached. The information to be elicited from you

would be used for academic purposes only. Therefore, be assured that it will be treated with utmost

confidentiality.

Thank you for your anticipated co-operation.

Yours faithfully,

Abdulsalam AbdullahiGSM No: 08039293304, 08074832583Email: talk2asquare1@gmail.com

THE QUESTIONNAIRESection AInstruction: Please, kindly fill/tick ( ) the appropriate answer based on your understanding and make brief comments where spaces are provided.

1. Sex (a) Male [ ] (b) Female [ ]2. Marital status (a) Single [ ] (b) Married [ ] (c) widowed [ ]3. Age (a) below 30 years [ ] (b) 31-40 years [ ] (c) 41-50 years [ ]

(d) 51 years and above [ ]4 Highest Educational Qualification (a) First degree [ ] (b) Masters Degree [ ]

(c) Doctorate degree [ ] (e) Others, Specify……………………….. 5. For how long have you been working with IBBUL? (a) Less than 1 year [ ]

(b) Between 1 to 5 years [ ] (c) 5 years and above [ ] 6. What is your current position in the organization?

…………………………………………………………………………

Section B

7. Did you acquire your highest academic qualification while working in IBBUL? (a) Yes [ ] No [ ] 8. Have you ever sponsored yourself for any staff development programmes such as workshops,

seminars and conferences while working for/in IBB University, Lapai? (a) Yes [ ] (b) No [ ] 9. If yes, why did you choose to sponsored yourself?

(a) Non-availability of staff development fund in IBBUL. Yes [ ] No [ ](b) For personal development. Yes [ ] No [ ]

83

(c) Lack of good policy on staff development programmes in IBBUL.Yes [ ] No [ ](d) …………………………………………………………………….

10. Has IBBUL ever sponsor you for any staff development programmes such as workshops, seminars and conferences? Yes [ ] No [ ]

11. If yes, how often do you benefit from such staff development programmes?(a) Once per annum(b) Twice per annum(c) Thrice per annum(d) Others, Specify ……………………………..

12. If yes to question 10, are the staff development programmes attended by you sponsored by: (a) Tertiary Education Trust Fund (TETF)? Yes [ ] No [ ]

(b) IBBUL? Yes [ ] No [ ]

Section C

Effective Management Development

Please, read the following statements and indicate the extent of your agreement and disagreement by ticking one of the five (5) options, namely Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree.

S/N Statements

Stro

ngly

A

gree

Agr

ee

Und

ecid

ed

Dis

agre

e

Stro

ngly

D

isag

ree

1 IBBUL have good policy documents on staff development programmes for its management team.

2 IBBUL has good policies that allow its management to access external funds meant for staff development.

3 IBBUL implements policies on staff development accordingly.4 Management staffs of IBBUL are sent for management

development programmes regularly.5 The management development programmes I have attended helped

me to develop my career.6 The management development programmes I have attended

improved my leadership roles.7 The management development programmes I have attended

enhanced my strategic thinking and planning skills.8 Regular participation in management development programmes has

enhanced my job satisfaction.9 Regular participation in management development programmes has

enhanced my job performance.

84

Section D

Effective Organization Commitment

Please, read the following statements and indicate the extent of your agreement and disagreement by ticking one of the five (5) options, namely Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree.

Affective Commitment

S/N

Statements

Stro

ngly

A

gree

Agr

ee

Und

ecid

ed

Dis

agre

e

Stro

ngly

D

isag

ree

1 I would be very happy to spend the rest of my career in IBBUL.2 Even if it were to my advantage, I do not feel it is right to leave

IBBUL now.3 I really feel as if IBBUL’s problems are my own.4 This institution deserves my loyalty.5 This department/university has a great deal of personal meaning

for me.6 I owe a great deal to IBBUL.

Continuance Commitment

S/N

StatementsSt

rong

ly

Agr

ee

Agr

ee

Und

ecid

ed D

isag

ree

Stro

ngly

D

isag

ree

7 It would be very hard for me to leave my department/university right now even if I wanted to.

8 I do not feel any obligation to remain with my current employer.9 One of the few negative consequences of leaving this

department/university would be the scarcity of available alternatives.

10 Right now, staying with my department/university is a matter of necessity as much as desire.

11 If I had not already put so much of myself into this department/university, I might consider working elsewhere.

12 Too much of my life would be disrupted if I decide to leave my department/university now.

85

Normative Commitment

S/N

Statements

Stro

ngly

A

gree

Agr

ee

Und

ecid

ed

Dis

agre

e

Stro

ngly

D

isag

ree

13 I do not feel a strong sense of belonging to my department/university

14 I feel that I have too few options to consider leaving this department/university

15 I do not feel ‘emotionally attached’ to this department/institution16 I do not feel like ‘part of the family’ in my department17 I would not leave this institution right now because I have a

sense of obligation to the people in it.18 I would feel guilty if I leave this institution now.

86

Appendix II: Frequency Distribution of Management Development

S/N Items Strongly Agree (5)

Agree (4)

Undecided (3)

Disagree (2)

Strongly Disagree (1)

F % F % F % F % F %i IBBUL have good policy

documents on staff development programmes for its management team.

9 27.3 20 60.6 4 12.1 0 0 0

ii IBBUL has good policies that allow its management to access external funds meant for staff development.

12 36.4 16 48.5 4 12.1 1 0 0

iii IBBUL implements policies on staff development accordingly.

4 12.1 14 42.2 6 18.2 9 27.3 0 0

iv Management staffs of IBBUL are sent for management development programmes regularly.

7 21.2 13 39.4 10 30.3 3 9.1 0 0

v The management development programmes I have attended helped me to develop my career.

10 30.3 17 51.5 4 12.1 0 0 2 6.1

vi The management development programmes I have attended improved my leadership roles.

12 36.4 17 51.5 4 12.1 0 0 0 0

vii The management development programmes I have attended enhanced my strategic thinking and planning skills.

8 24.2 23 69.7 2 6.1 0 0 0 0

viii Regular participation in management development programmes has enhanced my job satisfaction.

5 15.2 21 63.6 5 15.2 2 6.1 0 0

ix Regular participation in management development programmes has enhanced my job performance.

10 30.3 16 48.5 5 15.2 2 6.1 0 0

n=33

Source: Research Data (2014)

87

Appendix III

Regression Analysis

Variables Entered/Removed a

Model Variables Entered Variables Removed Method1 Management Development a . Enter

a. All requested variables entered

b. Dependent Variable: Organization Commitment

Model Summary b

Model R R Square

Adjusted R

Square Std. Error of the Estimate

Change Statistics

R Square Change F Change df1 df2 Sig. F Change

1 .664a .441 .223 .772 .441 2.018 9 23 .084a. Predictors: (Constant), IV Management Development

b. Dependent Variable: DV Organization Commitment

Coefficients c

Model

Unstandardized Coefficients

Standardized

Coefficients

t Sig.

95% Confidence Interval for B

B Std. Error Beta Lower Bound Upper Bound

1 (Constant) 2.433 1.260 1.931 .066 -.173 5.039

Management

Development .409 .292 .288 1.400 .175 -.195 1.012

Source: Research Data (2014)

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