100628232-The-Effects-of-Training-and-Development.pdf

8/13/2019 100628232-The-Effects-of-Training-and-Development.pdf

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AN EVALUATION OF THE EFFECT OF MANPOWER

TRAINING AND DEVELOPMENT IN SERVICEORGANISATIONS.

(A CASE STUDY OF POWER HOLDING COMPANY OF NIGERIA

(PHCN) PLC ENUGU ZONE)

BY

AIDELOMON, ROSELINE .O.

BA/2006/00

DEPARTMENT OF BUSINESS ADMINISTRATION

FACULTY OF MANAGEMENT AND SOCIAL SCIENCES

CARITAS UNIVERSITY, AMOR!I " NI#E,

EMENE, ENUGU.

AUGUST, 20$0.


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TITLE PAGE

AN EVALUATION OF THE EFFECT OF MANPOWER TRAINING

AND DEVELOPMENT IN SERVICE ORGANISATIONS.

(A CASE STUDY OF POWER HOLDING COMPANY OF NIGERIA

(PHCN) PLC ENUGU ZONE)

BY

AIDELOMON, ROSELINE .O.

BA/2006/00

A PRO!ECT SUBMITTED TO THE DEPARTMENT OF BUSINESS

ADMINISTRATION

FACULTY OF MANAGEMENT AND SOCIAL SCIENCES

CARITAS UNIVERSITY, AMOR!I%NI#E, EMENE,

ENUGU STATE

IN PARTIAL FULFILLMENT OF THE RE&UIREMENT FOR THE

AWARD OF BACHELOR OF SCIENCE (B.SC) DEGREE IN

BUSINESS ADMINISTRATION FACULTY OF MANAGEMENT

AND SOCIAL SCIENCE CARITAS UNIVERSITY EMENE ENUGU

STATE.

AUGUST, 20$0


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CERTIFICATION

The undersigned have read, certified and recommended toBusiness Administration Department Caritas University for the

acceptance of this research work entitled An evaluation of the

effect of manpower training and development in service

organizations! A case study of power holding company of "igeria

#$%C"& 'nugu (one carried out and su)mitted )y A*D'+-",

./'+*"' !! as meeting the re0uirement for the Award of the

Degree of Bachelor of /cience #B!/c& in Business Administration,

Caritas University, Amor1i 2 "ike, 'nugu state!

_____________________ __________________

Prof Nwanguma G.U. Date

Project Supervisor

____________________ ___________________

Prof Nwanguma G.U. Date

Head of Department


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DEDICATION

This work is dedicated to 3od Almighty for making it possi)le

for me to conclude this research work without any kind of

pro)lem and also to my father -r 4! Aidelomon for his financial

support and encouragement during my course of study for

depriving himself from pleasure 1ust to put me through school and

my mother -rs Aidelomon, .ose for her motherly advice!


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AC#NOWLEDGEMENT

* acknowledge the most powerful 3od for giving me the

strength, wisdom, courage and a)ility to complete this research

work!

-y profound gratitude goes to my a)le supervisor $rof 3odwin

"wanguma !u! who is also my academic adviser and head of

department for his assistance during the course of this pro1ect!

* e5press my sincere gratitude to my departmental lecturers6 -r

7alter Ani, -r *nnocent U)awike, -r -elletus Ag)o and -r

8enneth 'ziedo!

-y earnest gratitude goes to my parents -r and -rs Aidelomon

for their support, care and love towards me during the course of

the research work and to my sisters and )rothers for their

continuous encouragement!

* e0ually acknowledge the following people for the role they

played in one way or the other! Amongst them include Aidelomon


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4idelia, Aidelomon 4idelis, "wokorie Adaugo and Chinyere

'zeigwe!

/pecial thanks goes to my friends and well wishes especially

-ercy

'razua,"neka,Amarachi,Chinaza,3ozie,Chi)uzo,Chi1ioke,"atasha,*

zuchukwu,*1eoma,Ugomma,Chiamaka,9oan,Chigozie,Angela,+izzy,

8achi,9ennifer,Chidimma )ut to mention a few!

* will )e rather ungrateful if * fail to appreciate the contri)ution

and assistant given to me )y the administrative and service

department of $%C" 'nugu (one and the entire staffs for their

cooperation throughout the period of my research work!


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ABSTRACT

This research workwas designed to study training and development of

employees in service organization!

This study titled An 'valuation of the effect of manpower training and

development in service organizations! A case study of power holding

company of "igeria #$%C"& $+C 'nugu (one is of:with the view of finding

out the way )y which training and development can )e conducted!

The o)1ective of the study is to highlight the advantages of human

resource training and development and recommend an appropriate

measure that could help improve the current human resource training

programmes! .elevant data for this research work were collected from

)oth primary source and secondary source of data! A descriptive method

was used for this study! The total population of the staff in the

organization is ;


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development programme improve productivity and )etter performance!

The research therefore recommended that there should )e a free flow of

information to ena)le all the staff to )e aware of the training and

development programme availa)le to them )oth internally and

e5ternally!

TABLE OF CONTENT

Title $age

Certification

Dedication

Acknowledgement

A)stract

Ta)le of content

CHAPTER ONE

INTRODUCTION

>!> Background of the study

>!; /tatement of the pro)lem


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>!@ )1ective:purpose of the study

>!? .esearch uestions

>!! /ignificance of the study

>! /cope and limitation of the study

CHAPTER TWO

REVIEW OF RELATED LITERTURE

;!> Theoretical framework for the study

;!; %istorical )ackground

;!@ Current literature on theories post

.eference

CHAPTER THREE

RESEARCH DESIGN

@!> .esearch Design

@!; /ources of data

@!;!> $rimary sources of data

@!;!; /econdary sources of data


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@!@ $opulation of the study

@!? /ample design and determination of sample size

@!< -ethods of data collection

@! uestionnaire design, distri)ution and collection of

responses

@!

@! -ethod of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

?!> Data $resentation and *nterpretation

?!; Test of %ypothesis

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

/ummary of findings

Bi)liography


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development of their employees who have re0uisite knowledge

and e5pertise!

Training is like sharpening an e5isting skill in order to reflect

the trends in technology and other social 2cultural environmentalchanges of an organization! $roductivity is the goal of todays

competitive )usiness world and training can )e a spring )oard to

enhance productivity! The aim is to ena)le them contri)ute their

full measure to the welfare, health and development of the

organization #onah >EE@&! The main o)1ective of training and

development in service organization is to increase efficiency of

employees with the resulting increase in corporate productivity!

This accounts for why a large num)er of fund and time is

e5pected )y organization at one period or the order in the

improvement of the skills of their employees at various levels!

The principal intention of training according to A8$A"

#>EF;G>;F&, is to e0uip people with the knowledge re0uired to

0ualify them for a particular position of employment, or to

improve their skills and efficiency in the position they already

hold!

-anpower development on the other hand, implies growth

and the ac0uisition of wide e5perience for future strategic

advantages of the organization!

-anpower training and development therefore, improves the

effectiveness and efficiency of the employee! Therefore, the aim

of this research is to know the current state, nature, procedure

and method of training and development used )y the power

holding company of "igeria #$%C"& for their employees and letsnot forget that any organization that has no plan for the training

and development of its staff is less than dynamic for learning is a

continuous process and ac0uired skills get o)solete when the

environment changes! Also, a popular caption in the field of

personnel management says, *f you think training and


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development are e5pensive try ignorance! 7hile training and

development prosper organization, ignorance destroys it!

Therefore, workers like machines must )e updated on constant

)asis or else, they end up )ecoming o)solete or misfit!

$.2 STATEMENT OF THE PROBLEM

This research as it deals with the training and development

of employees in service organizations is intended to find out

the efficiency and effectiveness of training and development

programme in service organization with reference to power

holding company of "igeria #$%C"& 'nugu (one! /ince

power holding company of "igeria #$%C"& is an organization

governing the use of electricity in "igeria serves as a source

of electricity supply, distri)ution and maintenance round the

"ation! 4or this reason, it encounters numerous pro)lems

which range fromG

>& +ack of 0ualified instructors and consultants to undertake

training courses,

;& +ack of essential training tools, to

@& +ack of effective communication within the organization

which makes it impossi)le for most employees to know

a)out training opportunities availa)le to them!

