Impact of Management Training on Employees Productivity

8/10/2019 Impact of Management Training on Employees Productivity

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and E. J. imperial Services Int l. Inc. (located in USA) provide coordination of

services for procurement of materials, equipment and technical manpower

services plus liaison with overseas sub-contractors, design houses and other

affiliates. Her highly qualified engineers and management have successfully

completed and are presently engaged in ongoing projects within the energy and

oil & gas sector, particularly in the power generation. Some of the notable

projects executed are both Simple Cycle and Combined Cycle are: Eleme

power Station, Trans Amadi power Station, Omoku power Station, Alaoji

Power Station, Gbarian Ubie Power Station, Egbema Power Station, and IPP

Project.

It is on this divest nature of Rockson job and her multiple sub unit, in

consideration her levels of management and supervisory positions that the

researcher deem it necessary to carry out her study upon. The organization has

in time past showed a very high level of managerial prowess as a result of her

inclusive responsibility to managers, supervisor at all category to form the

management unit of the organization in ensuring that the corporate objective of

the organization is adequately communicated for actualization of her goals.


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1.2 Statement of Problems

For the purpose of this study, the following problems stated below were identified in

the organization of study.

1) Management inability to identify training needs in the organization.

2) Inadequate budgetary provision to sustain regular training programmes.

1.3 Purpose Of Study

The objectives of this study are stated below in order to have a good understanding of

what this study tend to achieve

1. To analyse the organizations training strategies and to determine effective

means of identifying training needs.

2. To evaluate the organization s training budgetary and to determine effective

means for adequate implementation.

1.4 Research Questions

The following research questions have been proffered for the study.

1. To what extent has management training impacted on work performance in the

organization?

2. At what measure can training programme be determined adequate for

management in the organization?


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1.5 Research Hypotheses

The research hypotheses for this study are stated in the null form:

H o1: There is no significant relationship between management training and

employees performance.

H o2: There is no significant association between management training and employees

performance.

1.8 Research Assumption

This is a suggestion for consideration that may be through or false, giving

direction and clarification to the objective of this study.

1. Management should see themselves as employees of the organization, which

require adequate and regular training in order for them to be effective.

2. Management should structure their training budget to capture immediate

training needs necessary to motivate and influence work performance.

1.9 Operational Definition Of Terms

Training: This 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.


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Development: This deals with the activities undertaken to expose an employee to

perform additional duties and to assume positions of importance on the organizational

hierarchy.

Management: Management as used in this study includes all levels of persons

saddled with the responsibility of coordinating and supervision of work and persons in

the organization

Work Performance: This is the degree at which workers carryout their duties to

achieve organizational objectives.


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8) Importance of training

9) Training needs of Everyday Supermarket

10) Implication of employees training on work performance.

11) Evaluation of training programme

2.2 THE CONCEPT OF TRAINING

Training is any act designed to increase the skill and effectiveness of employees

Akindele, (2007). It is also defined as the systematic development of the

knowledge, skill and attitude required by an individual to perform adequately on a

given job. Nwachukwu, (2003), training 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. Obi, (2005), defined training as a short term

educational process utilizing a systematic and organized procedures by which a

non-managerial personnel gains technical knowledge and skills for a particular

purpose, according to him, training is for a specific skills. In a layman

understanding, training could be said to be an act of teaching a person to perform a

particular job, skill well.

Oxford Advance Learners dicti onary; training is the process of preparing

somebody or being prepared for job. Peretomode (2001), training is a planned


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organizational efforts or activities concerned with helping and employee acquire

specific skills, knowledge, concepts, attitude and behaviour to enable him/her

perform more efficiently and effectively on his present job. It is therefore, related

to improving upon the present job experience. It is concerned with technical or

manual skills to non-managerial staff. Thom- Otuya (2006), Tra ining is a certain

planned and handled efforts of management, through competent instructions, to

impart knowledge and develop or improve certain phase of an individual s skill,

attitudes, discipline, behaviour or knowledge to make him either more effective on

his present job or better qualified for another job. Ubeku (2005), training is a short-

term process utilizing a systematic and organized procedure by which non-

managerial personnel learn technical knowledge, skilled for a definite period.

Thus, training is technically oriented. It is designed to improve the technical and

mechanical skill of personnel. Training therefore is usually designed for both non-

managerial and managerial staff.

2.2.1 TYPES OF TRAINING

Training programmes must be tailored towards the needs of the organization and must

contribute to the satisfaction of the trainee s personal goals. Chuden, (2008) identified

two types of employees training. These are on-the-job training and off-the-job


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training, but the researcher re-stated that there are three (3) types of training namely:

Induction training, on-the-job training and off-the-job training.

INDUCTION TRAINING

Induction training is a training that an employee receives when they first join an

organization or begin a new role. This type of training is designed to provide,

introduces and get new employees acquainted to the environment and material that

will be required of them to work with.

ON-THE-JOB-TRAINING

On-the-job training is the most common form of training used by most organizations.

On-the-job training is the training provided during the regular performance of duties

the trainee learn and the same time contributes to the aims of the enterprise. This type

of training is conducted either by the employees immediate supervisor at the work site

or by an expert from another department. One of the advantages of on-the-job training

is that it minimizes the problem of transfer of learning and it does not disrupt normal

company operation. Beach (2004), identified some method of on-the-job training,

they are as follows:

1) Apprenticeship- This method of training is employed when extensive practice

or technical knowledge is required to perform a job. This is found mainly with those


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training to become artisans such as carpenters, bricklayers, painters, electricians etc in

Nigeria, many of them are classified as unskilled in that there is no adequate academic

certificate to back them up in higher dimension.

2) Job Rotation- This is a method in which the trainees are allowed to undergo

some training under different department in the organization. By this, they will be

acquainted with almost the types of job done in the organization within the period of

training.

