Post on 08-May-2023
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Initially in developing countries, the achievement of
maximum output was given greatest emphasis with belief
that; a rapid increase in output level can lead to
achievement of development policy objectives. But, due to
the experiences of most countries in Africa and Nigeria
not an exception, the shortages of skilled and
knowledgeable manpower constitute a binding constraint in
executing development plans. This is leading to the
failure in achieving higher productivity objectives in
Nigerian economy most especially in the public sector
organizations.
However, the researcher further observes that,
development policies in any economy may likely not be
successful without ensuring sufficient and adequately
trained manpower is put in place. Not only that, but also
to ensure that the trained manpower is fully employment
appropriately. This may lead to higher productivity in an
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economy. The public sector is one of the largest sectors
of Nigerian economy that provide jobs to citizens. In
Nigeria, government is generating a lot of revenue from
the public annually with the aim of providing essential
services to the general public. Furthermore, in relation
to the case study (Board of Internal Revenue), it is
basic for the government to have resources required in
running activities for enhancement of the quality of
lives of its citizens. Thus, taxes have to be levied on
all taxable people, individuals and corporate
organizations.
In line with this, in order to attain aims of the
public sector organizations, and also meet-up with the
current technology developments, manpower training has to
be embarked on. This is because; manpower training can
lead to higher productivity in the organizations since it
is the bedrock of every organization success.
According to Nyanwu (1997), Nigeria set up PEs
(Public Enterprises) in all sectors of the national
economy, because they were seen as the only way of
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attaining economic growth in the face of; inadequate
entrepreneurial skills, shortage of investible capital,
fear of foreign control of the national economy, and
underdeveloped capital market. He further state that,
during the oil boom era of 1970s, PEs total about 600 at
federal level and 900 at state level. In the 1990s PEs
accounted for 30 – 35 percent of GDP and large proportion
of employment in the modern economic sector (Bureau of
Public Enterprises, 1996). But it was later discovered
that there are many hunches leading to poor performance
of the PE sector among which is lack of manpower
training.
Due to the economic problems and in particular, PE
sector, it dawned on the federal government for solution
to rescue the PEs. Consequently, the privatization and
commercialization programme was conceived introduced by
SAP (Structural Adjustment Programme). Another
organization similar to SAP handling issue like this, is
NEEDS (Nigerian Economic Empowerment and Development
Strategy) introduced by Obasanjo Regime.
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Various agencies are involved in tax policy
administration in the country. At the federal level we
have Federal Board of Inland Revenue (FBIR), Federal
Inland Revenue Services (FIRS), Federal Tariff Review
Board (FTRB), Federal Ministry of Finance, etc. while at
the state level we have State Board of Internal Revenue
(SBIR), State Internal Revenue Services (SIRS) and the
Planning and Budget Department. Thus, there are at the
federal, state and local government levels, Federal
Inland Revenue Services, State Internal Revenue Service
and Local Government Revenue Committee (LGRC)
respectively. Each service has a board which is its
governing body with responsibilities. Some of their
objectives might include: Collect tax base on law by
cheap means to actively encouraging compliance; Prosecute
the tax laws very vigorously; Maximize tax collection by
effective and extensive coverage of the country; and
Maintain public confidence in integrating tax system
through fairness and uniformity.
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Therefore, in line with the above background,
Nasarawa State Board of Internal Revenue came into being
by an Edict of 1997. The Edict derives its enabling power
from section 9 of the Personal Income Tax Decree 104 of
1993 of the Military Regime. It states as follows:
“there is hereby established for the state a body called the board ofinternal revenue (hereinafter in this edict referred to as “the board”)whose operational arm shall be known and called internal revenueservices (hereinafter in this edict referred to as “the state service”) whichshall be a body corporate with perpetual succession and a commonseal, and with a power to sue and be sued in its corporate name andacquire, hold and dispose of movable and immovable property”
Given the above background, the research work seeks to
investigate manpower training and its impact on employee
productivity in the public sector. This means that
manpower and training of organization employees will be
studied with emphasis on how the training administered to
the employees may influence their productivity and the
entire performance of the organization as a whole. The
case study considered for this research work is Nasarawa
State Board of Internal Revenue. This is because the
Board is being patronized by customers and offer services
to both domestic and international investment.
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However, the Board does not operate in isolation.
This is because of the prevalence of numerous challenges
offered by the contemporary government, business and
financial world. Some of these challenges include:
information technology (IT) and computer operation,
project financing, government policies are among others
in the PE sector like privatization and
commercialization. The board is required to find ways
forward for performance in line with the organization
requirement for high productivity.
But the board productivity in practice may depend on
the employees’ performance because it greatest worth and
saddled with a lot of responsibilities, which may be
impacted through manpower training and development or
education to influence job performance. And the question
of interest is; does manpower training have effect on
employee productivity in the Board?
In addition, this research work is intended to
establish some form of relationships between the effects
of manpower training on employee productivity in form of
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3 angles influential variables on the organization
employees which include: knowledge, skills and attitude.
These influential variables are carefully selected for
consideration because manpower training is aimed at
changing the behavior of the organizations’ employees
towards better job performance, improved productivity and
the overall success of the organization objectives.
1.2 Statement of the Problem
In every organization, emphasis should be placed on
manpower training and retraining in order to improve
level of productivity, which will lead to achievement of
goals or target. Any organization that neglects employees
training and retraining may be said to encouraging
failure. This is because; lack of training will lead to
dropping of employees’ moral, competent as well as
productivity. Not only that but also employee skills and
innovation may decline and this will cause the entire
organization to suffer a devastating blow in terms of
manpower strength, which may lead to un-attainment of
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target or goals. Therefore, in this research, the
researcher intends to examine the important of
organizational performance in relation to manpower
training, retraining and development. The research work
will also come up with recommendations, which may provide
solutions to public sector organizations personnel
department problems. This could be in terms of relevance
and need for manpower training particularly in to the
Board of Internal Revenue Nasarawa State.
1.3 Objective of the Study
The following are the objectives of the study:
1. To examine the processes, methods and attainment of
manpower training of employees in the public sector.
2. To examine the process, methods and attainment of
employee productivity in the Public sector.
3. To discover the effect of knowledge on employee
productivity in the public sector.
4. To discover the effect of skill on employee
productivity in the public sector.
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5. To discover the effect of attitude on employee
productivity.
6. To establish relationship between the effect of
knowledge and skill on employee productivity in the
Public Enterprises.
7. To establish relationship between the effect of
knowledge and attitude on employee productivity.
8. To establish relationship between the effect of skill
and attitude on employee productivity.
1.4 Significance of the Study
The significance of the study includes the following:
1. The Board used as a case study and other interested
parties might make and improve rules and regulations
responsible for;
a. Encouraging manpower training of the Board employees
to increase performance and employee productivity.
b. Holding the Board employees accountable for their
inactions and performance of tasks.
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c. Ensuring strict compliance with spelt out positive
measures against deviations from the organization
precepts and standards of job performance.
d. Clear delegation of responsibilities to subordinate
employees in the Board.
e. Encouraging team work, collective participation and
adequate rewarding of the organization employees
based on outstanding job performance or merit.
2. The Board and other interested parties may find reasons
to appreciate the practical relevance manpower training
in the public sector to facilitate employee
productivity and realization of objectives as well as
comparison of industry performance and benchmarking.
3. The Board and other interested parties may encourage
the selection of most suitably qualified personnel’s to
perform tasks, given the personnel’s background, study
and history in promoting professionalism.
4. Government or managers, researchers and other
interested readers of this research work may find the
study interesting too. This is because the research
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topic is treated in the perspective of contemporary
public sector and organization challenge(s), geared by
the globalization of information technology.
1.5 Scope of the Study
This research work is meant to cover manpower training
and its effect on employee productivity in the public
sector. The study is relevant and made very comprehensive
too. To achieve this, the researcher considered the board
of Internal Revenue. Beside, the influential variables of
the organization employees productivity to be covered
are; knowledge, skill and attitude. For this study, the
Board of Internal Revenue Nasarawa State, Lafia is used
as a case study.
1.6 Research Questions
The following research questions are considered in the
study:
1. Do knowledge has any impact on employee productivity in
the organization?
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2. Do skills have any impact on employee productivity in
the organization?
3. Do attitudes have any impact on employee productivity
in the organization?
4. Does training and development have any impact on
employee productivity in the organization?
1.7 Research Hypotheses
The following null hypothesis (Ho) and alternative
hypothesis (Hi) are considered in relation to the
research questions for the purpose of this study:
1. Ho: There is impact of knowledge on employee
productivity in the organization.
Hi: There is no impact of knowledge on employee
productivity in the organization.
2. Ho: Skills have impact on employee productivity in the
organization.
Hi: Skills have no impact on employee productivity in
the organization.
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3. Ho: There is impact of attitude on employee
productivity in the organization.
Hi: There is no impact of attitude on employee
productivity in the organization.
4. Ho: There is impact of training and development on
employee productivity in the organization.
Hi: There is no impact of training and development on
employee productivity in the organization.
1.8 Delimitation of the Study
In the public sector, Board of Internal Revenue deals
with a lot of financial activities which are very tasking
and requiring adequate knowledge and skills. It is
recording a lot of successes though with so many
bottlenecks. All of these are symbols needing better
performance and high productivity, which may not be
without the organization employees’ participation.
Perhaps, this is because the Board of Revenue may be
regarded as one of the life wire for financial activities
that may be needed for projects execution of the country.
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However, the complexity in human living and the real
increases in industry competition globally make the
government to pay greater attention on the organization
employees’ performance and the way forward. This explains
the reason why the organization on recruitment and
selection has to seek for more competent personnel’s, who
may be able to build and maintain the image of the public
sector and confidence in the minds of the general public.
And because the competence employees may be affected by
the quality of education lagging adequate knowledge,
skill, financial process and insufficient training to
achieve objectives, manpower training of employees become
imperative for higher job performance in the public
sector organization in general or the board in
particular. Therefore, this research work has as its
basis the important of manpower training for employee
productivity in the public sector organizations which is
the way forward the country.
The delimitation of this research work comprises the
financial constraint which greatly affects the researcher
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during the period of the research. Time constraint is
also another serious problem encountered, which makes the
researcher to work sleeplessly because of combining it
with other necessary school activities. Another serious
problem faced during the research was lack of corporation
of the respondents in terms of supplying needed data to
facilitate the research work.
1.9 Definition of Terms
The following terms are defined based on their usage in
this research work. The terms may take different meanings
and interpretations but defined below within the confine
of this research work. The terms include:
1. Variables – attributes and characteristics of something
that can influence job performance.
2. Globalization – wide and international spread of ideas,
finance business activities enabled learning by
information technology and the computer.
3. Information Technology – computer machines and
electronics systems facilitating data processing,
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storage, retrieval and use in a more economic,
effective and efficient manner.
4. Effectiveness – the use of resources to achieve results
on time.
5. Efficiency – the use of resources to achieve results
without waste.
6. Resources – these are men, money and materials used in
producing goods and services.
7. Performance – the ability to do what is expected to be
done as required without delays or errors.
8. Benchmarking – copying and modernizing the activities
of another enterprise especially a leading enterprise
within an economy for success.
9. Manpower - This is the workers required for job to be
done.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
The research topic “the impact of manpower training and
employee productivity in the public sector” is intended
to investigate how organizations like the Board of
Internal Revenue is achieving its target and experiencing
greater successes. This is as a result of the years
passing in view of the challenges, competitions and
changes in the ways activities are carried out in the
world especially in businesses since the Board is dealing
with financial aspect. This is because every economy is
looking for way of globalizing it activities.
