CHALLENGES OF TRAINING AND DEVELOPMENT IN GHANA’S LOCAL

GOVERNMENT AGENCIES

DOREEN WANG
Introduction

According to Bates (2001) there has often been limited investment in employee training and
development in the public sector, on the grounds that people employed under a merit scheme
must be believed to qualify, have previously been trained for their work. This notion is however
untrue as all forms of employees are in need of continuous training and development. Many
businesses have recognized that education provides a method to enhance skills, improve
productivity and job quality and generate loyalty to the company's employees (Cohen, 2017).
Training is like improving an existing skill to meet the changes of a firm or the modern
workplace challenges. The action of training and development is to enable the workforce
contribute their full measure to the welfare, health and development of the organisation (Onah,
2003).

In fact, given the rising complexity of the workplace, fast change in organisations, and
technology innovation, the necessity of training has grown clearer, requiring more training and
staff development. It also helps to guarantee that people of the organization obtain skills and
information needed to efficiently execute their work, take on new tasks and adapt them to
changing situations (Jones, Hill & George, 2000). Training helps to enhance quality, employee
productivity and profitability, leadership, and customer satisfaction.

Jehanzeb and Bashir (2013) explain that training and development enhance the possibilities of
finding and maintaining jobs for trainees; increase work productivity, earning capacity and living
standards for trainees; and broaden career options and opportunities for trainees. Managers also
say that a manager has a key role to play in developing people and in directing, encouraging and
training subordinates for optimal use. Training helps prepare staff for certain public sector-
specific roles.

Development practitioners have often emphasized on the need for training and development in
the public sector considering the nature of service provided. It is expected that, a public sector
focused on meeting its objectives, will need to recruit and train specialized personnel-thus
professionals who possess the requisite skills and knowledge. Training should therefore be a part
of comprehensive education planning programmes.
While all commentators underscore the need for rigorous employee training and development
programmes, there has been varied opinion on the best approach to training and developing
employees. Ozoya (2009) posits that the recommended training and development approach is
shaped by the theoretical inclination of policy makers. Alberto and Troutman (2003) explain that
behavourists’ believe the outcome of training efforts depends solely on the input. Once training
processes (input) are effective, the training efforts will lead to improved post-training
performance. Ozoya (2009) argued that the approach of the adherents of behavourists would
differ from that of proponents of the cognitive theorists. The cognitivists’ theory underscores
motivation as a trainee-specific factor that influence the outcome of training processes.

The contrasting theoretical inclination makes studies on organizational training and development
an interesting area. In Ghana, there has been a public discourse regarding the performance of
state institutions. The Ghanaian public sector is beset by a lack of proper training and
development for its personnel. Poor staffing in most training centers, as well as inadequate
training facilities at these centers, are among the causes behind this (Antwi & Analoui, 2008).
There are no contemporary training facilities like computers, labs, libraries, or vehicles to help
with training and development. (Panford, 2018). Training needs is not conducted to determine
who needs to be trained and what needs to be learned. The consequence of these problems is low
productivity of the public sector. It is in line with these that this paper explores the challenges of
training and development in Ghana’s Local Government Agencies, with an objective to provide
useful recommendations were necessary.

Local Government Agencies

Local governments in Ghana play an important role in local development. The 1992 Constitution
recognizes local government and provides a framework for citizens to participate in decision-
making and governance (Antwi-Boasiako, 2010). Ghana's Decentralisation Policy transfers
power, capacities, and duties, as well as people and financial resources, from the national
government to local governments. Local governments have legislative, executive, and
deliberative powers. District Assemblies are the most important political, legislative, budgetary,
and planning body at the local level, according to Ghana's decentralisation system, which is
incorporated in the Constitution, and much is expected of them (Antwi-Boasiako, 2010). There
are three types namely, metropolitan, municipal and district assemblies. There are also sub-
district political and administrative structures which are subordinate bodies of the assemblies
(Antwi-Boasiako, 2010).

These roles are listed under section 10 of the Local Government Act, 1993, Act 462 as follows;

