CHAPTER ONE

INTRODUCTION
1.1 BACKGROUND TO THE STUDY

The continued need for individual and organizational development can be

traced to numerous demands, including maintaining superiority in the

marketplace, enhancing employee skills and knowledge, and increasing

productivity. Training is one the most pervasive methods for enhancing the

productivity of individuals and communicating organizational goals to new

personnel. The training method used the skill and the choice of training

evaluation criteria are related to the observed effectiveness of training

programs. (Pamela and Bell: 2003).

The importance of capacity building among staff of an organization,

whether private or government cannot be over-emphasized, especially in an

ever change world that needs innovation and adoption of new techniques

for better productivity (output). In the present global dispensation, new

bureaucratic techniques, revolution in information communication

technology (ICT) have often made workers to have comparative advantage

for better delivery, if well equipped. Thus the best way to keep up with

changing trends is through constant staff training which has been

described. By Cole (2002: 330) as a learning activity directed towards the

1
acquisition of specific knowledge and skills for the purpose of an

occupation or task.

The training of workers is often done by ‘need identification’ which

is a tool utilized to identify what educational courses or activities should be

provided to employees to improve their work productivity. Here the focus

is often placed on needs as opposed to desires of the employees for a

constructive outcome.

As man invested tools, weapons, clothing, shelter and language, the

need for training became an essential ingredient in the civilization.

Whether our ancestors stumbled upon or invented these facts of civilization

is relatively little significance what is more important is that man had the

ability to pass on to others the knowledge and skill gained in mastering

circumstances which was done by signs and words. Through these devices

the development process called training was administered. The Local

Government in Nigeria which constitute the third tier of government are

the closest to the people. This is because it is located in the grassroots,

confronted with such challenging problems as provision of rural facilities

as electricity, pipe borne water, health care accessibility, youth’s

development among others, the various heads of local governments in

Nigeria. However, training of personnel has been cited as one of the core
2
problems militating against Local Governments as well as their

performance. The consequences of these are dire; incompetence,

duplication of responsibilities, lackluster attitude to work, lateness, and

pervasive nonchalant attitude towards work. These are in addition to

lagging behind their counterparts elsewhere. These hinder effective

delivery of the major objectives of establishing the local governments. To

manage an organization both large and small requires staffing them with

competent personnel. The formal educational system does not adequately

teach specific job skills for a position in a particular organization. Few

employees have the requisite skills, knowledge, abilities and competence

(SKAC) needed to work. As a result, many require extensive training to

acquire the necessary SKAC to be able to make substantive contribution

towards the organization’s growth (Baron and Hagerty, 2001).

It goes without saying therefore that the training and development of

employees is an issue that has to be faced by every organization. However,

the amount, quality and quantity of training carries out vary enormously

from organization to organization. According to Cole (2002:329), factors

influencing the quantity and quality of training and development activities

include; the degree of change in the external environment, the degree of

internal change, the availability of suitable skills within the existing work-

3
force and the extent to which management see training as a motivating

factor in work. Many organizations meet their needs for training in an ad

hoc and haphazard way. Training in these organizations is more or less

unplanned and unsystematic. Other organizations however set about

identifying their training needs, then design and implement training

activities in a rational manner, and finally assess results of training.

The present attempt therefore aims at researching the effect of

training on performance using Omala Local Government as a case study.

The necessity of training personnel overtime has been a major concern of

the various chairmen that had headed the local government, thus using

responses from workers, the research will examine the trainings undergone

as well as the short and long term effect on their performance. This is in

line with the workforce with core competence. An overview of the various

training programs to enhance performance, as well as the various training

programs to enhance performance, as well as the various hindrances to

performance will be the major concern of the research. The research will

further make recommendations on how further ensure that a sustainable

training regime is put in place.

4
1.2 STATEMENT OF THE PROBLEM

The human resource (manpower) is considered the most critical to

any organizational survival of a truism that adequate supply of material and

financial resources that utilizes these available resources to bring about the

desired goals.

However, most organization plans meticulously for their investment

in physical and capital resources and these plans are reviewed with utmost

attention to detail while rarely do such organizations pay attention to

human investment in which the capital and equipment will be in vain. Not

every organization considers the necessity for a well-defined and sustained

training and development for staff in order to upgrade their performance or

they are not able to cope financial with training and development programs.

The very few organizations that give thought to this very important

aspect of staffing functions do so with lack of seriousness; all around

attention and continuity. The programmes are carried out only once in a

blue moon but are also lopsided in terms of content and staff participation.

As result of this, lackadaisical attitude of management towards training and

manpower development. Also however, training of personnel has been

cited as one of the problem militating against Local Government as well as

5
their performance. The consequences of these are: incompetence,

duplication of responsibilities, lackluster attitude to work, lateness, and

pervasive nonchalant attitude towards work. There had been a progressive

decline in the ability of manpower to cope with the challenges that attend

the over unfolding new dispensation in the organization, in the

circumstance, what we find is that rise in organization output is

inconsequential in spite of the enormous wave of modern technology that

now exist in organization activities.

It is the opinion of scholar who observes that the poor performance

of the organization-workers follows from their inability to keep abreast

with the new technological current as a result of the absence of appropriate

and sufficient staff training. It is against this background that the researcher

considered the staff training and development and workers performance on

the local government organization.

1.3 RESEARCH QUESTION

1) Is there any staff training and development in Omala Local

Government?

2) What are the types of training and development programmes in

existence?

6
3) What is the worker’s assessment of those programs?

4) Do workers’ avail themselves of such training programs?

5) What can be done to improve the training and subsequently works’

performance?

1.4 OBJECTIVE OF THE STUDY

1) To identify if there is any staff training and development programs in

Omala Local Government.

2) To examine the types of staff training programs initiated.

3) To evaluate worker’s assessment of those programs.

4) To find out if worker’s do attend such training and programs

5) To identify the programs that can improve the training and subsequent

workers’ performance.

1.5 STATEMENT OF HYPOTHESIS

Hypothesis 1

HO: Staff training and development negatively affect the development of

staff.

7
HI: Staff training and development positively affect the development of

staff.

Hypothesis ii

HO: staff manpower training and development does not improve the

efficiency and attitude of workers towards work.

HI: Staff manpower training and development improve the efficiency and

attitude of workers towards work.

1.6 SCOPE OF THE STUDY

The study is mainly concern with staff training and development and

worker’s performance with special reference to Omala Local Government

of Kogi State. It is concern with the staff or employees of the local

government using interviews and questionnaires of the administered. It has

been established that training has long been taking place at Omala Local

Government, and particularly for our study period (1996-2012).

1.7 SIGNIFICANCE OF THE STUDY

8
 The significance of staff training and development and worker’s

performance in any organization cannot be over emphasized. The skilled

and unskilled labor regular for survival and high productivity in such

organization.

The study would enable the management of Omala Local

government to better appreciate the relationship between training and

development and the challenges associated with staff performance.

Again, the findings of the study would also enable the local

government of Kogi state to device appropriate training methodologies that

would be relevant for improving staff performance. Also, the research

would establish the impact of training and development on job performance

of staff of Omala Local government.

Finally, the study would further serve as reference guide for Omala

local government of Kogi State in developing appropriate training content

and methodologies to improve staff performance.

1.8 DEFINITIONS OF TERMS

Development: this means according to Rodney (1969) a many sided

process. At the level of individual it implies increase skills and capacities,

9
greater freedom, creativity, self-discipline, responsibility and material

wellbeing.

Formal training program: is an effort by the employer to provide

opportunities for their employee to acquire job related skills, attitude and

knowledge (John et-al 1994:272).

Manpower planning: is any systematic effort to influence the

allocation of labor among possible uses and promote the efficiency of labor

(Cole, 1990).

Staff Training and Development: is a process by which a person

acquired new knowledge, skills and capabilities. Training is the use of

systematic and planned instruction and development activities to prompt

learning.

Skill: is any behavior that has been learned and applied. The

importance of training is to improve skills.

Work performance: the ability to operate efficiently, react quickly

etc.

Training: is the development of an individual or groups of personnel to

acquire specific skill and knowledge for a job a required by the

organization which they serve.

10
11
 CHAPTER TWO

LITERATURE REVIEW AND THEORETICAL FRAMEWORK

2.1 INTRODUCTION

One major area of the Human Resource Management function of

particular relevance to the effective use of human resources is training and

development. Few people these days would argue against the importance of

training as a major influence on the success of an organization. Employees

are a crucial, but expensive resource.

In order to sustain economic growth and effective performance, it is

important to optimize the contribution of employees to the aims and goals

of the organizations. The importance of training as a central role of

management has long been recognized by leading writers. Training is

necessary to ensure an adequate supply of staff that is technically and

socially competent and capable of career development into specialist

departments or management positions. There is therefore a continual need

for the process of staff development, and training fulfills an important part

of this process. Training should be viewed therefore as an integral part of

the process of total quality management. Training will have the greatest

impact when it is bundled together with other human resource management

12
practices and these practices are also implemented following sound

principles and practices based on empirical research (Abang et al, 2009).

Many studies have garnered support for the benefits of training for

organizations as a whole (Herman and Kurt, 2009). These benefits include

improved organizational performance (e.g. profitability, effectiveness,

productivity, operating revenue per employee) as well as other outcomes

that relate directly (e.g. reduced costs, improved quality and quantity) or

indirectly (e.g. employee turnover, organization’s reputation, social capital

to performance (Herman and Kurt 2009).

