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OTTI NGOZI NNAMANI PG/MBA/08/53281
PG/M. Sc/09/51723
A CRITICAL ANALYSIS OF MANPOWER DEVELOPMENT
IN NIGERIA
MANAGEMENT
A THESIS SUBMITTED TO THE DEPARTMENT OF MANAGEMENT, FACULTY OF
BUSINESS ADMINISTRATION, UNIVERSITY OF NIGERIA ENUGU CAMPUS
Webmaster
Digitally Signed by Webmaster’s Name
DN : CN = Webmaster’s name O= University of Nigeria, Nsukka
OU = Innovation Centre
2011
A CRITICAL ANALYSIS OF MANPOWER DEVELOPMENT
IN NIGERIA
BY
OTTI NGOZI NNAMANI PG/MBA/08/53281
A RESEARCH PROJECT SUBMITTED TO DEPARTMENT OF
MANAGEMENT, FACULTY OF BUSINESS ADMINISTRATION,
UNIVERSITY OF NIGERIA, ENUGU CAMPUS
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE
AWARD OF MASTERS OF BUSINESS ADMINISTRATION
(MBA) IN MANAGEMENT
TITLE PAGE
A CRITICAL ANALYSIS OF MANPOWER DEVELOPMENT
IN NIGERIA
CERTIFICATION
I Ngozi Otti with Registration Number PG/MBA/53281
Department of Management, Faculty of Business Administration,
University of Nigeria, Enugu Campus, certify and the completion of the
course and research work for the award of Master Degree in
Management was carried out by me.
The work embodied in this project research is original and has
not been submitted in part or in full for any other Diploma or degree
of this or any other university.
OTTI NGOZI NNAMANI
MR. C. O. CHUKWU MR. C. O. CHUKWU SUPERVISOR HEAD OF DEPARTMENT
DEDICATION
This project work is dedicated to my twins Chimdindu and
Kosisochukwu Otti.
ACKNOWLEDGEMENT
My gratitude goes to my project supervisor Mr. C. O.
Chukwu who is like a father to me. He gave me his assistance
and helped throughout the duration of this project. He was
patient enough to take care of my problems despite his tight
schedule.
My special thanks go to my husband, children and parents.
Above all, I am grateful to Almighty God for giving me life in
abundance.
TABLE OF CONTENTS
Title Page -- -- -- i
Certification -- -- -- ii
Dedication -- -- -- iii
Acknowledgements -- -- -- iv
Table of Contents -- -- -- v
Abstract -- -- -- vii
CHAPTER ONE
1.0 Introduction -- -- -- 1
1.1 Historical Background -- -- 2
1.2 Statement of the Problem -- -- 3
1.3 Objective of the Study -- -- 5
1.4 Significance of the Study -- -- 6
1.5 Limitations of the Study -- -- 7
CHAPTER TWO
2.0 Literature Review -- -- -- 8
2.1 Distinction between Training and Development -- 11
2.2 Objective of the Development Programme -- 12
2.3 Importance of Manpower Development in Nigeria -- 14
2.4 Determining Development Needs -- -- 16
2.5 Steps in Designing Development Programmes -- 17
2.6 Evaluating the Programme -- -- 18
2.7 Training and Development Methods -- 20
2.8 Constraints to effective Development and Training 28
2.9 Hindrances to Effective utilization of Trained Manpower 29
2.10 Contribution of Efficient Development -- 30
2.11 Options for Effective Manpower Development -- 30
2.12 Problems of Manpower Development in Nigeria -- 31
2.13 Evolution of Development Programmes in Nigeria -- 32
2.14 Centre for Management and Development Programmes 35
CHAPTER THREE: RESEARCH METHOD
3.1 Source of Data -- -- 37
3.2 Primary Data -- -- 37
3.3 Secondary Data -- -- 37
3.4 Sample Size -- -- 37
3.5 Method of investigation -- -- 38
3.6 Limitation of Study -- -- 38
CHAPTER FOUR: PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA 39
CHAPTER FIVE
5.1 Summary of Findings -- -- 48
5.2 Recommendation -- -- 49
5.3 Conclusion -- -- -- 49
References -- -- -- 50
Appendix A
ABSTRACT
The primary objective of this study is to analyse manpower
development in Nigeria, ‘Staff Development and Training; to seek
general improvement and modification of employees’ skills, techniques
and procedures to carry out assigned task in accordance with
organizational standards. This study is directed towards the evaluation
of modalities and problems of development of manpower in
ANAMMCO. Data for the study were collected from two principal
sources. Primary sources of questionnaire and interview, Internet and
secondary sources which are books, journals and newspaper. Among
other things, the result of the study showed that the organization
have developed programme which could be improved on. Major
findings include: that ANAMMCO provides training and development
programmes for both new and old employees. The major
recommendation is that every training and development programme
should not be less than one month. In conclusion training and
development is necessary for any organization that want to survive.
CHAPTER ONE
1.0 INTRODUCTION
The development of indigenous manpower to serve as the propelling
force for national growth and development is no doubt a key to Nigeria’s
socio-economic and political development (Ake, 1909). This is quite
indispensable considering the argument of the concept of transfer of
technology as a propelling force for the development of the developing
countries of which Nigeria is one (Ake, 2001).
However, it is important to state that the lack of adequate emphasis
on manpower development as tool for development in Nigeria on the part of
government as well as the organized private sector could not be far fetched.
From the lack of understanding of both the concept and methods for
manpower development in a post-colonial Nigerian State, in which due
process of human resource development for national growth was distorted
by colonialism with the attendant negative orientation that was injected into
political leadership (Ekpo, 1989). Thus manpower development became an
elitist design that was geared to favour capitalist mode of production in
which labour was relegated to the background, one could therefore argue
that there were distortions in both the concept and method of manpower
development in the Nigerian state as it was oriented towards serving
capitalist interest. This no doubt account for the discrepancies in the
educational system, a mechanism designed for manpower development
meant to serve national interest. Conversely, the focus of this paper is not
geared towards unfolding the distortion of colonialism on manpower
development in Nigeria rather it is geared at understanding the operational
concepts by looking at the divergence and compatibility between the
concept of manpower development and development of manpower, the
common methodological perspectives for manpower development in
organizations with implication on the aggregate economy as well as
unfolding the relevance and problems of manpower development in Nigeria.
1.1 HISTORICAL BACKGROUND
Anambra motor Manufacturing Company is a joint venture between
Nigeria and Daimler-Benz AG of Germany to produce Mercedes Benz
vehicles. The agreement was signed on the 12th December, 1975. The
company is situated at Emene industrial layout along Enugu Airport Road.
The company started official production in January, 1981.