$.' OB!ECTIVES /PURPOSE OF THE STUDY

The purpose for this research is to pro)e into the evaluation

of the effect of manpower training and development in service

organization using power holding company of "igeria #$%C"&

'nugu (one as a case study with a view to find out how the


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organization is performing in terms of its employees training and

development!

The following are the specific o)1ectives of the studyG

i& To highlight the advantages of employees training anddevelopment in service organization!

ii& To e5amine the current training and development of

employees in the organization and $%C" 'nugu (one in

particular

iii&To increase the general knowledge and understanding of

individual mem)er!

iv&To recommend appropriate measures that could help

improve the current manpower training program!

v& To increase efficiency and effectiveness of employees with

the resulting increase in corporate productivity!

$. RESEARCH &UESTION

a& 7hat method of training and development does your

organization useH

)& 7hat is the category of staff level in your organization

#$%C"&H

c& 7hat is the ma1or pro)lem in the organizationH

$. STATEMENT OF HYPOTHESIS

%ere, %i and %o )elow represent the alternative

hypothesis and null hypothesis respectively!

%I$T%'/*/ "'


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%iG Training and development improve productivity

and )etter performance!

%oG Training and development does not improve

productivity and )etter performance!

%I$T%'/*/ T7

%iG Training and development improve skills and

knowledge of manpower in service organization!

%oG Training and development do not improve skills

and knowledge of manpower in service

organization!

$.6 SIGNIFICANCE OF THE STUDY

The research will )e )eneficial to all service

organization especially power holding company of "igeria

#$%C"& 'nugu and their staff as it emphasized the need andencourage the esta)lishment of policy guidelines on the

efficient and effective training and development

porgramme!

*t will help managers of various organizations to

generate ideas and solution to pro)lems )ased on the )est

way to run training in their organization in order to achieve

desired goals and o)1ectives!

*t will e0ually )e useful to small scale )usiness, large

corporations, universities, college of education and to the

government!


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*t will also help researchers to know more a)out

training programme as a tool for improving employees

performance!

4inally, it will )e of great value to students as a point ofreference and will e0ually form the )asis for further research

study!

$.* SCOPE AND LIMITATION OF THE STUDY

The scope of this study although very wide if it has

)een carried out in the entire service organization! 4or this

reason, it was necessary to have a concentrated area ofstudy which was restricted to the evaluation of the effect of

manpower training and development in service organization

using power holding company of "igeria #$%C"& 'nugu (one

as the case study!

*ts ma1or limitation was the pro)lem of getting

information from the institution under study! As a

parastatals, there is always the fear of giving out

information to the pu)lic as such, vital information needed

was not readily availa)le!

Time e0ually would not )e left out6 getting permition to

leave school and the issue of finance cannot )e ignored as

much was spent in procuring materials! %owever, with fact

and 1udicial use of the limited resources, reasona)le

analyses have )een carried out in this research work!


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CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.$ THEORETICAL FRAMEWOR# FOR THE STUDY

Until recently there has )een a general resistance to

investment of training in the pu)lic service )ecause of the )elieve

that 'mployees hired under a meut system must )e presumed to

)e 0ualified, that they were already trained for their 1o)s and that

if this was not so it was evidence that initial selection of personnal

was at fault!#stahl, >E&! This assumption has )een 1ettisoned

as the need for training )ecame o)vious )oth in the private and

the pu)lic sectors!

Training has )ecome more o)vious given the growing

comple5ity of the work environment, the rapid change in

organization and technological advancement which further

necessitates the need of training and development of personnel

to meet the challenges! -any organizations have come to

recognize that training offers a way of developing skills,

enhancing productivity and 0uality of work and )uilding workers

loyalty to the firm!

-anpower training and development is essential to the

e5istence and survival of organization! *t is common for people to

see training and development as the same thing! %owever,

though they are similar, they are not the same thing!

Training is any learning activity which is directed toward the

ac0uisition of specific knowledge and skills for the purpose of an

occupation or task #cole >EE@&!

*vancevich et al #>EE?& see training as the systematic process

altering employees )ehavior to further organization goals!

According to %ellriegel and /locum #>EE&, training is

improving an employees skill to the point where he or she can do


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the current 1o)! Training is the process )y which mem)ers of

organizations are thought to ac0uire knowledge, skills and

a)ilities they need to perform effectively the 1o) at hand! Training

is directed at the present 1o)!

*n a more comprehensive manner, training can )e defined as a

short term process that utilizes a systematic and organized

activities )y which nonJmanagerial staff ac0uire the technical

knowledge, skills and a)ilities for specific purposes in function!

Training is an organized procedure )y which people learn

knowledge and or skills for a definite purpose! *t is a process for

e0uipping the employees particularly the nonJmanagerial

employees with specific skills for e5ample technical skills like

plum)ing, electrical wiring, repairing, artistic skills, clerical and

typing skills that would ena)le them to improve on their

performance and overall efficiency!

The o)1ective of 1o) training is to ena)le an employee to perform

his 1o) in such a way as to meet the standards of output, 0uality,

waste control, safety and other operational re0uirement #3ardner,

>E@&!

Thomas #>EFF& defines training as Ka process through which

e5periences are deli)erately offered to trainees to ena)le them to

a)sor) some new perspective, understanding, value, attitude,

techni0ues or skills! *t involves planned activities on the part of

an organization to increase 1o) knowledge and skills or modify the

attitudes and social )ehavior of its mem)ers in the ways that are

consistent with the goals of the organization and the

re0uirements of the 1o)! The overall aim is to increase or improve

a persons contri)ution to the achievement of the organizationalgoals!

9ones, 3eorge and %ill, #;===& )elieve that training primarily

focuses on teaching organizational mem)ers how to perform their


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current 1o)s and helping them ac0uire the knowledge and skills

they need to )e effective performers!

According to carrel and kuzmits #>EF;& training is the

systematic process )y which employees learn skills, informationor attitudes to further organizational and personal goal! They also

stated that every training system operates with a philosophy set

of )eliefs concerning people, productivity and profit!

*n view of chruden and /herman 9nr #>EF=&, training is any

organizationally oriented procedure, which is intended to foster

learning among organizational mem)ers!

Training according to Davar #>EEF@&, staff development involves

the training, education and career development has )een

identified to includeG

Creating a pool of readily availa)le and ade0uate

replacements for personnel who may leave or move up inthe organization6

'nhancing the companys a)ility to adopt and use advances

in technology )ecause of a sufficiently knowledgea)le staff6


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Building a more efficient, effective and highly motivated

team which enhance the companys #A9 pam vol 5vi6

"o!>!9an ;==


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concerned with teaching the workers specific skills that will assist

them in their immediate task while development on the other

hand is concerned with teaching the workers more general skills

that will assist them in career growth there)y e0uipping them for

the future!

As a way of summary, the purpose of training is to improve

knowledge and skills and to change attitude #mullins,>EEE&!

Training and development as stokes #>E& puts it rest on the

fact that a person learns through e5perience which may )e

actual, hearing or reading a)out the e5periences of others!

Training and development can also )e viewed as a formal and

informal activities which )ring a)out change in the skills,

knowledge and attitude of employees for the fulfillment of their

individual career and organizational goals!

2.$.$FACTORS THAT TRIGGER TRAINING AND

DEVELOPMENT

Training and development is predicted on workers, machines

and tool deficiencies! These deficiencies manifest inform of

specific symptoms! The symptoms that trigger training and

development in organization may includeG

i! 7hen there is high rate of a)senteeism among workers!

ii! 7here there is increased la)our turnover among workers!

iii! 7hen there is decline in productivity among workers!

iv! 7hen there is a poor 1o) performance among workers!

v! 7hen new machines are purchased to replace old ones!

vi! 7hen there is increase in the rate of onJtheJ1o) accidents

among workers!

vii! 7hen there is an increased complaint from customer!


