1

TITLE PAGE

AN APPRAISAL OF STAFF TRAINING AND DEVELOPMENT

TOWARDS THE ACHIEVMENT OF NIGERIA VISION 20:2020 IN

FEDERAL COLLEGE OF EDUCATION :

A CASE STUDY OF SENIOR STAFF

2

CERTIFICATION

ONAH, JAMES CHINEDU. a postgraduate student in the Department of Public

Administration and Local Government, University of Nigeria, Nsukka with

Registration No. PG/M.SC/09/57298 has satisfactorily completed the

requirements of the course and research work for the award of the degree of Master

of Science in Public Administration.

…………………………… ……………………………

Dr. Uzuegbunam Prof. Fab Onah

(Supervisor) (Head of Department)

…………………………………..

Prof. E.O. Ezeani

(Dean of Faculty)

…………………………………..

Rev. Fr. (Prof) A.N. Akwanya

(Dean of SPGS)

…………………………………..

(External Supervisor)

DEDICATION

The work is dedicated to my lovely wife, Mrs Grace Chika Onah.

3

ACKNOWLEDGEMENT

This research work would not have been completed all by me. Some persons

have in one way or the other assisted towards the actualization of this tasking feat.

First and foremost, I’m grateful to God Almighty for His Loving kindness

bestowed on me throughout the period of intense intellectual activity and for

crowning my endeavors with success. His name be praised ever.

With immense gratitude, I acknowledge the motherly and scholarly tutelage

of my supervisor, Dr. Mrs Uzuegbunam for her support and directions.

Prof. Fab. Onah, Prof. R. C. Onah, Prof. C. Oguonu, Prof. C. Ofuebe, Dr.

Uche Nnadozie, Dr. M. A. O. Obi and Prof. F.C. Okoli are highly appreciated for

the knowledge they impacted on me which aided the writing of the work.

I deeply want to say a big thank you to my parents, Mr and Mrs Chukwuma

Onah; my brothers,my lovely sister Nnenna Onah; my friends Omeke Okwudili,

Ejike Omeje, Ugochukwu James, Onyema Onah, Okey Eke, Omeje Edwin,

Onyejiaka Edwin, Franklin Ugwuoke, Mr. Okechukwu Valentine Omeje, Mrs

Serah Dike, Emeka Okafor, all the Executive assistants to the Executive Chairman

of Igbo-Eze South LGA and course mates, for their un-flinching and innumerable

support all through my study. I am highly indebted to my colleagues at the office

for their relentless scholarly advice all through the period of putting this work

together.

Onah James Chinedu.

Public Administration & Local Government

Faculty of Social Sciences

University of Nigeria, Nsukka

4

ABSTRACT

The vision for education in Nigeria, as stated on the official ministry

website, is to "establish an enabling and sustainable environment for

education to achieve the desired national reforms and human

development objectives. Its mission is to reform and restructure the

education sector to empower and develop the citizenry to acquire skills

and knowledge that would prepare them for the world of work. Among

the various educational institutions through which the nation hopes to

achieve its vision, the Colleges of Education, were identified as higher

institutions of learning. The performance of these onerous tasks by

Colleges of Education depends upon the quantity, quality, and calibre of

the staff the Colleges’ system are able to employ, train, develop and

maintain. The study appraised the effectiveness and adequacy (or

otherwise) of the staff training and development programmes of Federal

College of Education, Eha-Amufu towards achieving the Nigerian Vision

2020, assessed the extent to which the College has been able to achieve

her manpower needs through the staff training and development policy;

in line with the Nigerian Vision 20:2020 attainment; evaluated the extent

to which the staff training and development programme of the College

have returned values to them in term of increased productivity,

heightened morale and greater organisational stability; the problems

militating against the effective implementation of the staff training and

development policies of the College as it relates to achieving the Vision

20:2020 was also touched. The conclusion was that the college has not

fared well with its staff training and development towards achieving the

educational requirements of the Nigerian vision 20:2020.

5

TABLE OF CONTENTS

Title page ...................…………………………………………………..... i

Approval/Certification …………………………………………………… ii

Dedication ……………………………………………………………….. iii

Acknowledgement ……………………………………………………….. iv

Abstract …………………………………………………………………. vi

Table of Contents ……………………………………………………........ vii

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study......................................................................... 1

1.2 Statement of the Problem ……………………………………………. 4

1.3 Objectives of the Study ………………………………………………. 9

1.4 Significance of the Study …………………………………………..... 10

1.5 Scope and the Limitations of the Study ……………………………... 12

CHAPTER TWO: LITERATURE REVIEW AND METHODOLOGY

2.1.0 Literature Review…………………………………………………….. 13

2.1.1 The Aim of Staff Training and Development Program……………… 15

2.1.2 The Importance of Staff Training and Development……..………….. 16

2.1.3 Staff Training and Development in the Public Service……………………..... 18

2.1.4 Staff Training and Development in the Colleges of Education ………................. 24

2.1.5 Exposition of Staff Training and Development in Colleges of Education……. 27

2.1.6 Correlation between Staff Training and Staff Productivity…………. 29

2.1.7 Approaches to Staff Training and Development in Nigerian Colleges.. 30

2.1.8 Quantification/Appraisal of Staff Productivity in the Colleges of Education….. . 32

2.1.9. The Nigerian Vision 20: 2020………………………………………... . 34

2.1.10 Review Of The Vision.............................................................................. 36

2.2 Hypothesis ……………………………………………………………. 40

2.3 Operationalization of Key Concepts …………………………………. 40

6

2.3.1 Definition and Concept of Staff Training and Development…………. 40

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Research Methodology ………………………………………………. 44

3.1 Research Design…………………………………………………….... 44

3.2 Data Gathering Instruments …………………………………………. 44

3.3 Reliability and Validity of the Instruments ………………..……........ 45

3.4 Population of the study ……………………………………………… 47

3.5 Sample of the Study …………………………...................................... 47

3.6 Sampling Procedure………………………………………………….. 48

3.7 Method of Data Collection...................................................................... 48

3.8 Method of Data Analysis……………………………………………. 48

3.9 Theoretical Framework………………………………….…………... 48

3.9.1 Application of the theory to the study……………………… ……… 55

3.10 Background Information On Colleges Of Education In Nigeria…… 57

3.10.1 Introduction ………………………………………………………. 57

3.10.2 The Structure and Management of Nigerian Colleges of Education.. 59

3.10.3 An Overview Of Federal College Of Education, Eha-Amufu Administration…. 62

3.10.4 Historical Background of the College………………………………. 62

3.10.5 Principal Officers of the College…………………………………... 65

3.10.6 The Organizational Structure and Functions of the Registry Department… 66

3.10.7 Staff Training and Development in College and other Processes…… 69

3.10.8 General Conditions Governing Study Fellowship…………………... 72

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.0 Introduction……………………………………………………........ 74

4.1 Data Presentation and Analysis ……………………………………. 75

7

4.2 Findings……………………………………………………………. 94

4.3 Discussion of Findings…………………………………………….. 104

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1 Summary ………………………………………………………….. 109

5.2 Recommendations ………………………………………………… 111

5.3 Conclusion ……………………………………………………….... 113

Bibliography ……………………………………………………… 115

8

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

For any country to achieve meaningful development, the socio-economic

and political system must be enhanced. This is why the successive Nigerian

governments placed much emphasis on the development of the individual as a

means to national development.

On assumption of office in May, 2009, the Yar’Adua administration set up

the National Council on Vision 2020 to develop a blueprint for the vision 20:2020

in collaboration with the National Planning Commission. In November, 2009, the

Nigeria Vision 20:2020-Economic Transformation Blueprint for Nigeria was

released to the public. The Nigeria Vision 2020 economic transformation blueprint

is a ten year plan for stimulating Nigeria’s economic growth and launching the

country onto a path of sustained and rapid economic growth to become one of the

top twenty economies by 2020. The following critical priority areas were identified

for immediate attention: Decentralization of governance; sustainability; electoral

reforms; land use/property reforms; public service reforms; national security;

human capacity development and critical infrastructure (with particular emphasis

on power and transportation).

9

Education stems out to be the sure means of developing individual’s

potentials. Little wonder, therefore, that the National Policy on Education (1981)

postulates that education is “the greatest investment that the nation can make for

the quick development of its economic, political, sociological and human

resources.

Among the various educational institutions through which the nation hopes

to achieve its vision, the Colleges of Education, were identified as higher

institutions of learning. Following the publication of the National Policy on

Education (1977), the policy articulated the dream of having Nigeria Certificate of

Education (NCE) as the minimum qualification for entry into the Teaching

profession. This dream was to be realised by the establishment of the National

Commission for Colleges of Education (NCCE) by its enabling Decree No.3 of

April, 1989, thus completing what is known as the “tripod of excellence” (National

Universities Commission, NUC; National Board for Technical Education NBTE;

and National Commission for Colleges of Education, NCCE) as the supervisory

and regulatory bodies of tertiary institutions: Universities, Polytechnics, and

Colleges of Education. Colleges of Education in Nigeria started at the inspiration

of external aid from the UNESCO to the Nigerian Government. They were named

Advanced Teachers Colleges which later transformed into Colleges of Education.

Today, Colleges of Education are classified into Federal, State, Military or Private,

10

according to their proprietors. Another level of classification is according to the

bias of the programmes. Thus we have “Conventional,” “Technical,” and “Special”

types of Colleges of Education. Undoubtedly, the realisation that Colleges of

Education are tools for national development, have led to an unbridled quest for,

and vigorous expansion of Colleges of Education in Nigeria. According to a

National Commission for Colleges of Education Kaduna (NCCE, 1996:4) report,

“there are ninety three (93) accredited Colleges of Education comprising twenty

(21) federal, forty two (42) state owned, twenty one (21) private, one (1) each for

military and NTI, and seven (7) Polytechnics. Colleges of Education are essentially

set up to achieve certain stated goals and objectives. Broadly, a College of

Education’s main functions, among others are:

i) contribute significantly to meeting in numerical terms the recurrent and

expanding needs of a highly motivated, conscientious and efficient

classroom teachers for primary and secondary levels of education;

ii) Epitomise a strong tradition of excellence in teaching functional or job

oriented research activities, scholarship, institutional organisation and

management, and community related services;

iii) Impart to its students the occupational knowledge and skills needed for the

teaching of technology relevant to the Nigerian economy as well as develop

the capacities for national self management.

11

The performance of these onerous tasks by Colleges of Education depends

upon the quantity, quality, and calibre of the staff the Colleges’ system are able to

employ, train, develop and maintain. According to Likert (1967.1).

All the activities of any enterprise are initiated and determined by

the persons who make up that institution. Plants, offices,

computers, automated equipment, and all else that a modern firm

uses are unproductive except for human effort and direction of all

the task of management, managing the human component is the

central and most important task because all else depends on how

well it is done.

Hence of all the organisational resources which are made up of men,

materials, money, machines, and, methods (the 5-m of organisational

management), the human resources (men) stands out as most crucial.

1.2 STATEMENT OF THE PROBLEM

Without an adequate, skilled and well motivated workforce operating within

a sound human resource management program, development is not possible. Any

organization that underrates the critical role of people in goal achievement can

neither be effective nor efficient. Onah, (2008).

Like any other organisations, the Colleges of Education are faced with the

problems that will encourage employees to work productively and qualitatively

towards the achievement of their set objectives. That this effort succeeds or fails

depends very much on the ability of the Colleges to train and develop its staff into

12

a productive, competent and skilled work force which is capable of, and willing to

work towards the realisation of these objectives.

Staff training and development, according to Cumming (1980, P 188),

means “the provision of facilities and opportunities for people to acquire the skills

and knowledge needed to perform the jobs for which they are employed, and to

develop their own personal potentials to meet the present and future needs of

organisations.”

As far back as 1963, the meeting of African Institutions of Higher Education

concluded that Colleges, Universities, and other institutions of higher learning

throughout the world experienced manpower shortages. The meeting attributed the

shortages of “qualified…… staff to then rapid expansion of higher education in all

parts of the word”. Brown (`1967, P 10 - 11), in a study of the “mobile professor”

in America, also concluded on similar notes that:

Manpower resources capable of teaching at the Colleges and University

levels are the nation’s scarcest commodity. Graduate, unlike unskilled

manual worker, is very costly to produce and experiences fairly long period

of time of formal and informal specialised on-the-job training which can

raise his or her earnings in any chosen occupation. Another factor is the

rapid rise in Colleges and University enrolment, increased demands for

research that the society places upon its educational institutions, and the

13

increasing generous lures placed before potential faculty members by

business and government employers who need their specialised skills.

The problem of acute scarcity of qualified staff in institutions of higher

learning in Nigeria is expressed in terms of intense competition among Colleges

and Universities for the few available qualified staff (notably in the field of

vocational, science and technical education). This often results in suspension or

cancellation of academic programmes, and even a fall in academic standards in

cases where the capacities of the few available staff have been over-stretched.

These problems have always been highlighted by top functionaries of the

Colleges on several occasions. For instance, during a welcome address at the 4th

meeting of the Technical Provosts Consultative Committee in 1990, the then

Provost, Dr. Abdu Bulama decried the “difficulties in recruiting qualified

personnel in certain technical areas like Educational Technology, Material Science

etc. Three years later (1993), during the Colleges’ 4th

Convocation the then

Provost, Tech. Y. B. Lidani said:

“…there are some subjects for which we could not get

candidates to be interviewed… that some of the subjects… are

not only of rare programmes in the universities, but very

marketable, hence the difficulties we have been encountering in

getting suitable candidates for appointments in these fields.

As an interim measure therefore, the Colleges went on a recruitment

exercise which met little success. This was further confirmed by Lidani (1993)

14

during his address to the team of specialist from the National Commission for

Colleges of Education (NCCE) on their Second (2nd

) Accreditation Inspection

exercise. He said:

“…our type of programme require the services of highly

specialised lecturers and instructors in good number and mix,

who are not only difficult to come by, but often difficult to retain

their services in the teaching profession.”

The problems encountered do not end in recruiting qualified staff only, but

often, the requirement of highly specialised, skilled, and experienced lecturers and

instructors. Lidani (1995) in his address to the Third (3rd

) Accreditation team to

the Colleges explains further:

By function, our type of Colleges is designed to specialise in

Teacher Education. Therefore all our Lecturers and Instructors

are required to posses some of teaching qualifications …in

addition to their professional qualifications. Unfortunately

however, we have been finding it increasingly difficult to get

ready-made University of Polytechnic graduate with teaching

qualifications particularly in Technical and Vocational

Education programmes and in the Science courses.

The problem faced in the recruitment of qualified academic staff does not

besiege Colleges alone; it does not also besiege qualified Nigerians alone, but

include failed attempts to recruit expatriates. Professor Jibrin Aminu, (1984) the

then Vice Chancellor of University of Maiduguri summarizes the problems

beautifully during the University’s Fifth Convocation Ceremony. He lamented:

The impression is given that expatriate recruitment is easy. Our

economic measures and other restrictions, as well as the domestic

15

policies of some countries, are making it difficult to obtain any

staff at all. On account of delayed remittance two Britons simply

walked out on US – students’ interests, English language,

Commonwealth ties, etc. notwithstanding. We recruited several

members of staff from an ancient brotherly African country, but

they are still sitting on top of a tall pyramid-shaped mountain

watching over the horizon for improvement in the economic

conditions here before they decide to come.

