i
ODAWN ABIGAIL ABENI
PG/MED/11/58907
CAPACITY BUILDING NEEDS OF STATE AGENCY DIRECTORS IN HUMAN RESOURCE MANAGEMENT
IN ADULT EDUCATION IN NORTH CENTRAL ZONE OF NIGERIA
FACULTY OF EDUCTION
DEPARTMENT OF ADULT EDUCATION AND EXTRA-MURAL STUDIES
Ebere Omeje Digitally Signed by: Content manager’s Name DN : CN = Webmaster’s name O= University of Nigeria, Nsukka OU = Innovation Centre
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CAPACITY BUILDING NEEDS OF STATE AGENCY DIRECTORS I N
HUMAN RESOURCE MANAGEMENT IN ADULT EDUCATION IN
NORTH CENTRAL ZONE OF NIGERIA
BY
ODAWN ABIGAIL ABENI
PG/MED/11/58907
A PROJECT SUBMITTED TO THE DEPARTMENT OF ADULT
EDUCATION AND EXTRA-MURAL STUDIES,
UNIVERSITY OF NIGERIA NSUKKA
JUNE, 2016
i
TITLE PAGE
CAPACITY BUILDING NEEDS OF STATE AGENCY DIRECTORS I N
HUMAN RESOURCE MANAGEMENT IN ADULT EDUCATION IN
NORTH CENTRAL ZONE OF NIGERIA
BY
ODAWN ABIGAIL ABENI
PG/MED/11/58907
A PROJECT PROPOSAL TO THE DEPARTMENT OF ADULT
EDUCATION AND EXTRA-MURAL STUDIES,
UNIVERSITY OF NIGERIA NSUKKA
SUPERVISOR PROF (MRS) D.U. EGONU
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CERTIFICATION
Odawn Abigail Abeni, a postgraduate student in the Department
of Adult Education and Extra-mural Studies with registration number:
PG/M.Ed/11/58907 has satisfactorily completed the requirements for the
award of Masters degree in Adult Education Administration. The work
embodied in this thesis is original and has not been submitted in any
University or in this University
_______________________ ____________________
Prof (Mrs) D. U. Egonu Odawn Abigail Abeni
(Supervisor) Student
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APPROVAL PAGE
The research study has been read and approved for the Department of
Adult Education and Extra-mural Studies, University of Nigeria, Nsukka.
By
_______________________ ____________________
Prof (Mrs) D. U. Egonu Internal Examiner
(Supervisor)
____________________ ____________________
External Examiner Prof. S.C. Nwizu
(Head of Department)
_______________________________
Prof. (Mrs) U. Umo
Dean, Faculty of Education
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DEDICATION
This work is dedicated to Almighty God who makes every thing
possible.
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TABLE OF CONTENTS
Title page i
Certification ii
Approval page iii
Dedication iv
Table of Contents vi
List of table viii
CHAPTER ONE
INTRODUCTION 1
Background of the study 1
Statement of the Problem 14
Purpose of the Study 16
Significance of Study 16
Scope of the study 19
Research questions 20
Hypotheses 21
CHAPTER TWO
REVIEW OF RELATED LITERATURE 22
Conceptual Framework 22
Theoretical framework for management of education programmes 22
Theoretical Framework 48
Empirical Studies 51
Summary of Literature Review 54
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CHAPTER THREE
RESEARCH METHOD 56
Research Design 56
Area of study 56
Population of the study 57
Sample and Sampling Techniques 57
Instrument for Data Collection 57
Validation of Instrument 58
Reliability of Instrument 58
Method of Data Collection 62
Procedure of data collection 59
Method of Data Analysis 59
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF
DATA 60
Summary of the Major Findings. 74
CHAPTER FIVE: DISCUSSION, CONCLUSION AND 8
RECOMMENDATIONS 78
Discussion of Findings 78
Conclusion 82
Educational Implications of the Study 82
Recommendations 83
Limitations of the Study 84
Suggestion for further Study 85
Summary of the Study 85
vii
References 87
Appendix A 93
Appendix B 101
viii
LIST OF TABLES
Table 1: Mean and Standard Deviation of Directors of Agencies of Adult
and Non-formal Education on their in-service needs in
the recruitment and selection of staff of adult education 60
Table 2: T-test Analysis of Male and Female Directors on their
in-service needs in skills required in staff recruitment
and selection 62
Table 3: Mean and Standard Deviation of Directors and Deputy Directors
of adult education agencies on in-service needs in skills
required in orientation and induction of staff. 63
Table 4: T-Test analysis of skills in orientation and induction of staff 65
Table 5: Means and standard deviation of directors and deputy directors
on skills required in deployment of staff. 66
Tables 6: T-Test analyzed of in-service needs in skills required in
deployment of staff to their duties and responsibilities. 68
Table 7: Mean and standard deviation of adult education agency
directors and deputy directors on skills required in staff
appraisal 70
Table 8: Mean and standard deviation of skills required in development/
in-service training of staff. 72
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CHAPTER ONE
INTRODUCTION
Background of the study
Education is indispensable to national development. The Federal
Government of Nigeria in her national Policy on Education (FRN, 2004),
highlighted this. The policy states that education is an instrument for
national development and that it fosters the worth and development of the
individual, for each individual’s sake and for the general development of
the society. The Federal Government made provisions for education at the
pre-primary, primary, secondary, tertiary levels and adult literacy and non-
formal education.
In 1975, the Federal Ministry of Education created an adult and non-formal
education branch of the Ministry and in 1977 the first National Policy on
Education (NPE) was published. In the document, Adult Education was
recognized for the first time, as a driving force for development and the
objectives stated as follows:
(i) to provide functional literacy education for adults who have never
had the advantage of any formal education;
(ii) to provide functional and remedial education for young people
who prematurely dropped out of the formal school system;
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(iii) to provide further education for different categories of completers
of the formal education system in order to improve their basic
knowledge and skills; and
(iv) to give the adult citizens of the country necessary aesthetic,
cultural and civil education for public enlightenment.
In order to achieve these objectives, it is necessary that adult
education must be effectively managed. Effective management of adult
education implies a situation where the stated objectives of the adult
education are achieved. It is a situation in which personnel resources are
utilized effectively for the achievement of the goals of adult education.
Effective management of adult education therefore depends, to a large
extent, on effective utilization of resources, especially personnel resources.
As Ernest Boyer (in Sparks, 1984:89) observed:
When you talk about school improvement, you are talking about
people improvement. That’s the only way to improve education
unless you mean painting the building and fixing the floors. But that’s
not the education; that’s the shell. Education is people oriented. So
when we talk about excellence or improvement or progress
education, we’re really talking about school improvement..
The National Commission for Mass Literacy, Adult and Non-Formal
Education (NMEC) is the Federal Statutory Agency set up to co-ordinate
all aspects of Non-Formal Education in Nigeria. This involves the
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coordination and monitoring of governmental agencies, academic
institutions and non-governmental organizations participating in NFE
programmes. Its establishment was predicated upon the National
Education Policy thrust and the need to eradicate illiteracy amongst the
citizenry. It is also to carry out research and training in relevant fields for
NFE personnel in order to enhance their output. This was further
reinforced by the Jomtien and Delhi Declarations where member nations of
the United Nations accepted to eradicate illiteracy by the year 2000 to
facilitate development. The Commission formally took off on 25 June. 1991
with the basic responsibility of eradicating illiteracy in Nigeria. In
discharging the responsibility, different categories of personnel involved in
the NFE programmes must be empowered continually. These personnel
include facilitators, change agents, organizers, supervisors,
administrators, policy makers and researchers. As at 2007, there were 150
professional staff members in the NMEC Headquarters, the six Zonal
offices and the National Centre in Kano that is coordinating the work of
less than 22,946 (1996 staff census) staff of the thirty-six States and FCT
Agencies for Adult and Non-Formal Education in Nigeria. In discharging
their responsibilities effectively, these categories of personnel must be
empowered continually. Being empowered here is an expression of the
need for capacity building of NFE personnel particularly directors for
effective management or performance of their duties. According to Omeje
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(2006) directors needs an update on administrative methodology of
personnel management for effective performance.
Talk about the North central zone have
The related capacity building responsibilities of the Commission include
the following:
1 organize in-service professional training courses for senior staff and
operate training seminars for various levels of staff from government
and non-governmental organizations;
2 Conduct research in various fields such as curriculum development,
learning and teaching methodologies, appropriate educational
technologies, motivation of learners and instructional material and
needs assessment;
3 Organize annual conference of Heads of Adult Education Departments
in State Ministries, Agencies and Institution of higher learning;
4 Organize writers workshops in order to develop and promote teaching
and learning materials in various languages, especially for primers,
graded readers, including follow-up reading materials, posters,
demonstration kits, package courses, audio-visual materials and flash
cards;
5 Run national and international training workshops and seminar, and
also act as a coordinating and clearing house for national training for
Mass Literacy, Adult and Non-formal Education ; and
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6 Organize conference, workshops, symposia, lecturers and seminars on
topical issues related to Mass Literacy, Adult and Non-Formal
Education on a regular basis (FRN, 2008). The above responsibilities
are for the directors to carryout.
Beside NMEC, there are a number of Universities, Polytechnics and
Institutes that provide initial training, in-service training and re-training
opportunities for Adult and Non-Formal Education personnel in the country.
They run certificate and Diploma courses and undergraduate and post-
graduate degrees in Adult and Non-Formal Education. Staff members are
also provided with opportunities to attend short courses, workshops,
seminars and conferences on Adult and Non-Formal Education at national
and international levels with the assistance of development partners, such
as the UNDP, UNESCO, UNICEF, USAID, JICA, BRITISH COUNCIL,
ACTIONAID and ILO.
Capacity building is the on going process through which individuals,
groups organizations and societies enhance their abilities to identify and
meet development challenges. According to urban an capacity building
network (2008) capacity building is much more than training and the
following;
• Human resource development, the process of equipping individual
with the understanding, skills and access to information, knowledge
and training that enables them to perform effectively.
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• Organizational development of the elaboration of management
studies, processes and producers, not only within organizations but
also the management of relationships between the different
organization and sectors (public, private and community).
• Institutional and legal framework development making legal and
regulatory changes to enable organizations, institutions and
agencies at all levels and in all sectors to enhance their capacities.
Consequently, capacity building encompasses human resources
development (HRD) as an essential part of development. It is based on the
concept that education and training be at the heart of development efforts
and that without HRD most development interventions will be ineffective.
Hence HRD for uses on series of actions like recruitment and selection
competencies, orientation and induction skill, staff development skills and
staff appraisal skills, directed at helping workers in the development
process to increase their knowledge, skills and understandings and to
develop their attitudes needed to bring about the desired development
change.
According to FRN (2010) the objectives of capacity building in adult
and NFE include:
1 To ensure that well-trained and qualified Adult and Non-Formal
Education personnel are available at Federal, State, Local
Governments and learning centre levels.