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opportunity to learn and practice new skills or new

application of old ones may )e undertaken!

d& I+:39+4 M1;31+5*t entails deli)erate use of training

to increase individuals willingness to work up to there0uired pattern and standards! This rest on the )elief that

people are likely to work more effectively! They understand

not only what they are e5pected to do, )ut why they are

e5pected to do it in this way! The inculcalation of workJ

related values and norms is possi)le in training!

e& A-: C>3+4:5Training may )e undertaken to change

the perspective and attitudes workers adopt in relation to

the organization and their work in it in a positive way! *tcould develop into employees trust, commitment to the

organization, 1o) involvement and 1o) satisfaction!

2.$.' AIMS OF TRAINING AND DEVELOPMENT

The aim of training and development includeG

To change the 1o) )ehavior or attitude of employeesso that they can perform to defined standards!

To reduce the hi)ernating time! This is the gap

)etween placement and the point at which an

employee start to perform effectively!

To improve the productive capacity of individual

employee!

To improve the effectiveness of the organization!

2.$. BENEFITS IN TRAINING AND DEVELOPMENT

PROGRAME


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Tessin #>EF& discussed e5tensively how )enefits accrues

to organization, individual and interJgroup relations through

training and development whereas, Dickey #>EF;& su)mission

)others on individual )enefit6 )earing in mind that the workers

are in the organization 7hile the organizations are in the workers!Discussing the )enefits separately under su)heading as done )y

tessin#>EF& and dickey#>EF;& will amount to 1am)oree in

simplicity! Therefore, let them )e merged under one heading!

Training and development leads to improved profita)ility!

Training and development leads to improved 1o) knowledge

and skills at all levels of organization!

Training and development improve workers morale and 1o)

satisfaction!

Training and development improves workers commitment to

the organization!

Training and development help to nourish )etter corporate

image!

Training and development improve 1o) involvement of the

workforce!

Training and development improve the relationship )etween

)oss and su)ordinate and general inter group relationship

Training and development enhance organizational

development!

Training and development assist in preparing guidelines forworks!

Training and development assist in understanding and

implementing organizational policies!


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Training and development provide information for future

needs in various facets of the organization!

Training and development assist workers to ad1ust to

changes!

Training and development assist in conflict management!

Training and development improve la)ourJmanagement

relationship!

HISTORICAL BAC#GROUND

;!; ORIGIN OF POWER HOLDING COMPANY OF NIGERIA

(PHCN)

Around the world, electric industries are undergoing

e5tensive restructuring! The trend, which started in the United

8ingdom and Chile in the >EF=, has rapidly spread to many

countries in +atin America, Asia, 'urope and Africa! The main

motivation of driving forces for restructuring the electric industry

in different counties are not the same! *n some countries, such as

the United 8ingdom and the +atin America countries, privatization

of the electric has provided a means of attracting funds from the

private sector to relieve the )urden of heavy )urden of heavy

government su)sidies! *n the country formerly under centralized

control #central and eastern 'urope&, the process follows a

general trend away from centralized government control towards

increased privatization and decentralization! *n the United /tates


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and several other countries where the electric industry has for the

most part )een owned )y the private sector, the trend is toward

increased competition and regulation!

$ower holding company of "igeria #$%C"& formally known as"ational electricity power authority #"'$A& is a pu)lic corporation

owned )y the federal government of "igeria to generate, transmit

and distri)utes electricity to the populace! The history of

electricity #power generation& in "igeria dates )ack to >FEF when

electricity was first produced in "igeria! Therefore, several other

towns esta)lished electricity supply )y the installation of isolated

generation in each town!

*n >E?, the "igeria government electricity undertakingwas esta)lished within the then pu)lic works department to take

over the responsi)ility of electricity supply to +agos area!

*n >E@;kvJtransmission line under the management of

'C" was commissioned in 9uly, >E> and was >?km long

connecting +agos with *)adan via /hagamu!

*n >E;, another )ody known as "iger Dams Authority was

esta)lished )y an act of parliament! The authority was

responsi)le for the construction and maintenance of dams and

other works on the .iver "iger and elsewhere generating

electricity )y means of water supply there)y improved

navigation!


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"ational 'lectric $ower Authority #"'$A& was esta)lished in

April >E;, with the amalgamation of the former electricity

corporation of "igeria #'C"& and the "iger Dams Authority #"'$A&

with the %ead0uarters in +agos!

As a government parastatal, its employees and consumers

seriously hamper "'$As operations due to several government

directive and fraudulent activities! *n order to reduce this

anormaly, the authority was granted partial autonomy as a 0uasiJ

commercialized organization in >EE; while this gesture has

granted some powers to the authority, it is still under the control

of the government hence the authority could still not take some

necessary drastic and farJreaching measures to improve its

revenue collection and reduce the incidences of fraudulent

activities!

+ike most stateJowned enterprises, "'$A has suffered from

severe underJfunding and underJcapitalization, inappropriate

capital structure, e5cessive e5ecutive interference, and su)J

optimality and decision making!

"'$A e0uipments are su)1ected to vandalism and theft )y

group of ca)als in different part of the country! The hydro power

stations suffer from low water level during dry season and the

generation output capa)ilities of thermal stations are often

hampered )y shortage of fuel! '0uipments are e5pensive to

repair, mostly due to their o)solete status!

"'$A as we know is a government ran entity as earlier stated

that en1oys a lot of the financial transfers, su)sidies grants and

ta5 and import duty naivers from the government! These socialincentives from the government were counterproductive for

"'$As efficiency! *t resulted in an undertrained and unmotivated

manpower and lack of will to operate as a profita)le entity!

"'$A was formally changed to power holding company of

"igeria #$%C"& in 9anuary ;==? in readiness for privatalization! To


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provide the legal framework for the restructuring of 'lectric

/upply *ndustry #'/*&, the electric power sector reform )ill was

signed into law on the >>thof -arch ;==

provide for the formation of successor companies to take over the

functions, assets, lia)ilities and staff of "'$A6 develop competitiveelectricity markets6 esta)lish the "igeria 'lectricity .egulatory

Commission6 provide for the licensing and regulation of the

generation, transmission, distri)ution and supply of electricity6

enforce such matters as performance standards6 consumer rights

and o)ligation6 provide for the determination of tariffs6 and to

provide for matters connected with or incidental to the forgoing!

An initial holding company #*%C& has )een incorporation as

provided for the act! The name of the *%C is $ower %olding

Company of "igeria #$%C"& $lc and it was incorporated on @>st

may ;==

officially opened many decades ago! The office is responsi)le for

the distri)ution and sales of electricity to 'nugu and its

environment! The office maintains an undertaking office andservice centers and cash offices in many government areas of

'nugu state! 9ust like any other $%C" office in the country, it has

all the departments such as administrative and service,

Technical : service, Customer service, 4inance and Accounts, and

Audit department each headed )y a manager! As a zone, the

office reports directly to the chief e5ecutive officer 'nugu! *t also

has direct communication with $%C" %ead0uarters A)u1a!

$%C" 'nugu (one has a total staff of ;


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)ranches nationwide! The zone has fourteen #>?& )usiness unit

under it and its responsi)le for everything that happens in the

unit!

2.2.$ METHOD OF TRAINING AND DEVELOPMENT Training and development methods are means through

which ideas, skills or knowledge are impacted to learners in an

organized manner! There are different types of training and

development methods that are in use today! The methods of

training and development are the same! These methods are

usually grouped into two )road categories namely6

i& n 2 the 21o) training and

ii& ff 2 the 21o) training

The method of training and development will )e treated

separately )ecause aside from the a)ove methods mentioned

there are other methods of development!

A! TRAINING METHODS

i& ON " THE "!OB TRAININGG this is a training programme

that is organized on the workers 1o) location! n 2 the 21o)

training methods are the most widely used and the simplest

method of training! *t refers to instructions given to

employees on the 1o) )y the supervisor or any other

e5perienced employee! Using these methods, employees are

placed on a regular 1o) and taught the skills necessary to get

the 1o) done properly! This method re0uires no special

school! 7hile learning, the trainee is also contri)uting to the

total output of the department! The greatest pro)lem with

this method is that errors or mistakes committed while

learning can )e very costly! The various types of on 2the 21o)

training methods may include6


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>& !1? R131+5this is a situation in which employees are

made to move from one 1o) to another within the work

setting over a defined period of time! As they move from one

task activity to another, they gain considera)le knowledge,

e5perience and skill! The duration of the rotation is shorterat lower levels #clerical&, than at management levels where

trainees are taught comple5 functions and responsi)ilities

#fansworth, >E+45 %ere, employees are placed under the direct

guidance of a supervisor! This techni0ue use o)servational

learning known as pure imitation! *t has the advantage of

allowing the coach to give on the spot feed)ack to the

learners on whether they do it well or not!

