IGWE JACINTA CHINELO - University of Nigeria, Nsukka JACINTA CHINELO.pdf · IGWE JACINTA CHINELO PG/MSC/09/51522 ... which aided the writing and completion of work. It is indeed only

MANPOWER TRAINING AND DEVELOPMENT IN NIGERIA

PUBLIC ENTERPRISES: THE CASE STUDY OF ANAMBRA MOTOR

MANUFACTURING COMPANY LTD (ANAMCO)

BY

IGWE JACINTA CHINELO

PG/MSC/09/51522

DEPARTMENT OF PUBLIC ADMINISTRATION AND

LOCAL GOVERNMENT

UNIVERSITY OF NIGERIA NSUKKA

AUGUST, 2011.

2

MANPOWER TRAINING AND DEVELOPMENT IN NIGERIA PUBLIC

ENTERPRISES: THE CASE STUDY OF ANAMBRA MOTOR

MANUFACTURING COMPANY LTD (ANAMCO)

A

RESEARCH PROJECT

BY

IGWE JACINTA CHINELO

PG/MSC/09/51522

DEPARTMENT OF PUBLIC ADMINISTRATION AND

LOCAL GOVERNMENT

UNIVERSITY OF NIGERIA NSUKKA

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE

AWARD OF MASTER OF SCIENCE ( MSc) DEGREE IN PUBLIC

ADMINISTRATION WITH SPECIALIZATION ON HUMAN

RESOURCES MANAGEMENT

AUGUST, 2011

3

APPROVAL PAGE

This research project has been approved for the Department of Public

Administration and local government, University of Nigeria, Nsukka.

BY

………………………… …………………………..

DR MRS A. O. UZUEGBUNAM PROF. FAB. O. ONAH

SUPERVISOR H.O.D

DATE………………… DATE……………………..

……………………… ……………………………

PROF. E.C EZEANI EXTERNAL EXAMINER

DEAN OF FACULTY

DATE………………….. DATE……………………

4

CERTIFICATION

I, Igwe Jacinta Chinelo, a postgraduate student in the department of

Public Administration and Local Government, with the Reg. No.

PG/MSC/09/51522 has satisfactorily completed the requirements for the course

and research work for the degree of Master of Science (M.Sc) in Public

Administration.

The work embodied in this thesis is original and has not been submitted

in part or full for any other diploma of this university or any other university.

…………………….

Igwe Jacinta Chinelo

Date………………….

5

DEDICATION

This work is dedicated to Almighty God and to all the Lecturers in the

Department of Public Administration and Local Government, University of

Nigeria, Nsukka.

6

ACKNOWLEDGEMENT

My immeasurable gratitude is unto God who jealously saw me through the

completion of this work. I also wish to express my thanks to my motherly, kind

and loving supervisor, Dr, (Mrs). A. O Uzuegbunam for her constructive

criticism, careful scrutiny and her encouragement throughout the duration of

this work.

Really, I am indebted to Obinna for his wonderful assistance. Also, my special

thanks goes to the Head of Department, Prof. Fab. O. Onah, Prof F. C. Okoli

and my lecturers are highly appreciated for the knowledge they impacted on me

which aided the writing and completion of work. It is indeed only God that can

perfectly reward these people on my behalf.

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TABLE OF CONTENTS

8

Abstract

This study was aimed at discovering how staff training and development

enhance organizational effectiveness. The study also aimed at finding out how

training needs are determined in Anambara Motor Manufacturing Company. It

also tried to examine the various training programmes provided in ANAMCO

and tried to investigate the impact of Staff Training and Development on

productivity rate in ANAMCO. The study started with an introduction, which

occupied the first chapter. It explored the background of the study, statement of

the problem, objectives, significance, scope and limitations of the study.

Chapter two embodied the literature review which had its sub themes as;

concept of Manpower Training, Manpower Development as a concept,

Stages/steps in organizing Manpower training and development prograamme,

Importance of Manpower Training and Development in Organizations, Impact

of Manpower training and development in employees performance, Ways of

enhancing the effectiveness of Manpower training and development

prograamme in organizations. Chapter three focused on background information

on ANAMCO. Data presentation and analysis was presented in chapter four

using statistical tables to show the percentage and number of responses from the

study population while chapter five dealt with summary, conclusion and

recommendation.

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CHAPTER ONE

1.1 BACKGROUND TO THE STUDY

Manpower Training and Development is essential to the success of every

organization. Although technology and the internet have enabled global

collaboration and competition, employees are still the organization’s

competitive advantage. Manpower training and development enables

employees to develop skills and competence necessary to enhance bottom-line

results for their organizations.

Every organization is established for a purpose. The purpose of any

organization is being achieved by man who is the source of existence of the

organization. Hence, the necessity for staff training and development.

Manpower training and development seeks to improve the performance of work

units, departments, and the whole organization. It looks in depth at where an

organization stands in comparison to where it hopes to be in the future, and

develops the skills and resources to get there. The ultimate goal of staff training

and development is to enable the organization to grow stronger in achieving its

purpose and mission.

Organizations in order to enhance efficiency and effectiveness embark on the

following;

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1. Human Resource Development: The process of equipping individuals

with the understanding, skills and access to information, knowledge and

training that enable them to perform effectively.

2. Organizational Development: The elaboration of management structures,

processes and procedures, not only within organizations but also the

management of relationships between the different organizations and

sectors (Public, Private and Community).

3. Institutional and Legal Framework Development: Making legal and

regulatory changes to enable organizations, institutions and agencies at all

levels and in all sectors to enhance their capacities (Abiodun, 1999).

The recognition that human resources are value means for improving

productivity as the most valuable assets of any organization since the

management of other resources (e.g. information resources, material resources

e.t.c) entirely depends on it, this study was based on how those assets could be

developed.

The importance of training and development is very crucial given the

growing complexity of the work environment, the rapid change in organizations

and advancement in technology, among other things. Training and development

helps to ensure that organizational members possess the knowledge and skills

they need to perform their jobs effectively, take on new responsibilities and

adapt to changing conditions.

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Training both physically, socially, intellectually and mentally is very

essential in facilitating not only the level of productivity but also the

development of personnel in organizations. Therefore, training can be put in a

context relevant to school administrators. However, knowledge is the ability,

the skill, the understanding, the information, which every individual requires in

order to be able to function effectively and perform efficiently.

Abiodun (1999) submitted that training is a systematic development of the

knowledge, skills and attitudes required by employees to perform adequately on

a given task or job. It can take place in a number of ways, on the job or off the

job; in the organization or outside the organization. Adeniyi (1995) observed

that staff training and development is a work activity that can make a very

significant contribution to the overall effectiveness and profitability of an

organization. He therefore provides a systematic approach to training which

covers the main elements of training.

Man is dynamic in nature, the need to be current and relevant in all spheres

of human endeavours make staff development a necessity to keep track with

current event and methods. Griffin (1978), Ajibade (1993), Adeniyi (1995) and

Arikewuyo (1999) have drawn the attention of the entire sundry to the

inestimable value of Training and Development. It is an avenue to acquire more

and new knowledge and develop further the skills and techniques to function

effectively.

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Pitfield (1982) is of the opinion that the objectives of training are to; provide

the skills, knowledge and aptitude necessary to undertake required job

efficiently and develop the workers so that if he has the potentials, he may

progress, increase efficiently by reducing spoilt work, misuse of machine and

lessening physical risks.

Scholars, experts, social scientist and also school administrators now

recognize the fact that training is obviously indispensable, not only in the

development of the individuals but also facilitates the productive capacity of the

workers.

1.2 STATEMENT OF THE PROBLEM

In Nigeria, inefficiency is a very serious problem that needs to be

addressed urgently. Europe faced this same problem in the 18th and 19

th

centuries and writers such as Max Weber (1947), Vroom (1970), and a host of

others were able to address the issue of how organizations can increase output

and improve efficiency.