In 1982 the company commissioned its training centre. The centre
was conceived with the objective of providing training facilities for the
involvement of technical skills, work habits leadership qualities of factory
workers, artisans and first line managers. With the training centre
ANAMMCO has been able to provide in-house training and development
programmes and at the same time designed an apprenticeship programme
that prepares potential employees of the company for the great task ahead.
Right from the planning stage of ANAMMCO Ltd., the availability of the
right type and quality of trained manpower was seen as a critical
prerequisite for the successful operation of the company. The operations of
a training system will undoubtedly run into difficult problems where training
policies are either non-existent or not clearly defined. Policies define
principles and also state the rules of action desired.
There are two main policies:
1) The company commits itself to the training and development of all
its employees for the purpose of efficient and effective job
performance and due career development of the employees.
2) The company also commits itself to offering its services to
individual and organisation within and outside the country provided
such assistance is not detrimental to the company.
The policies could be summarized as being aimed at training
employees for efficient and effective and development performance and
for innovation.
1.2 STATEMENT OF THE PROBLEM
Due to innovations and competitiveness associated with Automobile
industry training and development is very important for almost all the
employees to keep them abreast with developments and changes in the
industry. Since independence, there has been increasing interest by many
organizations in training and development. The automobile industry will not
be an exception in the performance of its many activities.
Many organizations have developed good manpower training and
development programmes, but this has not always been easy to attain due
to certain factors that impede the achievement of diverse objectives.
All organizations, be it political, religious or business have
predetermined goals and objectives which they intend to achieve and these
are ends towards which the organizational activities are geared. And all
organizations strive to achieve their respective goals and purposes since this
is the yardstick standard for accessing its success or failure.
The major determinant for any organization is the presence of capable
men and women with the right skill and knowledge to combine
organizational goals and objectives. The manager and his subordinate must
be properly equipped in order to carry out this assignment and this skill can
only be imported through training and development of employees.
In Nigeria, there is a shortage of skilled manpower as well as a surplus
of semi-skilled labour and the major challenge facing the Nigerian manager
is to help develop the skills of the nation’s existing manpower and at the
same time device means and ways of utilizing the surplus manpower.
The job of a good manager is to look into the future and plan towards
it. One important way to do this is to develop subordinates so that they can
cope with future challenges and demands. They have the responsibility of
providing development opportunity for their subordinates so as to enable
them exercise their full potentials.
Both the private and public sectors of the economy are besieged by
the problem of inefficiency, low capacity utilization and other symptoms of
poor job performance. These problems can be avoided and slowed by early
identification of adequate training techniques and programmes for different
levels of managers, supervisors and operatives.
Since the technology in automobile is foreign a lot of money will be
required for sponsoring various training programmes both locally and
overseas as well as providing training and development facilities for the
organization.
Records show that many organisations are not making enough effort
to train and develop their employees. Some informed authorities blame this
lack of interest in manpower development on the fact that some of the
beneficiaries do not always work towards increasing their productivity.
Another school of thought blames it on poor funding for planning and
executing development programme for staff.
The task of this research is to investigate the impact of manpower
development, how to effectively develop employees in order to bring about
increased efficiency in the organization.
1.3 OBJECTIVE OF THE STUDY
This research will focus on the following:
1. To determine the training and development needs of employees on
Anambra motor manufacturing company Limited (ANAMMCO).
2. To ascertain the category of employees that could benefit from the
programme and how often they benefit from the programme and
how often they benefit from the programme.
3. To identify the problem that hinders staff training and development
in the company.
4. To assess the performance of employees who have been
developed.
5. Make recommendations based on the findings of the study to
enable management of ANAMCO plan for a better, more effective
and less expensive training/development programme.
1.4 STATEMENT OF HYPOTHESIS
1. HO: Employees are developed on areas which is not relevant to their
job.
H1: Employees are developed on areas relevant to their job.
2. HO: Development of employee does not lead to increased
productivity.
H1: Training and development of employee lead to increased
productivity.
HO: Null hypothesis
H1: Alternate Hypothesis.
1.4 SIGNIFICANCE OF THE STUDY
The challenges the managers face in Nigeria today demand that
managers should no longer sit and watch but must act to ensure that the
wind of change does not blow away their organization. This study is aimed
at encouraging management to venture into training and development
programme. The study would help management to reduce and appreciate
the need for having a well trained workforce in order to achieve
organizational objectives. It would help to improve the efficiency of the
managerial employee and ensure their personal confidence on the job. The
research enhance the company’s interest and make the company to
intensify its effort in developing more of its staff.
1.5 LIMITATION OF THE STUDY
The study will be limited to the corporate policies and procedures on
development of personnel in Anambra Motor Manufacturing Company
Limited, Emene Enugu. The training and development needs techniques
and problems of the organizations are going to be investigated. This
limitation will help the researcher make valid recommendations. The study is
not devoid of some limitations.
These constraints are:
a. Time constraint
b. Finance and
c. Unco-operative attitude of the respondents.
However, all these notwithstanding, the researcher struggled to get all
the needed data for the project.
CHAPTER TWO
2.0 LITERATURE REVIEW
This chapter dealt with the review of related literatures.
Development is an area that has attracted the attention of so many
writers, hence there are so many definition as there are management
writers. Management development is a favourable change in the person that
permits him to function more effectively. The way the managers knows that
it has occurred is that the employee possesses new knowledge or
information and is able to apply old knowledge in a new way or has an
increased interest in applying what he knows. It can also be seen as any
attempt to improve current or future performance by imparting information,
conditioning attitudes or increasing skill. It is a process that ranges from
training employees in skills to assist them in broader areas of personal and
social adjustments in the interest of the individual as well as the
organization (Chruden, 1980: 80). Development represent the planned
opportunity that is provided for training, educating, directing and planning
experience, growth and training opportunity provided for those who perform
the management function.
Development deals with the activities undertaken to expose an
employee to perform additional duties and assume positions of importance
in the organizational hierarchy (Nwachukwu, C.C:1988 ). It is a function of
management aimed at helping employees to acquire the necessary
knowledge and skills to meet the organisation’s task required of them and
assume more complex responsibilities. It is a favourable change in a person
that enables him to function more effectively (Ayida, A. A.). It means
preparing an employee for a future, but well-defined job at a higher level.
Tokumboh, A. M. (1970), observed that manpower development is the
process by which an enterprise is made more effective, efficient and
profitable. It can also be seen as a process of intellectual growth achieved
through providing the means by which people could grow on their jobs.
Manpower development emphasizes the opportunity to learn and grow by
doing. (Mamoria, C. B.) defined it as not only those activities which improve
job performance but also those which bring about growth of the personally,
help individuals in the progress towards maturity and actualization of their
potential capacities so that they become not only good employees but better
men and women. It is intended to equip persons to earn promotion and
hold greater responsibility. It is the acquiring of skills, knowledge and the
know-how that may enable the employee perform given tasks in another
environment (Adeleke, A. 1983). In his own view, Humble, J. C. (1975)
asserts that development is concerned with the process of imparting
knowledge, skill and attitude through instruction, demonstration, practice
and experience to meet the present and future needs of the organization.