This chapter deals with the review of related literature concerning

Effect of Training and Development on worker performance. The literature

contemporary theories concerning training and development.

The review of literature is on the following:

 Concept of Training, Development and workers performance

 Types of training and development

 The need and reason for training and development

 Objectives of training and development

 The problems of training and development

 Evaluation of training and development on performance

13
  Advantages of training and development

 Organization structure of Omala Local Government

 Functions of various department of Omala Local Government

2.2 Concept of Training, Development and workers performance

Training and development has gain a lot of attention from various

authors of personnel management due to its importance in utilization of

humans resoources, no organization will be able to achieve its objectives

without properly harassing its human resources and this could be done

through proper training and development of staff of Omala Local

Government. As a matter of definition training and development can be

said to be the behavioral modification or molding of workers in order to

integrate organization needs with their characteristics. Mitchell S. (1997)

has noted the popular convention to think of training as dealing primarily

with operative and development with managers and executives. He has

therefore treated each of them in a separate chapter even though he admits

while there are difference between the two processes, there is also

considerate overlap because there is very little to say about their

differences, both training and development are purposely geared towards

improvement on skills and performance. Both involve molding or

remolding of workers characteristics towards this end. The differences

14
between the two may be in context and method. This is significant because,

even within the training and development concept there can be this

difference in method. It is in the light of this contention that training and

development have been fussed rather than diffused in this work. The long

man contemporary English dictionary says: Training is the process of

learning skills that you need to do on a job.

According to Beach S.D (1965) training is “the organized procedure

by people learning knowledge or skill for definite purpose” this means that

training is seen as organized and procedural for a definite purpose. Training

can be incidental in the sense that it can be required at any time as changes

occur all the time not really for a definite purpose.

Hasley (1949) conceived training as the process of future work

through the development of appropriate habit of thought and action, skills,

knowledge and attitudes”. Training of staff is an investment in the people

which an organization must undertake for continuity purpose.

According to Drucker (1999) “an organization has to provide today,

the men who can run its tomorrow. It has to renew and upgrade its human

capital and resources. The next generation should not take for granted,

what hard work and dedication of this generation has accomplished. They

15
should then, stand on their shoulders of their predecessor, establish a new

high as the baseline for the generation”.

A contextual definition by Charuden and Sharman (1963) contend

that the given specific instruction to new employees on how to perform

their duties mark the beginning of training process.

According to Michael (1977-295) defined training as “the systematic

development of the knowledge, skill and altitude required by an individual

to perform adequately a given task of job”. The key word here is

“systematic”. Systematic training is specifically designed to meet defined

need of an organization.

Shubin (1992) stated that the need for a systematic training has been

increased by rapid technological changes which create new jobs and

eliminate old ones by growing semi-skilled labour relatives to unskilled

ones.

WORK PERFORMANCE

Job performance shows individual behaviors that contribute to

achieve organizational objectives. Research proposed that high level of job

performance. Organizational performance is used as a dependent variable

by most of the organizational performance studies and efforts are made to

16
identify variables that produce variations in performance. Job performance

shows effectiveness and efficiency that make work related decisions

because the system of the organization does not permit them to do this.

Employee’s perceptions about their responsibilities and tasks were not

associated to employee’s self-decision making. Lawler and Hall (1970)

showed by their research that employee’s perceptions about their tasks and

responsibilities were not associated to employee’s self-ranking of his own

performance. They present the job performance as subjective case and

interpersonal interactions to enhance job performance. The idea held from

1970s is that satisfied employees are more productive. However, it is

difficult to obtain support for the argument that job satisfaction has

significant effect on job performance. Job satisfaction is effected by several

theories such as intrinsic motivation.

Theory (Deci and Ryan 1985) but very few studies are found that support

this rationale.

2.3 Types of Training and Development programs

To improve on employee skill and percormance there is need for

change in technology and business environment demands manpower

training.

17
According to Tiftin and Cormil (1979) and Roe and Leslie (1983) training

is classified into formal and informal. The formal training is further

classified into the following categories.

 Refresher course

 Promotional training

 Conferences

 Apprentice training on the job training

 Off the training

 Induction/orientation training

Refresher course

Refresher course are normally training to update knowledge or skill

which can be organized within and outside the work environment. This

course becomes imperative when changing objective of service or

introducing new technology of procedure. The staff needs to be retrained to

prepare in for effective performance.

Promotional / role playing training

18
 This type of training is used for executive development. It is an

upgrading coursed given personnel identified for promotion. The training is

given to fit into him higher responsibilities.

Conferences

This is similar to refresher course except that it is not formalize since

trainers are treated as participant. It is inform of workshop and the theme

chosen for conference are relative to the organizational objective or

training needs.

Apprentice training

It is the training used to develop all round skilled craftsman such as

toolmaker, machinist and mechanics. The personnel devote three or four

year to master a trade while receiving nominal wages. The training consists

of predetermined schedule of factory work. An apprenticeship agreement is

drawn up between the organization and the trainee stating period wage rate

and other conditions.

On the job training

This is the type of training that can be conducted in classrooms,

example supervisory training, management training and development, job

improvement and apprentice training are similar.

19
Induction training

It is the type of training conducted to introduce the newly employed

personnel to their new jobs. Since most of them are not likely to poses

previous experience. It is designed to bring the knowledge and skill of the

new employee to a satisfactory level. It entails introducing their new

employee to other staff, his organizational structure, premises, facilities,

rules and regulation and disciplinary procedures.

Informal training on the other hand is gotten through learning interaction

and from ones parents. Osuala (1981) in the olden days, informal training

was used to train people. Informal method of training which relies on

apprenticeship is an Africa system of traditional education. Training runs

along family line and the period varies from one trade to another.

Through the informal system of training was good for certain

purposes. It was short of technological requirement in the development.

2.4 The needs and reason for training and development and

worker’s performance

20
 There is need for appraisal of each employee’s abilities and

performance and specification of their areas where improvement is needed,

although this task may be relatively straight forward. However arise for

many reason and needs.

a. It may be as a result of selections which necessitate specialized

training effect.

b. Employees who are in efficient or who lack the skill to perform

certain aspect of their tasks need to be made equal to those task

through training programmed.

c. A new employee to be instructed in their duties as to know what is

expected of them.

d. Complete change of working method about from time to time. New

policies and technological changes all give rise to the need to train

employees. The need for training and developing the potential

employees cannot be overemphasized. The following constitute

reasons for undertaking and staff development programmed.

i. Future changes in knowledge and skill; training and

development is an investment into the future and a lack of

written policy on it may result in the shortage of a number of

skills, craft and super abundance of labor in other skill.

21
ii. When quality of service and customers goodwill counts

heavily like bank, training should bring direct gain in an

increased business.

iii. With training and developed work force there is like to be

lower labor turnover rate.

Where technological changes is as rapid as it is now, failure to train

employee could lead to lack of adaptability which has a disastrous

effect on the organization.

2.5 Objectives of training and development programs

Training and development aims at effecting a change in the

behavior of trainee. In order words, after the training employees

should be more reliable, hones and punctual and should be able to

use his experience to solve even more complex organizational

problem. It is expected that employee should apply the newly

acquired knowledge and skills to a job in such in way as to enhance

the realization of organizational goals.

A common objective of any organization program is the

changing of employees’ attitude to gain support, loyalty for the

achievement of the organization anticipation of future requirement of

22
 certain categories of workers, which cannot be readily available in

labor market. They can resort to training of some it present staff in

those skills in order to fulfill manpower need, other training

objectives include:

a. To increase or upgrade the knowledge and skills of individual

benefiting from it, in handling a particular job, present or

envisaged.

b. To provide qualified replacement in case of transfer, retirement or

death.

c. To create avenue for motivation and enhance career prospects of

staff.

d. To prevent personnel obsolesces and labor turnover with new

innovations.

Aina (1992) stated objectives of training as improving the role

perceived of employee and develop proper attitude in them towards work

and public. This attained through some basic education.

Caldwell (1994) suggested that training objectives is meant for raisin

national confidence and prestige. A country to enjoy both domestic and

23
international influence the citizen must be highly educated, honest and well

respected than being ignorant inefficient and corrupt.

Generally, training and development can contribute to fewer

mistakes, greater jobs satisfaction, low turnover, high production and the

ability to cope with environment.

2.6 Problems of Training and Development

There are some problems of personnel training and development in

some organization. These problems vary from one organization to another.

Holding (1985) expressed some of the problem which include:

1. Training method

2. Types of tasks responsibility

 Training Method: is the method adopted by an organization which

could be determines as good or bad depending on the comparability

with the general principles of human learning.

Also organization should be able to select certain kinds of tasks from

time to time on the basis of characteristic which they have in common.

Human skills and understanding varies. The nature of tasks determines the

classification of necessary skills and training, suitable. Most organization.

24
Refuses to send employee on further in order to cut down on cost sometime

they recruit skilled workers instead of training afresh.

Rae and Lesile (1983) were of similar opinion that problem of personnel

training includes:

 Lack of funds

 Lack of stand equipment

 Incompetent personnel

 No proper basic education

Most organization, lack fund and resources to sponsor their

employees on training especially when it stretches for a long period. The

training institutes may lack funds to acquire the necessary facilities for

training.

Lack of standard equipment is a major problem in staff training. It is

difficult to train personnel on latest advancement in technology without

provision of such machines as it involves practical.