Most organizations find it difficult to identify the training needs, and even

where the need is recognized, a lot of time and money is committed to staff

training and development. The exercise is often either in-appropriate, haphazard

or premised on a faulty diagnosis of organizational training needs. In other

situations, where training happens to occur, deployment of staff so trained may

13

be without regard to the skill the staff acquired, leading to frustration of

personnel so trained and also general inefficiency in the system. Public

enterprises in Nigeria are fond of this practise (Onah 2008). The workforce is

generally under-tapped, under-utilized and therefore falls short of its anticipated

contributions to the realization of organizational goals. It is appalling to note

that mangers in Nigeria have paid little or no attention on staff training

programmes often manifest tripartite problems of incompetence, inefficiency

and ineffectiveness. Numerous scholars have been writing on how efficiency,

competence and effectiveness can be achieved through training.

Among other scholars that highlighted the usefulness of training are

Graig (1976), Akintayo (1996), and Oguntimehin (2001). They identified the

functions of training as follows; increase productivity, improves the quality of

work, improves skills, knowledge, understanding and attitude; enhance the use

of tools and machine; reduces waste, accidents, turnover, lateness, absenteeism

and other overhead costs, eliminates obsolesce in skills, technologies, methods,

products, capital management etc. It brings incumbents to that level of

performance which needs the performance for the job; enhance the

implementation of new policies and regulations; prepares people for

achievement, improves man-power development and ensures the survival and

growth of the enterprise.

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However, in light of the above expositions, the following questions were

posited to guide the study;

1. How are the training needs determined in Anambra Motor Manufacturing

Company?

2. Is there any significant relationship between training and development of

employees and the productivity level of the employees of Anambra Motor

Manufacturing Company?

3. What are the impact of staff training and development on the

performance of the employees of Anambra Motor Manufacturing

Company?

1.3 OBJECTIVES OF STUDY

The general objective is to examine how staff training and development

enhance organizational effectiveness.

The specific objectives are to:

1. Find out how training needs are determined in Anambra Motor

Manufacturing Company.

2. Examine if there is any significant relationship between training and

development of employees and the productivity level of the employees of

Anambra Motor Manufacturing Company.

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3. Investigate the impact of Staff Training and Development on the

performance of employees in Anambra Motor Manufacturing Company.

4. To proffer possible measures for improvement.

1.4 SIGINIFICANCE OF STUDY

The significance of this research work, lies in its contribution to the

literatures on human resource training and development. This research work

would largely complement our broad based knowledge on the nature, functions,

objectives and character of manpower resources training and development. In

other words, it would serve as a primary source of data to readers and

researchers.

Theoretically, the research work would also stimulate future readers in

the task of complementing the work already done. For this reason, the study will

add to the body of knowledge and as well aid the organizations in understanding

the abysmal conditions shrouding most human resources training and

development policies.

It is hoped that, apart from the research work enriching existing

literatures on human resources training and development, it will be of immense

benefit to future researchers and scholars in the quest for additional knowledge.

16

At the practical level, it will serve as a guide to practioners in the field of

public administration especially in the formulation of policies on human

resources training and development. The research work will in this manner,

serve as a guide for policy instruments.

SCOPE AND LIMITATION OF THE STUDY

It will be too wide and unmanageable for us to carry out a study on

employee training and development. Its implication will be that while studying

employee training and development in the whole wide-world we related it to

both private and public organizations. To escape this danger, the scope of this

study was reduced to manpower training and development in the Nigeria public

services. Even at this, studying the whole public service in Nigeria will also be

too unmanageable for us. This made us to further reduce the scope or width of

the study on Anambra Motor Manufacturing Company 2003-2009.

The intention was to use the study in generalizing on manpower training

and development in Nigeria public organization.

However, there always exist many constraints militating against a good

research work. Among these limitations/ constraints include the unwillingness

attitude of some individuals and civil servants to come up with relevant

information, for some reasons best known to them.

17

Another constraint is that of reaching to the appropriate respondents.

Most of our respondents do not reside where they can be easily reached and this

posed a problem for the researcher.

Besides, some of the respondents subjected the researcher to some

rigorous bureaucratic process thereby making it hard for the researcher to get

some relevant information needed for the study and this also posed a limitation

to the researcher.

However, despite these constraints, the research was successfully carried

out through persistence and perseverance.

CHAPTER TWO

2.1 LITERATURE REVIEW

INTRODUCTION

In order to evaluate and clarify the related works of other scholars in our

field of study, especially as relates to this work and also to establish a

fundamental basis for this research work, the related literatures will be reviewed

under the following sub-themes:

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⇒ The concept of Manpower Training

⇒ Manpower Development as a concept

⇒ Stages/steps in organizing Manpower training and development

prograamme.

⇒ Importance of Manpower Training and Development in Organizations

⇒ Impact of Manpower training and development in employees

performance

⇒ Ways of enhancing the effectiveness of Manpower training and

development prograamme in organizations.

2.1.1 THE CONCEPT OF MANPOWER TRAINING

Training is a process that develops and improves skills related to

performance. Effective training programmes according to Blum and Naylor

(1976) can result in increased productivity, reduced labor turnover, and greater

employer satisfaction. According to Abiodun (1999), training is a systematic

development of the knowledge, skills and attitudes required by employees to

perform adequately on a given task or job. Employees who have not received

adequate training before being assigned with responsibilities lack the necessary

confidence with which to carry out the job. An employee should be helped to

grow into more responsibility by systematic training and development.

McGehee and Thayer (1961) see training as the formal procedures which

an Organization use to facilitate employees’ learning so that their resultant

19

behavior contributes to the attainment of the Organizations as well as the

individuals goals and objectives.

Furthermore, training according to Nwachukwu (1988) is an

organizational effort aimed at helping an employee to acquire basic skills

required for the efficient execution of the functions for which he was hired or

employed. On the other hand, he regards development as the activities

undertaken to expose an employee to perform an additional duties and assume

positions of importance in the organizational hierarchy. Training as it is

observed exposes employees to skills necessary for effective job performance

while development goes further to equip employees with the knowledge

required for performing additional responsibility to a particular task faster and

better than before, development may involve exposing an employee to more

challenging task.

Cole (2002) defined training as any learning activity which is directed

towards the acquisition of specific knowledge and skill for the purposes of an

occupation or task. He contends that the focus of training is the job or task.

However, he sees development as any learning activity which is directed

towards future needs rather than present needs and which is concerned more

with career growth than immediate performance. He further goes on to state that

the focus of development tends to be primarily on an organization future

20

manpower requirements and secondly, on the growth needs of individuals in the

workplace.

Michael Armstrong (2003) posits that training is the formal and

systematic modification of behavior through learning which occurs as a result of

education instruction, development and planned experience. This, Peter Drucker

(1984:201) agreed in his definition of training as a systematic process of

altering the behavior and/or attitudes of employees in a direction to increase

organizational goals.

Rue and Byars (1983) approached the definition of training in a manner

that hammers on time variations. They defined training as a process that

involves acquisition of skills, concepts, rules or attitude in order to improve

present and future performance. In another development, Koontz and O’Donnel

(1980) identify training as a learning opportunity provided for employees to

become acquainted with the principles, concepts, and techniques that would

improve their efficiency and effectiveness.

Also, Sikula (1977) contend that training is a short term educational

process utilizing a systematic and organized procedure by which non-

managerial personnel gain technical skills and knowledge for a particular

purpose. Tannehill (1970:161) on the other hand defines training as the overall

process whereby an individual’s behavior is modified to conform to a

predefined and specified pattern. Supporting this, Odiorne (2003) maintained

21

that training should lead to a change in behavior. If it does not, it then means

that the trained does not have intelligent quotient (IQ) to understand, or that he

has a boss who conflicts with the training behavior proposed, or that he has

peers or subordinates who determine that such proposed behavior would not

work or may be consultant for the environment.