It is evident from the above submissions of these and other
management intellectuals, that manpower training and development is a
dynamic process designed to equip with the necessary knowledge and skills
required to enable them adapt to the ever changing environment.
The Development Process
Source: Mondy Wayne et al, Personnel
The Management of human resources
Determine
Development Need
Internal Environment
External Environment
Establish specific
objective
Select appropriate
media
Implement program
Evaluate Results
2.1 DISTINCTION BETWEEN TRAINING
AND DEVELOPMENT
Training helps an individual to learn how to carry out satisfactorily the
work required of him in his present job while development is preparing the
individual for a future job.
- Training is short term and is received by non-managers, while
development is of long-term and is received by managers.
- Training is a short-term process utilizing a systematic procedure by
which non-managerial personnel learn technical knowledge and
skills for a definite purpose while development is a long-term
educational process utilizing a systematic and organized procedure
by which managerial personnel learn conceptual and theoretical
knowledge for general purpose (Mamoria, C. B. Op Cit.).
- Training involves the skills of an employee in any organization
while development is a course of action designed to enable the
individual to realize his potential for growth in the organization. It
relates to the future rather than present jobs (Penny Hackett 1979:
114).
Training refers only to philosophical and theoretical educational concept.
(Mamoria, Op. Cit.). Training courses are typically designed for short term
stated set purpose, such as the operation of some pieces of machinery,
while development involves a broader education for a long-term purposes.
Training and development can be said to differ in four ways:
i. What is learned?
ii. Who is learned?
iii. Why such learning takes place and
iv. When learning occurs.
From the foregoing, it can be seen that training is concerned with the
teaching of specific skills for carrying out a definite assignment.
2.2 OBJECTIVE OF DEVELOPMENT PROGRAMME
There are many reasons why organizations engage in development
programme.
Development helps to increase productivity. Instructions can help
employees increase their present assignment. Increased human
performance often directly leads to increased operational productivity and
increased company profits. Increased performance and productivity,
because of development are most evident on the part of new employees
who are not yet fully aware of the most efficient and effective ways of
performing their jobs (Baum, B. H. 1970).
Development improves quality because better informed workers are
less likely to make operational mistakes. This may be in relationship to the
company’s product or service, or in reference to the intangible
organizational vacancies can more easily be staffed from these internal
sources if the company initiates and maintains an adequate instructional
programme for both its non-supervisory and managerial employees.
Development improves organizational climates. Increase moral may
be due to several factors, but one of the most important of these is the
state of an organizations education endeavour.
Development helps improve health and safety. Proper development
can help prevent industrial accidents. Managerial mental state would also
improve if supervisors know that they can better themselves through
company-designed development programmes. Development leads to
personal growth of the employees from their exposure to educational
experience. It gives the participants a wider awareness, an enlarge skill,
and enlightened altruistic philosophy and make enhanced personal growth
possible.
Development programmes foster the initiative and creativity of
employees and helps to prevent manpower obsolescence, which may be due
to old age, temperament or motivation, or the inability of a person to adapt
himself to technological change.
Fig 2.2
Factors Influencing Development Purposes of Development
Top management support
Commitment from specialists and
Generalists
Technological Advances
Organizational complexity
Behavioural science knowledge
Performance of other human
resource function
Improved production
Prevention of obsolescence
Preparation for higher level
tasks
Factors Influencing Development Programme
Source: Mondy Wayne et al, Personnel: The Management of Human Resources, 3rd Edition, pp. 258.
2.3 IMPORTANCE OF MANPOWER DEVELOPMENT IN NIGERIA
ECONOMIC DEVELOPMENT
The relevance of manpower development in Nigeria could be situated vis-à-
vis economic development. This is because manpower development
captures the actual meaning of development in that it is people centred
(World Bank 1991, Grawboski Shields, 1996). In addition, it involved the
building of capacity and harnessing the state’s human resource which
constitute a sine-qua-non for development.
The above advantage was vividly conceptualized by Harbison (1973)
when he stated that: Human resources constitute the ultimate basis for
wealth of nations, capital and natural resources are passive factors of
production, human beings are the active agents who accumulate capital,
exploit natural resources, build social, economic and political organizations
and carry forward national development. Clearly a country which is unable
to develop the skills and knowledge of its people and to utilize them
effectively in the national economy will be unable to develop anything else.
POLITICAL STABILITY
There is no doubt that a country which fails to adequately develop her
manpower would be doing so at the expense of her socio-economic and
political stability, Omodia (2004) stressed the dysfunctional use of the
nation’s human resource among the youth in propelling political instability
when he stated that:
There has been situation in which the Nigerian youth especially, those
of poor family background were used as tools for disrupting the political
democratic system through rigging, thuggery in addition to economic
mismanagement, personal ambition or selfishness among others, were the
factors that terminate the first and second republic.
Thus, the manpower development could help the youths in the
development of self and in improving the quality of their political
participation.
POVERTY ALLEVIATION
It has been argued that effective poverty alleviation scheme must
involve the development and utilization of local resource including human
for solving local problems (Robb, 2002, Omodia, 2005). Thus, manpower
development is central in solving the present problem of poverty in Nigeria.
2.4 DETERMINING DEVELOPMENT NEEDS
Many companies have substantial development budgets and large
training staff, which design, develop and market different programmes.
Nevertheless some companies do not get the result they seek. Since our
business organizations today operate in a complex and dynamic
environment which is in a constant state of change. It is therefore
necessary that the skills of employees be developed and total corporate
planning improved in order to meet due constant challenges of the
environment. Three levels of analyzing training needs are:
a) Organisational level of analyst
b) Operational level of analysis and
c) Personal level of analyst.
In organizational analysis, the manager looks at the strategic plans and
objectives, success and failure of the organizations, in order to determine
whether training/development is needed or not.
The next level is operational analysis. Here the manager uses job
description and specification along with observation of job performance to
determine training and development needs.
Personal analysis requires the manager to measure the work
performance of the individual against the set standards. There are many
situations in the workplace which points to need ot development. They
include:
i. Lack of interest
ii. Negative attitude to work
iii. Low productivity
iv. Excess absenteeism
v. Excess complaints
vi. Low quality output
vii. High incidence of accidents and
viii. Insubordination
Before a development programme is installed the development needs of
the organization should be assessed to determine:
i. The jobs for the planned development.
ii. The number of people who need to be involved in the development
programme
iii. The standard of development required.
iv. The cost of running the development programme.