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2 To ensure that Adult and Non-Formal Education personnel have
opportunities for pre-service and in-service training.
3 To ensure that adult and Non-Formal Education establishments and
organizations have adequate infrastructure, equipment and
instructional materials.
In order to realize the above objectives, the NMEC has carried out some
activities geared towards building the capacity of her staff. These include:
Adult Education Special Programme: The National Commission for
Mass Literacy, Adult and Non-Formal Education, in 1992, decided to
increase the capacity of field officers (organizers and supervisors) and
sponsored five officers from each of the 19 States to participate in the
special programmes on Adult Education being organized by: University of
Ibadan, University of Port-Harcourt, Ahmadu Bello University, Zaria,
University of Maiduguri and University of Jos. The sponsorship lasted for
three years (1992-1994).
British Chevening Scholarship: The British council was among the
international agencies that supported NMEC. In 2000 and 2001, the
Council provided two Chevening Scholarships to two female staff members
to obtain Masters Degrees in Britain.
Israeli Government Scholarship: The Israeli government has been
supporting NMEC by providing training opportunities in Israeli institutions.
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For instance, about ten staff and state agencies participated in intensive
courses ranging from 6 week 3 months in Adult Education related areas.
The Action Aid supported Trainings of staff of adul t education in the
following areas:
Reflect Master trainers: Action Aid (International) Abuja office introduced,
trained and financed the adoption of REFLECT in Nigeria. It organized two
training workshops for the duration of 14 days on REFLECT Master
Trainers in Madakiya village of Kaduna State for 20 staff from NMEC,
State Agency and NGOs.
PRA Tools: In trying to ensure that REFLECT methodology was
implemented correctly: Action Aid international Abuja Office signed
Memorandum of Understanding (MOU) to support government institutions
and NGOs to scale up its replication. However, it was realized that many of
the trainers were not using the PRA tools correctly. To remedy the
situation PRAXIS of India, an institution that has expertise in using PRA
tools, trained 30 field officers from NMEC, State Agencies and staff of
selected NGOs on participatory Rural Appraisal (PRA) Tools in a Master
Trainers of REFLECT workshop in Mad- City Hotel, Madakiya, Kaduna
State.
Ghana Study Tour: In the bid get REFLECT Methodology accepted in
Nigeria, Action Aid, Abuja Office, sponsored three NMEC staff to
undertake a study tour of Ghana’s REFLECT activities.
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ETF and UNICEF sponsored REFLECT trainings : In its effort to scale up
the use of REFLECT methodology nationwide, NMEC approached the ETF
and UNICEF for finding. ETF provided N40 million while UNICEF financed
the Master Trainers workshops in Niger and Bauchi States. Through these
support activities, NMEC was able to train a total of 148 Master Trainers
(four each from every State Agency), who were responsible for carrying
out the training of community facilitators. Currently there are about 300
Master Trainers across the country.
MDG-Supported Training of Community Facilitators: To ensure
REFLECT teaches the local communities, NMEC, with the support of MDG
funds, organized 37 workshops (one in each state and FCT) to train
Community of Facilitators. A total of 740 Community Facilitators were
trained.
Training on stepping Stones and REFLECT (STAR): Again with
financial assistance from MDG’s office, NMEC was able to organize two
workshops on STAR for 20 Master Trainers of NMEC staff with the
following objectives: empower NMEC staff to discuss issues of HIV/AIDS
at all levels.
� Empower NMEC staff to advocate more funding for HIV/AIDS
interventions at all levels.
� Build the capacity of NMEC staff of train States and NGO staff on
STAR to enable them access resources for HIV/AIDS intervention.
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� Empower NMEC to effectively monitor HIV/AIDS and Reproductive
Health programmes at all levels.
� Enable NMEC staff to use STAR to promote literacy through
development of advocate materials.
� Help NMEC to develop curriculum materials that address HIV/AIDS
and Reproductive Health issues.
� Enable NMEC to design advocacy and pilot community relevant
literacy programmes through States, NGOs and CBOs to reduce
poverty using the Right Based Approach.
Literacy by Radio Study tour to Cuba: UNESCO sponsored a study tour
to Cuba for three staff of NMEC and staff from FRCN Training School,
Lagos, to see how Literacy by Radio works. The team met with the
Institute responsible for the programme in Cuba and Nigeria was promised
that two experts could be sent to Nigeria to begin the project. The study
tour lasted for one week
Training of Master Trainer on Literacy by Radio: The government of
Cuba sent one expert on literacy by Radio to assist in the training staff of
NMEC, SAMEs, FRCN and State Radio Producers in the area of primer
production and preparation of radio lessons. Altogether, a total of 148
participants were trained. The training lasted for 14 days. The expert spent
almost one year in Nigeria to ensure the project took off properly.
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Regrettably, all these capacity building efforts are for short periods of
time and lack of enduring nature in-service training that will have adequate
impact in the lives of the trainees. The in-service trainings seem not to
provide adequate management skills, knowledge and aptitudes required by
directors to carry out capacity building needs of the agencies of adult
education. Hence Mcshane, (1995) posits that human beings differ from
other resources the employer uses, partly because individuals are
endowed with varying levels of ability (including aptitude, skills and
knowledge), with personality traits, gender, role perception and differences
in experiences, and partly because of differences in motivation and
commitment. Emphasis differs from other resources because of
management’s ability to evaluate personnel commitments; the employee’s
cooperation also has to be won. In addition employees have the capacity
to form groups and trade unions to defend or further their economic
interest.
Major human resources management responsibilities include
identifying or developing valid methods for selecting staff, work design and
job analysis, training and development recruiting, compensation, team-
building, performance management and appraisal and workers health and
safety issues (McShane, 1995). Dessler, (2005) believes that human
resources management includes the following processes:
1 Conducting job analysis (determine the nature of each employee’s);
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2 Planning labour needs and recruiting job candidates;
3 Selecting job candidates;
4 Orienting and training new employees;
5 Providing incentives and benefits
6 Appraising performances
7 Communicating (interviewing, counseling, discipline)
8 Training and developing managers/staff
9 Building employees commitment.
Capacity building programmes are likely to help directors develop
and improve their administrative skills. Directors need to be more
knowledgeable and have more managerial skills to run their agencies
effectively (Isik, 2000). Indeed there is evidence that links organization
effectiveness to the directors (Glasman & Heck, 1992; Hallinger & Heck,
1996). Capacity building of personnel takes the form of the continuous
development which helps workers to maintain effectiveness and lead their
organization to constant growth. According to Owood, Barrington and
Johnson, (2004) continuous development is the integration of learning with
work. The improvement of employees and organizations is simultaneous.
Continuous development involves learning from real experience at work
and learning throughout the working life of both the individual and the
organization.
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The institute of human resource, (1994) distinguished the meaning
of continuous development for the individual from that of its meaning for
the organization. For the individual, it means lifelong learning with a strong
element of self-management and self-direction. Self-improvement and self-
direction are the responsibility of each individual who has to take
ownership of his/her own learning. For the organization, it means the
management of learning on a continuing basis. Learning is promoted to the
members by the organization as an integral part of work itself. It helps
working people maintain their effectiveness and lead their organization to
constant growth.
Jarvis, (2003) posits that induction is concerned… with ensuring the
smooth entry of newcomers into their jobs-bringing them to a level of
mastery/independent functioning as quickly as possible. Orientation
provides new employees with the basic background information required to
perform their jobs satisfactorily, such as information about the agencies
rules and regulation. The new employee is also introduced to the staff,
adult education centres, laboratories, library and other facilities for the total
operation of the agency; if is a centres with a private or cooperative
society, he should be introduced to it; the adult education law which spells
out the policies and practices should be made available to him (Iyede, in
Peretomode, 2004).
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This is important for adult education staff to put in their best to
achieve adult education goals. Especially as majority of directors of various
state agencies for adult and non-formal education are not trained adult
educators. Against this background it has become pertinent to fashion out
capacity building needs in human resources management of directors of
state agencies for adult and non-formal education.
Statement of the Problem
Directors are the chief executive of their agencies. They are
responsible for planning the centre’s timetable, staff and learner’s
management, and above all, personnel management of their agency.
These directors are often invited to the Zonal Headquarters in Abuja to
give account of their staff or answer some questions on management of
staff in their agencies.
Personnel Management obviously requires the application of some
basic competences. Such competencies as recruitment and staff selection
competencies state appraisal competencies and in service training
competencies. The applications of these competencies are important for
improving the personnel management of adult education directors.
However these directors are often blamed for their inefficiencies in
Personnel Management responsibilities. For instance, staff of agencies of
adult and non-formal education are suspects of inadequate training as
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most of them are regular school teachers. This may be due to the fact that
these directors lack relevant Personnel Management skills. Personnel
messages tend to emphasize people, participation, care and sensitivity in
human relations. Directors have been found to need additional in-service
training that will update them in methodology of personnel management
(Omeje, 2006; Peretomode, 1997). Today, the initial education and training
the directors bring to the adult education embellishment are not enough to
generate progress. This is why directors must be ready to adapt and apply
learned information to new situations and be able to meet the changing
demands of education practice; therefore the director may need access to
continuing education and developmental opportunities. It has been
observed that such training should be based on their expressed needs,
interests and values for suitability and effectiveness in personnel
management.
The need therefore, arise for directors continual development and
up-dating of skills in personnel management through in-service training
and other professional development schemes is encouraged. This will
provide or equip them with ability to face new challenges. The problem of
this study therefore, put in question form is: what are the specific capacity
building needs of directors of agencies of adult education in Personnel
Management in north central, Nigeria.
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Purpose of the Study
The main purpose of this study was to investigate the in-service
training needs of directors on human resource development in the North
East zone of Nigeria.
The study specifically seeks to:
1 Find out the in-service training needs of directors of agencies of adult
and NFE in recruitment and selection of staff of adult education?
2 Find out the directors in-service training needs in the skills required in
orientation and induction of staff.
3 Ascertain the directors in-service training needs in skills required in
deployment of staff.
4 Ascertain the directors staff appraisal skills needs in the
development/in-service training of their staff.
5 Ascertain the directors in-service training needs in skills required in
development/ in-service training of staff.
Significance of Study
The findings of this study will benefit the directors of state agencies
of adult and non-formal education, the state universities of education, the
National Mass Education Commission (NMEC) and personnels in adult
education.
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It is obvious that where personnel management is not effective, the
achievement of the objectives of adult education as enunciated in the
National Education Policy document will become significantly reduced.
This study will benefit directors because when their in-service training
needs are identified and attended to, their personnel management skills
will significantly improve to the attainment of stated objectives. The
knowledge acquired will provide them with added confidence in the
performance of their day to day personnel management functions.
This study will establish the fact that staff development (in-service
training) is needed to strengthen the capacity of adult education to perform
its functions more effectively and more efficiently by encouraging and
providing for the growth of its human resources; staff development, affirms
the ability of the directors and, the staff to grow, and of each to contribute
to the growth of the other.