3) Staff Meeting- The organization can allow staff meetings of both junior and

senior workers in this crosswise gathering of staff, concepts, ideas and knowledge

and imparted.

ADVANTAGES OF ON-THE-JOB TRAINING

There are many advantage of on-the-job training, they include:

1) In on-the-job training, there is training in a real life situation that is

individual is practicing with the instrument he will be working with everyday.

These familiarize him with the rules, procedures, tools and people he is going to

work with.

2) There is saving in terms of cost


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3) Acceptance of the individual is enhancing since he would be pre-exposed to

those he would be working with.

4) Acquired skill to the work will not be carried out.

5) On-the-job training is more economical because it requires a small group of

people.

6) On-the-job training creates good working relationship because employees

get to know each other better and the working environment.

7) Pay: One of the main advantages of on-the-job training for workers is that

they are able t learn essential job skills while earning a wage. Many employers pay

their workers normal wages while they are in training, the completion of training

may also grant workers pay raises or better work opportunities.

8) Productivity: On-the-job training can be an advantage in that it can increase

the productivity of workers. Well trained employees will be better at performing

their jobs no matter what type of job they hold.

9) On-the-job training is often cost-effective because no outside teachers or

programs are needed and the training is typically conducted as part of the actual

work shifts. There is no need for the new worker to travel for the training, which

could require paying for transportation.


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DISADVANTAGES OF ON-THE-JOB TRAINING

1) On-the-job training is time consuming because one experienced employee,

or supervisor has to take out of his or her regular job to conduct the training.

2) It can also be difficult to find the right person to conduct on-the-job training,

the person doing the training must have the knowledge and skills with the same

equipment the learner will be using, or he or she may not be able to teach

effectively. If the trainer is too experienced, he or she may forget to explain

important steps or use technical words that the trainee doesn t understand.

3) Low Productivity: Since the trainees are taken at the actual work station for

training, hence, they are in the process of learning skills. As a result, the

organizational productivity will be lower.

4) Errors on Production: Since the trainees are not involved with production

activities, there will be the possibility of errors on production activities.

5) Costly: On-the-job training is costly in the sense that the workers are

disturbed by training activities, the goods produced by the trainees will have less

quality and there will be chances of damage of goods. These all result in high cost

of production.


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6) Possibility of Accident: In on-the-job training, the learners are directly

involved in production and they do not have adequate knowledge and skill of

working with the given equipment and materials. Hence, the possibility of

accidents exists in the work stations.

OFF-THE-JOB TRAINING

Off-the-job training is training provided away from the employees usual work

environment and the employee will stop their usual duties/work during the training.

Enwumelu, (2006) identified the various methods on off-the-job training as follows:

1) Vestibule Training: This is a training device that is organized to give rapid

training to employees who are about to be assigned to special machines and

operations. One of the advantages is that costly mistakes are avoided and the problem

of transfer of training is enhanced as the trainee practice with identical equipment and

tools.

Vestibule training is the same as classroom training where the instruction can design,

write and draw on the blackboard and also do some lecturing.

2) Role Playing: Is a technique of training where the trainee plays the part of a

certain character or acts in an event. Here, the trainee is taught to do a job or make


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decision the way he thinks his boss could have made it. Role playing is very exciting

in the same that, it challenges the imagination of the employee.

ADVANTAGES OF OFF-THE-JOB TRAINING

Advantages of off-the-job training includes

1) High Productivity- The trained employees are placed in the actual work

situation; hence, high productivity is maintained.

2) No Production Errors- In off-the-job training, the employees are trained

outside the work environment. Therefore, they are not involved in production

process as in on-the-job training. As a result, error in production can be minimized.

3) Economy- Off-the-job training will be economical in the sense that a large

group of trainees are trained simultaneously at a time.

4) Free on Production- In off-the-job training, trainees are not involved in

production process. Since they are not involved in the production process, the

production activities can be carried out without any interruption. Hence, it runs

freely, moreover, costly errors and injuries can be avoided.

5) Large People: In off-the-job training, a large number of people can be

trained at a time.


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6) Less Time of Training- Under off-the-job training, a large amount of

information can be recovered within a short span of time. During training phase, no

production will take place, hence training requires less time.

7) Off-the-job training gets employees away from their work environment to a

place where their frustrations and bustle of work are limited. This more relaxed

environment can help employees to absorb more information as they feel less

under pressure to perform.

DISADVANTAGES OF OFF-THE-JOB TRAINING

1) Outside the work Station: Off-the-job training program takes place outside

the work station, so that it may not yield the desired result to employees as they are

unknown with actual machines and equipments.

2) Not Effective: Off-the-job training will not be effective as the employees

are trained in an artificial classroom; they are unfamiliar with actual work

environment. As a result of which, it requires longtime for them to learn.

3) No Production: During training period, no production takes place because

employees are kept away from the actual work place the organization bears only

training cost without any physical output.


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enables organizations to channel resources into the areas where they will contribute

most to employee development, enhancing morale and organizational performance.

Before any training programmer is undertaken, the need for training has to be

identified.

These needs include:

1) If any updating and amendments take place in technology, training is given

to cope up with those changes. For instance, purchasing new equipment, changes

in technique of production, computer impartment, the employees are trained in the

use of such new equipment and work methods.

2) When promotion and career growth becomes important, training is given so

that employees are prepared to share the responsibilities of the higher level job.

3) The existing employees are trained to refresh and enhance their knowledge.

4) To remove performance deficiencies, sometimes employee may exhibit lack

of sufficient expert in the performance of his/her job, in such, training is designed

to redress such deficiencies.


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d) You will gain more knowledge; it will increase your horizon of the knowledge

on the subject matter, thereby equipping yourself with what is happening on your

environment.

2.2.6 BENEFITS OF TRAINING

There are certain benefit of training, they include:

1) As the business is continuously changing, organizations need to provide their

employees with training throughout their career. If they choose not to provide

continuous training, they will find it difficult to stay ahead of the competition.