In this direction, greater emphasis is to be placed
on the IT (Information Technology) to speed up processes
and procedures of doing work efficiently and effectively
too. However, the IT is facilitated by the computers as
informed by Adegoke (2001) that the computer is so
universal and versatile that its application can not be
exhausted because new application packages on different
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areas are always coming up on daily basis as a result of
improvement in research. Thus, Adegoke (2001:20) opines
that “the application of computers for business is
perhaps the widest” not only in businesses but in the
entire human undertaking activities. This is required in
order to speed up the satisfaction of the general public
by the PEs sector.
If the computers and IT are new trends of events in
the economic life of Nigerians and the public sector
organizations, there is every need to enhance it in the
following ways; first, the government should encourage
computer education and usage by making it very available
and affordable. And these issues have being addressed by
Federal Government through the Federal Ministry of
Science and Technology as informed by Otokline (2003).
That the government has put in place policies to make
computers cheaply available for use in the following
ways:
i. Reduction in import duties from 7% to 2.5% on computer
accessories.
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ii. Creation of National Information Technology Policy
(NITA) responsible for the establishment of National IT
agenda and implementation unit, National Information
Technology Development Agency (NITDA) and the IT
laboratories to certified computers imported into the
country.
Therefore, for the public sector organizations to be
able to integrate into the global information technology,
the computers and computer training become very
imperative. And better still is the facilitation of
communication between the organizations superior officers
and subordinates. In the view of Wakeel (2004) like many
other researchers and writers, effective communication is
an indispensable instrument in management process and
available tool for resolving disputes and conflicts in
organizations. This is a forward motion to request
feedback from trained employees in organizations to
reveal the relationship between cost of training and its
benefit to the enterprise. However, the training of
employees in organizations may not be in the area of IT
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or ICT only. This is because the Board as service
organization has several units and training areas to
improve employee productivity. In line with this, the
organization carryout training either in-house or
external to their employees in the following additional
areas:
i. Additive consumer service series
ii. Trainees training programmes
iii. Senior employees’ management training.
But how the nature of training is in the PEs, the
researcher observes that, the efforts of the
organizations are shadowy. This contributes to the poor
performance of PEs. The really cause of this is the fact
that, organizations recruit competent brains and believe
that the recruited personnel can perform very well even
with passage of time. This led to obsolescence in
organization processes, acquired knowledge and skills.
Okotoni and Erero (2005) informed that in the past there
were several general resistances to invest in staff
training in the public sector. The arguments have been
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that competent hands were selected and should be up to
their given responsibilities. In regard to this, the
recruitment exercise may be seriously faulted. This means
the selected employees lack the requisite job knowledge
and skills to perform given tasks.
Later, increases in understanding of activities in
economies best practices made PEs sector organizations
like the Revenue Boards realized that employees required
training to boost job performance and productivity. This
is to be achieved via improving the knowledge and skills
of employees thereby criticizing the above assumption.
Today, history is made and the public sector borrows lift
from the private sector to invest in staff training which
also brings about privatization and commercialization.
Aminu (1996) informs that the Nigeria Civil Service
Reforms of 1988 provides for the development of
knowledge, expertise, skills and attitudes of human
resource or capital through training and retraining
adopting a systematic manpower planning approach.
However, an organization assets including human capital
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is imperative for efficiency, effectiveness and
productivity. Even most importantly, is the human capital
to respond to the changing nature of activities in
Nigerian economy today. This view is re-enforced by the
Singapore Productivity and Standards Board, SPSB (1988)
that:
Ultimately, it is the people, the knowledge and skills they possess, andtheir attitude, that make the difference. Our workers will need newtechnical skills, higher academic standards and a greater capability tosolve problems. They must be prepared to unlearn old skills, learn newones and keep on learning.
From the aforementioned, the learning curve relevance
may be felt for the effective performance of jobs by
employees in the PEs particularly Board of Internal
Revenue. This is restated by the Establishment Survey on
Manpower Training and Job Skills Requirement, (2002)
report that future manpower requirements are anticipated
to move to higher level of education. This is aimed at
improving knowledge for greater competencies of employees
although in Hongkong and relevant in Nigeria. The
researcher applies the suggestions from this report
because of reasons including the fact that the survey was
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conducted in attempt to restructure the economy of China
following the emerging business changes and challenges on
the international scene. It is important to know that in
the report, some measures suggested for economic
restructuring include:
i. The use of IT should be intensified in companies and
the PEs not an exception.
ii. Companies like the PEs should update the skills of
already existing employees.
Therefore, the PEs in Nigeria like any other
companies and their counterpart in China stand to benefit
from the above two measures, which emphasize the
introduction of training to be effected on the employees
in order to improve productivity in practical terms. This
is because Board of Internal Revenue is service industry
as informed by Mrs. Nenadi (2006) in her address at the
Nigerian Economic Summit Group Stakeholders’ Workshop on
multiple taxation that, “for any government to have the required
resources to put in place and run the projects and programmes that will
enhance the quality of life of its citizens, taxes have to be levied on all taxable
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persons”. Therefore it is suggested that there is high
confidence and reliance on the Board of Internal Revenue
to rejuvenate the Nigerian economy since, it is one of
the PEs organization mostly dealing with rising of funds
that may be needed for projects execution.
2.2 Theoretical Framework
The roots of this research is human capital theory (HCT)
which gives preference to continuous learning to upgrade
knowledge at all levels of endeavor be it individual,
employer, manager, supervisor, clerk etc. Barrett and
O’Connel in Mainga (2002) defined human capital as “the
total accumulated stock of knowledge, skill, experience
and competencies of the workforce”. Agreeing with Tende
(2005), human capital is the totality of an
organization’s people employed to work in the
organization. Be it skilled, semi-skilled or unskilled,
the crusade for human capital development and
organization productivity has long been felt by many
researchers and managers in practice. Therefore,
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investing in human capital is considered by Ejiofor in
Tende (2005) as investment for life. However, huge
spending is required on functional education for human
training and development. In practice, the performance of
an organization is a function of its trained employees.
The most important fact for consideration is that when
employees are trained, their knowledge, skills and
attitude improve and impacting positively on productivity
in terms of employees services and organization
performance. Importantly, the researcher observes that
the argument on the need for human capital development
rests on the human capital theory developed from the
earliest work of British economists like; Sir William
Petty (1623 – 1687) and Adam Smith (1723 – 1790) as
informed by The Professor Network (2004-2008). The
classical theorists believe that the need for training
for productivity in organizations was originally seen as
opportunity for increasing personal income.
Other contributors in relation to this include John
Locke (1632 – 1704), John Stuart Mill (1806 – 1873) and
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Karl Marx (1818 – 1883). Having considered the human
capital theory as better pointer to differences in wages
across occupations, Becker in the Professor Network
(2004-2008), Xiao (2001) and Livingstone (1997) was first
to have separated human capital into:
i. General or off-the-job training; which focuses on the
person’s or employee’s ability to read and write.
Becker and Wöβmann (2007) informed that general
training emphasizes the significance of transferable
education to different jobs for economic prosperity.
ii. Specific or on-the-job training; which focuses on
particular skill acquisition, however with limited
industrial or organizational application.
Similarly, Becker and Mincer in Xiao (2001)
separately informed that workers’ productivity in the
workplace increases because of knowledge and skills
acquired through education and training. This has direct
relationship with the employees’ future income, laying
emphasis on general education distinct from specific
education. The attention at this stage has been on how
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best to estimate Rates of Return to Education (RORE). In
this direction, many studies support the fact that formal
education or schooling is a very significant factor in
explaining the variations in wages and salaries
especially in the industrially advanced countries (IACs).
Like in the IACs, John and Addison in Xiao (2001)
carried out similar studies in the Less Developed
Countries (LDCs) and found out that there exists greater
proportion of specific or on-the-job training at
workplace which is imperative to the understanding of the
human capital conception. This is similar to the ideas of
Livingstone (1997) that since 1970s, the claims of human
capital theory have been in jeopardy. The debate has been
on which is to take precedence in employee productivity
between the informal learning or on-the-job learning and
formal learning or off-the-job learning. This is closely
followed by the reduction in commensurate jobs. Based on
this, Livingstone (1997) recommends the redistribution of
current paid work to close the education-jobs gap, reduce
chronic unemployment of qualified personnel while just a
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core of employees work excessive overtime. Therefore,
Livingstone (1997) advocates for a current version of
human capital theory which should seek to:
Discard the entire analogy between private enterprise assets andhuman learning capacities [that] human learning is a much morecomplex, versatile, creative and resistant phenomenon than any othermeans of production. [That] human capital concept has generallyserved to narrow our comprehension of work related learning ratherthan enrich it. [That] the general welfare of knowledge – based societieswould be much better served by recognizing the multifaceted characterof learning and concentrating research and policy efforts onreorganizing work to effectively use and fairly compensate the vastarray of organized and informal learning.
From this quotation, differences in wages should not
be considered from the stand point of qualification and
training only but a befitting policy measure to carter
for the needs of employees should be structured and put
in place. The importance of informal learning and
training on employee productivity should not be
downgraded to the background. For instance, Xiao (2001)
informed that the combined impact of economic reforms and
technological innovations brought about mass economic
changes needing greater attentions to address the
situations which training is one of such attentions
needed. Impliedly, it is believed that the economic28
changes initiate large disequilibrium resulting to some
differences between employees’ competence and
organizations current investments. Consequently,
employees’ performance declines despite their reservoir
of previous knowledge, skills and attitudes (KSA) learnt
at school and at work place. On this ground, the on-the-
job training (OJT) provided to employees by employers is
a strategy to develop human capital for the reasons of
tackling the changes in the work place as contained in
Xiao (2001: ):
Given that firms [PEs] constitute an economic setting where humancapital is utilized, training and education related to the job setting foremployees develop unique sets of KSA that can engage them inorganized production. Therefore, it is argued that in a fast-changingeconomic context, education and training programs related to jobs area means to readjust to the changing workplace and improveproductivity.
2.3 Manpower Training
Manpower in simple sentence refers to the workers
required for job to be done. It is the integral part of
improving the manpower performance in the organization.
Training on the other hand refers to transfer of
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technological knowledge and the processes of acquiring
job experience to a staff. It is either going to be in-
house or external. In-house refers to the training
provided to an organization’s employees within the
premises of the organization while, external is the
training provided outside the organization.
Therefore, manpower training in the PEs simply means
the training which the organizations organized for their
employees or staff to boost their performance for greater
productivity. Perhaps it is because in-house training is
cheaper and yet more effective for use in organizations
as contained in Okotoni and Erero (2005). Before
presenting issues on training, the researcher agrees with
Essien-Obot (1991) that training, development and
education are often interchanged in usage but there exist
differences between them. He put forward the following:
[1] The phrase ‘staff training’ is reserved for:i. transfer of technological knowledgeii. the process of acquiring job experienceiii. the technique of making a job incumbent more effective… often
given to staff or operatives within an organization for thepurpose of improving their technical performance
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[2] ‘Development’ is applied to special education given to management[and] it consists of:
i. exposure to broad knowledge capable of widening theperspective of the recipient.
ii. special education plus training.iii. acquisition of decision-making technique.[3] ‘Education’ is often used in reference to:i. acquisition or transfer of knowledge of general type capable of
being applied within and outside a given job or office.ii. development of the mind and body aimed at creating good
citizenship.
Following the description of training, development
and education above, some differences and similarities
may be observed but this is not to say the words are
poles apart. For instance, Essien-Obot (1991) informs
that manpower development is unique type of training
program administered to managers in organizations to
enable them acquire specific education to counter
particular challenges at work place.
On specific terms, it is appropriate to understand
that Essien-Obot (1991) suggests that the word training
or development may be used depending on organization and
the category of the employees being targeted. The PEs
(like the Board of Internal Revenue) recognizes the
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different roles of managers and other Sectors. In this
direction, Essien-Obot (1991:77) put forward that:
The term training refers to exposure to programmes aimed at makingthe operatives [in organizations] more effective on their jobperformance while manpower development concerns [the] proceduresand programmes aimed at improving the skills, knowledge and abilitiesof management.
