PERFORMANCE EVALUATION OF THE EFFECTS OF TRAINING AND

DEVELOPMENT OF SERVICE ORGANIZATION IN NIGERIA (CASE

STUDY OF MINISTRY OF ECONOMIC PLANNING AND BUDGET, ONDO STATE)

BY

OGUNTIMEHIN KOLAWOLE
B.SC(ED) ECONOMICS, UNIVERSITY OF ADO-EKITI (NOW
EKITI STATE UNIVERSITY, 2002)
(MATRIC NO: JDP/DIP/ASICUK/MSC/35070)

THESIS SUBMITTED TO THE DEPARTMENT OF HUMAN RESOURCES

MANAGEMENT, SOUTH AMERICA UNIVERSITY, IN PARTIAL FULFILLMENT OF
THE REQUIREMENT FOR THE AWARD OF MASTERS OF SCIENCE IN HUMAN
RESOURCES MANAGEMENT

SUBMITTED TO JOINT PROFESSIONALS TRAINING AND SUPPORT

INTERNATIONAL

DECEMBER, 2021.

i
 DECLARATION

I declare that the work described in this thesis is original, and has not been previously submitted
to any University or similar institutions for the award of any degree or certificate.

OguntimehinKolawole

Signature: …………………

Date: ………………………

ii
 CERTIFICATION

The undersigned have examined the thesis entitled “Performance Evaluation of the Effect of
Training and Development of Service Organization in Nigeria: A Case Study of Ministry of
Economic Planning and Budget, Ondo State”, Presented by OguntimehinKolawole with
Matric Number: JDP/DIP/ASICUK/MSC/35070, a candidate for the degree of Master of
Science in Human Resources Management and hereby certify that it is worthy of acceptance.

ONIFADE OLUMUYIWA EMMANUEL ________________________

Supervisor Signature/Date

__________________________________ _________________________
Committee Member Signature/Date

__________________________________ _________________________
Committee Member Signature/Date

iii
 DEDICATION

I dedicate this work to God Almighty for His Grace and Infinite Mercy upon my life and to my
loving wife, Deaconess OguntimehinMulikatFadekemi and my beloved children for their
support.

iv
 ACKNOWLEDGEMENT

My profound gratitude and appreciation goes to God Almighty who by His faithfulness has made
my degree pursuit a reality; I ascribe all glory, honour, adoration, praises and thanksgiving unto
Him that lives and reigns forever.

My immense gratitude goes to my supervisor, Mr. OnifadeOlumuyiwa Emmanuel for his critical
scrutiny, evaluation and suggestion during this research work and also Engineer
AkhireChukwuemeka Nathaniel.

My sincere gratitude goes out to my amiable and loving wife, my beloved children, my Boss,
Pastor Igbasan Emmanuel, for their indispensable and sacrificial efforts, prayers, encouragement
and otherwise measures.

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 TABLE OF CONTENT
Page
TITLE PAGE i.
DECLARATION ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENT v.
TABLE OF CONTENTS vi
LIST OF TABLES viii.
LIST OF FIGURES ix.
ABBREVIATION x.
ABSTRACT xi.

CHAPTER ONE
1.0. Introduction
1
1.1. Background of the Study 1
1.2. Statement of the Problem 3
1.3. Research Questions 3
1.4. Hypothesis 4
1.5. Aim of the Study 4
1.5.1. Objective of the Study 4
1.6. Statement of Hypothesis 4
1.7. Significance of the Study 4
1.8. Scope of the Study 5
1.9. Limitation of Study 5
1.10. Definition of Terms 5

CHAPTER TWO
2.0. Literature Review
7

vi
2.1. Introduction 7
2.2. Conceptual Review 8
2.2.1. The Concept of Manpower Training 11
2.2.2. Manpower Development as a Concept 14
2.2.3. Human Resource Training and Development 16
2.2.4. Theories of Motivation 21
2.2.5. Employees Performance 24
2.2.6. Effect of Training on Performance 25
2.2.7. The Other Factors Affecting Employee Performance 27
2.3. Theoretical Framework

CHAPTER THREE
3.0. Materials and Methods
32
3.1. Research Design 32
3.2. Description of the Study Area 32
3.3. Population of the Study 34
3.4. Sampling of the Study 34
3.5. Method of Data Collection 34
3.5.1. Primary Data Collection Method 34
3.5.2. Secondary Data Collection Method 34
3.6. Validity & Reliability 34
3.7. Method of Data Analysis 35

CHAPTER FOUR
4.0 Data Analysis and Presentation/Discussion 36
4.1 Introduction 36
4.1.1. Bio-Data of Respondents 37
4.1.2 Test of Hypotheses 46
4.2.1. Hypotheses one (H01) 46
4.2.2. Hypotheses two (H02) 47

vii
4.2.3. Major Findings 49

CHAPTER FIVE
5.0 Summary of Key Findings, Conclusion and Recommendation 51
5.1 Summary of Key Findings 51
5.2 Conclusion 52
5.3 Recommendations 52
References 54
APPENDICES 58

viii
 List of Tables
Table Title Page
1.1 Marital Status of Ministry of Economic Planning 38
and Budget, Ondo State
1.2 Job position of Respondents 40
1.3 Period of Employment with Ministry of Economic Planning
and Budget, Ondo State 40
1.4 Respondent’s Participation in Training 41
1.5 Selection for Training 41
1.6 Training Schedule 42
1.7 Methods of Facilitation at the Training 43
1.8 Impact of Training Methods on Skill 43
1.9 Training Programme Quality 44
1.10 Relevance of Training to Respondents Work 44
1.11 Impact of Training on the Performance of the Respondents 45
1.12 Need for Further Training 45
1.13 Training Schemes Available to Employees in Ministry of
Economic Planning and Budgeting, Ondo State 46
1.14 Frequent Development Programmes Mounted for Employees in
Ministry of Budget and Economic Planning 48

ix
 List of Figures
Figure Title Page
1.1 Showing the Map of the Study Area
1.2 Bar chart showing Response rate of Questionnaires
1.3 Bar chart showing Gender Distribution of the Respondents
1.4 Bar chart showing Age Distribution of the Respondents
1.5 Bar chart showing Marital Status of the Respondents
1.6 Bar chart showing Educational Qualifications of the Respondents

x
 ABBREVIATION

MEB&P Ministry of Economic Planning and Budget

T&D Training and Development

xi
 Abstract
Most services organizations in Nigeria are facing the challenges of labour turn over due to lack
of job training of their employees. The research was undertaken and primary data were generated
through the use of questionnaires. The study is a descriptive research method and a sample of
120 respondents from the Ministry of Economic Planning and Budget, Ondo State was used as a
case study. Simple random technique was used to select the respondents and chi-square was used
in testing the validity of the hypotheses of the samples analyzed. The study reveals that
inadequate skilled personnel, equipment and gross corruption affect the performance of the
Ministry of Economic Planning and Budget, Ondo State. So majority of the participants in the
study are males with a frequency of 69 (57.5%), while family the female respondents were 51
(42.5%). This implies that there were more male workers in Ministry of Economic Planning and
Budget, OndoState.The age distribution skewed towards the age within groupof 41 to 50
yearswhich means theministry has more youths in theworkforcethanagedemployees. The study
therefore concluded that for training and development to have significant impact on
organizational performance, employees need to be motivated during training programs. It was
recommended that organization should introduce reward system for outstanding performance so
as to motivate employees to always put in their best during training session. Hence, organization
should be effective in integration of resources to yield high output.

xii
 CHAPTER ONE
1.0. INTRODUCTION
1.1. Background to the Study
Training and development of manpower resources is highly needed in virtually all business
organizations for its effectiveness, especially in a developing country like Nigeria. It is hard
for any business organization to exist without adequate manpower, hence it is an
indispensable tool for any business organization. For Managers to perform their functions
effectively there must be well designed training and development programs to enable them
enhance their performance. These training programmes may range from on-the-job training
scheme aimed at exposing managers to new techniques adopted in modern office
environments. (Banjoko, 2011)

Manpower training and development must be based on a need analysis derived from a
comparison of “actual performance’’ and behaviour with “required performance’’ and
behaviour. Manpower training and development is one of the major ways organization
invests in the workforce for greater return today and even in the foreseeable future (Banjoko,
2011).

Organizations are facing increased competition due to globalization, changes in technology,

political and economic environments (Evanset al., 2012; 32) and therefore prompting these
organizations to train their employees as one of the ways to prepare them to adjust to the
increases above and thus enhance their performance. It is important to not ignore the
prevailing evidence on growth of knowledge in the business corporate world in the last
decade. This growth has not only been brought about by improvements in technology or a
combination of factors of production but increased efforts towards development of
organizational human resources (Evanset al., 2012).

Moreover it is, therefore, in every organizations responsibility to enhance the job

performance of the employees and certainly implementation of training and development is
one of the major steps that most companies need to achieve this. As it is evident that
employees are a crucial resource, it is important to optimize the contribution of employees to
the company aims and goals as a means of sustaining effective performance. This therefore
calls for managers to ensure an adequate supply of staff that is technically and socially
competent and capable of career development into specialist departments or management
positions (Afshanet al., 2012, 646).

1
The question that may arise in many instances is why human resources are important.
Bearing in mind that human resources are the intellectual property of the firm or an
organization, employees prove to be a good source of gaining competitive advantage
(Houger, 2006), and training is the only way of developing organizational intellectual
property through building employees competencies.

In order to succeed, organizations have to obtain and utilize human resources effectively.
Organizations, therefore, need to design its human resource management in ways that fit into
the organization’s structure as this it will make the organizations achieve their goals and
objectives. Moreover, it is also important for organizations to assist their workforce in
obtaining the necessary skills needed and, increase commitment (Houger, 2006).

The management of human resources in Nigeria in general and Ministry of Economic

Planning and Budgeting, OndoStatein particular is rather challenging as most organizations
have difficulties finding proper human resources. This may partly be a result of the different
kinds of problems, for example, political instability, corruption, bureaucracy, poor
infrastructure, low levels of education and purchasing power, diseases and famine known to
prevail in the African business context (Kamoche, 2012).

Training as the crucial area of human management, is the fastest growing segment of
personnel activities. Training which is referred to as a course of diet and exercise for
developing the employees’ affective, cognitive and psychomotor skills assist the
organizations to have a crucial method of developing the employee towards enhancing his
productivity. At times, some companies go beyond establishing their own schools for training
and retraining their staff at no cost expense to the trainee (Kamoche, 2012).

The main aim of training and development programmes in service organizations is to enable
employee’s increase their productivity, productivity on the other hand is the end product of
training and development as well as a measure of the output of the result from a given input.
Managers plays a very vital role in the service organization in the realization of the
organizational goal, he therefore needs to be constantly exposed to regular training
programmes to increase his skills to enable him adapt to technologically world of business
(Kamocheet al., 2014).