Lack of education is believed to be a crucial problem. It is expected

that personnel should have basic education. The trainer should be sound in

education to be able to impact good knowledge and produce better

individuals in the organization.

25
 Management failure nowadays have attributed to systematic

approach to personnel training though there are different motives which

necessitate an organization to evolve training policy.

2.7 Evaluation of Training Programs

There should be a system of training evaluation to enable the

employee to determine the effect of training on both the trainees

(employees) and the organization. There are major criteria for evaluating a

training programmed including participant’s reaction, changes in trainee’s

attitude changes in job performance, and changes in the general

organization performance.

Change in the training reaction

The change in the trainees’ reaction can be determined during the

training period. The feelings and responses of the trainees to the training

programs are examined. The trainees may find the training session boring,

they may find their instructor unqualified. They may also find what theirs

instructor is giving them irrelevant or inadequate stuff. All of them may

find what their instructor disorganized and ineffective in their raising

methods. The training reaction can be measured by completing a well-

designed questionnaire or evaluation form.

26
Changes in the trainee’s attitude

Another objective or goal of training program may include change in

attitude of participant. Moreover training itself is a change agent. This can

be measured by the trainee’s ability to handle more challenging jobs very

effectively.

Generally, training and development are means to attaining

organization goals, desire result. The order four criteria for training

evaluation just distressed above themselves inadequate unless the

organizational objective are fully accomplished. Therefore, there is a

growing trend in applying organizational performance standards and results

as the ultimate criterion for evaluating training programmed.

2.8 Advantages of training and development programs

a. Orientation courses give employees the general information they need

above their job and the organization. Such information includes the general

policies of the organization, the rules and procedure as they affect the

relation of the organization and in other organization.

b. Orientation courses enable the new employees to learn fast.

27
c. Continued training enable employee to develop their ability to learn and

adapt themselves, learn to use new equipment, and to adjust to major

change in job content and work relationship.

d. When employees are well trained they can experience the direct

satisfaction associated with a sense of achievement and the knowledge that

they can developed inherent capabilities at work. This will reduce

dissatisfaction, complaints, absenteeism and labor turnover.

2.9 Effect of Training and Development on Worker’s Performance

Training is seen as a learning phenomenon. Ashour (1983) supported

the view that learning has to do with changes in behavior which are

correlated with experience of meaning. Training occurs when one corrects

this situation which was previously acquired. It brings increased knowledge

of the job.

Demberet el (1986), in a study to determine effect of training

increases the knowledge of job. Also enhances the valve of personnel in the

organization. There is reduced accident, spoiled work or damages when

adequate training is given.

a. Increased the staff skill: the primary aim of any training and

development program is to increase the skill of employees during such

28
training program employees are exposed to, and taught new skills to do

their tasks effectively

b. Motivate worker: when workers are trained in an organization, they

become confident in their ability to have a sense of belonging. They also

feel that they have become part and parcel of the organization, this

increases their ability to have become part and parcel of the organization,

this increases their commitment, moral and with dedications.

c. Lead to greater challenges: several training and development programs

are organize to enable the trainee take up greater responsibilities,

promotion or additional tasks.

d. Enhance nontransferable skills: this happen when an employee is trained

in a specific highly technical and specialized trade, for instance an

employee trained specifically for scaling or loading drinks in a brewery

become automated.

e. Enhance efficiency and effectiveness: when new skill are incorporated

into the organization processes, issues like roper time management,

interpersonal skills, waste and quality control are biter handled. This would

lead to ban increment in the level of efficiency and effectiveness to the

organization.

29
 According to Fielder (1976) in his study in an industrial setting,

stated that training could mean change toward better efficiency and

improved productivity. Training differs from general education; problem

solving ability and change of attitude towards production.

Training and development increase organization stability and

flexibility workers perform better in all spheres. If transferred from one

unit to another. Training also fills manpower needs, when an organization

forecasts that in future; they may require certain caliber of personnel and

do not have such fund to hire the new speed it can resort to training some

of the existing personnel and give them sense of belonging instead of being

wooed by another organization.

Training and development raised employee’s intelligence and ability

to work indecently with minimal supervision in our society today; training

gives customer satisfaction increase in profitability, innovation of products

and organization effectiveness.

There is no guaranteed place to any organization which does not

excel on the importance of training and development in the competitive

world.

30
Office of the chairman

During the period study Omala Local Government through the federation is

headed by an elected chairman, he is the chief executive and accounting

officer and is assisted by the vice chairman. The chairman’s office has

council staff that carries out the administrative duties of the local

government council.

It should be noted that the chairman has member of his cabinet

appointed by him. They are referred to as supervisor and they assigned the

duty of overseeing the local government functional department.

Office of the Secretary

The secretary to the Local Government as provided in the implementation

guideline on application of 1998 civil services reform should be a career

office whose tenure of office, remuneration, functions and responsibilities

shall remain as in the approved scheme of services for Local Government

employees.

Under the office of the secretary we have the legal service, unit

which handles legal function of the local government. This is also another

31
importance unit and that is information, youth sport and culture. This units

probate all the activities of the local government.

2.10 Function of Various Department in Omala Local Government

a. Personnel Management Department

This is the nerve either center of the Local Government which all the

activities revolve. It’s coordinating role markers.

The department is responsible for the execution of all programmes

and projects on primary health care for example; the federal government’s

polio eradication for all, this policy was being operated by the primary

health department.

The department has primary health care coordinators as the head. It

has a total number of (248) staff comprising of both male and female staff.

It has one hundred and forty four (144) junior staff and hundred and four

(104) senior staff.

The department is in charge of preventive service other than

immunization public and house to house sanitary inspection and

certification of restaurants and public eating houses were routinely carried

out by this section.

32
33
b. Work transport and housing department

The department handles all the technical functions in respect of work

transport and housing of Omala Local Government property, especially in

project like Construction and Rehabilitation of rural roads, supply an

electricity. The department as a total number of fifty four (54) staff with a

head of department.

The department has five (5) sections namely:

a. Civil

b. Building

c. Mechanical

d. Land and survey

e. Water supply

Each of the department is headed by a sectional head. For the smooth

running of the entire administration.

The department takes care of the personnel management cost of the

local government staff welfare. This is in respect of staff in the personnel

management and the other department. They also handle the manpower

planning, selection, placement, retention, transfer as well as remuneration

of staff of the local government. Under this there is a total number of one

34
hundred and thirty three (133) staff male and female among them are forty

four (44) senior staff and eighty nine (89) junior staff.

The departments consist of the following unit:

a. Staff unit

b. Internal audit unit

c. Registries

d. Area development offices

This department is responsible for financial management of the local

government, revenue generation and the disbursement for carrying out

local government services.

Department has total of eighty four (84) staffs’ member. It is headed

by the treasurer who serves as the financial adviser to the local government

there are twenty four (24) senior staff and sixty (60) junior staff.

The department is sub divide into the following section:

a. Account

b. Revenue

c. Store

d. Planning and statistics

35
 Each section is headed by a sectional head

2.11 Theoretical Framework

There are three theories adopted for the purpose of this research namely:

Structural Functionalist Theory

Ted Schultz’s Human Capital Theory

Richard W. Johnson’s Theory of Skill Competency

David Easton’s System Theory

2.11.1 Structural Functionalist Theory

The names of the proponent of this theory are August Comte, Emile

Durkheim, A.R. Radcliffe-Brown, Talcott Parsons, Herbert Spencer,

Robert K. Merton and others. Structural functionalism is a sociological

theory that attempts to explain why society functions the way it does by

focusing on the relationships between the various social institutions that

make up society. It is also a perspective in sociology which explains the

components and functions of the society. According to this perspective,

society consists of different but related parts, each of which serves a

particular purpose (for instance government, law, education and religion

among others).

36
 The underlying principle of this theory is that; just as the human

body is seen as a system and cannot operate in isolation, so also does an

organization consist of sub-systems, each of which cannot operate without

the interrelation and interaction of other component units. These structures

perform certain functions, and in terms of structural function approach,

these functions have an interdependent pattern between structures. An

organization is a collection of people working together under a defined

structure for the purpose of achieving predetermined outcomes through the

use of financial, human, and material resources. Organizations are complex

systems, made up of many interacting processes and people.

Assumption of Structural Functionalist theory

There are a number of key assumptions in structural functionalist

theory. One of them is that society strives toward equilibrium. Another

assumption is that institutions are distinct and should be studies individual.

Many structural functionalists look at institutions individually as though

they are divorced from other institutions. This is a mistake, as institution

are interlinked in the society and those employing a structural functionalist

approach should take into consideration the network of relationships that

exist between these institutions.

37
Strengths of the Structural Functionalist Theory

1. Structural functionalism sees the organization as sub-system of

whole system that cannot operated without the interrelation and

interaction of the component units. The various staff in different

department tends to relate with one other using experience to solve

even more complex organization problem.

2. Structural functionalism emphasizes that for any organization to

survive it must be ready to train and develop its staff. Training

should be viewed therefore as an integral part of the process of total

quality management.

3. It also encourages interdependence in the organization, division of

labor in the organization which requires specialization.

Weaknesses of Structural Functionalist Theory

1. The problem with structural functionalist theory is that it does not

provide room for change in the organization. And because change is

inevitable in every organization, the management must train their

staff in knowledge and skill for future change in technology and

service delivery.