Besides, in this research, the view of Essien-Obot
(1991) on the restriction of the use of the words
training and development when only appropriate and
applicable is of substance. This is based on the argument
forwarded by Essien-Obot (1991:77) that:
No programme aimed at improving the performance of operatives [linestaff] or managers in technical or non-technical jobs can be purelytraining or purely development. [this is because in such a programme]percentage of each element [of training and development may berequired to enhance employee productivity].
Koontz and Weihrich (1988) conform that training and
development should be for all levels of employees in
organization like the PEs. For instance, in the
organization, both the subordinates and the managers are
trained for the purpose of overall success. And even when
managers are trained first, they should train their
subordinates too and in the course of time. Other writers32
described training and development in attempt to simplify
their understanding of the two terms in workplace. For
instance, McNamara (1997: ) put forward that:
While training involves an expert working with learners to transfer tothem certain areas of knowledge or skills to improve in their currentjobs, development is a broad, ongoing multi-faceted set of activities(training activities among them) to bring someone or an organizationup to an other threshold of performance, often to perform some job ornew role in the future.
Similarly, Association of Certified Chartered
Accountants, ACCA (2006) suggests that training and
development are imperative in managing people in
organizations such as the Public Sector. Accordingly,
Armstrong in ACCA (2006:175) opines that:
Training is the planned and systematic modification of behaviorthrough learning events, programmes and instruction which enableindividuals to achieve the level of knowledge, skills and competence tocarryout their work effectively. Development is the growth or realizationof a person’s ability and potential through the provision of learning andeducational experiences.
In line with this, the researcher agrees that
training is an integral part of development as suggested
by many writers on training and development as it relates
to employee productivity. Again, like Appleby (1987), the
researcher suggests that the PEs and other organizations33
should think of training and development as learning
opportunities created based on the needs requirements of
the company own employees in particular to improve their
knowledge, skills and attitude consequently impacting
positively on their productivity too. For instance, Tende
(2005) suggests that knowledge in addition to skill and
attitudes of employees and not physical equipment are
credited to the capital stock of IACs (Industrial Advance
Countries). The PEs have to embrace employees’ training
with the view to expand their knowledge, skills and
attitudes in practice or real terms. This is based on the
related view as contained in Accel Team (2005c) and Tende
(2005) that in an organization, people hold the key to
organization productivity. Perhaps, this explains why
Harbison in Tende (2005:84) opines that:
A country [organization] which is unable to develop the skills andknowledge of its people [employees] and to utilize them effectively in thenational economy [organization performance] will be unable to developanything else.
Consequently, productivity of employees decline to
impact negatively on the PEs achievement in offering
services to the general public. Therefore, organizing34
training programmes to employees to improve efficiency
and effectiveness is supported by many writers including
Bartel (1991) and Essien-Obot (1991) that productivity
gains when employees benefits from different training
programmes. Accel Team (2005b) suggests that productivity
is the “raison d’etre of management”, meaning (there is
no one best measure of productivity but training can help
achieve employees higher job performance). Therefore, any
need for improvement through training may be considered a
positive step towards sustaining the organizations
efficiency and effectiveness.
The researcher informs that in this study training
will be used to stand for manpower training. Training and
development will be used interchangeably except where
appropriate uses are applied and identified for that
purpose.
2.4 Objective of Manpower Training
Training provided in the PEs are not just conducted
because there is the money to be spent rather to achieve
35
the following objectives which the researcher shares with
ACCA (2006), Appleby (1987), Kontz & Weihrich (1988) and
Cole (2002):
i. To develop and improve the knowledge of the employees
in addition to their previous study and education for
the job either at work place or before taking the
employment. This is achieved through reading, seminars,
workshops, discussions and assignments for instance.
ii. To develop and improve the attitudes of the employees
in work place. Attitude is behavioral and depends on
experiences learnt at school or workplace as a result
of social interactions.
iii. To develop and improve the skills acquired either at
work place or job an employee performs in the
organization.
iv. To improve management performance in terms of
decision-making and problem solving abilities for
higher productivity of the organization.
v. To achieve the current and future performance
objectives of the company.
36
vi. To reduce the impact of superior-subordinate
relationship in terms of contact periods not to take
superior officer’s time when frequently asking for job
activities and processes.
vii. To encourage and improve the performance of employees
and teams continuously in the company.
viii. To provide opportunities for employees to attain
potential growth, development and promotion at work
place.
2.5 The Role of Manpower Training
Training may be considered to be aged long like the
development of human civilization. And in Nigeria,
Okotoni and Erero (2005) suggest that the idea of
training institutions started in 1896 with the mind set
for Training College and Industrial Institute were ideas
of some educated persons in Lagos. The researcher
suggests that employees and employers should not consider
training as a just finished exercise. This is because
Essien-Obot (1991) informed that human performance
37
improves and appreciates in the light of training and
does not depreciate like the company machinery. In this
regard the PEs should train their employees considering
it as investment in human assets which is investment for
life bases on the fact that when employees are trained,
they learn new ideas thereby improving their thinking and
methods of doing things as further stressed by Man in
Okere (2007:25) that:
When the people, who are doing the jobs, are not well trained, they willnot be effective and will not be able to pass any knowledge to juniorpersonnel. When people start a new job, they may know nothing or littleabout the job. They would have to learn on the job from people, whoare more experienced. But if the people above them have not beentrained, they will not be able to pass the right skill to the people below.
It goes without debate that the role of training in the
PEs like other organizations is first to ensure competent
employees are prepared to contribute towards positive
performance. Therefore, the researcher shares with Man in
Okere (2007) that private organizations and government
should not only train but retrain their employees for
economic growth and development crusade. The researcher
suggests that there will be no goal achievement for
organizations contemplating organizing training exercise38
for their employees. Heathfield (2007) suggests that it
is good practice to document every discussion on work
performance with an employee who is performing poorly
having trained and retrained before firing the employee
(where appropriate).
If training ensures that efficiency and effectiveness
in job performance are achieved in organizations, the
training objectives must be more concisely stated to
enhance the chances of attaining them. This means that,
the training needs of employees must be carefully
analyzed and situational approach is best adopted
following the values, norms and features of the external
environment. Significantly, Koontz and Weihrich (1988)
suggest that the role of training is to contribute
towards greater success and overall growth and
development of both employees and organizations. The
researcher observes that Board of Internal Revenue have
structures to meet up the contemporary challenges. This
is facilitated by conducting training to their employees
as further stressed by Essien-Obot (1991:78) that:
39
The role of manpower training can best be described by considering itsneed. An organization that can not deliver its goods and services ontime and in correct quality or quantity [required], needs, in the firstinstance, efficient manpower to correct these anomalies. It is interestingto note that technical, financial, managerial and marketing problemsafflicting most … organizations can best be solved through manpowertraining and development.
From the above quotation, the researcher agrees with
Essien-Obot (1991) that the difference between actual
performance and established performance creates a gap
which must be eliminated using manpower training and
development. This may be achieved in the light of
training programmes organized to improve job knowledge,
skills and attitude of employees to enhance timely and
quality service delivery.
Besides, the role of training in the PEs may be
effective to the extent that such training result to
greater understanding of informal group norms and group
dynamics. Accel Team (2005a) suggests that effective job
performance depends on the way and manner managers and
supervisors manage informal groups and their norms in a
workplace. This is because informal group norms are even
more influential on the employees than the overall
40
organization norms. The norms may be positive if
supportive to management efforts or negative if
destructive to management efforts. Sometimes, informal
group norms may have no impact on management efforts and
termed neutral. For employee productivity enhancement,
informal groups norms and group dynamism should be
managed and better is to find out reasons in support of
creating the informal group norms in the organization
before arranging training programmes to tackle it in the
interest of the employees and organization.
2.6 Reasons for Manpower Training
The International Labour Office in Okotoni and Erero
(2005) condensed the reasons for training to employees
that it improves “prospects of finding and retaining a
job”, improve productivity at work, capacity to earn
income, widening career choices and raising standard of
living. In ACCA (2006) is that one of the following
reasons should occur before training is called for:
i. Poor or inadequate employee job performance.
41
ii. Desire to improve employee job performance.
iii. Changing business environment and modern techniques
iv. Government policies and regulations requiring up-
dating.
v. Excessive absenteeism rate of employees to workplace
vi. High incidence of accidents in terms of using
machines
Based on the above reasons, ACCA (2006) provides some
influential variables to employee productivity in the
work place and are genesis for structuring a relevant
training programme for employees. The variables include:
Job variables such as work methods, work condition,
work arrangement and physical environment.
Individual variable such as experience, education,
interests, intelligence and motivation.
Organization variables such as incentive schemes,
social environment, supervision and training.
The researcher accepts the view of McNamana (1997)
that the reasons for organizations training to their
employees include:
42
1. Training may be considered as an entire aspect of
professional development programmes to the employees.
ACCA (2006) in accordance with McNmana (1997) the
reasons for employees professional development are:
The ability to confront more challenging work
responsibility.
The ability to comprehend counseling and guidance
issues and to advance progressively.
The ability to acquire personal development for
future opportunities.
That professional development programmes may take the
form of:
a. Professional development conducted by professional
bodies to ensure compliance with contemporary
professional ethics and standards as well as
intensifying learning and education. This is achieved
through Mandatory Continuing Professional Development
(MCPD) programmes of professional institutions.
b. Management development conducted by educational
institutions and management consultants to improve
43
managerial processes and leadership competencies.
Master of Business Administration (MBA), Chartered
Institute of Administration (CIA) and other relevant
management programmes are suitable examples here.
c. Personal development offered by organizations to make
employees more competent and innovative to the future
needs of the enterprise.
d. Career development planned by individual employees to
widen their career paths especially preparing for job
transfers, secondment, up-word progression and even
new opportunities.
2. Training may be considered on specialize or specific
programme or topic of interest to the employees in the
areas of:
Customer service and satisfaction for global economic
activities competitions.
Human relations, stress and conflict management.
Sexual harassment and sexually inappropriate
behaviors.
44
Computer knowledge or skills compulsory for business
or any other activities
Communications technology and communications driven
by cultural inclinations.
Safety and precaution in handling repetitive tasks.
Ethics and ethical compliance in the light of higher
expectations of corporate social responsibility.
Diversity and proactive measures based on differences
in views, perception and work techniques.
Quality initiatives and total quality management.
3. Training may be considered when performance improvement
is minimal as revealed by performance appraisal or
assessment of employees.
4. Training may be considered in furtherance of attaining
success in planning and sustaining employees’
willingness to adopt prevailing changes in the
organization.
5. Training may be considered to maintain status quo in
performance improvement or benchmarking for
productivity.
45
6. Training may be considered for the purpose of testing
the nature and appropriate operation of a new system of
management performance in the organizations.
2.7 Advantages of Manpower Training
McNamana (1997) and Essien-Obot (1991) in their separate
studies informed that training is of great advantages to
the PEs like other organizations too. The following are
some of the advantages of manpower training:
1. Training improves the work morale of employees in
compliance with quality and quantity service delivery.
This being so because training is intended to add
something new to the stock of knowledge and skills of
employees. Consequently, employees show exactment
through hard work for three reasons:
a. First is the happiness for being considered for the
training exercise
b. Second is to justify the cost of training against
benefit of it.
46
c. Third is to show a feel of re-considering for other
training opportunities in the future. Thus,
employees’ motivations become increased.
2. Training makes employees acquire frequent work ethics
either newly developed or reviewed. This is to
facilitate diffusion of work standards for higher
productivity.