Based on the organizational objectives, the company can determine its
other manpower needs by taking inventory of the manpower at the present
and finding out the skills required to achieve pre-determined goals.
2.5 STEPS IN DESIGNING DEVELOPMENT PROGRAMMES
The steps taken in designing an adequate and effective development
programme are:
i. Analyzing Organisational Needs: Her the job is adequately
analysed and this involve both description and specification.
ii. Present manpower performance Appraisal: This helps to
identify areas that needs development most.
iii. Inventory of present personnel: Here data examined include
age, length of service, education, work experience, previous
development programmes completed, health records and
performance appraisal. An adequate analysis of the above data will
help in selecting individuals possessing a desired kind of
background.
iv. Establishment of the Programme: Having acquired the
necessary information about the individuals and considering the
organisation’s objectives and goals, the programme is then
established.
v. Evaluation of the Programme to See: Whether the results of the
programme is worth the money spent on it.
vi. Whether improvement could be made in development procedures
for greater returns on the money invested in the program.
vii. Whether investing in the program yields more than proportionate
returns than would have been the case if the money is invested in
some other activity.
2.6 EVALUATING THE PROGRAMME
After establishing the program, it must be evaluated to see if it met
with organizational needs. There must exist organizational standards or
criteria by which the effectiveness of the programme is measured. The
standards can be administrative or technical, simple or complex. They can
be in form of norms or ratios based on past experience or they can be
established by more precious methods such as testing or extracting
measures.
Development evaluation can be defined as that aspect of management
control, a systematic means of assessing the extent to which a development
plans have been attained. It involves the establishment of standards,
measurement of some sort, identification and analysis of shortfalls and
deficiencies, selection and execution of remedial actions and follow up to
ensure that correction has occurred (Tracy, W. R. 1997).
Some of the methods used in evaluating manpower development
programmes include:
i. Measuring group performance after the program: This can termed
post training evaluation. Trainees are tested after development
and if they are now found to be effective and efficient in carrying
out the jobs, the program is adjudged successful. But if the
contrary is the case, the program has failed.
ii. Soliciting information about the effectiveness of the program from
participants. This could be gotten either by oral interview, testing
or administering questionnaires on trainees.
iii. Measuring the development group before and after due program
and this can be termed before after comparison. This involves the
use of a single training group with standard measures being
obtained before and after training. In this design, one compares
pre-trained and post training criteria scores.
iv. Measuring the group both before and after development and
applying an identical measurement process to control group that
has been selected as an equivalent to the training group in all
things except the development experience. This is the best method
of evaluating development programmes.
2.7 TRAINING AND DEVELOPMENT METHODS
The form and types of manpower development techniques are
interrelated. They are numerous and varied. Some are useful for specific
groups of management and employees, others are helpful for dealing which
specific subject matter. Most techniques however, have a variety of uses.
Therefore, in selecting a method some factors have to be taken into
consideration. This factors include cost, available time, number of
employees to be developed, department of knowledge required and so on.
The major techniques to manpower development can be divided into two
groups:
a. Individual approaches and group approaches.
b. Group approaches.
The techniques under the individual approach are:
i. On-th-job training
ii. Coaching
iii. Job rotation.
While those under the groups approach are:
i. Role playing
ii. Guided discussion
iii. Case study
iv. Business game
v. Sensitivity training
vi. Vestibule training
vii. Simulation
CLASSIFICATION OF DEVELOPMENT METHODS
Sources: Mamoria, C. B. Personnel Management Himalaya Publishing House
(BOMVAY, 1992)
On-the-job
Vestibule
Apprenticeship
Stimulation
Demonstration
Classroom
method Other
method
Lectures
Conference
Case Study
Role Playing Programmed
Instruction
ON-THE-JOB TRAINING
The most common, the most widely used and accepted, and the most
necessary method of developing employees in the essential skill acceptable
for job performance (Tracy Williams, 1971).
This method is organized to acquire knowledge and skills to perform a
job using the actual empowerment and materials required by the job. It is
suited for teaching relatively simple production or clerical operations to new
employees. It is also used when job methods are significantly changed or
when an employee is transferred to a different job. Properly planned on-the-
job training brakes the work to be performed into logical and easily
understood units and blends explanation and demonstration by qualified
instructors with opportunities for the learner to practice according to
approved method.
COACHING
This is the most direct and effective way for a person to influence the
behaviour of another. Coaching represents a continuing learning experience
in which the individual is given opportunity to inform, is informed of the
results he is expected to accomplish and is counseled on the results he
actually achieved. Frequently, the individual being coached is exposed to a
series of planned experience to accelerate his development. He may be
given a special assignment, perhaps as a member of a committee or task
force, he may fill in for the boss or be delegated part of his responsibility,
his job may be enlarged, or he may be systematically related through a
series of jobs.
Coaching is an effective development technique at all levels of an
organization. It occurs most often and naturally in the superior subordinate
relationship.
JOB ROTATION
The major objective of position rotation development is to help in
broadening the background of the trainee in the business. Rotation involves
temporarily assigning the employee to function in a position other than his
own. The advantages of job rotation as a training technique thus:
i. It provides a general background and thus an organization point of
view;
ii. It encourages inter departmental co-operation.
iii. Fresh view points are periodically introduced to the various units.
iv. It promotes organizational flexibility through generating flexible
human resources.
v. Comparative performance appraisal can be accomplished more
objectively
vi. It acquires all the advantages of on-the-job coaching in each
situation.
LECTURE
This is one of the most widely used training techniques. It is however,
usually used to supplement other training techniques such as sensitivity
development or role-playing. Its major advantage is its economy.
ROLE PLAYING
Role-playing involves acting out solutions involving two or more persons,
for example superior and subordinate. It places the participants in
simulated circumstances and under stress. They tend to act as they
would in reality. As which other types of simulation (Business game, in-
basket and soon) learning occurs during the analysis and discussions that
place in the critique session.
CONFERENCE METHOD
This technique focuses on the principle of active trainee participation to
enhance training.
GUIDED DISCUSSION
This technique like the lecture method is a leader centred approach to
training and problem solving. It is a technique which directly focuses
attention on the topic at hand. It permits the group leader greater
opportunity to get reaction to an idea than does the lecturer method. In
the guided discussion technique the leader presents an idea to the group
and encourages them to discuss it, but makes it clear to the group that
he reserves the right to make the ultimate or final decision.
CASE STUDY TECHNIQUE
This technique is most commonly used in business and law schools.
Here, the trainees are presented with a written case that describes a
concrete organizational problems and asked to study it privately and to
outline the solutions. He then meets in a small group with other trainees
and as a group they discuss the adequacy of some of all the proposed
solutions and try to identify the principle involved. This technique is
designed to help in promoting the ability of the trainee in discovery
underlying principles. There is no single solution to most cases. Thus,
the trainee is encouraged to develop flexibility in his approach to
organizational problems. Rather than seeking out a single answer, he is
faced with the task of selecting out appropriate and useful questions that
may suggest several alternative solution.