@& A


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1o) thus ena)ling him to learn or perform as much as

possi)le, some of his supervisors 1o)! The efficacy of this

method however depends on how much responsi)ility he is

willing to allow the su)ordinate to assume!

& I+9-1+37 G-3+:5This is a training situation in

which the trainees are given step )y step instruction after

which they are left to perform the task activities of the 1o)!

The trainer appraises the learning a)ility of the trainees )y

measuring their a)ility to follow instruction!

ii& OFF " THE "!OB TRAINING5This training method is

organized outside the workers 1o) location! *t is usually

organized in a training centre or an educational institution!The o)1ective of this method is to )roaden the trainees 1o)

knowledge and e5periences )eyond what can )e learnt

within the 1o) environment! *t provides the trainees the

opportunity of interacting with trainers who are different in

outlook, e5perience and knowledge from those they are used

to )ack at work! ff 2the 21o) training has its own

disadvantages which may includeG

i& *t is usually more e5pensive than on the 1o) training and

ii& *t does not allow onJtheJspot assessment of training

effectiveness which is possi)le with onJtheJ1o) training!

The various types of offJtheJ1o) training method includeG

$)S:=+39G Brings together group of people who pool and

discuss ideas! A seminar is meant to stimulate intellectual input!

$apers presented are criticized and corrections are suggested!

2) W19>1


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') L:-: 1 739911= =:>1G *nvolves the transmission of

knowledge, ideas and factual information from the instructor to a

larger group of trainees at one time there)y having the

advantage of )eing a relatively lowJcost training method! The

ma1or draw)ack of this method is that individual differences in thea)ilities of a trainee to assimilate fast or get lost in the classroom!

Discussions are not taken into consideration:account!

) V:9?-7: 3++4G *nvolves trainees learning in a non work

environment in which conditions and e0uipment are virtually

identical to what will )e encountered on the 1o)! The only ma1or

pro)lem with this method is that its relatively costly than other

method since this method re0uires that trainees )e trained on the

same identical machines and e0uipment used in the actual 1o)

environment!

)B:+4 41-


33/90

) V3: 1 :


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have ways of identifying talented and promising employees,

employees with high prospect and potential whose sponsorship in

higher institution will pay)ack! To such organization, it is

investment of some sort that will )ring forth dividends! *t is

)elieved that such employees when they complete their courseswill )e a)le to take up new responsi)ilities and occupy more

demanding positions in the organization that trained them!

Another method of developing e5ecutive is

S=-73: :;:711G The use of simulated

techni0ues for developing e5ecutive talent has )ecome more

popular in recent time! This is so )ecause, it has )een realized

that neither the conventional onJtheJ1o) nor offJ theJ1o) methodsare sufficient in developing the much needed capa)ilities in

managers! This is )ecause most managers do not necessarily

perform programmed or routine 1o)s like the lower level

employees, managers need more than specific skills! They need

to ac0uire specialized and )roadJ)ased skills like conceptual,

analytical, diagnostic, pro)lemJsolving skills, human )ehavioural

skills, interpersonal skills as well as sound decision making skills!

/imulated development include

) M:=?:9>< 1 1/::9:G The manager or e5ecutive is

presented with hypothetical pro)lems similar to the pro)lems that

can confront him in the actual work situation!

;)C39: 9-:9G The method is geared towards pro)lem and

issues that face e5ecutives in their day to day )usiness! Cases are


35/90

prepared to demonstrate the reality in the )usiness would )y

descri)ing actual )usiness situations! #we5ley and lathan >EF>&

say that the primary purpose of case study is to enhance the

pro)lemJsolving skills of participants!

S:+9;@ 3++4G %ere, e5ecutives are trained in the art of

developing an awareness of and sensitivity to the )ehavioural

pattern of oneself and that of others with whom he relates!

According to .ao and .ao #>EE=&, this sensitivity is e5pressed

in the form of6 *ncreased openness with and to others, greater

concern for others, increased tolerance for individual

differences, less ethnic pre1udice, enhanced listening skills and

increased trust and support!

The essence of this method is to develop in the participants

the a)ility to understand themselves and the )ehavior of others

and to identify their human relation skills, needs and how )est

to accommodate the feelings of others to )e a good manager!

2.2.2 BENEFITS OF TRAINING TO ORGANISATION

The following are the )enefits of training to organization

3) I+:39:


36/90

) P:;:++4 1?917:9:+:G Training is not meant for new

employees alone )ut also to old and e5perienced employees!

Training can help prevent employee o)solescence which results

from the discrepancy )etween an employees e5pertise and the

demand of his 1o)!

:) I+:39: 143+31+ 7:?7@G rganization fle5i)ility

refers to a)ility of an organization to ad1ust to shortJrun variations

in the volume of work!

2.2.' BENEFITS OF TRAINING TO EMPLOYEES

The following are the )enefits of training to employees

3) I+:39:9 =3: ;37-:G As employees ac0uire newknowledge and 1o) skills, they tend to increase their market value

and earning power!

?) I+:39: 1? 9:-@G $ossession of useful skills )y

employees enhances their value to the employers! Thus, there is

increased 1o) security!

) I+:39: 1


37/90

a&I:+31+ 1 3++4 +::9G All training should )e

1ustified on the )ases of a prior need analysis! Training need

refers to any deficiency of skills and knowledge on the part of the

employee which can )e remedied through training! 7hen the

performance of workers is noticea)ly poor, and cannot )eimproved through motivation and simplifying the work

procedures, then training need has arisen!

Turrel #>EF=& says that training need arises in organization from

three #@& sources6

>& Those caused )y changes in technology, markets, legislation

and manpower composition6

;& Those derived from work pro)lems, such as manpower

utilization, machine utilization, disputes, safety and 0uality6 and

@& Those arising from manpower wastage associated with poor

recruitment, induction, training and the like!

-oulton #>EF=& )elieves that training need arises from three #@&

sources, which include, 1o) analysis, company or organization

analysis and person or individual analysis!

) !1?+::9 3+37@99G 'ntails an e5tensive analysis

consideration of the specific re0uirement of the task to )e

performed, the minimum accepta)le standard of performance,

the technical nature of the 1o) and the com)ination of special skill

re0uirement in terms of technical, professional, interpersonal,

managerial, conceptual, analytical and diagnostic skills re0uired

to get the 1o) done very well!

) C1=


38/90

1o) holder within the present and the near future! The analysis

here focuses on individual strengths and weaknesses and on what

should turn the individual worker into a )etter performer!

;)ther general methods for assessing or identifying trainingneeds include!

a&$erformances appraisal reports

)& )servation

c& Training needs survey as may )e carried out )y the

supervisors

d&'mployee suggestions

B) DESIGNING OF THE TRAINING PROGRAMME

*n designing the training programmes, the training and

development manager must fashion out an appropriate training

programme! 4or each categories of employees training re0uires

different course contents and different emphasis on teaching and

the choice of teaching methods! *n designing training and

development program in any organization, seven se0uentialstages are involved! The stages areG

>& Carry out training and development need analysis which will

reveal whether the organization needs training and development,

in what functional area in the organization and who are those to

)e trained and at what cost!

;& *dentify and state training and development o)1ectives!

@& /ieve through the e5isting training methods in order to pick the

most appropriate method )earing in mind the o)1ective of the

training and development programme!

?& Choose from among training and development methods the

particular method to use!


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)R:9-7G -easures the organizational effect of training! This

is assessed through direct calculation of costs, sales, profits

e!t!c!