3. Training equips the employees with vibrant and
appropriate approaches to maximally utilize new tools,
methods and procedures of performing work; as being
witnessed in the Nigerian economy where new technologies
and methods are increasingly being adopted. This reduces
job accidents too.
4. Training erodes redundancies of employees at work place.
This is because obsolete knowledge and skills are
brought back persistently in the light of prevailing
circumstances, thereby increasing process of
efficiencies leading to productivity improvement.
5. Training increases potentials in innovation both in
strategies and products.
47
6. Training improves risk management like in sexual
harassment and diversity.
7. Training promotes corporations image and increases
patronage local and international.
8. Training also minimizes the costs of obtaining required
organization skills.
9. Training improves job performance, productivity, job
satisfaction and promotion.
10. Training reduces the cost of supervision drastically
because employees do work freely with less supervision.
11. Training improves employees’ skills, makes them
flexible or multi-skill and enhances employee
employability.
12. Training retain employees to an employer because of
staff self development needs being satisfied and social
network expanded.
13. Training creates opportunities to manage in
situations of changes because such conditions are
considered and dealt with squarely.
48
14. Training strengthens an organization corporate
culture by way of intensifying employee and management
relationships in various aspects of the firm’s
activities. In some cases, a desirable corporate culture
is instituted in the organization.
15. Training enables employees to achieve psychological
benefits and the actualization of goal correspondence in
the organizations.
From these advantages mentioned, there is no gain
retrenching (economizing) workers because of inadequacies
in knowledge, skills and attitude to perform task
effectively and efficiently. Perhaps, Essien-Obot
(1991:79) puts it better:
It is a truism to say that efficiency cannot be obtained or acquired in anyother except by training, yet many organizations resort to negativemeasures like mass retrenchment and lay-offs when the performance oftheir workers is inadequate.
The researcher believes that retrenchment actions and
lay-offs due to refusal to train employees in an
organization can only cause an organization to loss
workforce and become less productive and perhaps less
competitive too in the case of profit oriented firms. It49
is suggested that there are some performance problems
training should be able to solve in the PEs in additions
to employee retrenchments and lay-offs including:
Gross employee errors or accidents at work performance.
Dismissal or early retirement of employees.
Structural unemployment and underemployment.
Strike actions, wastages and open conflicts by
employees.
Luck-outs and similar vices about to come.
Lateness and absenteeism to work and labour turnover.
Similarly, ACCA (2006) postulates that the following
performance problems may not be solved or improved upon
through manpower training: Employees lack of attitude,
employees’ lack of intelligence, poor equipment,
extremely bad management, poor job design, poor workforce
layout, extremely poor motivation and extremely poor work
design in organization. In any of these problems, it is
total restructuring, review or new development approach
that is required rather than training employees for
effective performance. This is because training is
50
administered to human beings and not organization
equipments, tools or processes. However the reasons
responsible for the problems must first be sought out
before any attempt to reposition the organization.
2.8 Making Manpower Training Functional
The researcher suggests that training should be
integrated in organizations structure by the management
and leadership. The integration is to be achieved by
creating the human resource office and not chocked up in
the olden days, personnel management office. Many writers
are of the view that, issues bordering on employee
welfare should be handled by the personnel management
office. While selection, recruitment and most importantly
training should be handled by the Human Resource Office
(HRO) in recognition of labor separation. Some of these
writers include ACCA (2006), Accel Team (2005), Aminu
(1996), and Essien-Obot (1991). For instance, Aminu
(1996) informed that manpower planning is often referred
to as human resource planning and one of the functional
51
areas of personnel management through manpower planning
may include:
(i) The PEs may form training programmes based on
training needs of employees.
(ii) The PEs may better deploy and redeploy their
employees from one section to another within or
across branches of the organization.
Due to increasing interest in the discussion on
manpower, made Sison in Aminu (1996) described manpower
as the population component with actual or potential
competence towards the production of economic goods and
services. The word competence is an umbrella name for the
talents, processes, skills, energies, ideas and knowledge
employees possess through training and education.
Importantly, Vetter in Essien-Obot (1991:90) defined
manpower planning as “having the right number of personnel at the
right time at right place doing the right things”.
The researcher emphasizes that, the PEs like other
organizations are of course making manpower training
functional when the human resource office is established
52
and human resource officer assigned to manage the affairs
of the office by chief executive officer (CEO) of the
organization(s). This is further conformed by Tende
(2005:83) that:
For organization to survive and prosper in this millennium, a moreradical and fundamental approach to human resources developmentneeds to be considered. The impact of accelerated technological changetogether with increased economic, regulatory, social and demographicchange demands organizations to be responsive to training needs ofemployees.
Aminu (1996) suggest that, human resource planning is
central to manpower planning issues in particular aspects
of relevant training programmes for employees. Essien-
Obot (1991:80) further stressed that, like the PEs have
to create and assigned human resource officer, who is a
professional to the core, to inspect useful information
on sources of training and strategy for training or
systematic approach to training and development to be
followed in organizing training. Essien-Obot (1991)
provides two principal sources of training as:
i. Internal training: Which is training conducted to
employees within the organization or employees
jurisdiction at fixed or variable intervals depending53
on the employees’ deficiencies. Internal training is
conducted by the organization owned staff especially
superior officers. The role of the HRO in conducting
internal training is to establish criteria for internal
trainers including:
The trainer should have knowledge of learning
theories, condition for learning and the ability to
impact learning.
The trainer should be able to act prudently in
recruiting and developing employees as well as co-
ordination and communication schemes.
The trainer should be able to analyze and solve
operating problems of the organization and the
establishment of cordial work relationship.
The trainer should be able to advise management on
several training needs and techniques for
organization achievement.
Therefore, internal training may be provided
involving on-the-job training as well as establishing a
54
training school for the organization use and other
staff of different organizations too.
ii. External training is conducted to employees either
outside the organization or in the organization but by
external trainers. This is done at interval to be
determined by the management. It may be provided in-
house too but requires specialized knowledge. The HRO
establishes the following criteria for the selection of
the external trainer:
Cost effectiveness of employing the services of an
external trainer to the benefit of the training to
the organization.
How well the external trainer is conversant with the
organization requiring his services.
The professional knowledge and competence of the
external trainer.
Problem solving experiences, skills and abilities of
the external trainer.
The external trainers passion, determination to
succeed and deep-rooted in his goals and ambition.
55
Essentially, what makes a training to be either
internal or external training depends on the location or
venue the training is scheduled to take place and whether
or not the facilities of the organization will be used in
conducting the training. It is in-house if the facilities
of the organization are used in the training exercise
irrespective of where the training is scheduled to take
place.
The HRO in conjunction with the management should
proffer training strategy based on the overall activities
plan of the company for success. Some useful guides
probably to be followed by the PEs among other
organizations as put forward by ACCA (2006), Essien-Obot
(1991) and Appley (1987) is a suggested point’s strategy
summarized by the researcher as:
i. Identify the operating problems of the organization.
This can be observed from two sources like; internal
source pertaining to employee qualification either
inadequate or insufficient, insufficient practice and
experience, professional inadequacy, and management
56
problems. The external source includes; activities
fluctuation, technological problems and government
policies and regulations.
ii. Determine the manpower requirement, qualification,
composition and willingness to handle the existing
problems.
iii. Determine and structure the manpower training needs
of the problems for the purpose of training the
employees to do the job(s).
iv. Structure time scale for the manpower training
exercise to allow for smooth and continuous performance
of work in the organization. This involves training
duration which should be appropriate enough to allow
for the assimilation of new ideas.
v. Profile a preference list of relevant and suitable
manpower training programmes based on the operating
problems so identified. Then follow the training
programmes sequentially except when a combination has
been debated and resolved for consideration. The
57
training programmes may be multiple including refresher
training for old employee on particular needs.
vi. Scrutinize the relevant manpower training services
providers and select the most appropriate provider(s)
in terms of cost and benefit to be incurred by the
organization. Importantly, Essien-Obot (1991:82)
described a best trainer as someone who;
must be current on development in the field of training. He musthimself, from time to time, participate in certain training programmesso as to acquire first hand experience of what they are all about. He hasto carry out investigation into the secret[s] of best performing economy.
vii. Deploy trained employees to handle the problems
identified and for which they are trained to obtain
feedback on the training conducted. Of significance, the
feedback on training is relevant to the trainer, trainee
and the host organization. To the trainer, there is need
to know how effective the training was conducted. The
host organization likes to evaluate the effect of the
training conducted on the employees or beneficiaries. And
the trainee or employees like to show their benefits from
the training programme conducted.
58
Interestingly, ACCA (2006) further suggests that when
a strategy is carefully followed with keen interest the
better the effectiveness of the training based on the
following considerations:
Whether the job performance of employees has improved
or not.
Whether there is improvement in the skills of the
employees or not.
Whether the training programmes conducted has achieved
the training needs identified or not.
Whether the efficiency and effectiveness of employees
have improved or not.
2.9 Manpower Training Identification Needs
Training programmes are designed based on training needs
of the employees in the PEs and other organizations too.
The idea of training needs came up because of the
difference between expected or standard performance and
actual performance. Accordingly, ACCA (2000:181) suggests
that:
59
Training needs may be defined as the gap between what people shouldbe achieving and what they actually are achieving. In other words:required level of competence minus present level of competence =training needs.
Although competence is difficult to be measured, it
is best determined following ACCA (2006) analysis of job,
skills, role and existing records of the organization and
employees of present level of competence for comparison
with the standard level set.
Appleby (1987) opines that when organizations like
the PEs require improvement first then, training needs
must be determined to know:
The job or tasks and activities requiring training
needs
The number of employees to be trained
The nature and standard of training required
The training programmes decided upon for use.
In line with the determination of training needs, in
PEs, ACCA (2006), Essien-Obot (1991), Koontz and Weihrich
(1988), Cole (2002) and Appleby (1987) separately made
contributions and considered by the researcher as
follows:60
i. Automatic Training Needs: These are training needs that
are very obvious to occur as a result of contemporary
events with far reaching implications on how businesses
are to be conducted. Automatic training needs may arose
due to:
Technological advancement implying relevant employees
must be trained on how to use certain applications
and methods.
Government policies, professional rules and
regulations formulated implying employees must be
trained to master and apply relevant provisions in
conformity with legal requirements of doing business.
Some qualitative indicators such as crises,
disciplinary actions, truancy, grievance, labour
turnover, poor motivation, conflict, poor performance
and absenteeism may call for training. Except, it is
advised that investigations into such qualitative
indicators should be done to find out if training can
solve them or not.
61
Critical incidents occasioned by employee errors in
computation or communication affecting organization’s
operations imply training must be conducted to the
relevant employees.
ii. Training Needs Obtained from Assessment: The training
needs of employees may be obtained from assessment of
their performance either from the employees themselves
or their superior officers, colleagues and customers.
In both situations, the use of Survey of Training Needs
(STN) or Industrial Training Needs (ITN) becomes
important. The employees and other parties concerned
are made to fill questionnaires of training needs
contain questions to reveal the extend of employees
training needs in specific areas which may include:
Work knowledge and procedures
Basic management skills in organizing and planning
Administrative skills in understanding rules and
policies
Quality control in data analysis and interpretation
62
Interpersonal skills in conflict resolution for
instance.
Essien-Obot (1991:87) stressed that, ITN is very
essential, thus, he describes it as the “gap between
knowledge, skills and attitudes required in a job and the
knowledge skills and attitudes of the person carrying out
the job.” Therefore, the STN/ITN provides desirable
features of training needs for employees and structured
by the organization to suit its competitive purpose.