38
 2. The functional structure can result in narrowed perspectives because

of the separateness of different department work groups. Employees

may have a hard time relating to marketing, for example, which is

often in an entirely different grouping. As a result, anticipating or

reacting to changing consumer needs may be difficult. In addition,

reduced cooperation and communication may occur.

3. Decision and communication are slow to take place because of the

many layers of hierarchy. Authority is more centralized.

The functional structure gives employees experience in only one field do

not have the opportunity to see how all the firm’s department work together

and understand their interrelationships and interdependence. In long run

this specialization results in executives with narrow backgrounds and little

training handling top management duties.

Application of Structural Functionalist Theory

Since each component of a system is important for the whole to be

functional, it is necessary thus to ensure that attempts are made to enhance

each component for optimum performance. Within an organization part of

the structural composition are workers. And the way to obtain optimum

39
performance from workers includes training and retraining (in form of on

the job and off the job training).

The importance and relevance of training to organizational

performance is well known. It is well known fact that training develops

skills, attitudes, and abilities. Training and development is very important

for an organization to compete with this challenging and changing world.

Training and development is basically directly related to employee but its

ultimate effect goes to organization because the end user is organization

itself.

Training alone may be able to realize its benefits if it is disconnected

from other human resource management functions or if the organization is

dysfunctional in other areas (e.g. interpersonal relationships). Training will

have the greatest impact when it is bundled together with other human

resource management practices and these practices are implemented

following sound principles and practices based on empirical research. All

organizations must manage four resources: money, equipment, information,

and people. Investments in better equipment may speed up production or

reduce waste.

40
 Training and development is basically directed at employee but its

ultimate goes to organization, because the end user of its benefits is the

organization itself (Raja et al, 2011). However, it is not an end goal rather

training is characterized as a means to an end the end being productive,

efficient work organizations, populated by informed workers who see

themselves as significant stakeholders in their organizations’ success

(Bryne, 2009).

2.11.2 TED SCHULT’S HUMAN CAPITAL THEORY

The human capital theory was proposed by Ted Schultz in 1961 and

developed by Gary Becker in 1964. Human capital theory suggests that

education or training raises the productivity of workers by imparting useful

knowledge and skills, hence raising workers’ future income by increasing

their lifetime earnings (Becker, 1964). The human capital model suggests

tht an organization/individual’s decision to invest in training is based upon

an examination of the net present value of the costs and benefits of such an

investment. Organization/individuals are assumed to invest in training

during an initial period and receive returns to the investment in subsequent

periods. In Becker’s view, human capital is similar to “physical means of

production”, e.g. factories and machines: one can invest in human capital

(via education, training, medical treatment) and one’s outputs depend

41
partly on the rate of return on the human capital one owns. (Becker: 1964)

thus, human capital is a means of production, into which additional

investment yields additional output. Human capital is substitutable, but not

transferrable like land, labor or fixed capital.

The assumption of Human capital theory

The theory is hinged on the assumption that human resource is the

most important factor in any productive endeavor such as in an

organization or a firm. While formal education is a necessity, it should be

said that a large portion of human capital accumulation in the forms of on-

the-job training and other modes for working adults actually take place

both inside and outside the workplace (Jin, 2001).

Strengths of the Human capital theory

Human capital theory functions a particular relevance to the effective

use of human resources training and development. The abilities and skills

of any individual, especially those acquired through investment in

education and training that enhance performance. It also focuses on the

long term spiral effect of training or education of employees rather than the

immediate effect.

42
Weakness of the Human Theory

One of the major criticisms leveled against this theory is the fact that

the benefits of education or training of workers does not immediately

translate to profit to a firm or an organization. In addition to this Friedman

(1962: 100-101) argued that all the benefits of vocational and professional

education training is limited to the individual who is educated. This is true

of the Omala LGA employees as lowly educated workers such as the

security guards and cleaners are often exempted from training.

The biggest challenged to human capital theory as pointed out by

Livingstone (1997) is underemployment of credentialed knowledge that is

large number of people who have invested many years of their lives in

acquiring advanced formal educational qualifications, are unable to obtain

commensurate jobs. Such situation is prevalent in most of the

underdeveloped countries like Nigeria.

Another short coming of human capital theory is that in countries

like Nigeria, more emphasis is given to paper qualification rather than

employee’s personal skills and talents.

43
The application of Human capital theory

The obvious application of this theory to the present research it that;

in Omala Local Government, administrators are aware that on the-job

training provides a platform for the development of employees, thus

increasing efficiency and output. More so, workers have a sense of

belonging and the fear of retrenchment is replaced with a sense of job

security as an employee will not easily dispose a human capital which has

just been invested upon in form of training or education of employees

rather than the immediate effect, thus an employee is viewed as an asset

depending on the number of years spent on a job and the number of

training gathered.

2.11.3 RICHARD W. JOHNSON’S THEORY OF SKILL

COMPETENCY

According to the major proponent of this theory Richard Johnson

(1989:74), the purpose of training and retraining in skill is to bring

competency of individuals and up the desired standard for present or

potential assignments. He went further to assert that training helps the

44
participants to improve performance in his/her activities. He gave reasons

for the need to determine training:

a. People will be more productive on the present jobs and ready for

advancement.

b. Because the success of the enterprise requires that everyone perform

at this optimum level, this call is part of determining and meeting the

specific need of each, which should be translated into training.

c. Because all good people regardless of organizational level can do a

good, want to do a good job and will do a good job, if they are given

a chance. This chance comes in part, through the provision of

opportunities for a person to improve his knowledge, skill or

attitudes. In doing this, the company increases productivity and the

individual advances his career. Steps must first be taken to determine

valid training needs, because time, money and efforts can be wasted

through training that is not based on valid present or emerging needs.

Strength of skill competency theory

It asserts that training helps the participants to improve performance

in his/her activities. Also to improve in his knowledge, skill or attitudes

45
because the success of any organization require that everyone perform at

his optimum level.

Weakness of skill competency theory

Very little criticism of this theory is available as the theory seem to

be shrouded in obscurity; meanwhile it is necessary to point out that

training of an individual does not necessarily mend that individual’s

performance might be in the optimum, according to Pratt and Bennett:

(1997) events at work can influence the output of workers irrespective of

other factors. Thus if recognition and advancement among others are

absent, a worker will likely have a no job satisfaction.

Application of skill competency theory

This theory lays emphasis on the importance of Manpower

development which has been described as a systematic process of training

and growth by which individuals gain and apply knowledge, skill, insights

and attitude, mange work and personnel effectively. It involves the

estimation of the demand for the supply of management staff for the

organization in future. It is the involvement of efforts aimed at improving

the quality of management staff.

46
2.11.4 DAVID EASTON’S SYSTEM THEORY

The system theory is used in this research to identify how the totality

of work force in the organization can be integrated within to attain its goal.

The systems theory approach emphasizes the interdependence of various

parts that is made up of components.

The reason behind this adoption is that the world is seen as a system

and cannot operate in isolation so also is an organization; a subsystem of

whole cannot operate without the interaction of the component units.

The system theory is usually credited to David Easton as the

principle pioneer of the theory, Easton talk of political systems that

interacts and interrelated together in any society. Other scholar like Cole

Nwanchukwu (1988) perceived system theory in terms of management

where they encourage management to perceive the internal and external

environmental factors as an integrated whole viewing the physical, human

environmental and psychological facets of the job as linking to form an

integral whole.

Assumption of System Theory

System approach to management; it is a collection of interrelated

parts acting together to achieve some goal which exists in the environment.

47
Also, system is defined as a set of objects working together with

relationships between the objects and their attributes related to each other

and to the environment. Therefore, system in simple terms in respect to

management, it is a set of different independent parts working together in

interrelated manner to accomplish a set of objectives. Management is the

activity of getting things done with the aid of people and other resources.

Strengths of the System theory

The elements of systems approach, each sub-system derives its

strength by its association and interaction with the other sub-system. As a

result the collective contribution of the organization is greater than the

aggregate of individual contributions of the sub-systems. This is known as

synergy. Each system has a boundary that separates it from its

environment. The boundary determines which parts are internal to the

organization and which are external.

Weakness of System Theory

The theory does not offer specific tools and technique for practicing

managers. System theory is criticized as being too abstract and vague, so it

cannot be applied into practical problems. Also it fails to specify the nature

48
of interaction and interdependence between an organization and its

environment.

Application of System Theory

A system is made up of units which are individuals and sub-groups

who make up the whole. The system recognized between its elements.

Edgar Huse describes system as a series of interrelated and independent

parts such that the interaction affects the whole. The system process

involves controlling the instruction and interrelationship between its

components.

The system theory model is one of the most popular approaches in

training as being fundamentally indicative of a four stage feedback loop

procedure. It is an interactive process between entities that affect each

other in a given environment. Therefore any fall behind the feedback of the

message can distort and affect the entities of the system.

Herbert Simon’s view on system theory approach expresses that a

system is a set of attributes and a frame of mind rather than a definite and

explicit theory. The system has information which is introduced as input,

that is later acted upon in the system as feedback.

49
 It commences with an overall assessment, and then analysis of

training needs, planning the training, implementation and evaluation.

Thereafter, the different techniques might be employed for each stage the

inputs are the workers and materials which are put in the right places, they

are operational tools to transform and achieve the set objectives.

Table 2.11.4 Use of System Approach in Staff Training

Input need assessment

feedback record it
objective is

Evaluation to ascertain those

training have training positive
Input existing effect achieved

50

System training plans Implementation of

stage training
Source: Herbert Simon (1976)

It promotes authority and responsibility which enable management delegate

following the laid down procedures to attain a given task. It encourages

terminus work since the system requires the human factor with adequate

skills and knowledge to attain its goals.