The findings of this study will certainly provide information to the
State Ministry of Education, NMEC and other agencies interested in adult
education from where policies, practices, and in-service training to form an
integral part of the adult education development programme (policy)
consisting of attendance to workshops on management issues and
conferences by the directors. The major benefits are both the improvement
of operational performance of adult education and the simultaneous
development of directors and staff at work, in adult education.
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This work will be significant for the fact that through in-service
training, the directors may link up with one another, and this will facilitate
mentoring groups or directors association. The ultimate aim is to prepare
directors to meet the demands of change. The change imperative is
equated with progress and impacts adult education (Hodgkinson, 2001).
Furthermore, providing in-service training on personnel management
is more likely to achieve the goals the National Mass Education
Commission (NMEC) may have outlined in their strategic plans such as,
fostering discipline and human resources management skills of directors in
their agencies. The participants will be very positive about continuing to
engage in in-service training as they realize that doing so enriches their
knowledge and enables them carry out their responsibilities creditably
and/or with positive result in adult education.
Equally important is that by ‘investing’ on the competencies of the
directors, through in-service training, in areas of personnel management,
the NMEC will be creating a motivated workforce capable of
understanding and appreciating personnel problems in adult education. In
such an atmosphere, ideas are more likely to be generated in forms which
will be related to operational needs. If all these are added together, one
would expect sharing of knowledge and good practice among staff, fewer
mistake, less time wastage, lower staff turnover, high morale and
productivity, better relations and service and consequently greater return
19
for everybody involved in adult education. All these will increase
instructional leadership role of the directors as well as their administrative
competencies, professional knowledge and experience in the management
of the adult education personnel.
Theoretically, the findings of this study will show the efficacy of the
human relations building and Mcgregor theory X and Y in analyzing
capacity building needs of state directors in human resources
management for Adult Education in North central, Nigeria. Human
relations theory provides an analysis on how the directors take more
interest in the workers in the agency, treating them as people whose
capacity need to be built and developed for better efficiency.
Scope of the study
The study was carried out in seven states that make up North
central, Nigeria: Beune, Kogi, Kwara, Nasarawa, Plateau, Niger states and
the FCT. The study is restricted to the capacity building needs of director in
personnel management of state agencies of adult and NFE in the North
central zone. The study was limited to the following areas of personnel
management: recruitment and selection of staff, induction/orientation of
staff, deployment/assignment of staff to duties and responsibilities,
Appraisal of staff, in-service training and development of staff. The study
20
also will extended its focus on whether directors capacity building needs
were defendant on their qualifications.
Research questions
The following research questions guided the study:
1) What are the in-service training need of directors of agencies of
Adult Education and NFE in recruitment and selection of staff in
adult education?
2) What are the in-service training needs of directors on skills
required in orientation and induction of staff?
3) What are the in-service training needs of directors on skills
required in deployment of staff?
4) What are the in-service training needs of directors on skills
required in staff appraisal?
5) What are the in-service needs training of directors on skills
required in development/in-service training of staff?
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Hypotheses
The following null hypotheses was tested at the P<0.05 level of
significance:
HO1: There is no significant difference in the mean rating of male and
female directors on their in-service training needs on skills required
in staff recruitment and selection.
HO2: There is no significant difference in the mean rating of male and
female directors on their in-service training needs on skills required
in orientation and induction of staff.
HO3: There is no significant difference in the mean rating of male and
female respondents on their in-service training needs on skills
required in deployment of staff to their duties and responsibilities.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter focuses on related literature to this study. To do this,
the chapter is structured under five main sub-headings:
Conceptual framework
� Capacity building
� Capacity building needs
� Human Resource management
� Human Resource
� Directors of State Agency for Adult and Non-formal Education
qualification and Experience
Theoretical framework for management for education programmes
� Human Relations Theory of thought
� McGregor theory X and Y
� Soft X and Hard X
� Theory Y
Review of Related Empirical Studies
Summary of Literature Review
23
Capacity Building
A concept is a broad principles affecting perception and behaviour; it
is the most basic understanding of something, an idea that is usually
technical but close to an event it represents (Ali, 2006). Therefore the
conceptual framework of this work is based on ideas that are relevant to
the research questions and hypotheses of this study.
Capacity building is structured training activities that are intended to
increase the skills and capabilities of directors, in a defined way. Capacity
building takes place after an individual begins work responsibilities. Most
typically, it is conducted during a break in the individual’s work schedules.
Thus, the trainees can draw from their work experience. Capacity building
is increasingly being regarded as a strategy for effective change through
education system (Aitken, 2002). It is closely linked to the introduction of
new curricula.
According to the Organization for Economic Cooperation and
Development, (OECD), (1998) professional development signifies any
activity that develops an individual’s skills, knowledge, expertise and other
characteristics as an instructor or an educationist. These include human
resource study and reflection as well as formal courses. Development is
achieved through a set of planned learning activities aimed at improving
the competencies of a instructor or directors of adult education. Capacity
24
building programme of instructor or a director is a form of professional
development.
Capacity building is related to tasks that need to be done at a given
standard of performance. Capacity building is a short-term cost and a long-
term investment. The employer wants:
1 Competent, confident, reliable staff.
2 To minimize the demand of supervision.
3 Expert staff that can produce quality goods and services.
4 Staff that can resolve job-related problems (Jarvis, 2003).
Capacity building emphasizes job skills and understandings and job
specific development. According to the model developed by Guskey and
Sparks(Guskey, 2000), quality of capacity building programmes depend
on: the content characteristics, process variables, and context
characteristics.
Content refers to what will be included in the in-service training
programmes. In this respect, in-service training programmes allow
directors to increase their understanding of administrative processes and
personnel management principles and other defined areas of interest
(Guskey, 2000). For instance, learners may possess different cultural and
social backgrounds and have unique lifestyles. Thus, directors must
understand how to reach or relate with such learner from many different
backgrounds and from backgrounds different from their own. Directors may
25
acquire assessment skills that will provide information to determine the
effectiveness of their efforts (Sparks 2000).
Process refers to how activities are planned, organized, carried, and
followed up. In each step, the following strategies should be considered:
Directors should be accepted as adult learners while planning professional
development (Capacity building) activities (Ganser, 2000). The adult
learner is generally perceived to have characteristics that are unique. The
unique qualities of the adult learner must be recognized and special
teaching and learning responses must be developed to meet their needs.
Sander, (2001) posits that an in-service training activity for adults is a
process which involves the whole persons as an intelligent agent in the
process and that the following aspects would be regarded as “foundation
stones” of adult learning theory”
1 Adults are motivated to learn as they experience needs and interests
that learning will satisfy; therefore, these are the appropriate starting
points for organizing adult learning activities.
2 Adults’ orientation to learning is life-centred; therefore, the appropriate
units for organizing adult learning are life situations, not subjects.
3 Experience is the richest resources for adults’ learning; therefore, the
core methodology of adult education is the analysis of experience.
4 Adults have a deep need to be self-directing; therefore, the role of the
instructor or moderator in an in-service programme, is to engage in a
26
process of mutual inquiry with them rather than to transmit knowledge
to them and then evaluate their conformity to it.
5 Individual differences among people increase with age; therefore, adult
education must make optimal provision for differences in style, time,
place and pace of learning, it must respect adults’ particular abilities
and strengths, their subjective theories and their personal aspirations.
Professional development needs to be an ongoing process.
Directors should determine their needs and attend to new in-service
training programmes related to such needs (McCarthy and Riley, 2000).
The context of Capacity building activities, refers to the organization,
system, and culture in which the professional development activities are
implemented (Guskey, 2000). For effective professional development,
directors need to have environments where they can easily access
resources and participate in activities (NCES, 1998). Continuous support in
individual, collegial, and organizational level is important for achievement
of optimal professional development in any context with collaborative work
(Ganser, 2000). It is clear that professional development programs can be
effective, in its implementation, if there is support, not only from internal,
but also from the external environment, such as the UNESCO, UNDP,
UNICEF etc. The context of professional development often extends
beyond the adult education agency. For example, state mandates, federal
requirements, local policy and university programs should facilitate
27
directors professional development (National Staff Development Council,
2000).
Providing an environment for collaborative work between instructors and
directors, is necessary for developing common goals and sharing ideas to
increase the effectiveness of the professional development activities
(National Center for Education Statistic (NCES) 1998). Context of
professional development also includes collaboration between adult
education agencies and training institutions such as universities and local
education agencies, (Ganser,2000). Collaborative work among directors
and instructors increase the adult education administrations ability to
effectively handle learners personnel problems such as time management
and dropping out.
Tsiakkiros (2005) observer that today, the initial education and
training workers bring to an organization are not enough to generate
progress. Everybody must be ready to adapt, apply learned information to
new situations and be able to meet the changing demand of work;
therefore organization members need access to capacity building involving
continuing educational and development opportunities. He, subsequently,
posits five essential conditions that an organization must fulfill in order to
provide a culture of capacity building or continuous development; these are
outlined below:
28
1 The organization must have an operational plan in order to work
effectively, and the implications of this plan should be well known to all
employees. The aims, objectives, and skills required should be very
clear if the organization is to be able to achieve the best possible
outcome and reach its maximum capacity.
2 Managers must be able, eager, and ready to define and satisfy their
employees’ needs for learning that is integrated with, and support their
work. Doing so, of course, is not easy, but in the initial efforts to
established a culture of continuous development, employees should be
encouraged to suggest learning needs as they encounter them in their
daily activities. In this way, the organization will be aware of its staff’s
needs and can then try to meet them accordingly.
3 The impetus for continuous development must come from members of
the top management team. They should regularly revise procedures,
and consider the practical aspects of the introduction of this approach.
In the adult education system, the directors might provide the impetus.
Due to their position, directors can set an example for their colleagues
to follow by their own commitment and dedication to continuous
development.
4 Learning and work must be integrated since employees learn best from
responding to the problems and challenges they face in their work.
29
Moreover, Talley and Day (1992) contend that employees can multi-skill
their workforce and …. Workers can up-grade their qualification (p. 45).
5 The investment in continuous development must be regarded as
important as investment in research or new product development, and
therefore the resources to support the process must be forthcoming.
Whatever money is spent on human resource development will not be
wasted, since the goal of making such capital outlay is to help
organizations and their members, in this case adult education agency
and their administrators and instructors continuously refine their ability
to serve the students who will take their places as part of a constantly
changing world (Institute of Personnel Management, 1994). Having the
above conditions in mind, we need to think of agency as organization
and the directors as managers, (Tsiakkoros, 2005).
The policy of capacity building is intended to improve administrative
skills and practices of directors. Isik (2000), reports that in turkey, a new
policy requires that all in-service training programme for directors of
education have to be offered in cooperation with universities. This also
requires that the following subjects should be covered in a 120 hours (in-
service) training programme: Foundation of Adult Education
Administration, field and content of Administrative Sciences, Human Rights
and Democracy, agency community relation, communication and social
interaction skills, theories and Techniques of Teaching, change and
30
reform, Human Resources (personnel) Management, Supervision and
Evaluation, counseling, Administrative law. In-service training programme
are likely to help directors develop and improve their administrative skills.