Importantly, the ITN depends on whether it is intended
for employee personal development or organization
development. In the case of the personal development of
employees they are given opportunities individually to
identify their deficiencies with contributions and
comments from their superior officers.
iii. Training Needs Obtain from Reports: The training
needs of employees may be obtained form reports
prepared by the employees themselves or their superior
officers on any task conducted. Importantly, the method
of obtaining training needs through reports in ACCA
63
(2006) called 3600 feedback report or round the clock
appraisal because such reports may come from documents
used on daily basis in the organization. These
documents include; time book or attendance register
(indicating the time in and out as well as absenteeism
of employees), and annual performance evaluation report
(APER) for instance.
iv. Training Needs Obtain from Learning Gap: The training
needs of employees may be obtained from learning gap.
The learning gap is a formal training needs analysis in
ACCA (2006) presented as the difference between job
requirement for performance and capability of the
employee assigned to do the task. Appleby (1987),
Koontz & Weihrich (1988) and Cole (2002) suggest that
training needs based on learning gap can be indentified
using the following analyses:
a. Present job analysis: This refers to training needs
analysis obtained from the comparison of actual
performance and behavior with required performance and
behavior.
64
b. Next job analysis: This is analysis of needs based on
some competencies. In this analysis, present competency
is compared with next job competency for the purpose of
identifying training needs of employees. Under the next
job analysis of needs, employees are given relevant
training for a new job assignment.
c. Future job analysis: This is analysis of needs related
to the future forecast and based on changing events
like technological advancement. In this direction,
employees are given training in line with the demand of
new challenges and competencies offered by the external
environment. In the public sector, good examples of
areas requiring future training needs are electronic
data processing, computer accounting packages such as
Peachtree, Sage, Ms – Excel, Internet as well as
computer audit. Importantly, future training needs have
roots in the external environment and require
integration into the organizations structure. This is
because training plans should cover present and future
events in the organization. Besides, future training
65
needs may be discovered as a result of intensive
research into the causes and expectations of future
activities performance in the organizations. It is
advised that every organization should create and
maintain a research and development (R & D) department
for such purposes and to combating industry rivalry in
global perspective.
v. Training Needs Obtain from other Levels and Degrees:
Essien-Obot (1991) suggests that the following three
approaches may be used in determining training needs in
an organization:
a. Occupational Training Needs – this is identified in a
particular situation from a particular activity in an
organization. Every level of employees may be given
this type of training especially in the PEs to keep
progressing performance going. This explains the
reason occupational training cut across account and
supervising units for instance.
b. Organization Training Needs – this is training needs
requiring training in every department of the
66
organization like PEs, Board of Internal Revenue in
particular having problems. This type of training
needs, ensure that training is arranged to cover the
entire organization needs in the form of generic
training needs.
vi. Training Needs Obtain from other Sources of
Information: Other sources of information as identified
below are very important in determining training needs
in the Public Sector organizations.
a. Financial statements and financial analysis of
company performance on timely and regular basis. For
instance, financial report in terms of the Board
achievement, cash flow statement, the balance sheet
and value added statement are useful source documents
for information relating to company performance. A
decline in performance either revealed by company
account or decline in balance sheet items may call
for investigation or research. The result may suggest
training to be arranged for the employees on the
67
appropriate areas of training needs identified for
efficiency better productivity.
b. Customer suggestions and complaints (in this case
different from a survey of training needs by the
enterprise management) are useful sources for
determining training needs. The customer complaints
and suggestions may be found in complaint/suggestion
boxes kept on the floor or reasonable position in the
organization wall, though mostly not found the PEs.
c. Records of conflicts and grievances experienced in a
financial year in-respect of activities associated
with top management and subordinates should be
reviewed and investigated thoroughly. This is to
enable organizations get to the roots of their
crises. Importantly, such conflicts and grievances
are incentives to training needs and must be
addressed through training to allow for actual
employee productivity.
vii. Training Needs Obtain from Situation of Needs Model: This
rests on the provision of leadership training to move
68
organizations to greater productivity heights, following
the work of Adair in Appleby (1987). The imperative of
leadership for economic progress in suitable working
environment cannot be over emphasized.
Having examined the different ways of determining
training needs, one question remains clear. The question
is how effective will be the trainer in training the
employees to improve their competencies? This question is
gingered by the fact that training needs in the PEs may
not be identified or determined by the trio (group of
people) of the trainer, trainee and management.
Therefore, Essien-Obot (1991) suggests that when training
needs of organization are not determined by the trio of
the trainer, trainee and management, it is likely that
any training programme arranged for the employees may not
be effective in the light of the following circumstance
and when:
i. Trainers respond to newspaper advertisement on
training without considering and understanding the
organization profile and training programme. The
69
trainer may have difficulty in delivering a successful
training and may be termed incompetent to excel in the
contract.
ii. Trainees do not make training request rather wait for
such request to be done by sectional head. The
trainees are not being aggressive enough in this
context. This is ineffective as training allocation
may be spent with the claim that training has been
conducted. This is a particular situation in the
public sector, which needs to be improved for greater
economic growth and development.
iii. Trainers train trainees for training sake in most
situations and often mixed-up business or company
priorities with training priorities. This is not good
for the organization because of misinterpretation of
information based on the inadequacies encountered by
the trainers in practice.
From the above mentioned the researcher informs that
management of organizations should be on the watch
especially now that training needs are on the increase
70
and caused by the circumstances of changes in procedures
and policies. Why management should watch is because it
is the driving force in any organization with imperative
desire to succeed. This explains the reason Koontz and
Weihrich (1988:363) informed that:
Good executives look to the future and prepare for it. One importantway to do this is to develop and train [employees] so that they are ableto cope with new demands, new problems and new challenges. Indeed,executives [management] have a responsibility to provide training anddevelopment opportunities for their employees so that the employeescan reach their full potential.
The researcher observes that for employees to reach
their full potential at work place, attention must be
given to the employees’ knowledge, skills and attitudes
for reasons contained in Supreme Management Training
Consultancy Services (2008:22) that:
Our attitudes, skills and knowledge play a very crucial role in our dailywork life. It is our attitude, skills and requisite knowledge thatdetermines how we relate with our co-workers, superiors andemployers. These factors also determine how effective we are in thedischarge of our daily tasks and duties in the work place.
Therefore, its is advisable to carry out attitude,
skills and knowledge gap analysis using Strength,
Weakness, Opportunities and Threat (SWOT analysis) to
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identify training needs. The training needs may be
improved up on through informal training-learning
experiences from workplace or formal training by
attending training programmes at educational institutions
or training centers or consultancy services training to
improve personal effectiveness.
72
2.10 Methods of Manpower Training
There are different methods of manpower training
available to the PEs to select from any one. They may
also combine the methods for use. However, ACCA (2006)
suggests that a training method may not be effective if
its needs are not determined and objectives also not
clearly stated. It is state in ACCA (2006) that, training
objectives incorporate training needs to the methods,
procedures, content, and technology of the training.
Essien-Obot (1991) acknowledges the existence of
different training methods and informed that trainers
should be very competent if possible in all of the
methods on the grounds that they may be required at any
given time to:
Take active part in planning and executing management
development programmes.
Work with many experts in different fields so as to
brainstorm and exchange ideas and feelings.
Direct and offer effective programmes to address the
deficiencies of the beneficiaries.
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Forward, perhaps on request feedback of the training
programmes.
Simon in Essien-Obot (1991:100) also suggests that,
the various training methods should be able to facilitate
the following operations which the researcher considers
as litmus text for training methods:
a. Comprehension of the problem situation i.e. identification of the realproblem as distinct from the effect of the problem.
b. Search for, and development of alternatives aimed at solving the problem. This involves collection of data and further information relevant to the problem situation.
c. Choice of the best out of the many alternatives worked out at the second stage.
ACCA (2006), Nongo (2005), Essien-Obot(1991), Koontz
and Weihrich (1988), Appleby (1987) and Cole (2002)
suggest the following methods of training and presented
by the researcher in an alternative form as follows:
1. Off-the-job training: This is a method of training also
termed internal and external training. This method of
training may be conducted elsewhere, different from the
context of the job and in some special locations within
the organization or off-site facilities for the
transfer of knowledge and skills to the employees. This
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may be provided by either of internal or external
trainers like training institutions and management
consultants. Off-the-job training is a formal training
method and may be carried out through:
i. Courses in organization training center or department
or even outside or external trainer via one of or a
combination of:
a. Day release of employees to attend training for some
time while still maintaining their work and
performing it routinely. Under this arrangement, a
fraction of the working hours may be enjoyed by the
employees in training.
b. Distance learning, correspondence causes and evening
classes. In this method, the employees are not
released to attend training during working hours
except after working time.
c. Revision courses are intended for professional bodies
especially at examination time for every category of
employee.
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d. Sandwich courses involving an employee spending up to
six months in alternation between work and
institution of learning. This is preferably given to
top management in the PEs.
e. Sponsored fulltime course for longer period of one or
more years. The PEs in Nigeria hardly offers this.
ii. Computer-based training for computer knowledge and
operations.
iii. Electronic learning using the Internet.
iv. Sensitivity Training: This is also called encounter
group, training group (T-group) or leadership
training. Under this method of training, the
trainees’ attitudes, skills and behaviors are
discovered in advance. Therefore, sensitivity
training involves collecting the trainees to allow
for their interactions in a particular place while
information is being gathered on their behavior
either as individual or group on periodic basis. Of
course, feedback is expected from the behavioral
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patterns of trainers and trainees. The objectives of
sensitivity training include;
To better understand and appreciate employees’
behavior in relation to others in social interaction.
To enhance skills development and diagnosis in group
processes.
To better understand group dynamics and processes.
In the highlight of the above objectives, sensitivity
training tends to be more effective when:
Employees are allowed to participate in sensitivity
training at will or voluntarily and not made
compulsory.
Employees with greater competencies are involved. This
creates opportunity for screening volunteering
employees to make use of the best substance of
employees.
Trainers are very competent to carryout the training.
Volunteering trainees are informed and are aware of the
goals, mission and process of the sensitivity training
to be conducted.
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The method has the following benefits:
a. Leadership styles are appreciated and improved up on.
b. Teamwork among employees is encouraged and visible.
c. Social interaction becomes more matured and stronger.
d. Learning and communication becomes enhanced and more
effective.
e. Constructive criticisms from employees are allowed.
f. Other training methods may be combined with sensitivity
training based on the training needs and objectives in
focus.
v. Conference Programmes: This is a training method in
which employees are exposed to the ideas of field
experts’ presentation in person or though phone,
television, video types, cassette recorders and CD-
ROM. Note that employees jot down important points
for future reference. This type of training is
carried out in order to enable organizations to
understand latest developments.
vi. Reading Lists: This is a training method in which
packaged lists of relevant current literature on
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company rules, regulations, finance and management
principles and practice may be read by trainees. The
packaged list is to be prepared by the training
department.
vii. Educational institutions and training centers
organize programmes like seminars, workshops,
induction courses etc and call for participation from
the PEs. Trainees may be exposed to ideas they never
knew or learnt previously for use in their
organizations. The PEs attends seminars and workshops
or even collaborates to organize such educational
programmes.
viii. Case Study Method: This is a training method in
which the trainees are given some problems of the
organization. The trainers and employees of the
organization conducting case study method of training
will be given information on the organization’s
performance problems to examine, comprehend and
provide solutions to the problems or even review the
decision taken by the organization management. One
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good aspect of case study method of training is that
the trainees work in an environment different from
the problem environment. In this situation, ideas are
exchanged between the participants as well as
individual contributions being compared for useful
results. In some situations, the trainees may be
required to diagnose the problems critically contrary
to profiling solution. This is one major draw backs
of the case study method of training.
From the above mentioned, it is observed that off-
the-job training is very important and could be
encouraged. Though it has some draw backs too. Consider
below the advantages and the disadvantages of the off-
the-job training:
a. Advantages of off-the-job training
i. It is possible to explore for actual performance of
employees.
ii. It encourages employees to learn without rules
or disturbance.