Finally, the system theory approach brings interaction or inter-

relationship between management its other elements.

2.12 Relevance of the theory

It should be stated that for the purpose of this research, the theory

adopted is the structural functionalist theory. The reason behind this

adoption is because the theory suits the explanation of an organization,

placing relevance on each component part. Since this research is studying a

51
component of a whole, namely the workers of Omala Local Government

Area, the structural functionalist theory helps to explain why it is necessary

to enhance workers (a part) performance. As the end goal is the smooth

functioning of the organization (a whole). Since each component of a

system is important for the whole to be functional, it is necessary thus to

ensure that attempts are made to enhance each component for optimum

performance. Within an organization part of the structural composition are

workers.

The importance and relevance of training to organizational

performance is well known. It is a well-known fact that training develops

skills, attitudes, and abilities. Training and development is very important

for an organization to compete with this challenging and changing word.

52
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This study is design assess staff training and development and

worker’s performance, a study of Omala Local Government. It is also

concerned with finding out the benefit of training activity to the participant

of the organization and the community.

For any local government to effectively and efficiently serve the

yearning and aspiration of its communities it has to be responsible and

responsive of its jurisdiction, the structure, the finance, the personnel (well

trained manpower) and constitution power conferred on it as well as its

relationship with the central government. Here characteristic are very

essential to the validity and violability of a local government.

3.2 Research Design

Research design is a detailed plan or method for obtaining data

significantly (Schaefer, 2005). Research designs are tools of investigation

which implies how research is done, that is, the procedure for gathering

data for sociological analysis. For the purpose of this research, however,

the research design adopted is the survey method is one in which a group of
53
people or items are studied by collecting data from only a few people or

items considered to be representative of the entire population.

Since the population of staffs of Omala Local Government is large and

thus, will be difficult to study all, the survey method is employed.

3.3 Method of Data Collection

In other to arrive at a comprehensive result though the collection of

relevant and adequate data for this work, the two common sources of data

available are employed that is, the primary and secondary source of data.

Primary source of data available include questionnaires and oral interviews

will be used. This means that the respondent’s range of choice of answers

will be restricted bearing in mind the focus of research. The open-ended

question will be used in order to compliment that compliment that data

collected from the questionnaires. This will help the researcher to interpret

action that the questionnaires could not project.

Secondary source from text book, academic journals, internet,

unpublished projects, manuals and other related to the research topic and

other sources from local government.

54
3.4 Area of the Study

Omala Local Government area with its Headquarter at Abejukolo was

created on 1st October 1996 along with 182 other local government area in

the country.

Omala local government area is one the LGAS eastern flanks of Kogi

State. It is bounded to the west by Bassa and Dekina Local Government to

the south by Ankpa Local Government to the north by River Benue and

Nassarawa state and to the east by Benue state.

This made up of six districts

Abejukola District

Ola Edehi Distric

Odo District

Ogodu District

Bagana District

Ola District

During this period all effort of government to bring about

development was seldom difficult. It’s not impossible because of its

largeness. One particular thing is that Abejukolo has been the head-quarter
55
of this historic local government. To accelerate development, Omala local

government created area development offices in each district namely:

Ibado, Icheke, Ogodu, Baganna, Odo, but none was created in Abejukolo

because it is the Headquarter of the Local Government.

With the creation of development area offices headed by area

development office, development was brought to the door post of the

people of the rural dwellers who were not opportune to go the head quarter

for one reason or the other.

Having considered the land mass of Ankpa Local Government Area,

in 1996 district was carved out to form Omala Local Government with the

head quarter at Abejukolo.

Omala Local Government area is predominantly Igala people, with

other ethnic groups as the nomadic Fulani, Igbo, Bassa, Kakadas and

Idomas.

Farming is the predominant occupation of the Omala people and

prominent among the agriculture, crop produces is food and cash crop e.g.

yam, cassava, maize and palm kernel e.t.c to crown it all, the

aforementioned tend to bring about development in Omala Local

56
Government. The local government secretariat is located at Abejukolo

town with staff strength of one hundred and thirty three (133).

3.5 Population of the study

Population is the aggregate of items or persons from whom data

relevant to a study will be collected. It refers to the total number of all

units, which by virtue of common characteristics can also be a group of

people inhabiting a specified geographical location.

The population of the study comprises all the staff of Omala Local

Government that are wide spread into six (6) departments with each

performing distract but related functions.

3.6 Sample Size Sampling Techniques

Sample size represents a portion of the population of the study which

represents the entire population, and this is done on the basis of

convenience rather than seeking to get representatives which may make the

research easier thereby arriving at a spurious result. The total population of

the staff in the local government is 762.

The stratified and random sampling method will be employed in

determining the sample for the study. All the staff will be stratified

57
according to the six (6) departments. The questionnaires will be

administered to 76 staff of the local government.

3.7 PROBLEMS OF DATA COLLECTION

The problems envisage in the course of this research will include time

constraint especially in the completion and return of conserved

questionnaires, loss of meaning in translation concerning the personal

interview and problem of rough holding of vital information by

respondents. Also the difficult terrain of Omala may not allow for a proper

coverage of the location of study and loss of questionnaires.

In other to tackle these and other problem extra questionnaires will be

produced to cover up for loss of unreturned questionnaires. Questionnaires

explanatory as much as possible to forestall any misunderstanding tha may

arise. Also translation from one language to another will be done to the best

possible level by the researcher and other vast in the language. Also time

constraint, a longer time would have allowed for greater explanation of

facts. Some of the respondents were reluctant to reveal some vital

information which was termed official.

58
 Respondents will also be assured of their confidentiality and privacy

so as to get the necessary information.

3.8 Method of Data Analysis

It is vitally important that any research work which involves field data

collection be analyzed to indicate the extent of correction between the

collected data and subject matter of the study. X data collected orally will

be summarized and content analyzed. Meanwhile, computer analysis for

data known as Statistical Package for Social Sciences (SPSS) version 16.0.

Would be adopted for this study for greater speed and accuracy.

Chi-Square was also used to analyze the relationship between staff

training and development and workers performance in Omala Local

Government. To calculate the chi-square statistic, the following formulae

are used:

X2 = ∑ (OF-EF)2
EF
Where
X2 = chi-square
OF = Observation of frequency in the cell
59
EF = Expected frequency in the cell
We sum the squared differences
X2 = (OF-EF) + (OF-EF)
EF EF

60
 CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Introduction
This study is mainly concerned with staff training and development

and worker’s performance; A case study of Omala Local Government area,

Kogi State. The research questions and information presented and analyzed

here were hinged on whether training programs have a positive correlation

with employees moral which leads to improved efficiency and attitude

towards work. In essence, it is aimed at understanding whether training

leads to effective job performance.

In this chapter, the mode of data collection used is the questionnaire

method. In presenting the information, the data were coded with numbers

entered into the computer for analysis using the Statistical Package for

Social Sciences (SPSS) version 16 software program. For analysis, the

study used descriptive statistics and frequency tables as shown in tables 1,

2 and 3 respectively. On the other hand, the open ended question was

thematically analyzed as presented in table 4 and 5. It also comprised of

data analysis through the use of chi-square (X 2) statistical test and the

discussion of finding.

61
 In testing the hypotheses formulated in chapter one of this work, 76

questionnaires were administered to the staff of Omala Local Government

Area and none of the questionnaires got missing. Chi square was used to

test the two hypotheses formulated earlier in chapter one.

4.2 Data Presentation ASA

Section A: Socio-Demographic Characteristics of Respondents

Table 4.1: Percentage Distribution of Respondents’ Socio-

Demographic Data
Sex Frequency =76 Percentage
Male 44 37.9
Female 33 42.1
Age in Years
Below 20 years 9 11.8
21-30 37 178.7
31-40 19 25.0
41-50 9 11.8
51 and above 2 2.6
Marital status
Single 39 51.3
Married 32 42.1
divorce 2 2.6
separated 3 3.9
Educational qualificaASStion
FSLC 6 7.9
SSCE/GCE/WAEC 16 21.1
HND/B.sc. 44 57.9
PGDM/M.Sc/PhD 10 13.2
Religion
Christianity 46 60.5
Islam 23 30.3
Traditional 6 7.9
Others 1 1.3
Departments
Finance Department 19 25.0
Education, social, development
department works and health care 10 13.2
department primary health care
department 16 21.1
Personal management department 9 11.8
Agric and natural resources 12 15.8
department 10 13.1
Sources: Field Survey, 2016

62
Sex of Respondents

From table 4.1, it was revealed that 44 or 57.9% of the respondents

were males, while 32 or 42.1% of the respondents were females. This

shows that the study had more male participants than female participants.

Age of Respondents

The study found that 9 or 11.8% of the respondents were below 20

years of age, 37 or 178.7% of the respondents were reported to be of 21-30

years old, 19 or 25% of the total populations were 31-40 years of age, 19 or

25,0% of the respondents were within 41-50, and 9 or 11.8% of the

respondents between 51 and above. The above statistics, the respondents

between ages 21-30 have the highest number of the respondents, while the

respondents between the ages of 51 and above had the least number of

respondents.