According to Akpan (1982:128), training is to equip people with the

knowledge required to qualify them for a particular position of employment or

to improve their skills and efficiency in the position they already hold. Training

as cited by Onah (2008:135) is defined as an organized and coordinated

development of knowledge, skills and attitudes needed by an individual to

master a given situation or perform a certain task within an organizational

setting. To Obiajulu, S.O. and Obi, A.E. (2004:280), after the selection process

has been completed, the new employees need some form of training for them to

adapt to the organizational methods and systems. Training to them is referred to

as teaching operational or technical employees how to do the job for which they

were hired.

Consequently, analyzing the above definitions, one can say that both

training and development result in creating a change in an individual. Thus,

there is a kind of similarity between training and development because both

concepts are aimed at creating a favorable change in the individual. However,

the frontiers of development extend further to measure how effectively the

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favorable change in behavior has improved job performance. . Jones, George

and Hill (2000) in (http://www.businessballs.com/traindev.html) believe that

“training” primarily focuses on teaching Organizational members how to

perform their current jobs and helping them acquire the knowledge and skills

they need to be effective performers. “Development” on the other hand focuses

on building the knowledge and skills of Organizational members so that they

will be prepared to take on new responsibilities and challenges.

Sequel to the above, one can easily perceive the difference between training and

employee development. As quoted by Onah (2008:129-130):

“Staff training and development come under the

purview of personnel functions in most organizations,

especially public organizations. The importance of staff

training and development in any organization is clear,

if we recognize the fact that the structure that sustains it

depends on the individual that operate the structure.

Staff training and development can occur

simultaneously or complementarily but the two do not

necessarily have direct relations to each other. They

should in fact be separated in concept”.

However, employees training and development complement each other in

an organization’s quest to evolve qualified manpower. This is the reason why

23

most authors use the terms “training and development” as synonyms. It is

common for people to use training and development interchangeably as if both

are the same whereas; there is a distinction between the two. Though differ in

concept but can be studied together because of their relatedness and mutual

effect on the staff.

In any event, we will in this work study the two concepts together

because they produce the same effect on the staff, which is the improvement of

work effectiveness and efficiency. The purpose of training and development has

been identified to include; creating a pool of readily available and adequate

replacements for personnel who may leave or move up in the Organization;

enhancing the company’s ability to adopt and use advances in technology

because of a sufficiently knowledgeable staff; building a more efficient,

effective and highly motivated team, which enhances the company’s

competitive position and improves employee morale; help the organization

achieve its purpose by adding value to its key resources-the people it employed

and ensuring adequate human resources for expansion into new programs. In

other words, training refers to the teaching and learning activities carried on for

the primary purpose of helping members of an organization acquire and apply

the knowledge, skills, abilities and attitudes needed by that organization.

Broadly speaking, training is the act of increasing the knowledge and skills of

an employee for doing a particular job.

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2.1.2 MANPOWER DEVELOPMENT AS A CONCEPT

Lots of time training is confused with development, both are different in

certain respects yet components of the same system. Development implies

opportunities created to help employees grow. It is more of long term or

futuristic in nature as opposed to training, which focus on the current job. It also

is not limited to the job avenues in the current organisation but may focus on

other development aspects also.

At most organizations, for example, employees are expected to

mandatorily attend training program on presentation skills however they are

also free to choose a course on ‘perspectives in leadership through literature’.

Whereas the presentation skills program helps them on job, the literature based

program may or may not help them directly.

Similarly many organisations choose certain employees preferentially for

programs to develop them for future positions. This is done on the basis of

existing attitude, skills and abilities, knowledge and performance of the

employee. Most of the leadership programs tend to be of this nature with a

vision of creating and nurturing leaders for tomorrow.

The major difference between training and development therefore is that

while training focuses often on the current employee needs or competency gaps,

development concerns itself with preparing people for future assignments and

responsibilities.

25

Development focuses on building the knowledge and skills of

organizational members so that they will be prepared to take on new

responsibilities and challenges. In the view of Adamolekun (1983), staff

development involves the training, education and career development of staff

members. The purpose of training and development has been identified to

include: creating a pool of readily available and adequate replacements for

personnel who may leave ormove up in the organization; enhancing the

company’s ability to adopt and use advances in technology because of a

sufficiently knowledgeable staff; building a more efficient, effective and highly

motivated team, which enhances the company’s competitive position and

improves employee morale; and ensuring adequate human resources for

expansion into new programs.(http://www.zeromillion.com/business/ personnel/

employee-taining.html).

The purpose of manpower development is to improve knowledge and

skills and to change attitude (Mullins, 1999). Mullins argues further that

manpower development is capable of producing the following benefits:

• Increase the confidence, motivation and commitment of staff;

• Provide recognition, enhanced responsibility, and the possibility of increased

pay and promotion;

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• Give feeling of personal satisfaction and achievement, and broaden

opportunities for career progression; and

• Help to improve the availability and quality of staff.

Training facilitates manpower development and consequently his

performance. Manpower training and manpower development are two inter-

related processes whose importance cannot be overemphasized in any decision

of strategic human resource management. They are related through series of

activities, which an enterprise would embark upon to improve the quality of its

managerial capacity.

In this view of Chanokan, J.S. (1987:204), manpower development refers

broadly to the nature and direction of change induced in the employees as a

result of educating and training programmes. He says that development is

managerial in nature and career focused.

To distinguish training and development, Chanokan has this to day, “that

unlike the training, the workers which improves technical and mechanical skills,

development techniques are designed for work behaviour modification”.

According to him, development is an educational process, utilizing a systematic

organizational procedure by which a worker learns the conceptual and

theoretical knowledge for effective pursuance of their responsibilities.

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2.1.3 STAGES/STEPS IN ORGANIZING MANPOWER TRAINING

AND DEVELOPMENT PROGRAAMME.

The steps, stages, tools and methods for manpower development in

organizations differs, and it is largely determined by the objectives of

organizations, the idiosyncrasy of management staff or the chief executive, the

organizational policy, as well as the organizational environment to mention a

few. Thus, it is a common feature to see methods for manpower development

varying from one organization to the other, just as a given organization can be

tailored at adopting different methods at different times or a combination of

techniques at the same time.

However, some methods for manpower development are stated below:

1. 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 organization for effective

discharge of function. And since employee function in an organization is

basically affected by his perception of the organization vis-à-vis the rules and

principles that exist in the organization. It therefore follow that an employee

undergoes formal and informal orientation in a place of work. While the formal

orientation focuses on job specification and occupational demands placed on the

employee, the informal orientation involve the social interaction that take place

28

in the place of work which could either boost productivity or be detrimental to it

(Koontz 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.

2. On the Job Method of Manpower Development:

This method is basically different from the orientation method in that

while orientation is at the point of entry into the organization or a new

assignment; on the job method is a process through which knowledge and

experience are acquired over a period of time either formally or informally. This

process involve the following:

(a) Coaching: This is a method of on the job training and development in which

a young employee is attached to a senior employee with the purpose of

acquiring knowledge and experience needed for the performance of tasks.

(Yalokwu 2000).

(b) Job Rotation: This method either involve the movement of an employee

from one official assignment or department to the other, in order for the

employee to be acquainted with the different aspects of the work process or

through job enlargement. That is given additional responsibility to an employee

29

who has been uplifted as a result of the acquisition of additional skill or

knowledge (Yalokwu 2000; Lawal 2006).

(c) In House Training: This involve a formal method of on the job training in

which skills and knowledge are acquired by employees through internally

organized seminars and workshops geared toward updating the workers with

new techniques or skills associated with the performance of their jobs. (Lawal

2006).

(d) In Service Training: This method involve training outside the organization

or workplace in higher institution of learning or vocational centres under the

sponsorship of the organization or on terms that may be agreed upon between

the organization and the worker (Lawal 2006).

3. Committee/Work Group Method: This method entails manpower

development through the involvement of employees in meetings, committees

and work group discussion geared towards injecting inputs in form of decision

making as regard solving organizational problem. This method is quite

indispensable, especially in the aspect of training employees for managerial

functions or heading organizational units.