Directors need to be more knowledgeable and have more managerial skills
to run their agencies effectively (Isik, 2000). Indeed there is evidence that
links adult education effectiveness to the directors (Glasman Heck, 1992;
Hallinger & Heck, 1996).
Money spent on education, training and development, (Barrington
and Wood, 2004) should be regarded as an investment that will pay useful
dividends in the future. The benefits are not seen immediately, they are felt
in the mind- and long term. The major benefits are both the improvement
of operational performance and the simultaneous development of people
and work.
Staff Capacity Building Programmes
Staff development programmes have over the years been organized
as in Ogundele (2001) in the form of conferences, correspondence
courses, demonstration teaching, workshops, teacher orientation
programmes, outreach programmes, radio or television programmes,
sandwich programmes and other. The director is well positioned to
encourage his staff to take part in these programmes for self-improvement
and for adult education effectiveness.
31
The capacity building of an instructor is the training he receives while
practicing as an instructors to improve the quality of his performance. The
main capacity building of instructors in Nigeria is the training they receive
to upgrade their certificates so as to remain relevant as instructors in the
nation’s adult education scheme. The main institutions that organize
capacity building for instructors are national adult education centre, Kano,
the university departments of adult education and now the college of
Education.
Ongoing staff (professional) development programme is essential for
instructors to upgrade their skills and to improve instructor quality in a
rapidly changing world. Guskey and Huberman (1995), writing about
professional development in the United States, emphasize the need for
reforms and the importance of instructor training to support change. ‘Never
before in adult education has there been greater recognition of the need
for ongoing professional development of adult education with the mandate
for college of education to train staff of adult education.
Human resource Management
Human resource Management is the management of people in
working organizations. It is also frequently called personnel management,
employees relations and manpower management (Encyclopedia
Britannica, 2008). Human resource management represents a major sub-
32
system in the general management system, in which it refers to the
management of human resources, as distinguished from financial or
material resources. The term may be used to refer to selected specific
functions or activities assigned to specialized officers such as the
instructors of adult education. It is also used to identify the entire scope of
management policies and programmes in recruitment, allocation,
leadership and direction of manpower.
Human resource administration begins with the definition of the
required quantities of particular personal capabilities. Thereafter people
must be found, recruited, selected, trained or retrained (in-service)
negotiated with, counseled, led, directed, committed, rewarded,
transferred, promoted and finally released or retired. In many of these
relations, managers or directors deals with their associates as individuals;
the field takes its name in part from this type of relationship (Encyclopedia
Britannica, 2008).
Current practice shows wide variations in the range of
responsibilities assigned to personnel manager. According to Encyclopedia
Britannica (2008), many areas of personnel management responsibilities
include:
a. Organizing – devising and revising organizational structures of
authority and functional responsibility and facilitating two-way,
reciprocal, vertical and horizontal communication;
33
b. Planning- forecasting personnel requirements in terms of
numbers and special qualifications, scheduling inputs and
anticipating the need for appropriate managerial policies and
programmes.
c. Staffing or manning- analyzing jobs, devising job descriptions and
specifications, appraising and maintaining an inventory of
available capabilities, recruiting, selecting, placing, transferring,
demoting, promoting and thus assuring qualified manpower when
and where it is needed.
d. Training and development- assisting team members in their
continuing personal growth from pre-employment, preparatory
mob training to executive development (in-service training
programmes);
e. Collective bargaining- negotiating agreements and following
through in day today administration;
f. Rewarding- providing financial and non-financial inventors for
individual commitment and contribution;
g. General administration- developing appropriate styles and
patterns of leadership throughout the organization.
h. Auditing, reviewing and researching- evaluating current
performance and procedures in order to facilitate control and
improve future practices.
34
Torrington & Hall (1987) are in agreement that human resource
management is directed mainly at the organization’s employees- recruiting,
training and rewarding them- but also added that it is portrayed as ‘caring
activity; “it is concerned with satisfying employees’ work- related needs
and dealing with their problems. There is recognition that management is
indeed both an art and a science and that, the same time, it is involved in
both political behaviour and control (Mintzberg, 1983; Robbins (1991).
According to Bratton and Gold (1999), the term ‘management’ may
be applied to either a social group or a process. The term ‘management’,
when applied, conjures up in the mind a variety of images of managerial
work. Management may be seen as a science is based on the view that
experts have accumulated a distinct body of knowledge about
management, which, if studied and applied, can enhance organizational
effectiveness. This view assumes that people can be trained to be effective
mangers (directors).
Osuala (2004) identified three management skills that are necessary
to successful managers or administrators of organizations. They are
human, technical, and conceptual skills: Human skills are those skills
required in getting people to do their best as individuals and to work well
with others. They lie at the very heart of the manger’s job, which has been
defined as getting things done through people. Human skills are vital to
management at all levels. However, they are most important for
35
supervisory mangers (directors) who are in contact with individual
instructors/ employees. This skill involves the ability to interact effectively
with people. Managers/ administrators interact and cooperate with
employees.
Technical skills are those required for turning out the actual products
or services of the firm/institution. Technical skills are most important at the
supervisor level and are basic to the leadership function of
supervisors/director. Technical skills involve process or technique,
knowledge and proficiency, and managers use these as tools in specific
areas; and
Conceptual skills are those skills required to relate parts of the
organization’s work to the whole. Conceptual skills are more important at
the top management level and needed in planning; this skill involves
formation of ideas and managers/administrators (directors) should
understand abstract relationship, develop ideas and solve problems
creatively.
Bratton and Gold (1999) posit that the management of people is not
different from the management of other resources of the organization. In
practice, what makes the different is the nature of the resources, people.
one set of perspectives, view the human beings as potentially a creative
and complex resource whose behaviour is influenced by many diverse
36
factors originating from either the individual or the surrounding
environment.
Dessler (2005) observed that from the functions of management;
(planning, organizing, staffing, leading and controlling) focus is made on
one of the functions- staffing; he went further to describe human resource
management as the process of acquiring, training, appraising and
compensating employees, and attending to their labour relations, health
and safety and fairness concerns.
A director needs a clear vision of what she/he wants adult education
to be: the Head has the qualities of imagination and vision, tempered by
realism (HMI, 1977). Management is concerned with values, not just action
(Gillard, D. (2003); as Everard and Morris (1985) put it, the important task
for the educational institution is the reconciliation of value systems so as to
achieve a clear statement of aims and beliefs to which a large majority of
the stake-holders can subscribe and to which they feel commitment. The
curriculum (both formal and ‘hidden’) should reflect the values which the
institution is seeking to promote.
Appraisal procedures (Tsiakkiros, 2005) should provide the directors
an excellent opportunity to mixture the continuous professional
development of the individual (staff) and, in turn, to receive input from the
individual about his or her perceptions of the needs of the organization.
37
Human Resource (personnel) managers are expected to
demonstrate competence in the following areas:
1 Equal opportunity and affirmative action;
2 Employee health and safety;
3 Handling grievance and labour relation.
According to Decenzo and Robbins (1999), human resource
management can be viewed in one of two ways. First, as a staff or support
function in the organization, providing assistance in human resource
(personnel) management matters to those directly involved in producing
the organization’s good and services. Secondly, human resource
management is a function of every manager whether or not one works in a
“formal” human resource management department;
Training and development: In this phase appropriate training
methods must be selected and suitable training materials must be
developed to convey the required knowledge and impact the skills
identified in the training objectives. Every new employee look forward to
opportunities that will make him rise on hierarchy. Many programmes
are usually put in place to ensure professional growth in teaching.
Some of them as in Ogundele (2001), aim at correcting certain
deficiencies detected at the time of employment:
1 Enabling teaching staff to face challenges resulting from innovation in
the curriculum. Example: seminar, workshops and refresher courses.
38
2 Providing staff with opportunities for acquiring higher qualifications to
assume greater responsibilities and status in the profession e.g. In-
service, sandwich programmes and scholarship awards. Making
professional of non-professional teachers, e.g. Masters or Post
Graduate Diploma in Adult Education (PGDAE) for degree holders and
National Teachers Training Programme (NTTP) in Adult Education for
ND and ND holders and the like.
A new entrant into the adult teaching profession feels more
committed to his job if he is aware that opportunities abound for him to
grow professionally. It is the duty of the director to avail his staff
information for professional growth and to facilitate their taking advantage
of them.
Training evaluation: This is the last phase of the model for systematic
training. Once the training has been determined and behavioural
objectives stated and the training programme has been running, the
outcomes are evaluated. We use participants to evaluate the following: the
levels, the designs, the value for the training and the feedback. Staff
development programmes are evaluated by looking at the preparations for
the programme, the planning and execution of activities and the impact of
the programme on the individuals directors and the agency.
Evaluation of training is often done poorly or not at all. One reason
for this is that it is assumed that the training will work. Another reason is
39
fear among the initiators of the training that an objective evaluation might
show up deficiencies in the training. Planning for the evaluation should
coincide with planning for the training program (Swanepoel, & Erasmus,
2000).
Unless the issues of objectives and evaluation are addressed, there
is no way of knowing whether training has been effective (Aitken, 2002).
Evaluation is important to provide assurance that in-service training is
achieving its obejcives whether such in-service training programme is
undertaken by the director or his members of staff. The results of
evaluation can provide a feedback loop to inform the design of further
programmes.
Human resource competencies of Directors
By human resource competencies is meant that range of personal
characteristics which differentiates superiors performers. They are to be
distinguished from the range of technical skills (such as IT skills or
budgeting skills) which are also required. Drea & O’Brean (2002), posit that
to be effective, directors need to demonstrate an appropriate range of
competencies and management styles which will be dictated in large
measure by the adult education environment in which they are operating.
In addition to identifying the competencies shared by effective
manager, it was Boyatzis who first coined a definition for the term
competency says Boyatzis (1982), is an underlying characteristic of an
40
individual which is causally related to effective or superior performance in a
job (p.21).
The focus on competencies differs from the traditional approach to
human resource management, which centers on knowledge, skills, and
abilities (KSAs). The competency approach expands this focus to include
motives, traits, and self-concepts that are job-related (Daley, 2002; Tucker
& Cofsky, 1994). When considering the differences between competencies
and KSAs, it is important to note that the two are intertwined.
Competencies are distinguished from traditional KSAs in some important
ways. First, competencies focus on future, not just current, performance
goals. Additionally, validated competencies can help answer the question
“How do we know good performance when we see it”? If public employees
are to be held accountable for performance, it is necessary to provide
guides for distinguishing levels of performance on a particular outcome of
interest.
Regrettably, Daley (2002) finds that such guides are rare. Instead,
other measures are substituted. Position descriptions are often “conducted
in a slipshod fashion,” offering candidates little information on performance
metrics. Successful performance on the job is instead linked to “academic
degrees and other credentials along with years of prior experience in
similar or related jobs” (Daley, 2002). These approaches, continues Daley,
41
“are virtually worthless” – a point echoed by McClelland at the State
Department nearly 30 years earlier.