BUSINESS GAMES
This technique is mainly used for teaching decision making skills. It is
built on models that is supported to represent the complex interrelations
of economics and other factors in business. The models are formed into
equations or tables that are used by the instructor to evaluation the
effects of student’s decisions. The computational tasks is performed by
computers that have been programmed with the equations.
A trainee in business games makes decisions which are fed into the
model. They receive feedback about the results of their decisions, which
is used as the basis of another set of decision. Through this interactive
process the trainee develops a fact for the realities of business and are
able to increase the effectiveness of their decisions.
ORIENTATION
This method of manpower development could be said to be an integral
part of the recruitment exercise in that once an employee has been found
appointable, it is expected that such an employee need to be positively
oriented in line with the vision and aspiration of the organisation for
effective discharge of function. And since employee function in an
organisation is basically affected by this perception of the organisation vis-
à-vis the rules and principles that exist in the organisation. It therefore
follow that an employee undergoes formal and informal orientation in the
place of work. While the formal orientation focuses on the job specification
and occupational demand placed on the employee, the informal orientation
involve the social interaction that take place in the place of work which
earlier boost productivity or be detrimental to it (Kootz et al, 1980).
Orientation therefore, as a method of manpower development is quite
indispensable because it helps in boosting the productivity of workers which
is needed for competing in the global market of the 21st century.
SENSITIVITY DEVELOPMENT
Sensitivity development also called T-group is a technique directed
towards attitude and the development of interpersonal skills and self
awareness. Sensitivity training attempts to make trainees more willing and
able to communicate their feelings to others. The goals of sensitivity are:
i. Increase tolerance for individual differences.
ii. Greater concern for others.
iii. Increased openness with others
iv. Less ethnic prejudices
v. Understanding group processes
vi. Enhanced listening skills and
vii. Increased trust and support
The general goal of the technique is to open up the organisation
through increased managed sensitivity and trust, as well as increased
respect for the contribution of others, whether subordinates, peers or
superiors.
VESTIBULE DEVELOPMENT PROGRAMME
Vestibule development technique are used so as to pay more attention
to trainees need and to employ instructors who are specialists and the
school may be set up in an area of the production line. Equipment and
materials are similar to those used in production. Vestibule programmes
may last a few days or several months depending on the complexity of the
job to be learned.
It has the obvious advantage of minimizing transfer problems;
furthermore, it permits the instructor to arrange other ideal and of learning
conditions such as immediate reinforcement, accurate feedback of
knowledge and results, ample opportunity for practice and repetition and a
learning sequence progressively arranged in order of difficulty. Its major
disadvantage is the high cost of providing duplicate equipment that is used
solely for development purposes.
WORKSHOPS, SEMINARS AND CONFERENCES
There are effective methods of development. Various institutions
organize workshops/seminars aimed at inculcating specific skills to the
public. Experts present papers and discussions centred around them in such
conferences. New techniques and concepts are examined and participants
are encouraged to ask questions and express their view.
APPRENTICESHIP METHOD
This method of manpower development involves the acquisition of skill
through extensive practice for over a period of time by the trainee. This type
of manpower development device could either be formal or informal. In the
informal environments the trainee is attached to the trainer, and he/she is
expected to pay for an agreed period of apprenticeship. In the formal
environment on the other hand, an employee of an organisation could be
placed under apprenticeship in the organisation with pay.
2.8 CONSTRAINTS TO EFFECTIVE TRAINING AND
DEVELOPMENT
Development is one of the many tools competing for the attention of
management. It is a tool whose direct relationship to achievement of
organizational goals is difficult to establish. The cost of ineffective
development procedures is rarely separated from the multitude of other
costs in producing goods and services.
Individuals concerned with achieving the major goals of an
organisation are concerned with training only as one of the many means by
which they can use for obtaining the desired outcome of organizational
activities. When management accepts training and development as a
necessity, responsibility is shifted to someone else, usually a staff
department. The growth of development departments in Nigeria’s business
and industries has been considerable in past decades. Usually, the function
of these departments has not been clearly defined nor has its place in the
industrial hierarchy been made clear to managers and supervisors. The
fault originated mostly, from managers who believed they have fulfilled their
development obligations to their company.
2.9 HINDRANCES TO EFFECTIVE UTILIZATION OF TRAINED
MANPOWER
An employee is not efficiently utilized if the employment does not offer
him any challenge to imagination and ingenuity or does not demand the
skills which was acquired during training (Nwachukwu, C. C. 1980). No
single factor can be said to be responsible for the how productivity of
workers in Nigeria. Consequently, many reason have been advanced
ranging job misplacement to nepotism, satism and service to workers.
Job Misplacement:
A large number of trained Nigerian worker are not employed. Where
they are qualified or where their academic preparation has a direct bearing
with the type of job they perform and thus does not make professionalism.
Pattern of Recruitment:
The recruitment pattern in this country today shows that many people
in management positions have within the set-up, recruited their immediate
relations, even where they are not qualified. It is likely that discipline
cannot be enforced in such organisation.
Condition of Service:
The condition of service under which one employee finds himself,
influences productivity to an appreciable level. If he is not satisfied with the
conditions and fringe benefit, his stay in the establishment will probably be
short, service condition here includes salary, promotion and fringe benefits
such as car, basic allowances, advances, housing and medical scheme.
2.10 CONTRIBUTIONS OF EFFICIENT DEVELOPMENT
Efficient development procedures should contribute to the
achievement of organizational goals in the following ways:
i) Reduction of overhead and labour costs by reducing the amount of
time required to perform operations involved in production of goods and
services by reducing the time required to bring the inexperienced employee
to an acceptable level of job proficiency.
ii) Reducing the cost of managing personnel activities as reflected in
absenteeism, accidents, grievances and complaint.
iii) Reducing the general overall cost of administration for conducting a
business by creating a psychological climate which orient the activities of
each employee toward the achievement of the company’s goals.
2.11 OPTIONS FOR EFFECTIVE MANPOWER DEVELOPMENT
The options for effective manpower development in Nigeria could be
viewed from two perspectives:
1. The options of an enhanced regulatory capability on the part of
government for effective enforcement of manpower policies. This is quite
indispensable based on the need to ensure quality manpower development
irrespective of sex, class, ethnic affliction to mention a few. This point could
best be appreciated considering the liberal nature of most government
policies which tend to snowball into elitist benefit in terms of policy
outcome.
