AN EVALUATION OF THE EFFECT OF MANPOWER TRAINING AND DEVELOPMENT IN SERVICE ORGANISATIONS.

(A CASE STUDY OF POWER HOLDING COMPANY OF NIGERIA (PHCN) PLC ENUGU ZONE) BY AIDELOMON, ROSELINE .O. BA/2006/0 0 DEPARTMENT OF BUSINESS ADMINISTRATION FACULTY OF MANAGEMENT AND SOCIAL SCIENCES CARITAS UNIVERSITY, AMOR!I " NI#E, EMENE, ENUGU. AUGUST, 20$0.

TITLE PAGE AN EVALUATION OF THE EFFECT OF MANPOWER TRAINING AND DEVELOPMENT IN SERVICE ORGANISATIONS. (A CASE STUDY OF POWER HOLDING COMPANY OF NIGERIA (PHCN) PLC ENUGU ZONE) BY AIDELOMON, ROSELINE .O. BA/2006/0 0 A PRO!ECT SUBMITTED TO THE DEPARTMENT OF BUSINESS ADMINISTRATION FACULTY OF MANAGEMENT AND SOCIAL SCIENCES CARITAS UNIVERSITY, AMOR!I%NI#E, EMENE, ENUGU STATE IN PARTIAL FULFILLMENT OF THE RE&UIREMENT FOR THE AWARD OF BACHELOR OF SCIENCE (B.SC) DEGREE IN BUSINESS ADMINISTRATION FACULTY OF MANAGEMENT AND SOCIAL SCIENCE CARITAS UNIVERSITY EMENE ENUGU STATE. AUGUST, 20$0

CERTIFICATION The undersigned have read, certified and recommended to Business Administration Department Caritas University for the acceptance of this research work entitled An evaluation of the effect of manpower training and development in service organizations ! A case study of power holding company of "igeria #$%C"& 'nugu (one carried out and su)mitted )y A*D'+,-,", .,/'+*"' !,! as meeting the re0uirement for the Award of the Degree of Bachelor of /cience #B!/c& in Business Administration, Caritas University, Amor1i 2 "ike, 'nugu state!

_____________________ Prof Nwanguma G.U. Project Supervisor

__________________ Date

____________________ Prof Nwanguma G.U. Head of Department

___________________ Date

DEDICATION

This work is dedicated to 3od Almighty for making it possi)le for me to conclude this research work without any kind of pro)lem and also to my father -r 4!, Aidelomon for his financial support and encouragement during my course of study for depriving himself from pleasure 1ust to put me through school and my mother -rs Aidelomon, .ose for her motherly advice!

AC#NOWLEDGEMENT * acknowledge the most powerful 3od for giving me the strength, wisdom, courage and a)ility to complete this research work! -y profound gratitude goes to my a)le supervisor $rof 3odwin "wanguma !u! who is also my academic adviser and head of department for his assistance during the course of this pro1ect! * e5press my sincere gratitude to my departmental lecturers6 -r 7alter Ani, -r *nnocent U)awike, -r -elletus Ag)o and -r 8enneth 'ziedo! -y earnest gratitude goes to my parents -r and -rs Aidelomon for their support, care and love towards me during the course of the research work and to my sisters and )rothers for their continuous encouragement! * e0ually acknowledge the following people for the role they played in one way or the other! Amongst them include Aidelomon

4idelia, Aidelomon 4idelis, "wokorie Adaugo and Chinyere 'zeigwe! /pecial thanks goes to my friends and well wishes especially -ercy 'razua,"neka,Amarachi,Chinaza,3ozie,Chi)uzo,Chi1ioke,"atasha,* zuchukwu,*1eoma,Ugomma,Chiamaka,9oan,Chigozie,Angela,+izzy, 8achi,9ennifer,Chidimma )ut to mention a few! * will )e rather ungrateful if * fail to appreciate the contri)ution and assistant given to me )y the administrative and service department of $%C" 'nugu (one and the entire staffs for their cooperation throughout the period of my research work!

ABSTRACT This research work was designed to study training and development of employees in service organization! This study titled An 'valuation of the effect of manpower training and development in service organizations! A case study of power holding company of "igeria #$%C"& $+C 'nugu (one is of:with the view of finding out the way )y which training and development can )e conducted! The o)1ective of the study is to highlight the advantages of human resource training and development and recommend an appropriate measure that could help improve the current human resource training programmes! .elevant data for this research work were collected from )oth primary source and secondary source of data! A descriptive method was used for this study! The total population of the staff in the organization is ;<= out of which 0uestionnaires were drawn from staff of the organization which constitute a sample size of ><?! The statistical instrument used in testing the validity of the hypothesis was chi 2 s0uare! Among the ma1or findings of the work was that training and

development programme improve productivity and )etter performance! The research therefore recommended that there should )e a free flow of information to ena)le all the staff to )e aware of the training and development programme availa)le to them )oth internally and e5ternally!

TABLE OF CONTENT Title $age Certification Dedication Acknowledgement A)stract Ta)le of content CHAPTER ONE INTRODUCTION >!> Background of the study >!; /tatement of the pro)lem

>!@

,)1ective:purpose of the study

>!? .esearch Auestions

>!<

/tatement of %ypothesis

>!B /ignificance of the study

>!C

/cope and limitation of the study

CHAPTER TWO REVIEW OF RELATED LITERTURE

;!>

Theoretical framework for the study %istorical )ackground Current literature on theories post .eference

;!; ;!@

CHAPTER THREE RESEARCH DESIGN

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.esearch Design /ources of data $rimary sources of data /econdary sources of data

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@!@ @!? @!< @!<!>

$opulation of the study /ample design and determination of sample size -ethods of data collection Auestionnaire design, distri)ution and collection of responses

@!<!; @!B

/econdary method of data collection -ethod of data analysis

CHAPTER FOUR DATA PRESENTATION AND ANALYSIS

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Data $resentation and *nterpretation

?!; Test of %ypothesis

CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATION

<!>

/ummary of findings

<!; Conclusion <!@ .ecommendation Bi)liography

Appendi5 Auestionnaire

CHAPTER ONE INTRODUCTION $.$ BAC#GROUND OF THE STUDY -anpower training and development must )e )ased on a need analysis derived from a comparison of actual performanceDD and )ehavior with re0uired performanceDD and )ehavior! -anpower training and development is one of the ma1or ways organization invests in the workforce for greater return today and even in the foreseea)le future! ,rganizational effectiveness rests on the efficient and effective performance of workforce that makeup the organization! The efficient and effective performance of the workforce inturn, rest on the richness of the knowledge, skills and a)ilities possessed )y the workforce! -anpower training and development in most organizations is a continuous act:e5ercise! The ine5ora)le march of time and the ceaseless glamour for social change com)ine to make adapta)ility and continuing preparation of the workforce as inevita)le as the initial ac0uisition of knowledge and skills! This cannot happen if employees training and development do not occur in an enterprise! *n other to ma5imize the productivity and efficiency of the organization, every e5ecutive, manager or supervisor in a pu)lic or private organization has the responsi)ility and indeed the )ounding duty to ensure the

development of their employees who have re0uisite knowledge and e5pertise! Training is like sharpening an e5isting skill in order to reflect the trends in technology and other social 2cultural environmental changes of an organization! $roductivity is the goal of todayDs competitive )usiness world and training can )e a spring )oard to enhance productivity! The aim is to ena)le them contri)ute their full measure to the welfare, health and development of the organization #onah >EE@&! The main o)1ective of training and development in service organization is to increase efficiency of employees with the resulting increase in corporate productivity! This accounts for why a large num)er of fund and time is e5pected )y organization at one period or the order in the improvement of the skills of their employees at various levels! The principal intention of training according to A8$A" #>EF;G>;F&, is to e0uip people with the knowledge re0uired to 0ualify them for a particular position of employment, or to improve their skills and efficiency in the position they already hold! -anpower development on the other hand, implies growth and the ac0uisition of wide e5perience for future strategic advantages of the organization! -anpower training and development therefore, improves the effectiveness and efficiency of the employee! Therefore, the aim of this research is to know the current state, nature, procedure and method of training and development used )y the power holding company of "igeria #$%C"& for their employees and letDs not forget that any organization that has no plan for the training and development of its staff is less than dynamic for learning is a continuous process and ac0uired skills get o)solete when the environment changes! Also, a popular caption in the field of personnel management says, *f you think training and

development are e5pensive try ignoranceDD! 7hile training and development prosper organization, ignorance destroys it! Therefore, workers like machines must )e updated on constant )asis or else, they end up )ecoming o)solete or misfit!

$.2 STATEMENT OF THE PROBLEM This research as it deals with the training and development of employees in service organizations is intended to find out the efficiency and effectiveness of training and development programme in service organization with reference to power holding company of "igeria #$%C"& 'nugu (one! /ince power holding company of "igeria #$%C"& is an organization governing the use of electricity in "igeria serves as a source of electricity supply, distri)ution and maintenance round the "ation! 4or this reason, it encounters numerous pro)lems which range fromG >& +ack of 0ualified instructors and consultants to undertake training courses, ;& +ack of essential training tools, to
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+ack of effective communication within the organization which makes it impossi)le for most employees to know a)out training opportunities availa)le to them!

$.' OB!ECTIVES /PURPOSE OF THE STUDY The purpose for this research is to pro)e into the evaluation of the effect of manpower training and development in service organization using power holding company of "igeria #$%C"& 'nugu (one as a case study with a view to find out how the

organization is performing in terms of its employees training and development! The following are the specific o)1ectives of the studyG i& To highlight the advantages of employees training and development in service organization!
ii&

To e5amine the current training and development of employees in the organization and $%C" 'nugu (one in particular To increase the general knowledge and understanding of individual mem)er!

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iv&To recommend appropriate measures that could help improve the current manpower training program! v& To increase efficiency and effectiveness of employees with the resulting increase in corporate productivity!

$.( RESEARCH &UESTION

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7hat method of training and development does your organization useH 7hat is the category of staff level in your organization #$%C"&H 7hat is the ma1or pro)lem in the organizationH

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$.) STATEMENT OF HYPOTHESIS %ere, %i and %o )elow represent the alternative hypothesis and null hypothesis respectively! %I$,T%'/*/ ,"'

%iG Training and development improve productivity and )etter performance! %oG Training and development does not improve productivity and )etter performance! %I$,T%'/*/ T7, %iG Training and development improve skills and knowledge of manpower in service organization! %oG Training and development do not improve skills and knowledge of manpower in service organization!

$.6 SIGNIFICANCE OF THE STUDY The research will )e )eneficial to all service organization especially power holding company of "igeria #$%C"& 'nugu and their staff as it emphasized the need and encourage the esta)lishment of policy guidelines on the efficient and effective training and development porgramme! *t will help managers of various organizations to generate ideas and solution to pro)lems )ased on the )est way to run training in their organization in order to achieve desired goals and o)1ectives! *t will e0ually )e useful to small scale )usiness, large corporations, universities, college of education and to the government!

*t will also help researchers to know more a)out training programme as a tool for improving employeesD performance! 4inally, it will )e of great value to students as a point of reference and will e0ually form the )asis for further research study!

$.* SCOPE AND LIMITATION OF THE STUDY The scope of this study although very wide if it has )een carried out in the entire service organization! 4or this reason, it was necessary to have a concentrated area of study which was restricted to the evaluation of the effect of manpower training and development in service organization using power holding company of "igeria #$%C"& 'nugu (one as the case study! *ts ma1or limitation was the pro)lem of getting information from the institution under study! As a parastatals, there is always the fear of giving out information to the pu)lic as such, vital information needed was not readily availa)le! Time e0ually would not )e left out6 getting permition to leave school and the issue of finance cannot )e ignored as much was spent in procuring materials! %owever, with fact and 1udicial use of the limited resources, reasona)le analyses have )een carried out in this research work!