2.2. ESSENCE OF TRAINING AND DEVELOPMENT rganizations em)ark on training and development

programmes, for many reasons however, these can )e

summarized as

&P1-;@G $eople are employed for the simple reason of

helping the organization to achieve its goals and this can )e done

when the work is 0uite productive! -ost training programme is

therefore organized to help *n increasing the workers efficiency on

the 1o), thus increasing his productivity!

) E:;:+:99G By increasing the workers skills he )ecomes

effective in e5ecuting the task assigned to him!

) P:4>: :9: 1:9 =137:G By increasing skill of theworker, he develops a more sense of self worth, confidence and

trust in his own a)ilities!

2.2.6 TRAINING TECHNI&UES

*t involves the application of knowledge! 'ffective trainers utilize

a more rigorous decision process in their selection decisions! ne

approach is to classify in advance the various training techni0ues

according to the degree to which they match a set of relevantcriteria! These criteria might include, )ut not )e limited to the

following!

>& 7hether the techni0ues is oriented toward knowledge,

attitudes or skills!


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;& 7hether the techni0ue is generally applied onJtheJ1o) or offJ

theJ1o)!

@& The degree to which the techni0ue incorporates the ma1or

principles of learning!?& The relative e5pense involved in development and

administration of the programme!


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responsi)ilities would ena)le management to determine the

training and development needs of su)ordinates that are )eing

ear marked for such higher positions!

2.2. REASONS FOR EECUTIVE DEVELOPMENT>& *mproves the versatility of the management group!

;& 'nsure easy and effective mo)ility of personnel across

functional units as the need arises!

@& 'nhance the e5ecutives understanding and perception of

issues relating to economic, cultural, social, technical and political

matters that may )e relevant to the successful performance of his

1o)!

?& 8eep the e5ecutive current on new development around him

which may affect his 1o) performance!


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-anpower training and development improves employee

a)ilities to perform the tasks re0uired )y an organization! *t,

according to 3raham #>EF>&, has the important dual function of

utilization and motivation! By improving employees a)ility to

perform the tasks re0uired )y the company, training6

allows )etter use to )e made of human resources6 )y giving

employees a feeling of mastery over their work and of recognition

)y management, which increases 1o) satisfaction in workers!

rganization, have a stake in developing the careers of their

employees so that the employees can )e retained while their

performance )ecomes more effective and efficient!

7alker#>EE; & for e5ample opined that in the >EE=s and )eyond,

organization will invest more, not less in efforts to retain, train

and develop talent!

-anpower training and develop is a tool employed )y

organization to e0uip their workforce to the accomplishment of

set goals and o)1ectives! The internal structure of an organization

is made up of socioJtechnical arrangements which are

deli)erately designed to achieve the o)1ectives of thatorganization )y doing the right thing at the right time and in the

right measure!

-anpower training and development in service organizations

therefore focuses on the o)1ective of e0uipping the personnel in

the service from the point of their recruitment to that of

retirement, so that manpower )e kept constantly ready not only

to provide improved living conditions for "igerians, )ut also set

the machinery for achieving accelerated growth and development

within the country! -anpower training and development is

essential to the e5istence and survival of organization! lowu

#>EE>& supports this school of thought as he points that human

resources training and development ena)les civil servants

#employees& to ac0uire the relevant professional skills and


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knowledge for effective performance! *t was drucker #>EF&, who

said that a good organizational structure itself does not guarantee

good performance! *t is human resource training and

development that e0uips civil servants with the relevant

professional skills and knowledge that )rings a)out effective andefficient performance! This position is further supported )y pye

#>EFF& when she opined that when steps are to )e taken to

improve the 0uality of employees and overall organizational

performance, attention naturally turns to the process of training,

education and development of employees!

According to foot and hook #>EEE&, human training and

development is a planned process to modify attitudes, knowledge

and skills or )ehavior through learning e5perience to achieve

effective performance in an activity or range of activities! *ts

purpose in a work situation is to develop the activities of the

individual and to satisfy the current and future needs of the

organization!

%uman resource training and development according to walker

#>EE;& is specifically a)out providing a range of learning

e5perience in a work situation! Critically speaking, humanresource training and development seem to have never )een the

priority of the civil service in "igeria! male#>EE;& o)served that

in almost all senior positions, if one is recruited with re0uired

educational 0ualification, no training and development was

carried out on him! '5perience on the 1o) now )ecomes the only

criteria for the worker to reach the top of his career ladder! Iet,

the 1o)s an officer does from one grade level to the other

according to omale#>EE;&Gare sufficiently different to warrant notonly vocational knowledge whish he gets via e5perience, )ut also

theoretical knowledge and attitudinal reJorientation in order to

successfully cope with the demands of such higer 1o)s!such

theoretical knowledge and attitudinal reJ orientation can only )est


45/90

)e ac0uired through formal training offJtheJ1o) in appropriate

training institutions!

-ekinde #>EE;& in his own view, is of the opinion that human

resource training is a short term process of learning specificskills )y )oth 1unior and immediate staff, while development

entails a long term learning process designed to develop senior

officers in order to ac0uaint them with changes in technology and

management method! Training and development helps to ensure

that organization mem)ers possess the knowledge and skills they

need to perform their 1o)s effectively, take on new responsi)ilities

and adapt to changing conditions despite the recognition of the

importance of training )y management e5perts and government

as e5pressed in white papers on various reforms in "igeria! The

e5perience of manpower training and development in the "igeria

pu)lic sector has )een more of ruse and waste! This paper

e5amines the e5perience of "igeria pu)lic service on manpower

training and development with a view of understanding the

pro)lems )eing faced! *t makes appropriate recommendations on

how to ameliorate the situation! -anagement e5perts also argue

that a ma1or function of a manager is to develop people and to

direct, encourage and train su)ordinates for optimum utilization!

To stahl#>EF&, training helps prepare employees for a certain 1o)

that are uni0ue to the pu)lic sector!

2.'.$ CURRENT CHALLENGES IN TRAINING AND

DEVELOPMENT.

*t has )een found from recent studies that )efore the

recession really set in #pre #>EF@& not much of training waswitnessed! The recession of >EF@ and the structural ad1ustment

program of >EF were accompanied )y a continuous and critical

modification in the fre0uency, method and focus of training

courses! The main reason for these changes is the su)stantial

decline in the resources of older generation firms, which seriously


46/90

reduced the financial allocation of training! *n a few other cases,

the cut on overseas training was informed )y caution on the part

of older firms who felt that the )oom in new firms#e!g, )anks& is at

)est artificial and not enduring! *n fact, casual o)servation reveals

that overseas training have practically ceased while the grants ofstudy leave #training leave with pay& have su)stantially reduced!

A num)er of other reasons e5plained the refocused interest of

employers in training courses for their staff! These may )e6

rapid changes in technology#computerization&6

rapid changes in pu)lic policy#)ranches, interest rates, interJ

)ank and other prudential guideline& suggesting that

managers and workers need to respond appropriately withnew skills, attitude and knowledge6

increase in the incidence of fraud and the role of employers

to prevent and control malpractice from all possi)le sources6

policy intervention strategies such as reJengineering and

adoption of total 0uality management, team working and

other specialized and specific goalJdirected human resource

utilization approaches6 and

.educed demand for goods and services, high rates of

interest )ringing a)out high incidence of )ad de)ts, and

re0uiring new and modern marketing approaches to attract

deposits and minimize )ad de)t e5pected to persist in the

millennium and )eyond!

'mployers will continue to pay serious attention to training and

development since new corporate cultures are necessary in orderto im)i)e new attitudes that are re0uired for success in a new

operating environment!

Current training and development programmes are however

constrained )y the following incidences or practices6


47/90

The failure to determine training needs relia)ly and

relevantly6

*nade0uate funding of training6

Burying or sacrificing the training function in organizationalpolicies6

4ailure to systematically evaluate the effects of training6

Unwarranted dumping or muddling of the steps in the

standard training process #viz!, design, implementation and

evaluation&6

The unwillingness of supervisors to train the su)ordinates onthe 1o) or reveal the secrets of the 1o)6

4ailure to engage credi)le professional trainers and

ade0uately )rief trainers on the specific trends in an

organization6 and so on!