The primary task of Ministry of Economic Planning and Budgeting, Ondo State is to prepare
her staff for advancement in their fields and is to support and promote manpower

2
development and training programmes that are relevant to employee’s career development,
improve morale and competitiveness on the job.

1.2. Statement of the Problem

Manpower training and development is a “sine qua non” for achievement of organizational
goals. Indeed, training and development are very important for all employees, to keep them
abreast with developments and changes in the business environment and the economy. If
firms do not achieve their goals in spite of huge investment in training and development is
faulty which will then call for a re-evaluation of training methods and curricula. Oribabor
(2018) insists that the inability of organizations to attain their goals was as a result of some of
poor manpower development policies. Given the above, it thus becomes necessary to
determine how organizational performance can be influenced through manpower training and
development. The purpose of this study is to determine the relationship between manpower
training, development and organizational performance.

Most of the employers have reported the inefficiency of some staff in business organization
in Nigeria, though this efficiency could be attributed to their non possession of the requisite
skills and competencies. The adverse effect of (Iwuoha, 2019) nepotism, god fatherism and
favoritism during recruitment exercise has effects on productivity. The resultant effect of this
is that such employees employed without due employment procedures find it extremely
difficult to cope with the ever improving technologically business environment, the problem
of the study put in a question form is, what type of training should the employees be exposed
to enable them move with the demands of the ever-changing business world?

1.3. Research Questions

The following research questions guided the study
i. What type of training programmes is available to employees in selected service
organization in Ondo State?
ii. How often is development programmes mounted for employees in selected service
organization in Ondo State?
iii. What are the impacts of training and development programmes on the productivity of
the employees in service organization?
iv. What are the solutions to the challenges of manpower training in Ministry of
Economic Planning and Budgeting, Ondo State?

3
1.4. Hypothesis
1.5. Aim of the Study
The aim of this study is to investigate the adequacy of training and development
programme provided to employees in selected service organization inOndo State so
that ways of overcoming the problems may be adopted.
1.5.1. Objective of the Study
i. Identify the type of training schemes available to the employees in selected service
organizations in Ondo State.
ii. Ascertain how often the development programmes are mounted for employees in this
service organization.
iii. Determine the impact of training and development programmes on the employee’s
performance in the selected service organization.
iv. Investigate the nature of manpower training and the extent it has improved
productivity in Ministry of Economic Planning and Budgeting, Ondo State.
v. Suggest solutions to the challenges of manpower training in Ministry of Economic
Planning and Budgeting, Ondo State.

1.6. Statement of Hypothesis

The under listed null hypotheses were tested in this study at 0.05 level of significance.
H01: There is no significance difference between the mean ratings of senior and junior
employers regarding the type of training schemes available to employees in service
organization in Ministry of Economic Planning and Budget, Ondo State..
H02: There is no significance difference between the mean ratings of experience and
inexperience employers in respect of how often the development programmes are mounted
for employees in selected service organization in Ministry of Economic Planning and Budget,
Ondo State.
H03: There is no significant difference between the mean ratings of senior and junior
employers as to the impact of training and development programmes on the performance of
employees in the service organization.

1.7. Significance of the Study

In Nigeria today, the desire of rapid economic development and technological advancement
make this study a subject of significance. To this end, various debates, researches,
Conferences and Seminars have been conducted by workers. This study will be of invaluable

4
assistance to management development institutes, employers of labour, the government,
policy makers, politician, administrators, human resources personnel, researchers, students
and future administrative leaders. It is expected that the study will inform the heads of
organizations that to increase workers performance, there is the need to have and retain well
trained and motivated employees.It is also to help develop and maintain a quality work life,
which will provide an opportunity for employee’s job satisfaction and self- actualization”.

Nonetheless, it will help managers of various organizations to generate ideas and solution to
problems based on the best way to run training in their organization in order to achieve
desired goals and objectives. Finally, the study will aid management to introduce modern
schemes for training and development; to be able to meet the challenges of change in the
future.

1.8. Scope of the Study

The scope of the study will cover the evaluation of the effects of manpower training and
development in service organization with a reference to Ministry of Economic Planning and
Budgeting, Ondo State.

1.9. Limitation of the Study

The scope of this study is focused on manpower training and productivity in Ministry of
Economics. Planning and Budgeting, Ondo State, Nigeria. The study also examined the
nature of manpower training and how it enhances employee productivity in Ministry of
Economic Planning and Budgeting, Ondo State. It is a national district with a considerable
staff strength that could facilitate adequate reliability and validity of the study. Moreover,
accessibility and/or availability of data to the researcher coupled with time and financial
constraints can limit the scope.

1.10. Definition of Terms

Effects were made at defining the following terminologies used in this study to avoid
ambiguity and elicit proper understanding.
Human resource management: This is the way organizations manage their staff and help
them to develop (McCourt & Eldridge, 2016: 2) in order to be able to execute organizations’
missions and goals successfully.

5
Human resource development: This is the integrated use of training, organization and
career development efforts to improve individual, group, and organizational effectiveness
(Richman, 2015).
Training: This is defined as the process of teaching or being taught the skills for a particular
job or activity. (Longman Dictionary, 2019)
Development: This is a broad ongoing multi-faceted set of activities (training activities
among them) aimed at bringing someone or an organization up to another threshold of
performance, often to perform some job or a new role in the future (McNamara, 2008).
Manpower: Total supply of personnel available or engaged for a specific job or task
(Business Dictionary, 2018)
Planning: This is an act of formulating a program for a definite course of action (Financial
Dictionary, 2018)
Employee performance: This is defined as the outcome or contribution of employees to
make them attain goals (Herbert et al., 2000) while performance may be used to define what
an organization has accomplished with respect to the process, results, relevance and success
Uganda National Development Program (1995). Afshanet al. (2012) define performance as
the achievement of specific tasks measured against predetermined or identified standards of
accuracy, completeness, cost and speed. Employee performance can be manifested in
improvement in production, easiness in using the new technology, highly motivated workers.

6
 CHAPTER TWO
2.0. LITERATURE REVIEW

This chapter deals with the review of related literature on the topic of the study. The review
embraces information in journals, magazines, text books, internet, etc. Specifically, the
review covers the following sub-headings: Empirical and Academic Review, Types of
Training Scheme Available for Employees, Impact of Training on the Productivity of
Employees and Theoretical Framework.

2.1 Brief History of the Ministry

The Ministry was first established in the State in 1979 during the Civilian Administration of
Late Chief AdekunleAjasin and was named Ministry of Economic Planning and Statistics.
When the Military took over the administration of the State in 1983, the Ministry was merged
with Ministry of Finance. During the regime of Late Chief Adebayo Adefarati in 1999, the
Ministry was re-established and named Ministry of Economic Planning and Budget. It was,
however merged again with the Ministry of Finance during the administration of Late Dr.
OlusegunAgagu in 2003.

As a demonstration of its firm belief in the inherent values of planning as a catalyst for socio-
economic development; The Ministry of Economic Planning and Budget was once again re-
established by the administration of Dr. OlusegunMimiko in 2009. This also informed the
decision of the present administration in the state to sustain the Ministry (Research Survey,
2020).

The Ondo State Ministry of Economic Planning and Budget is headed by a Commissioner,
who is the Chief Executive. The Permanent Secretary is the Accounting Officer and he
oversees the six directorates in the Ministry viz Development Planning, Technical Assistance
and Aids Coordination, Budget, Monitoring and Evaluation, Programming and System
Support and Finance and Administration, heading the six directorates: Development
Planning, Technical Assistance and Aids Coordination, Budget, Monitoring and Evaluation,
Programming and Systems Support and Finance and Administration the Ministry is the
fulcrum for development in the State (Ondo State Economic Journal, 2020).

Functions of the Ministry

i. To collect, compile and publish statistics/information which is necessary for planning
and development of the state.

7
 ii. To prepare development plans designed to accelerate the growth and development of the
economy.
iii. To carry out periodic review of the programmes and projects in the development plans in
order to achieve the set objectives of the state government.
iv. To prepare annual and supplementary estimates of government which embody
development projects and programmes.
v. To appraise budget performance on bi-annual basis.
vi. To study, analyze and appraise projects with a view to establishing their economic and
social feasibilities.
vii. Preparation of and distribution of mid-year and full year reports to all Budgets
Stakeholders.
viii. Analysis of the Annual Budget
ix. Conduct of workshop on Budget preparation, implementation and monitoring.

2.1.1 Ministry of Economic Planning and Budget Policy

To harness the State’s human and material resources toward making it the best administered
state in Nigeria and the cynosure of all eyes of which all its citizens shall be proud; where
equity, justice and fairness shall be the driven forces of government action.

Mission
 To determine and advise on policies that will promote the socio-economic and
sustainable development of the State
 To draw up, from time to time, the state’s economic priorities and programmes and map
out implementation strategies
 To galvanize the people of Ondo State into harnessing all her God-given resources,
create and use wealth for the benefit of individual’s collective fulfillment and peaceful
cohabitation in an environment for transparent and honest leadership.

2.2 Conceptual Review

For better understanding of the concept of manpower training, it is important to understand
the term “manpower” as it relates to this study. Manpower refers to the total supply of
personnel available or engaged for specific job. It is also regarded as the most significant
assets needed for the production of goods and services which is also the main instrument for
promoting speedy national development and effectual service delivery. Manpower are men
and women which constitute the total labor force of a nation and the ultimate basis for the

8
wealth of nations. Therefore manpower is a useful element for coordinating other resources
for national development. Organisations cannot accomplish their set objectives without
manpower which is seen as a labour force. Therefore manpower becomes an indispensable
instrument for increased productivity in an organisation. Manpower training is an important
idea usually used by different individuals. It has different meanings to different people. Some
researchers see training as the impartation of ‘knowledge’, ‘enlightenment’ or ‘wisdom’
(Ofobruku&Nwakoby, 2015). This implies that these attributes underline manpower training
as a vital ingredient of training, which equips the employee with the wherewithal for effective
performance of duties and routine assignments. These impact on productivity and the
realization of organisational objectives ultimately. Igbaekemen (2014) affirms that training is
a process or strategy of upgrading and expanding the abilities, talent and knowledge of
workers. As such, a fruitful training programme must add to the development and
improvement of workers at all levels. Training influences employee development such that
the workers' state of mind is improved with a view to eliciting their commitment to duties and
organisational effectiveness.

Many organizations have come to recognize that training offers a way of developing skills,
enhancing productivity and quality of work, and building worker loyalty to the firm. They
have seen for themselves that training is where skills are developed, attitudes are changed,
ideas evolve and the organization is reinvented. In the course of learning the skills that will
increase sales, build effective teams, improve quality standards or meet a wide range of other
objectives, employees create a new organizational culture (Babaita, 2019).