2) The other benefit of training is that it will keep your employees motivated, new

skills and knowledge can help to reduce boredom.

3) Training can be cost effective, as it is cheaper to train existing employees

compared to recruiting new employee with the skill you need.

4) Training can save the organization money if the training helps the employee to

be more efficient.


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2.2.7 SKILL TO BE DEVELOPED BY MANAGER DURING TRAINING

Management is part of the work force of an organisation and some basic skills need to

be developed and enhance in the course of carrying out their function in the

organization an all inclusive performance in the organization:

1. M anagement and L eadership Ski ll : To set priorities delegate, motivate,

and develop your people, coach to become top performance and

communicate objectives and goals.

2. Communi cation Ski ll s: To get your points across, create a compelling

presentation to support your goals and get by-in for ideas, inspire others

to achieve better result and demonstrate emotional intelligence.

3. Collaboration Ski ll s: So you can value and celebrate difference, build

rapport, form alliance and negotiate effectively.

4. Critical Thinking Skills: To approach problem solving logically,

research options, avoid bases and focus on meaningful data to draw the

right conclusion even under pressure

5. F inancial Skil ls: To weigh the naira-and-dollars implications of your

decisions including the ability to build a sound budget and formulate

reasonable forecast.


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6. Project M anagement Ski l ls: To grasp the scope and objectives of

project, recognize the roles and responsibilities of others, used personnel

management tools to stay on track and become an effective member of a

cross-functional team

2.2.8 TRAINING BUDGET

One typical means of control in every organization is budget. Budget is a forecast,

plan or a list of an organizations incoming revenues and outgoing expenses for a

period of time. Or budget is a financial plan used to estimate revenues and

expenditure for a specific period of time. It is a management and planning tools,

not just an accounting document. It assists in the allocation of resources.

Budgets are usually developed for 12 months period. When developing a budget,

revenues are usually estimated, first to determine the level of resource that will be

available in the upcoming budget year. Therefore, training budget is a list of

expenses for Training Needs Analysis (TNA) exercise. It is usually prepared

annually to have an idea on how much will be required for the training during the

financial year and for the overall corporate budget. It can also be prepared

quarterly or as requested by management. Mark (2003), budgets are used in many

organizations for these purposes.


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customer retention, sales and overall profitability. As a business owner, your

training budget needs to be established based on your specific business training

needs.

ELEMENT OF A GOOD TRAINING BUDGET

1) Planning A Comprehensive Training Budget- The society for human

resources management recommends that a training budget include the cost of

training, staff salaries, appropriate learning facilities, training materials and the

cost outside consultants. Business may find it more effective to outsource certain

training need to benefit from advances in learning technologies to reduce training

costs. It is important that the training budget adequately covers the realistic costs

associated with the training methods your business employs.

2) Budgeting for training needs- Assess the training needs of your business

before you begin planning your budget. Business may initially need to spend

money on discovering or researching and which skill deficit is hindering

productivity and performance. The true training needs may be over looked if care

is not taken to identify it. A good training budget is designed to address the real

issues by spending money on the actual needs of the business and its employees.


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3) Prioritizing Training Needs- In prioritize the training needs within your

organization, address those needs that are both important and urgent first. You can

determine your company s priorities by conducting a needs analysis, researching

those needs identified by stakeholders such as customers, employees, and

supervisors.

4) Using E-Learning to maximize training budget- E-Learning can be a cost

effective option for businesses, including small business that need to reduce costs

and make training more accessible.

COMPONENTS OF A TRAINING BUDGET

There are certain components of training budget. They include:

1) TRAINING ASSESSMENT NEEDS:

A training need assessment helps justify the company s need for making

expenditure. Taking time to identify the training the organization s employees need

will make you (manager) aware of the best use for a limited budget and put you in

a position to appropriate for a larger budget. Identify who needs the training, the

training s importance to the organization and the method of delivery. Perform a

survey of the employees to determine what skills deficit exist.


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2) OBJECTIVES:

Consider initiatives and objectives planned for the coming year, which will help

clarify how to spend the available funds for training. Assess whether the

organization has people with the skills required to execute projects or if the staff

needs specific training to improv e its skill sets. Ascertain the employees response

to new initiative to anticipate if motivation may become a challenge to overcome.

Analyze goals and objectives to help decide the specific areas of performance

where funds should be spent for training, and identify any challenges unrelated to

training.

3) RETURN ON INVESTMENT:

A valuable component for any training budget is the result on investment for the

employer. When presenting the budget, discuss how the training will provide

employees with the critical skills the company needs to move in a tactical

direction.

Emphasize the behaviour changes that will contribute to the company s values.

IMPORTANCE OF A TRAINING BUDGET IN ORGANIZATION

Training budget is very important in any organization because it is an investment

in organization. Some they include:


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1) Monitor Expenses: Having a training budget lets you monitor all training

expenses throughout the year. As classes start and trainees begin taking the

courses, you can monitor these expenses to assure they remain in line with the

budget.

2) Planning for Training and Developments: Having a training budget in

place, allows for enhanced planning, you can compare program costs to the

training departments budget and decide when to conduct the training course.

Knowing costs from the past allows for more accurate planning for training in the

future.

3) Fewer Surprises: Without a budget, training costs are unknown in advance

and paid for as they occur. Having a budget, means you can expand training cost

throughout the year, reducing their immediate impact. Often, the design and

development of a training program can take more than six months. Paying for this

overtime reduces the impact of the final development cost as you spread them over

several months. A training budget greatly reduces the potential for bottom line

surprises.

FINANCING TRAINING WITH LESS BUDGETORY PROVISION


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As a small business owner, your employees are a crucial factor in your success and

you need to provide training in order to keep their skills up to date. You can

provide training without spending a lot of money through the following ways:

1. Assess their Needs: What do your employees need to learn both for their

currents job, and to move up in your company.