Marital Status of Respondents

The study has also shown that 39 or 51% of the respondents were

single, 32 or 42.1% of the respondents were married, 2 or 2.6% reported to

be divorced, while 2 or 2.6% of the respondents were reported to be

separated. This showed that staff of Omala local government was

63
predominantly single individuals reflecting 39 or 51.3% of the total

population.

Educational qualification of Respondents

The study has also shown the education qualification 6 (7.9%)

respondents were First school leaving certificate (FLSC), 16 (21.1%)

respondents were either SSCE/GCE/WAEC holder, 44 (57.9%)

respondents were either HND/B.Sc., while the remaining respondents 10

(13.2%) were either PGDM/M.Sc./PhD.

Religion of Respondents

The study also showed that 46 (60.2%) of the respondents were

Christians, 23 (30.3%) of the respondents were Muslims, 6 (7.9) of the

respondents were traditionalist, while 1 (1.3) respondents were classified

under the category of others. This shows that staff of Omala local

government area, are predominantly Christians.

Department of Respondents

The study shows that 19 (25.0%) of the respondents representing

finance department, 10 (13.2%) of the respondents representing education,

64
social development department, 16 (21.1%) representing works and health

care department, 9 (11.8) representing primary health care, 12 (15.8%)

personnel management department, while 10 (13.1%) Agric and natural

resources department.

Section B: Staff Training and Development and Worker’s

Performance

Table 4.2 Staff Training and Development and Worker’s Performance

How long have you been Frequency = 76 Percentage

working with OLGA?
1-5 34 44.7
6-10 27 35.5
10-15 13 17.1
16 and above 2 2.6
Are you aware of any training
program in OLGA?
Yes 64 84.2
No 12 19.7
If you answered yes to
question 9 how long ago?
1-6 months 21 27.6
7-12 months 14 18.4
1-3 months 17 22.4
Over 4 years 11 14.5
Not applicable 13 17.1
What type of training
program have you received
from the LG?
Refresher course 11 14.5
Promotion training 23 30.3
Conferences 8 10.3
Apprentice training 3 3.9
On the job training 11 14.5
Off the training 3 3.9
Induction/Orientation 4 14.5
None 13 17.1
What is the purpose of the
training?
Motivation 16 21.1
Acquire skills and technical 16 21.1
knowledge 18.4
To improve workers efficiency 14

65
and attitude towards work 22.4
All the above 17
None 13 17.1
Do you think the training
improved your efficiency and
attitude towards work?
Yes 64 84.2

66
No 12 15.8
How often do you participate
in training and developing to
improve your job
performance organized by the
OLGA?
Quarterly 8 10.5
Twice in a year 19 25.0
Once in a year 28 36.8
Rarely 11 14.5
None 10 13.2
Is the training program you
received of any positive value?
Yes 65 85.5
No 11 14.5
Did you have any difficulty
during the training program
either by lack of instruction or
training material?
Yes 38 50.0
No 38 50.0
Does staff training and
development of staffs
negatively?
Yes 17 22.4
No 59 77.6
Before training, how would
you rate your job
performance?
Below average 25 32.9
Average 43 56.6
Above average 8 ]10.5
After the training, how would
you access your job
performance?
Below average 9 11.8
Average 22 28.9
Above average 45 59.2
What is your view of the
training and development
program?
Very good 32 42.1
Good 33 43.1
Poor 6 7.9
Very poor 5 6.6
Would constant training
improve you job
performance?
Yes 66 86.8
No 10 13.2
Do you think your
organization should stop the
training program?
Yes 15 18.4
No 62 81.6

67
Source: field survey, 2016

The study also sought to find out the years of service the respondents

have rendered to the organization to enable us put their response into

proper perspective. The table above represents the categories of years of

service as indicated by the respondents. 34 (44.7%) representing 1-5 years,

27 (35.5%) representing 6-10 years, 13(17.1%) representing 10-15 years,

while 2 (2.6%) representing 16 years and above. This means the

organization has a blend of experienced and young professionals who

require constant refresher training and development to update their skills

and perform on the job.

The study sought to find out awareness of any training program in

local government by the respondents. 64 (84.2%) represent those who are

aware of any training program while 12(15.8%) represent those who are

not aware of any training program. To this end, it was observed that

majority of staff are aware of training and development programs made

available by the local government. Thus, confirming Barron and Hagerty’s

opinion that workers require extensive training to acquire the necessary

skills and experience to make substantive contribution towards an

organization’s growth. (Barron and Hagerty: 2001).

68
 The respondents were asked if they have ever received any form of

training since they joined local government. 61 (80.3%) represent those

who said yes (i.e. they have receive training) while only 15 (19.7%) of

them said no (they have not receive any training since they joined the local

government). This implies that the local government do conduct regular

training and development programs.

The respondents were also asked for how long ago had they received

any form of training. 21 (27.6%) representing 1-6 months, 14(18.4%)

representing 7-12 month, 17 (22.4%) representing 1-3 years, 11 (14.5%)

representing over 4 years while 13(17.1%) representing not applicable.

Respondents were asked the type of training they received in the local

government. 11 (14.5%) representing refresher course, 23 (30.3%)

representing promotion training, 8 (10.3%) representing conferences, 3

(3.9) representing apprentice training, 11 (14.5%) representing on the job

training, 3(3.9%) representing off the job training, 4(5.3%) representing

induction/orientation while 13(17.1%) representing none (i.e. they have not

received any types of training). From the above table reveals that most

respondents received, promotion training. But the local government should

plan more training programmed.

69
 The respondents were further asked to assess training program in the

local government. 16 (21.1%) said that training program motivates,

16(21.1%) said that training is a means of acquire skills and technical

knowledge, 14 (18.4%) respondent respond that the training program

increase workers efficiency and attitude towards work, 17(22.4%) of the

respondent said that all of the above (i.e. all of the above from the table

above), while 13(17.1%) said none. From the above observation shown that

all the workers is of the view that training either serve as a means of

motivation, increasing workers efficiency and attitude towards work,

acquiring skills and technical knowledge or all the above. This means that

training is of a positive value in the local government which helps in

attaining the objectives of the local government for the betterment of its

citizens.

The respondents were asked how often they attend such training and

development program to improve job performance. 8(10.5%) said

quarterly, 19 (25.0%) said twice in a years, 28 (36.8%) said once in a year,

11(14.5%) said rarely while 10(13.2%) said none. From the above analysis

it is good to know that the workers do avail themselves for training and

development programs.

70
 The respondents were asked is the training program they received as it

any positive value. 65(85.5%) of the respondents said Yes while 11(14.5%)

of the respondents said No (i.e. the training program is not of any positive

value). The above question asked in the above table, clearly depicts the

responses of the respondents that training program they receive is of

positive value for the attainment of the local government aims and

objectives.

The respondents were asked whether they have faced any problem

during the training program, either lack of good instructors or training

materials. 38(50.0%) of the respondent said Yes while 38(50.0%)

respondents said No. therefore, the local government should still improve

the method or means of training in order to avoid any problem.

The respondents were further asked to indicate whether staff training

and development affect the development of staffs affect negatively. The

result showed that 19(22.3%) of the respondents answered no, while 57

(77.6%) of the respondents find staff training and development to be

positive.

71
 Respondent were asked how they rate their performance before

training. 25(32.9%) respondents state that their job performance is below

average to average and even above average.

Respondents were asked how they view training and development

program. 32(41.1%) respondents said very good, 33 (43.1%) respondents

said good, 6(7.9%) respondents said poor while 5 (6.6%) respondents said

very poor. Therefore majority of the respondents are of the opinion that

participant view of training and development as very good and good.

The respondents were asked whether constant training improve their

job performance in their present position. 66(86.8%) respondents said yes,

(i.e. constant training improve job performance) while 10(13.2%)

respondents said no, (i.e. that constant training does not improve job

performance). The majority of the respondent agreed that while few are of

the view that the constant training does not improve job performance. This

implies that more of the training would warrant them opportunity to handle

their job more perfectly, minimize unnecessary waste and reduce the rate of

frequent accident in job there by creating rooms for goal attainment in the

local government.

72
 The respondents were asked whether the local government should stop

training program. 18(18.4%) respondents said yes, (i.e. the organization

should stop the training program), while 62 (81.6%) respondents said no,

(i.e. the organization should not stop the training program in the local

government). The responses of the above table show that most of the

respondents are of the view that training program in the local government

should not be stop because is a means of improving workers skill for higher

work efficiency and towards work.

Table 4.3 Reasons for Organization to stop Training Program

Reasons for organization to Frequency Percentage

stop training program

Waste of time 7 28%

Lack of training instuctors 4 16%

Corruption & misuse of funds 9 36%

Lack of standard equipment 5 20%

Total 25 100
Source: Field Survey, 2016

Reasons for the organization to stop training

From the findings of the study reflected in Table 4.3, the respondents

were asked for the reason for organization to stop training program. 7(28%)

respondents said that training is a waste of time, 4(16%) respondents said

73
the lack of training instructors, 9(36%) respondents said that corruption and

misuse of funds while 5 (20%) respondents said that lack of standard

equipment.

Subsequent training that can improve workers performance

From the findings of the study reflected in Table 4.4, the respondents

were asked for alternative training program that can improve workers

performance. 12 (26.7%) respondents suggested ICT training, 9 (20%)

respondents suggested innovation in strategies for service delivery, and 10

(22.2%) respondents suggested seminar programs while 14 (31%)

respondents suggested computer training. But majority of them wanted

computer training program.