2.'!2 THE IMPERATIVE OF TRAINING IN THE FUTURE

'ffective utilization of employees for )est results in a

competitive environment has assumed a new trend! -eritJ)asedaward has )een tested and found to instigate selfJmotivation in

most employees, provided that performance appraisal is carefully

done! %e following practices is also re0uisiteG

wage inde5ation

$ension inde5ation and

.edundancy reserves!

Aside from these, other desira)le maintenance practices are in

the area of training and development for staff! Certainly a new

philosophy is re0uired where)y all employees will take on the

culture of a privatized or commercialized enterprise! *t is


48/90

e5pected that some resistance will )e put up )ut appropriate

training for all levels of employees can reduce these!

Akin to training, it will )e e5pected that the practice of internal

promotion will )e emphasized! *t is feared however, that somesupervisors may e5ercise the fear that if the su)ordinates are told

the Ksecrets of doing the 1o), then, there is a treat to their own

positions! This natural feeling has to )e guarded against in a

progressive enterprise! Thus, everyone needs to )e trained a)out

the desira)ility of team work as is emerging in glo)al work place!

2.'.' ROLE OF GOVERNMENT IN TRAINING AND

DEVELOPMENT

*n pursuance of the importance the federal government placed

on training, the industrial training fund#*T4& was esta)lished to

ensure that there is ade0uate manpower and commerce in the

country!

Under the industrial training fund#*T4& degree "o ? of >E>

was amended )y decree "o @of >E< sum of money were

providing from time to time )y the federal government and

contri)ution was made )y every employers, a minimize of ;M& of the

annual pay roll are to )e paid into the fund!

The fund is to )e utilized to promote and encourage an

ac0uisition of skills industry or commerce with a view to generate

a part of indigenous trained manpower sufficient in order to meet

the need of the national economy!

The government council of the fund consist of the

representatives of "igeria employer consultative association

#"'CA&! .epresentatives of various cham)ers of commerce and

industry, central trade union and other person who have

e5tensive knowledge of the industrial training!


49/90

The main function of the council set out in section ? of the

degree of the federal government "o! ? and they includeG

i& To provide and secure the provision of such courses and

other facilities which may include residentialaccommodation for the training of person employed!

ii& To provide such course and facilities proved )y other person!

iii&4rom time to time, to consider the employment in industry or

commerce as appear to re0uire a special consideration

and pu)lic recommendation!

iv&To apply or make arrangement methods of ascertaining the

attainment of any standard recommendation )y thecouncil!

v& To assist person in finding facilities for employee )eing

trained for employment in organization!

vi&To carry on or assist other person in carrying on research

into any matter relating to training for employment in the

industry!

2.'. CONDITIONS FOR ACHIEVING TRAINING AND

DEVELOPMENT

The success of any training and management development

program is not determined )y modern facilities, huge

e5penditure on e0uipment, a)undant administrators on the

ground and the fat )udget for the program )ut rather on its

outcome and the )uilding of a team of competent, wellJ

motivated work force that is a)le to cope with current and

future organizational challenges and achieve their desired goal!

The designers and implementers of the program should )e

familiar with )asic adult training principles and other conditions


50/90

for achieving success for learning and its transfer! /pecifically,

the following conditions should )e complied with6

$)C1+-;: :+;1+=:+G This should )e created for the

mangers to transfer their new skills and techni0ues ac0uiredfrom the development program to their 1o)! The

development cannot )e effective if the new ideas and

techni0ues conflict with e5isting norms, values, )eliefs and

customs #4leishman, >E&!

2)S-


51/90

)F::?3G There should )e close communication )etween

trainer and trainee )ecause it helps the feed)ack process

and employees:learners would want to know their progress

visJ aJvis the o)1ectives of the training course they went

through!

)C1%1: >:: =3+ 93:>17:9G

There should )e coJoperation among the organization, the

supervisor and the manager for the management

development e5ercise to succeed! The organization provides

the resources and the environment, including paid courses

and seminars, and the supervisor creates the awareness

and the encouragement for the managers to take advantage

of the development! The managers on their part feel

sufficiently motivated )y the e5pected goals!

$0) I+7-9;: 1 377 =3+34:9G -anagement development

should not )e restricted to only the supervisory personnel

)ut to include all managers in the organization to strengthen

the managerial skills of or for management and e5ecutive

professionals!

;!@!< LEARNING PRINCIPLE

+earning programmes should incorporate as many

fundamental principles of learning as are relevant! '5tensive

research, )oth in e5perimental settings and in organizations has

validated the utility of several )asic principles of learning! 'ach of

these, when understood and carefully applied, will increase the

effectiveness of a given training programme! +earning will

generally tend to )e facilated whenG

>& M-7


52/90

a )oring presentation! '5ample of visual aids include the

chalk)oard, overhead transparency pro1ector, felt )oar d, flip

chart and movie pro1ector!

;& )1ectives of training are delineated in advance and areknown )y )oth trainer and trainee! )1ectives allow the

participation to anticipate what comes ne5t and relate the

content and methodology to an overriding purpose!

@& T3++4 377:+4+4 @: >+ >:

3+4: 1 3>:;:=:+G The task must )e difficult enough

to stimulate interest and arouse a competitive spirit, )ut not

so demanding that it is out of reach of the trainee!


53/90

that occurred! A training programme where learning does not

occur or where nothing is learnt is a wasted effort! Too often,

this is the result of a poorly planned, poorly coordinated and

haphazardly organized training efforts which often reduce the

chances of having a positive learning occurring! To maketraining efforts more effective, we must identify the areas of

deficiency of past training efforts in most companies and learn

from these mistakes! These deficiencies may includeG

>& *nappropriate or lack of definition of learning o)1ectives

#either shortJterm or longJterm o)1ectives&as most training

programmes are not goal oriented!

;& +ack of proper determination of training needs frompersonal, task and organizational perspectives!

@& "onJinvolvement of training supervisors in the followJup

training necessary in putting the new skill to use!

?& +ack of postJtraining supportG no transfer of learning from

the training environment to 1o) environment would take

place if o)stacle are deli)erately attacked on the way of the

trainee this preventing him from putting his newly ac0uiredknowledge to practice!


54/90

enhance learning su)stantially! These concepts or principles

usually emphasize the need to make learning to )e learnerJ

oriented rather than teacherJoriented and the need to make

trainees more active than passive6 interested and motivated

rather than frustrated and )ored!

2.'.6 PROBLEMS OF TRAINING AND DEVELOPMENT

PROGRAMME

/ome of the pro)lems facing training and development includeG

$)L1 =137:G 7hen an employee undergo training

programme, his:her e5periences, skills, attitude will )e

increased )ut if they are not ade0uately compensated thismight result in low morale there )y reducing their

performance!

2) I+9-:+ +1=31+G *f the wrong person who is

almost due for retirement was sent on a training course or

does not need training was sent on training, the

organization will gain little or nothing from such employee!

')T3+9: 1 7:3++4G /ome of the concept and principletaught are too academic and very difficult to apply in real

life situation!

)N1+ :;37-31+ 1 >: 1-1=: 1 3++4G The

company does not evaluate the outcome of the programme,

there are in many instance, no e5aminations either written

or oral or feed)ack from the employee!

REFERENCES

Akpomuvire, -! #;==& G %uman .esource Training and

Development for the civil service "igeria. Cataw)a


55/90

$u)lishing Company Charlotte, U!/!A

Background information official we)site of $%C",

http::www!nepanigeria!org:)ackground

BelloJ*mam, *!B, shiome)o, B!, 1eifo, /!A! #;==&G

4undementals of %uman .esource -anagement in

"igeria.College press and pu)lishers ltd, *)adan!

Chandramohan, A! #;==F&G %uman .esource -anagement.

/!B! "angia A$% pu)lishing corporation, "ew Delhi!

Cruz, '!-!D! #;==;&G /taff and /ervice -anagement.3olden

)ooks centre /D" Bhd, 8uala +umpur!

4a) nah, ! #;==@&G %uman .esource -anagement. 4ulladu

pu)lishing company 'nugu, "igeria!