2. Join a Group: Trade organizations offers a variety of training option like

conferences, seminars etc. let them take advantages of these learning

opportunities.

3. Cross-Train: Have employees train each other in how to do their jobs. By

so doing, you will benefit by having backup when one employee is sick or

on vacation.

4. Brown-bag it: Host weekly brown-bag launches at your business where you

or other employee talk about a topic of interest. For instance, the person

who handles marketing at your business could explain how your company

uses social media and how employees can participate.

2.2.8 TRAINING APPROACH FOR MANAGEMENT

Training is very important to any organization. No wonder, Blyton (2008) says that

workers are vital machines or assets to any organization. This means that the

achievement of organizational goals depends on the quality of personnel s within the


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organi zation. It is worthy of note that money spent on the training of personnel s is

money well invested.

Before any training programme is undertaken, the need for training has to be

identified. The need for training arises as a result of new technology, new

employees, promotion, new products, variety of new customers, low productivity,

lack of job satisfaction, poor attitude to work, steady breakdown of machines and

equipment, excessive absenteeism rate, and increase competition among competing

firms. Therefore, the above training needs have improved through these training

types as shown below:

On-The-Job Training : This method allows the staff (management) to be trained

on a particular job while performing the job on order to be efficient. Its purpose is

to equip the workers with technical skills on the specific job without disrupting

normal operations of the organization.

Supervisory Training : This is training basically for supervisors in order to equip

supervisors with the ability to give job instructions, job methods to those under

their control as well as interpreting and implementing management policies.


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Job Rotation : It is a training method used by an organization to expose staff

(management) to different jobs. Here, the worker is moved from one department or

unit to another.

Seminar, Classroom Lectures, Conferences : This training is for management

staff. It is organized to equip potential management with the managerial ability,

contemporary approaches for excellent human relation and task execution, and

technical know-how. This is necessary so that they can occupy management

position at any date.

Executive Development Training : This training is aimed at developing

management staff with the necessary skills so as to improve his personal abilities

and management techniques for the benefits of the organization.

2.2.9 IMPLICATION OF EMPLOYEES TRAINING ON WORK

PERFORMANCE

Training is very important and necessary activity in all organizations, whether

small or large. It plays an imperative role in determining the effectiveness and

efficiency with which an organization accomplishes results. Anosike (2003),

employee s training brings about the following:


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1) Increased Productivity: There is an increased in both the quantity and

quality of output resulting from improved skills of the employees.

2) Improved Performance on present job: Training applies not only to new

employees but also the experienced ones as well. Skills acquired through training

can help increase the employee s level of performance on their present jobs.

3) Reduced Accidents: A great deal of industrial accidents is blamed on the

poor handling of machines and tools by the employees. With adequate training on

both the skills and attitude of employees, the accident rate can be drastically

reduced.

4) Attitude Formation: One of the objectives of organization s training

programme is the molding of employee s attitude so as to win support for

organization activities by organizational member.

5) Reduced Supervisor: Adequate training reduces the need for a close

supervision by the superior as the trained employee can often perform his job

assignments successfully on his own.

Executing a training programme with consideration and adoption of situational

approaches in conducting management training is key for excellent actualization of

the training objective. This seen to have increased the level of management


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A training programme is effective if it has achieved the purpose for which it was

designed. Training evaluation has to be in terms of:

i) The needs which are identified and which were expected to be met by the

training and

ii) The cost involved.

Thr ough criti cal evaluation of tr aining we can kn ow:

1) Whether the money spent on training is producing the result needed by the

company.

2) What improvements can be made to reduce costs and improve efficiency and

3) Whether the type of training given is necessary to improve organizational

effectiveness or whether the money, if spent on another activity will contribute

more effectively to the attainment of organization goals.

However, the process of evaluation of training is not a simple one, what the

evaluation is concerned with is to determine whether changes in skills, knowledge

and attitude have taken place as a result of the training. The process involves the

determination of how far the skills and knowledge acquired and the change in

attitudes have helped the individual employee to contribute more effectively


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towards the attainment of the organizational objectives. The most objective way of

evaluating a training programme is to:

1) Determine if in fact learning occurred by administering tests- oral or written.

2) Determine if the company has benefited by it through reduction in costs,

better morale, increased productivity, reduced absenteeism rate or reduced rate of

staff turnover.

3) Obtained the honest and unbiased assessment from the trainees.

2.2.11 Leadership Development Strategies/Tool

Before talking to you about leadership development, I d like to start with a

metaphor. Leadership is a lot like golf (I imagine I m not much of a golfer) in

that it takes some dedicated effort and motivation to become a true star. But like

golf, or any other skill, reaching that stardom is not out of reach. It just takes effort.

There are so many people that need to lead, but so few who consider taking the

steps to improve their skills at leading. Just by searching for a way to improve, you

are ahead of the game.

Strategies for Developing L eaders:


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There are many strategies that an aspiring leader can use to develop their

fundamentals, their leadership awareness, and even some flashy new tricks:

L eadership Seminar s:

Leadership is starting to find its way into college. Unfortunately, a lot of us missed

the chance to get that formal education. Luckily we have an alternative. Leadership

seminars are classes that are geared toward polishing your skills in a classroom like

setting. They can vary in quality and methodology (a lot like books on the topic),

but some of them can be very worthwhile. Look for one from an author or

organization you trust, or better yet, one that comes with a referral.

L eadership Conf erences:

We do some of our best thinking in groups. Being able to bounce ideas off one

another usually makes the end result better than the sum of the parts. Leadership

conferences help people who actively pursue the field of leadership share their

views and hammer out best practices. If you are professionally invested in the

development of better leadership practices, possibly in training some of your own

staff, these sorts of conferences can benefit your growth immensely. Leadership

development conferences offer great opportunities if you can find the right people.