Table 4.4 Subsequent training program that can improve workers

performance.

Subsequent training program Frequency Percentage

that can improve workers

performance
ICT Training 12 26.7%

Innovation in strategies for

service delivery 9 20%

Seminar programs 10 22.2%

74
 Educational advancement 14 31.1%
Total 45 100
Survey: Field Survey, 2016

4.3 Testing of Hypotheses

In chapter one of this study, three hypotheses were formulated and

were tested in this chapter. Theses hypotheses are again stated below:

Ho: Does staff training and development affects the development of staff

negatively?

Hi: Staff training and development positively affects the development of

staff.

Hypothesis two

Ho: Staff manpower training and development does not improve the

efficiency and attitude of workers toward work.

Hi: Staff manpower training and development improve the efficiency and

attitude of workers towards work.

Decision Rule:

75
  When the calculated X2 value is greater than the critical value, the

null hypothesis is rejected and the alternative hypothesis is accepted.

 When the calculated X2 value is less than or equal to the critical

value, the null hypothesis is accepted and the alternative hypothesis

is rejected.

Hypothesis one

Ho: Does staff training and development affects the development of staff

negatively?

Hi: Staff training and development positively affects the development of

staff.

Table 4.2 Does staff training and development affects the development of

staffs negatively?

Responses Frequency Percentage

Yes 17 22.4

No 59 77.5
Total 76 100
Source: Field Survey, 2016

Chi-square distribution table

Responses O E O-E (O-E)2 (O-E)

E
Yes 17 38.0 21.0 441 11.61

76
 No 59 38.0 -21.0 441 11.61
Total 187 X2 =23.21
Source: field survey, 2016

Therefore, X2 = chi-square

Degree of freedom is = (d-1)

=(2-1)

=1

Operating on level of significance of 0.05 and 1 degree of freedom,

the researcher obtained the critical value of X2 which is 3.84.

Decision: from the chi-square distribution table for 1 degree of freedom at

0.05 level of significance, the calculated X2 value is 23.21. this shows that

the calculated value of is greater than the critical value of 3.84.

Conclusion: Based on the above analysis, the researcher accepts the

alternative hypothesis Hi and rejects the null hypothesis Ho. Therefore,

staff training and development positively affects the development of staffs.

Hypothesis Two

Ho: Staff manpower training and development does not improve the

efficiency and attitude of workers towards work.

77
Hi: Staff manpower training and development improve the efficiency and

attitude of workers towards work.

Table 4.2 Do you think the training improved your efficiency and

attitude towards work?

Responses Frequency Percentage

Yes 64 73.8

No 12 26.2
Total 76 100
Source: Field Survey, 2016

Chi-square distribution table

Responses O E O-E (O-E)2 (O-E)

E
Yes 64 38.0 26.0 676 17.79

No 12 38.0 -26.0 676 17.79

Total 187 X2 =35.58
Source: Field Survey, 2016

Therefore, X2 = 35.58

Degree of freedom is = (d-1)

= (2-1)

=1

78
 Operating on a level of significance of 0.05 and 1 degree of freedom,

the researcher obtained the critical value of X2 which is 3.84

Decision: from the chi-square distribution table for 1 degree of freedom at

0.05 level of significance; the calculated X2 value is 42.36. this shows that

the calculated value of 35.58 is greater than the critical value of 3.84.

Conclusion: Based on the above analysis, the researcher accepts the

alternative hypothesis Hi and rejects the null hypotheses Ho. Therefore,

staff manpower training and development improves the efficiency and

attitude to work of workers.

4.4 Discussion of Findings

The information gathered so far revealed that staff of Omala local

government are aware of training and development program. 64(84.2%)

represent those who are aware of any training program while 12(15.8%)

represent those who are not aware of any training program. To this end, it

was observed that majority of staff of Omala Local Government were

aware of training and development programs made available. Thus,

confirming Barron and Hagerty’s opinion that workers require extensive

training to acquire the necessary skills and experience to make substantive

79
contribution towards an organization’s growth. (Barron and Hagerty:

2001).

During the course of this work, the researcher identified the types of

training and development programs available in the local government.

These range from refresher course, promotion training conferences,

apprentice training, on the job training, off the job training to

induction/orientation. Promotion training was mostly used by the

respondents as a means of training and development of staff. This finding

may have conformed to the criteria of Taftin and Cormil (1979) as well as

Roe and Leslie’s (1983) classification of training, which they divided into

formal and informal training respectively. Analysis of data on workers

assessment of the training programs indicated that 65985%) of the

respondent said No, that the training program is not of any time. This

shows that the majority of workers are of the opinion that Training and

Development programs provided by the local government resulted in the

positive acquisition of new skills to cope with changes in the internal and

external work environment, and also for the attainment of the local

government aims and objectives. This finding is in line with Charnov’s

idea that effective trainings convey relevant and useful information that

80
inform employees and develop skills and behavior that can be transferred

back to the workplace. (Charnov: 2000).

Also the study aims to reveal whether workers do participate in such

training programs. 28 (36.8%) said once in a year (14.5%) said rarely while

10(13.2%) said none. Majority of the respondents agree that they do

participate in the training programs organized by the local government

once in a year.

The following programs was suggested by the respondents that can

critical improve the training and subsequent worker’s performance e.g.

Information Communication Technology (ICT), innovation in strategies for

service delivery, seminar programs and educational advancement.

In conclusion, the test of hypothesis revealed that the staff training and

development positively affects the development of staff and staff

manpower training and development improves the efficiency and attitude

of workers towards work. This result tallies with the findings of Joy Emery

(2000) which indicates that positive training and development is the

framework for helping employees to develop their personal and

organizational skills, knowledge, and abilities, this can be buttressed by

Carter McNamara’s belief that effective implementation of frequent

81
training and development exercise are comprehensive enough to impact

positively on job performance. (McNamara: 1997).

82
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Introduction

This chapter deals with the summary, conclusion and recommendations

based on the analysis of the research findings.

5.1 SUMMARY

The purpose of this study is to critically examine the staff training

and development and workers performance, with a focus on Omala Local

Government.

In chapter one (1), I briefly delved into a brief history background of

staff training and development and workers performance, and also stating

the problems that necessitated my research work. Other objectives of the

research work were also stated alongside some research questions were

answered in the course of my research. Then, the researcher proceeded to

the chapter two (2) where he looked at previous literature in the area of

staff training and development and workers performance alongside key

concepts of types, objective, importance, evaluation of training,

development and workers performance. The organizational structures of

Omala Local Government and functions of the various departments were

83
also discussed in this chapter. And also in the review of theories includes

structural functionalism theory, Ted Schultz’s theory of human capital,

Richard Johnson’s theory of skill competency and David Easton’s system

theory. In the theoretical framework, the structural functionalism theory

was adopted.

The chapter three (3) of this research work highlighted the

methodology in conducting this research which is the survey research

method, sources of data collected, population and sample size, problem of

data collection, method of data collection and statistical techniques

employed.

Data were presented and analyzed in the chapter four (4) using

Quantitative data analysis was done by the use of SPSS software version

16. The technique for quantitative data analysis was the frequency

distribution and percentages, which were used to determine the proportion

of respondents choosing the various responses. The used of chi-square was

employed to test hypothesis in order to arrive at an accurate degree of

freedom for effective decision making. The test of hypothesis reveal that

staff training and development positively affects the development of staffs

and also staff manpower training and development improve the efficiency

and attitude of workers towards work.

84
 Training is vital in every organization and development. The neglect

could cause poor quality service delivery, low productivity to the

organization, loss of profit and frustration on the personnel; so earlier the

organization start mauling its personnel, the better for the nation. Most

organizations establishes their training center in order to solve problem of

skilled manpower shortage to regular and adequate training to the

employees.

The success of any organization depends on the ability of the people

that make up the organization to jointly work together toward achieving the

objective of such organization. It is only through this understanding that

21st centuries challenges facing our organization (local government

authority) can be handled. But why are some organizations (for instance

local government authority) unable to meet up with these challenges? This

development and workers performance using Omala Local Government

Authority as case study.

5.1 Summary of Major Findings

Based on the major objectives stated in chapter one and the findigs

made in chapter four, most of the respondents indicated that staff training

and development positively affects the development of staff. That Omala

85
local government authority laid emphasis on the impact of training and

development on it workers in order to develop it staff.

Omala local government authority has a lot to benefit by training of

workers, as was discovered in this research. Such trainings as advancement

of education, workshops and seminars, as well as on the job training were

discovered to be very strategic to employee development.

Also, majority of the respondents indicated that staff manpower

training and development significantly improves the efficiency and attitude

of workers towards work. Training and development was also conducted as

a means of motivating staff, improving their knowledge, kill and attitude of

the employees on the job.

5.2 Conclusion

Staff training and development has been identified by various scholars

to be very crucial to an organization and its effectiveness. In the light of the

above, organizations are therefore encouraged to train and develop their

staff to the fullest advantage in order to enhance their effectiveness.

As training reduces the work of the manager in terms of close

supervision it also improves the drive, initiative and quality of work of the

employees thus assist them to be more committed to achieving the goals

86
and objectives of the organization and this has to tendency of enhancing

effectiveness among workers within the organization.

It can be concluded that, the role of Training and Development in the

Omala Local Government Authority were, establishment of training gaps

and to build capacity of employees relative to achieving the overall vision

and mission statements of the Omala local government.