2. The need for government to be persuasive in making organizations
embraces well designed policies at improving the development of manpower
in Nigeria. This could be done with internally, organisation be made to see
reasons why a careful manpower development plan should form part of their
plans and objectives for the financial year. As a matter of fact, the success
of organizations should not only be measured in terms of the magnitude of
profit through the adoption of outdated personnel administration technique,
but basically on the contribution of the organisation in enlarging the
confidence of its workers through manpower development.
2.1.2 PROBLEMS OF MANPOWER DEVELOPMENT IN NIGERIA
Some of the problems of manpower development in Nigeria are:
i) Colonial Experience:
There have been several arguments regarding the distortions in manpower
development of national growth in Nigeria as a result of colonialism which
was fashioned towards economic explanation (Ekpo 1989: Ake, 2001,
Dauda, 2003). It could be recalled that the advent of colonialism led to the
integration of the Nigerian economy into the world capitalist system thereby
placing minimum premium on labour when compared to other factors of
production. Thus, poor performance of indigenous labour by the colonial
government no doubt has persisted in the post colonial Nigerian state. As a
result, this problem account for the lack of adequate attention given to
labour as a critical part of the production process in Nigeria.
ii) Poor Political Leadership:
Closely related to the problem of colonial experience as a problem of
manpower development in Nigeria is poor political leadership which is
further deepening the problem of manpower development in Nigeria. This
factor has manifested itself in poor funding of education over the years,
disparity or class in manpower development between children of the rich
and the poor.
iii) Poor Manpower Planning:
This problem is associated with the poor data base that is needed for
manpower planning in Nigerian both in the rural and urban centres. This
problem no doubt constitute a major hindrance of effective manpower
development in Nigeria. (Oku 2003).
2.13 EVOLUTION OF DEVELOPMENT PROGRAMME IN NIGERIA
Executive development evolved because of growing complexity and
sophistication of industries which makes for increasing demand on
management and one of its greatest challenges was to increase the quality
of its management at all levels. Executive development was mainly limited
to supervisors before the second world war. Top and middle managers saw
no need for them to undergo development. But after the second World War
especially in the 50s many firms realized that such development can be
extended to higher level managers, to enable them cope with increasing
responsibilities posed on them by their firm’s rapid expansion and growth as
well as face the shortage of managerial talents that was threatening their
existence.
In Nigeria, Leadership role in the industries and government did not
come to the indigenes until her independence in 1960 (Ubeku, A. K).
Management positions were only expedited when independence closed.
After independence Nigerians took bold steps to Nigerianize her public
sector and some private establishments. This left the nation’s government
and economy in the hands of Nigerians. The problems emanating from this
is that of management and this problem is still rearing its ugly head with us
today. Many institutions, companies and corporations are folding up because
the quality of those managing them are poor and their sincerity is
questionable.
The insufficiency of managerial manpower as well as their poor quality
after independence were the force behind the establishment of Schools of
Business Administration in some Nigerian Universities, Polytechnic and
management training institutions. The establishment of those institutions is
aimed at helping the nation in her efforts to train and develop its human
resources to meet up with the growing trend in industries and management
standards throughout the world.
Government interest in management education and development did
not start until 1964 when the National Manpower Board was set up by the
Federal Government drew her attention to:
- The low quality of management at all levels as one of the major
constraints in raising productivity.
- The need for effective co-ordination to avoid unnecessary
duplication of efforts in management development in the country.
- The need to ensure that development programmes reflects in
frequency level, and type, the needs of the economy.
In 1969, the International Labour Organisation (ILO) also emphasizes the
inadequacy of management development and training programmes in
Nigeria.
Following thus, a Nigerian Council for Management Education and
Training (NCMET) was established and charged with all activities concerning
programmes of management education and development whose operating
wing is the Centre for Management Development (CMD) and the Industrial
Training Fund (ITF).
NCMET was established by the Federal Military Government in
January, 1972 and it was composed of 22 members representing both the
public and private sectors, educational and development institutions. Its
terms of reference are as follows:
- To formulate and execute policy on management education,
training and development at the pre-employment levels in the
classroom and on-the-job;
- Co-ordinate and obtain agreement concerning programmes of
management education and development, including their subject,
location, standard, capacity, frequency, duration, type and cost.
- Maintain an up-to-date register of all available programmes and
ensure adequate publicity and utilization of those programmes.
- Provide a means of exchanging relevant information and ideas on
trends in management education and development to ensure that
government fully understands the problems of management in
Nigeria.
- Initiates or sponsor management programmes and activities
especially in those areas not adequately covered.
- Acts as governing council for management development.
2.14 CENTRE FOR MANAGEMENT OF DEVELOPMENT
CMD, the operational arms of 1973; it maintains link with the other
agencies, institutions and associations concerned with the development of
managerial resources, in addition to the Administrative Staff College of
Nigeria and institutions and faculties of Administration of various Nigerian
Universities. As an operation arms of NCMET, it translates the policies of the
council into action.
THE INDUSTRIAL TRAINING FUND (ITF):
The Nigerian Industrial Training Fund was set up under Decrees No.
47 of 1972. Its aim is to promote and encourage the acquisition of skills in
industry and commerce with a view to generating a pool of indigenous
developed manpower sufficient to meet the needs of the economy.
THE ADMINISTRATIVE STAFF COLLEGE OF NIGERIA (ASCON)
In 1969, the Federal Government approved in principle the need to
establish an Administrative Staff College. This was to serve as a model
institute in the training and development of civil servants. It represents a
significant aspect of Nigerian’s government commitment to enhancing
managerial development in the public sector.
Since its inception, it has organized seminars and various courses in
Nigeria, particularly on management by objective and human resource
development.
CHAPTER THREE
RESEARCH METHOD
This chapter presents the procedures adopted by the researcher in
collecting data for the study. It involved both primary and secondary.
3.1 SOURCES OF DATA
In carrying out the study, both primary and secondary data were
used. The primary sources include structured personal interview and
questionnaire, while secondary sources include published and unpublished
materials.
3.2 PRIMARY DATA
Two instruments were used in collecting primary data for this
research questionnaire and interview. This source was employed to a great
extent, the researcher thus relied greatly on this source for the analysis of
data, making recommendations and drawing of conclusion.
3.3 SECONDARY DATA
Data were drawn from existing literatures and books, both published
and unpublished. The sources include books on personnel management,
Journals and newspaper.
3.4 SAMPLE SIZE
Questionnaires were administered randomly on 60 personnel. As
usual in a study of this type, questionnaires administered were not
accurately responded to.
3.5 METHOD OF INVESTIGATION
Questionnaires were administered on the employees. Multiple
choice questions were preferred since it was the opinion of the researcher
that consistency of reactions of respondents could be maintained through
this method. However, open ended questions were used in some cases for
further clarifications and to solicit for more information from employees.