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Look into organizations that fill the right need, and review the schedule of events

carefully.

L eadership Books:

Books are usually the first line of defense against leadership ignorance. But there

are al most as many books as there are leadership specialties, so it s important to

identity which is the most helpful; a clinical study of leadership might be in order

if you are looking to create a training program for managers, but something a little

more personal could be for you if you just want some perspective for yourself.

Parables: Every since we were little we were taught important lessons through

stories. There is no reason leadership should be any different. By using stories that

illustrate their point in practical and noticeable terms, the reader can almost

experience the situation being described.

Inspiration: These books can put you in the right frame of mind to learn think

about leadership development.

Case Studies: Learning from history is almost as good as experience. The added

upside is you get to see how things turned out without the pesky experimentation.

Biography: Learning about the great leaders of the past can be a great step forward

on your own path to leadership development.


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2.2.12 Management and Leadership

Whats the difference of management vs leadership?

People sometimes use the terms management and leadership interchangeably,

without paying attention to the important differences between them. While

managers are often in a leadership role, they may not necessarily go about their

jobs as a leader (even if it would be better if they did). Some leaders are not

responsible for managing staff, but instead charged with creating and maintaining a

shared vision and motivation amongst a team. While the difference might be

subtle, if we take some time to think about what it means to manage, and what it

means to lead, the insight can help us do a better job of both.

Managing:

Webster s, useful book that it is, defines management as the act or manner of

managing; handling, direction, or control. Realistically, management is all about

the control and regulation of resources. Sometimes those resources fall in the

politically correct (and slightly troubling) category of Human Capital Human

capital, also known as people, is the real realm of the leader. The leader is good at

handling the tangible and intangible needs of the people under their charge. The

manager is tasked with making sure that the all the groups resources, including the


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people, get the job done. In management vs leadership, the manager is more

directly charged with getting the job done, rather than seeing to the team on the

whole. As you can see, leaders can often be managers, but some managers forget to

be leaders by minding the wellbeing and development of their team. The key to

management vs leadership is being aware of the more abstract elements of leading

people.

M aking the step to leadershi p:

Of course, it s not impossible for a manager to become a leader. The differences of

management versus leadership are subtle. Sometimes it just takes being aware of

what they need to do to fulfill their responsibilities as a leader. Managers can

become effective leaders by keeping the following people-oriented tasks on their

radar:

Morale: Being aware of yo ur team s morale (and staying active in keeping it high)

is one of the defining traits of a leadership. Working toward good morale will

move you solidly in the direction of being leader.

Empowerment: Making an investment in the tools for your team to get their job

down isn t just good project management; it shows a respect and a concern for


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them as individuals. Making it easier for your team to do their job helps motivate

them and keep things running smoothly.

Scheduling: As a manager you have responsibility over timelines, but the

awareness of how the affect the human element is the mark of a leader. Managers

can easily see milestones and deadlines; leaders have to worry about the

intangibles of how those deadlines affect teams.

Team building: Working to build a team with people who not only work

effectively on their own, but together, is one of the greatest assets of a leader. By

focusing each person s strengths, and mitigating their weaknesses, the leader can

get much more out of the team.

Sense of Fit : For teams to be very effective, every member of the group needs to

feel as if they have a role to fulfill that matches their interests. By providing that fit

between the needs of the team and the skills of the individual, everyone performs

up to their potential. Additionally, showing them how their skills contribute to

group success makes bring pride in what they can provide, making them more

likely to shine.


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making progress and doing the best thing to get to where we want to go. Without a

definite plan, we can end up wandering without direction, wasting opportunities to

grow. Use your plan to evaluate your actions: We make decisions out of habit,

instinct and practice. That works great if we are content with the way we solve

problems now, but if we are trying to change, we need to be intentional about what

we do. Using your awareness of what you want to be, and what your strengths and

weaknesses are (see above), you can decide what course of action reflects the

leader you want to be, and you can act accordingly. The key is to run through that

list mentally every time you confront a problem. Consider the definition of what it

means to be an active leader, and determine whether you are fulfilling them or not.

That quick meditation can keep you on target until leadership skills become habit.

The Characteristic of Leadership - I mportant Tr aits

Studying the characteristic of leadership is useful because we tend break things

into characteristics to make big concepts easier to handle. There are common traits

that define leadership, and finding them only takes some study of those who have

been successful. By actively building on these traits you can develop into a

stronger leader. Here are some of the most common traits in the characteristic of

leadership:


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Empathy: Creating a legitimate rapport with your staff makes it less likely that

personal issues and resentment can creep in and derail the group. When your team

knows that you are empathetic to their concerns, they will be more likely to work

with you and share in your vision, rather than foster negative feelings.

Consistency: Being a consistent leader will gain you respect and credibility, which

is essential to getting buy-in from the group. By setting an example of fairness and

credibility, the team will want to act the same way.

H onesty: Another characteristic of leadership that lends itself to credibility. Those

who are honest, especially about concerns, make it far more likely that obstacles

will be addressed rather than avoided. Honesty also allows for better assessment

and growth.

Direction: Having the vision to break out of the norm and aim for great things --

then the wherewithal to set the steps necessary to get there-- is an essential

characteristic of good leadership. By seeing what can be and managing the goals

on how to get there, a good leader can create impressive change.

Communication: Effective communication helps keep the team working on the

right projects with the right attitude. If you communicate effectively about


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expectations, issues and advice, your staff will be more likely to react and meet

your goals.

Flexibility: Not every problem demands the same solution. By being flexible to

new ideas and open-minded enough to consider them, you increase the likelihood

that you will find the best possible answer. You will set a good example for your

team and reward good ideas.

Conviction: A strong vision and the willingness to see it through is one of the most

important characterizes of leadership. The leader who believes in the mission and

works toward it will be an inspiration and a resource to their followers. Of course,

there are several other theories about leadership and leadership styles where

different skills come into play. But no matter what your approach, if you display

the previous traits you will be well equipped to lead a team successfully.