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iii. It ensures training matches the different
learning styles.
iv. It provides opportunity for promotion especially
when employees have higher qualification or
professional qualification.
b. Disadvantages of off-the-job training
i. It may be irrelevant or inappropriate to the job or
problem at hand.
ii. It may be considered waste of time by the
employees or trainees.
iii. It is possible for immediate feedback to be
delayed beyond certain limit.
iv. It is more of theory than practice in relation
to the job.
v. It provides opportunity for employees to change job
if higher qualification is obtained.
2. On-the-job training: This is a method of training which
involves the transfer of skills and knowledge to the
trainees at present work place. This method uses proper
and actual work activities to form part of learning
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experiences. The following are on-the-job methods of
training available to organizations:
i. Job rotation: This is a method of training in which
employees are given numerous activities in succession
so as to acquire experience. In this direction,
employees learn about the different functions of the
company through routine rotation or change of
departments and position at different times. It is
observed that job rotation is in practice on weekly
or monthly basis some times.
ii. Temporary promotions: This is a method of training
also described as development device because
employees are given opportunity to act on higher
capacity when an office holder is out of office and
has taken leave of absence or on some vital office
engagement for some times.
iii. Planned progression: This is a method of training
that focuses on a step by step training of employees
on the job place.
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iv. Assistance to position: This is a method of training
also called work shadowing. Under this method, the
employees or trainees are allowed to learn about the
organization faster. This is because trainees come
into close contract with superior officers who induct
them with requisite experience.
v. Job (skill) instruction: This is a method of training
also called demonstration training. Under this
method, the trainee is taught how to perform an
activity and he imitates the trainer.
vi. Role-play: This is a method of training also called
action learning training. Under this method, company
employees are organized into problem solving groups.
The employees have different skills and are made to
come face to face with the situation. Every trainee
takes his/her role and dramatizes it in work setting.
This is intended to solve the prevailing problem for
organization productivity.
vii. Boards and committees: This is a method of training
in which trainees or employees in the organizations
83
are shared to become members of existing boards and
committees in the organization. In this way, the
prevailing problem as well as inter-department
relationship will be enhanced through collective
efforts of the employees.
viii. Coaching: This method refers to a form of
management training in which ‘a manager, through
direct discussion and guided activity, helps a
colleague to learn to solve a problem or to do a task
better…’ according to Megginson & Boydell, (1979) in
Cole (2002). This approach is sometimes referred to
as ‘mentoring’, especially where the more experienced
manager is not the individual’s line manager. This
situation leads to the following events:
i. A strong relationship between superior and
subordinate officers will be established and
improved upon.
ii. Ideas of leadership styles may be transferred.
3. Coaching method when use by organizations to train
their employees enable them know the job better and
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this increases productivity following the steps put
forward in ACCA (2006):
a. Learning targets are established and agreed up-on by
the trainees. This involves definite and achievable
goals such as date of completion as well as the
performance standards required.
b. Learning and development programme must be planned to
facilitate and consolidate theory and practice.
c. Knowledge and experience of the trainee must be
expanded by way of assigning project to trainee or the
trainee is made to be part of inter-department
committees and boards and higher responsibility or
assignment.
d. Limitation of the trainees must be recognized for
appropriate learning opportunities to be prepared.
e. Feedback becomes important in monitoring progress of
trainees.
ix. Project Work Method: This is a method of training
also called exercise method. Under this method, the
employees/trainees are assigned to perform a job
85
using some principles, specific techniques and guide-
lines already passed on to them.
x. In-Basket Method: This is a method of training also
called in-tray method. Under this method, the
trainees come close in contact with actual problems
the company is suffering. And the trainees are given
rigorous paper work, files, letters and relevant
documents relating to the prevailing working
situation. This encourages teamwork and transfer of
management styles are made possible. In practice, the
trainees’ attitudes to work will be improved in
progression towards higher productivity.
xi. Induction Training: This is a method of training
first organized for new recruits in organizations.
However, the researcher agrees with ACCA (2006) that
induction training should be on-going throughout the
life of an organization. This is because induction
training comprises of training, mentoring, monitoring
and coaching not only on early days of assumption of
86
duty but organized from time to time to the
organization employees.
In principle, induction training reflects the
situation where an employee is actually and formally
incorporated into the entire system in an organization
through initial orientation, theoretical learning and
performance appraisal. The importance of induction
training includes:
i. It forms the basis for recruits’ job performance in job
assignment.
ii. It enhances the socialization and integration of the
recruits into the organization norms, cultures and
values for team work.
iii. It assists in further training needs identification
in the organization.
iv. It provides the basis for recruits to start settling
in life and to eliminate employment problem due to the
lack of orientation.
From the aforementioned, on-the-job training is
employed for employees’ productivity in the PEs as in
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other firms and has the following advantages and
disadvantages:
a. Advantages of on-the-job training
Learning by doing is systematically encouraged.
Work relationship and employee skills and
knowledge are better developed.
Very appropriate and relevant to solving job
related problems.
b. Disadvantages of on-the-job training
Learning may be interrupted by distraction and
noise.
Informal group norms may be learnt
Great proportion of trials and errors may occur.
2.11 Responsibility of Manpower Training and Development
ACCA (2006) suggests that the responsibility for manpower
training and development in modern competitive economy
would lies not only with the management of organization
but the trainee and training providers as considered
below:
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i. Trainee/employee: The trainee should be very serious to
really understand and acquire relevant skills and
knowledge for which the training is organized. The
trainee is the first beneficiary of a training
programme and should maintain punctuality and make
contribution where appropriate during training
sections. Today, contingency approach to events demands
that trainees should be responsible for training
themselves rather than the employers because:
a. Trainees/employees as individuals should choose for
“non-vertical” paths to attaining greater heights in
meeting job challenges. This is because automatic
promotion pathways at work are very few and in most
cases being delayed.
b. Trainees/employees as individuals should learn newer
skills to expand their employment profiles in view of
the greater challenges pose by technological
revolution on the techniques and styles jobs are
performed in organizations.
89
ii. Management: The responsibility for training an
organization’s employees rests with its management
through:
a. Line managers: The line mangers are closer to the
employees which is an opportunity to be able to
determine the training needs of employees. In this
respect, the line manager’s responsibility for
training employees include(s) the employees
nomination for training as well as advising
organization management on the need for training in-
respect of:
Internal arrangement of training programmes.
Providing opportunities for on the job learning.
Identifying a department’s training needs.
Arrangement for staff/employee coaching.
The deficiencies in current competence of an
employee.
Forwarding on-the-job performance feedback.
iii. Human resource office: This is ordinarily the
training department in an organization responsible for
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the recruitment and training of employees. Therefore,
the human resource office should be able to prepare
and forward to management a planned programme for
training needs in the interest of the organization.
iv. Training manager: This should be an officer in the
human resource department assigned to take charge of
training. The training manager work hand in hand with
the line manager and reports to the human resource
officer. The responsibility for manpower training and
development of employees by the training manager rests
on the manger’s abilities to:
a. Identify existing or current and future skills and
knowledge inadequacies.
c. Assess and evaluate the effectiveness of any training
programme.
d. Establish contact with the human resource department
as well as other functional departments in the
organization.
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e. Appropriately organize training programmes in the
account of time convenience to trainees and work
place.
f. Carefully design purposive training programmes for
the employees and organization at large.
g. Communicate feedback to the human resource department
and the trainees.
v. Trainers: These are the providers of training. They may
be organization employees or external providers of
training like education institutions, training centers
and consultants. The responsibility for manpower
training and development of employees by trainers is
very strong. This is because as trainers, they are
expected to have competencies to deliver a successful
training, which depends on what knowledge and skills
they have acquired; the training methods they know and
how well they can design a result-oriented training
programmes in conjunction with the human resource
department.
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At this point, the researcher wishes to inform that
trainees, management and trainers should come together
for the purpose of structuring effective training
programmes in the interest of the employees and
organizations productivity.
2.12 Evaluation of Manpower Training Programmes
After the conduction of manpower training programmes
through either on-the-job or off-the-job or the
combination of the two methods, it is very essential to
assess the result of the training. This is because
training requires spending huge amount of money. Reeves
(2007) informed that much money is spent on training to
improve employee productivity. Appleby (1987) suggests
that feedback is required after training to understand
the effectiveness of the training. While Guba & Lincoln
(1981) in Cole (2002:370) stressed that evaluation is
concerned with portrayal than measurement. Feedback
enables organizations to match training cost to training
objectives in ascertaining the effectiveness of the
93
training. Though ACCA (2006) and Appleby (1987) made
reference to the work of Hamblin’s levels or strategies
for evaluating training, the researcher prefers using
stages for evaluating training. However, ACCA (2006)
observed two issues relating to the evaluation of
training. The issues are:
i. Training evaluation: This may be expressed in terms
of cost-benefit analysis. For instance, ACCA (2006)
informs that evaluation of training involves matching
training cost to training benefits obtained. In a
situation where training cost is more than training
benefits, it is right to say the training programme is
ineffective. Similarly, Hamblin in Appley (1987:357)
defined training evaluation as:
Any attempt to obtain information (feedback) on the effects of atraining programme, and to assess the value of the training in the lightof that information.
ii. Training validation: This involves observing and
monitoring training results to understand whether or
not training objectives are achieved in line with the
organization’s requirement.
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From the aforementioned, it may not be easy measuring
or evaluating training in practical terms. This explains
the reasons for the five stages of measuring the
effectiveness of training at various levels in the
organizations:
Stage 1: This concerns the reaction of trainees to;
trainers, other trainees and external factors during
the training period. The experience encountered by
the trainees may be disclosed using Happy Sheets
questionnaire to find out whether or not they have
enjoyed the training course and how relevant is it to
their respective jobs and schedules.
Stage 2: This concerns what trainees have learnt during
the training period. That is the new skills and
knowledge acquired may be measured through some tests
by the end of the duration of the training.
Stage 3: This concerns the behavior of the trainees at
work place and after the training period. That is
what changes accrue in job behavior of trainees. To
arrive at this, always identify pre-training job
95
behavior and compare it with post-training job
behavior to obtain a difference reflecting
improvement or not on job performance behavior.
Stage 4: This concerns the effects of the training on the
entire organization. That is to what extend are the
goals and objectives of the organization are
achieved. The objectives and goals may be in terms of
job quality, achievement and production efficiency
and effectiveness.
Stage 5: This is concerns with ultimate values. That is
the impact of training on stakeholder benefits
relating to; corporate survival and growth, political
welfare and increasing corporate social
responsibility.
The researcher informs that not only the Public
Sector organization but every organization should measure
the result of training conducted, but with special
interest in the public organizations.
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CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This research work is aimed at investigating the impact
of manpower training on employee productivity in the
public sector organizations. In this chapter, the
researcher considers the following procedures for the
purpose of collecting and analyzing the data obtained to
make the study comprehensive. Besides, this is to enable
the researcher finds solutions to the problem at hand and
to make inferences.
3.2 Sources of Data Collection
The methods used in collecting data for the purpose of
this research work are mainly primary and secondary
sources. This is done in order to enable the
accomplishment of the research work.
3.2.1 Primary Sources of Data: The primary source of data
is a source explored by the researcher, which is the data
first handled by the researcher. In this work the
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researcher adopted the following three techniques in the
study for the purpose of collecting direct first hand
data from respondents.
a. Questionnaire
b. Observation
c. Interview
3.2.2 Secondary Source of Data: The secondary source of
data explored by the researcher, which is the data
already handled by other persons. Principally, the
researcher reviews the ideas, options, opinions and
feelings of the different writers and scholars which are
related to the research topic. In this direction, the
researcher sought for data via this method from the
following sources:
A. Published materials including:
i. Textbooks
ii. Dictionaries
iii. Magazines
iv. Journals
v. Newspapers
B. Unpublished Materials including:
98
i. Project/dissertations
ii. Lecture materials
C. The Internet Search Machines including:
i. Google’s
ii. Yahoo
3.3 Population
For this research work, the researcher population
comprises of the entire staff of the Board of Internal
Revenue, Nasarawa State. The staff of the Board were used
as the subjects of the study, which total to 136 staff.