4ag)ohung)e, !B!#;==E&G $ersonnel or %uman .esource

-anagementGthe repository for %uman .esource

Utilization,;nd'dition! las Lentures, +agos!

4lippo 'dwin, B! #>E&G $ersonnel -anagement, th 'dition!

8ogakusha -cgrew %ill *ncorporated )ook company,

"ew Iork!

*saiah Urhoma, 8! #;==E& G A te5t)ook of %uman .esource


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-anagement Lol >. University printing press Delta /tate

University A)raka, Delta /tate!

-ichael /tahl, 9!#>EEEE


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'.$ RESEARCH DESIGN

*n defining design, odo#>EE;G?@&, stated that designing implies

out lining the name of e0uipment and other materials the

research intends using, applying some to successfully e5ecute thepractical aspect of the research study!

According to kinnear#>EFEG>@@& a research design is the )asic

plan which guides the data collection and analysis phases of a

research pro1ect! *t is the framework which specifies the type of

information to )e collected and source of data collection

procedure!

A descriptive survey method was used for this study! *t is

important to determine the method and procedure adopted in this

research report since it gives the reader )ackground information

on how to evaluate the findings and conclusion!

'.2 SOURCES OF DATA

The data for this research work was collected from )oth

primary and secondary sources of data!

'.2.$ PRIMARY SOURCES OF DATA

The primary data used for this research work was gotten from

oral interviews conducted )y the researcher within the office and

premise of the $ower holding company of "igeria#$%C"& 'nugu

and structured 0uestionnaire administered to relevant staffs of

$%C"! The purpose was to get their personal views on a num)er

of issues!

'.2.2 SECONDARY SOURCES OF DATA

The secondary sources from which data was collected includeG

te5t)ooks from li)rary #Caritas university amor1i "ike 'nugu&,

manuals of power holding company of "igeria 'nugu and different

we)site on the internet!


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'.' POPULATION OF THE STUDY

According to silver throne,#>EF=G>;& population is the totality

of any group, person or o)1ects which is defined )y some uni0ue

attri)utes! This is to say that population is any group of )eing theresearcher has focused attention on and chosen as approved

topic of study!

/ince it is usually not possi)le to study the entire larger

population of power holding company of "igeria #$%C"&,the

researcher has chosen the power holding company of "igeria

'nugu zone as the studied population in order to find a possi)le

solution to which involve a total of ;


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>& Administrative and /ervice Dept JJJJ ;

;& Technical:/ervice Dept JJJJJ F=

@& Customer service Dept JJJJ @N ?= 5 >


62/90

conduct personal interview for answer not properly given when

filling the 0uestionnaire!

'..$ &UESTIONNAIRE DESIGN, DISTRIBUTION AND

COLLECTION OF RESPONSES

The research structured )oth openJ ended and closeJ ended

0uestions! Dou)le )arrel 0uestions that is, those 0uestions

capa)le of attracting multiple interpretations were cautiously

avoided! *n the close ended 0uestions, respondents were given a

num)er of alternatives from which to select options they consider

appropriate!

*n the open ended 0uestions, respondents were provided with)lank spaces in which to write down their own answers in their

words! Dichotomous type of 0uestions that demands yes or "o

type of answers was also used!

'..2 SECONDARY METHOD OF DATA COLLECTION

The method of secondary collection used are data already

in e5istence like te5t)ooks from li)rary, manuals for $%C"

different we)site on the internet and past pro1ect reports!

'.6 METHOD OF DATA ANALYSIS

*n analyzing the data collected using the 0uestionnaire,

the researcher used the simple percentages method of data

analysis! The analysis was represented in ta)ular form for easy

understanding and it consist the num)er of respondents and the

corresponding percentage and chi 2 s0uare was used as the

statistical tools used for testing more than two population usingdata )ase on two independent random samples!

The test statistical thus )ecomes

Q; N R #o>2 e>&;


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e>

7here o> N o)served fre0uency

e>N e5pected fre0uency

This test is )ased strictly on the primary data gotten from

the use of 0uestionnaire!

DECISION RULE5.e1ect "ull %ypothesis if calculated value of

#Q;& is greater than the critical value and accept "ull %ypothesis if

calculated value of #Q;& is less than the critical value!

The Degree of freedom N #n J >& #k J >&

7here Df NDegree of freedom

n N "um)er of rows

k N "um)er of column


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CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

.$ DATA PRESENTATION AND INTERPRETATION

This chapter is designed to give and analyze the response to

the research hypothesis formulated from the stated pro)lems in

chapter one of this write up! *t deals with the presentation,

analysis and interpretation of the data collected! They wereanalyzed using ta)les and chiJs0uare #Q;& statistical tool

.$!$ DISTRIBUTION AND COLLECTION OF

&UESTIONNAIRE

ut of one hundred and fifty four #>


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T3?7: .$.$ DISTRIBUTION AND RETURN OF

&UESTIONNAIRE

D'$A.T-'"T " 4

U'/T*""A*.'

D*/T.*BUT'D

"

.'TU."'D

$'.C'"TA3'

#M&

Admin and

service

@F @= ; >?

4inance and

Account

;< ;= >

Audit ;= >F >


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Total >;= >==

/ourceG field survey ;=>=!

The a)ove ta)le shows that F=#M& respondents were malewhile ?=#@@M& respondents were female! /howing that ma1ority of

the respondents are male!

T3?7: .$.'

DISTRIBUTION OF RESPONDENTS BY AGE

Age "o of respondents $ercentage #M&

>FJ;E ;= >@=J@E @< ;E

?=J?E ?= @@

Total >;= >==

/ourceG field survey ;=>=This ta)le reflects that ;=#>M& of the respondents fall within the

age )racket of >FJ;E6 @


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-arried F=

Divorced < ?

Total >;= >==


4rom the a)ove ta)le, @==


4rom the ta)le a)ove, it was o)served that >?#>;M& respondent

have west Africa '5amination council certificate#7aec:3ce&6;;#>FM& respondent with #"D:"C'& "ational

Diploma: "igeria college of 'ducation certificate6


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#-asters, $hd&as their highest 0ualification! This ta)le therefore

shows that most of the respondents are B!/C:%"D %olders!

T3?7: .$.6

DISTRIBUTION OF RESPONDENTS BY YEARS OFEPERIENCE

Iears "o of respondent $ercentage#M&

=J; >F >= @; ;

>> S a)ove ? @F

Total >;= >==


4rom the a)ove ta)le,>F#>= yrs ofe5perience6 while ?#@FM& of the respondent falls within >> yrs

and a)ove!

T3?7: .$.*

PRESENTATION ACCORDING TO #EY RESEARCH &UESTION

RESEARCH &UESTION ONE

WHAT METHOD OF TRAINING AND DEVELOPMENT DOES

YOUR ORGANIZATION USEJ

ptions "o of .espondent $ercentage #M&

n 2 the 2 1o) ;< ;>


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ff 2 the 2 1o) ?= @@

/imulated ;< ;>

All of the a)ove @= ;;= >==

/ourceG 4ield /urvey ;=>=!

4rom the a)ove ta)le, ;< #;>M& respondents were of the

opinion that the organization uses on 2 the 2 1o) training method6

?= #@@M& respondents were of the opinion that the organization

uses off 2 the 2 1o) training method6 ;< #;>M& respondents said

that the organization uses simulated development method6 while

@= #;


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T3?7: .$. RESEARCH &UESTION THREE

WHAT IS THE MA!OR PROBLEM IN THEORGANIZATIONJ

ptions "o of respondent $ercentage #M&

+ack of tools >?

Total >;= >==


4rom the a)ove ta)le, ?M& of the respondents were of the opinion

that lack of renumeration is the ma1or pro)lem affecting theemployees on their 1o)!

T3?7: .$.$

DOES THE ORGANISATION OFFER ANY TRAINING AND

DEVELOPMENT PROGRAMMEJ


Ies >;= >==

"o P P


71/90

Total >;= >==


*n the a)ove ta)le, the whole >;=#>==M& respondents agreed tothe e5istence of training and development programme!