The empirical study of competencies originated with David
McClelland’s pioneering article in American Psychologist in 1973. The first
efforts to identify and develop competencies took place in the U.S. State
Department to identify the characteristics of outstanding Foreign Service
Information Officers. The results from this study were used to select hires
with the greatest potential for success. This experiment was the first use of
McClelland’s BEI technique, which is now considered standard procedure
for all competency studies (Getha-Talyor, 2008). Before embarking on any
competency study, it is important for the researcher to first engage in
preparatory work; Scholars must first gain an understanding of
organizational (or sector-wide) needs. This must first be considered to
decide which behaviors are of interest now and in the future (Ibid).
As noted by Argyris and Schon (1974), participants “espoused
theories of action,” or what they say they do, does not match to their
“theories in use,” or what they actually do. Thus, as summarized by
Spencer and Spencer (1993), “the basic principle of the competency
approach is that what people think or say about their motives or skills is not
credible. Only what they actually do, in the most critical incidents they have
faced, is to be believed” (p. 115). As a result, the adopted methodology
42
asks people to describe how they actually behaved in situations (Getha-
Taylor, 2008).
Finally, competency models can serve as the foundation for hiring,
training, and developing outstanding employees. Daley (2002) offers the
following reminder: “job tasks do not remain fixed” (p. 88). Therefore, it is
important to continually revisit competency models to determine their job-
relatedness. “Unfortunately, many organizations do not make the effort to
carry out the validation studies that establish the competency link to
performance” (Daley, 202). The costs associated with such efforts – both
in terms of time and money- prohibit most organizations from a careful
reassessment on a regular basis. Neglecting this task is not without
consequence. Without ongoing reassessment, human resource managers
risk using outdated metrics to gauge performance in a changing
environment.
According to Drea & O’Brean (2002), the model which is set out (in
figure 1) proposes a dynamic which has at its heart a set of personal
values, a commitment to create a learning environment and the required
level of professional expertise. To deliver on these values and
commitment, the director must be capable of creating a vision which
satisfies the need of the stakeholders. This in turn demands a capability to
understand both the overt and implicit concerns of these stakeholders. The
vision must then be communicated to others to win their buy in and support
43
and must be translated into plans and actions for delivery and
performance. Such plans require the gathering, analysis, understanding
and distillation of information. Finally, they must be monitored, evaluated
and delivered on and fed in to further refinements and development of
vision. Throughout the process, the organization focus must be kept on the
values of learning and development, and the role of the director is critical in
keeping this value system to the fore.
44
Drea & O’Brien (2002)
Figure 1 Role clarity and Human Resources competencies for managers
Creating the vision
Strategic thinking
Understanding
• Inter-personal Understanding
Personal values and passionate conviction to create a learning environment.
• Professional expertise
Gathering information and gaining understanding
• Information seeking • Analytical thinking • Networking/ relationship building
Planning for delivery • Initiative • Analytical thinking • Information seeking
Monitoring &
improving performance
• • Achievement drive • Development others • Challenge and support • Respect for others
45
Defining the Role of Managers in Ireland
A report by Hay Group Management Consultants Newmount House
Dublin 2.
The various ranges of this model are underpinned by a range of
competencies. For example there are people management competencies
required in understanding the concerns of others and in leading and
developing a team, while at the same time challenging and supporting
people in equal measure. There are the more organizational and political
competencies involved in being able to impact and influence people and in
being able to build relationships and network effectively. There are a range
of cognitive competencies involved in seeking information and in analyzing
it effectively. One slight exception to this broad distinction is in the
competency called “professional expertise”. While this has its roots in the
professional and academic training and experience of directors, its key
feature is the extent to which directors have the capacity to use this
information effectively, particularly in coaching others. Finally, there are
personal competencies of achievement drive, initiative and strategic
thinking, which are required to push for standards of excellence (Drea &
O’Brean, 2002).
46
Directors Qualification and Experience
Most directors begin their careers as civil servants and prepare for
advancement in public administration by completing a bachelor’s or
master’s degree. Some civil servants move directly into directors positions;
other first become deputy directors, or gain experience in other
administrative jobs, such as department heads etc. In private centres,
some directors and deputy directors hold only a bachelor’s degree but
some have a master’s degree but not in adult education. One the job
training methods with a mentor is increasingly required or recommended
for new adult education leaders (US Department of Labour, 2008).
To be considered for director position workers must first prove
themselves in their experiences and current job in adult education. In
evaluating candidate traits, leadership, determination, confidence, to
organize and coordinate work efficiently is also essential (U.S. Department
of Labour, 2008); almost 99 percent of directors have no experience as
adult educator (U.S. Department of Education, 1997), and many states,
including the nation Nigeria require adult education experience in order to
be appointed to practice as a director. Because director are usually
recruited on political ground, the quality of directors is directly related to the
quality of individuals recruited into the position. States may consider
effective director recruitment strategies as one route to building a cadre of
high quality adult education leaders.
47
NASBE Study Group (1999) believe that one of the most important
policy considerations for ensuring high-quality candidates for the
directorship is building preparation programs that provide candidates with
the knowledge, skills, and dispositions they need to meet state or national
standards. Investing in high-quality director preparation programmes
makes sense, because evidence (NASBE Study Group (199) clearly
shows the linkages between high-quality directors, learner performance,
productive and satisfied staff. Also directors who are well-prepared for the
challenges of the job are more likely to thrive and less likely to leave the
field after only a short, frustrating experience. Overall, the preparation of
directors matters (Ibid).
Induction programs (Chapman, 2005; NASBE 1999) through the first
year or two of an individual’s entrance into the directorship, can go a long
way towards easing the burdens of new entrants. Much like induction
programs for instructors, directors’ induction programs usually include
orientation on official and implicit policies and procedures, consistent
contact with experienced directors as well as contact with other novice
directors (often taking the form of a mentorship), time for new directors to
reflect upon their work, and formative feedback on performance.
The need for high-quality professional development is greater now
than ever. Directors who have been poorly prepared in out-dated
preparation programs and poorly inducted in program that do little more
48
than review state policies simply cannot lead breakneck reform in the way
the nation now require them to (NASBE Study Group, 1999).
Theoretical Framework
The purpose of this section is to present a review of theories of
human resource for adult education programme. This is necessary for the
fact that management is vital for the achievement of the objectives of any
educational programme.
Human Relations Theory of thought
Elton Mayo (1880-1949) in his Hawthorne studies, on western
electric conducted at the Hawthorne plant of Western Electric outside
Chicago and ran for nearly a decade beginning in the late 1920s), believed
that workers are not just concerned with money but could be better
motivated by having their social need met whilst at work. He introduced
the Human Relations School of thought, which focused on managers
taking more of an interest in the workers, treating them as people who
have worthwhile opinion and realizing that workers enjoy interacting
together.
Mayo conducted a series of experiments at the Hawthorne factory of
the West Electric Company in Chicago; 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 expected to see
49
productivity levels decline as lighting, heating and rest-pauses were varied.
What he actually discovered surprised him: whatever the change in lighting
or working conditions, the productivity levels of the workers improved or
remained the same. From this Mayo concluded that workers are best
motivated by better communication between managers and workers,
greater manager involvement in employees working lives and working in-
groups or teams.
The Hawthorne studies marked a critical turning point away from an
excessive emphasis on the technical aspect of job design, towards
recognition of the social needs of workers and how these needs affect
performance. The original goal of the Hawthorne studies was to test how
variations in working conditions affected productivity. The striking
conclusions were that variations in the work environment lighting,
ventilation, temperature were less important than the social interactions
with co-workers (Cooper, 1980). In other words directors can promote
social interactions through activities like sports, price giving day, etc.
The Human Relations Movement was in large part a reaction against
the dehumanizing aspects of scientific movement carried to an extreme.
Rather than emphasizing the production needs of the organization, Carey
(1976) posited that the human relations movement looked at jobs from the
perspective of the individual worker.
50
The human relations movement beginning with the Hawthorne
studies, focused on the important role of employee motivation and group
norms of organizational success. The researchers began to discover that
workers spontaneously organized the work environment, established
standards and enforced sanctions among themselves. Economic
incentives which scientific management theories had viewed as the key
motivation for workers were now viewed as secondary to the need for
social solidarity provided in work groups. Social and emotional needs of
workers, if cultivated and controlled, seemed to lead to higher productivity.
This led to the recognition of leadership effectiveness as an important
determinant of organizational effectiveness. It is therefore the manager
(the directors) in his leadership role who has the capacity to stimulate and
inspire the employees to contribute willingly, cooperatively and zealously to
the optimum achievement of organizational goals (Yalokwu, 2002).
The human relation’s movement advocated job design as a way to
direct social solidarity needs towards stable, predictable forms that
achieved organization objectives. It touted supportive work groups and
non-authoritarian supervisors as keys to increasing workers’ motivation
(Milkovich and Bourdreau, 2004). In practice therefore business should re-
organize production to encourage greater use of team working and
introduce personnel departments to encourage greater manager-
involvement in looking after employees’ interests.
51
McGregor Theory X and Theory Y: Douglas McGregor (1960)
summarized two possible views of management in worker motivation.
Theory X is the traditional view of direction and control. It states that:
Workers dislike work and try to avoid it. Basically they are self-interested
and prefer leisure rather than working for some one while theory Y
(McGregor, 1960), is the humanistic/ self – actualization approach to
human motivation. Sometimes called the human resource model, it states
that work is natural and can be a source of satisfaction, and that when it is
so, the workers can be highly committed and motivated. Workers often
seek responsibility and need to be more fully involved with management to
becoming motivated.
Theory X and Y are relate to this study because both have it that
directors are responsible for organizing the elements of instruction
process, getting the staff to co-operate and align with the adult educations
goals. The directors set the parameters; he/she works systematically and
conscientiously with the staff, defining job (instructions) and priorities,
planning operations and programmes, reviewing achievement.
Empirical Studies
Apagu (1997) undertook a study of technical in-service competency
Needs of Post- Primary School Building Technology teachers of Adamawa
State. Three research questions and three two tailed null hypothesis were
52
formulated and tested at 0.05 level of a prior probability. The design of the
study employed survey design. A questionnaire was developed and
administered to 287 building technology teachers in Adamawa State Public
Post-Primary Schools. Mean ratings, percentages, correlated t-test, one-
way ANOVA and scheffe test were employed for data analysis. The result
of the study revealed that the teachers perceived themselves as
performing the competencies at a moderate level. It was also further
observed that their educational qualifications had significant effect on their
perceived level of performance of the building technology competences.
Also, apagu observed that the teachers capacity building is (96%) of the 24
Building drawing competences and in all of block laying and carpentry and
joinery respectively. The research has relationship with the present study
with respect to capacity building needs in human resources management
of Adult Education agencies.