Out of the total 96 are senior staffs while 40 are junior
staffs. The senior staff comprises of the management and
intermediary staff.
3.4 Sample Size
The researcher determines the sample size which is the
representative of the population by applying an estimated
percentage on the population size of 136 employees of the
organization. The estimated percentage applied is 25.7%.
Having applied an estimated percentage of 25.7% on the
99
population size of 136 of the board employees, a sample
size of 35 employees is obtained as follows:
Total number of employees = 136
Estimated percentage = 25.7%
Sample size = 136 x 25.7/100
= 136 x 0.257
= 34.952
≈ 35
3.5 Sampling Techniques
Sampling techniques simple refers to the various
processes or procedures employed in getting data in
relation to the research work. The researcher employs the
following sampling techniques to obtain the sample size.
i. Simple random sampling: which is the probability
sampling technique revealing that, each member out of
the 136 of the Board employees have equal chances of
being selected to form part of the sample size of 35
respondents for this study.
ii. Sequential sampling: This is a non-probability
sampling technique. The researcher employed this
technique for the purpose of accepting and using only
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the Board employees engaged in financial,
administrative and other relevant services in the
organization. Through this technique, the researcher
made face-to-face contact with some of the
respondents on individual basis to collect the
required data for this study.
iii. Judgement sampling: This is a non-probability
sampling technique employed by the researcher to
deliberate selecting the location for the
administration of the questionnaires to the board
employees.
101
3.6 Instrumentation
The data obtained from the study will be analyzed and
interpreted by the use of table and simple percentage as
well as chi-square in testing hypothesis, where
inferences relating to the research work will be
established.
3.7 Statement of Hypotheses
Hypotheses simply refer to the assumption used in
analyzing the representative sample from the population
in order to draw inference concerning the parent
population.
a. Null Hypothesis (Ho): This is the hypothesis to be
tested and accepted in a positive way.
b. Alternative Hypothesis (Hi): This is the hypothesis to
be accepted when the Null Hypothesis is rejected. It
serves the negative statement. The following null
hypotheses (Ho) and alternative hypothesis (Hi) are
considered in the study:
1. Ho: There is impact of knowledge on employee
productivity in the organization.
102
Hi: There is no impact of knowledge on employee
productivity in the organization.
2. Ho: Skills have impact on employee productivity in
the organization.
Hi: Skills have no impact on employee productivity
in the organization.
3. Ho: There is impact of attitude on employee
productivity in the organization.
Hi: There is no impact of attitude on employee
productivity in the organization.
4. Ho: There is impact of training and development on
employee productivity in the
organization.
Hi: There is no impact of training and development on
employee productivity in the organization.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Introduction
In this chapter, the data collected through
administration of questionnaires to the Board of Internal
103
Revenue Nasarawa State, Lafia, were summarized, analyzed
and interpreted. The procedure used for the analysis of
the data include: tabulation of responses with use of
statistical analysis of simple percentage. In addition
chi-square is used in testing hypothesis.
4.2 Data Presentation
For the purpose of this research work, 40 questionnaires
were designed and administered to the case study (Board
of Internal Revenue Nasarawa State, Lafia). In line with
this, the 35 questionnaires were fully filled and
returned as required, thus the researcher used the
returned questionnaires for analysis in order to draw
conclusion in this research work. In regard to this, the
data below is presented and analyzed based on the
variables (knowledge, skills and attitude) selected by
the researcher for the purpose of this study.
1. Impact of knowledge on employee productivity in the
organization. In relation to this, the researcher used
104
the information obtained from the questions which are
related to employees’ knowledge in the organization.
105
Table I
Do you agree that knowledge have any impact on employee
productivity in the organization?
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 5 8 15 28 80.00No 0 2 5 7 20.00Total 5 10 20 35 100.00
From the table above, it shows that 28 respondents
representing 80.00% that knowledge have impact on
employee productivity in the organization, while 7
respondents representing 20.00% disagreed.
Table II
Relevant and general ideas of work methods are required in the
organization for effective and efficient job performance.
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 5 9 17 31 89.00No 0 1 3 4 11.00Total 5 10 20 35 100.00
106
This table result shows that, out of the 35 respondents
31 of them representing 89.00% agreed that awareness of
working ideas methods are relevant in relation to
employees’ productivity in the organization while 4
respondents opinion shows it is not contributing to
employee productivity.
107
Table III
Does experience at workplace have any important and
contributes in improving employee productivity in relation to
job performance in the organization?
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 4 8 16 28 80.00No 1 2 5 7 20.00Total 5 10 20 35 100.00
This table result shows that, 28 respondents out of the
sample size (35) agrees that experience at workplace
contribute in improving employees’ productivity in the
organization, while 7 respondents of the sample size
disagreed.
2. The effect of skill in relation to employee
productivity in the organization. The questionnaires
used by the researcher here are related to skills of
the organization employees in regard to productivity.
Table IV
108
Do skills have any impact on employee productivity in the
organization?
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 5 10 19 34 97.00No 0 0 01 01 03.00Total 5 10 20 35 100.00
From the table above, it show that 34 respondents out of
the sample size of 35 representing 97.00% agreed that
skills have impact on employee productivity in the
organization, while only one (1) respondent disagreed.
Table V
Is a special and particular ability required for effective job
performance contributing to employee productivity in the
organization?
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 5 9 15 29 83.00No 0 1 05 6 17.00Total 5 10 20 35 100.00
109
This table result shows that 29 respondents out of the
sample size representing 83.00% opinions revealed that,
special abilities contribute to employee productivity in
the organization, while 6 respondents out of the sample
size disagreed.
Table VI
Do you agree that special and particular job abilities
could be acquired through refreshal courses and
programmes in the organization and as well contribute to
the employees’ productivity?
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 5 10 18 33 94.00No 0 0 02 02 06.00Total 5 10 20 35 100.00
The table above shows that 94.00% representing 33
respondents out of the sample size agreed that special
abilities could be learnt through refreshal courses and
programmes and also contribute to employee productivity,
while 2 respondents disagreed.
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3. Effects of attitude on employees’ productivity in the
organization in relation to training. The researcher
used questionnaires related to attitude of the
organization employees here.
Table VII
Do attitudes have any impact on employee productivity in the
organization?
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 4 9 15 28 80.00No 1 1 5 07 20.00Total 5 10 20 35 100.00
The table above shows that 28 respondents view
representing 80.00% of the 35 respondents which are the
sample size agreed that attitude has impact on employee
productivity in the organization, while 7 respondents
disagreed.
Table VIII
111
Do knowing the rules and regulations guiding the Board
make any improvement to job performance in relation to employee
productivity in the organization?
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 4 7 14 25 71.00No 1 3 06 10 29.00Total 5 10 20 35 100.00
The table above respondents’ opinions shows that, 25 of
them equivalent 71.00% out of the sample size of 35
agreed that, knowing the organization rules and
regulations improve employees’ productivity in the
organization, while 10 (i.e. 29.00%) respondents
disagreed.
Table IX
Do you agree that positive feelings at workplace are
leant from experienced workmates in the organization and
also have impact in relation to employee productivity?
Responses
Staff categories TotalResponse
Percentage%
Manageme Intermed Junio
112
nt iate rYes 3 7 18 28 80.00No 2 3 2 07 20.00Total 5 10 20 35 100.00
The table above shows that, 28 respondents representing
80.00% view revealed that, positive feelings are leant
from workmates and have impact on employees’ productivity
in the organization, while 7 respondents representing
20.00% of the disagreed.
4. Training and development impact in the organization in
relation to employee productivity.
Table X
Does training and development have any impact on employee
productivity in the organization?
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 5 10 20 35 100.00No 0 0 0 00 00.00Total 5 10 20 35 100.00
113
The table above respondents opinions result revealed
that, the entire respondents both management,
intermediate and junior staff representing 100.00% for
each, revealed that employees’ training and development
have impact in relation to employee productivity in the
organization.
4.3 Test of Hypothesis
The researcher formulate hypothesis based on the
questionnaires designed and administered to the case
study. Thus, in order to draw inference concerning the
data collected, presented and analyzed, chi-squared
statistical tool is employed here in testing the
hypothesis.
Statistical Decision Rule
If x2(calculated)>x2(table value), the Ho is to be
rejected while Hi is to be accepted and if otherwise, it
is to be accepted (Ho) and (Hi) rejected.
Where the first x2 = Chi-square calculated
x2 = Theoretical chi-square
114
Ho = Null Hypothesis
Hi = Alternative hypothesis
Therefore, in regard to using chi-square in testing
hypothesis to determined x2(calculated) value in the
contingent table the following statistical formula is
considered:
115
x2 = (O – E)2
E
Where x2 = Chi-square
O = Observed Frequency
E = Expected Frequency
However, in order to obtain the expected frequency value,
the following statistical formula is employed:
E = Rt x Ct Gt
Where: E = Expected Frequency
Rt = Rows Total
Ct = Columns Total
Gt = Grand Total
In addition, degree of freedom (d/f) = (R – 1) (C – 1)
Where: R = Number of rows
C = Number of columns
For the purpose of this research work, the researcher
used 95% theoretical level of significance.
Hypothesis One (I)
Ho: There is impact of knowledge on employee productivity
in the organization.
116
Hi: There is no impact of knowledge on employee
productivity in the organization.
Hypothesis one (I) deals with the data which is
related to knowledge as variable impact on employees
productivity in the organization. Thus, table I data is
used to test the hypothesis one.
117
Table I
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 5 8 15 28 80.00No 0 2 5 7 20.00Total 5 10 20 35 100.00
E = 28 x 05= 140 = 4 (1) 35 35
= 28 x 10= 280 = 8 (2) 35 35
= 28 x 20= 560 = 16 (3) 35 35
= 7 x 5 = 35 = 1 (4) 35 35
= 7 x 10 = 70 = 2 (5) 35 35
= 7 x 20 = 140 = 4 (6) 35 35
Contingency Table
S/n O E O – E (O –E)2
(O – E)2/E
1 5 4 1 1 0.252 8 8 0 0 0.003 15 16 -1 1 0.064 0 1 -1 1 1.005 2 2 0 0 0.00
118
6 5 4 1 1 0.25Total 1.56
Thus, x2(calculated) = 1.56
Degree of Freedom at 95% is as follows:
Using (R – 1) (C-1) = (2 – 1) (3 – 1)
= 1 x 2
= 2
95/100 = 0.95 and 1 – æ (i.e 1 – 0.95 = 0.05)
Thus, x2(table value) = 5.99
Therefore, since the x2(calculated)<x2(table value)
then, the Ho is accepted that knowledge have impact on
employee productivity in the organization.
Hypothesis Two II
Ho: Skills have impact on employee productivity in the
organization.
Hi: Skills have no impact on employee productivity in the
organization.
119
This hypothesis has to do with the effect of skills
on employee productivity. In line with this, table IV
data is used to test the hypothesis two.
Table IV
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 5 10 19 34 97.00No 0 00 01 01 03.00Total 5 10 20 35 100.00
E = 34 x 05= 170 = 4.9 (1) 35 35
= 34 x 10= 340 = 9.7 (2) 35 35
= 34 x 20= 680 = 19.4 (3) 35 35
= 1 x 5 = 5 = 0.14 (4) 35 35
= 1 x 10 = 10 = 0.29 (5) 35 35
= 1 x 20 = 20 = 0.57 (6) 35 35
Contingency Table
S/n O E O – E (O –E)2
(O – E)2/E
120
1 5 04.90 0.10 0.01 0.0022 10 09.70 0.30 0.09 0.0093 19 19.40 -0.40 0.16 0.0084 0 0.14 -0.14 0.02 0.1435 0 0.29 -0.29 0.08 0.2766 1 0.57 0.43 0.18 0.316
Total 0.754
Thus, x2(calculated) = 0.75 and x2(table value) = 5.99
(i.e. 0.754<5.991). In this regard, the result revealed
the Ho is accepted that skills have impact in relation to
employees’ productivity in the organization.