i. “Be responsible for the overall development of the District and shall ensure the
preparation and submission to the government for approval of the developmental plan
and budget for the district” (Local Government Act, 1993, Act 462)
ii. “Formulate programmes and strategies for the effective mobilization and utilization of
human, physical, financial and other resources in the district”.
iii. “Promote and support productive activity and social development in the district and
remove any obstacles to initiative and development” (Local Government Act, 1993, Act
462).
iv. “Initiate programmes for the development of basic infrastructure and provide municipal
works and services in the district” (Local Government Act, 1993, Act 462).
v. “Be responsible for the development, improvement and management of human settlement
and the environment, improvement and management of human settlements and the
environment in the district” (Local Government Act, 1993, Act 462).
vi. “In co-operation with the appropriate national and local security agencies, be responsible
for the maintenance of security and public safety in the district” (Local Government Act,
1993, Act 462).
vii. “Ensure ready access to the courts and public tribunals in the district for the promotion of
justice” (Local Government Act, 1993, Act 462).
viii. “Initiate, sponsor or carry out such studies as may be necessary for the discharge of any
of the factions conferred by this law or any other enactment” (Local Government Act,
1993, Act 462).
ix. “Perform such other functions as may be referred to it by the government” (Local
Government Act, 1993, Act 462).
Since the central government’s decentralization in 1988, Ghana’s local government structures
have faced a major challenge in the acquisition, training and development, and retention of
employees. Despite the attempt made by the central government to empower the District
Assemblies to take their own initiatives and execute their programmes, citizens complain about
the attitude of employees of local government agencies, necessitation a diagnosis of what
problems confront local government employees in the performance of their duties.

Review of Literature

A variety of studies have been undertaken on training add development. These studies contribute
to knowledge on training and development and provide context for additional understanding.

Conceptual Review

According to Cole (2002), training is a learning activity aimed at acquiring specific information
and abilities for the goal of a job or assignment. Cole’s definition suggests that every training
programme is tailored towards achieving a specific purpose. The purpose may be to equip the
employees to perform more effectively or efficiently on their current job or to prepare them for
higher responsibilities. Cole (2002) does not distinguish between training and development in
this way. Jones, George, and Hill (2000) argue that Cole's (2002) definition of training and
development is antithetical to Jones, George, and Hill's (2000) thesis. Training, according to
Jones, George, and Hill (2000), largely focuses on educating organizational members how to
execute their present tasks and assisting them in acquiring the information and skills they require
to be effective performers.

Development, on the other hand, focuses on increasing organizational members' knowledge and
abilities so that they are ready to take on new tasks and difficulties.

From the arguments of Cole (2002) and Jones, George and Hill (2000) it is clear that both
training and development aim at equipping the participants with new skills and knowledge.
Secondly, both organisational training and development programmes are intended to impart
skills that have direct relevance to the participants’ area of operation. These basic agreements
between the two schools of thoughts make the need to distinguish training from development a
mere academic argument. Whether training or development, skills are imparted and these skills
are expected to sharpen the employees’ capacity to contribute meaningfully to their organisation.
For the purposes of this understanding, this study makes no distinction between training and
development.

Theoretical Review

Organisational training policy and practice is anchored on either the behavourists theory or
cognitivists’ theory. The implications of each of the theories on expected training benefits are
briefly discussed next. According to Alberto and Troutman (2003), the behavourists’, believe
that the application of appropriate stimuli will produce the needed response by the trainees. This
theory assumes that the outcome of training efforts depends solely on the input. Once training
activities are effective, the training efforts will lead to improved post-training performance. The
behavourists’ theory discounts mental activity on the part of trainees.

The behavourists’ assume that all employees who undergo a specified training programme will
produce same response. What is most needful, according to the behavourists theory, is well
thought out, carefully planned and skillfully implemented training package. Empirical studies
like Grip and Saverman (2010) and Anane-Appiah (2011) who reported positive association
between the effectiveness of the training processes and post-training performance, largely
subscribed to this theory.

On the other hand, the cognitivists’ theory prescribes an alternative argument. Hill (1963) dispels
the argument that trainees will respond in same manner to a specified training stimuli. The
cognitivists’ theory underscores motivation as a trainee specific factor that influences the
outcome of training processes. Okereke and Igboke (2011) and Hanif (2013) lend empirical
support to this view.

Empirical Review

A number of studies have investigated challenges of employee T&D in the public sector.
Abdullah (2009) reported that, the lack of knowledgeable HRD practitioners who are sufficiently
competent to perform needs analysis, evaluation and follow-up assessment impedes the effective
implementation of HR T&D initiatives.

Odoom (2018) discovered that employees of Ghana's Public Utilities Regulatory Commission
face a number of challenges in conducting training and development for their staff, including a
lack of training needs analysis and assessment, a lack of training policy, a lack of funding, and
favoritism. Odoom (2018) thus recommended that the PURC considers training to be a
continuous process, encouraging a learning culture, targeting the organization’s needs, tracking
and measuring the results of T&D, improve finances, identifying the training needs, learning
from other organizations and participating in seminars.

Ampomah-Mintah (2017) studied how management T&D needs are assessed in Libyan industrial
companies and the criteria used in selecting trainees for management courses. The information
was gathered through the use of questionnaires and interviews with management. It was
discovered that the tactics employed were mostly based on information from performance reports
and supervisors' opinions. It was revealed that training and development were carried out without
respect for appropriate standards, and that choices about trainee selection were based on personal
relationships, family ties, tribalism, and nepotism, among other factors, rather than established
processes. Empirically, training and development is fraught with challenges which must be
addressed for best results.