Training means investing in people to enable them to perform better and to empower them to
make the best use of their natural abilities for overall effectiveness and efficiency of an
organization. An organization is seen to be effective and efficient if there is demonstrable
increase in productivity (Babaita, 2019). There is need for continual training and retraining
especially with the impact of rapid technological changes on existing skills and jobs. From
the literature review, the employees are seen as an indispensable group in the entire office in
the labor markets; hence the training given to them is such that assists an individual to be
occupationally competent by providing him with learning experiences that will help him
develop skills and ability for making sound decisions.

There are numerous problems (funding, lack of training facilities, lack of manpower, etc.)
which have continued to affect the training of employees thereby hampering their optimal

9
productivity (Iwuoha, 2019). Despite the recognition of importance of training by
management experts and government in white papers on various reforms in Nigeria, the
experience of manpower (staff) training and development (Okotoni&Erero, 2015) in the
Nigerian public service has been more of ruse and waste.

A study carried out by Okotoni and Erero (2015), on the topic titled “Manpower Training and
Development in the Nigerian Public Service” aimed at identifying the experience of Nigerian
public services on manpower training and development with view to understanding the
problems being faced. The researchers found out that training and development helps to
ensure that organizational members possess the knowledge and skills they needed to perform
their job effectively, taken on new responsibilities, and adapt to changing conditions. They
also found that the experience of manpower training and development in the Nigerian public
service has been more of ruse and waste. They recommended that the government should
avoid the use of quack consultants in training the public servants.

In another study carried out by Iwuoha (2019) on the topic titled “Impact of Training and
Development Programmes on Secretaries Productivity in selected Business Organization in
Owerri” aimed at identifying the adequacy of development programme provided to the
secretaries in the selected business organizations in Owerri. The researcher employed a
survey research design. The population of the study was 50 respondents using simple random
sampling technique, while questionnaire was used for data collection and mean scores for
data analysis. It was found that development programmes were adequately provided for the
secretaries by the management of these organizations in such areas as seminar, conferences,
workshops, etc. The researcher recommended that the secretaries should be given periodic
leave with full pay to fully acquaint them with the latest skills.

Also, Igwegbe (2019) carried out a study titled “The Role of Management (Employers) in
Human Capital Development” focused on the role of management as employers of labor in
the development of human capital. Igwegbe found that human capital development is
inevitable and the need for the entire work force to be at home with modern information and
technology (ICT) in line with global trends if organizations must remain relevant in the world
today.

Babaita (2010) in a study titled “Productivity as a driving force for investment in training and
management development in the banking industry” sought to determine if productivity is a

10
driving force for investment in training and management development in the banking industry
in Nigeria. The population was made up of 320 old and new generation banks. Simple
random sampling techniques were used. The study relied on both qualitative and quantitative
analysis of data. Babaita found that productivity is really one of the driving forces for
investment in training and management development. He recommended that it is vital that
managers, senior executive, as well as all employees receive training. The researcher
observed from the above studies that none of other scholars looked at the impacts of training
and development on the programmes of employees rather they concentrated their studies on
the management and development of human resources in an organization. This is the essence
of this study. In a study carried out by Iwuoha (2019), the respondents were limited in scope
in terms of sample size thus underscoring the need for a more comprehensive research on the
subject. For instance, instead of using a total number of reasonable respondents say 100
respondents, the researcher used fewer sample size of 50 which was not up to 60% of the
entire population.

Furthermore, Okotoni and Erero (2015) found that training and development assists to ensure
that organizational members possess knowledge and skills they needed to perform their job
effectively, take on new responsibilities, and adapt to business challenges. They, however,
recommended that government should avoid the use of quack consultants in training the
public servants. On the other hand, they did not recommend the ways of avoiding ruse and
waste in the Nigerian Public Service. It did not occur to them that actions are in words but not
in implantations. Looking critically at the general guiding principles they appear excellent in
theory, but the practice side is problem.

Finally, all the studies reviewed were contaminated in one way or the other. Therefore, no
known scholar to the researcher has related implications of training and development on the
programmes of employees. Hence, this is essence of this research work.

2.2.1 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 (2016) 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

11
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 (2016) see training as the formal procedures which an Organization use
to facilitate employees’ learning so that their resultant behavior contributes to the attainment
of the Organizations as well as the individuals goals and objectives.

Furthermore, training according to Nwachukwu (2018) 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 (2012) 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 manpower requirements and
secondly, on the growth needs of individuals in the workplace.

Manpower training is not merely concerned with the worker’s present activity, but prepares
the worker for imminent work requirements (Kumet al., 2014). Therefore, effective training
programmes must be put in place to allow management sustain a body of workers that could
adequately substitute employees who may exit the organisation or who are redeployed to
different departments. Hence, manpower training enables employees to adjust to advanced or
modern-day technology, and ensures that suitable manpower are made available for
expansion into different and new areas.

Rue and Byars (2018) approached the definition of training in a manner that hammers on
time variations. They defined training as a process that involves acquisition of skills,

12
concepts, rules or attitude in order to improve present and future performance. In another
development, Koontz and O’Donnel (2017) 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, Aboniyi (2017) 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 (2017) 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 (2013) maintained 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
behaviour proposed, or that he has peers or subordinates who determine that such proposed
behaviour would not work or may be consultant for the environment.

According to Ndibe (2014) training is possibly regarded among the reliable strategies for
manpower improvement. It implies the orientation of an employee for achieving the goals of
the organisation, for realizing a maximum output and accomplishment of the organisational
aims and objectives. According to him, the aim of staff training is to encourage workers to
accumulate greater skills to operate at the most acceptable standard on the present job and to
broaden their knowledge towards future opportunities in the organisation. This indicates that
whatever the level of technological advancement of an establishment, the ideal efficiency and
optimum productivity rest upon the expertise of the workforce.

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 favorable change in behavior has improved job performance. Jones,
Georgeand Hill (2010) believe that“training” primarily focuses on teaching Organizational
members how toperform their current jobs and helping them acquire the knowledge and
skillsthey need to be effective performers. “Development” on the other hand focuseson
building the knowledge and skills of Organizational members so that theywill be prepared to
take on new responsibilities and challenges.

13
Sequel to the above, one can easily perceive the difference between training andemployee
development. As quoted by Onah (2018:129-130); Staff training and development come
under thepurview of personnel functions in most organizations,especially public
organizations. The importance of stafftraining and development in any organization is clear,if
we recognize the fact that the structure that sustains itdepends on the individual that operate
the structure.Staff training and development can occursimultaneously or complementarily but
the two do notnecessarily have direct relations to each other. Theyshould in fact be separated
in concept.

A critical examination of the above definitions indicates that the scholar failed to provide a
comprehensive definition of manpower training. Knowledge development and skill
acquisition is not the only aim of manpower training; it comprises the improvement of
abilities necessary for employees to carry out their jobs accurately on a given assignment. It
stands to reason that training is the complete procedure through which the perception and
attitudes of people are adjusted to fit-in into the organisational culture and traditions. Training
mainly focuses on teaching employees the procedure of performing their present tasks and
also obtains the information and abilities they required to perform effectively (Jones et al.,
2011;Ndibe, 2014). The clarifications above have not considered the dynamism and
inconsistent environments that an organisation operates. There is a continuous variation in the
job requirement in terms of skills and abilities required of employees. Beyond this, the
continuous enhancement in modern technology and equipment often reduce the value of
skills and knowledge within a short time (Okanya, 2018). Hence, the management ought to
consider the present and future requirements of the organisation during preparations for staff
development (Beardwell& Holden, 2015:324).

2.2.2 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. (Field Survey, 2021)

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

14
in leadership through literature’. Whereas the presentation skills program helps them on job,
the literature based program may or may not help them directly. (Field Survey, 2021)

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. (Field
Survey, 2021)

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. (Field Survey, 2021)

In the study of Adamolekun (2018), he cited that, 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 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; and ensuring
adequate human resources for expansion into new programs. Development focuses on
building the knowledge and skills of organizational members so that they will be prepared to
take on new responsibilities and challenges.

The purpose of manpower development is to improve knowledge and skills and to change
attitude (Mullins, 2019). 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;
 Give feeling of personal satisfaction and achievement, and broaden opportunities for
career progression; and
 Help to improve the availability and quality of staff.

15
Training facilitates manpower development and consequently his performance. Manpower
training and manpower development are two interrelated 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 (2005), 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 today, “that unlike the training,
the workers which improve 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 (Chanokan, 2018).

2.2.3 Human Resource Training and Development

Training and development falls under Human Resource Development function which has
been argued to be an important function of Human Resources Management (Weil & Woodall,
2015).

A. Training
As one of the major functions within Human Resources Management, training has for long
been recognized and thus attracted great research attention by academic writers (Gordon,
2012; Beardwell, Holden &Claydon, 2014). This has yielded into a variety of definitions of
training. For example, Gordon (2012) defines training as the planned and systematic
modification of behaviour through learning events, activities and programs which result in
the participants achieving the levels of knowledge, skills, competencies and abilities to carry
out their work effectively. It is worth nothing that, as researchers continue with their quest
into the training research area, they also continue their arguments into its importance. Some
of these researchers argue that the recognition of the importance of training in recent years
has been heavily influenced by the intensification of competition and the relative success of
organizations where investment in employee development is considerably emphasized
(Beardwell, 2014). Related to the above, Beardwell, (2014) add that technological

16
developments and organizational change have gradually led some employers to the
realization that success relies on the skills and abilities of their employees, thus a need for
considerable and continuous investment in training and development.

B. Identification of Training Needs

All organisations should endeavour to identify the training needs as this would determine the
success of any systematic training. This is the first step in any training process and would
determine the success or failure of the programme. Training need is the gap between the kind
of performance an employee is exhibiting and the kind of performance he is expected to have.
The need for training arises mainly from the difficulties that inadequate training may have
generated such as rapid change in technology, both in the factories and offices and also as a
result of problems created due to the shortage of skilled labour. Also, training is required in
order for employees to fit in during job enlargement and job rotation. Manpower training
should not be seen as an end in itself, but as a means of improving employee’s job
performance to achieve the set objectives. Therefore, in analyzing the training needs,
organisations should adopt the following methods:

i. Identifying training need at the individual level: this requires the identification of the
particular employee who needs the training in an organization and at what areas the
training is needed. In this regard, deficiencies in skills, knowledge and attitudes are
discovered. This could be achieved logically by following a logical order such as:
a. Examine the job description of employees to ascertain that they are up-to-date and
sufficient to achieve the set objectives;
b. Assess the key tasks including the techniques and procedures involved in
accomplishing them.
c. Identify the skills, attitudes and abilities required to perform those tasks;
d. Assess the state of knowledge of the current job holder. This could be achieved by
observation, performance appraisal, making reference to performance records and
other information about the job holder. Further discovery about the job holder could
be done through discussion with the employee. In some instance, it could be
discovered that the employees lack confidence to carry out the task. Therefore,
training may be required to expose his to the rudiments of the job. Also, managers
may be tempted to see training as a reward for a job well-done. In this situation, the

17
 trainee may regard training as opportunity for holiday, hence deriving little or no
benefit from the training as we as interfering with the training of others.
ii. Identification of training needs at occupational level: this involves the identification
of training need for employees who occupy related positions as well as perform similar
functions. What is being observed here is the job requirement in terms of knowledge,
attitudes and skills to operate adequately in a particular assignment? Occupational
training may be as a consequence of organizational change or may arise as a result of a
group of employees who require new skills to perform their jobs. For instance, training
need may arise as a result of introducing a new software package for security reasons or
by merging new roles to employees.
iii. Identification of training needs at the organizational level: this involves the
identification of needs that affects the entire organization. The two main categories of
these needs are: introduction of new products, new technology, new legislation, new
managerial system. It could also result from change in the ownership of the
establishment, structural change, and business expansion. Secondly, training need may
arise in an organization as a result of low productivity, low morale and poor
communication skills. As soon as training need is identified at this level, the next step is
to consider the modalities for designing the training programmes to meet the needs.