2.2.14 Leadership Theory: How The Science Can Improve Your Leading

Leadership theory seems like an alien concept sometimes. Leadership is such a

primal, natural part of human behavior, that breaking it down into something

academic and quasi-scientific seems a little out of place, like dissecting an ice

cream sundae with an electron micros-cope. But even though leadership is

something so ingrained in the human experience, the study of leadership theory


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gives us a better understanding of the dynamic of leadership, which in turn makes

it easier for us to be better leaders or team players.

The first step in the path to studying this field is the understanding of what the

theory entails. Its part social science, part psychology, and part organizational

theory. It takes a little emotional awareness, and a little philosophical groundwork.

Some of the fields studied: Sure, leadership is sometimes more art than science, but

the science aspect can help us plan our development strategies more effectively.

We can start naming our beliefs and premises and act according to guidelines

rather than just intuition. Here are some of the fundamental issues that are

addressed by leadership theory:

What is leadership: It may seem like a simple question, but the number of

different answers might surprise you. How you answer this question will shape

how you grow as a leader.

Different leadership models :

There are different approaches to leadership that offer different directions. They

can help shape your outlook to particular situations. The traits of leadership:

Leadership theory can breakdown the psychological traits of effective leaders so

they can be emulated.


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The environmental components of leadership: Studying the dynamic of

leadership with different conditions shows the relationship between the leader and

his or her team, and also the way organizations and events shape to leadership

strategies. By breaking down the concepts that are used over and over in

organizational development, and finding useful tools to study and categorize the

field, we can start to plan our own improvement. Leadership can be approached

from the top down, learning about the philosophies of what makes teams work and

how to apply them, or from the bottom up, building on practical suggestions and

methods up to a framework that fits a bigger model. Either way, the ultimate goal

is to build a solid understanding of theory that will shape decisions and growth.

From there, one can build a toolbox that will be effective in different situations. To

do so, read as much as you can on both the practical and theoretical sides of

leadership; begin assessing strengths and marking areas for improvement.

2.3 SUMMARY

The essence of this chapter is to examine the contributions of authors and individual

concerning the implication of (management) training on work productivity.

Management training is very important in any organization, be it private or public

enterprise. Peretomode (2001) states that training is a planned organizational efforts

or activities concerned with helping an employee acquire specific skills, knowledge,


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concepts, attitudes and behaviour to enable him/her perform more efficiently and

effectively on his present job. Before a training programme is undertaken in an

organisation, the need and objective for which such training is intended for must be

identified and communicated to the participants. Such needs include poor attitude to

work, lack of job satisfaction, high rate of absenteeism, new technology etc.

Training is for a short term educational process and is for a specific skill. Training of

employees is a means of the achievement of individual and organizational needs.

Therefore, the objectives of training an employee are to increase productivity,

heighten employee s morale and to reduce supervisions. Budgetary allocations are

integral component to an annual financial plan of the organizations. Without

allocation limits, expenditure can exceed revenues and result in financial shortfalls.

Anele, (2010) states that no matter the interest of management to train their

employees, if such programme is not reflected in the budget, it will not embarked on.


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CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

The chapter is concerned with the various method and steps that was employed in

carrying out the study, some of the steps were based on the designing, structuring and

administration of the questionnaires mainly for collection of data and proofing

statistical techniques, used in analysing the data in order to show the relationship that

exist between the variables of study.

3.2 Research Design

This study employed the survey research method in order to generate data that was be

used to correlate the variables under study. The primary source of data, interview,

and questionnaire was used for collecting response from respondents.

3.3 Research Population

This is the total population of employees in the organization of study, information

available to me shows that the total population of Moneir Construction Company

under is 240.


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3.4 Research Sample and Sampling Techniques

The research sample is also known as sample size. It is an accessible population that

is derived from the population size in generating and collecting of data from

respondents. The sample size of this study is 150 using Yaro Yamen s formula.

n = N1+N(e) 2

The random sampling method is adopted for this study, for the purpose of

administering questionnaire to the targeted population size.

3.5 Instrumentation

The major instruments used are questionnaires and interviews for faster means of

collecting of data (response) from respondents. They are particularly structured with

regards to the type of question to be asked in order to obtain relevant, valid and

reliable data from sample size. It is carefully structured in sections A and B as to

derive personal bio-data from the respondent and general question section using the

Likert Scale Method.

3.6 Validity of Instrument

The objective criterion of this is to determine and evaluate the sufficiency and

efficiency of information contained in the questionnaire in order to ascertain the true

values of the variables under study devoid of bias. The validity test of the


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questionnaire is determined by a senior lecturer in management department (Expert

option).

3.7 Reliability of Instrument

The test-retest method was adapted to measures the reliability of the instrument and

Spearman Brown Prophecy formula at the coefficient of 0.6, which indicates high

reliability. This is done in order to ensure that the questionnaire measures that which

is supposed to be measured, even if, it is been adopted over a period of time.

3.8 Administration of Instrument

The random sampling method was adopted to administer questionnaire to

management and employees of Rockson Engineering Company in Port Harcourt. One

hundred and fifty (150) questionnaires were administered and retrieved within the

period of two (2) weeks.

3.9 Method of Data Analysis

For the purpose of this study, the chi-square statistical tool was used to analyze data

derived, and a simple percentage method was adopted to interpret research questions.

This statistical tool is adopted to determine the relationship that exists between

independent and dependent variables under study. The formula is stated thus;


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2 (fo-fe) 2 Fe

Where 2 = Completed value of chi-square

Fo = Observed frequency of each cal.

Fe = the expected frequency in each cell.

The critical value of the table is derived using:

(R-1) (C-1) at 0.5 level of significance

Where: R = Number of Rows, C = number of Columns.