In other words, virtually all the Colleges of Education witnessed an exodus

of many qualified staff, most especially from the first generation Colleges (Federal

Colleges of Education (Technical) Akoka (1976), Adeyemi Colleges of Education

(1964), Federal Colleges of Education Zaria (1962), to the second generation

Colleges (Federal Colleges of Education (Technical) Gombe (1977), Federal

Colleges of Education Obudu (1977), Federal Colleges of Education Katsina

(1976), Federal College of Education Eha-amufu (1981) and from the later to the

newly created Technical Colleges at Omoku, Umunze, Asaba, Bichi, Gusau and

Potiskum (1986).

One immediate consequence of this massive staff movement is acute

shortage of manpower, especially academic staff in the Colleges. For example, the

United Nations Educational Scientific and Cultural Organisation (UNESCO)

reported that academic staff-student ratio should, under an ideal situation be 1:10,

while the Federal Ministry of Education (1988) come up with a 1:12 ratio as an

ideal figure for Nigeria. But the current ratio of academic staff/students in most

16

Colleges is in the region of 1:100. Evidently, one can see from this picture that

there is much to be done in terms of achieving the manpower needs of the Colleges

in order to improve the situation. The obvious and discomforting effect of this

staff shortage, in particular, is that it has placed serious strains on the academic

programmes, teaching standards and other activities of many Colleges in Nigeria.

Therefore, one way out of this dilemma is to embark on “aggressive” staff training

and development programmes in order to meet the growing needs of the Colleges’

for staff for both present and future expansion and also for discharging their basic

obligations as well as playing the expected role towards achieving the Nigerian

Vision 20: 2020.

It is against the background of these problems that this study wishes to

concern itself with an important aspect of personnel management practices,

namely, staff training and development to meet manpower shortages and also to

raise the quality and competence of the staff needed towards achieving the

Nigerian vision 20: 2020, using Federal College of Education, Eha-Amufu, as a

case study.

1.3 OBJECTIVES OF THE STUDY

This study intends to achieve the following:

1. General Objectives: -

17

a) Appraise the effectiveness and adequacy (or otherwise) of the staff

training and development programmes of Federal College of Education,

Eha-Amufu towards achieving the Nigerian Vision 2020,

b) Assess the extent to which the College has been able to achieve her

manpower needs through the staff training and development policy; in

line with the Nigerian Vision 20:2020 attainment.

2. Specific Objectives: -

a) Evaluate the extent to which the staff training and development

programme of the College have returned values to them in term of

increased productivity, heightened morale and greater organisational

stability;

b) Find out the problems militating against the effective implementation of

the staff training and development policies of the College; as it relates to

achieving the Vision 20:2020.

c) Offer suggestions on how to overcome the above problems.

1.4 SIGNIFICANCE OF THE STUDY

There is no doubt that staff training, particularly highly skilled manpower, is

capital intensive. It is natural, therefore, that the Nigerian government, as well as

the Colleges expect reasonable returns on such investment in terms of meeting its

stated goals, that is achieving its manpower needs, improved performance of its

staff, and optimum utilisation of its resources, in an effort to make sure that

Nigeria joins the world’s top 20 biggest economies by the year 2020. It is against

the background of these expectations that this research is being undertaken – the

main aim of which is to appraise the staff training and development programme of

18

Federal College of Education, Eha-Amufu towards achieving the Nigerian Vision

20:2020 scheme for Federal Colleges of Education.

Empirically, this study will serve as a foundation and base for further

researchers that will embark on the study on an appraisal of staff training and

development scheme in other Federal Colleges of Education towards the

achievement of Nigerian Vision 20:2020. In other words, future researchers in this

field will find it very useful as a reliable reference material.

Theoretically therefore, this study will contribute greatly to the existing

theories by helping to enrich the bank of knowledge through its reliable findings on

the appraisal of staff training and development scheme towards the achievement of

Nigerian Vision 20:2020 in Federal Colleges of Education towards the

achievement of Nigerian Vision 20:2020.

Most importantly, the significance of this research is that it hopes to provide

to the College the necessary recommendations and suggestions on how to improve

upon the personnel development and management policies which are very

important and vital for the realisation of any, or all, of its organisational goals and

objectives.

19

1.5 SCOPE AND LIMITATIONS OF THE STUDY

Because of the vast nature of the field of staff training and development,

which itself is an off-shoot of personnel management, this research would restrict

itself to the study of matters that relate only to the training and development of

senior staff of Federal College of Education, Eha-Amufu, from 2009 to 2011.

An attempt could have been made to venture into a comprehensive study of

the personnel policies of the Colleges; however, due to time constraint and

available resources, it is not feasible to include these vital areas into the Scope of

the Study. It is hoped that one day, another researcher would delve into such vital

areas in order to make comparative analysis within or between similar Colleges of

Education.

20

CHAPTER TWO

LITERATURE REVIEW

2.1.0 INTRODUCTION

In this chapter, staff training and development will be examined

theoretically. A study of the meaning, nature and types of staff training and

development programs and their relevance to this research will be undertaken. In

addition, relevant literature on some major research works on the topic will be

reviewed. The aim of such discussion of concepts and literature review is to

provide the researcher with a clear picture and a foundation that are essential to the

execution of this research work. It will also serve as a guide to the reader so that he

can comprehend the outcomes of the analysis and the recommendations to be

made.

Staff training and development as a concept is subsumed under the rubric of

personnel management; while personnel management falls within the general

principles and practices of management. Jucius (1966. 23) defined Personnel

Management as “the field of management which has to do with planning,

organising, directing, and controlling various operative functions of procuring,

developing, maintaining and utilising a labour force such that:

a) Objectives for which the organization is established are attained

economically and objectively;

21

b) Objectives all levels of personnel are served to the highest possible

degree; and

c) Objectives of community are duly considered and served.

Personnel Management is essentially an end product of many past theories

exposed by some notable management scientists and theorists such as Fredrick W.

Taylor, Elton, Mayo, Henry Fayol, Herbert Simon, Abraham Maslow and the like.

Historically, modern theories of management date back to the nineteenth century

with the publication of Fredrick Taylor’s book titled “The Principles of Scientific

Management” in 1911. Generally the principles emphasised that for productivity

to be raised in organization, management should:

i) break a particular job into its basic elements;

ii) Use a representative member of the workers to get the time it takes to

complete each element;

iii) Standardise the methods, equipment and tools; and

iv) Ensure firm supervision and span of control so workers will keep to

targets.

Indeed, Taylor (1911, 39) elaborated the basic tenets of the scientific

principles in this way:

...The most prominent single management in modern scientific

management is the task idea. The work of every working is fully

planned out by the management at least one day in advance, and each

man receives in most cases complete written instructions, describing in

detail the task which he is to accomplish, as well as the means to be

used in doing the work. And the work planned in advance in this way

22

constitutes a task which is to be solved. This specifies not only what is

to be done but how it is to be done and the exact time allowed for doing

it.

Some critics have charged Taylor for being “mechanistic” because his

approach to management is work rather than man oriented.

The United Nations has outlined six general purposes of training in the public

service which can be summarized as follows:-

i) Efficiency

ii) Economy In learning;

iii) Elimination of faults;

iv) Morale Building;

v) Career Development; and

vi) Improvement of Administration.

2.1.1 The Aim of Staff Training and Development Program

The central aim of any training program should include increase in the

effectiveness of the sponsoring organization. Halsey (1949), writing on the

definition and scope of training, said that before an activity can be regarded as

training, it must be designed to increase the effectiveness and efficiency with

which the functions of an organization are carried out through motivating and

increasing the productive capacity of the personnel of that organization. This

means that training must be a purposeful undertaking which is aimed at ensuring

that the end result is worth-while and effective in terms of its contribution to

23

solving organizational and management problems and also raising the productivity

of workers.

2.1.2 The Importance of Staff Training and Development

The importance of staff training and development is self-evident to most

organizations. In fact, following the process of matching the needs of the

organization with the needs of the employee through the employment process, the

next stage should be that of training and developing the employee’s capacity to

perform. In his research, Flippo (1980. P 181) is of the view that:

After the employee has been recruited, selected and

induced, he or she must next be developed to better fit the

job and the organization. No one is a perfect fit at the time

of hiring, and some training and education must take place.

No organization has a choice of whether to develop

employees or not, the only choice is that of method.

Accordingly, many organizations have come to realize the importance of

training so much that some large corporations now operate training and

educational facilities that are equal, and in some cases even superior to many small

colleges and some departments of universities. In Nigeria, much training

facilities as the Petroleum Training Institute (PTI), the Training School of the

various Banks, the P.H.N. Training School etc, are good testimonies to the

Importance that is accorded to staff training by such organizations. Pigors and

24

Myers (1981) were apt when they asserted that: "No organization can choose

whether or not to train employees. All new employees, regardless of their

previous training, education, and experience, need to be introduced to their new

work environment and to be shown how to perform specific tasks."

Training is also an important tool for bringing the gap between the worker

and the management. It does this by marrying the interest of the two. On one hand,

the average young worker wants an opportunity for growth or advancement while

the old worker wants security; both categories of workers want to feel that their

contributions are appreciated and useful and for which they expect rewards in the

form of incentives. On the other hand, management wants increased productivity at

lower costs. Employees who can easily understand and appreciate the limitations

and problems of management are also wanted. A host of these lofty organizational

goals can be achieved by an intelligently planned and skillfully executed staff

training and development programs. As Nasir (1990) put it staff training "is a

process of aligning workers to their working environment to make them realize

their full potentials to the advantage of the individual and the organization.

Training and motivation is principal actor in this regard."

It has already been established that work can be made a more rewarding

thing, and organizations can be made more effective, if approaches to management

treat employees as individuals. Staff training and development can achieve such

25

desirable objectives because it ultimately ensures full utilization of the developed

talents of workers, both to their mutual benefits as well as that of the organization.

This often results in job satisfaction amongst workers, from an organizational

point-of-view, many psychologists, particularly Vroom and Yetton (1973), have

argued that job satisfaction of workers can increase the effectiveness of

organizations, and can also reduce turnover and worker alienation.

At the individual level of the, employee, Stahl (1962) posited that staff

training, "seeks to keep employees abreast of new developments in their fields of

activity, in government aims and strategy, and in national and world-wide

conditions that affect their work. It helps to equip them for higher responsibilities

or to diversify their skills. The postulations of Stahl are of particular relevance to

the universities where staff should not only “seek,” but are required to keep

abreast of new developments in their fields of specialization. In this respect, Stahl

further argued that training “is the process through which specialists can keep

abreast of their specialties as well as avoid the limitations of the narrow expert.

This has said as much on the need for and importance of staff training in the

Colleges.

2.1.3 Staff Training and Development in the Public Service

Available literature on staff training and development in the Nigerian Public

service is scanty particularly because research into public service Issues is

26

generally limited. The public service In Nigeria adheres strictly to such practices

like the classification of documents as “Top secret", "Secret", and “Confidential”.

In any case, the dividing line between which document is secret and which

document is not, is often very thins in the public service which, therefore, makes it

more difficult to get the necessary data for any management research work.

Nevertheless, there are few available published and unpublished works that are of

relevance to this research.

One such pioneering work is Adedeji's (1970) article on staff development in

the public service. In It, Adedeji traced the history of staff development In the

Federal Public service of Nigeria in Its bid to produce qua1ified manpower for the various

sectors of the services. He linked the history to the report of the Gorsuch

Commission on the Public Services of the Governments of the Federation of Nigeria

(1954-1955) which expressed the view that training was a prerequisite for an efficient

public service. The Commission, according to Adedeji recommended that: -

...It will be necessary for each government to undertake a

comprehensive review of training facilities throughout its service.

There is a distinction as well as a relationship between pre-service

and in-service training. The recommendation is that each

government should set up a standing committee on training ...to

examine how far the established facilities can be used for In-service

training.

Echoing the above view, Adedeji emphasized the role of staff development in the

effective Implementation of national development program and called for an evaluation

27

of the achievements so far-made in that aspect. This, according to him is necessary

for revising a sound, comprehensive and forward-looking training program in the

public service. He further stressed the need for greater co-operation between, and

coordination of all those responsible for training programs in the public service.

Idode (1975) studied and employed the historical evolution of staff development

in the Mid-Western State, especially its staff recruitment and training policy and

programs and the achievements of the state in terms of staff development. He found

out that the state had established various training institutions as a step to tackle its

manpower training needs; Idode suggested an increase in government efforts towards

staff development so as to meet the manpower needs of the state and raise the morale

of the personnel.

Juryll (1978) examined the training policies and programs in the Ministry of

Works, Land and Survey of Plateau State. He highlighted many problems that

have contributed to the ineffectiveness of training program in the Ministry. Among

the problems were lack of clearly defined policies on training, little attention paid to long

range planning and the poor training schemes for middle-level manpower in

technical, administrative and professional staff to help them develop their potentials

and also inadequate facilities to execute training programs- As a solution to these

myriad of problems, Juryll called, for a better planning of training courses for all

28

category of staff in that particular Ministry, and in the Plateau State Civil Service In

general.

Okhemukhokho (1979) conducted a research on the training and staff

development policies of the then Bendel State Civil Service. He found out that there

was a dearth of fully qualified and professionally trained manpower in the top level

officer cadre of the State's Civil Service. He attributed this problem to the fact, that the

general administration of the training programs in the Civil Service of the state was not

very satisfactory. Other reasons were that the training programs were not

comprehensive enough in terms of catering for both the administrative and

professional classes in the civil service, and lack of qualified personnel to man the

Training and Manpower Divisions of the Civil Service.

In particular, Okhemukhokho paid some attention in the financial aspect of

manpower training in the then Bendel State Civil Service. He found that the

training budget of the State's Civil Service for the entire period between 1964/65 -

1978/79 was "less than one per cent" of the total of the state's recurrent estimates

for each financial year. He concluded that these financial allocations to staff

training and development programs for the period under review” grossly

inadequate” when viewed against the skilled manpower requirements for the

various section of the Civil Service of the state,, He therefore urged the Bendel

State Government to show greater interest in the development of high level

29

manpower for the civil service by ensuring that more funds were provided which

should be expended on training in each year. Onivehu (1985) critically analyzed

the staff development and training policy of the then Kwara State Civil Service.

His aim was basically to ascertain the obstacles that militated against the

successful implementation of the state's staff training and development programs.

Onivehu found that the Kwara State government appreciated and. Indeed,

articulated the role of training and re-training of staff for effective performance and

increased productivity in the state's civil service. The state had therefore

continuously made financial provision in its annual recurrent estimates to meet the

cost of the training. The state had also patronized local and non-local institutions

and also established its own Institutions to cater for the training needs of its staff.

These achievements notwithstanding, Onivehu found that the effective

implementation of the state's training program was however inhibited by the

following:

i) Inadequate funding;

ii) Lack of Integration and cohesion of training policies with

other management process such as recruitment, placement,

promotion, incentive system, and staff appraisal; appraisal;

iii) Failure to identify training needs; and

iv) Administrative malpractice in implementing training policies

which led to discontent and consequent frustration on the part

of civil service.

30

Onivehu, therefore,, recommended that the state government should

vigorously pursue 'its stated policy arid programs of exposing officers to one type

of formal training or the other within the first five years of joining the service- This

he concluded would heighten their morale and raise-their productivity to the

desired level .

Abbas (1987) conducted a research on staff development as a determinant of

police work pattern and ethics in Kaduna State Command. The aim of her study is to

find out if training and education were important determinants of work-schedule and

work attitude in the Police Force.

Abbas found that although training and education were essential to the effective

functioning of the Police Force, these areas have been largely neglected by the Police

department. She further discovered that adequate funding for Police training was

lacking so much so that only a negligible percentage of Policemen were sent for

further training. She therefore concluded that the noticeable lapses and ineffective

police operations in the country could be attributed to this low level of training they

received.