CHAPTER TWO REVIEW OF RELATED LITERATURE 2.$ THEORETICAL FRAMEWOR# FOR THE STUDY

Until recently there has )een a general resistance to investment of training in the pu)lic service )ecause of the )elieve that 'mployees hired under a meut system must )e presumed to )e 0ualified, that they were already trained for their 1o)s and that if this was not so it was evidence that initial selection of personnal was at fault!DD#stahl, >ECB&! This assumption has )een 1ettisoned as the need for training )ecame o)vious )oth in the private and the pu)lic sectors! Training has )ecome more o)vious given the growing comple5ity of the work environment, the rapid change in organization and technological advancement which further necessitates the need of training and development of personnel to meet the challenges! -any organizations have come to recognize that training offers a way of developing skills, enhancing productivity and 0uality of work and )uilding workers loyalty to the firm ! -anpower training and development is essential to the e5istence and survival of organization! *t is common for people to see training and development as the same thing! %owever, though they are similar, they are not the same thing! Training is any learning activity which is directed toward the ac0uisition of specific knowledge and skills for the purpose of an occupation or task #cole >EE@&! *vancevich et al #>EE?& see training as the systematic process altering employeeDs )ehavior to further organization goals! According to %ellriegel and /locum #>EEB&, training is improving an employeeDs skill to the point where he or she can do

the current 1o)! Training is the process )y which mem)ers of organizations are thought to ac0uire knowledge, skills and a)ilities they need to perform effectively the 1o) at hand! Training is directed at the present 1o)! *n a more comprehensive manner, training can )e defined as a short term process that utilizes a systematic and organized activities )y which nonJmanagerial staff ac0uire the technical knowledge, skills and a)ilities for specific purposes in function! Training is an organized procedure )y which people learn knowledge and or skills for a definite purpose! *t is a process for e0uipping the employees particularly the nonJmanagerial employees with specific skills for e5ample technical skills like plum)ing, electrical wiring, repairing, artistic skills, clerical and typing skills that would ena)le them to improve on their performance and overall efficiency! The o)1ective of 1o) training is to ena)le an employee to perform his 1o) in such a way as to meet the standards of output, 0uality, waste control, safety and other operational re0uirement #3ardner, >EC@&! Thomas #>EFF& defines training as Ka process through which e5periences are deli)erately offered to trainees to ena)le them to a)sor) some new perspective, understanding, value, attitude, techni0ues or skillsD! *t involves planned activities on the part of an organization to increase 1o) knowledge and skills or modify the attitudes and social )ehavior of its mem)ers in the ways that are consistent with the goals of the organization and the re0uirements of the 1o)! The overall aim is to increase or improve a personDs contri)ution to the achievement of the organizational goals! 9ones, 3eorge and %ill, #;===& )elieve that training primarily focuses on teaching organizational mem)ers how to perform their

current 1o)s and helping them ac0uire the knowledge and skills they need to )e effective performers! According to carrel and kuzmits #>EF;& training is the systematic process )y which employees learn skills, information or attitudes to further organizational and personal goal! They also stated that every training system operates with a philosophy set of )eliefs concerning people, productivity and profit ! *n view of chruden and /herman 9nr #>EF=&, training is any organizationally oriented procedure, which is intended to foster learning among organizational mem)ers! Training according to Davar #>E<=&, states that its main goal is To induce a suita)le change in the individual concerned ! *t is to )ridge the gap )etween e5isting performance a)ility and desired performance ! Development on the other hand focuses on )uilding the knowledge and skills of organizational mem)ers so that they will )e prepared to take on new responsi)ilities and challenges! Development is used in relation to the process of helping managerial employees who perform nonJroutine 1o)s to improve their managerial, administrative and decisionJmaking a)ilities and competence! *n the view of adamolekun #>EF@&, staff development involves the training, education and career development has )een identified to includeG Creating a pool of readily availa)le and ade0uate replacements for personnel who may leave or move up in the organization6

'nhancing the companyDs a)ility to adopt and use advances in technology )ecause of a sufficiently knowledgea)le staff6

 Building a more efficient, effective and highly motivated team which enhance the companyDs #A9 pam vol 5vi6 "o!>!9an ;==<& competitive position and improves employee morale6 and 'nsuring ade0uate human resources for e5pansion into new programs! Drucker #>ECC& in highlighting the work of managers su)mits that one contri)ution a manager is uni0uely e5pected to make is to develop people! if any organization must continue to survive, it must provide opportunity for career development into specialist and managerial positions! Development is the process of )uilding the knowledge and skills of organizational mem)ers so that they will )e prepared to take a new responsi)ility and challenges! 9ones, 3eorge and hill#;===&! 7ertherland and Davis #>EEB& define development to mean helping individual worker to handle future responsi)ilities with little concern for current duties! Development can also )e defined as a deli)erate program of an organization to mould into the desira)le shape its future leaders who are e5pected to perpetuate the )usiness of the organization most efficient and effectively, # o!)! fag)ohung)e ;==E&! Development can )e referred to 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 #cole >EE@&! The intent of development program is to improve an employeeDs conceptual and human skills in preparation for future 1o)s! 4rom the a)ove, it is now clear that there is a ma1or difference )etween them! Though )oth of them are geared towards increasing or improving the skills of workers! Training is

concerned with teaching the workers specific skills that will assist them in their immediate task while development on the other hand is concerned with teaching the workers more general skills that will assist them in career growth there)y e0uipping them for the future! As a way of summary, the purpose of training is to improve knowledge and skills and to change attitude #mullins,>EEE&! Training and development as stokes #>EBB& puts it rest on the fact that a person learns through e5perience which may )e actual, hearing or reading a)out the e5periences of others ! Training and development can also )e viewed as a formal and informal activities which )ring a)out change in the skills, knowledge and attitude of employees for the fulfillment of their individual career and organizational goals! 2.$.$ FACTORS THAT TRIGGER TRAINING AND DEVELOPMENT Training and development is predicted on workers, machines and tool deficiencies! These deficiencies manifest inform of specific symptoms! The symptoms that trigger training and development in organization may includeG i!
ii!

7hen there is high rate of a)senteeism among workers! 7here there is increased la)our turnover among workers! 7hen there is decline in productivity among workers! 7hen there is a poor 1o) performance among workers! 7hen new machines are purchased to replace old ones! 7hen there is increase in the rate of onJtheJ1o) accidents among workers! 7hen there is an increased complaint from customer!

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7hen there is reduced patronage from customers! 7hen there is visi)le negative work attitudes such as lateness and oscillation #motion without movement or pretending to )e )usy when in actual fact he or she is doing nothing& among workers! 7hen there is noticed ina)ility to take up challenges among workers! 7hen there is noticed reduction in 1o) involvement and organizational commitment!

5! 5i!

2.$.2

FORMAL TRAINING

*t entails the deli)erate and structured presentation of e5periences, which may help the individuals to change their knowledge, understanding attitudes or )ehaviours in a positive manner! *n industry, formal training is used for any of a variety of specific purposes as stated )elowG
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I+,-./01+ T230+0+45 *t involves the introduction of the new entrant to the undertaking and its ways including the structures, rules and procedures of the company to ena)le him to cope with the new environment! S6077 A.8-090/01+5 *nvolves the development of new skills and a)ilities! 7here KdeskillingD of work takes place, semiJ skilled machine operators may )e provided with the kind and degree of training necessary to ac0uire the re0uired skill! S6077 D:;:71<=:+/5 Training is employed to KupJdateD a personDs knowledge or skills at any stage of his career and whenever changes occur in his work such as where new technology is introduced! *n the latter case, short courses, which provide information on the Knew thingD and offer the

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opportunity to learn and practice new skills or new application of old ones may )e undertaken!
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I+.2:390+4 M1/0;3/01+5 *t entails deli)erate use of training to increase individualDs willingness to work up to the re0uired pattern and standards! This rest on the )elief that people are likely to work more effectively! They understand not only what they are e5pected to do, )ut why they are e5pected to do it in this way! The inculcalation of workJ related values and norms is possi)le in training! A//0/-,: C>3+4:5 Training may )e undertaken to change the perspective and attitudes workers adopt in relation to the organization and their work in it in a positive way! *t could develop into employees trust, commitment to the organization, 1o) involvement and 1o) satisfaction!

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2.$.'

AIMS OF TRAINING AND DEVELOPMENT The aim of training and development includeG To change the 1o) )ehavior or attitude of employees so that they can perform to defined standards! To reduce the hi)ernating time ! This is the gap )etween placement and the point at which an employee start to perform effectively! To improve the productive capacity of individual employee! To improve the effectiveness of the organization!

2.$.( BENEFITS IN TRAINING AND DEVELOPMENT PROGRAME

Tessin #>ECF& discussed e5tensively how )enefits accrues to organization, individual and interJgroup relations through training and development whereas, Dickey #>EF;& su)mission )others on individual )enefit6 )earing in mind that the workers are in the organization 7hile the organizations are in the workers! Discussing the )enefits separately under su)heading as done )y tessin#>ECF& and dickey#>EF;& will amount to 1am)oree in simplicity! Therefore, let them )e merged under one heading! Training and development leads to improved profita)ility!

Training and development leads to improved 1o) knowledge and skills at all levels of organization!

Training and development improve workers morale and 1o) satisfaction! Training and development improves workers commitment to the organization! Training and development help to nourish )etter corporate image! Training and development improve 1o) involvement of the workforce! Training and development improve the relationship )etween )oss and su)ordinate and general inter group relationship Training and development enhance organizational development! Training and development assist in preparing guidelines for works! Training and development assist in understanding and implementing organizational policies!

Training and development provide information for future needs in various facets of the organization!

Training and development assist workers to ad1ust to changes! Training and development assist in conflict management! Training and development improve la)ourJmanagement relationship!

HISTORICAL BAC#GROUND
;!;

ORIGIN OF POWER HOLDING COMPANY OF NIGERIA (PHCN)

Around the world, electric industries are undergoing e5tensive restructuring! The trend, which started in the United 8ingdom and Chile in the >EF=, has rapidly spread to many countries in +atin America, Asia, 'urope and Africa! The main motivation of driving forces for restructuring the electric industry in different counties are not the same! *n some countries, such as the United 8ingdom and the +atin America countries, privatization of the electric has provided a means of attracting funds from the private sector to relieve the )urden of heavy )urden of heavy government su)sidies! *n the country formerly under centralized control #central and eastern 'urope&, the process follows a general trend away from centralized government control towards increased privatization and decentralization! *n the United /tates

and several other countries where the electric industry has for the most part )een owned )y the private sector, the trend is toward increased competition and regulation! $ower holding company of "igeria #$%C"& formally known as "ational electricity power authority #"'$A& is a pu)lic corporation owned )y the federal government of "igeria to generate, transmit and distri)utes electricity to the populace! The history of electricity #power generation& in "igeria dates )ack to >FEF when electricity was first produced in "igeria! Therefore, several other towns esta)lished electricity supply )y the installation of isolated generation in each town! *n >E?B, the "igeria government electricity undertaking was esta)lished within the then pu)lic works department to take over the responsi)ility of electricity supply to +agos area! *n >E<=, however, a central )ody was esta)lished )y the legislature council ordinance "o! >< of >E<= which transferred electricity supply and development to the care of central )ody known as the 'lectricity Corporation of "igeria #'C"& ! ,ther )odies also had licenses to generate electricity in some locations in "igeria! /ignificant among such were the "igeria electricity supply company #"'/C,& in 9os and the African tim)er and plywood limited in /apele! The first >@;kvJtransmission line under the management of 'C" was commissioned in 9uly, >EB> and was >?Bkm long connecting +agos with *)adan via /hagamu! *n >EB;, another )ody known as "iger Dams Authority was esta)lished )y an act of parliament! The authority was responsi)le for the construction and maintenance of dams and other works on the .iver "iger and elsewhere generating electricity )y means of water supply there)y improved navigation!