C. Types of Training
There are various methods of training which can be used to effect training. The particular
training method used depends on time, cost, effort instructor’s preference, number of trainees,
depth of knowledge needed, background of the trainees, etc (Igwegbe, 2019). There are many
approaches to training, but the researcher will concentrate more on the types of training
commonly used in today’s organization. Such as on-the-job, skills, retraining, cross
functional, team, creativity, literacy, diversity, crisis and customer services training. Others
according to Okotoni (2007) are; orientation/induction course, in-house-training, workshops,
seminars, conferences (off-the-job-training) off-the-job pupilage training.

On the other hand, Halim and Ali (2018) categorized training into two types; preserving and
in-service training. To them, pre service training is more academic in nature and is offered by
formal institutions following definite curricula and syllabuses for a certain duration to offer a
formal degree or diploma. While in-service training, on the other hand, is offered by the
organization from time to time for the development of skills and knowledge of the
incumbents. The researcher will concentrate on the in-service training hence the study

18
centered on this subject. In service training include; induction/orientation, foundation,
maintenance or refresher, career or development training.
1. Off-The-Pupilage Training Programmes: These are for officers in administration,
accounts, co-operatives, engineering departments who are trained in recognized higher
institutions of higher learning. They are long-term training programmes.
2. Induction/Orientation Training: Is given immediately after employment to introduce
the new extension staff members to their position. Foundation Training: is appropriate for
newly recruited personnel, every staff member needs some professional knowledge about
various rules and regulations of the government, financial transaction, administrative
capability, communication skills, report writing, leadership ability, etc.
3. Maintenance/Refresher Training: this keeps specialists, administrators, accountants,
supervisors and frontline workers updated and enables them add to the knowledge and
skills they have already.
4. Career or Development Training: is designed to upgrade the knowledge, skills and
ability of employees to help them assumed greater responsibility in higher positions. This
is departmentally arranged. On-the-Job-training: is ad hoc or regularly scheduled training
such as fortnightly training under the training and visit (T and V) system of extension for
superior officer or the subject-matter specialists to the subordinate field staff.
5. Off-the-Job Training Programmes:- are refresher’s courses involving officers in the
management cadre such as administrative officers, accountants and professionals. The
training is usually a short term programme like 3-5 days. No matter the type of training
involved, the fundamental aim of training is to assist the organization achieves its purpose
by adding value to its key resource such as people it employs.
6. Formal training courses and development programmes:-These are a number of
methods which may be used to develop the skills required within an organization. These
course and programmes are usually a set of defined and known programmes where the
contents, durations and all the details about the training are clear to both the organization
and the personnel to be trained. Unlike informal trainings and programmes, formal
training and programmes can be planned earlier and also plan for their evaluation.
Employees may undertake these courses and programmes while completely off work for a
certain duration of time or alternatively be present for work on a part-time basis. These
programmes can be held within the organization (in-house) or off the job. Off the job is
argued to be more effective since employees are away from work place and their
concentration is fully at training. Depending on the knowledge needed, organization’s
19
 structure and policies, the trainers too may be coming within the corporation or outside
the organization.
7. Conditions for Achieving Training and Development:-The success of any training and
management development program is not determined by modern facilities, huge
expenditure on equipment, abundant administrators on the ground and the fat budget for
the program but rather on its outcome and the building of a team of competent, well-
motivated work force that is able to cope with current and future organizational
challenges and achieve their desired goal. The designers and implementers of the program
should be familiar with basic adult training principles and other conditions for achieving
success for learning and its transfer. Specifically, the following conditions should be
complied with;
i) Conducive environment: This should be created for the mangers to transfer their new
skills and techniques acquired from the development program to their job. The
development cannot be effective if the new ideas and techniques conflict with existing
norms, values, beliefs and customs (Fleishman, 2007).
ii) Support of top management: The progam should receive the support of top
management with adequate budget for it.
iii) Repetition: Training should be arranged frequently and repeatedly for employees
requiring crucial skills and techniques.
iv) Participation trainees: Could be inspired through their active participation in the
process. Very lengthy lectures that could get trainees bored should be avoided.
v) Emphasis on objectives and needs: The developmental needs of the organization must
be clearly stated in the objective and the program should reflect the needs spelling out
the skills required to fulfill job responsibilities.
vi) Organization: Training should be properly arranged so that the material presentation
of segments is in sequence, building on one another. This eliminates gaps,
contradictions or ambiguities in the program.
vii) Motivation prospective: Trainees may not want to participate in a training proposed
for them. They may see it as waste of time. They should be motivated by letting them
know the personal and organizational benefits like promotion and improved
performance they stand to gain from the training.
viii) Feedback: There should be close communication between trainer and trainee
because it helps the feedback process and employees/learners would want to know
their progress vis- a-vis the objectives of the training course they went through.
20
 ix) Co-operation between the three main stakeholders: There should be co-operation
among the organization, the supervisor and the manager for the management
development exercise to succeed. The organization provides the resources and the
environment, including paid courses and seminars, and the supervisor creates the
awareness and the encouragement for the managers to take advantage of the
development. The managers on their part feel sufficiently motivated by the expected
goals.
x) Inclusive of all managers: Management development should not be restricted to only
the supervisory personnel but to include all managers in the organization to strengthen
the managerial skills of or for management and executive professionals.

2.2.4 Theories of Motivation

1. Maslow’s Hierarchy of Needs
According to Smith and Cronje (2012), the way Maslow’s theory is explained relies on the
fact that people want to increase what they want to achieve in life and their needs are
prioritized according to their importance. Deriving from the hierarchy of needs by Maslow,
content theories of job satisfaction revolve around employees’ needs and the factors that
bring them a reasonable degree of satisfaction (Saifet al., 2012). Based on the basic physical,
biological, social and psychological needs of human beings, Maslow came up with a five-
stage theory that places the needs of the individual in different categories and prioritizes their
attainment. These categories, in order of decreasing priority, are:
 Physiological needs (food, shelter, clothing);
 Safety and security needs (physical protection);
 Social needs (association with others);
 Esteem needs (receiving acknowledgement from others); and
 Self-actualisation needs (the desire for accomplishment or to leave behind a legacy).
Maslow’s hierarchy of needs forms the basis of theories that try to explain job satisfaction.
Teachers, like all people, have needs that have to be satisfied. Besides the basic needs for
food, shelter and clothing, safety from physical, harm, and social interaction, they also need
the recognition and appreciation of students, colleagues, and parents.

2. Herzberg’s Two Factor Theory or Motivator – Hygiene

Herzberg’s Two-factor theory, also known as Motivator-Hygiene, emanated from a study
conducted among accounts and engineers to determine what makes an individual feel good or

21
bad about their job (Saifet al., 2012). Regarding ‘satisfiers’, Herzberg noted that there were
five features of work that bring about satisfaction, namely achievement, recognition, the job
itself, responsibility and advancement. At the other end of the spectrum, Herzberg identified
institutional politics, the management approach, supervision, pay, relationships at work and
working conditions as factors that may demoralize employees. Golshan et al. (2011:12) assert
that organizations are increasingly applying Herzberg’s theory to create opportunities for
“personal growth, enrichment and recognition” among their employees. Employees should be
promoted after completing certain stages of their career and should receive recognition for
special achievements. For example, when they produce exceptional results in their subject
areas; on a more basic level, they should also be given responsibility to determine how to
handle tasks that relate to their jobs. The Two-factor theory has however drawn its share of
criticism. Golshanet al. (2011) point out that it fails to distinguish between physical and
psychological aspects and to precisely explain what motivators are and how they differ from
hygiene factors; it also fails to express the degrees of satisfaction and dissatisfaction as a
measure instead of using numbers. Another criticism leveled against it is that it makes
assumptions that every individual will react in the same way in the similar situation.

3. McGregor’s X and Y Theories

McGregor’s (2006) Theory X and Y models categorize employees as belonging to one of two
groups based on two sets of assumptions. Theory X assumptions take a negative perspective
of people: People can have “an inherent dislike for work and avoid it if possible; because of
this, they must be coerced, controlled, directed and threatened with punishment to make them
work. They prefer to be directed, avoid responsibility, have little ambition, and want
security” (Saifet al., 2012: p.138). Theory Y assumptions take the opposite view: the mental
and physical inputs expended at the workplace are equated and par with those rest or play.
External factors or any threats from outside may not be the sole influence for exerting effort.
Workers or people can exercise caution and discipline to have objectives achieved, but the
hunger in their desire to commit to objectives is dependent on how big are the rewards as
assigned to that kind of achievement. Under normal circumstances, people can adapt to seek
responsibility and not only accept it (Saifet al., 2012: p.1357). Applying these assumptions to
a school environment, one could argue that two of the main causes of dissatisfaction among
teachers are having to deal with problem students and a strict and inconsiderate management,
for example a principal who is coercive and does not appreciate the efforts of teachers, or an
overly directive principal who never delegates or allows teachers to make independent

22
decisions. Conversely, a supportive principal may be a source of job satisfaction to teachers
(Alavi&Askaripur, 2013: p.312).

4. McClelland’s Need Achievement Theory

McClelland’s need achievement theory postulates that some people are driven to success
through seeking “personal achievement rather than rewards themselves” (Saifet al., 2012,
p.1387). This theory is readily applicable to academic environments and explains why some
teachers are high achievers, despite the difficulties they face: they set themselves high goals
and achieving these goals is what drives them. Alderfer’s ERG theory is related to Maslow’s
hierarchy of needs but reduces Maslow’s five categories of a need to three; namely,
relatedness being (esteem/social needs), then growth being (self-actualization) and existence
which is (security/physiological needs).