Akpan (1998) undertook an In-service Competency Needs of
Supervisor of Vocational Technical Education programmes in Akwa Ibom
State of Nigeria. Three research questions and two null hypotheses were
formulated to guide the study. Two sets of questionnaires, Vocational
Technical Education Supervisory Competencies Identification
Questionnaire (VESCIQ) and Vocational Technical Education Supervisors
Performance Rating Inventory (VESPRI) were developed in the study. The
questionnaires were administered to 24 administrators and 68 supervisors
53
of vocational technical education programme in Akwa Ibom State. Data
obtained from the study were analysed using the mean and t-test statistics.
The findings of the study indicated that the important task area of
vocational technical educational supervisions in Akwa Ibom State are: co-
ordination of curriculum development in vocational technical education
programme, organization of public relations activities, provision of
guidance to teachers on the application of curriculum theory with respect to
local situation. This study has some relationship to this study in identifying
areas of in-service needs, in this case, of capacity building needs in human
resources management for directors of adult education agency.
Ezegworie(2002) undertook a descriptive survey research on in-
service Needs of Principals in Critical Skills of instructional Supervisory
Behaviour with special focus on the technical, interpersonal conceptual
and diagnostic aspects of Supervisory behaviour. Seven research
questions and three null hypotheses guided the study. A questionnaire was
developed and administered. The sample for the study comprised all the
two hundred and sixty-two (262) secondary school principals within the six
education zones of Enugu State. Data for the study were collected using a
Critical Supervisory Skill In-service Training Needs Assessment Scale
(CSSINAS). Mean and standard deviation were used to analyse the data
while the hypotheses revealed that secondary school principals need in-
service training in all aspects of Critical Skills of instructional supervisory
54
behaviour. Also in-service training needs decreases with the year of
experience on the job; Principals with first degrees in education have less
in-service needs in critical skills instructional supervision behaviour than
principals with only diploma or higher degree in Education. The study also
revealed that males need more of conceptual and diagnostic skills of
instructional supervisory behaviour than their female counterpart. The
study has a relationship with the present study in area in-service training
needs of principals, in this case of human resources of agency directors.
Summary of Literature Review
The literature materials reviewed so far have much information to
offer in respect of this study. They have confirmed those issues that have
been reckoned with in this study which focus on the capacity building
needs of directors of adult and non-formal education agencies capacity
building needs in human resources management. Among the issues
discussed are: concept of in-service Training Programme, staff in-service
training programme, concept of Personnel Management, Training needs
Analysis, directors qualifications and experiences, the role of directors in
Personnel Management, Problems of human resource of adult education
the theories of personnel management for educational programmes and
the review of empirical studies.
For each of these, the views of authors and researchers is examined
with reference to personnel management. As a result support, the
55
researcher’s interest and perceived human resource management of adult
and Non-formal education in North central zone.
56
CHAPTER THREE
RESEARCH METHOD
This chapter presents the Design of the study, Area of the study,
Population of the study, Sample and Sampling Procedure, Instrument for
Data Collection, Validation of the Instrument, Reliability of the Instrument,
Method of Data Collection and, Method for Data Analysis
Research Design
The study adopted the survey research design. According to
Nworgu, (2006) survey research is one in which a group of people or
items, is studied by collecting and analyzing data from only a few people or
items considered to be representative of the entire group. In this case, the
design is appropriate to elicit responses from the directors of agencies of
adult education in the North central, Nigeria, on their capacity building
needs in human resource management.
Area of study
This study was conducted in North central, Nigeria. North central,
Nigeria is made up of six states and the federal capital territory. The states
are Kogi, Niger, Benue, Kwara, Plateau, Nasarawa and the federal capital
territory (FCT). The area was chosen on the basis of the fact that adult
57
education human resource skill seem to be insufficient in the zone while
the states have high illiterate rate.
Population of the study
The population of the study consists of all directors and deputy
directors of agency for adult and non formal education in the six states and
FCT. There is one director and three directors in each state and FCT. The
total population of the study is therefore 28 subjects
Sample and Sampling Techniques
The sample for this study will be 28 subjects. This consists of 7
directors and 21 deputy director in the six states and FCT. The entire
population will be used for the study because it is a manageable size. As
such no sampling will be carried out.
Instrument for Data Collection
The name of the instrument for data collection will be called
Directors Capacity Building Needs in Human Resource Management
Questionnaire (DCBNHRMQ). This instrument is divided into two parts.
Part I consists of personal data of respondents like: Name of agency,
State, directors year of experience and directors qualification. Part II
consists of six variables in that will be investigated this study. It is divided
into six sections namely-Skills in recruitment and selection of staff, skills in
58
orientation and induction of staff, Skills in deployment/assignment of staff
to duties and responsibilities, Skills in appraisal of staff, and skills in
development in-service training of staff as they relate to their capacity
building needs in human resource management (see Appendix A page
72). .
Validation of the Instrument
The instrument for this study was face validated by three experts:
one in measurement and evaluation and two from Adult Education of the
University of Nigeria, Nsukka. The validates were asked to ascertain the
appropriateness of the items and the ambiguity of words, and clarity of
statements.
The experts were also expected to comment on the adequacy of the
instrument and make their personal observation. The comments and
advice of the validates were used to enhance the review and assemblage
of items on the final version of the instrument (see Appendix A page 72).
Reliability of Instrument
In order to determine the reliability of the instrument a trial testing
was conducted using two agency directors in Kaduna and Kano states.
The instrument so administered on the directors was retrieved immediately
they responded to it. The reliability of the instrument was determined using
59
Cronbach Alpha method was used to determine the reliability coefficient.
The consistency for each of the subsections of the instrument was
established and the results yielded 72,91, 80, 90, 8A, for each of the
clusters. The overall reliability coefficient was 0.836.
Procedure of Data Collection
The researcher administered the instrument to the subjects
personally. At their various states collect them on the spot.
Method of Data Analysis
The data collected for this study was analyzed using descriptive and
inferential statistical analysis. Means and standard deviations were be
used in answering the research questions, while the t-test statistics will be
used in testing the hypotheses formulated for the study.
The following scoring procedure were used to quantify directors
responses to the items in the instrument (Questionnaires): Very High
Extent = 4; High Extent = 3; Low Extent = 2; and Very Low Extent = 1.
Generaly, items in the instrument are expected to elicit responses from
directors concerning their capacity building needs in certain skills of human
resources.
60
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter deals with the presentation and analysis of data
collected for the study and summary of the major findings. The data
were presented based on the research questions and hypotheses
tested for the study.
Research Question One: What are the in-service needs of directors of
agencies of Adult Education and non-formal Education in the
recruitment and selection of staff in adult education?
Table 1: Mean and Standard Deviation of Directors of Agencies of Adult
and Non-formal Education on their in-service needs in the recruitment
and selection of staff in adult education
s/n in service needs in s taff
recruitment and selection
N N SD Remark
1 identifying appropriate range
of an applicant for a vacant
position.
28 2.68 0.07 accepted
2 Determining the required level
of comportment for job
28 2.71 0.02 accepted
3 Constituting the right kind of
interviewing panel for job
recruitment.
28 2.99 0.18 accepted
4 reference to the religion of the 28 2.90 0.20 accepted
61
applicant in the application
from is avoided.
5 Determine the rank kind of
discipline require for a job
vacancy.
28 2.99 0.93 accepted
X = Mean SD = Standard Deviation
The data presented in table 1 showed that all in-service need of
directors on the staff recruitment and selection of staff of adult education
are accepted as appropriate. This is because, the mean responses of
Directors and Deputy Directors of adult education agencies in all the
items were above 2.50 (i.e. X >2.50). And this 2.50 is the benchmark for
rejection or acceptance. Therefore it implies that all the directors and
deputy directors of adult education agencies of the states agreed on all
the recruitment and selection of in-service needs. The standard
deviation of the items with their values ranging from 0.01 to 0.09
revealed that the responses of the subjects were closely related.
HO1: There is no significant difference in the mean rating of male and
female directors on their in-service needs for skills required in staff
recruitment and selection.
62
Table 2: T-test Analysis of Male and Female Direc tors on their in-
service needs for skills required in staff recruitm ent and selection
s/n in-service need in skills
required in staff
recruitment selection
status X SD t-
test
p-
value
remark
1 Identify appropriate range
of experience of an
applicant for a vacancy
position.
male
female
2.50
2.69
0.19
0.07
0.59 0.59 NS
2 Determine the require level
of comportment for a job.
Male
female
2.58
2.72
0.90
0.02
0.45
0.65
NS
3 Constituting the right kind
of inter-reviewing panel for
job recruitment
male
female
3.08
2.99
1.16
0.02
0.31
0.76
NS
4 Reference to the religion of
the applicant in the
application form is avoided
male
female
3.33
2.89
0.60
0.03
1.48
0.14
NS
5 Determining the right kind
of discipline required for a
job.
Male
Female
3.19
2.99
0.72
0.10
0.57
0.57
NS
N = 28, M = Male, F=
Female, N= Not Significant,
X = Mean, SD Standard
Deviation
63
The data presented in table 2 above indicated that the mean
responses of male and female directors of adult education agency on in-
service needs for skills required in staff recruitment and selection are
accepted as appropriate. This is because, both means are greater than
the criterion mean for decision ( X >2.50). The table as a result also
showed that the responses of the male and female directors are not
significant with their respective p-values for each item is greater than
the level of significance (p>0.05). Hence, their responses to each item
are not significant.
Research Question Two
What are the in-service needs of directors and deputy directors
in skills required in orientation and induction of staff.
table 3: Mean and Standard Deviation of Directors and Deputy
Directors of adult education agencies on in-service needs in skills
required in orientation and induction of staff.
s/no Skills in orientation and
induction of staff.
N X SD Remark
6 Providing each new staff with a
support system that includes
help of experienced instructor.
28 2.76 0.07 Accepted
7 Participatory in staff
development to enable director
28 2.82 0.09 Accepted
64
improve induction service.
8 Providing new employees with
information about the agency, its
policies and organization
28 2.75 0.07 Accepted
9 Assisting the instructor on how
to improve instructional
practices.
28 2.51 0.04 Accepted
X = Mean, SD = Standard Deviation
The data presented in table 3 revealed that all skills in
orientation and induction of staff are accepted. This is because the
mean responses of the directors and deputy directors range from
2.50 and above ( X >2.50) which is the bench-mark for decision rule.
therefore, it means that these skills in orientation and induction of
staff are accepted. However, the standard deviation of the items
showed less disparity in the responses of the male and female
directors and deputy directors. This is because their values range
from 0.04 to 0.09 and as a result, the skills in orientation and
induction are appropriate.
HO2: There is no significant difference in the mean rating of male and
female directors and deputy directors on their in-service needs in
skills required in orientation and induction of staff
65
Table 4: T-Test analysis of skills in orientation a nd induction of
staff
s/no Skills in orientation
and induction of staff
Status X SD t-
test
rate
Remark
6 Providing each new
staff member with a
support that includes
help of experience
instructor.