Abbas recommended that the police department should, in particular,

encourage the recruits to further their education. She also recommended that

promotion in the Police Force should be based on work performance and education

rather than on more length of service. In this way, she feels the police would be

31

encouraged to further their education, heighten their morale and increase their

performance.

2.1.4. Staff Training and Development in the Colleges of Education

Staff training and development is one of the fundamental objectives of the

personnel policies of Colleges. However much research has not been conducted in

the field, as a result, there is dearth of literature on this subject. Nevertheless, the

few available and accessible ones would be reviewed.

Kablr (1990) conducted research on staff development -and training In

Federal 'College of Education (Technical) Gombe, Specifically Kabir studied the

objectives of the training programs„ the process of selection of trainees and the

organization of the training program.

Kabir identified lack of funds as the main problem militating against the

programs, and he recommended that the College should budget more money for

the programs. He also recommended periodic seminars for the staff.

Amadi (1993) examined the personnel function in College’s manpower

development, using Adeyemi College of Education, Ondo, as a case study. Amadi

Investigated how Conditions and uncertainties in an organization and its

administrative processes affect manpower development. She also examined the role

of and the problems the personnel department of the College faced in the

manpower development of the College. Her intention was to prescri be

32

an ideal personnel administration system within the College which

could effectively achieve the manpower needs of the College.

Amadi found that the staff were generally dissatisfied with the policy

guidelines on training in the College and intact had mixed feelings about the way

the guidelines were being selectively adopted and applied. Majority of the staff

felt that there should be a review of both the guidelines arid mode of

implementation. Amadi therefore recommended that the College authority

should design personnel development policy that would cut across the board and

called for a personnel department that would be autonomous for the purpose of

effective and efficient management of College personnel development policies.

Aliyu (1994) wrote a paper on staff training and development and their

value to the Federal College of Education Kano. He argued that training is a

form of Incentive to a member of staff who has performed creditably at a given

level of responsibility and is being groomed for higher responsibility. On the other

hand, training could be necessary for a staff that appeared to have reached his

optimum in a given job or task due to his level of academic or professional

attainment. He argued that this category of workers, if not trained, would be

declining not only in productivity, but also in initiative and drive.

Aliyu’s argument centered on the point that if shortage of personnel plagued

"even older Colleges many of which are advantageously located for manpower

33

supply, one could imagine how serious the problem could be for a young College

not so advantageously situated". He therefore recommended massive and thorough

training and development of human resources of the College, He also

recommended for termination of the appointment of any staff w ho fails top up

hold the terms of training agreement of the board period and in addition, refund the

cost of training, including all salaries and allowances paid to him or face Court

action.

From the works so far reviewed, it is clear that most aspects of staff training

and development have been broadly considered in the studies. The researchers

have generally discussed the shortcomings in the organization and administration

of staff training and development programs and how the shortcomings could be

overcome, most of their recommendations generally centered on how to arouse the

Interest of the respective organizations in staff training and development and

called for the improvement t of the administration of staff development programs.

Few others called for adequate funding of the training programs of the

organization they studied.

One major problem most of the works highlighted was the quantitative aspect

of training outcomes. Most of the researchers are basically agreed on the correlation

between staff training and staff motivation and productivity, but: none of the works

reviewed adduced any empirical evidence to prove or disprove the correlation.

34

Most of the studies reviewed relate in substantial ways to this research.

Therefore, the recommendations in the works reviewed are relevant to this study in so

far as they would serve as guidelines when drawing conclusions on this study. Above

all, the knotty Issue of correlation between staff training and staff productivity will

also be reconsidered in this study for a possibility of breaking new grounds.

2.1.5 Exposition of Staff Training and Development in Colleges of Education

It is an already established fact that Colleges of Education have faced staff

shortages since their Inception.

The National Manpower Board has also pointed out that manpower shortage

is a feature of all "Nigerian Colleges…” In an address to declare open a training

workshop for Secretarial course, the then Provost Dr. Abdu Bulama stressed the

Importance of training to organizations. He said:

The main purpose of training is to increase the effectiveness

and efficiency with which functions of organizations are

carried out through motivation and increase in production

capacity of personnel of the organization. It is a purposeful

undertaking aimed at ensuring that the end result is

worthwhile and effective in solving organizational and

management problems and also raising the productivity of

the worker. He further lamented:

Essentially, some o f the notable: management problems which can be

solved by a systematic and planned training program are:

35

i) Difficulty in getting experienced and skilled workers;

ii) Low productivity owing to low morale; and

iii) Inability to meet prescribed quality standard.

These problems can be solved by first endeavouring to arouse the interest of the

employee in his job and secondly by helping him acquire the necessary knowledge

and skill to do the job well. Both of these solutions are within the scope of well

organized and effective staff training.

More often than not, training program in the Colleges tend to be more

systematic and elaborate than those in the civil service or the private sector. The

reason for this is anchored on the very nature of the work required of the academic

and non-academic senior staff which is very demanding and calls for a very high

level of intellectual input, skills and competence- Merge (1965) had outlined the

demanding character-traits of an academician as a "great teacher renowned in his

field of specialization acclaimed as a lecturer, author, researcher and Inventor.

Here went further to assert that an academician should possess the following

qualities:

i) A scholarly mind;

ii) A desire to teach, to do research, and to write at College level;

iii) An earned degree „ at least a Masters and preferably the Doctorate

degree; and

iv) A respectable concentration of studies at an advanced level in the

subject to be taught.

36

In view of these demands on the Academic and Senior staff of Colleges, the

rationale for staff training and development in the Colleges is never in doubt. More

so, the College is one of the larger and more significant institutions that is deeply

involved in, and affected by the changes in values and practices in the society.

Therefore, the ability of the College to respond constructively and effectively to

these changes depends to a large extent on the quality of the personnel who make it

up. In other words, the degree of success or failure of the College in its efforts to

contribute to the socio-economic well-being of the society is a reflection of not

only the quality but number of its personnel, especially the academic and non-

academic senior staff.

2.1.6 Correlation between Staff Training and Staff Productivity

Another theoretical postulation which this research wishes to examine is the

correlation between staff training and productivity. Miner and Miners (1974) had

advocated that all organizations must be involved in the pursuit of productivity or

task goal - which refers to the whole of procedures and activities that management

carried out to maximize the attainment of the stated purpose of the organization.

In the context of the general principles and practices of personnel

management, staff training and development has been adjudged to be one of the

37

factors that motivate staff to Increase their productivity. There are many theoretical

bases for such conclusion, Stahl (1962. P 261), for Instance, had argued that:

The development of staff is the very essence of supervision

and it clearly assumes a role of great significance to the

quality of service and long range effectiveness of the

organization.

Harris (1961) was more specific in his correlation of staff training and

productivity when he argued that "certain types of performance are necessary to

help the organization reach its objectives, and training - assists by providing

organizational members with the tools to get the job done.

Fllppo (1980. P 181) has gone further to conclude that staff training and

development will:

…return values to the organization in terms of Increased

productivity., heightened morale., reduced cost., and greater

organizational stability and will also help meet the needs of

individuals in their search for work, assignment that can add up to

life-long careers.

There is little doubt that the foregoing theoretical prescription underscores

the importance of staff training and development programs as one of the corner-

stones of Institution of higher learning’s Personnel Management Policies.

2.1.7 Approaches to Staff Training and Development in Nigerian Colleges

38

The Colleges of Education generally adopt similar approaches in their

attempts to bolster up their staff training and development programs. Such

approaches include:

i) Various Schools/Departments are requested to identify the areas in

which staff requires training;

ii) Study-fellowship are granted to staff to undergo post-graduate

training in Nigerian Universities, Polytechnics and Colleges of

Education; and foreign universities,

iii) The Federal Ministry of Education assists some staff (particularly

academic staff) to undergo the Technical Teachers Training Program

(TTTP) in some Universities and Colleges of Education.

iv) The Educational Trust Fund (ETF) recently introduced a reasonable

package to assist in staff training.

Hacket (1979) has, however, emphasized the relative advantage of external

training over internal training on account of the following reasons:

i) External training can bring together the expertise of a number

of specialists over a range of subjects which might not be

available internally;

ii) External training can bring together a range of facilities which

would not be economically viable on a small training budget;

iii) External training can create opportunity for learning to take

place away from the distractions and interruptions often

associated with internal raining.

Croft (1964. P 60) also advocated that one effective way of training staff is

by attendance at learned conferences, seminars, symposia and workshops. He said:

39

The conference method of training leads itself admirably to

changing attitudes, as well as to imparting information, it has

its greatest usefulness where trainees have some knowledge

of the subject to be discussed. In essence, conference training

undertakes to make available each member the joint

Knowledge and experience of the entire group,

In line with the foregoing theoretical prescriptions the Conditions of Service

of Polytechnics and Colleges of Education of Nigeria recommended that College

staff should be availed of "the opportunity of exposure to new ideas by being

nominated to attend seminars, conferences, and workshops relevant to their fields

of work. The achievement of staff in Colleges system is determined by a criteria

totally different from those normally applied in the Civil Service, the Parastatals or

the Private Sector. The principle of “publish or perish” imposes on College

teachers an overwhelming obligation to continuously renew their knowledge in

order to progress in their career.

2.1.8 Quantification/Appraisal of Staff Productivity in the Colleges of

Education

Quantification of productivity has always been a difficult task; however,

attempts have been made to achieve a break-through in this matter. Oloko (1977)

defined quantifying labour-productivity as "the volume of goods and services

produced per worker within some specified unit of time." Although such an

approach is more practicable in the private sector, especially industries, than the

40

public service, nevertheless, it will serve as a theoretical basis for quantifying the

productivity of senior-staff in the Colleges of Education.

Based on the foregoing theory, we shall focus our attention, within the

context of this research, in terms of the overall performance of senior staff within

the orbit of the basic objectives of the Colleges; with respect to the number and

types of researches undertaken, books and articles published, and number of papers

presented at seminars, conferences, symposia and workshops.

Most Colleges of Education seem to have adopted the foregoing approach as

a basis for quantifying the productivity of their staff for the purpose of appraisal

and promotion. This is more so in Federal College of Education Eha-Amufu. The

appraisal system takes into account the totality of staff performance, ' For any

promotion from one level to another, there must be quantifiable incremental

evidence of significant additional contribution since previous promotion. The most

quantifiable of such contributions are research activities and publications. The

College accepts as evidence of research the following:

Academic Staff

i) Published paper(s) In a reputable journal;

ii) Seminar papers based on research;

iii) Progress, reports on long term research undertakings;

iv) Articles published in reputable journals which use references;

v) Chapters In books relevant to the candidates discipline;

vi) Patents; and

41

vii) Creative work in the field of Auto-mechanics., Electronics: Arts,

Graphic Design and the like.

viii) Effective teaching, service to the College, Department and the

community.

ix) Good character, loyalty to the institution and personal integrity.

Non-Academic Senior Staff

i) Efficiency, competence, effectiveness, ability to take higher

responsibilities, experience, special aptitudes, initiative and personal,

integrity.

The above listed quantifiable aspects of appraisal will be of central interest

to this research work. They will form the basis of analyzing whether or not training

contributes to Increase in the productivity of the academic and non-academic

senior staff in terms of research and publications. This will also help to prove or

disprove Rigors and Myers (1981) theory "as employees respond to continued

training, they will progressively Increase their value to the organization and thus

prepare themselves for promotion.

2.1.9. THE NIGERIAN VISION 20: 2020

The vision 20:2020 policy was articulated during the Olusegun Obasanjo

administration (1999-2007) to make Nigeria one of the twenty largest economies

42

in the world by the year 2020. We argued then that Nigeria vision 20-2020 agenda

is an attempt by the Nigerian ruling class to hoodwink and deceive the people into

believing that the state is striving to make Nigeria to become one of the 20 largest

economies in the world by 2020. We argued that the Nigerian government had no

intention, strategy and execution capacity to make Nigeria one of the largest

economies by 2020.

On assumption of office in May, 2009, the Yar’Adua administration set up

the National Council on Vision 2020 to develop a blueprint for the vision 20:2020

in collaboration with the National Planning Commission. In November, 2009, the

Nigeria Vision 20:2020-Economic Transformation Blueprint for Nigeria was

released to the public.

The Nigeria Vision 2020 economic transformation blueprint is a ten year

plan for stimulating Nigeria’s economic growth and launching the country onto a

path of sustained and rapid economic growth to become one of the top twenty

economies by 2020. The vision is anchored on the Nigerian Economic

Empowerment and Development Strategy (NEEDS II) and the seven point agenda

of President Umar Yar’Aduda.

The process of developing the vision included the formation of the National

Council on Vision 2020; inputs from ministries, agencies, state and local

governments as well as the private sector with the National Planning Commission

43

playing a coordinating role. It also involved the analysis of 29 thematic areas and

the participation of 12 special interest groups including the legislature, judiciary,

media, women, youth, traditional rulers, religious groups, security, Nigerians in

Diaspora, persons with disability, labour and the civil service.

The vision has a social dimension of a peaceful, equitable, harmonious and

just society; an economic dimension of a resilient, diversified and industrialised

economy; an institutional dimension of a stable and functional democracy in a

market friendly and globally competitive business environment and an

environment dimension of environmental consciousness and sustainable

management. The realization of the vision is hinged on creating the platform for

success by urgently and immediately addressing the most debilitating constraints

to Nigeria’s growth and competitiveness; forging ahead with diligence and focus in

developing the fabric of the envisioned economy and developing and deepening

the capability of government to consistently translate national strategic intent into

action and results by instituting evidence based decision making in Nigeria’s

policy space.

2.1.10 REVIEW OF THE VISION

The launch of the Nigeria Vision 20:2020 is a step in the right direction.

Even though it took more than two years for the strategy to be produced; the

44

production of a strategy is the first step towards the realisation of any vision.

There are certain unique features of this strategy especially when compared with

previous strategies. First and foremost, the strategy is less neo-liberal than its

predecessor the Nigerian Economic Empowerment and Development Strategy

(NEEDS). The Nigeria Vision 20:2020 strategy acknowledges that “attention will

be given to equity concerns about privatisation, the need to safeguard worker’s

interests and to ensure that the process does not aggravate the already precarious

unemployment problem in the country.” (p.25).

Secondly, the strategy advocates integrated sectoral planning to enhance

linkage and synergy. This will ensure that agriculture, oil and gas and mineral and

metal sectors serve as sources of inputs into the nation’s local manufacturing

industry.

Thirdly, the vision advocates a cluster based approach to industrialisation

which will turn the six geopolitical zones into economically viable industrial

clusters built around different sectors based on the economic geography of the

different zones.

Fourthly, the strategy will introduce performance management and

accountability system for public service institutions.

45

Finally, the strategy plans to institutionalise monitoring and evaluation

across all levels of government to improve their capacity to translate all strategic

plans and programmes into outcomes and impacts.

However, despite the positive aspects of the vision, there are serious defects

that could make the attainment of the goal of the vision impossible.

First and foremost, the strategy glosses over or underestimates the political

conditions or dimensions of the vision. While there are clear social, economic,

institutional and environmental dimensions, there is a clear absence of political

dimension or how to create the political conditions for the vision to be actualised.

Meanwhile, some scholars have argued that political conditions in Africa are the

greatest impediment to development.

Secondly, there are inconsistencies in the vision document in terms of what

is possible and what the vision hopes to achieve. While the vision articulates the

need for evidence based decision making in the policy space, the vision is

anchored on unrealistic assumptions. Achievement of the goal of the vision is

anchored on “achieving broad based and double digit real growth rate annually.”