"ational 'lectric $ower Authority #"'$A& was esta)lished in April >EC;, with the amalgamation of the former electricity corporation of "igeria #'C"& and the "iger Dams Authority #"'$A& with the %ead0uarters in +agos! As a government parastatal, its employees and consumers seriously hamper "'$ADs operations due to several government directive and fraudulent activities! *n order to reduce this anormaly, the authority was granted partial autonomy as a 0uasiJ commercialized organization in >EE; while this gesture has granted some powers to the authority, it is still under the control of the government hence the authority could still not take some necessary drastic and farJreaching measures to improve its revenue collection and reduce the incidences of fraudulent activities! +ike most stateJowned enterprises, "'$A has suffered from severe underJfunding and underJcapitalization, inappropriate capital structure, e5cessive e5ecutive interference, and su)J optimality and decision making! "'$A e0uipments are su)1ected to vandalism and theft )y group of ca)als in different part of the country! The hydro power stations suffer from low water level during dry season and the generation output capa)ilities of thermal stations are often hampered )y shortage of fuel! '0uipments are e5pensive to repair, mostly due to their o)solete status! "'$A as we know is a government ran entity as earlier stated that en1oys a lot of the financial transfers, su)sidies grants and ta5 and import duty naivers from the government! These social incentives from the government were counterproductive for "'$ADs efficiency! *t resulted in an undertrained and unmotivated manpower and lack of will to operate as a profita)le entity! "'$A was formally changed to power holding company of "igeria #$%C"& in 9anuary ;==? in readiness for privatalization! To

provide the legal framework for the restructuring of 'lectric /upply *ndustry #'/*&, the electric power sector reform )ill was signed into law on the >>th of -arch ;==<! The )ill seeks to provide for the formation of successor companies to take over the functions, assets, lia)ilities and staff of "'$A6 develop competitive electricity markets6 esta)lish the "igeria 'lectricity .egulatory Commission6 provide for the licensing and regulation of the generation, transmission, distri)ution and supply of electricity6 enforce such matters as performance standards6 consumer rights and o)ligation6 provide for the determination of tariffs6 and to provide for matters connected with or incidental to the forgoing! An initial holding company #*%C& has )een incorporation as provided for the act! The name of the *%C is $ower %olding Company of "igeria #$%C"& $lc and it was incorporated on @>st may ;==<! The $%C" has taken over all "'$A assets and lia)ilities! $ower holding company of "igeria #$%C"& 'nugu (one was officially opened many decades ago! The office is responsi)le for the distri)ution and sales of electricity to 'nugu and its environment! The office maintains an undertaking office and service centers and cash offices in many government areas of 'nugu state! 9ust like any other $%C" office in the country, it has all the departments such as administrative and service, Technical : service, Customer service, 4inance and Accounts, and Audit department each headed )y a manager! As a zone, the office reports directly to the chief e5ecutive officer 'nugu! *t also has direct communication with $%C" %ead0uarters A)u1a! $%C" 'nugu (one has a total staff of ;<= including Top management! $ower holding company of "igeria #$%C"& accounting system is uniform throughout the country and that of 'nugu (one would not )e left out! The classification of the )ranch is the same other

)ranches nationwide! The zone has fourteen #>?& )usiness unit under it and its responsi)le for everything that happens in the unit! 2.2.$ METHOD OF TRAINING AND DEVELOPMENT

Training and development methods are means through which ideas, skills or knowledge are impacted to learners in an organized manner! There are different types of training and development methods that are in use today! The methods of training and development are the same! These methods are usually grouped into two )road categories namely6 i& ,n 2 the 21o) training and ii& ,ff 2 the 21o) training The method of training and development will )e treated separately )ecause aside from the a)ove methods mentioned there are other methods of development!
A! i&

TRAINING METHODS ON " THE "!OB TRAININGG this is a training programme that is organized on the workers 1o) location! ,n 2 the 21o) training methods are the most widely used and the simplest method of training! *t refers to instructions given to employees on the 1o) )y the supervisor or any other e5perienced employee! Using these methods, employees are placed on a regular 1o) and taught the skills necessary to get the 1o) done properly! This method re0uires no special school! 7hile learning, the trainee is also contri)uting to the total output of the department! The greatest pro)lem with this method is that errors or mistakes committed while learning can )e very costly! The various types of on 2the 21o) training methods may include6

>&

!1? R1/3/01+5 this is a situation in which employees are made to move from one 1o) to another within the work setting over a defined period of time! As they move from one task activity to another, they gain considera)le knowledge, e5perience and skill! The duration of the rotation is shorter at lower levels #clerical&, than at management levels where trainees are taught comple5 functions and responsi)ilities #fansworth, >EC<&! C13.>0+45 %ere, employees are placed under the direct guidance of a supervisor! This techni0ue use o)servational learning known as pure imitation! *t has the advantage of allowing the coach to give on the spot feed)ack to the learners on whether they do it well or not! A<<2:+/0.:9>0<5 Apprenticeship training is usually re0uired for 1o) that re0uires comple5 and diverse range of skill and knowledge! *t runs with the cooperation )etween the employees, the government and educational institutions #technical or vocational school& and la)our unions! E+7324: R:9<1+90?070/@5 %ere, the manager or supervisor assigns additional duties and responsi)ilities to his su)ordinate employee! %e allows him the opportunity for decision making )y deli)erately e5posing him to challenging 1o)s and pro)lem solving situation! I+/:2+9>0<5 *t offers an e5cellent opportunity for the learner or trainee to help gain insights into the relationship )etween theory and practice i!e! the trainee attends classroom session to ac0uire the theoretical aspect of the 1o) and later, proceed to the work settings to practicalize what he has )een taught in the classroom! U+,:29/-,@ A9904+=:+/5 The trainee or even an e5perienced manager who is )eing groomed for higher responsi)ilities is often made to assume part of his masterDs

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1o) thus ena)ling him to learn or perform as much as possi)le, some of his supervisorDs 1o)! The efficacy of this method however depends on how much responsi)ility he is willing to allow the su)ordinate to assume!
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I+9/2-./01+37 G-0,3+.:5 This is a training situation in which the trainees are given step )y step instruction after which they are left to perform the task activities of the 1o)! The trainer appraises the learning a)ility of the trainees )y measuring their a)ility to follow instruction! OFF " THE "!OB TRAINING5 This training method is organized outside the workers 1o) location! *t is usually organized in a training centre or an educational institution! The o)1ective of this method is to )roaden the traineeDs 1o) knowledge and e5periences )eyond what can )e learnt within the 1o) environment! *t provides the trainees the opportunity of interacting with trainers who are different in outlook, e5perience and knowledge from those they are used to )ack at work! ,ff 2the 21o) training has its own disadvantages which may includeG

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i& *t is usually more e5pensive than on the 1o) training and ii& *t does not allow onJtheJspot assessment of training effectiveness which is possi)le with onJtheJ1o) training! The various types of offJtheJ1o) training method includeG $) S:=0+329G Brings together group of people who pool and discuss ideas! A seminar is meant to stimulate intellectual input! $apers presented are criticized and corrections are suggested! 2) W1269>1< G *s a setting where a group of people meet and work together in order to share and develop ideas a)out a particular su)1ect or activity!

') L:./-2: 12 .7399211= =:/>1,G *nvolves the transmission of knowledge, ideas and factual information from the instructor to a larger group of trainees at one time there)y having the advantage of )eing a relatively lowJcost training method! The ma1or draw)ack of this method is that individual differences in the a)ilities of a trainee to assimilate fast or get lost in the classroom! Discussions are not taken into consideration:account! () V:9/0?-7: /230+0+4G *nvolves trainees learning in a non work environment in which conditions and e0uipment are virtually identical to what will )e encountered on the 1o)! The only ma1or pro)lem with this method is that its relatively costly than other method since this method re0uires that trainees )e trained on the same identical machines and e0uipment used in the actual 1o) environment! )) B20:A0+4 421-<9G The trainer presents a short paper and asks for the reactions of the trainees! *t is assumed that the trainees are not completely ignorant of the issues in the paper! The o)1ective is to teach knowledge, facts and assess the opinions of the trainees! B) DEVELOPMENT METHOD

'5ecutive development is a systematic process of growth and development through which e5ecutive develop and enhance their capa)ilities to manage successfully particularly in todayDs increasingly comple5 )usiness environment and in the future! The methods of training are also the methods of development as mentioned earlier! %owever, apart from the a)ove, development has additional activities, which are rarely used in employees training! This includes what 9ones, 3eorge and %ills #;===& referred to as6 i& Laried work e5perience ii& 4ormal education

0) V320:, B126 :C<:20:+.:G 4or an organizational e5ecutive to )e effective, he must have knowledge and understanding of all activities of his organization! %e must )e an all in one ! %e is a personnel manager, production manager, marketing manager, accounting manager, all in one! Techni0ues for varied work e5perience include6 3& W126:29 21/3/01+ (D1? 21/3/01+)5 'mployees who are discovered to have potential are moved from 1o) to 1o) to ac0uire varied work e5perience that will )roaden their horizon! ?& !1? :+20.>=:+/ 12 ;:2/0.37 713,0+4G "ew sources of satisfaction to 1o)s are added through increased responsi)ility, autonomy and control! .) !1? :+7324:=:+/ 12 >120E1+/37 713,0+4G /imply widens the 1o) of the employees! The aim is to sharpen employeeDs skills, make them large to face challenges and finally increase their a)ility to take additional responsi)ilities! ,) P21=1/01+ 3+, /23+9A:25 *n anticipation of promotion, particularly in the management centre, staff mem)ers may )e trained to ena)le them to ac0uire the skills re0uired to function in the new position#s&! :) A<<10+/=:+/ 39 F39909/3+/ /1G5 /ome employeeDs function in the position as assistant to senior officers like the managing director! A) M:=?:29>0< 1A .1==0//::9G /erving as committees provides a very good training ground for the employee! %e listens to the views, presentations, criticisms, e!t!c! of others!