4. Vestibule Training Method: This is a method of manpower development

through the acquisition of skills in a related working environment (Nongo

2005). Under this method the trainee practices his skill with identical equipment

30

that he uses or he is expected to use in his actual place of work. This method is

most suitable for sensitive operations where maximal perfection is expected.

The purpose is therefore to enable perfection at work place.

5. Apprenticeship Method: This method of manpower development involve 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 (Nongo 2005).

In the formal environment on the other hand, an employee of an organization

could be placed under apprenticeship in the organization with pay.

2.1.4 IMPORTANCE OF MANPOWER TRAINING AND

DEVELOPMENT IN ORGANIZATIONS

1. 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 and Shields 1996). In addition, it

involves 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

31

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.

2. 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. In the aspect of political stability,

Omodia (2004) stressed the dysfunctional use of the nation’s human resource

among the youths in propelling political instability when he stated that:

“…there has been situations in which the

Nigerian youth especially, those of poor family

background were used as tools for disrupting the

political democratic system through rigging,

thuggery and ethnic conflicts. These factors of

rigging, thuggery in addition to economic

mismanagement, personal ambition or

selfishness among others, were the factors that

terminated the First and Second Republic.”

Thus, manpower development could help the youths in the development

of self and in improving the quality of their political participation.

3. 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 2000; Omodia 2005). Thus,

32

manpower development is central to solving the present problem of poverty in

Nigeria.

2.1.5 PROBLEM OF MANPOWER DEVELOPMENT IN NIGERIA

1. 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 exploitation (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. This 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.

2. 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 (Baikie 2002), disparity or class in manpower development between

children of the rich and the poor (Omodia 2006).

33

3. Poor Manpower Planning: This problem is associated with the poor data

base that is needed for manpower planning in Nigeria both in the rural and

urban centers. These problems no doubt constitute a major hindrance on

effective manpower development in Nigeria (Baikie 2002; Oku 2003).

2.1.6 WAYS OF ENHANCING THE EFFECTIVENESS OF MANPOWER

TRAINING AND DEVELOPMENT PROGRAAMME IN ORGANIZATIONS.

The options for effective manpower development in Nigeria could be

viewed from two basic perspectives:

1. The option 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 affiliation 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 both internally and externally. Internally,

organizations should be made to see reasons why a careful manpower

34

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

organization in enlarging the confidence of its workers through manpower

development.

The external factor involves the contribution of organizations to the

development of manpower through financial support meant to boost adult

education, vocational education, and specialized research institutes to mention a

few.

2.2 HYPOTHESES

In any meaningful scientific investigation, there is the need to formulate a

hypothetical framework upon which systematic approach will be possible.

Therefore, the following tentative statements will guide us in our investigations

and verifications in this research work.

1. There is no significant relationship between employee training needs and

their performance.

2. ANAMMCO’s training and development policy helps to enhance the

performance of the employees.

35

3. Improper selection of trainees is a major problem to training of workers

in ANAMMCO.

2.3 OPERATIONALIZATION OF KEY CONCEPTS

There are certain terms which are central to the discussion and analysis of the

issues raised. It is therefore necessary that these concepts be classified

particularly with regards to their usage in the discussion and consequently, how

they are to be comprehended in the study. They include Staff, Training, and

Development.

Staff: This refers to the human resources available in an organization that will

deal with planning, decisions, and execution of the functions that will inform

the significance of the existence of the organization. Staff in this perception

means human beings whose duties will be shared according to skills and areas

of specialization to be able to produce the goods and services for which the

corporate organization is designed to serve. They provide support services to the

line employees so as to facilitate the achievement of organizational goals.

Training: Training can be seen as the formal procedure which an organization

uses to facilitate employees learning so that their resultant behavior contributes

to the attainment of the organizations as well as the individuals’ goals and

objectives. Also, it is an organized and coordinated development of knowledge,

skills and attitudes needed by an individual to master a given situation or

perform a certain task within an organizational setting effectively and

36

efficiently. Training may still be required to induct and adopt newly employed

workers to their new job and upgrade their skills at different stages in their

career to meet their changing task requirement.

Training as used in this work means a learning process whereby

employees acquire skills, concepts for the achievement of individual and

organizational goals. It also refers to an arrangement made and executed to

transform the skill level of an employee to a higher status for an improved

efficiency and productivity in an organization.

Development: This means an over-all shift from an existing state of affairs to a

totally new dispensation. Development means the acquisition of a higher status

production and distribution of skills that result in high efficiency and

productivity. It also means activities undertaken to expose an employee to

perform additional duties and assume position of importance in the

organizational hierarchy.

2.4 THEORETICAL FRAMEWORK

Hardly do we discuss and analyze concept meaningfully in the social

sciences without linking them to or understanding them from some theoretical

point of view. Staff training and development are concepts which easily lend

themselves to theoretical orientations. The functional superiority of theories as

guideposts in all fields of human endeavor lies in the fact that rather than base

37

action on judgments derived from mere experience, guesswork or speculations,

theories enables a chosen line of action to be anchored in and guided by

evidence derived from scientific research which makes the consequences of

such an action fall as close in line with the intended direction as possible.

In this work, the researcher shall use the systems approach to training as

the orientating theory. Systems theory was originally proposed by Hungarian

Biologist Ludwiig von Bertalanffy in 1928. The system approach was first

developed in the biological and social engineering sciences before it was

adopted by social scientist in explaining social and organizational phenomena.

David Easton (1965:121) utilized the approach in his System Analysis of

Political Life. Daniel Katz and Robert Khan (1966:9) also used the open system

approach in studying The Social Psychology of Organizations. G.O. Nwankwo

(1988:209) also adopted the systems approach in his book “Education and

Training for Public Management in Nigeria”(Quoted in Onah F.O. 2008:141).

The theory can also be traceable to other scholars such as Wendell French

(1978), Edastoad (1981) among others.

The central messages of the systems theory can be summarized as follows;

1. A system can be perceived as a whole with its parts and their

interdependent relationships.

38

2. A system has its boundary and can be viewed in terms of its relationship

with other systems.

3. Systems have sub-systems and are also a part of a supra system.

4. A system can be regarded as either open or close. According to Koontz et

al (1980:111) a system is regarded as open if it exchanges information,

energy, or materials with its environment a happens with biological or

social system; it is regarded as closed if it does not have such interaction

with the environment.

5. A system interacts with its environment in terms of process that involves

input, conversion, output of energy, information and materials. A system

tends to re-energize or modify itself through the process of information

feedback from the environment.

6. In order to survive, an open system moves to arrest the entopic process by

importing expended. As Katz and Khan (1966) further explain, “the

entropy process is a universal law of nature in which all forms of

organization move towards disorganization or death”. Onah (2008:141).

System theory as it affects organizations can be simply illustrated thus:

Organizational Environment

Feedback Mechanism

Inputs Outputs Conversion process

39

Source: Asogwa (2000:8)

This framework perceives an organization as an open system consisting

of interdependent parts that are in continuous interaction with the environment.

From this interaction, organizations draw inputs in the form of people, raw

materials, money and information. These are transformed into outputs which are

exported back to the environment. This interaction with the environment is

therefore necessary for organizational survival.

The researcher adopted this approach because problems such as training

are considered not only in terms of training objectives per say, but also in terms

of the objectives and goals of the total organization or “system” in which the

individual will be performing his task. This implies that the researcher is also

concerned with the objectives of the total system, rather than objective of any

component within the system.

The system approach to the study of organizations focuses on the system

as a whole, the environment of the system, the interdependent relationships

between parts of the system, and the dependency for the system to strive for

survival by negotiating with environment.

In this approach, the development of training programmes is linked to the

development of a weapon system. The behavior which men must exhibit on the

40

job becomes the objectives which must be achieved by the training system. The

job of the training designer then is to select the sequence of a series of learning

experiences which will produce the desired behavior, for the effectiveness of the

entire system. A testing (evaluation) phase required to assure that the training

programmes designed succeeds in producing men capable of performing as

specified.