(p.14). Meanwhile, the policy itself acknowledges that “the IMF predicts that

Nigeria’s average economic growth rate will slow to 4.8 % between 2009 and

2014.” (p.15). There is no alternative prediction by the vision.

46

Thirdly, although efforts were made to involve different sectors in the

formulation of the blueprint, the level of participation is not widespread and deep.

It was more or less restricted to experts. The development of any country requires

public ownership of the process of development of the strategy which cannot be

said for the blueprint.

In addition, the strategy does not take into account some proven strategies

that can help bring out people from poverty such as social protection measures and

provision of housing and other social services for the poor. Indeed, the strategy

states clearly that “providing new housing stock is not the only way to meet the

demand for affordable housing.” (p.29).

Furthermore, one of the greatest obstacles to development in Nigeria is

corruption. What needs to be done to bring about economic growth and

development in known but corruptible transactions makes it impossible for

objectives of policies and strategies to be realised. Although the vision recognises

that “economic growth and poverty reduction cannot be achieved in an

environment of corruption and pervasive rent seeking”(p.14), there is no anti-

corruption strategy either in the vision or in the country that is systematic,

comprehensive, consistent, focused, publicized, non-selective and non-partisan.

Finally and perhaps most importantly, it has been documented that

implementation is the graveyard of public policies in Nigeria. Although the

47

strategy outlined what will be done differently, there is no concrete strategy on

how the challenges of implementation of previous strategies will be overcome.

2.2 HYPOTHESES

The study puts forward the following hypotheses:

a) That a carefully planned and skilfully executed staff training and

development program is a veritable means of attracting and retaining staff in

the College.

b) That there is a positive correlation between staff training and staff

productivity in Federal College of Education Eha-Amufu.

c) That in as much as staff training is very important in manpower

development; it is not actually a remedy for staff shortage in the College.

d) That staff training and development is a sine quo non for achieving the

educational target of the Nigerian Vision 20: 2020.

2.3 OPERATIONALIZATION OF KEY CONCEPTS

2.3.1 Definition and Concept of Staff Training and Development

The term staff training is an elusive concept, primarily because it has often been

interchanged with either education or staff development. Efforts have however

been made to define the terms as separate entities- Reilly (1979) for instance,

defined training as "the development of a person's knowledge,, skills, and attitude

for a vocational purpose"- Halsey (1949) conceived of training as "the process of

aiding employees in their present or future work through the development of

appropriate habits of thought and action, skill, knowledge and attitudes.”

48

On the other hand, staff development encompasses a more complex personnel

process than staff training. As defined by Craig and Bittel (1977) "staff

development unlike training is concerned with the growth of the whole man, the

expansion of his ability to utilize his capacities fully and to apply his knowledge

and experience to the solution or resolution of new different situations.

Onah, F. O (2008. P 129) subtly captured the atmosphere when he stated that:

The inexorable match of time and the ceaseless clamour for

social change combine to make adaptability and continuing

preparation of the workforce as inevitable as the initial

acquisition of knowledge and skills. This cannot happen if staff

training and development do not occur in an enterprise. In

order to maximize the productivity and efficiency of the

organization, every executive, manager or supervisor in a

public or private enterprise has the responsibility and indeed

the bounding duty to ensure the development of men and

women who have requisite knowledge and expertise. The aim

is to enable them to contribute their full measure to the welfare,

health, and development of the enterprise.

Michael Armstrong (2006. P535) defined training as “the planned and

systematic modification of behaviour through learning events, programs, and

instructions, which enable individuals to achieve the levels of knowledge, skill and

competence needed to carry out their work effectively”.

Hackett (1979) is however more specific in his definition of the terms staff

training, development and education. We shall therefore, for the purpose of

conceptual clarity, adopt Hackett’s definitions of the terms as follows:

49

i) Education: This is the process of acquiring background knowledge

of a subject. It is person-oriented rather than job-oriented;

ii) Training: Preparation for a particular job. It is concerned with job

performance and the application of knowledge and skills to present

works; and

iii) Development: A course of action designed to enable the

individual to realize his potential for growth in the organization. It

relates to future, rather than present jobs.

Flippo (1980) summarized the three concepts as: development would

include both training to increase skills in performing a specific job and education

to increase general knowledge and understanding of our total environment.

Therefore when the three concepts are taken together, it becomes clear that staff

training and development involve a complex and continuous personnel process in

which the employee is made not only to master the intricacies of his present job,

but also prepare him for a satisfactory and life long career in his chosen profession.

The following terms will also have meanings as stated here under in relation to this

study, except where it is otherwise stated in the text.

a) College: An Institution set to pursue and to reflect excellence in the

production of pre-vocational and vocational teachers and in the furtherance

of knowledge and improvement of the practice thereof.

b) Academic Staff: Senior members of staff of the College who are engaged

primarily to teach.

50

c) Non-Academic Senior Staff: Senior members of staff of the College who

are engaged primarily to run the day-to-day administrative facets of the

College.

d) Organization: A social unit deliberately designed to attain specific goals

and objectives. This term is used inter-changeably with “institution” with

which it is broadly synonymous.

51

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design:-

In order to arrive at a logical conclusion of the appraisal of the training and

development scheme towards the achievement of Nigerian Vision 20:2020 in

Federal College of Education Eha-Amufu, the methodology to be engaged is the

analysis of Academic and Non-Academic senior staff of the College as a case

study. Both the primary and secondary types of data collection were employed and

analysed.

3.2 Data Gathering Instruments: -

Questionnaires which are seen as a set of formalized questions for eliciting

information was used as an instrument for gathering data in this research.

a) Primary Sources.

i) Questionnaire: Questionnaires were designed to gather information from

members of senior staff of the College.

ii) Personal Interview: In order to obtain relevant information on staff

training and development, key officers of the College who were

concerned with staff training and development matters were interviewed.

Such officers included the Deputy Registrar (Establishment),

Establishment Officer, Union leaders, etc.

b) Secondary Sources.

52

The researcher consulted documentary or bibliographical data from

published works. These works included published texts, journals,

periodicals, newspapers; as well as College official records e.g. statistical

data, bulletins, matriculation speeches and official reports.

3.3 Reliability and Validity of the Instruments: -

The success of any research fervently lies on the validity and reliability of its

data gathering instruments. Validity means the appropriateness of an instrument in

measuring what it is intended to measure. In order to effectively ensure the validity

of the instruments used for this study, the instruments were subjected to content

validity measurement which involves face validity and predictive validity. The

primary aim of adopting this method is to ensure that the instruments measure what

they were designed to measure.

Furthermore, the study authenticates the validity of the instruments by

ensuring that the contents of the instruments (such as the questions in the

questionnaire) provide the needed information for the research topic, worded in

simple terms by avoiding technical terms for easy understanding by the

respondents and are also logically and systematically arranged.

The researcher also authenticates the validity of the instruments by ensuring

that the contents of the instruments are consistent with both the objectives and the

hypotheses of the study.

53

The study also ensures the validity of the instruments by making sure all

aspects considered relevant to the study are adequately covered.

On the other hand, reliability means the ability of an instrument to produce

the same results credibly, dependably and consistently over some time when

applied to the same sample (Good and Hart, 1952; 218)

Therefore, in order to ensure that the instruments are reliable, internal

consistency method was effectively adopted. This was achieved by cross-checking

our information alongside/against other sources of data collection and by ensuring

that the facts and figures collected from other sources mentioned earlier are

accurate and remain the same if the collection is repeated over and over again.

Also, the reliability of this study was ensured by making use of the pretest

method which entails piloting the instruments on a small group of respondents,

different from the target group (Oguonu and Anugwom, 2006; 42), but in the same

organization. This was done up to times so as to compare whether there will be

consistency between their former responses and the later.

To also ensure that the instruments have high reliability, the questionnaire

was structurally constructed in a simple, concise and unambiguous manner so as to

allow easy understanding of the questions by the respondents and so as to ensure

consistency in their answers.

54

Finally, in order to ensure the study possesses high validity, external

criterion method was adopted by checking how correct the findings of a particular

instrument as well as compared the results with existing knowledge as well as the

findings of the research gotten from questionnaire. These methods described above

were carefully employed so as to ensure the study is highly reliable and valid.

3.4 Population of the study: -

The target population for this research work whose characteristics were

examined are the senior staff of the College, (the entire academic and non-

academic senior staff), numbering three hundred and forty-six (346).

3.5 Sample of the Study: -

Fifty (50) percent of the entire target population was used as the sample size

of the study. This is shown below;

50 x 346 = 173

100

These 173 staff includes (63 non-academic and 110 academic) senior staff of

the Federal College of Education, Eha-amufu and were administered with

questionnaires.

These 173 staff were randomly selected from various Schools of the Federal

College of Education, Eha-Amufu.

In this regard, adequate care was taken in administering the questionnaires in

order to ensure that the opinions of those sampled adequately represent the target

population.

55

3.6 Sampling Procedure: -

The probability sampling technique was adopted for this study and within

the probability sampling technique, the simple random sampling technique was

adopted by the researcher so as to pave way for easy calculation of the sampling

errors and also to make good estimation of the characteristics of the target

population.

3.7 Method of Data Collection

The researcher used questionnaire in a structured form in order to gather the

data for the research work.

3.8 Method of Data Analysis: - The data that were generated within the context of

the research employed the use of tabular representation of grade level. In addition,

the simple percentage method was used to analyze the structured questions on the

questionnaire. Finally, the research hypotheses were analyzed too.

3.9 Theoretical Framework

In this research therefore, the Human Relations theory by Elton Mayo (1880

– 1949) was adopted to guide our study on the appraisal of staff training and

development towards the achievement of Nigerian Vision 20:2020 in Federal

College of Education, Eha-Amufu.

Elton Mayo was an Australian interested in employee motivation and

commitment and the relationship between workers and management (Dickson,

1973; 89). Mayo’s best known work was the Hawthorne Study in the Western

56

Electrical Company in the USA, and the development of the “human relations”

approach to management. In the Western Electrical Company study, Elton Mayo

observed that “worker’s productivity depended less on lighting conditions in the

work area than on the workers perception that management were interested in

them”(Elton Mayo, 1933; 36 & 37). He proposed that higher productivity could be

gained by good communication and emotional connection between workers and

management.

Furthermore, using the words of Yusuf Noah (2008; 8), Human Relations

theory believed that workers are not just concerned with money but could be better

motivated by having their social needs met whilst at work. He introduced the

Human Relation School of thought, which focused on managers taking more of an

interest in the workers, treating them as people who have worthwhile opinions and

realizing that workers enjoy interacting together.

The human relations theory stems from the understanding that the co-

operation of workers is desirable for the attainment of the objectives of high

productivity and industrial peace. It contends that workers would be better

motivated if they are treated like human beings rather than as irrational objects. For

instance, by making them have a feeling that the organization accords them

recognition by involving them in the decision making process. In the light of the

57

theory, the worker is to be perceived in terms of his membership of a social group

rather as an individual.

Consequently, his behaviour is seen as a response to group norms rather than

simply being directed by financial consideration. Workers should then be expected

to react to group norms so that when they are given the opportunity to take part in

management decision making, they are likely to respond positively to

organizational issues.

In order to lay a concrete foundation for his human relations theory, Mayo

conducted a series of experiments at the Hawthorne factory of the Western Electric

Company in Chicago (Elton Mayo, 1933; 39). He isolated two groups of women

workers and studied the effect on their productivity levels of changing factors such

as lighting and working conditions. He was expecting to see productivity levels

decline as lighting or other conditions became progressively worse but that wasn’t

the outcome. What he actually discovered surprised him: whatever the change in

lighting or working conditions, the productivity levels of the workers did not

improve.

Mayo concluded that the workplace was above all, a social system of

interdependent actors in which workers are influenced more by the social demands

of the work place, by their need for recognition, security and a sense of belonging,

than by their physical working environment. He also concluded that:

58

* Job satisfaction leads to higher job productivity;

* Pay is a relatively low motivator;

* Management is only one factor affecting behaviour;

* The informal group exerts a strong influence on motivation.

Elton Mayo (1933;39)

His work came to the limelight because of the difficulties and cognitive

problems caused by the Traditional Management Theory where it was assumed

that work is an intrinsically undesirable pursuit and that workers naturally sought

to do as little as possible. This translated into a sort of carrot-and-stick managerial

policy whereby companies tried to maximize motivation by providing adequate

compensation as an incentive and at the same time, guarding against any sign of

wayward behavior through authoritarian control regimes. Employees were

considered to be just another input into the production of goods and services. The

carrot and stick managerial policy means “the use of rewards and penalties in order

to induce desired behavior” (Cyril O’Donnell, Heinz Weihrich, 1980: 635).

If this theory were valid, managers will have to constantly police their staff,

which they cannot trust and who will refuse to cooperate. In such an oppressive

and frustrating atmosphere, for both the manager and the managed, there is no

possibility of any achievement or any creative work.

59

Furthermore, the traditional Victorian style of strict discipline and

punishment has not only failed to make increase productivity, it has also left a

mood of discontent and dissatisfaction amongst the employees. Punishment, as in

the carrot and stick managerial policy, appears to have produced negative rather

than positive results and has increased the hostility between the management and

the workers. Employees were no longer satisfied with their jobs despite the huge

some of money paid to them as salaries and bonuses (Harold Koontz, Cyril

O’Donnell, Heinz Weihrich, 1980: 635). According to human relations

management theory, some positive management actions that lead to employee

motivation and improved performance are these:

1. Treating employees as if work is as natural as play or rest.

2. Sharing the objectives towards which their work is aimed.

3. Empowering them to innovate and make as many independent decisions as

they can handle.

4. Training and developing them, increasing their freedom and responsibility as

their capabilities enlarge.

5. Providing appropriate recognition and rewards when they achieve company

goals (Wenger & Snyder, 2000; 12).

Human relations theory advocates the following in order to optimize performance

in organizations;

60

Social functions in organizations should be encouraged in order to create a

favorable environment for employee motivation. The practical consequences of

destroying social functions for individuals in organizations are divorce, crime,

irregular living, resentment and paranoia. Owing to the fact that labor is highly

mobile, the society disintegrates, social functions blur, and, consequently,

individuals become maladjusted. At work, problems of industrial control arise

because the organizations curb craftsmen's/employee initiative and autonomy in the

work place, devalues their intelligence and skill, creates monotonous tasks and as

compensation, offer only money as rewards and salaries. This scenario was aptly

captured by Mayo (1945, p. 10) where he stated that;

“... problems of absenteeism, labor turnover, 'wildcat'

strikes, show that we do not know how to ensure spontaneity

of cooperation; that is teamwork. Therefore, collaboration in

an industrial society cannot be left to chance...”

Human relations theory encourages cooperation and communication among

employees. The single most important discovery of the Hawthorne experiments was

that workers had a strong need to cooperate and communicate with fellow workers.

In Mayo's words (1945; 112), "... the eager human desire for cooperative activity

still persists in the ordinary person and can be utilized by intelligent and

straightforward management." The best vehicle to its achievement was informal

groups (rather than formal work teams), as they provided their members with the

basic needs for communication and cooperation.

61

The Human Relations movement emphasized emotional aspects in human

behavior and still maintained the division of labor between those who planned and

those who executed. Being intellectually conservative, Human Relations advocates

worked from assumptions of underlying employee-employer harmony. They

attributed low productivity and service delivery to the poor communication between

workers and managers, and inadequate attention to the human side of worker. The

latter resulted in a "false consciousness," whereby workers failed to appreciate that

their interests were identical to their managers.