Male
Female
2.83
2.76
0.03
0.07
0.28
0.82
NS
7 Participating in staff
development to enable
the director improve the
induction programme.
Male
Female
2.88
2.78
0.34
0.09
1.36
0.17
NS
8 Provide new
employees with
information about the
agency, its policies and
system organization.
Male
Female
2.92
2.75
0.91
0.07
0.53
0.59
NS
9 Assisting instructor on
how to improve
instructional practices.
Male
Female
2.50
2.51
0.17
0.05
0.04
0.97
0.05
NS
N = 28, NS= Not Significant , X = Mean, SD = Standard Deviation
66
The table 4 indicated that the mean responses of the male and
female directors and deputy directors of the agencies of adult and
non-formal education on skills in orientation and induction of staff
showed that all the skills are accepted. This is due to that fact that all
the mean for each item is greater than or equal to the criterion mean
( X >2.50). The table also showed that the T-test statistics has no
significant effect in the response of the male and female directors
and deputy directors of agencies of adult and non-formal
education. This is because the respective P-values are greater
than the level of significant (P>0.05). Hence, their mean responses
are not significant.
Research Question Three:
What are the in-service needs of directors in skills required in
deployment of staff.
Table 5: Means and standard deviation of directors and deputy
directors on skills required in deployment of staff.
s/no Skills required in deployment of
staff
N X SD Remark
10 Deploying instructors to classes
and other functions areas where
there will be optimal utilization of
their talents and experiences
28 2.70 0.06 Accepted
67
11 Delegating to the Heads of
department (HODs) the
responsibility for specific tasks.
28 2.73 0.11 Accepted
12 Recognizing encouraging and
using the skills of staff in assigning
roles to them.
28 3.45 0.09 Accepted
13 Determining gender-based
functions in assignment of staff to
duties
28 2.55 0.11 Accepted
14 Playing guidance and counseling
role in directors relationships with
staff.
28 2.63 0.09 Accepted
15 Being democratic in enforcing
discipline within the agency.
28 2.91 0.07 Accepted
16 Delegating some key
responsibilities to deputies to afford
the directors line to focus on
improves the adult education
programmes
28 2.65 0.05 Accepted
The data presented in table 5 indicated that all the skills required
on deployment staff are accepted. This is as a result of their means
responses of directors and deputy directors in all the items being within
2.50 and above which is the benchmark for decision. Therefore, it
implies that in service skills required for deployment of staff are
appropriate. The standard deviation showed less dis-association
68
between the responses of the directors and deputy directors because of
their values which are within 0.06 to 0.11.
HO3: There is no significant in the mean rating of male and
female respondents on their in-service needs in skills required in
deployment of staff to their duties and responsibilities.
Tables 6: T-Test analyzed of in-service need in skills required in
deployment of staff to their duties and responsibilities.
s/no Skills required in
deployment of staff.
Status X SD T-
Test
R-
value
Remark
10 Deployment instructors
to classes and other
functional areas where
there will be optimal
utilization of their
talents and
Male
Female
2.50
2.70
0.00
0.07
0.65 0.51 NS
11 Delegating to heads of
department (HODs)
the responsibilities for
specific tasks.
Male
Female
2.58
2.73
0.16
0.11
0.46 0.64 NS
12 Recognizing
encouraging and using
the skills of staff in
assignment roles to
them.
Male
Female
3.42
2.91
0.51
0.49
0.25 0.81 NS
13 Determining gender- Male 3.00 0.60 0.49 0.64 NS
69
based functions in
assignment of staff to
duties.
Female 2.85 0.12
14 Playing guidance and
counselling roles in
directors relationship
with staff.
Male
Female
2.50
2.63
0.38
0.09
0.41 0.68 NS
15 Being democratic in
enforcing discipline
within that agency.
Male
Female
3.08
2.91
0.67
0.06
0.57 0.57 NS
16 Delegating some key
responsibilities to
deputies to afford
directors time to focus
on improving the adult
education programme.
Male
Female
2.83
2.63
0.03
0.60
0.60 0.55 NS
N= 28, NS= Not
Significant, X Mean,
SD = Standard
Deviation.
The data presented in table 6 revealed that the skills required for
deployment of staff are accepted. This is due to the fact that their mean
responses to each of the skills items are greater than or equal to the
criterion mean of 2.50 ( X >2.50). The table also showed that the T-test
statistics has no significant effect in the responses of directors of adult
70
and non-formal education agency. This is because the respective p-
value are greater than the level of significance (p>0.05). Hence, their
mean responses are not significant.
Research Question Four:
What are the in-service needs of directors and deputy directors in
skills required in staff appraisal.
Table 7: Mean and standard deviation of adult education agency
directors and deputy directors on skills required in staff appraisal
s/n Skill required in staff
appraisal
N X SD Remark
17 Organism staff appraisal in three
years cycle
28 3.04 1.00 Accepted
18 Priding a brief outline of
instructors appraisal to all staff
to ensure a shared
understanding of how the
scheme is to operate.
28 2.65 0.07 Accepted
19 Monitoring performance of staff
and providing appropriate
feedbacks to them.
28 3.12 0.97 Accepted
20 Appraisal method includes
collection of data on
performance and appraisal
interview.
28 3.12 0.97 Accepted
21 Paying attention to staff 28 3.02 0.98 Accepted
71
complaints about his/her
performance appraisal within a
specific period time from the
appraisal interview.
X = Mean, SD = Standard Deviation
The data presented in table 7 showed that all the skills required in staff
appraisal are accepted to be appropriate. This decision is based on the
fact that the mean responses of adult and non-formal education
agencies directors and deputed directors are within 2.50 and above.
This is the criterion mean for the acceptance of any in-service skills
required in staff appraisal. The standard deviation indicated less
difference in the responses of the respondents because of low values
ranging within 0.06 to 1, therefore these skills required for staff appraisal
are considered appropriate.
Research Question 5:
What are the in-service needs of directors in skills required in
development /in-service training of staff.
72
Table 8: Mean and standard deviation of skills required in development/
in-service training of staff.
s/n Skills required in
development
N X SD Remark
22 Modeling commitment to
professional growth of
instructors by, for example,
participating in study groups,
workshops, seminars etc.
28 2.82 0.04 Accepted
23 Providing regular feedbacks on
staff performance for
improvement programme.
28 3.09 0.99 Accepted
24 Reviewing current professional
literature for in-service
improvement programme.
28 3.28 1.06 Accepted
25 Assessing instructors
satisfaction with professional
growth programme to identify
factors that could be impacting
implementation
28 2.83 0.94 Accepted
73
26 Identifying, acknowledging
publicly and rewarding
effective teacher performance
in objective terms.
28 2.81 0.04 Accepted
27 Encouraging and allowing
other to lead in adult education
porgrammes
28 2.88 0.07 Accepted
28 Regularly undertaking
classroom observations to
monitor whether instructors are
innovative skills in leading/
instructing the clientele
28 3.11 1.00 Accepted
N = 28 , X = mean, SD = Standard deviation
The data presented in table 8 revealed that all the skills required in
development/ in-service training of staff are accepted. This is as a result
of the mean values of the skills required in development/in-service
training of staff lying within 2.50 and above. And this is the orientation
mean for accepting of any item. As a result thee skills required for
development/ in-service training of staff are appropriate because the
74
standard deviation of the items indicate less disparity due to the fact that
their values are small and range from 0.03 to 1.000.
Summary of Major Findings
1. All the in-service needs in the recruitment and selection of staff
in adult education agencies were accepted by the respondents.
These include: identifying appropriate range of experience of
applicant for a vacancy; determining the required level of
comportment for a job; constituting the right kind of
interviewing panel for job recruitment references to the religion
of the applicant in the application form is avoided; determine
the right kind of discipline required for a job vacancy.
2. The findings further revealed that there were no significant
difference between the mean ratings of male and female
directors and deputy directors on the in-services needs in the
recruitment and selection of staff. The hypothesis was
accepted at 0.05 level of significant.
3. The respondents agreed with all the skills required in
orientation and induction of staff. Among these skills are;
providing teach new staff with support system that includes
help of experienced instructors; participating in staff
development to enable directors improve induction service;
75
providing new employees with information about the agency,
its policies and organization; assisting the instructor on how to
improve instructional practices.
4. Furthermore there were no significant differences between the
mean ratings of male and female directors of the agencies of
adult and non-formal education on skills required in orientation
and induction of staff. The hypothesis was accepted at 0.05
level of significance.
5. It was the opinion of the respondents that all the skills required
in deployment of staff were accepted. These skills include:
deploying instructors to classes and other functional areas
where there will be optimal utilization of their talents and
experiences; delegating to the Heads of Departments (HODs)
the responsibilities for specific tasks; recognizing, encouraging
and using the skills of staff in assigning roles to them;
determining gender- based functions in assignment of staff to
duties; playing guidance and counseling role in directors
relationship with staff; being democratic in enforcing discipline
within the agency; delegating some key responsibilities to
deputies to afford the directors time to focus on improving the
adult education programmes.
76
6. Moreover, there were no significant differences between the
mean ratings of male and female directors, and deputy
directors on skills required in deployment of staff. The
hypothesis was not rejected at 0.05 level of significance.
7. The respondents agreed that all the skills required in staff
appraisal were appropriate. The skills include: organizing staff
appraisal in three years cycle; providing a brief outline of the
instructors appraisal process to all staff to ensure a shared
understanding of how the scheme is to operate; monitoring the
performance of staff and providing appropriate feedbacks to
them; appraisal method includes collection of data on
performance and appraisal interview; paying attention to staff
complaints about his/her performance appraisal within a
specific period of time from the appraisal interview.
8. The respondents accepted all the skills required in
development/ in-service training of staff. The skills include:
modeling commitment to professional growth of instructors by,
for example, participating in study groups, workshop, seminars
etc; providing regular feedback on staff performance for
improvement programme; assessing instructors satisfaction
with professional growth programmes to identify factors that
77
could be impacting implementation; identifying, acknowledging
publicly and rewarding effective instructors performance in
objective terms; encouraging and allowing others to lead in
adult education programmes; and regularly undertaking
classroom observations to monitor whether, instructors have
innovative skills in leading/ instructing the clientele
78
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
In this chapter, the results that were presented in chapter four are
discussed based on the five research questions and three null
hypotheses that were formulated to guide the study.
This chapter is organized based on the following subheadings;
discussion of the findings, conclusion, education, implications,
recommendations, limitation of the study, suggestions for further studies
and summary.
Discussion of the Findings
In-service Needs required for Recruitment and Selec tion of Staff
Findings revealed that all the in-service needs of directors on the
recruitment and selection of staff in Adult Education are accepted as
appropriate. This is because, the mean responses of the respondents in
all the items range are from 2.50 and above. Moreover, the responses
of the directors and deputy directors on in-service needs on recruitment
and selection are accepted as appropriate because there is no
significant difference in the mean, responses as indicated on the
hypothesis with p-value greater than the level of significance (p>0.05).