The system theory emphasizes that an organization which functions as a

whole and thereby comprising other sub-systems which function jointly to

achieve the raison desire of the organization. It conceives an organization to be

functional when all the sub-systems are also effective and efficient. Its

justification is in the functional interrelatedness of parts that enthrones the

criterion of efficiency which is seen as an imperative for organizational survival

and goals achievement.

David Easton (1965) propounded this theory to justify his definition of

politics as the authoritative allocation of values. For him, the political system is

a set of human interactive through which values are allocated authoritatively.

Five concepts were introduced in the so called political system advocated by

Eastern or we may call it conversion process, they are environment, input,

conversion, output and feedback.

The theory’s primary aim is to show interdependence of a system in such

a way that any dysfunction in one of the parts affects the whole. The political

41

system was seen essentially as a system of converting inputs into authoritative

decision. To arrive at authoritative decision, the system takes input, demand and

support. Demands are claims on how values are allocated. Support according to

him exists when the environment backs up the system or is favorably disposed

to it.

Output emerges from the system in the form of authoritative decision and

there is a process of feedback. Feedback is a process through which the system

adopts its self to the environment by modifying its behavior and changing its

interest structure. All these interactions culminate the system maintaining itself

in equilibrium.

For the purpose of our study, therefore the major components of Eastern

model are environment, input, conversion, output and feedback. For the purpose

of this, we shall regard Anambra Motor Manufacturing Company

(ANAMMCO) as a political system which converts inputs from the

environment into authoritative decision. The demand input will mean the

demand by the staff for adequate training and improved working condition from

the organization. The input of support is also taken to mean the dedication,

devotion, commitment by the staff.

The feedback mechanism will be taken to mean the method through

which the staff or employees express their satisfaction or disenchantment with

42

output produced. All these interactions culminate in the system maintaining

itself in equilibrium.

Koontz et al (1980:23) states that the advantage of approaching any area

of inquiry or any problem as a system is that it enables us to see the critical

variables and constraints and their interaction with one another. It forces

scholars and practitioners in the field to be constantly aware that one single

element, phenomenon or problem should not be treated without regard to its

interacting consequences with other elements.

Wandell French (1978:43) defines personnel functions, using the systems

theory approach as an operational process and a facilitating system within the

organization. His model brings to light the interdependence of the various

Human Resources Management processes in organization, with Human

Resources Management being presented as “the diagnosis of planning and co-

ordination, controlling of a network or organization- wide process and

facilitating systems pertaining to leadership, performance appraisal, staffing,

training and development, compensation and reward, collective bargaining and

organization development”.

McGehee and Thayer (1961) in explaining further the inter-relationship

between the sub-systems within the whole system that is responsible for the

realization of the organizational goal, based their definition on the theory that

training is a sub-system within the total system of the organization’s

43

management. They saw training as the formal procedure which an organization

uses to facilitate employees learning so that their resultant behavior contributes

to the attainment of the organization and individual goals and objectives (Onah,

2008:135).

This model views training as a process involving “a complex

amalgamation of many sub-processes” aimed at increasing the capability of

individuals and groups to contribute to organizational goal attainment. It is a

model whose theoretical assumption establishes that staff training and

development are inseparable aspects of personnel process, and for the process to

be complete, sub-systems’ contributions have to be aggregated to form the

whole output and satisfaction.

Basically, organization is a system because it is an organized body

hierarchically structured to achieve her objectives. A living and dynamic

organization comprises of junior and senior staff personnel and both

professional and administrative strata. The two bodies, junior and senior

exchange services among themselves in a like manner to that produced by

locomotive engine. Each of them performing a distinct job designated for him.

Therefore, none of the staff is unimportant if efficiency will be attained

and for proper maximization of efforts towards efficiency and productivity in

Anambra Motor Manufacturing Company (ANAMMCO) . The trends in new

technologies demand that employees should be well trained and developed.

44

Findings have shown that the system which is the organization becomes

ill when employees are not trained and developed towards the goals and

objectives of the organization. An untrained and poor developed manpower are

liabilities to the system.

Finally, the system theory has unraveled the importance of functional

interrelatedness of parts which we have identified manpower training and

development as sub-parts of the entire system.

45

CHAPTER THREE: METHODOLOGY

3.1 AREA OF STUDY

INTRODUCTION

Anambra Motor Manufacturing Company (ANAMCO) Ltd Enugu,

Mercedes-Benz ANAMCO as it is normally called, is a joint venture between

the Federal Government of Nigeria and Daimler Chrysler AG of Germany.

ANAMCO manufactures commercial vehicles and leads in the commercial

vehicle marketing from five tons payload and above in Nigeria.

3.1.2 ORIGIN OF ANAMMCO

ANAMCO, as mentioned earlier, was conceived in the 1970s as a joint

venture between the Federal Government of Nigeria (FGN) and Daimler-Benz

AG (DAIMLER) of Germany to import and assemble Completely Knocked-

Down (CKD) units of Mercedes Benz trucks and buses in Nigeria.

The plant, which occupies a sprawling 300,000 square meter site at

Emene, is a shining example of a profitable and viable economic and

technological co-operation between the government and people of Nigeria and

Daimler Chrysler AG.

MB ANAMMCO Limited was incorporated on January 17th

, 1977 and

the plant was commissioned on July 8th, 1980 by the First Executive President

of Nigeria, Alhaji Shehu Shagari. It started official production in January 1981

and has to date made an enviable mark on the nation’s industrial growth, adding

46

over 25,000 vehicles to the nation’s transport sector, backed up effectively with

a network of over 36 after sales service points and spare parts supply depot. The

company’s Central Spare parts Depot Enugu stocks over 35,000 line items.

By its Memorandum of Association, ANAMMCO was established to

carry on the business of importation of CKD sets of Mercedes Benz commercial

vehicles and passenger cars as well as spare parts pertaining thereto and the

assembling of same in Nigeria under licence from Daimler, utilizing parts

purchased from Daimler or from local suppliers

(www.businesslist.com/ng/anamco).

Daimler and ANAMCO also entered into Manufacturing and Agency

Agreements which gave ANAMCO selling rights in respect of trucks and buses

imported in CKD version and assembled and/or manufactured by ANAMCO in

Nigeria only and the spare parts appertaining thereto

(www.businesslist.com/ng/anamco).

3.1.3 LOCATION OF ANAMCO

Anambra Motor Manufacturing Company Ltd Enugu (RC 20206) is

located within Emene Industrial Layout, near Enugu town, Enugu State,

Nigeria.

The plant occupies a sprawling 300,000 square meter site at Emene, near

Enugu town.

47

3.1.4 BOARD OF DIRECTORS

1. Igwe Dr. G.C. Onyia (Chairman)

2. Mr. Jacques Gelin (Managing Director)

3. Barr. U.G. Okeke (Member)

4. Dr. Christopher U. Anayanwu (Member)

5. Chief Sir G.U. Okeke (Member)

6. Chief Festus Odimegwu (Member)

(Source: http://www.anammco.com/default.asp?p=ataglance)

3.1.5 MANAGEMENT TEAM

The management team consists of the managing director and the other

divisional managers that work hand in hand with the managing director to

ensure smooth running of the company. The management team comprises of the

following;

(I) Jacques Gelin (Managing Director)

(II) Gabriel Ndu (Sales Manager)

(III) Igwe G.C. Onyia (General Manager Personnel)

(IV) Rolf Ohlinger (Technical /Manager)

(V) Donatus Ngwoke (Chief Accountant)

(VI) Armin Schmand (Workshop Manager Abuja)

(Source: http://www.anammco.com/default.asp?p=Management)

48

3.1.6 ORGANISATIONAL STRUCTURE

MB ANAMCO Nigeria Limited currently has four broad divisions.