The study concluded that, the impacts of Training and Development in

the Omala local government authority were mainly concerned with offering

learning and development opportunities for staff and improvement of

knowledge and skills at all levels in the organization.

Also, it can be concluded from the research that, appropriate training

and development of Omala local government authority staff can result in

efficient performance of their job functions; therefore, inappropriate

training and development of Omala local government authority staff can

lead to underperformance of their job functions.

Finally, the research findings concluded that, training and

development would enable management of Omala local government

authority to beter appreciate the challenges associated with staff

performance.

87
5.3 Recommendations

For any organization to succeed, training and development of all staff

in form of workshops, conferences and seminar should be vigorously

pursued and made compulsory. Accordingly, when organizations adopt this

learning culture, they create a variety of training opportunities for all

employees and develop performance expectations that instill in all

employees the need for and value of training and development on a

continual basis. The following recommendations are outlined based on

research findings. Omala local government authority can benefit from the

training workers:

1. By making training content and delivery approaches relevant to the

job functions of employees.

2. Training and development provided by Omala local government

authority should result in a better understanding of performance

objectives of employees.

3. Omala local government authority should conduct appropriate

training needs assessment to ensure that, training content for

88
 employees would result in efficient data management and improved

interpersonal relationship.

4. The frequency of training provided by the Omala local government

authority should be improved to ensure that more employees have

access to training development.

5. The frequency of external training provided by the Omala local

government authority should be improved and targeted at improving

employee job performance.

6. Omala local government authority should encourage best practices

training programmes for employees to ensure consistency in the

performance of their job functions.

7. Training and Development offered by the Omala local government

authority should ensure a better understanding of the Mission and

Vision statement of the Omala local government authority so that,

employees can identify themselves with the organizational values in

the discharge of the duties.

8. Career planning and development should be part of the development

strategy of Omala local government authority. Organizational career

planning involves matching an individual’s career aspirations with

the opportunities available in the organization. Career pathing is the

89
 sequencing of the specific jobs that are associated with these

opportunities. For career management to be successful in Omala

local government authority, both the authority and employees must

assume equal share of the responsibility for it. Career progressions

projection plans and training and development projections should be

made available to each employee.

Many organization today record failures because of their management

fail to properly perform personnel functions training and development in

the way that will bring about efficiency, effectiveness and better job

performance in their organization. Example in Omala local government

authority based on the analysis and interpretation of data in chapter four (4)

shows that not employees’ undergone one form of training and others. This

in return adversely affects the performance and progress of the local

government authority workers.

To alleviate this problem, the researcher recommends that the

management of Omala local government authority should make training

opportunities available for all staff of the local government authority based

on specialization, provided alongside motivating policies, adequate funds

for staff procurement and training exercise, among others. If these are

90
done, then progress would be made and sustain in the local government

authority and indeed any other organization that adopt the method.

Through designing training and development activities, the benefits

outlined in this project work both direct and indirect can be achieved.

Further, when employees learn new skills and acquire new knowledge, they

increase their career potential and add extra value of their employers and

others whose work is impacted by their performance.

91
 REFERENCES

Abang, A.M., May-Chun, L, and Maw, K.L. (2009). “Human resource

Practices and organizational performance. Incentives as moderator”.

Journal of academic research in economics. 1(2).

Aina Sola (1922). Personnel management in Nigeria: a work centered

Approach, Ikeja: Divine Communication.

Armstrong M. (1977). Handbook on personnel management. Connecticut:

Butlers and Tanner Ltd

Barron D. and Hagerty F. (2001): human resource management a concise

Analysis (1st ed) London: Date Publishing Company Ltd

Beach, DSC (1965). Management of people at work New York: Macmillan

Publishing

Becker, G.S. (1964) Human capital: a theoretical and empirical analysis

With special reference to education (1st edition), Chicago: the

University of Chicago Press

Bryne, S.M. (2009). The value of human resource development to an

92
 Organization; providing technical assistance to small manufacturing

companies. An unpublished PH.D thesis of Virginia polytechnic

institute and state university.

Campbell, J.P M.D, Lawler, E.E & Weick, K.R. (1970),

Managerial behavior, performance, and effectiveness. New York:

McGraw- Hill.

Clad well, L.K (1994). Improving the public service traiing agency for

international development. Washington DC: Pearson Prentice Hall

Cole, G.A (2002). Personnel and human resource management (5th ed.)

London: Continuum York Publishers

Dember, W.N (1986). Organizational behavior and psychology.

Connecticut: eaglewood cliff publishers

Drucken P.F (1999). Effective personnel management and industrial

relations, New York: Speed Setters Publishing Press.

Herman, A. and Kurt, K. (2009). “Benefits of training and development for

Individuals and teams, organizations, and society” annual review of

Psychology. Vol. 60
93
Pamela W. and Bell S. (2003). The training needs analysis toolkit (2nd ed.)

Amherst MA: HRD Press, Inc.

Raja, A. G. K., Furqan, A.K and Muhammad, A.K. (2011). “Impact of

training and development on organizational performance”. Global

journal of management and business research. 11(7).

Rodney S. (1969): Approaches to training and development. Arizona: West

Publishing company

Schaefer, T.R. (2005). Sociology. (9th Ed.) New York: McGraw-Hill.

Tinftin C. and Cormick, M. (1974). Evaluation and control of training.

India: Section Publishing House.

94
 APPENDIX

Department of Public Administration,

Faculty of Management Sciences,

Kogi State University, Anyigba,

18th February, 2018

Dear Respondent

REQUEST TO FILL A QUESTIONNAIRE

I, ABUBAKAR ISAH MUHAMMED, a final year student of the

department of Public Administration, Kogi State University, Anyigba, I am
conducting a research on staff training and development and workers
performance in Omala Local Government in partial fulfillment of an award
of a Bachelors of Science (B.Sc.) degree on Sociology.

You have been chosen as one of the respondents to the attached

Questionnaire for this purpose. Please kindly complete same.

Please, be assured that any information provided will only be used for
academic purpose and treated with utmost confidentiality. Thanks for your
anticipated cooperation.

Yours faithfully,

ABUBAKAR ISAH MUHAMMED

95
 QUESTIONNAIRE FOR STAFF OF OMALA LOCAL

GOVERNMENT

INSTRUCTION: Please tick [ ] and fill appropriately.

SECTION A: SOCIO-DEMOGRAPHIC CHARACTERISTlCS

1. Sex: male ( ) female ( )

2. Age: (a) below 20 years ( ) (b) 21-30 years ( ) (c) 31-40 years ( ) (d)

41-50 years ( ) (e) 51 and above

3. Marital status: Single( ) Married( ) Divorced( ) Separated( )

4. Educational qualification: (a) FSLC ( ) (b) SSCE/GCE/WASC( )

(c)HND/B.sc( ) (d) PGD/M.sc/PhD( )

(e) Others, please specify .....................................................................

5. Religion: (a) Christianity ( ) (b) Islam( ) (c)traditional ( )

(d) Others please specify .....................................................................

6. Department .......................................................................................

SECTION 8: STAFF TRAINING AND DEVELOPMENT AND

WORKERS PERFORMANCE

7. How long have you been working with Omaia Local Government Area

96
(OLGA)?

(a)1--5years( )(b) 6--10years( )(c)1o—15years( )

(d) 16 and above( )

8. Are you aware of any training program in OLGA?

(a) Yes ( ) (b) No ( )

9. Have you had any form Of training since you joined OLGA?

(a) Yes ( ) (b) No ( )

10. if you answered yes to question 9, how long ago?

(a) 1 -6 months ( ) (b) 7 -12 months ( ) (c) 1-3 years ( ) (d) Over 4 years (

) (e) Not applicable ( )

11. What type of training program have you received from the Local

Government? (a)Refresher course( ) (b) Promotion training( ) (c)

Conferences ( ) (d) Apprentice training (e) on the job training( ) (f) Off

the training( ) (g)|induction/ Orientation ( )

12 What is the purpose of the training?

(a) Motivation( ) (b) Acquire skills and technical knowledge( )

(c) To improve workers efficiency and attitude towards work ( )

97
(d) All of the above

13. Do you think the training improved your efficiency and attitude

towards work?

(a) (b) No ( )

14. How often do you participate in training and development to improve

your job performance organized by the OLGA? (a) Quarterly ( ) (b) Twice

in a year ( ) (c) once in a year ( ) (d) Rarely ( ) (e) none ( )

15. Is the training program you received of any positive value?

Yes ( ) No ( )

16. Did you face any difficulty during the training program either by lack

of instructors or training material?

(a) ( ) (b) No ( )

17 Does staff training and development affect development affect

development of staff negatively?

(a) Yes ( ) (b) No( )

18. Before training, how would you rate your job performance?

(a) Below average( ) (b) average( ) (c) above average ( )

19. After the training, how would you assess your job performance?
98
(a) Below average ( ) (b)average( ) (c) above average( )

20. What is your view of the training and development program?

(a) Very good ( ) (b) good ( ) (c) poor ( ) (d) very poor ( )

21. Would constant training improve your job performance?

(a) Yes ( ) b) No ( )

22. Do you think that your organization should stop the training program?

(a) Yes ( ) (b) No

23. Give a few reasons for your answer in 22, if yes.

…………………………………………………………………………

…………………………………………………………………………

………………

24. In your own opinion, what other subsequent training programs do

you think can improve workers performance in OLGA?

…………………………………………………………………………

…………………………………………………………………………

…………………………………………………………………………

………………………

99