5. The Equity Theory

Process theories explain ‘how’ satisfaction comes about, as opposed to ‘what’ causes
motivation. The equity theory postulates that employees will weigh their input into a job
against the output they receive from it – the more the rewards, the greater their satisfaction.
This resonates with Naveedet al. (2011: p.302) definition of job satisfaction as the difference
between employee input and job output. Regarding this theory, employees who perceive that
they receive more output from their jobs than what they put into them will experience job
satisfaction. Certain aspects of the job itself also shape how an employee perceives it. Tasks
that are clarified bring a better job satisfaction since a clear role breeds a work force that is
happy, committed and shows much involvement in work that is done. Authors identified five
major job characteristics that impact on the psychological state of an employee and influence
their motivation and job satisfaction, as well as their levels of absenteeism, namely the
variety of skills involved in a task, the identity and significance of the task, autonomy, and
feedback. Employees compare their input-outcome ratio with that of other employees and if
they perceive it to be fair, employees will experience satisfaction (Robbins, 2017). If
employees perceive an inequity in their input-outcome ratio compared to other employees,
they become dissatisfied and less motivated.

6. Value – Percept Theory

Individual’s values determine their satisfaction on their job because employees in
organizations hold different value systems, therefore based on this theory, their satisfaction
levels will also differ. Having a look at Value – Percept theory, the assumption is that the

23
difference between expectations and what is received can bring dissatisfaction depending on
how important the job is to the individual (Andersonet al., 2011, p.32). The potential problem
with this theory is that there is a possibility of a relationship between what people desire and
what they consider important. These concepts can be separable theoretically but practically
hard to differentiate.

7. Vroom’s Expectancy Theory

Vrooms’s expectancy theory stipulates that behavior is a product of choices that are available
for to be prioritized. The idea is to derive satisfaction and minimize dissatisfaction in
employees. Individual factors such as personality and skills determine performance (Wagner
and Hollenburg, 2007). This theory also explains that performance, motivation, and effort are
within an individual’s motivation and variables such as valence, instrumentality, and
expectancy verifies this. The higher the effort in work relates to the higher the performance.

8. Porter-Lawler Model
This is a comprehensive and more complete theory of motivation which is inclusive of
diverse aspects. This model can give details of the fiber relation that exists between job
performance and attitudes which perfectly defines managers. The model also touches on the
assumptions of human behavior. The deductions of the model assume that individual
behavior is influenced by both internal and external factors, rational and make own choices
about their behavior, have different goals, desires and needs. Finally, individuals decide
between alternative behaviours (Wagner and Hollenburg, 2017).

2.2.5 Employee Performance

Employee performance is normally looked at in terms of outcomes. However, it can also be
looked at in terms of behavior (Armstrong, 2017). Kenney et al. (2012) stated that
employee’s performance is measured against the performance standards set by the
organization. There are a number of measures that can be taken into consideration when
measuring performance for example using of productivity, efficiency, effectiveness, quality
and profitability measures (Ahuja, 2012) as briefly explained hereafter. Profitability is the
ability to earn profits consistently over a period of time. It is expressed as the ratio of gross
profit to sales or return on capital employed (Wood &Stangster, 2012).

1. Efficiency and Effectiveness – efficiency is the ability to produce the desired outcomes
by using as minimal resources as possible while effectiveness is the ability of employees
to meet the desired objectives or target (Stoner, 2016). Productivity is expressed as a ratio
24
 of output to that of input (Stoneret al., 2015). It is a measure of how the individual,
organization and industry converts input resources into goods and services. The measure
of how much output is produced per unit of resources employed (Lipsey, 2009). Quality
is the characteristic of products or services that bear an ability to satisfy the stated or
implied needs (Kotler& Armstrong, 2012). It is increasingly achieving better products
and services at a progressively more competitive price (Stoner, 2016).

As noted by Draft (2008), it is the responsibility of the company managers to ensure that the
organizations strive to and thus achieve high performance levels. This therefore implies that
managers have to set the desired levels of performance for any periods in question. This they
can do by for example setting goals and standards against which individual performance can
be measured. Companies ensure that their employees are contributing to producing high
quality products and/or services through the process of employee performance management.

This management process encourages employees to get involved in planning for the
company, and therefore participates by having a role in the entire process thus creating
motivation for high performance levels. It is important to note that performance management
includes activities that ensure that organizational goals are being consistently met in an
effective and efficient manner.

Performance management can focus on performance of the employees, a department,

processes to build a service, etc. Earlier research on productivity of workers has showed that
employees who are satisfied with their job will have higher job performance, and thus
supreme job retention, than those who are not happy with their jobs (Landy, 2015). Further
still, Kinicki and Kreitner (2017) document that employee performance is higher in happy
and satisfied workers and the management finds it easy to motivate high performers to attain
firm targets.

2.2.6 Effect of Training on performance

In the real world, organizational growth and development is affected by a number of factors.
In light with the present research during the development of organizations, employee training
plays a vital role in improving performance as well as increasing productivity. An
organization is seen to be effective and efficient if there is demonstrable increase in
productivity.

25
Productivity can be seen as the raison d’etre of management since it provides how efficiently
production inputs are used in an economy (Bartel, 2014). As the development is focusing
more in the employee’s personal growth, successful employees prepared for positions of
greater responsibility must have analytical, human, conceptual, and specified skills. For this
reason, corporate management globally is concerned with productivity because it is regarded
as a main indicator of efficiency when comparisons are made with competitors in the labor
markets (UK.NOP Business, 2021).

In one way or another, the two are related in the sense that employee performance is a
function of organizational performance since employee performance influences general
organizational performance. In relation to the above, Wright and Geroy (2013) note that
employee competencies change through effective training programs;it therefore not only
improves the overall performance of the employees to effectively perform their current jobs
but also enhances the knowledge, skills an attitude of the workers necessary for the future
job, thus contributing to superior organizational performance.

Through training the employee competencies are developed and enable them to implement
the job related work efficiently, and achieve firm objectives in a competitive manner. Further
still, dissatisfaction complaints, absentism and turnover can be greatly reduced when
employees are so well trained that can experience the direct satisfaction associated with the
sense of achievement and knowledge that they are developing their inherent capabilities
(Pigors& Myers, 2019).

The importance of productivity in any organization can hardly be overstated, that is why the
organization exposed their employees including managers for maximum productivity.
Productivity is often seen as total output/total input. That is effectiveness of the use of the
factors of production to produce goods and services. When an organization integrates
resources, physical and human will, this will result a better output. Babaita (2010)
recommended that organization should monitor their firm’s performance using the following
tools: employment costs per unit of output and costs as a ratio of sales value; add value per
employee; labor costs as a percentage of added value, sales vale per employee, etc.

Most of the benefits derived from training are easily attained when training is planned. This
means that the organization, trainers and trainees are prepared for the training well in
advance. According to Kenney and Reid (2006) planned training is the deliberate intervention

26
aimed at achieving the learning necessary for improved job performance. Planned training
according to Kenney and Reid consists of the following steps:
 Identify and define training needs
 Define the learning required in terms of what skills and knowledge have to be learnt and
what attitudes need to be changed.
 Define the objectives of the training
 Plan training programs to meet the needs and objectives by using right combination for
training techniques and locations.
 Decide who provides the training
 Evaluate training.
 Amend and extend training as necessary

2.2.7 The Other Factors Affecting Employee Performance

1. Management – Subordinate Relationship
As organizations strive for flexibility, speed and constant innovation, planning with the
people and not for the people ensures a positive relationship to performance improvement
When employees are given freedom to participate in organizational decision making for
example, there is are high chances of having mutual trust between management and
employees. Mutual trust and cooperation help to break the barriers between the two
parties. The employees will not resort to strikes and work stoppages without exhausting
all the available channels of resolving the dispute. Employees will be motivated because
management considers them as partners in contributing to organizational success instead
of being seen as mere subordinates and therefore will avoid engaging into
counterproductive behaviors hence improved performance through timely achievement of
organizational goals and objectives (Carrel et al., 2019). Additionally, Ichnniowski(2017)
argues that innovative human resource management practices improve performance like
use of systems related to enhance worker participation and flexibility in the design of
work and decentralization of managerial tasks and responsibilities.

2. Working Conditions
Although working conditions do not have a direct impact on production or output, they
indeed have an indirect performance for example if the manual or mental work involved
in certain jobs in a factory is tiresome, it will result into endangering not only the
company property but also result into accidents which may further involve such incidents

27
 like loss of life. This might have adverse effects on the morale of the entire work force.
Therefore organizations should establish working conditions that do not affect the work
force negatively by providing among other things noise free environments, adequate
lighting systems, adequate temperatures (Hogber, 2015). Organizations can prevent
accidents and maintain good safety records through development of a positive safety
culture to ensure good working condition hence performance improvement (Newstrom,
2012).

3. Reward System
The overall aim of reward systems is to attract and retain quality human resources. When
the pay conditions are perceived by the employee as equitable and in relation to their
performance improvement. Organizations can use non-financial rewards like transport
fee, incentive schemes to increase performance (Armstrong, 2016). Additionally,
organizations should adopt reward systems that are similar to the industry in which they
operate or organizations can develop performance based pay systems in order to reward
employees according to the set performance standards and profitability goals. Therefore
for performance to improve, organizations need to create and maintain a sense of fairness
equity and consistence in their pay structures (Davar, 2016). Employees expect that the
employers will purchase their labor at a certain price.

4. Health Unionization
In creating a healthy work climate, both management and workers unions should have a
united hand and in the well-being of the organizational employees. Unionizations
improve the industrial relations in instances where the management allows free
participation of employees in trade unions. Management and trade unions will negotiate
through collective bargaining processes the conditions of workers employment. Nilsen
(2012) argued that industrial peace is a very important aspect for performance and growth
of organizations. If the organization is plagued by industrial disputes and strikes,
performance is bound to decrease. In other words, for overall productivity to improve
health unionization should be considered and industrial disputes prevented through
negotiations, conciliation rather than confrontation (Daft, 2017).

5. Team Work
This is when two or more people interact and coordinate to accomplish a specific goal and
objective. When organizational members work together in teams, coordination of

28
organizational goals and objectives becomes easier. This will lead to the teams sharing
performance goals and thus lead to improving the morale of the employees which will later
lead to improvements in productivity. Team works encourages open communication between
employees and have compliment skills which enable them to achieve more in a specified
period of time as compared to when the individual is working alone hence creating synergy
(Daft, 2017). Additionally, Stoner (2016) argues that employees in teams often unleash
enormous energy and creativity reduces boredom because teams create a sense of belonging
and affiliation hence increase in employee’s feeling of dignity and self-work. However, teams
have the potential to be productive but the degree of performance depends on the relationship
between management and the working team. Therefore support from management enhances
performance of teams and performance improved in general.