These office divisions are as follows;

1. Technical Division

2. Personnel Division

3. Marketing Division

4. Finance Division.

Each of these divisions is headed by a Divisional General Manager (DGM) .

Technical Division

The technical division covers the following departments;

(i) Production Planning (PPL)

(ii) Quality Control (QC)

(iii) Production.

(iv) Maintenance

(v) Training Centre and

(vi) Logistics

Personnel Division

The personnel division comprises of the following departments;

(i) Personnel

49

(ii) Personnel Administration

(iii) Personnel Management

(iv) Clinic

Marketing Division

The marketing division constitutes of the following departments;

(i) Marketing Development and Distribution

(ii) Sales

(iii) Marketing planning and Organisation

(iv) Services

(v) Spare parts

(vi) Export and Direct Imports

Finance Division

This division comprises the following;

(i) Controlling Department

(ii) Financial Accounting

(iii) Treasury and Imports

(iv) Organization and Data Processing

Each of these departments are headed by Head of Departments (H.O.Ds).

Next to the Head of Departments are the Sectional Managers which are being

followed by the Managers that delegate responsibilities to the Supervisors.

3.2 RESEARCH DESIGN

50

This section mainly dealt with the type of research design used for this study.

The researcher used the experimental design in order to be able to effectively

test the hypothesis using the responses from the questionnaire.

3.3 Population of study

The population of study comprised of four (4) formidable categories of workers

in the company. Their total population is 700. They consist of 15 Management

staff, 127 Senior staff, 400 Junior staff, and the 158 Contract staff.

3.4 Sample of Study

The simple random sampling that is, sampling with replacement was used

to sample 350 staff out of the total that formed the study population.50% of the

total population was taken as our sample. i.e.,

50 * 700 = 350

100

3.5 Sampling Technique

The researcher adopted probability sampling technique in sampling

population of the study. Within the probability sampling, this work adopted

simple random sampling technique. This method was chosen so as to give every

member of the population an equal chance of being included in the sample.

3.6 Method of Data Collection

51

Two methods of data collection were employed in this research work.

These are: primary data collection method and secondary data collection

method.

Primary Data Collection Method.

The primary data for this research was generated through the use of

interview method. It was designed to generate important information from the

respondents.

Secondary Data Collection Method

This research also made use of secondary materials and data to support

the primary data generated from our respondents. The secondary data for this

study were generated from documented materials which include the official

documents, text books, journals, seminar papers and unpublished works of

scholars. Other sources also include the internet, where some materials relevant

to our research were also collected.

3.7 Method of data analysis

The data collected in the course of this study were presented both

descriptively and statistically. The descriptive method deals with the

presentation of the variables of the study (in relation to the subject) such as the

profiles of respondents.

52

The descriptive method was employed to enable explain answers

obtained from interview process and questionnaires presented to respondents .

Statistically, data was presented with the use of tables to show the frequency of

respondents and their responses to research questions presented in the

questionnaire. The Simple Percentage (%) method for the presentation and

analysis of numerical data was used. Numerical data was converted to and

presented in percentages using this formula;

% F x 100

N 1

Where, F = Frequency or number of responses to questions

N = Total number of respondents and

% = Symbol for percentage

The hypotheses posited for this study were analyzed using the simple

percentage method. This method was adopted because of its clarity, which made

the analysis very easy to understand.

53

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.0 INTRODUCTION

This chapter focused mainly on data presentation and analysis generated

from the responses from the respondents. The questionnaires were administered

personally on 350 workers in the target groups as the respondents. The

respondents were required to tick (√) against an option that best suited their

opinions. Some of the administered questionnaires completed were retrieved at

the spot while others were collected at much a later date. Out of the 350

administered questionnaires, 277 were well completed and returned.

4.1 DATA PRESENTATION AND ANALYSIS

4.1.1 Presentation and Analysis of Personal Data of Respondents.

Data based on Gender Distribution.

Table 4.1: Gender Distribution.

Sex No of Respondents Percentage (%)

Male 148 53.4

Female 129 46.6

Total 277 100

Source: Field Research, 2011.

Analysis

54

Table 4.1 above indicates that 148 respondents with the percentage of

53.4 are males while 129 respondents with the percentage of 46.6 are females.

This shows that majority of the respondents are males.

Data from the Age Distribution of Respondents.

Table 4.1.2: Age Distribution of Respondents.

Age No of Respondents Percentage (%)

20-30 53 19.1

31-40 127 48.4

41-50 69 24.9

51-60 28 10.1

Total 277 100


Analysis

The above table comprises the age distribution of our respondents. The

table signifies that 53 respondents with 19.1% were within the age bracket of

20-30 years and 127 respondents with 48.4% were within the age bracket of 31-

40 years. It also shows that 69 of the respondents with 24.9% were within the

age range of 41-50 and 28 respondents, 10.1% were within the age range of 51-

60. The table also shows that employees within the age bracket of 31-40 are the

largest in number which then means that most of the respondents are matured

and responsible.

55

Data based on Highest educational qualification of respondents.

Table 4.1.3: Educational Qualification of Respondents.

Highest Educational

Qualification

No of Respondents Percentage (%)

WASCE/GCE, O/L 18 6.5

OND 21 7.6

HND 49 17.7

Bachelors Degree 121 43.7

Masters Degree 58 20.9

Others 10 3.6

Total 277 100


Analysis

Table 4.3 above shows that 18 respondents with 6.5% has WASCE/GCE

or O/L certificates, 21 of them with 7.6% possessed OND certificates and 49 of

them with 17.7% possessed HND certificates respectively. The Bachelors

Degree holders were 121 respondents with 43.7%, the Masters Degree holders

were 58 with 20.9% while 10 of the respondents with 3.6% possessed other

certificates.

Data from the Length of service of respondents.

Table 4.1.4: Length of Service of Respondents.

56

Length of Service No of Respondents Percentage (%)

1-10 58 20.9

11-20 87 31.4

21-30 82 29.6

31 & Above 50 18.0

Total 277 100


Analysis

Table 4.4 shows the length of service of respondents. 58 of the

respondents with 20.9% were within the length of service range of 1-10 years,

87 of them with 31.4% were within the length of service range of 11-20 years.

Also, 82 respondents with 29.6% were within the length of service range of 21-

30 and 50 of them with 18.0% were within the length of service range of 31 and

above. This then shows that respondents within the length of service range of

11-20 are the largest in number.

57

Data based on Category of Respondents.

Table 4.1.5: Category of Respondents

Category of Respondents No of Respondents Percentage (%)

Management Staff 20 7.2

Senior Staff 56 20.2

Junior Staff 157 56.7

Contract Staff 44 15.9

Total 277 100


Analysis

Table 4.5 shows that 20 respondents with 7.2% are management staff, 56

respondents with 20.2% are senior staff, 157 respondents with 56.7% comprises

the junior staff while 44 respondents with 15.9% are contract staff.

58

4.2 PRESENTATION AND ANALYSIS OF THE SUBSTANTIVE

DATA:

Question 7: When you were appointed, did you undergo any orientation

programme?

Table 4.2.1: Response

Response Frequency Percentage (%)

Yes 169 61.0

No 108 39.0

Total 277 100


Analysis

The above table shows that out of 277 respondents,169 of them with 61.0%

were positive in response, while 108 of them were negative in response with

39.0%

This clearly shows that majority of the respondents agreed that the

employees underwent an orientation programme when they were appointed.

Question 8: Was the orientation relevant to your job?



59

Yes 191 69.0

No 86 31.0

Total 277 100


Analysis

The above table shows the response of the employees on the question;

was the orientation relevant to your job? 191 respondents with 69.0% strongly

agreed while 86 of them disagreed with 31.0%.

The table however depicts that majority of our respondents agreed that

the orientation was relevant to their job.

Question 9: Since your appointment, have you undergone any form of training

apart from the orientation?



Yes 163 58.8

No 114 41.2

Total 277 100


Analysis

The above table shows the response of the employees on the

question;since your appointment, have you undergone any form of training

apart from the orientation?