00) F12=37 :,-.3/01+G -any reputa)le organizations do realize the )enefits to accrue to their organization when their employees receive formal education from higher institution! ,rganizations

have ways of identifying talented and promising employees, employees with high prospect and potential whose sponsorship in higher institution will pay)ack! To such organization, it is investment of some sort that will )ring forth dividends! *t is )elieved that such employees when they complete their courses will )e a)le to take up new responsi)ilities and occupy more demanding positions in the organization that trained them! Another method of developing e5ecutive is S0=-73/:, ,:;:71<=:+/ =:/>1,G The use of simulated techni0ues for developing e5ecutive talent has )ecome more popular in recent time! This is so )ecause, it has )een realized that neither the conventional onJtheJ1o) nor offJ theJ1o) methods are sufficient in developing the much needed capa)ilities in managers! This is )ecause most managers do not necessarily perform programmed or routine 1o)s like the lower level employees, managers need more than specific skills! They need to ac0uire specialized and )roadJ)ased skills like conceptual, analytical, diagnostic, pro)lemJsolving skills, human )ehavioural skills, interpersonal skills as well as sound decision making skills! /imulated development include 0) M:=?:29>0< 1A <21A:9901+37 1243+0E3/01+G They provide avenues and opportunity for the mem)ersD development! 00) C20/0.37 0+.0,:+/9G Trainees are taught a)out how to develop the relevant intellectual a)ility and practical 1udgment in searching for details or facts that may )e relevant to the understanding and solution of the pro)lem on hand! 000) I+ ?396:/ =:/>1,/:C:2.09:G The manager or e5ecutive is presented with hypothetical pro)lems similar to the pro)lems that can confront him in the actual work situation! 0;) C39: 9/-,0:9G The method is geared towards pro)lem and issues that face e5ecutives in their day to day )usiness! Cases are

prepared to demonstrate the reality in the )usiness would )y descri)ing actual )usiness situations! #we5ley and lathan >EF>& say that the primary purpose of case study is to enhance the pro)lemJsolving skills of participants! S:+90/0;0/@ /230+0+4G %ere, e5ecutives are trained in the art of developing an awareness of and sensitivity to the )ehavioural pattern of oneself and that of others with whom he relates! According to .ao and .ao #>EE=&, this sensitivity is e5pressed in the form of6 *ncreased openness with and to others, greater concern for others, increased tolerance for individual differences, less ethnic pre1udice, enhanced listening skills and increased trust and support! The essence of this method is to develop in the participants the a)ility to understand themselves and the )ehavior of others and to identify their human relation skills, needs and how )est to accommodate the feelings of others to )e a good manager! 2.2.2 BENEFITS OF TRAINING TO ORGANISATION The following are the )enefits of training to organization 3) I+.2:39:, <21,-./0;0/@G ,ne of the main o)1ectives of training is to increase employeeDs skills! 7hen workers skills are increased, it leads to increased 0uantity and 0uality of output in organizations! ?) A//0/-,: A12=3/01+G An important aim of training in organization is the moulding of employee attitude as so to win his support for the companyDs activities and to o)tain from him )etter cooperation and greater loyalty! .) R:,-.:, 9-<:2;0901+G $roper and ade0uate training of employees reduce the need to close supervision )y their supervisor )ecause trained personnel can 0uite perform assignments successfully on their own than untrained employees!

,) P2:;:+/0+4 1?917:9.:+.:G Training is not meant for new employees alone )ut also to old and e5perienced employees! Training can help prevent employee o)solescence which results from the discrepancy )etween an employeeDs e5pertise and the demand of his 1o)! :) I+.2:39:, 1243+0E3/01+ A7:C0?070/@G ,rganization fle5i)ility refers to a)ility of an organization to ad1ust to shortJrun variations in the volume of work! 2.2.' BENEFITS OF TRAINING TO EMPLOYEES The following are the )enefits of training to employees 3) I+.2:39:9 =326:/ ;37-:G As employees ac0uire new knowledge and 1o) skills, they tend to increase their market value and earning power! ?) I+.2:39:, D1? 9:.-20/@G $ossession of useful skills )y employees enhances their value to the employers! Thus, there is increased 1o) security! .) I+.2:39:, 1<<12/-+0/@ A12 <21=1/01+9G Training 0ualifies employees for more future promotions and responsi)ility with attendant increase in pay! 2.2.( TRAINING AND DEVELOPMENT PROCESS

The process of training and development will )e )riefly analyzed according to %!7 -oulton #>EF=& as followsG a& *dentification of training needs )& Designing of the training programme c& *mplementation of the training programme d& 'valuation of the programme!

a&I,:+/0A0.3/01+ 1A /230+0+4 +::,9G All training should )e 1ustified on the )ases of a prior need analysis! Training need refers to any deficiency of skills and knowledge on the part of the employee which can )e remedied through training! 7hen the performance of workers is noticea)ly poor, and cannot )e improved through motivation and simplifying the work procedures, then training need has arisen! Turrel #>EF=& says that training need arises in organization from three #@& sources6 >& Those caused )y changes in technology, markets, legislation and manpower composition6 ;& Those derived from work pro)lems, such as manpower utilization, machine utilization, disputes, safety and 0uality6 and @& Those arising from manpower wastage associated with poor recruitment, induction, training and the like! -oulton #>EF=& )elieves that training need arises from three #@& sources, which include, 1o) analysis, company or organization analysis and person or individual analysis! 0) !1? +::,9 3+37@909G 'ntails an e5tensive analysis consideration of the specific re0uirement of the task to )e performed, the minimum accepta)le standard of performance, the technical nature of the 1o) and the com)ination of special skill re0uirement in terms of technical, professional, interpersonal, managerial, conceptual, analytical and diagnostic skills re0uired to get the 1o) done very well! 00) C1=<3+@ 12 1243+0E3/01+37 3+37@909G this refers to the )reakdown of the entire organization or the )asic of the 1o) task in order to find out the area training is needed! 000) P:291+ 12 0+,0;0,-37 3+37@909G The analysis here tries to focus on the weakness, deficiencies or the training need of each

1o) holder within the present and the near future! The analysis here focuses on individual strengths and weaknesses and on what should turn the individual worker into a )etter performer! 0;) ,ther general methods for assessing or identifying training needs include! a&$erformances appraisal reports )& ,)servation c& Training needs survey as may )e carried out )y the supervisors d&'mployee suggestions B) DESIGNING OF THE TRAINING PROGRAMME *n designing the training programmes, the training and development manager must fashion out an appropriate training programme! 4or each categories of employees training re0uires different course contents and different emphasis on teaching and the choice of teaching methods! *n designing training and development program in any organization, seven se0uential stages are involved! The stages areG >& Carry out training and development need analysis which will reveal whether the organization needs training and development, in what functional area in the organization and who are those to )e trained and at what cost! ;& *dentify and state training and development o)1ectives! @& /ieve through the e5isting training methods in order to pick the most appropriate method )earing in mind the o)1ective of the training and development programme! ?& Choose from among training and development methods the particular method to use!

<& 7ork out a strategy for monitoring in order to detect if the programme is on course or not! B& *mplement aspect of the programme! C& -easure the effect of the programme on the recipientDs 1o) per! C) IMPLEMENTATING THE TRAINING PROGRAMME

After completing all the steps in the design of training programme, the ne5t step in the training process is the implementation of the programme that has )een developed! D) EVALUATION OF THE PROGRAMME

As 8irkpatrick has stated, all training professionals agreeG evaluation should )e done ! Training can )e evaluated at any of three stagesG input, throughput and output! *n terms of input, the cost #e5pense& of training can )e assessed either in comparison with other programmes or against a )udgeted figure! *n terms of throughput, organization often assess the num)er of trainees processed in a given time period far more effective, however, is the evaluation of output, which can )e assessed )y one of the following four criteria!
$) R:3./01+

7:;:7G -easures the emotional response of the trainees to the programme! This is done through attitude surveys, typically immediately after the programme! 7:;:7 12 0==:,03/: 1-/.1=: G -easures the ac0uisition of knowledge! This is measured )y o)1ectives or su)1ective tests administered to the trainees! -easure the changes in skills that occur as a result of training! *t is often assessed )y direct o)servation of the trainee or )y selfJreport!

2) L:32+0+4

') B:>3;01-2G

() R:9-7/G

-easures the organizational effect of training! This is assessed through direct calculation of costs, sales, profits e!t!c! ESSENCE OF TRAINING AND DEVELOPMENT

2.2.)

,rganizations em)ark on training and development programmes, for many reasons however, these can )e summarized as 0& P21,-./0;0/@G $eople are employed for the simple reason of helping the organization to achieve its goals and this can )e done when the work is 0uite productive! -ost training programme is therefore organized to help *n increasing the workers efficiency on the 1o), thus increasing his productivity! 00) EAA:./0;:+:99G By increasing the workers skills he )ecomes effective in e5ecuting the task assigned to him! 000) P2:<323/01+ A12 >04>:2 2:9<1+90?070/0:9G *mproving a workers performance on his present 1o) will enhance greatly his chances of )eing elevated to higher positions and responsi)ilities! 0;) T1 ?119/ />: B126:29 =1237:G By increasing skill of the worker, he develops a more sense of self worth, confidence and trust in his own a)ilities! 2.2.6 TRAINING TECHNI&UES

*t involves the application of knowledge! 'ffective trainers utilize a more rigorous decision process in their selection decisions! ,ne approach is to classify in advance the various training techni0ues according to the degree to which they match a set of relevant criteria! These criteria might include, )ut not )e limited to the following! >& 7hether the techni0ues is oriented toward knowledge, attitudes or skills!

;& 7hether the techni0ue is generally applied onJtheJ1o) or offJ theJ1o)! @& The degree to which the techni0ue incorporates the ma1or principles of learning! ?& The relative e5pense involved in development and administration of the programme! <& The uni0ue trainer skills re0uired B& The time duration over which the training techni0ue usually e5tends! 2.2.* METHODS OF DETERMINING EHECUTIVE DEVELOPMENT NEEDS. Developmental needs can )e determined via a study and understanding of individual e5ecutive developmental needs, the development needs of the organization in terms of its pro1ected goals and aspirations, the 0uality and 0uantity of availa)le manpower stock as well as the demands and re0uirement of each e5ecutive position in the organizational hierarchy! The following techni0ues are used in identifying e5ecutives development needs! $) M3+34:=:+/ 3<<230937 2:<12/G *t normally indicates the relative strength and weaknesses of each management staff! The comments on strengths and weaknesses of the particular e5ecutive would point to the relevant areas for which the e5ecutive needs to undergo some types of training and development! 2)S-2;:@G 'ach e5ecutive would make a survey of what he likes or what his su)ordinate managers lack and make appropriate recommendations accordingly! ')!1? A+37@909G 7here movement or transfer into a higher position is )eing contemplated, the re0uirement of that higher

responsi)ilities would ena)le management to determine the training and development needs of su)ordinates that are )eing ear marked for such higher positions! 2.2. REASONS FOR EHECUTIVE DEVELOPMENT

>& *mproves the versatility of the management group! ;& 'nsure easy and effective mo)ility of personnel across functional units as the need arises! @& 'nhance the e5ecutiveDs understanding and perception of issues relating to economic, cultural, social, technical and political matters that may )e relevant to the successful performance of his 1o)! ?& 8eep the e5ecutive current on new development around him which may affect his 1o) performance! <& Create a reservoir of e5ecutive talents necessary for management succession or for other conti0uencies! B& Develop the much needed fle5i)ility and capa)ility of the organizations manpower and from an economic stand point is a)le to provide ma5imum productivity from the human resources which is necessary in ensuring corporate growth! C& *dentify persons with innate a)ilities and potentials that may )e groomed up for future higher responsi)ilities! F&And lastly provide a )uiltJin mechanism for preventing manpower o)solescence over time, through training and development )y helping companyDs e5ecutives to revitalize their skills to ena)le them cope more effectively with the ever increasing comple5ities of modern )usiness! 2.' CURRENT LITERATURE ON THEORIES POSTULATED ON MANPOWER TRAINING AND DEVELOPMENT