Decision Rule: Accept H 1: if X2 calculated is greater than X 2 critical, otherwise reject

the null hypothesis.


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CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

4.1 Introduction

This chapter deals with the presentation and analysis of data. Each

set of result is described with relevant data and presented in tables.

One hundred and fifty (150) questionnaires distributed to

employees of Rockson Engineering as respondents, 135 were

retrieved, representing 90%. A presentation of questionnaire

distribution is stated as shown below:

4.2 Data Presentation And Analyses

Table 4.2: Response Based On Questionnaire Distribution

Respondents No.Distributed

No.Retrieved

No.Unretrived

Management 60(40%) 52(38.5%) 8(53.3%)

Staff 44(29.3%) 41(30.4%) 3(20%0

Contract staff 46(30.7%) 42(31.1%) 4(26.7%)

Total 150 135 15

Source : Survey Data, 2014.


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Table 4.3.2: Research Question 2: At what measure can training programme be

determined adequate for management in the organization?

Items SA A D SD UTota

lRep.

T. WtAv.Wt. Rt.

Should availability if moneyalways dictates managementtraining?

95 36 4 0 0 135 631 4.67 U

Do you agree that training at alllevels could be effective withlow budgetary provision?

71 51 4 9 0 135 589 4.36 U

Is there any relationship between management trainingand performance?

81 54 0 0 0 135 9639 71.4 A

Should availability if moneyalways dictates management

training?

63 67 3 2 0 135 9720 58.6 D

Should availability if moneyalways dictates managementtraining?

87 43 2 3 0 135 9369 69.4 A

Do you agree that training at alllevels could be effective withlow budgetary provision?

69 59 4 2 1 135 8316 61.6 A


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Is there any relationship between management trainingand performance?

69 53 9 3 1 135 8309 61.5 A

Total 535 363 26 19 1 945 44773 331.6 66.3(A)

Percentage (%)56.

6

38.

4

2.7 2.0 0.2 100


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Table 4.3.2, shown above indicated that 535 (56.6%) respondents

respond to strongly agreed, 363 (38.4%) respond to agreed, 26

(2.7%) respond to disagree, 19 (2.0%) respond to strongly disagree,and 2 (0.2%) respond to undecided. From the table, the overall

rating of respondents response of 66.3% stood at agreed to the

research question.

4.5 Testing of Hypotheses

Hypotheses 1 : There is no significant relationship between

management training and employees performance.

Table 4.5.1: Contingency Table for Hypotheses One (1)

Observed Frequency (Fo)

Class VeryHigh High Moderate LowVeryLow Total

Management 12 14 20 3 3 52

Staff 10 10 8 5 8 41

Contract staff 8 9 10 7 8 42

Total 30 33 38 15 19 135

Source: Survey Data 2014.


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Calculation of the expected frequency (fe)

The expected frequency is calculated by multiplying total row by the

total column and divided the product by the grand total frequency.

Fomular (fe) = TC x TRC

Where: TC = Total Column

TR = Total Row

C = Cumulative

Very High 30 x 52 1560135 135

30 x 41 1230135 135

30 x 42 1260135 135

High 33 x 52 1716135 135

33 x 41 1353135 135

33 x 42 1386135 135

Moderate 38 x 52 1976135 135

38 x 41 1554120 135

== 11.5

= = 9.1

= = 9.3

== 12.7

= = 10.0

= = 14.6

= = 11.5

= 10.2


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38 x 42 1596135 135

Low 15 x 52 780

135 13515 x 41 615

135 135

15 x 42 630135 135

Very Low 19 x 52 988135 135

19 x 41 820135 135

19 x 42 798135 120

= = 11.8

== 5.7

= = 4.5

= = 4.6

= = 7.3

= = 6.0

= = 5.9


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Table 4.5.2: Calculation of Chi-square (x 2)

Frequency Fo fe Fo-fe (fo-fe) 2 fo-fe2

feManagement (Very High) 12 11.5 0.5 0.25 0.0217

Staff 10 9.1 0.9 0.81 0.0890

Contract Staff 8 9.3 -1.3 -1.69 -0.181

Management (High) 14 12.7 1.7 22.89 9.227

Staff 10 10.0 0 0 0

Contract Staff 9 10.2 -1.2 -1.44 -0.141

Management (Moderate) 20 1.6 6.6 43.56 8.983

Staff 8 11.5 -3.5 -12.25 -1.065

Contract Staff 10 11.8 -1.8 -3.24 -0.274

Management (Low) 3 5.7 -2.7 -7.29 -1.27

Staff 5 4.5 0.5 0.25 0.055

Contract Staff 7 4.6 2.4 5.76 2.4Management (Very Low) 3 7.3 -4.3 -18.49 -2.532

Staff 8 6.0 2.4 5.76 0.96

Contract Staff 8 5.9 2.1 4.41 0.747

17.019

X2 calculated = 17.019

(R-1) (C-1)

R = Number of Row

C = Number of Columns

(3 -1) (5 - 1)


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2 x 4 = 8 degree of freedom

X2 critical = 12.59 at 0.05 level of significance of 8 degree of

freedom.

Decision Rule

Reject (H o) if (x 2 ) calculated > critical value (x 2 table), and accept (H o)

if (x 2 ) as calculated < the critical value vice versa.

CONCLUSION

From the table above, chi-square (x 2 ) calculated (17.019) is greater

than the critical value (12.59), Hence we reject the null hypotheses

(H o) and accept the alternate (H 1) which states that there is a

significant relationship between management training and

employees performance in Rockson Engineering Company.

Hypotheses 2 : There is no significant association between

management training and employees performance.


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Table 4.5.3: Contingency Table for Hypotheses Two (2)

Observed Frequency (Fo)

Class VeryHigh

High Moderate Low VeryLow

Total

Management 14 14 18 3 3 52

Staff 10 10 8 5 8 41

Contract staff 12 7 10 7 8 42

Total 36 31 36 15 19 135

Source: Survey Data 2014.