60

163 respondents with 58.8% agreed while 114 of them disagreed with

41.2%.


since their appointment, that they have undergone some forms of training apart

from the orientation.

Question 10: If yes, what can you say is the effect of such training on your job

performance in the organization?



Better understanding of the job 121 43.7

Improvement in experience 153 55.2

No effect at all 3 1.08

Total 277 100


Analysis

The above table shows the letter responses of the employees on the

effects of the training on their job performance. 121 respondents with 43.7 %

agreed that it increased their better understanding of the job, 153 of them with

55.2% agreed that it improved their experience while 3 respondents with 1.08%

stated that it had no effect at all on their performance.


the training increased their better understanding of the job.

61

Question 11: Do you agree to the fact that good training is responsible for

efficiency and effectiveness in work places?



Yes 176 63.5

No 101 36.5

Total 277 100


Analysis

The above table shows the response of the employees on whether good

training is responsible for efficiency and effectiveness in their work place. 176

respondents with 63.5 % agreed while 101 respondents with 36.5% disagreed.

The table however signifies that majority of our respondents agreed that

good training is responsible for their efficiency and effectiveness in their work

place.

Question 12: What criteria does the company use in selecting employees

for training?



Position of staff 58 20.9

Employee’s qualification 162 58.5

62

Years of service 42 15.2

Don’t know 15 5.4

Total 277 100


Analysis

The above table shows that out of 277 respondents, 58 of them with

20.9% agreed that the company uses position of staff to select employees for

training. 162 respondents with 58.5% agreed that they use employees

qualification, 42 respondnets were of the opinion that the company uses

employee’s years of service while 15 respondents with 5.4% do not have any

idea.


company uses position of staff to select employees for training.

Question 13: Does the selection criterion give equal opportunity to all

categories of workers?



Agreed 142 51.3

Disagreed 135 48.73

Total 277 100


Analysis

63


51.3% agreed that the the selection criterion give equal opportunity to all

categories of workers while 135 respondents with 48.73% disagreed.


selection criterion give equal opportunity to all categories of workers.

Question 14: What is the attitude of top management towards training?



Very serious 176 63.5

Not serious 80 28.9

No idea 21 7.6

Total 277 100


Analysis

The above table shows the response of the employees on the attitude of

top management towards training. 176 respondents with 63.5 % agreed that

their attitude is towards training is very serious.80 of them with 28.9% stated

that the attitude of top management towards training is not serious. 21 of them

with 7.6% do not have any idea on the matter.

The table however showed that majority of our respondents agreed that

the attitude of top management towards training is very serious.

Question 15: The progress of ANAMMCO is directly related to the quality of

its training policy

64



True 182 65.7

False 95 34.3

Total 277 100


Analysis


65.7% agreed that The progress of ANAMMCO is directly related to the quality

of its training policy, while 95 respondents with 34.3% disagreed.

This clearly shows that majority of the respondents agreed that the The

progress of ANAMMCO is directly related to the quality of its training policy

Question 16: Does the company ensure the upgrading or promotion of

the trainees after undergoing training programmes?



Agreed 197 71.1

Disagreed 76 27.4

No response 4 1.4

Total 277 100


65

Analysis

The above table shows the response of the employees on whether the

company ensure the upgrading or promotion of the trainees after undergoing

training programmes. 197 respondents with 71.1 % agreed, 76 of them with

27.4% disagreed while 4 of them with 1.4% do not have any idea.


the company ensure the upgrading or promotion of the trainees after undergoing

training programmes

Question 17: Does technological innovation affect the content, nature

and training needs of the organization?



Yes 129 46.6

No 62 22.4

Not always 68 24.5

No idea 18 6.5

Total 277 100


Analysis

The above table shows the response of the employees on whether the

technological innovations affect the content, nature and training needs of the

organization. 129 respondents with 46.6 % agreed, 62 of them with 22.4%

66

disagreed, 68 respondents with 24.5% said it doesn’t always affect training

needs while 18 of them with 16.5% do not have any idea.


the technological innovation affect the content, nature and training needs of the

organization.

Question 18: From your encounter with other organizations, what can

you say about their training policy?



Encouraging 146 52.7

Not encouraging 121 43.7

No idea 10 3.6

Total 277 100


Analysis

The above table shows the response of the employees on the opinion of

employees concerning the company’s training policy. 146 respondents with

52.7 % agreed that it is encouraging, 121 of them with 43.7% disagreed, while

10 of them with 3.6% do not have any idea.


the company’s training policy is encouraging.

67

Question 19: How would you assess staff training and development programme

in ANAMMCO?

Table 4.213: Response


Very adequate 83 29.9

Adequate 128 46.2

Not adequate 46 16.6

No idea 20 7.2

Total 277 100


Analysis

The above table shows the response of the employees on the adequacy of

staff training and development programme in ANAMMCO. 83 respondents

with 29.9 % agreed that the training programme is very adequate.128 of them

with 46.2% stated agreed, 46 of them with 16.6% stated that it is not adequate

while 20 respondnets with 7.2% do not have any idea on the matter.


the staff training and development programme in ANAMMCO is adequate.

1.2 FINDINGS

This study was aimed at achieving some stated objectives. This research posited

some hypotheses in the beginning of this study. After the analysis, we

discovered the following;

68

⇒ Employees underwent an orientation programme when they were

appointed

⇒ Orientation given to employees was relevant to their job.

⇒ Since the employees appointment, that they have undergone some forms

of training apart from the orientation.

⇒ Training of the employees increased their better understanding of the job.

⇒ Good training is responsible for employee’s efficiency and effectiveness

in their work place.

⇒ The company uses position of staff to select employees for training.

⇒ The selection criterion gives equal opportunity to all categories of

workers.

⇒ The attitude of top management towards training is very serious and

encouraging.

⇒ The progress of ANAMCO is directly related to the quality of its training

policy.

⇒ The company ensures the upgrading or promotion of the trainees after

undergoing training programmes.

⇒ The technological innovation affects the content, nature and training

needs of the organization.

69

⇒ The company’s training policy is encouraging.

⇒ The staff training and development programme in ANAMCO is

adequate.

1.3 IMPLICATION OF FINDINGS FOR ADMINISTRATIVE

EFFICIENCY AND EFFECTIVENESS

The implications of these findings are as follows:

⇒ Since the employees underwent an orientation programme when they

were appointed, it then means that it will increase their knowledge and

understanding of the job. Orientation programme is one of the training

methods implored by the company to ensure efficiency in the

performance of the employees. This they try to achieve by organizing

orientation programme for the employees immediately they are

employed. Our findings showed that this orientation programme

contributed immensely in increasing the employees performance by

exposing them to some important activities and work ethics of the

company.

⇒ The Orientation given to employees was relevant to their job, thereby

increasing the training effectiveness. Orientation is one of the important

aspect of training programmes organized for employees effectiveness.

The company organises orientation programme for both old new

70

employees at intervals and this helps to increase their knowledge of their

responsibilities and duties.

⇒ Since the employees have undergone some forms of training apart from

their orientation, it then means that it will further enhance their

knowledge of the job. Our findings showed that the company organizes

other training programms for their employees. These training

programmes include on the job training, workshops and conferences.

Our findings showed that these programmes helps to improve the

employees productivity in the work places.

⇒ Training of the employees increased their better understanding of the job.

The main objective of any training programme is to influence the

performance of the workers. Similarly, in order to increase employees

performance, training programmes orgainised for the employees helps

the employees to get a better knowledge and understanding of their jobs.

Our findings showed that there better understanding of their jobs goes a

long way to close any chances of the employees making mistakes in

their duties.

⇒ Good training is responsible for the employee’s efficiency and

effectiveness in their work place. One of the objectives of training is to

increase employees effectiveness and efficiency. Our findings deduced

that training of the employees encouraged the employees to be effective

71

in carrying out their duties by exposing them to some important aspects

of their jobs which need not be toiled with, such as coming to work

early, dedication to their duties, etc.