Theoretical Framework
Manpower development can be described as a system involving a circle of input, through
input and output. It equally involves the man, the job and the environment. There is a
relationship and interdependence between these tripartite. While training and development
needs constitute the input and through output, the results of training and development make
up the output. The system theory thus, provides the theoretical framework upon which
manpower planning and development in staff of Ministry of Planning and Budgeting/
Ministry of Finance, Ondo State is being evaluated. Research Survey, (2021)
The system theory was propounded by Easton (2019). The systems perspective assumed a
system as a set of interrelated and independent parts arranged in manner that produces a
unified whole. From a system perspective, an organization is seen as being made up of
interdependent factors, including individuals (managers, employees, supervisors, etc), groups,
attitudes, motives, formal structure, interactions, goals, status and authority Owojor and
Asaolu (2020).

The system approach believes that system is made up of parts which are differentiated in
some ways but are connected to make up the whole though the interaction between its
component parts and with the external environment. The organization as an open system
cannot exist in isolation. It must exchange energy and information/competencies with its
environments. Every system is loosely connected with many other sub-system or sub-units.
For example, organizational system is loosely coupled by the following elements; raw

29
materials, equipment, administrative personnel, working tools, managers, employees,
supervisors and other employees (Asaolu, 2020).

The organization is environments within the larger environment. It is important for the
organization to expand its functions in order to bring it into closer relations with the
surrounding environment. For example, managers, employees, supervisors are recruited from
outside the organization; while funds may be internally or externally generated. The system
theory gives the mangers a way of looking at an organization as a whole and as part of the
larger external environments. In doing so, systems theory is of the view that activity of any of
the organization affects activity of every other part. The job of a manager is to ensure that all
parts of the organization are coordinated internally so that the organization’s goal can be
achieved (Easton, 2019).

With this, the manager has to ensure that the activities of both human resources and materials
are well coordinated and represented in terms of motivation and training of staff- including
employees to enable them fit in the environment of work. Training and development is a
mixture of activities aimed at improving the performance of personnel in organization for the
attainment of continuous improvement in productivity. An organization does not exist in a
vacuum; hence it is dependent on its external environment. Organization invests in people to
enable them to perform better and to empower them to make the best use of their natural
abilities for overall effectiveness and efficiency of an organization (Easton, 2019).

An organization is seen to be effective and efficient if there is demonstrable increase in

productivity. The employees are expected to meet the needs and expectations of the
organization by performing their responsibilities to the organization. The Job of an
organization manager, supervisor etc, is to assume that all parts of the organization are
coordinated internally so that the organization are not self-contained. They rely on their
environment for life sustaining inputs (Easton, 2019).

One possible explanation of the system theory is that it is based on the interrelated and
interdependent parts arranged in a manner that produces a unified whole. An organization as
being made up of interdependent factors such as individuals (Managers, supervisors,
employees, etc), groups, attitudes, motives, status and authority (Ibeaja, 2019); are connected
to make up the whole through the interaction between its components parts and with the
external environment (Ibeaja, 2019).

30
The organization as an open system cannot exist in isolation; rather it exchanges energy,
information and training with its environment. Application of system theory on the
implication of training and development on the employees productivity programmes in
Okotoni and Erero (2015), personnel in any organization as part of the entire organization
remain the most invariable asset for growth and development. Training and re-training are
essential components of manpower development. Manpower development and training play a
major role, if not decisive in promoting economic growth with equity, they benefit
individuals, enterprise, and the economy and society at large, and the can make labor markets
function better (Okotoni&Erero, 2015).

The implications of this theory is that organizations and trainers should watch changes and
demands of the labor market so that they could rethink, reposition repackage and re-engineer
their missions, messages and methods in line with the changing requirements of the labor
market and those of the labor market continue (Usoro, 2010).

The relevance of system theory to this study is based on ideal manpower training and
development; hence this will no doubt produce economic, social and political growth. It is
unfortunate, however, that most training programmes that have been embarked upon at
various levels of government in Nigeria have not produced the desire results mainly due to
attitudinal problems on the part of government, organization and the trainees (Research
Survey, 2021).

31
 CHAPTER THREE
MATERIALS AND METHODS
3 Methodology
This study utilized both primary and secondary sources of data collection for the collection,
relevant information needed in the study. The primary source includes questionnaire and
personal interview of the respondents to collect information for the study. The secondary
sources include journals, articles, magazines, textbooks and literature review and shall serve
as basis of our theoretical framework.

3.2 Research Design

This section mainly dealt with the type of research design used for this study. The research
design is the framework analysis and interpreting the research observation. The researcher
used the experimental design in order to be able to effectively test the hypothesis using the
responses from the questionnaire.

3.3 Description of the Study Area

The Ministry of Economics Planning and Budgeting is made up of six departments, namely;
Development Planning, Technical Assistance and Aids Coordination, Budget, Monitoring
and Evaluation, Programming and System Support and Finance and Administration. It
supervises the Ondo State Bureau of Statistics. It was created to handle and fast-track the
pace of development in the State through strategic planning; budgeting, collaboration with
development partners and results-based monitoring and evaluation.

32
 Figure 3:1 Showing the Map of the Study Area(Source: Research Survey, 2021)

3.4 Population of Study

A study population is a group of elements or individuals as the case may be, who share
similar characteristics. These similar features can include location, gender, age, sex or
specific interest. The population of the study comprises all the employees in Ministry of
Planning and Budgeting/Ministry of Finance, Ondo State of Nigeria numbering (100).

33
3.5 Sample of Study
The researcher adopted probability sampling technique in sampling population of the study.
Within the probability sampling, this work adopted simple random sampling technique. After
determining the size, the next step was to determine the members to be interviewed.

3.6 Method of Data Collection

Two methods of data collection were employed in this research work. These are: primary
data collection method and secondary data collection method.

5.3.1 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.

3.6.2 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, textbooks, 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 Validity and Reliability of Research Instrument

To ascertain the validity of the instrument, content validity was adopted. The Content validity
in most cases is measured by relying on the knowledge of people who are conversant with the
concept being measured (Drost, 2015). The questionnaire was developed in line with Drost
recommendations. Reliability is fundamentally concerned with issues of consistency of
measures. For the purpose of the study, the researcher employed Cronbach’s alpha to verify
the internal consistency of each construct in order to achieve reliability. Cronbach’s alpha is
the most widely used reliability measure in research. Cronbach’s alpha assesses the
consistency of the entire scale and indicates how well the items correlate positively to
another. Cronbach’s alpha ranges; from 0 to 1, with 0 standing for a completely unreliable
test, higher values closer to 1, indicating higher internal reliability and one standing for a
completely reliable test. A reliability coefficient (alpha) of 0.70 or higher is considered
acceptable reliability (Nunnally, 2008). In the study the Cronbach’s alpha coefficient for the

34
10 items is 0.710. Therefore the value exceeding the foregoing proportion indicates that the
questionnaire is reliable.

3.8 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.

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 120
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.

35
 CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4 Introduction
In this chapter, effort shall be made to present, analyze, discuss and interpret the collated
information. These shall be done using the earlier discussed techniques for data presentation
and analysis. Descriptive statistical tools including tables and percentages shall be utilized to
present the data collected. Thereafter, analysis of the data and interpretation are made using
qualitative and descriptive statistical techniques.

The purpose of testing these hypotheses is to be able to effectively answer the various
research questions as well as to be able to bring out further objective findings. Haven collated
the information using the various sources of data collection, this information are hereby
presented, beginning with the demographic data of the respondents. Thereafter, the
information pertaining to respondents’ view of the Ministry of Economic Planning and
Budget, Ondo State of Nigeria shall also be presented and subsequently analyzed.

4.2 Response Rate of Questionnaire

A total number of one hundred and twenty (120) questionnaires were distributed to the staffs
of Ministry of Economic Planning and Budget, Ondo State but only one hundred (100)
questionnaires were recovered. This denotes a response of 83% (120/100 * 100 = 83%). The
retrieved questionnaires were subjected to analysis. Table 4.1 shows questionnaire distributed
and retrieved.
Table 4.1 Response Rate of Questionnaires
Questionnaires Frequency Percentage %
Retrieved 100 83
Un – Retrieved 20 17
Total 120 100
Source: Research Survey, 2021.

4.3 DataPresentation
The purpose of this section is to present the data generated from respondents on the
casestudy through the administered questionnaires.Thedatagenerated were used to
analyzedboththeBio –dataofrespondentsand test theresearch hypotheses ofthestudy.
4.3.1 Bio-Data of Respondents
36
The Bio–data of respondents in the study are gender, age, education qualifications, work
experience, marital status, level of management and employment status. The distribution of
the data is presented in tables and figures below.

51(42.5
%)
69(57.5 Male
%) Female

Figure 4.1: Gender Distribution of the Respondents

As depicted in figure 4.1 above, majority of the participants are males with a frequency of 69,
(57.5%). The Female respondents were 51 i.e. (42.5%). This implies that there were more
male workers in Ministry of Economic Planning and Budget, Ondo State.

37
 60
51(42.5)
48(40%)
50

40

30

20 16(13.3%)

10 5(4.2%)

0
21 – 30 31 – 40 41 – 50 56 and above

Figure 4.2: Bar chart showing Age Distribution of the Respondents

The data obtained from the questionnaire, shown in figure 4.2, reveals that 51respondents
between 31 to 40 years of age representing 42.5%, formed the majority. 48 respondentseach
between 21 to 35 years of age representing 41% and 16 respondents each between 41 to 50
years of age representing 13.3% respectively and 5 respondents each between 56 years and
above representing 4.2% respectively. The age distribution skewed towards the youth within
the age groupof 41 to 50 years. This indicates that Ministry of Economic Planning and
Budget, Ondo State has more youths in
theworkforcethanagedemployeesandthisislikelytoimprovetheproductivitylevelofthe Ministry.

Table 4.2: Marital Status of Ministry of Economic Planning and Budget, Ondo State
Marital Status Frequency Percentage %
Single 35 29
Married 80 67
Separated 5 4
Total 120 100
Source: Research Survey, 2021.
From the above Table 4.2, 35(29%) respondents are single; 80(67%) respondents are married
while 5(4%) respondents are divorced. This shows that majority of the respondents are
married. This implies that most of the respondents have people who depend on them for

38
sustenance. Obviously they understand the value of obtaining improved and timely training at
affordable cost to their families and for the community at large. It should be noted also that
this majority are experienced people who by nature of their dynamic trainings also
understand the subject matter of this study. These facts have undoubtedly lent weight to this
study.

EducationalQualifications
41.7%

45%
25%
25% 21%

20%
15%
6.7%
9%
15%
10%
4%
5%
0%

0% SSCEOND/NCEHND BSC BSC & Above

Figure 4.3: Bar chart showing Educational Qualifications of the Respondents

Figure 4.3 above, it is evidenced that the respondents from the Ministry of Economic
Planning and Budget, Ondo State hold a range of educational qualifications falling between
secondary level and degree level. Of the respondents from the Ministry of Economic
Planning and Budgeting, Ondo State, 41.7% had on education from the secondary level,
13.3% had on education from the OND level, 16.7% had on education from the HND level
and only 6.7% had education from the degree level. The majority of the respondents (41.7%)
were secondary level diploma holders, indicating that there is not much skill amongst the
employees in these ministries and hence training may be a very important requirement in
these organizations to improve employee skills so as to improve their performance at work.