To solve these problems, management of organizations should facilitate the

formation of informal groups and inculcate them as figures of authority (managers

should become culture builders). "... the age-old human desire for persistence of

human association will seriously complicate the development of an adaptive society

if we cannot devise systematic methods of easing individuals from one group of

associates to another," argues Mayo (1945, 81). "Management," he continues, "in

any continuously successful plant, is not related to single workers but always to

working groups." Therefore, a major "preoccupation of management must be that

of organizing teamwork, that is to say, of developing and sustaining cooperation"

Human relations theorists also advocated that managers should learn that

employee’s social needs were no less important than employees’ economic needs

and that the logic of cost efficiency should give some room to the logic of human

62

sentiments. The good manager is the one who is able to blend technical expertise

with social capabilities. The successful manager listens to his employees,

introduces them to their new companions, and tries to get them congenial work

associates (Mayo, 1945;108). Such managers should be able to facilitate the

formation of informal groups and gain the cooperation of their workers (be

accepted as figure heads and leaders) (Mayo, 1945, 9).

Application of Human Relations Theory to the Staff Training and

Development Process in Federal College of Education, Eha-Amufu.

Human Relations theory believed that workers are not just concerned with

money but could be better motivated by having their social needs met whilst at

work. It also focused on managers taking more of an interest in the workers,

treating them as people who have worthwhile opinions and realizing that workers

enjoy interacting together (Yusuf Noah ,2008).

In order to apply this theory, so as to ensure quality staff training and

development, the Federal College of Education, Eha-Amufu needs to understand

the social needs of its staff and that money or financial incentives are not the only

motivational tools that can increases employees performance.

Human relations theory is very important to the development and long term

sustainability of every organization. However, these factors justify the reason for

adopting human relations theory;

63

It focused on the workers in their groups where as modern behavioural

scientists focus on the manager and the management process, Mockler (1970).

It produced a correct and balanced attitude to the personal and social needs

of employees. According to Stoner (1978), human relations theory provided an

improvement on the classical management approach which treated productivity as

merely an engineering problem. It stressed the social needs of workers and proved

that the factory office or shop is not merely a work place but also a safe

environment and this recognition influences both the quality and quantity of work

produced. In addition the theory discovered that in any work situation, there are

informal organizations and informal groups which influences performances and

work productivity.

In the light of all their (human relations theorists) findings, members of this

school according to Zweig (1992), advocates better treatment of subordinates in

the belief that it will lead to greater productivity. This is based on the assumption

that contented employees with high morale will work harder. And indeed common

sense dictates that a terribly unhappy member of staff will not perform or attain

peak productivity.

Human relations theory advocates better communication and open dialogue

from managers accompanied by increased attention to the personal interests and

needs of staff in an organization. According to Mayo (1945; 108) better

64

communication enhances employee motivation and performance. These social

based approaches improve how employees feel about the workplace.

BACKGROUND INFORMATION ON COLLEGES OF EDUCATION IN

NIGERIA

3.10.1 Introduction

Most of Teachers’ Institutions in Nigeria that are today known as Colleges

of Education have experienced one form of transmission or the other in their

proprietorship, supervision, program management, and even in appellation.

According to Lassa (1996) “the oldest of the first generation Colleges started

(from 1960 to 1970) at the inspiration of external aid from the UNESCO to the

Nigerian Government. They were named Advance Teachers Colleges (A.T.C.);

National Technical Teachers Training Colleges (NTTC); which later transformed

into Colleges of Education”.

From 1960 to 1967 the first generation Colleges of Education were

established at Zaria, Kano, Akoka and Adeyemi as part of the second National

Development plan (1975) and endorsed as the necessary foundation for the

National Policy on Education. From 1971 to 1980, following the Federal Military

Governments acceptance of the Ashby Commission recommendation, the second

generation Colleges were established at Kontagora, Gombe , Okene, Katsina,

Abeokuta, Yola, Oyo (Special) and Pankshin. From 1981 to 1990 third generation

65

Federal Colleges of Education were established at Obudu, Asaba, Omoku,

Umunze, Bichi, Gusau, Potiskum and Ilorin (Military). Between 1979 and 2008,

when there was civilian administration, some states passed laws establishing State

Colleges of Education. In particular, the Federal College of Education (Technical)

Potiskum was established along with five others in the Third generation Colleges

by the Federal Government Decree No.4 as contained in the extraordinary official

gazette of the Federal Republic of Nigeria No.14 Volume 73, dated 21st March,

1986 (NCCE,1996:4).

There are eighty five (85) Colleges of Education in Nigeria, comprising

twenty (21) Federal; forty two (42) state owned; twenty one (21) private; and one

(1) Military. This figure could further be sub-stratified into the following table.

STRATIFICATION OF NIGERIAN COLLEGES OF EDUCATION

Table 1

Proprietors

of Colleges

of

Education

Conventional Technical Special Religious Total

Fed. Govt. 12 8 1 - 21

State Govt. 40 2 - - 42

Military 1 - - - 1

Private 12 - - 9 21

GRAND

TOTAL

65 10 1 9 85

Source: Nigeria Colleges of Education at a glance, 2008

The Phenomenal growth in the number of Colleges of Education easily

points to the importance accorded to higher teacher education in Nigeria.

66

3.10.2 The Structure and Management of Nigerian Colleges of Education

Nigerian Colleges of Education were brought into existence either by means

of Military decrees or by acts of parliament. The laws establishing all the Federal

Colleges of Education provides a Governing Council; Membership; Tenure and

Powers of the Council; The Academic Board and its functions; Powers of Minister

to give directions to the Council; the Provost; the Registrar and other staff.

a) The Governing Council

The Governing Council is the body of the College which plans all activities,

programs of studies, courses, research; annual estimates and investment

plans of the College. It consists of the Chairman. The Director-general (or

his representative) of the Federal Ministry of Education; a representative of

the Nigerian Society of Engineers; a representative of the National

Commission for Colleges of Education; six persons of note in the areas of

Science and Technology.; a representative of the alumni association of the

College; a representative of the Academic Board of the College; a

representative of the Armed Forces; and the Provost of the College. The

Council can amend the statutes of the College, manage and regulate the

finances, accounts, investment and property of the College, provide or

approve the provision of building and equipment, appoint and discipline

staff. In performing most of these functions, the Council appoints advisory

67

Committees on such matters including Finance and General Purposes

Committee, Appointment and Promotions Committee, staff Disciplinary

Committee and the like.

(b) The Academic Board

The Academic Board is the most powerful academic body of the

College. It consists of the Provost, all Heads of Departments, the College

Librarian, and not more than two members of academic staff other than

heads of Departments. The Board is responsible for the direction and

management of academic matters of the College including the regulation of

admission of students, the award of certificate. Scholarships, prizes and

other academic distinctions making periodic reports and such academic

matters to the Council as the Council may from time to time direct, and

discharging any other functions which the Council may from time to time

delegate to it.

c. The Provost

The most important person both as an executive and academic leader

is the Provost. He is charged with general responsibility or matters relating

to the day to day management operations of the College. He advises the

Council on matters of policy, finance and administration of the College. He

68

ensures that efficiency is maintained, and regulations are enforced to

maintain good order.

d. The Registrar

The Registrar is the Chief Administrative Officer of the College. He

is responsible for keeping all the records and conducts the correspondence of

the Council. The Registrar is also the Secretary to the Council, the

Academic Board and any Committee of the Council.

It is important to note that the primary vehicle of administration in the

Colleges of Education is the Committee system. This management system is

used for administering the College on the democratic principles. The central

idea is to reduce red-tapism resulting from the centralized activities of the

large and complex administrative structures of the Colleges to make them

more responsive to the challenges of the time.

Table 2

ADMINISTRATIVE STRUCTURE OF COLLEGES OF

EDUCATION

Governing Council

Academic Board

Management

Provost

69

Deans of Schools Registrar, Bursar,

Librarian, Head of

Works & Maintenance

Heads of Departments Senior, Intermediate,

Junior Staff

Lecturers

Source: Federal Government Decree No.4 of 1986

3.10.3 AN OVERVIEW OF FEDERAL COLLEGE OF EDUCATION,

EHA-AMUFU ADMINISTRATION

3.10.4 Historical Background of the College

The defunct Anambra State House of assembly passed the law establishing

the College of Education, Eha-Amufu on 21st February 1981. The College

functioned under that law until 1993. The Federal Government of Nigeria vide

decree No. 34 of 4th May, 1993, established the Federal College of Education,

Eha-Amufu upon the demise of the state college of education. Function

To provide full-time in teaching, instruction and training;

i. In technology, applied science, commerce, arts, social science, humanities and

management, and

70

ii. In such other fields of applied learning relevant to the needs of the development of

Nigeria in areas of industrial and agricultural production and distribution and for

research in the development and adaption of techniques as the Council may from

time to time.

To conduct courses in education for qualified teachers;

To arrange conferences, seminars and workshops relative to the fields of learning

specified in paragraph (a) of this section; and;

To perform such other functions as in the opinion of the council may serve to

promote the objectives of the College.

The College admitted its 197 pioneer students and took off in October 1981. Today

the College has a student population of about 4,500 made up of regular and

sandwich students (fce-ehamufuportal.com/index.php/historyofFCEEha-amufu).

Following the creation of states in 1991, Enugu State Government inherited

the college from former Anambra State Government. In April 1993, the Federal

Government of Nigeria established a new Federal College of Education out of the

College of Education Eha-Amufu, Enugu State.

The aims and objectives of the College, in specific terms are to:

(i) Contribute significantly to meeting in numerical terms the

recurrent and expanding needs of the 6-3-3-4 system of

Education for Pre-vocational and Vocational Teachers:

(ii) Epitomize a strong tradition of excellence in teaching,

functional or job oriented research activities, scholarship,

71

institutional organization and management and community

related services.

(iii) Impart to the students the occupational knowledge and skills

needed for the teaching of technology relevant to the Nigerian

economy as well as develop their capacities for rational self

management;

(iv) Foster national ideals in social organization and relations within

their academic communities;

(v) Inculcate in the students the ideals of life-long and of

“complete man” education;

(vi) Produce professionally competent pre-vocational teachers who

are imbued with the sense of human worth, the values of work

in the transformation of human life and human environment,

and with the zeal and knack for nation building through

education.

College Motto

DISCIPLINE, KNOWLEDGE and DEVOTION.

Discipline is the systematic training, exercise, development and control of the

mental and physical faculties. Its orderliness of behavior, submission to properly

instituted authority and respect from human dignity.

Knowledge is the fulcrum of progress. It is power, it is comprehension;

72

understanding; perception; learning; a body of facts known or ascertained by study.

It connotes and denotes human personality.

Devotion is unswerving adherence, zealous and contentious attachment to duty or

moral obligation. It is strong affection, unselfish attachment and self-surrender to a

cause. Adherence to the motto of the Federal College of Education, Eha-Amufu,

makes a complete man.

3.10.5 Principal Officers of the College

There are four Principal Officers in the College; these are the

Provost, the Registrar, the Bursar and the Librarian.

(i) The Provost

The provost takes precedence before all other members of the College. He

has the general function, in additional to any other function conferred on him

by the Decree or otherwise, of directing the activities of the College, being

the Chief Executive of the College and Academic officer of the College. He

is the Chairman of the Academic Board and subject to the direction of the

Council he maintains efficiency, general discipline, and enforces College

legislation and regulations etc.

The Provost is appointed and or removed from office by the Head of

State after consultations with the College Council. He holds office for four

73

years in the first instance and is eligible for re-appointment for a second term

of your years.

(ii) The Registrar

The Registrar is the Chief Administrative officer of the College and is

responsible to the Provost for the day to day administrative work of the

College except as regards matters for which the College Bursar is

responsible. The Registrar, by virtue of the provision of the Decree is the

Secretary of the Council, the Academic Board, and all other standing

committees.

iii) The Bursar

The Bursar is the Chief Financial Officer of the College and is

responsible to the Provost for the day to day administration and control of

the financial affairs of the College.

iv) The Librarian

The Librarian is responsible to the Provost and for the administration

of the College Library and the co-ordination of all Library services in the

College.

3.10.6 The Organizational Structure and Functions of the Registry

Department

74

The Registry Department is the main custodian of the laws, statutes

and other approved policies of the College. The Department is vested with

the responsibility of advising the governing bodies of the College on all

policy matters in order to ensure smooth and efficient administration. It also

ensures the implementation of all policies approved at the Council or

Academic Board meetings.

Of particular interest to this research is the fact that the Registry

department handles the administration and implementation of all policies

relating to staff training and development. Although, there is no specific

unit handling staff training, however, it is the establishment division of the

Registry department that supervises the training programs of the College.

Generally, the Registry department is organized into divisions, units

and sub-units headed by a battery of staff who are responsible to the

Registrar. The various divisions and unit heads ensure that the work in their

areas of responsibility is primarily organized, effectively coordinated and

supervised, and efficiently carried out.

The Registry Department has four main divisions namely: The

Registrar’s office, the Academic Division, the Establishment Division and

the Student Affairs Division.

75

(i) The Registrar’s Office

The Registrar’s office is responsible for the general co-ordination and

supervision of the main schedules of the Department, and the

implementation of College policy. It is also in charge of the

conditions of service of staff.

The Council and general administration unit is responsible to

the Registrar for secretarial services to the Council and its

committees.

(ii) The Academic Division

The division is responsible for the secretarial services to the Academic

Board and its specified committees. It liaises with Schools with

regard to Academic Board business, and the supervision of

Admissions and examinations. It is also responsible for records of

Examinations, organizing, administering and conducting examinations

and admissions respectively. The division also handles the

registration and matriculation of students, certification and academic

transcripts.

(iii) The Establishment Division

The Establishment Division is responsible to the Registrar for all

establishment matters connected with all staff which include

76

advertisement of vacant posts, processing of applications, liaison with

eternal agencies, arranging for interviews, letter of appointment,

contract of appointment, confirmation and termination of

employment, promotion, salary review, annual leave, study leave,

leave of absence, sick leave, sponsorship, staff training schemes, loans

and advances, housing and staff welfare.

(iv) Students Affairs Division

This is a division saddled with the responsibility of coordinating

policies relating to Student Affairs and welfare in the College including

regulations governing students conduct, the Students Union and other

activities such as students associations, hostel accommodation etc.

The Division is also responsible for the secretarial services to the

Students Disciplinary Committee, the Sexual Harassment Committee and the

College Students Magazine.

3.10.7 Staff Training and Development in College and other Processes

The Federal College of Education, Eha-Amufu identifies with the fact that

“manpower development is one of the foremost approaches for achieving

efficiency in any organization. Therefore, it is imperative that the institution after

77

identifying its needs should prescribe a suitable program for training its staff for

maximum contributions to the development and progress of the institution. “

As a matter of policy, staff development should be geared toward the

achievement of the aims of the institution. This is to effectively promote

professional/technological/educational training in support of manpower

development for the College. Thus priority should be given to the sponsorship of

programs which will enable staff contribute more effectively to the success of the

institution.

The exercise for the award of study fellowship normally begins with a

circular from the registrar through the establishment division to the various

Schools and Departments calling for their areas of needs in staff training and

development and staff employment. The establishment unit then collates all the

submissions and tables them through memoranda to the College Management

Committee for further deliberations. The approval for vacancies for study

fellowship is based on:

i) The need to acquire a higher degree or professional, technical, or

administrative competence appropriate to the nature of employment of

the staff in the College.

ii) The availability of another staff to handle the schedules that may

otherwise be vacant.