-anpower training and development improves employee a)ilities to perform the tasks re0uired )y an organization! *t, according to 3raham #>EF>&, has the important dual function of utilization and motivation! By improving employees a)ility to perform the tasks re0uired )y the company, training6 allows )etter use to )e made of human resources6 )y giving employees a feeling of mastery over their work and of recognition )y management, which increases 1o) satisfaction in workers! ,rganization, have a stake in developing the careers of their employees so that the employees can )e retained while their performance )ecomes more effective and efficient! 7alker#>EE; & for e5ample opined that in the >EE=s and )eyond, organization will invest more, not less in efforts to retain, train and develop talent! -anpower training and develop is a tool employed )y organization to e0uip their workforce to the accomplishment of set goals and o)1ectives! The internal structure of an organization is made up of socioJtechnical arrangements which are deli)erately designed to achieve the o)1ectives of that organization )y doing the right thing at the right time and in the right measure! -anpower training and development in service organizations therefore focuses on the o)1ective of e0uipping the personnel in the service from the point of their recruitment to that of retirement, so that manpower )e kept constantly ready not only to provide improved living conditions for "igerians, )ut also set the machinery for achieving accelerated growth and development within the country! -anpower training and development is essential to the e5istence and survival of organization! ,lowu #>EE>& supports this school of thought as he points that human resources training and development ena)les civil servants #employees& to ac0uire the relevant professional skills and

knowledge for effective performance! *t was drucker #>EFB&, who said that a good organizational structure itself does not guarantee good performance! *t is human resource training and development that e0uips civil servants with the relevant professional skills and knowledge that )rings a)out effective and efficient performance! This position is further supported )y pye #>EFF& when she opined that when steps are to )e taken to improve the 0uality of employees and overall organizational performance, attention naturally turns to the process of training, education and development of employees ! According to foot and hook #>EEE&, human training and development is a planned process to modify attitudes, knowledge and skills or )ehavior through learning e5perience to achieve effective performance in an activity or range of activities! *ts purpose in a work situation is to develop the activities of the individual and to satisfy the current and future needs of the organization! %uman resource training and development according to walker #>EE;& is specifically a)out providing a range of learning e5perience in a work situation! Critically speaking, human resource training and development seem to have never )een the priority of the civil service in "igeria! ,male#>EE;& o)served that in almost all senior positions, if one is recruited with re0uired educational 0ualification, no training and development was carried out on him! '5perience on the 1o) now )ecomes the only criteria for the worker to reach the top of his career ladder! Iet, the 1o)s an officer does from one grade level to the other according to omale#>EE;&Gare sufficiently different to warrant not only vocational knowledge whish he gets via e5perience, )ut also theoretical knowledge and attitudinal reJorientation in order to successfully cope with the demands of such higer 1o)s!such theoretical knowledge and attitudinal reJ orientation can only )est

)e ac0uired through formal training offJtheJ1o) in appropriate training institutions! -ekinde #>EE;& in his own view, is of the opinion that human resource training is a short term process of learning specific skills )y )oth 1unior and immediate staff , while development entails a long term learning process designed to develop senior officers in order to ac0uaint them with changes in technology and management method! Training and development helps to ensure that organization mem)ers possess the knowledge and skills they need to perform their 1o)s effectively, take on new responsi)ilities and adapt to changing conditions despite the recognition of the importance of training )y management e5perts and government as e5pressed in white papers on various reforms in "igeria! The e5perience of manpower training and development in the "igeria pu)lic sector has )een more of ruse and waste! This paper e5amines the e5perience of "igeria pu)lic service on manpower training and development with a view of understanding the pro)lems )eing faced! *t makes appropriate recommendations on how to ameliorate the situation! -anagement e5perts also argue that a ma1or function of a manager is to develop people and to direct, encourage and train su)ordinates for optimum utilization! To stahl#>EFB&, training helps prepare employees for a certain 1o) that are uni0ue to the pu)lic sector! 2.'.$ CURRENT CHALLENGES IN TRAINING AND DEVELOPMENT. *t has )een found from recent studies that )efore the recession really set in #pre #>EF@& not much of training was witnessed! The recession of >EF@ and the structural ad1ustment program of >EFB were accompanied )y a continuous and critical modification in the fre0uency, method and focus of training courses! The main reason for these changes is the su)stantial decline in the resources of older generation firms, which seriously

reduced the financial allocation of training! *n a few other cases, the cut on overseas training was informed )y caution on the part of older firms who felt that the )oom in new firms#e!g, )anks& is at )est artificial and not enduring! *n fact, casual o)servation reveals that overseas training have practically ceased while the grants of study leave #training leave with pay& have su)stantially reduced! A num)er of other reasons e5plained the refocused interest of employers in training courses for their staff! These may )e6 rapid changes in technology#computerization&6 rapid changes in pu)lic policy#)ranches, interest rates, interJ )ank and other prudential guideline& suggesting that managers and workers need to respond appropriately with new skills, attitude and knowledge6 increase in the incidence of fraud and the role of employers to prevent and control malpractice from all possi)le sources6

policy intervention strategies such as reJengineering and adoption of total 0uality management, team working and other specialized and specific goalJdirected human resource utilization approaches6 and .educed demand for goods and services, high rates of interest )ringing a)out high incidence of )ad de)ts, and re0uiring new and modern marketing approaches to attract deposits and minimize )ad de)t e5pected to persist in the millennium and )eyond!

'mployers will continue to pay serious attention to training and development since new corporate cultures are necessary in order to im)i)e new attitudes that are re0uired for success in a new operating environment! Current training and development programmes are however constrained )y the following incidences or practices6

The failure to determine training needs relia)ly and relevantly6 *nade0uate funding of training6 Burying or sacrificing the training function in organizational policies6 4ailure to systematically evaluate the effects of training6 Unwarranted dumping or muddling of the steps in the standard training process #viz!, design, implementation and evaluation&6 The unwillingness of supervisors to train the su)ordinates on the 1o) or reveal the secrets of the 1o)6 4ailure to engage credi)le professional trainers and ade0uately )rief trainers on the specific trends in an organization6 and so on! THE IMPERATIVE OF TRAINING IN THE FUTURE

2.'!2

'ffective utilization of employees for )est results in a competitive environment has assumed a new trend! -eritJ)ased award has )een tested and found to instigate selfJmotivation in most employees, provided that performance appraisal is carefully done! %e following practices is also re0uisiteG wage inde5ation $ension inde5ation and .edundancy reserves! Aside from these, other desira)le maintenance practices are in the area of training and development for staff! Certainly a new philosophy is re0uired where)y all employees will take on the culture of a privatized or commercialized enterprise! *t is

e5pected that some resistance will )e put up )ut appropriate training for all levels of employees can reduce these! Akin to training, it will )e e5pected that the practice of internal promotion will )e emphasized! *t is feared however, that some supervisors may e5ercise the fear that if the su)ordinates are told the KsecretsD of doing the 1o), then, there is a treat to their own positions! This natural feeling has to )e guarded against in a progressive enterprise! Thus, everyone needs to )e trained a)out the desira)ility of team work as is emerging in glo)al work place! 2.'.' ROLE OF GOVERNMENT IN TRAINING AND DEVELOPMENT *n pursuance of the importance the federal government placed on training, the industrial training fund#*T4& was esta)lished to ensure that there is ade0uate manpower and commerce in the country! Under the industrial training fund#*T4& degree "o ?C of >EC> was amended )y decree "o @Cof >EC< sum of money were providing from time to time )y the federal government and contri)ution was made )y every employers, a minimize of ;< person in his employment at the rate of one percent#>M& of the annual pay roll are to )e paid into the fund! The fund is to )e utilized to promote and encourage an ac0uisition of skills industry or commerce with a view to generate a part of indigenous trained manpower sufficient in order to meet the need of the national economy! The government council of the fund consist of the representatives of "igeria employer consultative association #"'CA&! .epresentatives of various cham)ers of commerce and industry, central trade union and other person who have e5tensive knowledge of the industrial training!

The main function of the council set out in section ? of the degree of the federal government "o! ?C and they includeG i& To provide and secure the provision of such courses and other facilities which may include residential accommodation for the training of person employed!
ii&

To provide such course and facilities proved )y other person!

iii&4rom time to time, to consider the employment in industry or commerce as appear to re0uire a special consideration and pu)lic recommendation! iv&To apply or make arrangement methods of ascertaining the attainment of any standard recommendation )y the council! v& To assist person in finding facilities for employee )eing trained for employment in organization! vi&To carry on or assist other person in carrying on research into any matter relating to training for employment in the industry! 2.'.( CONDITIONS FOR ACHIEVING TRAINING AND DEVELOPMENT The success of any training and management development program is not determined )y modern facilities, huge e5penditure on e0uipment, a)undant administrators on the ground and the fat )udget for the program )ut rather on its outcome and the )uilding of a team of competent, wellJ motivated work force that is a)le to cope with current and future organizational challenges and achieve their desired goal! The designers and implementers of the program should )e familiar with )asic adult training principles and other conditions

for achieving success for learning and its transfer! /pecifically, the following conditions should )e complied with6
$) C1+,-.0;:

:+;021+=:+/ G This should )e created for the mangers to transfer their new skills and techni0ues ac0uired from the development program to their 1o)! The development cannot )e effective if the new ideas and techni0ues conflict with e5isting norms, values, )eliefs and customs #4leishman, >EBC&! 1A /1< =3+34:=:+/ G The progam should receive the support of top management with ade0uate )udget for it! Training should )e arranged fre0uently and repeatedly for employees re0uiring crucial skills and techni0ues! /230+::9G Could )e inspired through their active participation in the process! Lery lengthy lectures that could get trainees )ored should )e avoided! 1+ 1?D:./0;:9 3+, +::,9G The developmental needs of the organization must )e clearly stated in the o)1ective and the program should reflect the needs spelling out the skills re0uired to fulfill 1o) responsi)ilities! Training should )e properly arranged so that the material presentation of segments is in se0uence, )uilding on one another! This eliminates gaps, contradictions or am)iguities in the program! <219<:./0;:G Trainees may not want to participate in a training proposed for them! They may see it as waste of time! They should )e motivated )y letting them know the personal and organizational )enefits like promotion and improved performance they stand to gain from the training!

2) S-<<12/

') R:<:/0/01+G

() P32/0.0<3/01+

)) E=<>3909

6) O243+0E3/01+G

*) M1/0;3/01+

) F::,?3.6 G

There should )e close communication )etween trainer and trainee )ecause it helps the feed)ack process and employees:learners would want to know their progress visJ aJvis the o)1ectives of the training course they went through! ?:/B::+ />: />2:: =30+ 9/36:>17,:29G There should )e coJoperation among the organization, the supervisor and the manager for the management development e5ercise 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 )y the e5pected goals! I+.7-90;: 1A 377 =3+34:29G -anagement development should not )e restricted to only the supervisory personnel )ut to include all managers in the organization to strengthen the managerial skills of or for management and e5ecutive professionals!