T3?7: .$.$$

WHAT ARE THE COURSES OFFERED DURING TRAINING AND

DEVELOPMENT PROGRAMME


Technical

courses

?? @

Administrativ

e courses

;; >F

Both


72/90


73/90

WHAT ARE THE BENEFITS OF TRAINING AND

DEVELOPMENT PROGRAMMESJ

ptions "o of respondent $ercentage#M&

%igh productivity increasesstaff morale

?= @@

'nhance career

development

;< ;>

%igh productivity reduce

staff turn over

;< ;>

"o response @= ;;= >==


The a)ove ta)le indicates that out of >;= respondents,?=#@@M&

agreed that training and development programme is em)arked

upon )y the management )ecause it enhances high productivityand increases staff morale6;M& respondent )elieves that high

productivity reduced staff turn over6;M& respondent agree

that training program enhance career development6 while

@=#;


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onJtheJ1o) training

'sta)lishment of training

school within the

organization

;= >

Adapt sound training policy ?; @==


4rom the ta)le a)ove, the following recommendations were made

)y the respondents! ;F#;@M& respondent suggested thatemphasis should )e placed on the 1o) training if the organization

wants an improvement on training and development programme6

;=#>M& respondent suggested that the organization should

esta)lish a training school within the organization6 ?;#@:

=19 =: 143+31+ 1 3>:;: >: 3= 1


75/90

4rom the a)ove ta)le, >F#>FM&respondent say the workers are the most

important for the organization to achieve the aim of providing

electricity6 while F=#M& respondent agrees that )oth machinesand workers are important for an organization to achieve the aim

of providing electricity! *t is o)vious that the organization needs

)oth machines and worker to achieve its aim of providing

electricity!

?!; T'/T 4 %I$T%'/*/

The hypothesis which were stated earlier in chapter one would

)e stated in this chapter for acceptance or re1ection!

%ypothesis can either )e null hypothesis #ho&, that which is

tested or the alternative hypothesis #hi&, that which is availa)le to

)e accepted when the null hypothesis has to )e re1ected! *f wecannot re1ect the null hypothesis, we do not conclude that the null

hypothesis is true )ut merely that it may )e true!

HYPOTHESIS ONE

%*G Training and development improves productivity and )etter

performance!

%G Training and development does not improve productivity and

)etter performance!

R:377 T3?7: .$.$'

T3?7: .2.$

ptions "o of .espondent $ercentage #M&


76/90

Ies >== F@

"o ;= >

Total >;= >==

Using Q;

Q;NR #o>2 e >&;

e>

N >;=

; N=

N #>== 2 =&; O #;= 2 =&;

=

N>== O >==

=

N @;==

=

N &

N #;J>& #;J>&

N >

DECISION


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4rom the chiJs0uare for > degree of freedom at = F

Total >;= >==

Using Q;

Q;NR #o>2 e>&;

e>

Q;N #>>= 2 =&;O #>= 2 =&;


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=

N ;& #; J >&

N >

DECISION

4rom the chi 2 s0uare for > degree of freedom at


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CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

.$ SUMMARY OF FINDINGS

*n view of the analysis in chapter four of this work, thefollowing findings were arrived at!

The power holding company of "igeria #$%C"& plc 'nugu sole

)usiness is the distri)ution of electricity to their environs!

The organization runs a training school within the

esta)lishment in +agos where priority attention was placed on the

technical course )ecause of high technical skill re0uired!

*t was discovered that it is very e5pensive to em)ark ontraining programme especially courses outside the organization!

-ost of the courses availa)le are technical oriented and

management tends to over look administrative courses! %ence,

only very small percent are sent on administrative courses!


80/90

*t was also discovered )y the researcher that $%C" does not

only provide training to their employees )ut it is mandatory that a

three month course will )e studied )y the employee immediately

after employment coupled with induction )y management in

order to enhance their inter 2 personal acceptance and to improvetheir performance!

%owever, some employees sent or sponsored )y the

organization usually do not go )ack to their work rather they find

other fertile areas!

4inally, the researcher discovered that most of the employees

are not worth )eing trained either due to old age, ina)ility nature

of the work or the reluctant on the part of the employee!

.2 CONCLUSION

The essence of training and development in service

organization cannot )e over emphasized! *t has )een o)served

that training is very important in every aspect of an organization!

*t enhances the efficiency of staff, increases output and motivates

employees for )etter performance! *t has )een discovered that

training and human development are not isolated from humanresources! 'ven in the advanced countries and in most

computerized organization, training and development cannot )e

overlooked )ecause6 human are the ones to operate this

e0uipment! Because of the fact that ours is a world that is

currently undergoing rapid change particularly in the area of skill

o)solescence and technological capa)ility, training is not

e5clusively reserved for newly employed staff )ut also for the old

employees as well! *t is therefore important for the purpose ofenhancing individual performance that training and development

should )e made a continuous process that should last through an

employees entire working life! This is )ecause low and middle

level employees need to adapt to new skills and technologies

while managers and top management personnel need deeper


81/90

knowledge and understanding of their 1o)s, the 1o)s of others, a

good understanding of where and how their 1o)s fit into the wider

organizational pattern, an understanding of government and

societal constraints, and a sensitive social awareness of the

environment within which the organization operates!

Therefore, training and development is necessary among

other things to improve 0uality and 0uantity of work, to increase

productivity and to induce certain )ehavioural changes in the

employees! 'very organization should therefore try to incorporate

effective and efficient training and development of their

employees #manpower& in order to achieve their aim and

o)1ectives with ease!

.' RECOMMENDATION

The following suggestions are offered which in the opinion

of the researcher may go along way in addressing issues relating

to human resources training and development programme in

service organization!

The organization should restructure their training )y including

administrative courses into it so that the high cost of goingoutside for similar courses will )e minimized! There should )e free

flow of information to ena)le all the staff aware of the training

and development programme availa)le )oth internally and

e5ternally!

'ach section should draw up a roster of training programme

for each year so that every staff of the organization would at least

)e sent on course in a year! This will erode the situation where)y

only some chosen few are sent on course!

/taff 0ualified for training should )e encouraged )y providing

study leave with pay, and where scholarship is given a proper

contract should )e undertaken where)y employee would serve for

a certain num)er of years after his:her course! 'mphasis should


82/90

)e placed on on 2 the 2 1o) training where employees already in

the field impact knowledge on the newly employed staff!

4inally, periodic seminars and workshop which are not too

e5pensive should )e organized for all staff to ac0uaint them withcurrent changes in management techni0ues and current

development programme!

BIBLOGRAGHY

Akpomuvire, -! #;==&! Human Resource Training and

Development for the civil service Nigeria. U!/!A G

Cataw)a$u)lishing Company Charlotte!

BelloJ*mam, *!B, shiome)o, B!, 1eifo, /!A! #;==&!

Fundementals of Human Resource Management in Nigeria.

*)adanG college press and pu)lishers ltd!

Chandramohan, A! #;==F&!Human Resource Management. "ew

DelhiG/!B! "angia A$% pu)lishing corporation!

Cruz, '!-!D! #;==;&! Staff and Service Management.8uala lumpurG

3olden )ooks centre /D" Bhd!

4a) nah, ! #;==@&! Human Resource Management. 'nuguG

4ulladu pu)lishing company!


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4ag)ohung)e, !B!#;==E&! Personnel or Human Resource

Management the repositor! for Human Resource "tili#ation,

+agosG las Lentures!

4lippo 'dwin, B! #>E&! Personnel Management! "ew IorkG

8ogakusha -cgraw %ill *ncorporated )ook company!

*saiah, U!8! #;==E&!$ te%t&oo' of Human Resource Management.

Delta stateG University printing press!

-ichael, /! 9!#>EE


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APPENDI

4aculty of

management and social science

Department of

Business Administration

Caritas University

Amor1i 2 "ike 'mene

'nugu /tate

9une @= ;=>=!

Dear /ir:-adam

* am a final year student of the a)ove named universityconducting a research on An evaluation of the effect of

manpower training and development in service organization with

$%C" 'nugu as my case study!


85/90

The research is in partial fulfillment for the award of B!sc

degree in Business Administration from the a)ove school! $lease

you are kindly re0uested to provid

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