Calculation of the expected frequency (fe)

The expected frequency is calculated by multiplying total row by the

total column and divided the product by the grand total frequency.

Fomular (fe) = TC x TRC

Where: TC = Total Column

TR = Total Row

C = Cumulative

Very High 36 x 52 1872135 135

36 x 41 1476135 135

= = 13.8

= = 10.9


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36 x 42 1512135 135

High 31 x 52 1612

135 13531 x 41 1271

120 135

31 x 42 1302135 135

Moderate 36 x 52 1872135 135

36 x 41 1476135 135

36 x 42 1512135 135

Low 15 x 52 780135 135

15 x 41 615135 135

15 x 42 630135 135

Very Low 19 x 52 988135 135

19 x 41 820135 135

19 x 42 798135 120

= = 11.2

== 13.8

== 11.9

== 5.7

= = 4.5

= = 4.6

= = 7.3

= = 6.0

= = 5.9

= = 9.4

= = 9.6

= = 10.9

= = 11.2


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Table 4.5.4: Calculation of Chi-square (x 2)

Frequency Fo fe Fo-fe (fo-fe) 2 fo-fe 2

feManagement (Very High) 14 13.8 -0.2 0.04 2.898

Staff 10 10.9 0.9 0.81 0.0890

Contract Staff 12 11.2 -0.8 0.64 0.057

Management (High) 14 10.9 -3.1 9.61 0.881

Staff 10 9.6 -0.4 0.16 0.016

Contract Staff 7 11.9 4.9 24.01 2.017

Management (Moderate) 18 13.8 -4.2 17.64 10.278

Staff 8 10.9 2.9 8.41 0.771

Contract Staff 10 11.2 1.2 1.44 0.128

Management (Low) 3 5.7 -2.7 -7.29 -1.27

Staff 5 4.5 0.5 0.25 0.055

Contract Staff 7 4.6 2.4 5.76 2.4

Management (Very Low) 3 7.3 -4.3 -18.49 -2.532

Staff 8 6.0 2.4 5.76 0.96

Contract Staff 8 5.9 2.1 4.41 0.747

17.495

X2 calculated = 17.495(R-1) (C-1)

R = Number of Row

C = Number of Columns


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(3 -1) (5 - 1)

2 x 4 = 8 degree of freedom

X2 critical = 12.59 at 0.05 level of significance of 8 degree of

freedom.

Decision Rule

Reject (Ho) if (x 2) calculated > critical value (x 2 table), and vice versa.

Conclusion

Therefore, since chi-square (x 2) calculated (17.495) is greater than

the critical value (15.59), we reject the null hypothesis (H o) and

accept the alternate (H 1) which states that there is a significant

association between management training and employees

performance.

4.6 Summary of Findings

This is the presentation and analysis of data carried out in this

chapter, for hypotheses one (H 1 ) it shows that there is a significant

relationship between management training and employees

performance by rejecting the null hypotheses and accept the

alternate hypothesis. Also for hypotheses two (H 2 ), we accept the


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alternate hypotheses and rejected the null hypothesis. This means

that, there is a significant association between management

training and employees performance resolution strategies in orderto enhance employees performance when the required and relevant

skills are acquired.


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APPENDIX I

Department Of ManagementFaculty Of Business StudiesIgnatius Ajuru University Of EducationSt. Johns Campus Port Harcourt.

1 st August, 2014.

Dear Sir/Madam,

I am a final year student of Ignatius Ajuru University of Education

Port Harcourt, conducting a research work on IMPACT OF

MANAGEMENT TRAINING ON EMPLOYEES PRODUCTIVITY A Study

Of Rockson Engineering Company, Port Harcourt.

You are requested to complete the questions below. I assure you that

any information given to me shall be confidential and strictly used for

academic purposes.

Thanks for your anticipated co-operation.

Yours faithfully,

Ajaba, Anthony Jonas


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APPENDIX II

SECTION A:

Please tick [ ] on the variable that suits you.1) Name of respondent

2) Department/Se ction ..

3) Position held:

4) Sex: .

5) Marital Status:

a) Married [ ]

b) Single [ ]

c) Divorce [ ]

6) Age:

a) 18-22 years [ ]

b) 23-27 years [ ]

c) 28-32 years [ ]

d) 33 and above [ ]

7) Academic qualification:

a) School Certificate [ ]

b) NCE [ ]

c) B.Sc [ ]

d) M.Sc [ ]

e) Others please specify [ ]

8) Work experience:


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work performance positively?

6 Is on-the job training methodthe best for management?

7 Is off-the-job training morereliable for management?

8 Is it true that employeescomplaint can warrantmanagement training?

9 Does it necessarily mean thatthe organizationsperformances will determine

the type of training to beadopted?

10 It is meaningful formanagement staff to attendseminars/conferences?

11 Do you think thatSupervisors should betrained separately?

12 Should supervors beconsidered as managementstaff?

13 Should Training beconducted only to those whodeal directly with workers?

14 Should orientation formanagement be based onwork?

15 Inadequate budgetaryallocation for training willalways produce effective


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training.

16 Is it true that management istrained only when there islow productivity?

17 Do you agree thatmanagement and employeesshould be trained separately?

18 Should management bedetermined by the size ofmoney needed?

19 Should availability if money

always dictates managementtraining?

20 Do you agree that training atall levels could be effectivewith low budgetary provision?

21 Is there any relationshipbetween managementtraining and performance?

22 Do you agree thatproductivity is directly relatedto performance?

23 Do you agree thatperformance influencesmanagement positively?

24 Is it true that High rate ofabsenteeism can warranttraining for management?

25 Will training be of essencewith the changes in theenvironment?


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Documents

Impact of Management Training on Employees Productivity