I) C1%1<:23/01+

$0)

;!@!< LEARNING PRINCIPLE +earning programmes should incorporate as many fundamental principles of learning as are relevant! '5tensive research, )oth in e5perimental settings and in organizations has validated the utility of several )asic principles of learning! 'ach of these, when understood and carefully applied, will increase the effectiveness of a given training programme! +earning will generally tend to )e facilated whenG
>&

M-7/0<7: 9:+9:9 32: 9/0=-73/:,G The most pro)a)le ones are sight, sound and touch, with smell and taste used far less often! *t is for this reason that visual kinds )ecome a critical factor in training programme success for they stimulate the sense of sight during what might otherwise )e

a )oring presentation! '5ample of visual aids include the chalk)oard, overhead transparency pro1ector, felt )oar d, flip chart and movie pro1ector! ;& ,)1ectives of training are delineated in advance and are known )y )oth trainer and trainee! ,)1ectives allow the participation to anticipate what comes ne5t and relate the content and methodology to an overriding purpose!
@&

T230+0+4 <21423==: 09 <:291+370E:, /1 A0/ 0+,0;0,-37 +::,9G Trainees vary in terms of their )ackgrounds, e5perience and capacity to learn! An ideal training programme has entry capacity at different skill levels as well as a fle5i)le place to accommodate varying speeds of learning! T>: 96077 /1 ?: 7:32+:, 09 .>377:+40+4 @:/ B0/>0+ />: 23+4: 1A 3.>0:;:=:+/G The task must )e difficult enough to stimulate interest and arouse a competitive spirit, )ut not so demanding that it is out of reach of the trainee! T230+::9 32: 2:0+A12.:, A12 3<<21<203/: ?:>3;012 0+ />: /230+0+4 <21423=G A word of praise or encouragement from the trainer or peers can )e highly effective at solidifying the learning that has taken place and stimulating future effort! T230+::9 2:.:0;: A::,?3.6 1+ />:02 <2142:99G They need to know how they are doing! The information should )e specific, relevant, timely and accurate! This allows the trainees to organize their thoughts or generate a new )urst of enthusiasm for the programmes!

?&

<&

B&

*t is crucial to emphasize that all effort must )e geared towards resultJperformanceJoriented training and development program! *t must )e appreciated that the success of any training and development program depends upon the learning

that occurred! A training programme where learning does not occur or where nothing is learnt is a wasted effort! Too often, this is the result of a poorly planned, poorly coordinated and haphazardly organized training efforts which often reduce the chances of having a positive learning occurring! To make training efforts more effective, we must identify the areas of deficiency of past training efforts in most companies and learn from these mistakes! These deficiencies may includeG
>&

*nappropriate or lack of definition of learning o)1ectives #either shortJterm or longJterm o)1ectives&as most training programmes are not goal oriented!

;& +ack of proper determination of training needs from personal, task and organizational perspectives! @& "onJinvolvement of training supervisors in the followJup training necessary in putting the new skill to use!
?&

+ack of postJtraining supportG no transfer of learning from the training environment to 1o) environment would take place if o)stacle are deli)erately attacked on the way of the trainee this preventing him from putting his newly ac0uired knowledge to practice! 4aulty selection of instructional methods for e5ample techni0ues that are ade0uate for communicating knowledge may not )e appropriate for inducing )ehavioral changes!

<&

B& *ndividual trainees fail to have as much a stake in their own development as necessary! This is )ecause, the rule for effective training demands that employees take a positive role in their own training! After all, no training and development can occur unless there is a more conscious desire for it to occur on the part of the trainees!
C&

*nade0uate definition and understanding of the )ody of knowledge and theory of the principles of learning that can

enhance learning su)stantially! These concepts or principles usually emphasize the need to make learning to )e learnerJ oriented rather than teacherJoriented and the need to make trainees more active than passive6 interested and motivated rather than frustrated and )ored! 2.'.6 PROBLEMS OF TRAINING AND DEVELOPMENT PROGRAMME /ome of the pro)lems facing training and development includeG
$) L1B

=1237:G 7hen an employee undergo training programme, his:her e5periences, skills, attitude will )e increased )ut if they are not ade0uately compensated this might result in low morale there )y reducing their performance! 0+A12=3/01+G *f the wrong person who is almost due for retirement was sent on a training course or does not need training was sent on training, the organization will gain little or nothing from such employee! 1A 7:32+0+4G /ome of the concept and principle taught are too academic and very difficult to apply in real life situation! :;37-3/01+ 1A />: 1-/.1=: 1A /230+0+4G The company does not evaluate the outcome of the programme, there are in many instance, no e5aminations either written or oral or feed)ack from the employee!

2) I+9-AA0.0:+/

') T23+9A:2

() N1+

REFERENCES Akpomuvire, -! #;==C& G %uman .esource Training and Development for the civil service "igeria. Cataw)a

$u)lishing Company Charlotte, U!/!A Background information official we)site of $%C", http::www!nepanigeria!org:)ackground BelloJ*mam, *!B, ,shiome)o, B!,, ,1eifo, /!A! #;==C&G 4undementals of %uman .esource -anagement in "igeria. College press and pu)lishers ltd, *)adan! Chandramohan, A! #;==F&G %uman .esource -anagement. /!B! "angia A$% pu)lishing corporation, "ew Delhi! Cruz, '!-!D! #;==;&G /taff and /ervice -anagement . 3olden )ooks centre /D" Bhd, 8uala +umpur! 4a) ,nah, ,! #;==@&G %uman .esource -anagement. 4ulladu pu)lishing company 'nugu, "igeria! 4ag)ohung)e, ,!B!#;==E&G $ersonnel or %uman .esource -anagementGthe repository for %uman .esource Utilization,;nd 'dition! ,las Lentures, +agos! 4lippo 'dwin, B! #>ECB&G $ersonnel -anagement , Bth 'dition! 8ogakusha -cgrew %ill *ncorporated )ook company, "ew Iork! *saiah Urhoma, 8! #;==E& G A te5t)ook of %uman .esource

-anagement Lol >. University printing press Delta /tate University A)raka, Delta /tate! -ichael /tahl, 9!#>EE<&G -anagement total 0uality in a glo)al environment . Black well pu)lisher, -assachsetts! "wachukwu, C!C! #>EFFG& -anagement theory and practice. African 4!C!$ pu)lisher, "igeria! ,nuchekwa, C!*!#>EE<&G $ersonnel -anagement. 3oshen pu)lisher, Awka! ,)ikeze, /!,, ,)i, '!A, A)onyi, "! #;==<&G$ersonnel -anagement concepts, principles and application. Bookpoint ltd, ,nitsha! /im)o Ban1oko, A!#>EFE&G %uman .esource -anagementG an e5pository approach. $umark "igeria ltd, "igeria! /ola 4a1ana #;==;&G %uman .esource -anagement an *ntroduction. +a)ofin and Company, +agos!

CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY

'.$

RESEARCH DESIGN

*n defining design, odo#>EE;G?@&, stated that designing implies out lining the name of e0uipment and other materials the research intends using, applying some to successfully e5ecute the practical aspect of the research study! According to kinnear#>EFEG>@@& a research design is the )asic plan which guides the data collection and analysis phases of a research pro1ect! *t is the framework which specifies the type of information to )e collected and source of data collection procedure! A descriptive survey method was used for this study! *t is important to determine the method and procedure adopted in this research report since it gives the reader )ackground information on how to evaluate the findings and conclusion! '.2 SOURCES OF DATA

The data for this research work was collected from )oth primary and secondary sources of data! '.2.$ PRIMARY SOURCES OF DATA

The primary data used for this research work was gotten from oral interviews conducted )y the researcher within the office and premise of the $ower holding company of "igeria#$%C"& 'nugu and structured 0uestionnaire administered to relevant staffs of $%C"! The purpose was to get their personal views on a num)er of issues! '.2.2 SECONDARY SOURCES OF DATA

The secondary sources from which data was collected includeG te5t)ooks from li)rary #Caritas university amor1i "ike 'nugu&, manuals of power holding company of "igeria 'nugu and different we)site on the internet!

'.'

POPULATION OF THE STUDY

According to silver throne,#>EF=G>;& population is the totality of any group, person or o)1ects which is defined )y some uni0ue attri)utes ! This is to say that population is any group of )eing the researcher has focused attention on and chosen as approved topic of study! /ince it is usually not possi)le to study the entire larger population of power holding company of "igeria #$%C"&,the researcher has chosen the power holding company of "igeria 'nugu zone as the studied population in order to find a possi)le solution to which involve a total of ;<= employees including top and 1unior staff! '.( DETERMINATION OF SAMPLE SIZE

/ampling is a process of selecting a given num)er or any portion of that population for the purpose of o)taining information for generalization a)out the large population "wa)uokei#>EFBG?C&! /ampling population is used to avoid possi)le errors in dealing with population! The population size was narrowed down to determine the sample size! A statistical formula was used in determining the sample size! Iaro Iamani formula as 0uoted in "wa)uokei#>EFB G ?C>& was applied and it is stated as followsG nN " >O " #e&; 7here nNsample size "Ntotal population size > is constant e N the assume error margin or tolera)le error which

is taken as <M#=!=<& nN " > O "#e&; 7here "N;<= e N #=!=<& ; =!==;<

nN > N ;<= > O =!B;< N PP;<=P >!B;< N ><@!F?B n N ><?

;<= O ;<=#=!==;<&

Using BourleyDs proportion allocation formula n> N n>#n& " 7here n> N 'lement within the sample frame i!e "um)er allocated to each class of employee#department& n N /ample or the proportion of the universe used for the study!#Total sample size& " N $opulation of the study i!e overall employee! DepartmentsG

>& ;& @& ?& <&

Administrative and /ervice Dept Technical:/ervice Dept Customer service Dept 4inance and Account Dept Audit Dept $opulation for the study

JJJJ JJJJJ JJJJ JJJJ JJJJ

B; F= @< ?= @@ ;<=

Administrative and /ervice Dept n>N B; 5 ><? ;<= NE<?F ;<= N@F!>E N@F Technical:/ervice Dept n>N F= 5 ><? ;<= N >;@;= ;<= N?E!;F N?E Customer service Dept n>N @< 5 ><? ;<= N <@E= ;<= N;>!<B N;; 4inance and Account Dept

n>N ?= 5 ><? ;<= N B>B= ;<= N;?!B? N ;<

Audit Dept n>N @@ 5 ><? ;<= N<=F; ;<= N;=!@; N;= To cross checkG @F O ?E O ;; O ;< O ;= N><? #sample size& '.) METHODS OF DATA COLLECTION

The method of data collection used )y the researcher on this topic is 0uestionnaire! Auestionnaire is used when factual information is needed! *tDs a list of 0uestions given to individuals to fill either )y answering yes or no! The 0uestionnaire used for this research work has multiple opinions for the 0uestions where respondents were provided with opinion of answers to choose only the right answer to their opinion! This form of research plan was choose in order to ease the work of the researcher in the area of classifying and analyzing individuals #respondents& options! The researcher went further to

conduct personal interview for answer not properly given when filling the 0uestionnaire! '.).$ &UESTIONNAIRE DESIGN, DISTRIBUTION AND COLLECTION OF RESPONSES The research structured )oth openJ ended and closeJ ended 0uestions! Dou)le )arrel 0uestions that is, those 0uestions capa)le of attracting multiple interpretations were cautiously avoided! *n the close ended 0uestions, respondents were given a num)er of alternatives from which to select options they consider appropriate! *n the open ended 0uestions, respondents were provided with )lank spaces in which to write down their own answers in their words! Dichotomous type of 0uestions that demands yes or "o type of answers was also used! '.).2 SECONDARY METHOD OF DATA COLLECTION

The method of secondary collection used are data already in e5istence like te5t)ooks from li)rary, manuals for $%C" different we)site on the internet and past pro1ect reports! '.6 METHOD OF DATA ANALYSIS

*n analyzing the data collected using the 0uestionnaire, the researcher used the simple percentages method of data analysis! The analysis was represented in ta)ular form for easy understanding and it consist the num)er of respondents and the corresponding percentage and chi 2 s0uare was used as the statistical tools used for testing more than two population using data )ase on two independent random samples! The test statistical thus )ecomes Q;
N

R #o> 2 e>&;

e> 7here o> N o)served fre0uency e>N e5pected fre0uency This test is )ased strictly on the primary data gotten from the use of 0uestionnaire! DECISION RULE5 .e1ect "ull %ypothesis if calculated value of #Q;& is greater than the critical value and accept "ull %ypothesis if calculated value of #Q;& is less than the critical value! The Degree of freedom N #n J >& #k J >& 7here Df NDegree of freedom n N "um)er of rows k N "um)er of column

CHAPTER FOUR DATA PRESENTATION AND ANALYSIS (.$ DATA PRESENTATION AND INTERPRETATION

This chapter is designed to give and analyze the response to the research hypothesis formulated from the stated pro)lems in chapter one of this write up! *t deals with the presentation, analysis and interpretation of the data collected! They were analyzed using ta)les and chiJs0uare #Q;& statistical tool (.$!$ DISTRIBUTION AND COLLECTION OF &UESTIONNAIRE ,ut of one hundred and fifty four #><?& 0uestionnaire distri)uted to the staff of power holding company of "igeria#$%C"& 'nugu zone, one hundred and twenty #>;=& of them were duly completed and returned representing #CC!E;M& and the researcher discovered that thirty four#@?&0uestionnaire were unreturned representing #;;!=FM&!