Hypothesis III
Ho: There is impact of attitude on employees’
productivity in the organization.
Hi: There is no impact of attitude on employees’
productivity in the organization
In testing hypothesis three (3), the researcher use
table VII out of the tabulated data from questions that
are related to attitude as a variable in association to
employees’ productivity in the organization.
121
Table VII
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 4 9 15 28 80.00No 1 1 7 7 20.00Total 5 10 20 35 100.00
E = 28 x 05= 140 = 4 (1) 35 35
= 28 x 10= 280 = 8 (2) 35 35
= 28 x 20= 560 = 16 (3) 35 35
= 7 x 5 = 35 = 1 (4) 35 35
= 7 x 10 = 70 = 2 (5) 35 35
= 7 x 20 = 140 = 4 (6) 35 35
Contingency Table
S/n O E O – E (O –E)2
(O – E)2/E
1 4 4 0 0 0.0002 9 8 1 1 0.1253 15 16 -1 1 0.0634 1 1 0 0 0.0005 1 2 -1 1 0.500
122
6 5 4 1 1 0.250Total 0.938
Thus, since x2(calculated) = 0.94 and x2(table value)
= 5.99 (i.e. 0.94<5.99), then the Ho is accepted that,
attitude have impact on employees’ productivity in the
organization.
Hypothesis IV
Ho: There is impact of training and development on
employees’ productivity in the organization.
Hi: There is no impact of training and development on
employees’ productivity in the organization.
This hypothesis has to with impact of training and
development on employees’ productivity in the
organization. In line with this, the researcher used
table ten (X) in the testing the hypothesis.
Table X
Responses
Staff categories TotalResponse
Percentage%
Manageme
nt
Intermed
iate
Junio
rYes 5 10 19 34 97.00No 0 00 01 01 03.00
123
Total 5 10 20 35 100.00
E = 34 x 05= 170 = 4.9 (1) 35 35
= 34 x 10= 340 = 9.7 (2) 35 35
= 34 x 20= 680 = 19.4 (3) 35 35
= 1 x 5 = 5 = 0.14 (4) 35 35
= 1 x 10 = 10 = 0.29 (5) 35 35
= 1 x 20 = 20 = 0.57 (6) 35 35
Contingency Table
S/n O E O – E (O –E)2
(O – E)2/E
1 5 04.90 0.10 0.01 0.0022 10 09.70 0.30 0.09 0.0093 19 19.43 -0.43 0.18 0.0094 0 0.14 -0.14 0.02 0.1435 0 0.29 -0.29 0.08 0.2766 1 0.57 0.43 0.18 0.316
Total 0.755
Thus, x2(calculated) = 0.76 and x2(table value) = 5.99
(i.e. 0.76<5.99). In regard to this, it implies that, the
124
Ho is accepted that training and development have impact
on employees’ productivity in the organization.
4.4 Research Findings
Based on the analysis made above, the following findings
were discovered in relation to the impact of training on
employees’ productivity in the organization.
a. In relation to hypothesis one (1) result, it is
discovered that knowledge has a very strong influence
on employees’ productivity in the organization. Thus,
it needs to be embraced in relation to employee
training in the public sector organizations in order to
improve their productivity.
b. The hypothesis two also revealed that, skills as a
variable tested in association to employees’ training
in the organization have high influence in relation to
the employees’ productivity in the organization.
Therefore, it needs to be embarked upon in order to
increase degree of employees’ productivity and job
performance in the public sector organizations.
125
c. Hypothesis three test and tables results that are
related to attitude based on analysis also made it
clear that attitude has strong influence in relation to
employees’ productivity in the organization. Thus, it
is concluded that, all measures to be employed to
improve employees’ attitude should be embarked up on in
order to improve productivity and better job
performance in the public sector enterprises.
d. Lastly, hypothesis four (4) and table ten (10) results
indicates that training and development have a high
degree of influence in relation to employees’
productivity in the organization. In this case, its
needs to be properly and effectively embarked upon in
order to improve Public Sector Organizations
productivity.
126
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
This research titled “The impact of manpower training on
employee productivity in the public sector: a case study
of Nasarawa State Board of Internal Revenue, Lafia” is
imperative because of the huge revenue generated by the
government reported by the organization on yearly basis
in the light of public sector enterprises and
globalization challenges of economies world wide.
Therefore, the researcher picked interest in the
influential variables of the organization employees which
are capable of influencing their productivity at work
place. In regard to this, a sample size of 35of the Board
employees’ is considered for the purpose of this study.
The review of the literature is done from very relevant
materials and presented in chapter two. In addition, the
researcher considers research methodology in chapter
127
three and the following statistical tools are used;
simple percentages and chi-square.
Chapter four covers data presentation and analysis with
some inferences made by the researcher and based on the
impacts of the influential variables (knowledge, skills
and attitude) of employee productivity in the Public
Sector Enterprises in Nigeria. The results obtained in
this study are further discussed in chapter five with
reference to the findings of other researchers, writers
and scholars on the variables considered for this study.
All the above led to the conclusions and recommendations
as shall be discussed below.
128
5.2 Conclusion
The conclusions below are basically drawn from the
presentation and analysis of the research questions and
hypotheses considered for the purpose of this research
work.
1. There is strong impact of knowledge on employee
productivity in the organization. The influences
further establish and strengthen the relationship
between knowledge, skills and attitude of employees in
order to improve productivity in the public sector
organizations. In addition, these relationships add to
the efficiency and effectiveness in job performance by
the organization employees at workplace.
2. There is also a very strong impact of skills on
employee productivity in the organizations. The effect
is responsible for establishing and strengthening the
relationships between skills, attitude and knowledge of
employees in the Board. Besides, these relationships
increase job performance efficiency and effectiveness
at work place.
129
3. There is strong effect of attitude on employee
productivity in the organization. The effect furthers
establish and strengthen the relationships between
attitude, knowledge and skills of employees in the
organization. Importantly, the relationships increase
employee productivity in the organization
5.3 Recommendation
The research findings and conclusions above made the
researcher arrived at the following recommendation(s):
a. The knowledge of employees in the organization should
be improved upon in line with contingency
circumstances. Therefore, Board of Internal Revenue
employees’ should be encouraged to further studies in
order to keep in touch with contemporary ideas, events
and changes in the ways Government Revenue services
and activities are conducted. Knowledge can be
improved at universities and professional
institutions. Also, professionalism should be upheld
in recruitment and selection to pick and use the most
130
appropriate persons at the right place to do the right
job at the right time given the right resources and
instructions.
b. The skills of employees in the organization should be
rapidly improved upon by organizing and allowing the
Board employees to participate in seminars, workshops
and mandatory professional development programmes
organized by external or professional bodies. More of
on the job practice should be encouraged rather than
theory for skills development and improvement.
c. The attitude of employees in Public Sector
Organizations should be adequately improved upon by way
of internalizing work ethics and making it practically
functional and on the spot correction to airing
employee should be adopted at work place. Organization
norms should emphasize positive ethics or morality and
with some feel of satisfaction to work even more under
stress and hard situations.
d. Government should provide sponsorship for postgraduate
studies because of the research component(s) which
131
funds are increasingly required for use. This is to
encourage higher degree studies especially on finance
and business to improve economic situations.
e. The National Assembly Committee on Public Sector
Enterprises should enact laws to ensure the enterprises
improve the effectiveness of sponsoring their employees
for higher degrees and studies on knowledge, skills and
attitude programmes in order to improve employees’
productivity efficiently and effectively in the public
sector organizations.
f. The Public Sector Enterprises should ensure that
employees obtain more knowledge and skills through
formal learning on yearly basis. The training should be
made to cover year(s) with pay.
g. Public Sector Organizations employees should enroll in
distance, part time and Open University learning
programmes through self sponsorship to increase
knowledge, skills and attitude incase of inability to
be allowed for full time studies running into years
before obtaining a degree.
132
5.4 Areas for Further Study
i. A study should be carried out on manpower training and
its impact on employees in the manufacturing
industries.
ii. A study should be conducted to reveal the category
that benefits training most in the Public Sector
Enterprises in Nigeria.
133
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d4.pdf
139
APPENDIX A
QUESTIONNAIRES
Department of Business Administration and Management,Nasarawa State Polytechnic,P.M.B. 109, Lafia,Nasarawa State.8th October, 2008.
Dear respondents,
I am a final year student of the institution mentioned in
the address above, currently undergoing a research work on a
project topic: “The Impact of Manpower Training on Employee
Productivity in the Public Sector: A case study of Nasarawa
State Board of Internal Revenue, Lafia”.
The research work is a partial fulfillment for the award
of National Diploma (ND) in Business Administration and
Management. Please, kindly assist the researcher with the
relevant information required to enhance and facilitate the
achievement of the target.
The data supplied will be use for the purpose of this
research work only and shall be strictly treated
confidentially.
Thank you in anticipation of your co-operation.
140
SECTION ‘A’
Personal Profile
Please kindly give the information demanded as follows in
capital letters.
1. Name:…………………….………………………………………………………….
2. Department: …………….………………………………………………………….
3. Position: ..…………………………………………………………………………..
4. Grade Level: ..………..…………………………………………………………….
SECTION ‘B’
Read the questions carefully and tick the appropriate
answer from the options provided. Tick in the box of your
choice as provided after each the questions. For example:
a. Yes [ ]. b. No [ ].
A Knowledge: a bYes No
i.
ii
.
ii
Do knowledge has any impact on employee
productivity in the organization?
Relevant and general ideas of work methods
are required in the organization for
effective and efficient job performance.
Does experience at workplace have any
[
]
[
]
[
]
[
]
142
i. important and contributes to improvement in
job performance in the organization? [
]
[
]
B Skills: a bYes No
iv
.
v.
vi
.
Do skills have any impact on employee
productivity in the organization?
Are special and particular abilities
required for effective job performance
contributing to employee productivity in
the Board?
Do you agree that special and particular
job abilities could be acquired through
refreshal courses and programmes in the
organization?
[
]
[
]
[
]
[
]
[
]
[
]C Attitude: a b
Yes Novi
i.
vi
ii
.
Do attitudes have any impact on employee
productivity in the organization?
Do you agree that knowing the rules and
regulations guiding the organization will
makes any improvement to job performance in
relation to employee productivity in the
[
]
[
]
[
]
[
]
143
ix
.
organization?
Do you agree that positive feelings at
workplace which is leant through
experienced workmates in the organization
have any effect in relation to employee
productivity?
[
]
[
]
D Training and Development: a bYes No
x. Does training and development have any
impact on employee productivity in the
organization?
[
]
[
]
144
APPENDIX B
CRITICAL VALUES OF CHI-SQUARE (X2)
Degree of freedom
Probability Levels
10 0.05 0.01
1 2.706 3.841 6.635
2 4.706 5.991 9.210
3 6.251 7.815 11.345
4 7.779 9.488 13.277
5 9.236 11.070 15.086
6 10.645 12.592 16.812
7 12.017 14.067 18.475
8 13.362 15.507 20.090
9 15.987 18.307 23.209
10 14.684 16.919 21.666
11 17.275 19.675 24.724
12 18.549 21.026 26.217
13 19.812 22.362 27.688
14 21.064 23.685 29.141
15 22.307 24.986 30.578
145