Challenges facing Training and Development of Employees in the Local Government

Agencies

From the review, it is mentioned that training is a human resource function that involves
developing employees’ skills, knowledge and abilities to meet the organization’s needs. Training
creates a competent, motivated and high-performing workforce that is prepared to meet future
demands. It also maximizes employees’ potential, leading to higher productivity.

However, training and development is fraught with challenges particularly in a Ghana’s local
government agencies. Some difficulties in implementing training and development programs are
due to some issues such as insufficient budget, lack of interest and management support, return
on investment, employee interest and inappropriate training programs. First, local government
agencies often have an insufficient budget to cover to the cost of training and development.
These agencies are often not able to afford to hire a training consultant or to send their
employees to formal training programs.

Second, there is a general lack of interest and management support in training.

There is also the problem of low return on training and development investment. Often, it is
difficult to see the actual impact of training. According to Owusu (2011), few public sector
organizations assess the complete cost of training programs, making it impossible to quantify the
benefits. Furthermore, the performance assessment system of local government agencies is not
taken into account in training and development programs, exacerbating the problem of a lack of
formal or informal training needs analysis.

There's also the issue of a lack of training transfer. Employees must show interest by
participating in learning opportunities provided by management. When employees assimilate and
apply new information to their work, learning is truly put to the test. Training fails when people
refuse to accept responsibility for their own growth. This is particularly common among
employees who have been unable to enhance their performance despite numerous training
programs. A key problem facing local government agencies is the lack of transfer of learning
from training to the job. The lack of facilities and other teaching and learning resources is at the
heart of this problem.

Another issue that local government agencies face when it comes to training and development is
ineffective training or a lack of assessment of training requirements. When difficulties with
performance occur, the standard approach is to give training. Training, on the other hand, isn't
always the best option. Training is frequently offered in response to perceived requirements
rather than taking the time to investigate the core cause of performance problems. A training
requirements analysis looks at discrepancies between present and intended performance,
analyzes fundamental issues, and suggests solutions. Other management options, such as
enhancing work processes, altering the work environment, or increasing communication, may be
more appropriate than training.
Conclusion

Evidently, training and development in Ghana’s local government agencies is in dire need of
improvement on the basis of the challenges that confront them. The following measures can be
adopted to ease the problem.

Management and policymakers at local government agencies must realize that training does not
begin and stop in the classroom. Employees in local government agencies must be encouraged to
learn new skills, gain knowledge, and strive for self-improvement in a learning atmosphere. If
management does not help employees enhance their skills, they will not be motivated to do so.
This entails allocating time and resources, like as food and travel allowances, to training. It
includes conducting frequent follow-up on the training. Performance review and appraisal must
include employee development as a fundamental component. It may seem simple to believe that
you can force managers to attend a training program, but research shows that if a manager does
not engage, if he or she simply goes through the motions but never engages in a meaningful way,
they will learn little and act on even less, and nothing will improve.

It includes conducting frequent follow-up on the training. Performance review and appraisal
must include employee development as a fundamental component. It may seem simple to believe
that you can force managers to attend a training program, but research shows that if a manager
does not engage, if he or she simply goes through the motions but never engages in a meaningful
way, they will learn little and act on even less, and nothing will improve.

Employees must be engaged even before training begins by requesting comments,

recommendations, and ideas from the HR department. Employees are more likely to accept
training if they establish their own goals and suggest it based on their needs. Trainees must think
that they are capable of learning, that their attempt to learn will alter their performance, and that
a change in their performance will lead to desired results in order for training to transfer.

Self-efficacy must also be improved by trainees. Self-efficacy is a judgment made by an

individual regarding his or her capacity to complete a task. The stronger the trainees' self-
efficacy, the more confident they will be in their capacity to master certain abilities and complete
assigned tasks. Individuals with low self-efficacy are more inclined to reduce or abandon their
effort in difficult conditions, whereas those with strong self-efficacy are more likely to increase
their effort to face the challenge. This idea has obvious ramifications for training programs that
frequently focus on innovative or challenging job habits. Self-efficacy has repeatedly
demonstrated favorable correlations with training transfer, which is unsurprising. Individuals
with greater levels of self-efficacy are more confident in their capacity to acquire and apply new
skills, and so are more likely to transfer training. Although self-efficacy may not be an obvious
component of training programs, Ghana's public sector personnel may benefit significantly from
a knowledge of its critical role in training transfer.

Without effective training and development programmes at the workplace, employees may lack
the relevant skills and knowledge which will enable them achieve higher levels of performance.
Also, effective training and development leads to higher levels of performance which makes
employees competent and in turn helps them to achieve organizational goals and objectives

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