T3?7: (.$.$

DISTRIBUTION AND RETURN OF &UESTIONNAIRE

D'$A.T-'"T

", ,4 AU'/T*,""A*.' D*/T.*BUT'D @F ?E ;; ;< ;= ><?

", .'TU."'D @= @< >C ;= >F >;=

$'.C'"TA3' #M& ;< ;E >? >C >< >==

Admin and service Technical:/ervice Customer service 4inance and Account Audit Total

T3?7: (.$.2

DEMOGRAPHIC CHARACTERISTIC

DISTRIBUTION OF RESPONDENT BY GENDER /e5 "o of respondent $ercentage #M&

-ale 4emale

F= ?=

BC @@

Total

>;=

>==

/ourceG field survey ;=>=! The a)ove ta)le shows that F=#BCM& respondents were male while ?=#@@M& respondents were female! /howing that ma1ority of the respondents are male! T3?7: (.$.' DISTRIBUTION OF RESPONDENTS BY AGE Age >FJ;E @=J@E ?=J?E <=S a)ove Total "o of respondents ;= @< ?= ;< >;= $ercentage #M& >C ;E @@ ;> >==

/ourceG field survey ;=>= This ta)le reflects that ;=#>CM& of the respondents fall within the age )racket of >FJ;E6 @<#;EM& of the respondents fall within the age )racket of @=J@E6 ?=#@@M& of the respondents fall within the age )racket of ?=J?E6 while ;<#;>M& of the respondents fall within the age )racket of <= and a)ove! T3?7: (.$.( DISTRIBUTION OF RESPONSDENT BY MARITAL STATUS -arital status /ingle "o of respondent @< $ercentage #M& ;E

-arried Divorced Total

F= < >;=

BC ? >==

/ourceG field survey ;=>=! 4rom the a)ove ta)le, @<#;EM& respondents are single6 F=#BCM& respondents are married while <#?M& respondents are divorced! This shows that ma1ority of the respondents are married! T3?7: (.$.) DISTRIBUTION OF RESPONDENTS BY ACADEMIC &UALIFICATION Academic 0ualification 7A'C:3C' ,"D:"C' %"D:B/C ,ther Aualification Total /ourceG field survey ;=>=! 4rom the ta)le a)ove, it was o)served that >?#>;M& respondent have west Africa '5amination council certificate #7aec:3ce&6;;#>FM& respondent with #,"D:"C'& "ational Diploma: "igeria college of 'ducation certificate6 <F#?FM& respondent with Bachelor of science : %igher national diploma #B!sc:%"D&6 7hile ;B#;;M& respondent have other 0ualification "o of respondent >? ;; <F ;B >;= $ercentage #M& >; >F ?F ;; >==

#-asters, $hd&as their highest 0ualification! This ta)le therefore shows that most of the respondents are B!/C:%"D %olders! T3?7: (.$.6 DISTRIBUTION OF RESPONDENTS BY YEARS OF EHPERIENCE Iears =J; @J< BJ>= >> S a)ove Total "o of respondent >F ;? @; ?B >;= $ercentage#M& >< ;= ;C @F >==

/ourceG field survey ;=>=! 4rom the a)ove ta)le,>F#><M& of the respondent falls within =J; yrs of e5perience6;?#;=M& of the respondent falls within @J< yrs of e5perience6@;#;CM& of the respondent falls within BJ>= yrs of e5perience6 while ?B#@FM& of the respondent falls within >> yrs and a)ove! T3?7: (.$.* PRESENTATION ACCORDING TO #EY RESEARCH &UESTION RESEARCH &UESTION ONE WHAT METHOD OF TRAINING AND DEVELOPMENT DOES YOUR ORGANIZATION USEJ ,ptions ,n 2 the 2 1o) "o of .espondent ;< $ercentage #M& ;>

,ff 2 the 2 1o) /imulated All of the a)ove Total /ourceG 4ield /urvey ;=>=!

?= ;< @= >;=

@@ ;> ;< >==

4rom the a)ove ta)le, ;< #;>M& respondents were of the opinion that the organization uses on 2 the 2 1o) training method6 ?= #@@M& respondents were of the opinion that the organization uses off 2 the 2 1o) training method6 ;< #;>M& respondents said that the organization uses simulated development method6 while @= #;<M& respondents were of the opinion that all three methods are used )y the organization! TABLE (.$. RESEARCH &UESTION TWO

WHAT IS THE CATEGORY OF STAFF LEVEL IN POWER HOLDING COMPANY OF NIGERIA, ENUGUJ ,ptions Top mgt -iddle mgt /upervisory 9unior staff Total "o of respondent E ;@ ;F B= >;= $ercentage #M& F >E ;@ <= >==

/ourceG field survey ;=>=! The a)ove ta)le shows that E#FM& of the respondents were top management6 ;@ #>EM& of the respondents are middle management6 ;F#;@M& of the respondents are supervisory6 while B=#<=M& of the respondents are from the 1unior staff level!

T3?7: (.$.I

RESEARCH &UESTION THREE

WHAT IS THE MA!OR PROBLEM IN THEORGANIZATIONJ ,ptions +ack of tools +ack of training +ack of renumeratio n Total "o of respondent <F ?< >C $ercentage #M& ?F @F >?

>;=

>==

/ourceG field survey ;=>=! 4rom the a)ove ta)le, <F#?FM& respondents were of the opinion that lack of working tools and e0uipment constitute ma1or pro)lem affecting the employees on their 1o)6?<#@FM& respondent said lack of training is the ma1or pro)lem affecting the employees on their 1o)6 while >C#>?M& of the respondents were of the opinion that lack of renumeration is the ma1or pro)lem affecting the employees on their 1o)! T3?7: (.$.$ DOES THE ORGANISATION OFFER ANY TRAINING AND DEVELOPMENT PROGRAMMEJ ,ptions Ies "o "o of respondent >;= P $ercentage #M& >== P

Total

>;=

>==

/ourceG field survey ;=>=! *n the a)ove ta)le, the whole >;=#>==M& respondents agreed to the e5istence of training and development programme! T3?7: (.$.$$ WHAT ARE THE COURSES OFFERED DURING TRAINING AND DEVELOPMENT PROGRAMME ,ptions Technical courses Administrativ e courses Both Total "o of respondent ?? ;; <? >;= $ercentage #M& @C >F ?< >==

/ourceG field survey ;=>=! 4rom the a)ove ta)le, it is o)served that ??#@CM& of the respondent agree that $%C" offers technical courses during training and development program6;;#>FM& respondent agreed that administrative courses are offered during the training and development program6 while <?#?<M& were of the opinion that )oth technical and administrative courses are offered during training and development process in the organization! T3?7: (.$.$2 DOES TRAINING AND DEVELOPMENT IMPROVE S#ILLS AND #NOWLEDGE OF THE MANPOWER SERVICE IN ORGANIZATIONJ

,ptions Ies "o Total

"o of respondent >>= >= >;=

$ercentage #M& E; F >==

/ourceG field survey ;=>=! *t is o)vious from the ta)le a)ove that >>=#E;M& respondent )elieves that training and development improve skill and knowledge of the manpower in service organization6 while >=#FM& respondents are of the view that training and development does not improve skill and knowledge of manpower in service organization! T3?7: (.$.$' DOES TRAINING AAND DEVELOPMENT IMPROVE PRODUCTIVITY AND BETTER PERFORMANCEJ ,ptions Ies "o Total "o of respondent >== ;= >;= $ercentage #M& F@ >C >==

/ourceG field survey ;=>=! 4rom the ta)le a)ove, it was o)served that >==#F@M& respondents agrees with the fact that training and development improves productivity and )etter performance6 while ;=#>CM& respondents thinks that training and development do not improve productivity and )etter performance! T3?7: (.$.$(

WHAT ARE THE BENEFITS OF TRAINING AND DEVELOPMENT PROGRAMMESJ ,ptions %igh productivity increases staff morale 'nhance career development %igh productivity reduce staff turn over "o response Total /ourceG field survey ;=>=! The a)ove ta)le indicates that out of >;= respondents,?=#@@M& agreed that training and development programme is em)arked upon )y the management )ecause it enhances high productivity and increases staff morale6;<#;>M& respondent )elieves that high productivity reduced staff turn over6;<#;>M& respondent agree that training program enhance career development6 while @=#;<M& out of the total respondents have no response on the effect of training )enefits! T3?7: (.$.$) WHAT ARE THE LI#ELY SUGGESTION ON IMPROVING TRAINING AND DEVELOPMENT PROGRAMME IN THE ORGANISATIONJ ,ptions 'mphasis should )e placed "o of respondent ;F $ercentage #M& ;@ "o of respondent ?= ;< ;< @= >;= $ercentage#M& @@ ;> ;> ;< >==

onJtheJ1o) training 'sta)lishment of training school within the organization Adapt sound training policy /ending staff on study leave Total /ourceG field survey ;=>=! 4rom the ta)le a)ove, the following recommendations were made )y the respondents! ;F#;@M& respondent suggested that emphasis should )e placed on the 1o) training if the organization wants an improvement on training and development programme6 ;=#>CM& respondent suggested that the organization should esta)lish a training school within the organization6 ?;#@<M& respondent agreed on the implementation of sound training policy6 and @=#;<M& respondent said employees should )e privileged to study leave! T3?7: (.$.$6 A9 3+ :=<71@::, B>0.> 1+: ,1 @1- .1+90,:2 /1 ?: />: =19/ 0=<12/3+/ A12 />: 1243+0E3/01+ /1 3.>0:;: />: 30= 1A <21;0,0+4 :7:./20.0/@J ,ptions -achines 7orkers Both Total "o of respondent >F ;; F= >;= $ercentage #M& >< >F BC >== ;= >C

?; @= >;=

@< ;< >==

/ourceG field survey ;=>=!

4rom the a)ove ta)le, >F#><M& of the respondent go with machines as the most important to achieve the aim of providing electricity6;;#>FM&respondent say the workers are the most important for the organization to achieve the aim of providing electricity6 while F=#BCM& respondent agrees that )oth machines and workers are important for an organization to achieve the aim of providing electricity! *t is o)vious that the organization needs )oth machines and worker to achieve its aim of providing electricity!