39
 Table 4.3: Job position of Respondents
Years Frequency Percentage %
Admin and Service 55 45.8
Technical 21 17.5
Budget/Planning 22 18.3
Finance and Account 9 7.5
Maintenance and Logistic 13 10.8
Total 120 100
Source: Research Survey, 2021

Table 4.3 presents the various job positions held by the employees who participated in the
questionnaire. The results in the table reveal that respondents from Admin and service formed
the majority with 55, representing 45.8%, 21 from the Technical category representing
17.5%, 13 from the Maintenance category representing 10.8%, 22 from Budget/planning
representing 18.3%, and 9 from Finance and Account representing 7.5%. These results show
that the case ministry consists of organizational structures consisting of various departments
and, or position settings which implies that different levels of training may be required to
improve employee performance.

Table 4.4: Period of Employment with Ministry of Economic Planning and Budget,
Ondo State
Years Frequency Percentage %
1 – 10 61 50.8
11 – 20 38 31.7
21 – 30 15 12.5
31 and above 6 5.0
Total 120 100
Source: Research Survey, 2021
As illustrated in Table 4.4 above, it is evident that over 50% of the respondents have worked
for the Ministry for 1, to 10 years, 31% of the entire population have worked for the case
Ministry of Economic Planning and Budget, Ondo State for 11 to 20 years of age, 12.5%
have worked for 21 to 30 years of age and the remaining 5% have worked for these ministry
for over 31 years. These results indicate that the case ministry, Ministry of Economic
Planning and Budget, Ondo State has good employee retention systems. The results also

40
imply that these employees require constant training and development programs to keep them
updated with their skills as well as the ministry developments, for example, technological and
related developments so as to improve their performance.

Table 4.5: Respondent’s Participation in Training

Response Frequency Percentage %
Yes 87 72.5
No 33 27.5
Total 120 100
Source: Research Survey, 2021

The result in the table 4.5 shows that 87 respondents representing 72.5%, have undergone
training with the respective case ministries. The remaining 33, representing 27.5%, indicate
that they have not gone through any sort of training by the ministry for which they work for.
This implies that the case ministry do not target training for all Ministry of Economic
Planning and Budgeting, Ondo State employees but probably for specific employees.
Alternatively, it could be so that training is targeted for specific employees from specific job
levels or task-related job training.

Table 4.6: Selection for Training

Criteria Frequency Percentage %
On joining the Ministry 40 33.3
Supervisor 16 13.3
Recommendation
Compulsory for all 34 28.3
employees
Upon employee request 6 5
Performance appraisal 4 3.3
Don’t know 20 16.7
Total 120 100
Source: Research Survey, 2021

Table 4.6illustrates the results from the question about how the respondents were selected for
training in their ministry of work. The results indicate surprisingly that a large number of
these respondents were selected to participate and, thus, receive training on joining the

41
ministry. This proportion of respondents is represented by 33.3%. As would be expected in
many cases, 34 respondents were selected for training under the criteria of all employees
going through the training and this is represents by 28.3%. It is however surprising that
although other employees were selected based on their supervisors recommendation (16
respondents representing 13.3%), upon their own request to receive training (6 respondents
representing 5%), a big number of the response rate came from the respondents who were not
aware of why they were selected for training. This implies that the training approach
employed is only understood by the superiors leaving the trainees unaware of the entire
training process.

Table 4.7: Training Schedule

Criteria Frequency Percentage %
Training Schedule 3 2.5
Quarterly 9 7.5
Once a year 21 17.5
Every two years 30 25
No specific schedule 57 47.5
Total 120 100
Source: Research Survey, 2021

The schedule of employee training at the case Ministry of Economic Planning and Budgeting,
Ondo State, as reported in the results above indicates that the majority of respondents
represented by 47.5% were under no specific training schedule. This means that they had no
particular training schedule whereby they would be required to participate in training anytime
as planned by the Human Resource Management team of the ministry. The other 25% of the
respondents were seen to participate in training every two years, 17.5% participated once a
year, 7.5% every six months and the rest of the respondents indicated that they were
scheduled for training on a quarterly basis as indicated in table 4.7.

42
 Table 4.8: Methods of Facilitation at the Training;
Facilitation method Frequency Percentage %
Lecture 4 3.3
Demonstration 21 17.5
Discussion 40 33.3
Presentation 40 33.3
Seminar 15 12/5
Total 120 100
Source: Research Survey, 2021

A number of methods of facilitation that are comely employed during training are presented
in Table 4.8 above. These are important in understanding the different ways trainees receive
training under the both the on-the-job and off-the-job training method classifications. As
revealed above, the most common methods of facilitation identified by the respondents as
prevailing during their trainings are discussions (representing 33.3%) and presentations
(representing 33.3%). The other methods demonstrations, seminars and lectures represent the
remaining 17.5%, 12.5% and 3.3% respectively. These results indicate that the case ministry
strongly emphasis discussions and presentations.

Table 4.9: Impact of Training Methods on Skill

Response Frequency Percentage %
Yes 104 86.7
No 16 13.3
Total 120 100
Source: Research Survey, 2021
In analyzing the responses obtained from the respondents on the impact of training methods
on their skills, the findings showed that the majority of the respondents, 86.7%, believed that
the training methods used during training had an impact on their skills. However, a small
percentage (13.3) believed otherwise. This result indicates that the training methods used
during training in the case ministries clearly focus on particular skills and, thus, skill
development is emphasized.

43
 Table 4.10: Training Programme Quality
Response Frequency Percentage %
Very poor 0 0
Poor 7 5.8
Average 16 13.3
Good 35 29.2
Very good 61 50.8
Excellent 1 0.8
Total 120 100
Source: Research Survey, 2021
Table 4.10depicts the responses given by the respondents on the quality of the training
programmes for which they participated. The findings indicate that the majority of the
respondents (61 respondents representing 50.8%) were contented with the quality of the
training programmes for which they participated. This result indicates clear deliverance of
training content and, or substance to the trainees during the training programme. On the other
hand, the 7 respondents representing 5.8% indicated otherwise.

Table 4.11: Relevance of Training to Respondents Work

Response Frequency Percentage %
Not relevant at all 0 0
Not relevant 0 0
Not sure 16 13.3
Effective 83 69.2
Very effective 21 17.5
Total 120 100
Source: Research Survey, 2021
Table 4.11 reports the results of the relevance of the trainings received by the respondents to
their work. Majority of the respondents (83 representing 69.2%) reported clear effectiveness
of these trainings on their work. This result is in line with the result earlier reported on the
selection of respondents for training which revealed that most of these respondents were
selected on joining the Ministry of Economic Planning and Budget, Ondo State they work for
and compulsory training for all employees. This indicates that Human Resource Management

44
puts a lot of emphasis on training that will add value to and thus relevant to the current work
for those selected for training.

Table 4.12: Impact of Training on the Performance of the Respondents

Response Frequency Percentage %
Yes 111 92.5
No 9 7.5
Total 120 100
Source: Research Survey, 2021

The responses in table 4.12 above were collected on the impact of training on the
performance of the respondents from the case ministry, Ministry of Economic Planning and
Budget, Ondo State. The relationship is considered relevant as it is the center of this project.
The results clearly indicate that over 110 respondents representing a great percentage of
92.5% link training to their improved performance. This result is in line with prior studies
which revealed that training impacts employee performance partly through improving
employee skills which enables them know and perform their jobs better (Wright &Geroy
2015; Swart et al., 2016; Harrison, 2010; Appiah, 2018).

Table 4.13: Need for Further Training

Response Frequency Percentage %
Yes 99 82.5
No 21 17.5
Total 120 100
Source: Research Survey, 2021

Table reveals that it was relevant to find out whether the respondents felt the need for further
training. Based on the responses above, 99 respondents representing 82.5% of entire sample
revealed a need for further training. Majority of these indicated that based on the nature of
their jobs in particular and ministry businesses in general, there is ever changing technology
which presents ever changing personnel demands for which they have to cope with. This in
their opinion calls for frequent training so as to keep up-to-date in all situations.

45
 5.4 Test of Hypotheses
The hypotheses which were stated earlier in chapter one would be stated in this chapter for
acceptance or rejection.

Hypotheses can either be null hypotheses (H 0), that which is tested or the alternative
hypothesis (H1), that which is available to be accepted when the null hypothesis has to be
rejected. If we cannot reject the null hypotheses, we do not conclude that the null hypotheses
are true but merely that it may be true.

4.2.1. Hypotheses One (H01)

There is no significance difference between the mean ratings of male and female employers
regarding the type of training schemes available to staff in service organization. The above
hypothesis was tested using questionnaire items 1–10. The results of the t–test statistical tools
used shown on table 4.
Result of t–test difference between the mean ratings of male and female employers regarding
the type of training schemes available to staff in service organization.

Table 4.14: Training Schemes Available to Employees in Ministry of

Economic Planning and Budgeting, Ondo State
Response Frequency Percentage %
Yes 100 83
No 20 17
Total 120 100
Source: Research Survey, 2021
Using X2
×2 =Σ (o1 – e 1)2
e1
= 120
=60
= (100 – 60)2 + (20 – 60)2
60
=1600 + 1600
60

46
 = 3200
60
= 53.33
Therefore, the calculated ×2 = 53.33
Degree of freedom = (n-1) (k-1)
= (2-1) (2-1)
=1
Decision
From the chi-square for 1 degree of freedom at 5% level of significance, the tabulated X2
value is 3.84. This shows that the computed value of 53.33 is greater than the tabulated value
of 3.84 i.e 53.33 > 3.84.
Conclusion
Based on the above analysis, the researcher rejects null hypothesis (H 0) and accept the
alternative hypothesis (H1). There is no significance difference between the mean ratings of
senior and junior employers regarding the type of training schemes available to employees in
Ministry of Economic Planning and Budgeting, Ondo State.
4.2.2 Hypothesis Two (H02)
There is no significance difference between the mean ratings of experience and inexperience
employers in respect of how often the development programs are mounted for staff in
Ministry of Budget and Planning and Ministry of Finance, Ondo State. The above hypothesis
was tested using questionnaire items 11-18. The results of the t-test statistical tools used
shown on table 7.
Result of t-test difference between the mean ratings of experience and inexperience
employers as to the regularity of the development programmes mounted for staff.
Table 4.15: Frequent Development Programmes Mountedfor
Employees in Ministry of Budget and Economic Planning
Options Frequency Percentage %

Yes 110 92

No 10 8

Total 120 100

Source: Research Survey 2021

47
Using X2
×2 =Σ (o1 – e1)2
e1
×2 = (110 – 60)2 + (10 – 60)2
60
= 2500 + 2500
60
= 5000
60 =83.33

Therefore, the calculated X2 = 83.33

Degree of freedom = (n - 1) (k - 1)
= (2 -1) (2 - 1)
=1
Decision
From the chi – square for 1 degree of freedom at 5% level of significance, the tabulated x 2
value is 3.84. This shows that the computed value of 83.33 is greater than the tabulated value
3.84 i.e 83.33> 3.84.