78

The Establishment Division then conveys the approved vacancies to the

various Schools and departments. Interested members of staff who fall within

the field, level of degree to be pursued, and the availability of another officer(s)

to handle their schedules must secure admission in any Nigerian University

before the Dean/Head of Department makes his/her recommendation to the

Registrar for the study fellowship.

Since the College is yet to have a staff training and development unit, the

Establishment Division also takes care of all subsequent communications on

supervision of and all other matters relating to study fellowship. The division

also implements the training policies and programs of the College on behalf of

the Registrar who is the Chief Personnel and administrative officer of the

College.

The duration of the award of study fellowship is for the exact duration of

the course, where the duration does not exceed twelve months. Where it

exceeds twelve months, the study fellowship is awarded for twelve months in

the first instance, to be extended subject to good recommendations from the

appropriate authorities where the trainee is being trained.

Only members of staff who have been in the service of the College for an

unbroken period of not less than two sessions shall be eligible to be considered

for training. However, where it is considered in the interest of the College, a

79

member of academic staff could be granted the study fellowship after serving

for one year from the date of appointment.

3.10.8 General Conditions Governing Study Fellowship

The following, among others, are the conditions governing staff fellowship:-

i) Every member of staff granted study leave, with pay, shall be

requested to give an undertaking or to enter into bond to return to the

services of the College immediately upon the completion of the course

or program for which the leave is granted.

ii) The period of bond shall be at the rate of twice the period of the

relevant study fellowship, subject to a maximum bond period of five

years, and on such other terms and conditions as shall be specified in

an agreement to that effect.

iii) If a member of staff fails to return to duty on the completion of the

study fellowship, he shall be liable to have his appointment

terminated; and thereupon he shall be liable to refund to the College

the salary paid to him during the period of absence on the said leave,

together with any allowance or other costs certified by the Bursar as

having been incurred by the staff concerned during the said period.

80

iv) An employee on study fellowship shall not change the course, place or

institution for which the leave was granted without the prior approval

of the College. Failure to comply with this condition shall constitute

misconduct and shall render the staff liable, among other things to the

withdrawal of the study fellowship.

81

CHAPTER FOUR

4.0 DATA PRESENTATION

4.1 INTRODUCTION

The major tool of this research, as reflected in the introductory

Chapter is the questionnaire. They were personally administered on the

senior staff of the College. In all, a total of 173 questionnaires were

administered to senior staff of the College was returned.

Simple percentages were used to interpret all the research findings. It is

assumed that the assessment of the goals, achievements, problems and

prospects of the staff training programme of the College would manifest

through the pattern of the responses of the senior staff to the items in the

questionnaire. The following variables made up the evaluation of the staff

training and development programme of the College.

(i) What motivated the staff to join the service of the College?

(ii) Assessment of the correlation between the staff training

programme of the College and the possibility for the

amelioration of staff shortages:

(iii) The extent to which the training received by the senior staff had

increased their productivity.

82

(iv) Staff assessment of the College regulations governing

attendance of conferences, seminars, and workshops as a means

of further training of senior staff.

(v) How conversant the staff are with the role education has to play

towards achieving the Nigerian Vision 20: 2020.

4.2. Data Presentation (N=173)

4.2.1 Assessment of the Reason (s) to join the services of the College

4.2.1.1. Question: Why did you join the services of the College?

Table 4.1

Response Frequency Percentage

Personal Interest 11 6.4

Close to home 21 12.1

Further training 90 52

Stepping Stone 15 8.7

No other Alternative 28 16.2

Good conditions of

service

5 2.9

Other things 3 1.7

Total 173 100

Source: Research, 2011.

Responses of the respondents show that 11 (or 6.4%) were influenced by

personal interest in the profession; 21 (or 12.1%) were influenced by the

desire to work closer to home: 90 (or 52%) were influenced by the

opportunity for further training; 15 (or 8.7%) saw the College as a stepping

83

stone to another job; 28 (or 16.2%) joined the College because they had no

alternative jobs, 5 (or 2.9%) were influenced by the good conditions of

service, while 3 (or 1.7%) were influenced by other things.

4.2.2 Staff Training Opportunity and Motivation

4.2.2.1 Question: How would you rate the present training opportunities

available to members of senior staff of the College?

Table 4.2

Response Frequency Percentage

Adequate 109 63.0

Inadequate 57 33.0

Undecided 7 4.0

Total 173 100

Source: Research, 2011.

Majority of the respondents 109 (or 63%) indicated that the opportunities to

members of senior staff of the College are adequate, and 57 (or 33%) of the

respondents felt that the opportunities are inadequate, while 7 (or 4%) were

undecided.

84

4.2.2.2 Question: Is there any positive correlation between your continued stay

with the College and a possibility for further training?

Table 4.3

Response Frequency Percentage

Agreed 72 41.6

Strongly Agreed 64 37.0

Disagreed 17 9.8

Strongly Disagreed 14 8.1

Undecided 6 3.5

Total 173 100

Source: Research, 2011.

72 or (41.6%) of the respondents agreed, and 64 (or 37%) strongly agreed

that there is a positive correlation between the continued stay with the

College and prospects for further training. 17 (or 9.8%) of the respondents

and 14 (or 8.1%), however, felt that such prospects for further training did

not influence their continued stay with the College respectively. 6 (or 3.5%)

were undecided.

4.2.2.3 Question: In your opinion is there a positive correlation between staff

training and motivation?

85

Table 4.4

Response Frequency Percentage

Agreed 66 38.2

Strongly Agreed 70 40.5

Disagreed 12 6.9

Strongly Disagreed 21 12.1

Undecided 4 2.3

Total 173 100

Source: Research, 2011.

66 (or 38.2%) 0f the respondents agreed, and 70 (or 40.5%) of the

respondents strongly agreed that there is a positive correlation between staff

training and motivation. 12 (or 6.9%) of the respondents disagreed, and 21

(or 12.1%) of the respondents strongly disagreed that staff training may not

necessarily correlate with motivation. Meanwhile, 4 (or 2.3%) of the

respondents were undecided.

4.2.2.4. Question: which of the following do you regard as the highest factor

of motivation in your career with the College?

86

Table 4.5

Response Frequency Percentage

Promotion 34 19.7

Training 21 12.1

Pay package 17 9.8

Job satisfaction 82 47.4

Inclination to teach 8 4.6

Research facilities 11 6.4

Total 173 100

Source: Research, 2011.

Response to the question on what staff regard as the highest factor of motivation in

their career with the College showed that 34 (or 19.7%) respondents regarded

promotion prospects as the highest factors of motivation with the College; 21 (or

12.1%) regarded training opportunities as the highest factors; while another 17 (or

9.8%) felt that the pay packet increase was the highest motivation factor; 82 ( or

47.4%) felt that job satisfaction was the highest factor of motivation; and another 8

(or 4.6%) regarded inclination to teach as the highest factor. 11 (or 6.4%) felt that

adequate research facilities was their motivation factor.

4.2.3 Staff Training and Manpower Development

87

4.2.3.1. Question: In your opinion is staff training important in College

development?

Table 4.6

Responses Frequency Percentage

Very Important 83 48.0

Important 50 28.9

Less Important 23 13.3

Not Important 17 9.8

Total 173 100

Source: Research, 2011.

Response to whether staff training is important in College development,

showed that 83 (or 48%) adjudged that it is very important to College

development, 50(or 28.9%) believes its important, 23 (or 13.3%) says its less

important while 17 (or 9.8%) said it is not important.

4.2.3.2. Question: Do you believe that the training you received had motivated

you to stay on your job in the College?

Table 4.7

Response Frequency Percentage

Yes 123 71.1

88

No 39 22.5

Undecided 11 6.4

Total 173 100

Source: Research, 2011.

Response to the question as to whether or not staff were motivated to stay on

their jobs by the training they received showed that 123 (or 71.1%) of the

respondents were motivated by the training they received to stay on their

jobs, while 39 (or 22.5%) of the respondents were not motivated to stay on

their jobs because of the training they received. 11 (or 6.4%) were

undecided.

4.2.3.3 Question: Through what method do you think the College can best

retain its staff and thereby ameliorate its staffing problems?

Table 4.8

Response Frequency Percentage

Improved Work condition 80 46.2

Training & Development 56 32.4

Salary increment 13 7.5

Academic facilities 19 11.0

Research facilities 5 2.9

89

Total 173 100

Source: Research, 2011.

As a corollary to the foregoing responses, 80 (or 46.2%) of the respondents

indicated that the best method through which the College could retain its

staff is by improving the conditions service of staff. 56 (or 32.4%) felt the

College could retain its staff through its staff training and development

programme; only 13 (or 7.5%) respondents indicated salary increment as the

best method of staff retention. 19 (or 11%) indicated that provision of

adequate academic facilities was the best method to retain staff, while 5 (or

2.9%) feels that adequate provision of research facilities is the best method

to retain staff.

4.2.3.4 Question: To what extent do you think the College has succeeded in

meeting its manpower requirements through its staff training and

development programme?

Table 4.9

Response Frequency Percentage

Above Average 49 28.3

Average 19 11.0

Below Average 95 54.9

Failed 10 5.8

90

Total 173 100

Source: Research, 2011.

Staff assessment of the extent to which the College had succeeded in

meeting its manpower requirements through staff training and development

indicated that 49 (or 28.3%) of the respondents believed that the

requirements had been met to a high extent. 19 (or 11%) believes its average

while 95 (or 54.9%) of the respondents felt that the College had met its

requirements through its training programme only to a low extent; while 10

(or 5.8%) felt that the requirements had not been met at all.

4.2.4 Staff Training and Productivity

4.2.4.1 Question: What was the condition under which you attended the

course?

Table 4.10

Response Frequency percentage

Leave without Pay 13 7.5

Study Fellowship 46 26.6

Government aid 92 53.2

Work study leave 22 12.7

Total 173 100

Source: Research, 2011.

Response to which condition under which staff attended courses indicated

that 13 (or 7.5%) respondents went on study leave without pay; 46 (or

26.6%) respondents indicated that they went on study fellowship; 92 (or

91

53.2%) respondents went on Federal Government aid; and 22 (or 12.7%)

respondent went on work study leave.

4.2.4.2 Question: Do you think you have been adequately prepared for your job

by the training you received?

Table 4.11

Response Frequency Percentage

Agreed 78 45.1

Strongly agreed 65 37.6

Disagreed 15 8.7

Strongly disagreed 9 5.2

Undecided 6 3.4

Total 173 100

Source: Research, 2011.

Response to whether the additional training received by the senior staff had

adequately prepared them for their jobs indicated that 78 (or 45.1%) of the

respondents had agreed so, 65 (or 37.6%) strongly agreed. 15 (or 8.7%)

disagrees and 9 (or 5.2%) strongly disagreed that they had been adequately

prepared for their jobs by the training they received. However, 6 (or 3.4%)

of our respondents were undecided.

92

4.2.4.3 Question: Did the training you received increase your productivity?

Table 4.12

Response Frequency Percentage

Yes 103 59.5

No 58 33.5

Undecided 12 7.0

Total 173 100

Source: Research, 2011.

In terms of quantitative increase in staff productivity, 103 (or 59.5%) of the

respondents said that the training they received had increased their

productivity in terms of research undertakings; 58 (or 33.5%) of the

respondents felt that the training they received did not increase their

productivity in terms of research undertakings. 12 (or 7%) were undecided.

4.2.4.4. Question: Have you received any merit productivity award after your

training?

Table 4.13

Response Frequency Percentage

Received 28 16.2

Not received 145 83.8

Total 173 100

Source: Research, 2011.

93

Staff assessment on whether they had received any (College) productivity

merit award indicated that 28 (or 16.2%) of the respondents had received a

productivity merit award; while 145 (or 83.8%) respondents indicated that

they had not received any College productivity merit award.

4.2.4.5. Question: Do you think the additional training your received had a

positive bearing on the overall performance in your job?

Table 4.14

Response Frequency Percentage

Yes 98 56.6

No 63 36.4

Undecided 12 7.0

Total 173 100

Source: Research, 2011.

Majority of our respondents, 98 (or 56.6%) indicated that the additional

training they received had positive bearing on the overall performance of

their jobs, while 63 (or 36.4%) did not believe that the training they received

had any positive bearing on the overall performance of their jobs. However,

12 (7%) were undecided.

94

4.2.5. Conference/ Seminars Attendance and Staff Training

4.2.5.1. Question: Have you had the opportunity to attend any conference,

seminar or workshops sponsored by the College?

Table 4.15

Response Frequency Percentage

Had opportunity 151 87.3

No opportunity 22 12.7

Total 173 100

Source: Research, 2011.

This question sought to find out if staff had any opportunity to attend

College sponsored conference, seminar, or workshop. The result showed that

151 (or 87.3%) of the respondents indicated that they had the opportunity to

attend conference and workshops sponsored by the College, while 22 (or

12.7%) respondents indicated that they had not had the opportunity to attend

College sponsored seminars and workshops.

4.2.5.2 Question: Do you think that such conferences, seminars and workshops

can increase the intellectual development and productivity of members of

staff?

95

Table 4.16

Response Frequency Percentage

Agreed 104 60.1

Strongly agreed 40 23.1

Disagreed 21 12.1

Strongly disagreed 6 3.5

Undecided 2 1.2

Total 173 100

Source: Research, 2011.

104 (or 60.1%) agreed and 40 (or 23.1%) strongly agreed that attendance of

conferences and workshops could increase their intellectual development

and productivity. 21 (or 12.1%) of the respondents disagreed, while 6 (or

3.5%) strongly disagreed that attendance of conferences and workshops

could increase their intellectual development and productivity. 2 (or 1.2%)

were undecided.

4.2.5.3 Question: Are you satisfied with the College’s regulations governing

sponsorship of staff to such conferences and workshops?

Table 4.17

Response Frequency Percentage

96

Satisfied 120 69.4

Not satisfied 53 30.6

Total 173 100

Source: Research, 2011.

Some 120 (or 69.4%) of the respondents were satisfied with the

College’s regulations governing sponsorship of staff to conferences and

workshops, while 53 (or 30.6%) were not satisfied.

4.2.5.4. Question: Was there any conference, seminar or workshop you had

wanted to attend but could not do so because of lack of sponsorship?

Table 4.18

Response Frequency Percentage

Yes 80 46.2

No 93 53.8

Total 173 100

Source: Research, 2011.

Further to the foregoing data, some 80 (or 46.2%) of respondents

indicated that there were some conferences, seminars, or workshops that

they had wanted to attend but could not do so because of lack of sponsorship

by the College, while 93 (or 53.8%) indicated a contrary answer.

97

4.2.5.4 Question: To what extent has the College succeeded in meeting its

manpower requirements through its staff training development program?

Table 4.19

Response Frequency Percentage

Great extent 18 10.4

Little extent 89 51.4

Zero extent 39 22.5

Undecided 27 15.6

Total 173 100

Source: Research, 2011.

Response to the extent to which the College succeeded in meeting its

manpower requirements through its staff training development program

showed that 18 (or 10.4%) of the respondents indicated that the regulations

had been effectively implemented to a great extent, while 89 (or 51.4%) of

the respondents indicated that the regulations were implemented only to a

little extent, and another 39 (or 22.5%) respondents indicated that the

regulations were not effectively implemented at all. However, 27 (or 15.6%)

were undecided.

4.2.5.5 Question: Would you rather resign your appointment with the College if

training opportunities are restricted for you by the College?

98

Table 4.20

Response Frequency Percentage

Would Resign 11 6.3

Would not resign 152 87.9

Undecided 10 5.8

Total 173 100

Source: Research, 2011.