?!;

T'/T ,4 %I$,T%'/*/

The hypothesis which were stated earlier in chapter one would )e stated in this chapter for acceptance or re1ection! %ypothesis can either )e null hypothesis #ho&, that which is tested or the alternative hypothesis #hi&, that which is availa)le to )e accepted when the null hypothesis has to )e re1ected! *f we cannot re1ect the null hypothesis, we do not conclude that the null hypothesis is true )ut merely that it may )e true! HYPOTHESIS ONE %*G Training and development improves productivity and )etter performance! %,G Training and development does not improve productivity and )etter performance! R:.377 T3?7: (.$.$' T3?7: (.2.$ ,ptions "o of .espondent $ercentage #M&

Ies "o Total Using Q; Q; NR #o> 2 e >&; e> N >;= ; NB=

>== ;= >;=

F@ >C >==

N #>== 2 B=&; O #;= 2 B=&; B= N>B== O >B== B= N @;== B= N <@!@@ Therefore, the calculated Q; N <@!@@ Degree of freedom N #nJ>& #kJ>& N #;J>& #;J>& N> DECISION

4rom the chiJs0uare for > degree of freedom at <M level of significance, the ta)ulated Q; value is @!F?! This shows that the computed value of <@!@@ is greater than the ta)ulated value of @!F? i!e <@!@@ T @!F?! CONCLUSION Based on the a)ove analysis, the researcher re1ects null hypothesis #%,& and accept the alternative hypothesis #%*&! That training and development improve productivity and )etter performance! HYPOTHESIS TWO %*G Training and development improves skills and 8nowledge of the manpower in service organization! %,G Training and development does not improve skills and 8nowledge of the manpower in service organization! R:.377 T3?7: (.$.$2 T3?7: (.2.2 ,ptions Ies "o Total Using Q; Q; NR #o> 2 e>&; e> Q; N #>>= 2 B=&; O #>= 2 B=&; "o of .espondent >>= >= >;= $ercentage #M& E; F >==

B= N ;<== O ;<== B= N <=== B= NF@!@@ Therefore, the calculated Q; N F@!@@ Degree of freedom N #n J >& #k J >& N #; J>& #; J >& N> DECISION 4rom the chi 2 s0uare for > degree of freedom at <M level of significance, the ta)ulated 5; value is @!F?! This shows that the computed value of F@!@@ is greater than the ta)ulated value @!F? i!e F@!@@ T @!F?! CONCLUSION Based on the a)ove analysis, the researcher re1ects the null hypothesis #%,& and accepts the alternative hypothesis #%*&! That is, training and development improve skills and knowledge of the manpower in service organization!

CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATION

).$

SUMMARY OF FINDINGS

*n view of the analysis in chapter four of this work, the following findings were arrived at! The power holding company of "igeria #$%C"& plc 'nugu sole )usiness is the distri)ution of electricity to their environs! The organization runs a training school within the esta)lishment in +agos where priority attention was placed on the technical course )ecause of high technical skill re0uired! *t was discovered that it is very e5pensive to em)ark on training programme especially courses outside the organization! -ost of the courses availa)le are technical oriented and management tends to over look administrative courses! %ence, only very small percent are sent on administrative courses!

*t was also discovered )y the researcher that $%C" does not only provide training to their employees )ut it is mandatory that a three month course will )e studied )y the employee immediately after employment coupled with induction )y management in order to enhance their inter 2 personal acceptance and to improve their performance! %owever, some employees sent or sponsored )y the organization usually do not go )ack to their work rather they find other fertile areas! 4inally, the researcher discovered that most of the employees are not worth )eing trained either due to old age, ina)ility nature of the work or the reluctant on the part of the employee!
).2

CONCLUSION

The essence of training and development in service organization cannot )e over emphasized! *t has )een o)served that training is very important in every aspect of an organization! *t enhances the efficiency of staff, increases output and motivates employees for )etter performance! *t has )een discovered that training and human development are not isolated from human resources! 'ven in the advanced countries and in most computerized organization, training and development cannot )e overlooked )ecause6 human are the ones to operate this e0uipment! Because of the fact that ours is a world that is currently undergoing rapid change particularly in the area of skill o)solescence and technological capa)ility, training is not e5clusively reserved for newly employed staff )ut also for the old employees as well! *t is therefore important for the purpose of enhancing individual performance that training and development should )e made a continuous process that should last through an employeeDs entire working life! This is )ecause low and middle level employees need to adapt to new skills and technologies while managers and top management personnel need deeper

knowledge and understanding of their 1o)s, the 1o)s of others, a good understanding of where and how their 1o)s fit into the wider organizational pattern, an understanding of government and societal constraints, and a sensitive social awareness of the environment within which the organization operates! Therefore, training and development is necessary among other things to improve 0uality and 0uantity of work, to increase productivity and to induce certain )ehavioural changes in the employees! 'very organization should therefore try to incorporate effective and efficient training and development of their employees #manpower& in order to achieve their aim and o)1ectives with ease! ).' RECOMMENDATION The following suggestions are offered which in the opinion of the researcher may go along way in addressing issues relating to human resources training and development programme in service organization! The organization should restructure their training )y including administrative courses into it so that the high cost of going outside for similar courses will )e minimized! There should )e free flow of information to ena)le all the staff aware of the training and development programme availa)le )oth internally and e5ternally! 'ach section should draw up a roster of training programme for each year so that every staff of the organization would at least )e sent on course in a year! This will erode the situation where)y only some chosen few are sent on course! /taff 0ualified for training should )e encouraged )y providing study leave with pay, and where scholarship is given a proper contract should )e undertaken where)y employee would serve for a certain num)er of years after his:her course! 'mphasis should

)e placed on on 2 the 2 1o) training where employees already in the field impact knowledge on the newly employed staff! 4inally, periodic seminars and workshop which are not too e5pensive should )e organized for all staff to ac0uaint them with current changes in management techni0ues and current development programme!

BIBLOGRAGHY Akpomuvire, -! #;==C&! Human Resource Training and Development for the civil service Nigeria. U!/!A G Cataw)a$u)lishing Company Charlotte! BelloJ*mam, *!B, ,shiome)o, B!,, ,1eifo, /!A! #;==C&! Fundementals of Human Resource Management in Nigeria. *)adanG college press and pu)lishers ltd! Chandramohan, A! #;==F&!Human Resource Management. "ew DelhiG /!B! "angia A$% pu)lishing corporation! Cruz, '!-!D! #;==;&! Staff and Service Management.8uala lumpurG 3olden )ooks centre /D" Bhd! 4a) ,nah, ,! #;==@&! Human Resource Management. 'nuguG 4ulladu pu)lishing company!

4ag)ohung)e, ,!B!#;==E&! Personnel or Human Resource Management the repositor! for Human Resource "tili#ation, +agosG ,las Lentures! 4lippo 'dwin, B! #>ECB&! Personnel Management ! "ew IorkG 8ogakusha -cgraw %ill *ncorporated )ook company! *saiah, U!8! #;==E&! $ te%t&oo' of Human Resource Management. Delta stateG University printing press! -ichael, /! 9!#>EE<&! Management total (ualit! in a glo&al environment. -assachsettsG Black well pu)lisher! "wachukwu, C!C! #>EFF&! Management theor! and practice. $ort %arcourtG African 4!C!$ pu)lisher! ,nuchekwa, C!*!#>EE<&!Personnel Management. AwkaG 3oshen $u)lisher! ,)ikeze, /!,, ,)i, '!A, A)onyi, "! #;==<&! Personnel Management concepts, principles and application. ,nitshaG Bookpoint ltd! /im)o Ban1oko, A!#>EFE&! Human Resource Management an e%positor! approach. "igeriaG $umark "igeria ltd! /ola 4a1ana #;==;&! Human Resource Management an )ntroduction. +agosG +a)ofin and Company!

APPENDIH 4aculty of management and social science Department of Business Administration Caritas University Amor1i 2 "ike 'mene 'nugu /tate 9une @= ;=>=! Dear /ir:-adam * am a final year student of the a)ove named university conducting a research on An evaluation of the effect of manpower training and development in service organization with $%C" 'nugu as my case study!

The research is in partial fulfillment for the award of B!sc degree in Business Administration from the a)ove school! $lease you are kindly re0uested to provide answers to the 0uestions set out in the attached 0uestionnaire to the )est of your knowledge! *nformation supplied and views e5pressed are solely for academic purpose! Iours faithfully Aidelomon, .oseline !o!

&UESTIONNAIRES INSTRUCTION5 please tick # & inside chosen )o5

SECTION $5 PERSONAL DATA

>&

"ameG optionalUUUUUUUUUUUUUUUUUUUUUUUU

;& /e5 G a& -ale V W )& 4emale V W

@& Age G
i&

>FJ;E

W V

#ii& @=J@E W

#iii& ?=J?E V W

iv&

<= and a)ove

?& -arital statusG a& -arried V W c& 7idowed V W )& single V W c& divorced V W V W

d& separated

<& Academic AualificationG a&7A'C:3C' )&,"D:"C' c&%"D:B!/C V V V W W W W

d& ,ther Aualification V B& Iears of '5perienceG a& =J; )& @J< c& BJ>= V V V W W W W

d& >> and a)ove V

SECTION TWO B& 7hat was your rank on entryH!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! C& Current post or rank please specifyUUUUUUUUUUU!
F&

7hich department are you working inH!!!!!!!!!!!!!!!!!!!!!!!!

E& %ave you work in any other departmentH a& Ies V W )& "o V W

>=&Does

your company engage in any form of employees training and development programmeH a& Ies V W )& "o V W

>>&7hat

method of training and development does your organization useH a& ,n 2 theJ 1o) training method )& ,ff 2the 21o) training method c& /imulated d& Both V W V W V V W W

>;& %ow often do you conduct training and development in your organizationH a& 'very si5 #B& months )& 'very year c& 'very five years
d&

V W

/pecify if otherwise UUUUUUUUUUUUU!! 7ho do you send for the courseH V V V V W V W W W W

>@&

a& 9unior staff )& /enior staff c& /upervisor d& -anager

e& All of the a)ove

>?& Does your organization have policy on employees trainingH a& Ies V W )& "o V W

><& *f your answer to the a)ove is yes, please state the policyUUUUUUUUUUUUUUUUUUUUUUUUUUU U >B& 7hat are the category of staff level in $%C" 'nugu V V W W

a& Top management )& -iddle management c& /upervisory d& 9unior staff
>C&7hat

V V W

are the ma1or pro)lems in the organizationH V V W W V W

a& +ack of tools )& +ack of training

c& +ack of renumeration

>F& 7hat are the courses offered during training and development programmeH a& Technical courses V W

)& Administrative courses V W c& Both V W

>E& Does training and development improve skills and knowledge of manpower in service organizationH a& Ies V W )& "o V W

;=& Does training and development improve productivity and )etter performanceH a& Ies V W )& "o V W

;>& 7hat are the likely suggestion on improving training and development programme in the organizationH

a&

'mphasis should )e placed on onJtheJ1o) training

)& /ending staff on study leave c& Adapt sound training policy

d& 'sta)lishment of training school within the organisation ;;& As an employee, which one do you consider to )e the most important for the organisation to achieve the aim of providing electricityH a& )& c& -achines 7orkers Both V V V W W W

;@& *n your own opinion, what do you think the organisation re0uires to improve its performanceH a& *ncrease in salary in fringe )enefit V W W

)& /ending workers on course and promoting them V c& 'mploying professionals in all field V W

;?& *f you find yourself in top management position, which of the following would you pursue to enhance efficiencyH a& Training of technician V W V W W

)& Training and development of employee c& $rocurement of new machines V

;<& 3ive three suggestion you have for the management to facilitate training programme! a& UUUUUUUUUUUUUUUUUUUUUUUU!!

)& c&

UUUUUUUUUUUUUUUUUUUUUUU!! UUUUUUUUUUUUUUUUUUUUUUUUUUU