Conclusion
Based on the above analysis, the researcher rejects the null hypothesis (H o) and accepts the
alternative hypothesis (H1). That is, there is no significance difference between the mean
ratings of male and female employers in respect of how often the development programmes
are mounted for employees in Ministry of Budget and Economic Planning.

4.3 Major Findings from the Study Area

From the analysis and interpretation done so far in the course of this study, the researcher
shall herewith elaborate on some major findings.
i. Firstly, the finding of the study revealed the situation of training and development in
Ministry of Economic Planning and Budgeting, Ondo State and showed that majority of
the employees are satisfied with the strategic Training and Development of the ministry.
There are very few organizations which fulfilled the demand with reference to the
requirements of strategic Training and Development. This leads towards widening the
gaps between the required skills and the attained skills of the employees. These
48
 circumstances are disturbing the balance and equilibrium of better performance in
human resource management and development via training and development.
Therefore, to fulfill this gap ministries are giving attention on the training and
implementing a high level roadmap for strategic training and development.
ii. Secondly, it is found that development programmes were mounted for staff in the
Ministry. The table, Table 4.10 shows that with a grand mean of 3.84, the employers
agreed that the development programmes were regularly mounted for staff in Ministry
of Economic Planning and Budgeting, Ondo State. This programmes ranges from half-
yearly and bi-annually. We can therefore conclude that the scheme is relevant and its
performance is indeed significant to the people of Ondo state and Nigerian by
extension.
iii. The findings reported in this study suggest that training and development have a great
effect on the performance of employees with regards to their jobs. This result is broadly
consistent with prior management literature on training and development. In order to
gain more specific knowledge of training and development from the sample ministry,
different questions were administered to the respondents and thus examined.
iv. The results from the questions on employee participation in training and selection for
training indicate that this company have good and perhaps clear policies regarding
training and development as most of the respondents indicated that they have
participated in training and that most of them were provided with opportunities to train
under the compulsory practice of the ministry for all employees and/or on joining the
ministry. In examining the question relating to the training programme quality, the
results indicate that the programmes undertaken by the sample ministry are relevant as
considered by the respondents` opinions.
v. However, some employees sponsored by the ministry usually do not go back to their
work rather they find other fertile areas.
vi. The researcher discovered that most of the employees are not worth being trained either
due to old age, inability nature of the work or the reluctant on the part of the employee.
Eventually, as widely believed by a wide range of the respondents in this study, the
performance of the Ministry of Economic Planning and Budgeting, Ondo State will
improve and consequently advance the overall state towards service delivery in the
Nigeria.

49
 CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1. Summary
The aim of this study is to determine whether motivation is effective in achieving higher
productivity among workers in Ministry of Planning and Budgeting or Ministry of Finance,
Ondo State of Nigeria, other relevant areas which the study highlighted are: the reaction of
the workers towards their duties when motivation is employed by the employer and how the
managers can apply motivational theories of management in their attempt to direct the job
behaviour of employees towards the goals of their establishment.

The general description of the area of study, which depicted the inevitability of motivation in
achieving higher productivity in an organization, was stated. In the course of the study,
statement of problem such as; workers leaving the organization due to poor motivation, their
unwillingness to perform their duties well and how to motivate them to achieving desired
productivity level were pointed out. To ascertain the application of the motivational
techniques by the organization concerned and to know the problem inhibiting the success of
the employees’ motivation in the organization forms essential part of the objectives of the
study. Questions relating to the objectives and problems were also examined.

The study looked into some review literatures that covered different models and theories on
motivation by different scholars, various definitions given by several management scholars,
different means of motivating workers or simply type of motivation and the importance of
motivation. Various textbooks, journals, articles and other scholarly materials were used to
get terms, ideas, concepts and academic as well as professional viewpoints.

The management teams of Ministry of Economic Planning and Budgeting or Ministry of

Finance, Ondo State of Nigeria, together with important officers of the organization were
selected as the study population with the use of simple random sampling. Both primary and
secondary data were also used for this research work. The primary data was based on
questionnaire while the secondary data was based on published works. The data collected
were processed and analyzed through the use of t-test statistics.

50
5.2 Conclusion
Human resources (personnel) in any organization remain the most invaluable asset for growth
and development, hence training and retraining also known as in-service training is an
essential component of manpower development. Training and personnel development is a
mixture of activities aimed at improving the performance of personnel in organizations for
the attainment of continuous improvement in productivity. Training and human development
assists employees to learn how to use the resources in an approve way that allows
organization to meet its desired output. Members of staff are required to perform varied
competences in their profession that will make then saleable in the labour market. It is the
possession of these skills needed by the labour market that will enable them contribute
maximally to service organizations and national development of the Nigerian nation.
However, for the organization and government to make training and personnel development
to become effective in the service cycle, they have to tackle the challenges of introducing
new orientations on training contents, training evaluation, attitudes to training and training
utilization.

5.3 Recommendations
The essence of training and development in service organization cannot be over emphasized.
It has been observed that training is very important in every aspect of an organization. It
enhances the efficiency of staff, increases output and motivates employees for better
performance.
It has been discovered that training and human development are not isolated from human
resources. Even in the advanced countries and in most computerized organization, training
and development cannot be overlooked because; human are the ones to operate this
equipment.
From the findings, the following recommendations were made:
1. Organization is seen to be effective and efficient if there is demonstrable increase in
productivity, therefore, any training and personnel development must be based on proper
analysis of its contribution to the effectiveness and efficiency of an organization.
2. Staff should be expose to regular professional training areas such as foundation, career or
development, pre-service and off-the-job-pupilage training as to enhance their
productivity in the organization. It is also necessary for the staff to be exposed to
seminars, conferences and workshops to enable them keep abreast with the challenges
posed by modern business offices.

51
3. The development programmes of managers should be done on yearly or regular basis;
hence training involves systematic, professional and development of skills, knowledge
and attitude necessary for performing specific schedule of duties. There should be free
flow of information to enable all the staff aware of the training and development
programme available both internally and externally.

4. There should be effective utilization of integration of resources, physical and human will
to yield high output or performance. Also, on-the-job and in-house methods of training
should be used extensively by organizations and government, especially in the training of
junior staff as they tend to be cheaper and more effective.

5. Ministry of Planning and Budget or Ministry of Finance, Ondo State should also
introduce reward system for outstanding performance so as to motivate employees to
always put in their best during each training period. This will assist them in identifying
those staff that has special skills and talents. Ministry of Planning and Budget or Ministry
of Finance, Ondo State should expose all their staff to training at least once a year. This
will make the employees to meet up with the changes in their services and work processes
as may be driven by the competitive environment.
6. Instead of downsizing those employees with years of experience and recruiting new ones,
service organization should rather invest in (committed to) training and development of
their experienced staff. This will help them to reduce the cost of frequent recruitment and
selection.

52
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 APPENDICES

Appendix A

QUESTIONNAIRE

Dear Respondent,
I am an MSc student of the department of Human Resources Management (South America
University). I am carrying out a research project titled: evaluation of the effect of manpower
training and development in Ondo State Ministry of Budget and Planning/Ministry of
Finance, a study of Ondo State Ministry 2021. I thereby seek your cooperation in response to
the questions below. Your response will serve as essential inputs for this study. Be assured
that any information generated shall remain confidential and strictly for the purpose of this
study.

Thanks, in anticipation of your cooperation.

OguntimehinKolawole

JDP/DIP/ASICUK/MSC/35070

November 2021.

58
Questionnaire for evaluation of the effect of manpower training and development in
Ministry of Budgeting and Planning/Ministry of Finance, Ondo State
INSTRUCTION: please tick ( ) inside chosen box
A: Background of Staff
1. Gender

a) Female ( )

b) Male ( )

2. Age

a) 18 – 25 ( )

b) 26 – 35 ( )

c) 36 – 45 ( )

d) 46 – 55 ( )

e) 56 – 59 ( )

3. Marital status

a) Single ( )

b) Married ( )

c) Divorced ( )

d) Widowed ( )

e) Separated ( )

4. Department: ………………………………………………….….

5. Rank: …………………………….……………………………….

6. Educational background: ………………………………………

7. How long have you worked for the organization? …… Years´

8. Have you had any form of training since you joined the organization?

a) Yes ( ) b) No ( )

If “yes” to the question above, please continue with the questions below.

59
9. How were you selected for training?

a) On joining the company

b) Supervisors recommendation

c) Compulsory for all employees

d) Upon employee request

e) Performance appraisal

f) Don’t know

10. How often do you undergo training?

a) Quarterly ( )

b) Every six months ( )

c) Once a year ( )

d) Every two years ( )

e) No specific schedule ……………………………….……………………………………

11. What are the methods of facilitation at the training you have attended?

a) Lecture

b) Demonstrations

c) Discussions

d) Presentation

e) Seminar

12. Do the methods used during training have any impact on your skill?

a) Yes ( ) b) No ( )

13. How will you rate the quality of the training programme/s for which you have

participated?

a) Very poor ( )

b) Poor ( )

60
c) Average ( )

d) Good ( )

e) Very good ( )

f) Excellent ( )

14. How relevant were the trainings you received to your work?

a) Not relevant at all

b) Not relevant

c) Not sure

d) Effective

e) Very effective

15. In your opinion, do you think training has helped improve your job performance?

a) Yes b) No

16. Would you require further training for motivation towards performance improvement to

enable you contribute to increased productivity?

a) Yes ( ) b) No ( )

If “yes” to the question above, please provide reasons as to why below.

…………………………………………………………………………………………………
…………………………………………………………………………………………………
17. What problems do you face with regard to training and development within your
organization?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
18. Please specify any ways you think training and development in your organization can be
improved.
…………………………….
…………………………………………………………………………………………………
……………………………………………………….……………
Thank you for your response

61
 Appendix B

(i) Information on Gender of Respondents

Status Frequency Percentage (%)
Male 69 57.5
Female 51 42.5
Total 120 100
Source: Research Survey, 2021.

(ii) Age of Respondents

Age Frequency Percentage (%)
21 – 30 48 40
31 – 40 51 42.5
41 – 50 16 13.3
56 and above 5 4.2
Total 120 100
Source: Research Survey (2021).

62
 Appendix C
Organogram of the Ministry of Economic Planning and Budget, Ondo State.

63