The questionnaires were administered personally and the resulting
responses were analysed making use of tables. Specimen of the
questionnaire and interview guide are included as appendix A, at the end of
this research paper for reference purposes.
3.6 LIMITATION OF STUDY
In carrying out the study some problems were encountered which
included the depth of the study to some extent:
- Lack of finance to carry out the finest detail of all the elements that
pertain to the study as it was financed from personal sources.
- The study was affected by time factor which no one has control of.
A research of this magnitude requires sufficient time in order to
allow for extensive and detailed investigation.
- Lack of statistical data because so many information sought for
were either unavailable or were available belongs to the classified
matters which cannot be divulged to the public.
Nevertheless, a good attempt was made to reduce to the barest
minimum the impact of the above factors which makes the study very
relevant, useful and reliable.
CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA
Having outlined the various method used in conducting this research,
the purpose of this chapter is to describe the presentation and analysis of
data collected through questionnaires distribution.
A total of 66 copies of the questionnaires were administered to both
junior and senior staff . Out of the 66 copies 60 were completed and
returned.
4.1 TABLE 4.1
AGE DISTRIBUTION OF THE RESPONDENTS IN ANAMMCO
AGE GROUP NO. OF RESPONSES PERCENTAGE
20-30 13 21-7
31-40 17 28.3
41 and above 30 50.0
Total 60 100
Table 4.1 above indicates that 21.7% are between 20-30 years, 28.3% are
between 31 and 40 years while 50% are in the range of 41 years and
above.
4.2 PARTICIPATION IN TRAINING AND DEVELOPMENT
RESPONDENTS OPINION NO. OF RESPONSES PERCENTAGE
Yes 60 100
No 0 0
Total 600 100
The table 4.2 above shows that every staff in ANAMCCO at one point
in time has been exposed to training and development programme.
4.2 TABLE
THE TYPE OF TRAINING AND DEVELOPMENT UNDERTAKEN
RESPONDENTS OPINION NO. OF RESPONSES PERCENTAGE
On –the-job training 34 56.7
Off –the-job training 26 43.3
Total 60 100
The responses received indicates that majority of the training
undertaken are on-the-job training. This is so because most of the
operatives, foremen and supervisors are usually given on-the-plant training
while managers, specialists and deputy managers combine off-the-job
training with lecture and seminars.
4.4 TABLE 4.4.
REASONS FOR UNDERGOING TRAINING :
RESPONDENTS NO. OF RESPONSES PERCENTAGE
To increase skills - -
To improve performance - -
For promotion - -
All of the above 60 100
Total 60 100
Table 4.4 shows that all the respondents stated that training is necessary
for workers to increase their skills, improve their performance, modify their
attitude towards work and fellow workers, enhance their position in the
organizations hierarchy which enables them fit into the job.
4.5 TABLE
TRAINING INCREASES THE SKILLS AND PERFORMANCE
RESPONDENTS OPINION NO. OF RESPONSES PERCENTAGE
Yes 58 96.7
No 2 3.3
Total 60 100
Table 4.5 shows that 58 (96.7%) of the respondents agreed that training
and development programme of the organization have improved their skills
and performance while 2(3.3%.) states that they do not know.
4.6 TABLE
RELEVANCE OF TRAINING
RESPONDENTS OPINION NO. OF RESPONSES PERCENTAGE
Yes 55 91.7
No 5 8.3
No Comment 60 100
Total 60 100
It is clear from the above (table 4.6) that 55 (91.7%) of the respondents
agreed that the management of ANAMMCO sent them on training relating to
their jobs while 8.3% had no comment.
4.7 TABLE
ACHIEVEMENT OF THE ORGANISATIONS GROWTH TARGET
RESPONDENTS OPINION NO. OF RESPONSES PERCENTAGE
Yes 59 100
No 1 -
Total 60 100
According to table 4.7, all the respondents, except one, accepted that
manpower training and development programme help in the achievement of
the organizations growth target and also leads to higher productivity.
4.8 TABLE
HIGHER POSITION AFTER TRAINING
RESPONDENTS OPINION NO. OF RESPONSES PERCENTAGE
Yes 35 58.3
No 9 15.0
No comment 16 26.7
Total 60 100
35 (58.3%) of the respondents agreed that training helps employees
to attain higher position; 9 (15.0%) stated a contrary view while 16
(26.7%) had no comment.
This indicates that one of the criteria for promotion is acquiring further
skills and this usually improves the performance of the employees.
4.9 PROBLEMS FACED AFTER TRAINING
RESPONDENTS OPINION NO. OF RESPONSES PERCENTAGE
Not promoted 24 40.0
Job misplacement 4 6.7
No reply 32 53.3
Total 60 100
Table 4.9 above shows that majority 32(53.3%) of the respondents did not
reply. We can still deduce from the number of responses that the major
problem faced by trainees after training are lack of promotion and job
misplacement.
4.10 TABLE
TECHNIQUE OF TRAINING EVALUATION
RESPONDENTS OPINION NO. OF RESPONSES PERCENTAGE
Use of questionnaire - -
Through examination 60 100
Oral Interview - -
Total 60 100
Table 4.10 above shows that training evaluation in ANAMMCO is done
through examination.
TABLE 4.11
MAJOR DEFICIENCIES IN THE TRAINING AND DEVELOPMENT
PROGRAMME
RESPONDENTS OPINION NO. OF RESPONSES PERCENTAGE
Time set for training is too
short
30 50.0
Too much theories during
training
10 16.7
Lack the ability to impact
knowledge
20 33.3
Total 60 100
Table 4.11 indicates that 30(50.0%) of the respondents are of the
opinion that time set aside for training is too short, 10(16.7%) are of the
opinion that the training devotes too much attention on theory rather than
on the practical aspect while 33.3% had to opinion.
4.1.2 TABLE
CATEGORY OF EMPLOYEES THAT UNDERGO TRAINING
RESPONDENTS OPINION NO. OF RESPONSES PERCENTAGE
New employees only 5 8.3
Old employees 55 91.7
Both 60 100
Table 4.12 shows that 91.7% of the respondents agreed that both
new and old employees undergo training while 5(8.3%) are of the opinion
that only new employees undergo training
TEST OF HYPOTHESIS
For the purpose of this research work the researcher used the chi
square technique to test the hypotheses for mulated. The data already
present and analysed will be used in testing those hypothesis.
The hypothesis will be tested using (5%) level of significance. The
following formular; ie x 2 will be employed:-
X2 = € (oi – ei)
d f = (R-1) (c-1)
Where
oi - observed frequency
ei - expected frequency
At 5% level of significance and degree of freedom (2), the critical value of x2
= 5.99
DECISION RULE:
If the computed value of x2 is greater than its critical value we reject
the null hypothesis and accept the alternate hypothesis. But if the
computed value is less than its critical value, we reject the alternative
hypothesis and accept the null hypothesis.