Response as to whether staff members would rather resign their appointment with

the College if training opportunities were restricted indicated that 11 (or 6.3%)

respondents would rather resign their appointments, and 152 (or 87.9%)

respondents indicated that they would not resign, while 10 (or 5.8%) were

undecided.

4.2.5.7 Question: If no, what could be your motivating factor behind your

decision to stay with the College even if training opportunities are

restricted?

Table 4.21

Response Frequency Percentage

No alternative job 17 9.8

Job satisfaction 97 56.1

Pay package 47 27.2

Bond period 12 6.9

99

Total 173 100

Source: Research, 2011.

Various responses by staff indicated that 17 (or 9.8%) respondents stayed

with the College because there were no alternative jobs, 97 (or 56.1%)

respondents indicated that the main factor of motivation was job satisfaction,

while 47 (or 27.2%) respondents indicated that their main motivation was

the pay package, 12 (or 6.9%) indicated that they are staying behind to serve

the bond period.

4.2.6 How conversant the staff are with the role education has to play

towards achieving the Nigerian Vision 20: 2020.

4.2.6.1 Question: Have you heard of the Nigerian Vision 20: 2020?

Table 4.22

Response Frequency Percentage

Yes 172 99.4

No 1 0.6

Total 173 100

Source: Research, 2011.

From the responses of our respondents, we gathered that majority of them, with

172 (or 99.4%) have heard about the Nigerian vision 20:2020 through mass media,

friends, colleagues, seminars, conferences, etc. but 1 (or 0.6%) of the respondents

indicated that they have not heard of it.

100

4.2.6.2 Question: If yes, are you aware of the role education plays

towards achieving the vision?

Table 4.23

Response Frequency Percentage

Aware 119 69.2

Not aware 53 30.8

Total 172 100

Source: Research, 2011.

Out of the 172 of the respondents who have heard about the Nigerian

vision 20:2020, 119 (or 69.2%) indicated that they are aware of the role

education plays towards achieving the Nigerian vision 20:2020, while 53 (or

30.8%) are not aware of the role.

4.2.6.3 Question: In your own opinion, how would you rate the efforts of the

college in playing this role.

Table 4.24

Response Frequency Percentage

High 18 10.4

Average 12 6.9

101

Low 120 69.4

Undecided 23 13.3

Total 173 100

Source: Research, 2011.

The question was posed in order to get the opinion of the respondents on how far

the college has gone, with respect to the role it has to play towards achieving the

educational needs of the Nigerian Vision 20:2020. In their ratings, 18 (or 10.4%)

rated the college’s effort high, 12 (or 6.9%) rated the college’s effort on the

average. 120 (or 69.4%) rated its effort low, while the majority of the

respondents, representing 23 (or 13.3%) were undecided.

4.2 Findings

Every good research work looks forward to obtaining valid results. In

chapter two of this work, four hypotheses were posited with a view to appraise the

staff training and development scheme towards achieving Nigeria’s vision

20:2020, using Federal college of Education Eha-Amufu as a case study.

4.2.1 Hypothesis (a);

That a carefully planned and skillfully executed staff training and development

programme is a veritable means of attracting and retaining staff in the College.

The null and alternative hypotheses are as follows:

102

Ho: That a carefully planned and skillfully executed staff training and

development programme is a veritable means of attracting and retaining staff in the

College.

Hi : That a carefully planned and skillfully executed staff training and development

programme is not a veritable means of attracting and retaining staff in the College.

In order to test the above hypothesis, question 1 was posited in the questionnaire

which states thus: Why did you join the services of the College?

Response Frequency Percentage

Personal Interest 11 6.4

Close to home 21 12.1

Further training 90 52

Stepping Stone 15 8.7

No other Alternative 28 16.2

Good conditions of

service

5 2.9

Other things 3 1.7

Total 173 100

Source: Research, 2011.

The data obtained from the questionnaires, as indicated above, table 4.1 showed

that the hope of training opportunities in the College was a major factor of

attraction for most of the senior staff who joined the services of the College. The

data showed that 52% of the respondents joined the services of the College on

account of possibility for further training in the College.

103

Decision Rule: we accepted the null hypothesis which states that a carefully

planned and skillfully executed staff training and development programme is a

veritable means of attracting and retaining staff in the College.

4.2.3 Hypothess (b)

That there is a positive correlation between staff training and staff

productivity in Federal College of Education, Eha-Amufu.

Null hypothesis (Ho): There is a positive correlation between staff

training and staff productivity in Federal College of Education, Eha-

Amufu.

Alternative hypothesis (Hi): There is a no positive correlation between

staff training and staff productivity in Federal College of Education,

Eha-Amufu

In order to test the above hypothesis, question 3 was posited in

the questionnaire which states thus: Is there any positive correlation

between your continued stay with the College and a possibility for

further training?

Response Frequency Percentage

Agreed 72 41.6

104

Strongly Agreed 64 37.0

Disagreed 17 9.8

Strongly Disagreed 14 8.1

Undecided 6 3.5

Total 173 100

Source: Research 2011

Table 4.4

Response Frequency Percentage

Agreed 66 38.2

Strongly Agreed 70 40.5

Disagreed 12 6.9

Strongly Disagreed 21 12.1

Undecided 4 2.3

Total 173 100

Source: Research, 2011.

The data obtained from the questionnaire as showed in table 4.3

showed that 41.6% and 37% of the respondents indicated that there is a

positive correlation between staff training and staff productivity in

Federal College of Education, Eha-Amufu.

105

Another 38.2% and 40.5%, agreed and strongly agreed in table

4.4 above, had equally indicated that there is positive correlation

between staff training and motivation.

Decision Rule: Since the majority of our respondents indicated that there is a

positive correlation between staff training and staff productivity in the College, we

therefore accepted the null hypothesis and rejected the alternative hypothesis.

4.2.4 Hypothesis (c)

That in as much as staff training is very important in manpower

development, it is not actually a remedy for staff shortage in the College.

The null and alternative hypotheses are as follows:

Ho: That in as much as staff training is very important in manpower

development, it is not actually a remedy for staff shortage in the College.

Hi: That in as much as staff training is very important in manpower

development, it is actually a remedy for staff shortage in the College.

In order to test this hypothesis, the question 7 was put forward which

states thus: Do you believe that the training you received had motivated

you to stay on your job in the College?

Table 4.7

Response Frequency Percentage

106

Yes 123 71.1

No 39 22.5

Undecided 11 6.4

Total 173 100

Source: Research, 2011.

Data collected on that aspect of the questionnaire indicated that, 71.1% of

the respondents to question 4.2.3.2. indicated that the additional training they

received was a motivating factor for their continued stay with the College. It is

worthy to note that while perception of a possibility for further training had

encouraged a majority of the respondents to stay with the College, 46.2% felt the

best method was through improvement in their conditions of service as shown in

response to question 4.2.3.3 and table 4.8 above.

Furthermore, when the respondents were asked to indicate the extent to

which the College had succeeded in meeting its manpower requirements through

its staff training and development programme (table 4.19), 10.4% indicated that it

was met to a great extent; while 51.4% respondents indicated that it was met only

to a little extent; and 22.5% felt that the College did not met the requirements

through its training programme at all.

Decision rule: We therefore accept the null hypothesis that: thus, although

staff training is an essential ingredient in the development of manpower, it was not

107

necessarily a panacea for senior staff shortage, especially academic staff the

College.

4.2.5 Hypothesis (d)

That staff training and development is a sine quo non for achieving the

educational target of the Nigerian Vision 20: 2020.

The null and alternative hypotheses are as follows:

Ho: That staff training and development is a sine quo non for achieving the

educational target of the Nigerian Vision 20: 2020.

Hi: That staff training and development is not a sine quo non for achieving

the educational target of the Nigerian Vision 20: 2020.

Question 6 in the questionnaire was meant to get the respondents opinion on

the importance of staff training to the college development and by extension,

the vision 20:2020 which states thus: In your opinion is staff training

important in College development?

Table 4.6

Responses Frequency Percentage

Very Important 83 48.0

Important 50 28.9

Less Important 23 13.3

Not Important 17 9.8

Total 173 100

Source: Research, 2011.

108

Data collected on that aspect of the questionnaire indicated that, about 76.9%

of the respondents believe that staff training is off high importance to the

college and by extension, achieving the Nigerian vision 20:2020.

Decision rule: This is evident in the responses of our respondents, with regards to

the importance of staff training and development. We therefore accept the null

hypothesis that staff training and development is a sine quo non for achieving the

educational target of the Nigerian Vision 20: 2020.

Suggestions and General Comments on the College’s Senior Staff Training

and Development Programme.

Most of the members of staff rated the staff training program as adequate,

however, 160 (or 92.5%) of respondents commented on some specific

aspects of the College’s staff training and development programme hinged

their comments on the low rate paid as book, research, and project

allowances to members of staff on training, especially against the backdrop

of the new funding of staff training introduced by the Educational Trust

Fund (ETF): 77 (or 44.5%) of the respondents commented on the need to

include other fields apart from Science and Technology among those going

for studies abroad. Another 61 (or 35.3%) of the respondents commented on

the need to pay all relevant allowances to those on training en-bloc. 87 (or

109

50.3%) of the respondents commented on the need for the College to pay all

other allowances that accrued to members of staff on time, 129 (or 74.6%) of

the respondents commented on the need for the College to increase staff

training and development vacancies.

Training Benefits

A member of staff granted study fellowship for a period not exceeding

three years shall be entitled to the following benefits:-

i) His full salary

ii) Course allowance

iii) Book allowance

iv) Car basic allowance if he continues to own a car

v) Housing allowance if he was in receipt of such allowance before

proceeding on leave and he is accompanied by his family.

S/N - SCHOOL CODE - SCHOOL NAME

1. - SASS - SCHOOL OF ARTS & SOCIAL SCIENCES

2. - SS - SCHOOL OF SCIENCES

3. - SL - SCHOOL OF LANGUAGES

4. - SVE - SCHOOL OF VOCATIONAL EDUCATION

5. - SE - SCHOOL OF EDUCATION

110

Table

SENIOR STAFF TRAINED FROM 2009 TO 2011

SCH/DEP

T

PhD Masters Degree HND TTTP PGD TTC

S.A.S.S 8 37 2 11 - 12 -

S.S 6 40 - 3 - 3 -

S.L 7 18 1 - - 6 -

S.V.E 2 19 - - - 4 -

S.E 4 29 2 5 - 2 -

PROVOST

OFFICE

- 3 3 4 - - -

REG.

DEPT

2 5 9 10 - 3 -

BURSAR

Y

1 1 1 4 - - -

WORKS - 2 - 2 - - -

LIBRARY 2 11 - 1 - - -

TOTAL 32 165 18 40 - 30 -

Key:

1. PhD - Doctors of Philosophy

2. TTTP - Technical Teachers Training Program

3. PGD - Post Graduate Diploma

4. HND - Higher National Diploma

5. TTC - Technical Teachers Certificate

Source: Establishment Division, Registry Department, Federal College of

Education, Eha-Amufu.

There are some inadequacies especially in terms of financial benefits

that accrue to study fellows. For instance, the lack of sponsorship of

candidates on study fellowship or conferences, seminars and symposium

which are considered as part of a trainees’ learning process. Others are the

111

course and book allowance which are considered inadequate relative to the

requirements of Post-Graduate training.

This notwithstanding, the College had made a relative achievement in

its training endeavors. There are now up to 129 academic staff and 68 Non-

academic staff with Doctors of Philosophy and Masters Degrees.

Expectedly, the College expects reasonable rate of return in the form

of improved performance of trained staff and the amelioration of its staffing

problems. This research therefore sets out to find the extent to which the

College has been able to achieve these objectives.

Our first hypothesis was aimed at investigating if a carefully planned and skilfully

executed staff training and development program is a veritable means of attracting

and retaining staff in the College. From the responses, it was discovered

4.3 Discussion on findings

It appears there is a degree of congruence between such hope as being the

motive for joining the College by the respondents and Maslow’s theory of human

needs. Maslow (1941) posited, among others, in the hierarchy of human needs, the

esteem needs according to Maslow, include the desire by people to be held in high

esteem, to have power, prestige, status and self confidence –needs which could be

satisfied through training and development. Most people, especially in Nigeria,

equate acquisition of higher education with prestige, status and power; therefore

112

there is an abiding urge in most job seeker to look for places where such needs

could easily be satisfied. Indeed, most respondents had variously explained that

the training they received had made them “better equipped intellectually”. These

revelations could aptly be anchored on the belief that acquisition of higher

qualifications would engender job competence. Therefore, organizations which are

perceived to have a well planned and accessible staff training programme could be

quite attractive to many prospective employees. This explains why up to 52% of

the respondents revealed that they joined the services of the College on account of

their perception of possibilities for undergoing further training in the College.

Since the majority of our respondents indicated that there is a positive

correlation between staff training and staff productivity in the College, we

therefore accepted the null hypothesis and rejected the alternative hypothesis

of our second hypothesis. This substantially agreed with the theoretical

postulations of Maslow’s Need for self-actualization: He argued that

satisfying the self-actualization needs (needs as opportunity for growth

and development, feeling of self-fulfillment and accomplishment) are the

highest motivating factor for workers.

Lidani (1993), Aminu (1984) and Nasir (1990) had variously argued that the

most viable solution to the acute shortages of staff in Nigerian Colleges of

Education was through staff training programmes. Staff training as defined by

113

Labbo (1986) was a “process of aligning workers to their working environment to

make them realize their full potentials to the advantage of the individuals and the

organization”. In other words, it was assumed that the training received by staff

would sufficiently motivate them to stay on their jobs. From the foregoing

analysis, it was evident that the College had not adequately met its academic staff

requirements through staff training and development programme, contrary to the

programme’s main objective.

With roughly over 140 million Nigerians, 36 states, a weak political and

economic system, and persistent ethnic and religious conflicts in Nigeria,

education provides the best alternative for national stability, security, unity, and

prosperity. John Dewey, one of the most influential American philosophers,

writing for the America audience in the early 20th century, believes that

"democracy was important not only because it stood for freedom and equality but

because of its educational consequences."

In December 2006, Mrs. Obiageli Ezekwesili, the former Minister of Education,

issued a report for education reform and intervention. Vision 2020: The Role of the

Nigerian Education Sector. We have not had the opportunity to review the content

in the report, but early commentaries suggest that it once again failed to address the

main problems facing education in Nigeria: mass education, funding, inequities in

access to education, curriculum development, instructional methods, research, and

teacher education, citizenship education etc. The vision for education in Nigeria, as

114

stated on the official ministry website, is to "establish an enabling and sustainable

environment for education to achieve the desired national reforms and human

development objectives. Its mission is to reform and restructure the education

sector to empower and develop the citizenry to acquire skills and knowledge that

would prepare them for the world of work." From our discussion so far, the place

of staff training and development in the life of the college, cannot be over

emphasized and the College is yet to take its position at the educational

requirements of the Nigeria’s vision 20:2020 road map. It will be worthy to note as

well that the pace with which the college moves, with regards to its staff training

and development, is quite slow; considering the nearness of the vision’s time

frame.

Additional information obtained from the Establishment Office of the

College had reinforced the relevance of the findings in terms of unavailability of

some senior staff members in some disciplines even after advertisements are

placed; none turns up during recruitment exercises. Furthermore, after spending

lots of funds to train staff, Universities are in the habit of poaching them from the

College by offering them juicy packages. Because of this impediments, the

College’s staff training and development programme is further compounded when

staff are needed to cover the schedules of the available ones wishing to proceed on

training. The Establishment office further indicated that there is need to dedicate at

115

least 25% of the College’s annual budget in order to send more staff for training

purposes both at home and abroad.

