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

1

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

2

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.

3

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.

4

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.

5

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

6

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

10

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.

13

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

14

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,

15

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

17

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

19

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

20

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

21

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

22

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

23

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,

24

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

25

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

26

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

27

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

29

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

30

[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

31

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

71

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

74

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

76

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.

94

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.

96

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

97

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

100

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

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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

Yours faithfully,

……………………………………Salihu Muh’d MustaphaNSP/CABS/BAM/05/06/280

141

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

16 23.542 26.296 32.000

146