TEST OF HYPOTHESIS I
Ho: Employees are sent on training which is not relevant to their job.
Hi: Employees are sent on training, which is relevant to their jobs.
To this hypothesis, information in table 4.6 is used.
4.13 TABLE
Pattern of
Response
Oi €i Oi- ei (oi-ei)2 (oi-ei)2/ei
Yes 91.7 33.33 58.37 3407.06 102.22
No 0 33.33 -33.33 1110.89 33.33
No
comment
8.3 33.33 -25.03 626.50 18.79
Total 100 0.01 110.49
Oi = 55, ei = 60
X2 = (55-60)2 = (- 1)2 60 60
= 25 = 0.42 60
Since x2 = 0.42 is less than its critical value (5.99) accept Ho.
TEST OF HYPOTHESIS 2
Ho : Training and development of employees does not lead to increased
productivity.
H1: Training and development of employees leads to increased productivity.
Form table 4.7, we can deduce that:
Oi = 60, ei = 60
X2 = (59 – 60)2 = (-1)2 = 0.017 60 60
Since x2 = 0.017 < 5.99, accept Ho
CONCLUSIONS
1. Employees are sent on training, which is relevant to their jobs.
2. Training and development of employees leads to higher productivity.
CHAPTER FIVE
SUMMARY OF FINDINGS, RECOMMENDATIONS AND CONCLUSION
INTRODUCTION:
The final chapter is a highlight of the findings of the study. Moreover,
recommendations for possible improvements will be given.
5.1 SUMMARY OF FINDINGS
From the data presented in the questionnaire and questions asked,
the following findings were made:
1) ANAMMCO provides training and development programmes for both
new and old employees which includes:
a) Supervisory management courses
b) automobile mechanic courses
c) auto electrician courses; and
d) maintenance management course.
2) Each of the staff of the company has at a point in time under went a
training and development programme.
3) There are different methods of training adopted by the company, also
the technique adopted were effective.
4) Training and development of employees leads to increased
productivity.
5) Training programmes are necessary because it increased skills,
improves performance and enhances workers position in the organization.
6) Training and development programmes helps in the achievement of
organizations growth target.
7) The workforce will be motivated more by given rewards like promotion
and incentives after successful completion of training.
8) The problems encountered in the training programmes include:
inadequate funds, lack of devotion and dedication and problem of selection
of trainees.
5.2 RECOMMENDATION
The research recommends that management should address the problem of
shortage of time spent during training and development programmes. Every
training programme should not be less than a month, if anything meaningful
would be achieved.
Employees should be educated on the need and advantages of training
and also on the trends of training programmes generally. This is important
because some of the workers are ignorant of what training is all about.
5.3 CONCLUSION
From the findings of this study, one can say that training and
development is necessary for any organisation that wants to survive.
Anambra Motor manufacturing Company Limited organizes training
and development programmes for all their staff. In addition to the
contribution to the overall efficiency in the company generally, training and
development is of high significance in the professional lives of recipients as
they would later show in their attitudes and growth.
Therefore, every organisation should see development as its
responsibility because the organisation stands to gain from it as it increases
its productivity and helps to achieve the organizations growth targets.
REFERENCES
BOOKS
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Calabar Press, pp. 11 – 20.
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Limited.
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for National Development in Nigeria. Calabar, University of Calabar Press pp. 143
– 154.
Chruden H. J. Personnel Management: The Utility of Human Resources. (Ohio South-
Western Pub. Co. 3rd
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Grabovoski R. Shields in 1996 Development Economics, USA: Blackwell Publishers
Incorporation.
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Tokumboh, A. M. (1970) Management Development in Nigeria: A Challenge of
Industrialization (Ibadan: Oxford University Press, 1970).
Mamoria C. B. (1992) Personnel Management. (Bombay: Himalaya Pub. House).
Grabowski R Shetts (1996) Development Economics USA: Blackwell Publishers
Incorporation.
Harbison F. Human Resources as the wealth of the Nations. New York: Oxford
University.
Koontz H. O. Donnel C. Weihrich H. Management Japan: McGraw Hill Publishing
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JOURNALS
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NEWSPAPER
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APPENDIX A
INTERVIEW GUIDE
1. How do you identify your training needs?
2. Who nominates trainees for training and what criterion is used
for nomination?
3. What methods of training do your organization use in training
employees and which method is most often used?
4. How do you measure the effectiveness of your training
programmes?
5. Is promotion increase in salary based on successful
completion of training?
6. At what stage do you evaluate the appropriateness of the
course content?
7. How do you assess your trainees.
8. Are trainees made aware of the objectives of the training
programme? How?
9. What is the attitude of your management towards training?
10. What are the priority areas of operational and general
management?
11. What are your training policies?
12. What resources are available for training in your organization?
13. How adequate are the training facilities in your organization?
14. What are the problems encountered in the course of executing
your training programmes?
QUESTIONNAIRE
INSTRUCTION
Please fill blank/spaces and tick ( ) where necessary.
1. Sex: (a) Male (b) Female
2. Age group
a) 20 – 30 years
b) 31 – 40
c) 41 and above
3. What is your position in the company?
a) Manager b) Supervisor c) Foreman
d) Operative
4. Is employee training and development part of your company’s human
resource management policy?
a) Yes b) No
5) What types of training and development programme(s) is/are used by
your organisation?
a) On-the-job training
b) off-the-job training
c) Both methods
d) Others, specify
6) Why in your own view, does the company undertake such training
programmes?
a) To increase the skills of the workers
b) For promotion
c) To improve employees performance
d) All of the above
7. Have you benefited from the company’s development and training
programme?
a) Yes b) No
8. Which of the following category are your training and development
programmes being targeted at?
a) New employees only
b) Old employee only
c) Both new/old employees
9. How often does your company embrace on development programme?
a) Always
b) Sometimes
c) Rarely
10. Do you think that training and development you attended relate to the
job you are doing?
a) Yes b) No c) No comment
11. What are the techniques used by your company to evaluate training
and development programme?
a) Questionnaire
b) Examination
c) Oral interview
12. Does training and development increase productivity?
a) Yes b) No
13. Do you think the amount spent on training and development is
justified?
a) Yes b) No
14. What are the deficiencies in the training methods or techniques?
15. Training and development aids the employees to attain higher
positions in the organisation?
a) True
b) False
16. Manpower training and development helps in the achievement of
organisation’s growth.
a) Yes b) No
17. What problems do you think are encountered during training and
development programmes?
a) The problem of selecting the appropriate trainee
b) Lack of devotion and dedication on part of trainers
c) Lack of devotion and dedication on the past of trainees
d) The problem of finance
e) All of the above