⇒ The company uses position of staff to select employees for training, in

other words, paving way for the principle of merit. Our findings showed

that the company uses the position of staff to select the employees for

training. This however, helped the training programme not to be

influenced by ethnicity and favouratism.

⇒ Since the selection criterion gives equal opportunity to all categories of

workers, it then means that every employee has equal chance of being

selected. Our findings also discovered that the employees have equal

chance of being selected during the selection for training programme

like conferences and workshops.

⇒ Since the attitude of top management towards training is very serious and

encouraging, it signifies that the employees will be adequately trained as

and when due. Training in the comoany might not achieve its main

objective if the attitude of the management towards training is not

encouraging.

72

⇒ Since the progress of ANAMMCO is directly related to the quality of its

training policy, it will be very adequate and effective if the company

enhances its training policy to further strengthen its quality.

⇒ Since the company ensures the upgrading or promotion of the trainees

after undergoing training programmes, it then means that the employees

will be well motivated to embark on training activities.

⇒ Since the technological innovation affects the content, nature and

training needs of the organization, it will be adequate if the company

equips the employees with knowledge of technology.

⇒ Since the company’s training policy is encouraging, it will further

enhance the employees’ efficiency. Our findings showed that the

training policy used the company is encouraging hence it contributed in

increasing the employees productivity.

⇒ The staff training and development programme in ANAMMCO is

adequate. Our findings showed that the training programmes implored

by the company is very adequate to enhance the employees

performance. Some of these training programmes includes seminars,

worksops, orientation, on the job training, etc.

73

CHAPTER 5

SUMMARY, RECOMMENDATIONS AND CONCLUSION

1.1 SUMMARY

This study was aimed at discovering how staff training and development

enhance organizational effectiveness. The study also aimed at finding out how

training needs are determined in Anambara Motor Manufacturing Company. It

also tried to examine the various training programmes provided in ANAMMCO

and tried to investigate the impact of Staff Training and Development on

productivity rate in ANAMMCO. The study started with an introduction, which

occupied the first chapter. It explored the background of the study, statement of

the problem, objectives, significance, scope and limitations of the study.

Chapter two embodied the literature review which had its sub themes as;

concept of Manpower Training, Manpower Development as a concept,

Stages/steps in organizing Manpower training and development prograamme,

Importance of Manpower Training and Development in Organizations, Impact

of Manpower training and development in employees performance, Ways of

enhancing the effectiveness of Manpower training and development

prograamme in organizations. Chapter three focused on background information

on ANAMMCO. Data presentation and analysis was presented in chapter four

using statistical tables to show the percentage and number of responses from the

74

study population while chapter five dealt with summary, conclusion and

recommendation.

5.2 RECOMMENDATIONS

In order to enhance the productivity of the employees through training,

the following recommendations should be taken into consideration;

Well-trained staff with refined skills and depth of knowledge can bring

any organization to life, staff training is the obvious investment a business must

make in its most important asset: the staff.

The company needs to develop the employee training within the

framework of a comprehensive, ongoing, and consistent employee training

program. This quality employee training program is essential to keep the staff

motivated about learning new concepts and their departments profitable.

The company should encourage good and quality training programme

since it is responsible for employee’s efficiency and effectiveness in their work

place. Good and quality training programme such as on the job training,

organizing of seminars and orientations periodically, etc., can help to improve

the employees performance.

The company should also enhance the selection criterion, so that it gives

equal opportunity to all categories of workers to be selected for training

75

Since the technological innovation affects the content, nature and training

needs of the organization, the company should develop the employees with

technology knowledge.

The training policy of the company should be enhanced so as to be able to

help increase the employees performance.

Training is also a motivational technique; the workers are motivated

when they discover the resources the company brings out for their training. The

company should ensure that the training programme is done regularly.

1.3 CONCLUSION

This study was carried out with the motive of ascertaining the impact of

staff training and development on organizational effectiveness. After the

analysis carried out in chapter four, we observed that training of the employees

increased their better understanding of the job. We also discovered that good

training is responsible for employee’s efficiency and effectiveness in their work

place and the company uses position of staff to select employees for training.

We observed that the selection criterion gives equal opportunity to all categories

of workers and the attitude of top management towards training is very serious

and encouraging. We also discovered that the progress of ANAMMCO is

directly related to the quality of its training policy. We strongly believe that if

76

these observations are further strengthened, the productivity of the employees

and the company will be greatly improved.

77

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APPENDIX 1

QUESTIONNAIRE

Department of Public Administration

and Local Government,

University of Nigeria,

Nsukka

March 10, 2010.

Dear Sir/Madam,

83

I am a post-Graduate student in the above department, undergoing a

Master of Science (M.Sc) Degree in Public Administration. The title of my

project is Manpower Training and Development in Nigeria Enterprises; A case

study of Anambra Motor Manufacturing Company Ltd, Enugu. Every

information provided here is strictly for academic purpose.

I sincerely appeal to you to complete and return the questions contained

on the questionnaire. Every information given will be treated with utmost

confidence.

Thanks.

Yours faithfully,

Chinelo

84

SECTION A

PERSONAL DATA OF THE RESPONDENT

1. Gender

a. Male [ ]

b. Female[ ]

2. Age Group

a. 20-30 [ ]

b. 31-40 [ ]

c. 41-50 [ ]

d. 51-60 [ ]

3. Educational Background

a. Primary school level [ ]

b. Secondary school level [ ]

c. University/Polytechnic level [ ]

d. Other institutions [ ]

e. None at all [ ]

4. State of origin? ……………………………..

5. Length of service

85

a. 1-5 years [ ]

b. 6-10 years [ ]

c. 11-15 years [ ]

d. 16-20 years [ ]

e. 21-25 years [ ]

f. 26 years and above [ ]

6. What is your staff category level?

a. Management [ ]

b. Senior staff [ ]

c. Junior staff [ ]

d. Contract staff [ ]

SECTION B

7. When you were appointed, did you undergo any orientation

programme?

a. Yes

b. No

8. Was the orientation relevant to your job?

a. Yes

b. No

9. Since your appointment, have you undergone any form of training apart

from the orientation?

86

a. Yes

b. No

10. If yes, what can you say is the effect of such training on your job

performance in the organization?

a. Better understanding of the job [ ]

b. Improvement in experience [ ]

c. No effect at all [ ]

11. Do you agree to the fact that good training is responsible for efficiency

and effectiveness in work places?

a. Agree

b. Disagree

12. What criteria does the company use in selecting employees for training?

a. Position of staff [ ]

b. Employee’s qualification [ ]

c. Years of service [ ]

d. Don’t know [ ]

13. Does the selection criterion give equal opportunity to all categories of

workers?

a. Agree

b. Disagree

14. What is the attitude of top management towards training?

a. Very serious [ ]

b. Not serious [ ]

87

c. No idea [ ]

15. The progress of ANAMMCO is directly related to the quality of its

training policy

a. True [ ]

b. False [ ]

16. Does the company ensure the upgrading or promotion of the trainees

after undergoing training programmes?

a. Agree

b. Disagree

c. No response

17. Does technological innovation affect the content, nature and training

needs of the organization?

a. Agree [ ]

b. Disagree [ ]

c. Not always [ ]

d. No response [ ]

18. From your encounter with other organizations, what can you say about

their training policy?

a. Encouraging [ ]

b. Not encouraging [ ]

c. Cannot say [ ]

88

19. How would you assess staff training and development programme in

ANAMMCO?

a. Very adequate [ ]

b. Adequate [ ]

c. Not adequate [ ]

d. No idea [ ]

20. The inherent problems associated with training and development in

ANAMMCO are;

a. Inadequate funding [ ]

b. Favoritism/Tribalism/ Politics/Corruption [ ]

c. Improper selection of trainee [ ]

d. Lack of training programmes [ ]

e. Other problems including those above [ ]

Documents

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