116

CHAPTER FIVE

5.1 Summary.

Chapter one dealt with the background of the study which is staff training

and development to meet manpower shortages, and also to raise the quality and

competence of the staff, using Federal College of Education, Eha-Amufu as an

example. It went further to state the problem which hinged on the fact that without

an adequate, skilled and well motivated workforce operating within a sound human

resource management program, development is not possible, as any organization

that underrates the critical role of people in goal achievement can neither be

effective nor efficient. The general and specific objectives of the study was also

addressed, which aimed at appraising the effectiveness and adequacy (or

otherwise) of the staff training and development programmes of Federal College of

Education, Eha-Amufu towards achieving the Nigerian Vision 20:2020, and

assessed the extent to which they have been able to achieve their manpower needs

through their staff training and development policy; and further evaluate the extent

to which the staff training and development programme of the College have

returned values to them in terms of increased productivity, heightened morale and

greater organisational stability; identify the problems militating against the

effective implementation of the staff training and development policies of the

College, and finally offer suggestions on how to overcome the above problems.

117

The chapter also looked at the significance of the study which provided to the

College the necessary recommendations and suggestions on how to improve upon

the personnel development and management policies. The scope and limitations of

the study restricted itself to the study of matters that relate only to the training and

development of senior staff of Federal College of Education, Eha-Amufu from

2009 to 2010 because of the vast nature of the field of staff training and

development, which itself is an off-shoot of personnel management.

In chapter two, staff training and development was examined theoretically.

A study of the meaning, nature and types of staff training and development

programs and their relevance to this research was undertaken. In addition, relevant

literature on some major research works on the topic was reviewed. The aim of

such discussion of concepts, literature review, hypotheses, operationalization of

key concepts, methodology, and theoretical framework was to provide the

researcher with a clear picture and a foundation that are essential to the execution

of the research work. It also served as a guide to the reader so that he could

comprehend the outcomes of the analysis and the recommendations made.

In chapter three, it generally examined the evolution of Federal Colleges of

Education in Nigeria by stratification, appellation, etc, but specifically looked at

the historical background of Federal College of Education, Eha-Amufu, Enugu

State. The functions, philosophy, aims and objectives of the College,

118

administrative structure, Governing Council, Principal Officers, students

enrolment, staff training programs, conditions governing staff development,

training benefits, senior staff trained, etc. were presented.

Chapter four contained the presentation of data where percentages were used

to interpret all the research findings. The assessment of the goals, achievements,

problems and prospects of the staff training programme of the College manifested

through the pattern of the responses of the senior staff to the questionnaire. The

evaluation of the staff training and development programme of the College

constituted the discussions on the findings. .

5.2 RECOMMENDATIONS

For any organization to thrive well, the attraction of the best available

manpower; the training and development of manpower in order to raise

productivity; and the retention of such trained staff in order to ensure

organizational stability should be its cardinal objectives. The hypotheses of this

research were accordingly based on the foregoing objectives. Against the

background of these objectives and the research findings, the following

recommendations are suggested for implementation.

1. The College should pay more attention to staff remuneration, increase in

research grants, review of policies on seminars, conferences and workshops,

and improvement on the conditions of service. The availability of

119

opportunities for further training in the College is rated as a major factor in

influencing the continued stay of senior staff in the College. The respondents

have proceeded further to rank job satisfaction, improvement in conditions

of service, and promotion prospects as other motivating factors respectively.

Therefore it is recommended that the College should continue to maintain

this tempo, and further improve on it in order to retain its staff.

2. In order to avert poaching of staff from Colleges, the conditions of service

must be improved upon to bring it to par with that of Universities by

upgrading Colleges of Education to Degree awarding institutions.

3. To enhance all allowances paid to senior staff training in line with the

realities of the current cost of living and educational materials, the following

allowances should be reviewed upwards:

i. course allowance

ii. Project/research allowance

iii. Book allowance

iv. First 28 days allowance.

4. Based on our findings, it is recommended that the College should

institutionalize conference, seminar and workshop attendance, as an integral

part of the training policy of the College especially with the grants being

received from the Education Trust Fund (ETF). This is because conferences,

seminars and workshops are vital forms of re-training of staff. The College

120

should intensify its assistance to senior staff attending seminars or

workshops, not sponsored by it, especially those presenting syndicated

papers at the conferences and workshops.

5. The establishment Office of the College is lacking in some facilities. The

only facility available is human resources. Data collection and processing

software are not available. . It is recommended that computer software

should be provided in order to provide information readily, and also assist

the unit in planning and executing its staff training and development

programme more efficiently.

6. More funding should be provided to enable training of staff at home and

abroad.

5.3 CONCLUSION

The following conclusions could be drawn based on the analysis of our data:-

The study revealed that the respondents rate the training opportunities available in

the College as adequate; majority of the respondents indicated that there is positive

correlation between their staying in the College and possibility for further training.

In addition, positive correlation between staff training and motivation was rated

high. Furthermore, this study revealed that majority of the staff believes that staff

training is important in developing the College. In addition, respondents strongly

feel that the training they received had actually motivated them to remain on their

121

jobs, and majority of them indicated that the best method for the College to retain

its staff and thereby ameliorate its staffing problems are through staff training and

development, improvements in conditions of service, and that the College had

succeeded in meeting its manpower requirements to a great extent.

Finally, this research revealed that attendance at conferences and seminars

was a mode of further training. This was confirmed by majority of the respondents

when asked to indicate whether such conferences and workshops increased their

intellectual development and productivity, and they had the opportunity to attend

conferences and seminars sponsored by the College, of which they responded that

they were satisfied with the College regulations governing the sponsorship of staff

to conferences and workshops. In spite of this revelation, respondents’ responses,

as to what extent had the College succeeded in meeting its manpower requirements

through staff training development program, indicated only to a little extent.

Finally, respondents indicated that they will not resign their appointment even if

training opportunities are restricted by the College, that they will stay with the

College indicating job satisfaction as their motivating factor. We conclude that the

pace with which the Federal Colleges of Education in Nigeria, move towards

providing the educational requirements for the achievement of the Nigerian vision

20:2020, is too slow and could jeopardize the vision, at the long run.

122

BIBLIOGRAPHY

Textbooks

Armstrong, M (2006) Human Resource Management Practice, 10th

Edition.

London: Kogan Page limited.

Cascio, W. F. (1978) Applied Psychology in Personel Management. Reston

Publishing Company Inc., pages 282, 299 & 316.

Craig, R. L. and Bittel, L. R. (eds): Training and Development Handbook. New

York; McGraw-Hill, 1977, page 366.

Croft, A. C. (1964), Personnel Management. New York: Alexander Hanilton

Institute Inc., , page 60.

Cuming, M. W. (1980), The Theory and Practice of Personnel Management,

London, Heinemann Ltd, pages 118, 118, & 291.

Davis, K. (1960) Human Relations in Business. New York: McGraw-Hill Book

Inc. Page 467.

Flippo, E. B. (1980), Personnel Management. Japan: McGraw-Hill Books

Company, page 181.

French, W. (1978) The Personnel Management Process, Boston: Houghton Miffin

Company, Pages 395-396.

Johnson, R. W. (1956) Human Relations in Modern Business in Human Relations

for Management. New York. Harper and Brothers, Page 3.

Jucious, M.J. (1966) Personnel Management, Home Wood Books, Illinois, R. D.

Irwin Inc; Page 23.

Koontz et-al (1980) Management Tokyo: Japan: McGHraw Hill International Book

Company.

Lawler III, E. E. (1971) Pay and Organizational Effectiveness: A Psychological

View. New York: McGraw-Hill Book Company, page 267.

123

Likert, R. (1967), The Human Organisation: Its Management and Values. New

York: McGraw Hill Book Company, p.1.

McGregor, D. (1960) The Humanside of Enterprise New York; McGraw-Hill Book

Company, pages 33-34, 124.

Miles, R. E. (1975) Theories of Management: Implications for Organizational

Behaviour and Development, New York: McGraw-Hill Book Coy, Page 39.

Miner, J. B. and Miner, M. O. (1969), Personnel and Industrial; Relations: A

Managerial Approach. New York: McMillan International Editions, pages

4-6.

Onah, F. O (2008) Human Resource Management, 2nd

edition, Enugu- Nigeria:

John Jacobs Publishers ltd.

Pfiffner, J. M. and Sherwood, P. F. (1960) Administrative for Organizational

Behaviour and Development, New York: McGraw-Hill Book Coy. Page 39.

Pigors, P. and Myers, C. A. (1981) Personnel Administration. A Point of View and

a Method. . Japan: McGraw-Hill Book Coy, pages 280, 281, 290, 355.

Porter, L. W. and Lawler, E. E. (1968) Managerial Attitudes and Performance.

Homewood: Richard D. Irving Inc., page 83.

Reilly, W.(1979) Training Administrators for Development: An Introduction for

Public Servant Officers. London: Heinemann, page 22.

Stahl, O. G. (1962) Public Personnel Administration. New York: Harper and Raw

Brothers, pages 225, 266, & 276.

Stoner, J. A. F. (1978) Management. New Jersey: Printice-Hall Inc., page 513.

Taylor, F. W. The Principles of Scientific Management in Classic Management.

New York: American Management Association, 1969, Page 18.

Taylor, F. W. (1911) Principles of Scientific Management, New York: Harper

Brothers Publishing, Page 39.

124

Vroom, V.H. and Yetton, P. W. (1973), Leadership and Decision Making.

Pittsburgg: University of Pittsburg Press, Page 199.

Vroom, V. H. (1968) Work and Motivation. New York: John Wiley and Sons Inc.

page 72.

Journals

Adedeji, A. (1970), The Federal and State Civil Service Quarterly Journal of

Administration. Vol. V, No.1, October, 1970.

Lawler E. E. and Shuttle J. L. (1972) “A Casual Correlation Test of the Need-

Hierarchy Concept” in Organizational Behaviour and Human Performance

Vol.7 No.2, page 265.

Maslow, A. H. (1944). “A Theory of Human Motivation” in Psychological Review

No. 50, Pages 370-396.

Oloko, O. (1977), “Labour Productivity” in Management in Nigeria (ed) Gabriel

Oviogbodu Vol.13, No.4, page 12.

Orlando Behling, George Laboritz, and Richard Kosmo (1968). “The Hertzberg

Controversy: A Critical Re-appraisal” in Academy of Management Journal:

Vol.11 No.1 pages 99-103.

Porter, L. H. (1962) “Job Attitudes in Management: Perceived Differences in Need

fulfillment as a function of job level” in Journal of Applied Psychology,

Vol.46 No.6 pages 375-387.

Working Papers, Briefing Papers and Discussion Papers

Aliyu, B. (1994), “Staff Training and Development: The Value to a Young

College,” Paper Presented at an In-House Symposium, Federal College of

Education, Kano.

Brown, D. G. (1969), the Mobile Professor, American Council on Education,

pp.10–11.

125

Federal Ministry of Education, (1988). Academic Brief. p.10.

Federal Ministry of Education: (1988), Academic Brief, Master Planning and

Academic Management of the six new Federal Colleges of Education

(Technical), pp.1&2.

Federal College of Education (Technical), Potiskum (1992) Regulations Governing

the Conditions of Service of Staff in Federal Colleges of Education in Nigeria –

P.43.

Report of Federal Colleges of Education (Technical) Potiskum, Staff Audit

Committee.

Report of the Commission on the Public Service of the Government of the Federal

Republic of Nigeria (1954-1955), Lagos: Federal Government Printing

Press, page 68.

Staff Regulations Governing the Conditions of Service of Federal Colleges of

Education in Nigeria (1992), page 11.

United Nations Handbook on Training in the Public Service, New York: UN

Publications, 1966, pages 57-59.

Official Documents

Decree No.4 (1986) Federal Republic of Nigeria Official Gazette No.16 Vol. 73.

Federal Military Government Printers.

Decree No.4 (1986) …………………………Ibid … p.2

Decree No.4 (1986)…………………………Ibid……p.3

Decree No.4 (1986)………………………..Ibid …..p.5

Decree No.4 (1986)…………………………Ibid ….p.5

Decree No.4 (1986)………………………..Ibid ….p.6

126

Federal Republic of Nigeria, (1981), National Policy on Education, Lagos: Federal

Government Printer, p.6.

Unpublished Documents

Abbas, L. H. (1987), “Staff Development as a Determinant of Police work pattern

and ethics. A case study of the Nigeria Police Force, Kaduna Command.”

Unpublished MPA Thesis, submitted to ABU Zaria, 1987.

Amadi, Ann (1993), “The Personnel Function in Colleges of Education Manpower

Development: A case study of Adeyemi College of Education, Ondo.”

Unpublished MPA Thesis, submitted to University of Lagos.

Idode, J. B. (1975), “Staff Development in the Civil Service of Mid-Western

Region.” Unpublished MPA Thesis, submitted to the University of Ife, Ile-

Ife, 1975.

Juryil, P. C. (1978), “Staff Development in the Ministry of Works, Land and

Survey, Jos.” Unpublished ADPA project submitted to ABU Zaria, 1978.

Kabir, M. S. (1990), “Staff Development and Utilization. A case study of the

Federal College ofd Education (Technical), Gombe.” Unpublished ADPA

project, submitted to ABU Zaria, 1990

Nasir, A. (1990) “The Personnel Functions in Colleges of Education Manpower

Development: A Case Study of Federal College of Education, Zaria”

Unpublished MPBA Thesis, submitted to the Department of Public

Administration, ABU Zaria, page 18.

Okhemukhoko, M. A. (1979), “Training and Staff Development of the Public

Service in Nigeria. A case study of the Bendel State Civil Service.”

Unpublished MPA Thesis, submitted to ABU Zaria, 1979.

Okpapi, T.K.O. (1984), “Factors Affecting Retention of Staff: A Case Study of

Labour Turnover in Federal College of Education (Technical), Akoka.”

Unpublished MPA Thesis, submitted to ABU Zaria, page 28.

Onivehu, M. O. (1985), “An Evaluation of Staff Development in the Civil Service

of Kwara State of Nigeria 1971-1981. Unpublished MPA Thesis, submitted

to the Department of Public Administration, ABU Zaria, 1985.

127

Conference Papers and Public Lecture

Aminu, J. (1984), Fifth Convocation Address of University of Maiduguri,

University Library.

Bulama, A. (1991), Speech to Declare Open a Secretarial Course Organized by

the Industrial Training Fund, Borno State Area Office.

Bulama, A. (1990) Address during the fourth meeting of the Technical Provosts

Consultative Committee, held in F.C.E. (T) Potiskum. Federal College of

Education (Technical) Potiskum.

International Association of Universities: Report of Meeting of Heads of African

Institutions of Higher Education Paris, 1964, pp.32 – 33.

Lassa, P.N. (1996) Nigeria Colleges of Education at a glance. A publication

of National Commission for Colleges of Education (NCCE), Kaduna

– Nigeria. P.4

Lassa, P. N. (1996) Ibid ………………………….p. 20

Nigeria at a Glance, A publication of the National Commission for Colleges of

Education (NCCE), Kaduna, 1996, p.4.

Internet

www.fce-ehaamufuportal.com/index.php/history

www.fce-ehaamufuportal.com/index.php/schoolsofstudy

en.wikipedia.org/wiki/Nigeria_Vision_2020

news.onlinenigeria.com/?a=8349

www.scribd.com/doc/43540484/Nigeria-Vision-2020-Program-Plan#

www.phfn.org/.../2009%20Report%20of%20the%20Vision%202020%20working%20group...