This finding is in line with Jarvis (2003) that in-service needs of
managers is based on identifying appropriate range of experience of
79
applicants, determining the required level of comportment, constituting
the right kind of interviewing panel, making reference to religion and
determining the right and of discipline required for a job vacancy.
Therefore, these in-service, needs of directors in recruitment and
selection of staff should be included in the in-service training
programme.
In-service Needs on Orientation and Induction of St aff
Findings revealed that all the in-service needs on orientation and
induction are accepted. This is because the mean responses of the
respondents are within 2.50 and about. Moreso, the findings in table 4
revealed that the mean responses of the directors and female directors
on the in-service needs on orientation and induction are acted. This is
because, the analytical T-tests P-value showed in significant difference.
This is also because the p-value is greater than the level of significance
(i.e. p>0.05). Therefore, these in-service needs on orientation and
induction are appropriate for application as Daley (2002) stated that
providing each new staff with support system, participation in staff
development and provision of information to new staff are among the in-
service needs of directors to carryout proper orientation and induction.
80
In-service Needs on Skills required in Deployment o f Staff
The data presented in table 5 showed that all the in-service needs
on skills required in deployment of staff are accepted and appropriate.
The mean responses are from 2.50 and above. However, it was
indicated in table 5 that the mean responses of male and female
directors and deputy directors on each. Item has no significant
difference because the t-test statistical p-value is greater than the level
of significance (i.e. p>0.05). As a result, the responses of respondents
do not differ and as such the in-service needs on skills required in
deployment are appropriate for application. Ezegworie (2002) studied
the in-service needs of principals in critical skills of instructional
supervisory behaviour and discovered that in-service needs are
important to supervisors in carrying out their everyday work. This finding
complemented the findings of the presented study that all in-service
needs identified in deployment of staff are appropriate for deployment of
staff in adult education agency.
In-service Needs on Skills in Staff Appraisal
The findings in table 6 revealed that all the in-service needs of
directors and deputy directors on skills in staff appraisal are considered
appropriate for application. This is due to the fact that the mean
responses of the directors are greater than the criterion, mean of 2.50
81
which was indicated. Moreover, the mean responses of the respondents
on the in-service needs in staff appraisal were accepted. This is
because their analytical T-test statistical p-value is greater than the level
of significance (.i.e. p>0.05). Tsiakkoros(2005) found out that there are
many problems militating against directors role in appraising their
directors role in apprising their staff but these problems can be militated
by understanding of the in-service needs in staff appraisal. Hence, it will
be appropriate to ameliorate these problems with the identified in-
service needs in staff appraisal in this present study.
In-service Needs on skills in Development /Service Training of
Staff
The findings revealed that all the in-service needs on skills in
development /in-service training of staff, in table, are accepted because
the mean values lie between 2.50 and above. Moreover, the data
presented in table 7 indicated that the mean responses of respondents
of skills in development /in-service training of staff are accepted due to
the fact that the t-test statistical value showed no significant difference
in their mean responses. That is, the p-value is greater than the level of
significance (ie p>0.05). Akpan (1998) discovered that in-service needs
of directors on the skills in development/in-service training of staff were
82
lacking. Therefore, it would be appropriate to apply and use the skills
identified in this study.
Conclusion
The study is on capacity building needs of state agency directors
in human resource management in adult education in North central of
Nigeria. The study revealed current human resource in-service needs
on the various aspects of in-service needs of staff in adult education
agencies in the North central of Nigeria. Based on the findings, the
following in-service needs were identified. The in-service needs which
are specifically designed for the north central, if carefully, implemented,
are hoped to improve the human resource management of the adult
education agencies. There in-service needs include: skills in staff
recruitment and selection, skills in orientation and induction of staff,
skills in deployment of staff to duties, skills in staff appraisal and skills in
development/in-service training of staff. It is hoped that the directors will
be on course adequately adopt these in-service needs in performing
their human resource roles in the adult education agencies.
Educational Implications of the Study
This study has implications on the side of government, state
agencies of adult education, directors and deputy directors of the
83
agencies of adult and non-formal education of the states in the north
central of Nigeria.
The findings of the study revealed areas where directors will
improve in their in-service needs required for inadequate human
resources management and development in the agencies.
The findings revealed that government through the state agencies
for adult and non-formal education should make the directors adopt
these in-service needs identified for staff development.
Recommendations
Based on the findings, discussions and conclusion, the following
recommendations were made:
1. The state agencies for adult and non-formal education, north
central zone should adopt the in-service needs for effective
human resources management of adult education in the states.
2. Government should as a matter of urgency mount adequate
professional training for the directors to reorient them on the in-
service needs necessary for their effective human resource
management in the agency for adult and non-formal education in
the North central states of Nigeria.
3. State agencies for adult and non-formal education in the North
central of Nigeria should ensure that only directors and deputy
84
directors who receive such training will head the agency at the
state level. This will encourage than to put in practice what they
learnt from such training courses.
4. State of the agencies should be made to know what they should
expect from such activities recruitment and selection, as
orientation and induction, deployment of staff, staff appraisal and
development/in-service training activities this will enable then to
assess the directors and deputy directors who will be on course to
provide those activities for them.
Limitations of the Study
The following serve as limitations in the course of conducting the
research study.
1. The task of moving from ones stated to another made the
study more difficult for the research.
2. One of the major limitations o the study was expression of the
directors and deputy directors exposing how in-service training
and professional development courses were scarcely provided
to them by the government. This could have led to basis in
responding the questionnaire.
3. Difficulty in sourcing for the materials for the write-up of the
study proved problematic.
85
Suggestion for Further Study
The following suggestions are made for further study:
1. Similar study can be carried out in all the political zones of
Nigeria.
2. Similar study can be carried out in other disciplines of
education.
Summary of the Study
The general purpose of the study was to investigate the capacity
building needs of state agency directors in human resource
management in adult education in North central zone of Nigeria. In
order to achieve the purpose of the study, specific purposes and
corresponding research questions were posed to guide the study, three
null hypotheses were also postulated for verification at .05 level of
significance.
The study was delimited to five in-service needs for effective
human resource management in adult and non-formal education
agencies in North adult education agencies in North central of Nigeria.
The in-service needs aspects include: staff recruitment and selection,
skills in orientation and induction, skills in deployment of staff to duties,
skills in staff appraisal and skills in development/in-service training of
staff. Literature pertinent to the study was reviewed.
86
A descriptive survey research design was used for the study. The
population was spread across the states in the zone, and due to the
manageable size of the population, the entire population was used for
the study. A structured questionnaire was used for data collection and
grand reliability co-efficient of 0.54 was obtained. Data collected was
analyzed using mean, standard deviation and T-test.
The study found out that the following in-service needs are
effective in the human resource management in the agency of adult and
non-formal education: in-service needs in recruitment and selection, in-
service needs in orientation and induction of staff in-service needs on
skills required in deployments of staff, in-service needs on skills
required in staff appraisal and in-service needs on skills required in
development/in-service training of staff. Moreover, it is hoped that the
above mentioned in-service needs if properly applied will improve the
current human resource management practices in the agencies of adult
and non-formal education in north central states of Nigeria in particular
and Nigeria at large.
87
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Appendix A
DIRECTORS CAPACITY BUILDING IN HUMAN RESOURCE
MANAGEMENT QUESTIONNAIRE (DCBHRMQ)
Dear respondents,
This questionnaire is intended to provide information on capacity building
needs of directors in human resource management in Adult Education.
The questionnaire is for research purpose only; your reactions to the
statements will be treated in confidence. Please feel very free and give
your honest responses.
Yours faithfully,
Odawn, Abigail A.
94
PART I
Personal Data
Please tick (√) or fill the black space (s) provided
Name of agency:______________________________________________
State: Kogi Kwara
Niger Nasarawa
Bune Plateau
Years of Experience: 0-9 yrs 10 yrs & Above
Directors Qualification: NCE/ND B.Ed; B.Sc
HND M.Ed; M.Sc.
Others, specify: ______________________________________________
Part II
Please tick the response which is appropriate to yo u
Very High Extent VHE
High Extent HE
Low Extent LE
Very Low Extent VLE
95
Statements VHE HE LE VLE
Sect 1 Staff recruitment and selection
skills:
1 Identifying appropriate range of
experience of an applicant for a
vacancy position.
2 Determining the required level of
comportment for the job.
3 Constituting the right kind of
interviewing panel for job recruitment.
4 Reference to the religion of the
applicants in the application form is
avoided.
5 Determining the right kind of discipline
required for a job vacancy.
Sect. 2 Skills in orientation and induction of
staff:
VHE HE LE VLE
6 Providing each new staff member with
a support system that includes help of
experienced instructor, and other
96
personnel.
7 Participating in (ongoing) staff
development to enable the director
improve the induction programme.
8 Providing new employees with
information about the agency its
policies and system of organization.
9 Assisting instructor in how to improve
instructional practices.
Sec. 3 Skills in Deployment of Staff to
duties:
VHE HE LE VLE
10 Deploying instructors to classes and
other functional areas where there will
be optimal utilization of their talents
and experiences.
11 Delegating to the Heads of Department
(HODs) the responsibilities for specific
tasks.
12 Recognizing encouraging and using
the skills of staff in assigning roles to
them.
97
13 Determining gender-based functions in
assignment of staff to duties.
14 Playing Guidance and counseling role
in directors relationships with staff.
15 Being democratic in enforcing
discipline within the agency.
16 Delegating some key responsibilities
(with commensurate authorities) to
Deputies, to afford the directors time to
focus on improving the adult education
programme.
Sec. 4 Skills in Staff Appraisal: VHE HE LE VLE
17 Organizing staff appraisal in three
years cycle.
18 Providing a brief outline of the
instructors appraisal process to all
staff to ensure a shared
understanding of how the scheme is
to operate.
19 Monitoring the performance of staff
and providing appropriate feedbacks
98
to them.
20 Appraisal method includes collection
of data on performance and appraisal
interview.
21 Paying attention to staff complaints
about his/her performance appraisal
within a specific period of time (say,
four weeks) from the appraisal
interview.
Sec. 5 Skills in Development/ In-service
training of staff:
VHE HE LE VLE
22 Modeling commitment to professional
growth of instructors by, for example,
participating in study groups,
workshops, seminars; forward articles
to staff members and soliciting their
comments, making presentation at
conferences.
23 Providing regular feedbacks on staff
performance for improvement.
24 Reviewing current professional
99
literature for in-service improvement
programme.
25 Assessing instructors satisfaction with
professional growth programmes to
identify factors that could be impacting
implementation.
26 Identifying, acknowledging publicly and
rewarding effective instructors
performances in objective term.
27 Encouraging and allowing others to
lead in adult education programmes.
28 Regularly undertaking classroom
observations to monitor whether
instructors have innovative skills in
leading/instructing the clientele.
100
APPENDIX B Distribution of the agencies and directors accordin g to states.
S/N States No of Agency No.of Director No of deputy
directors
1 Kogi 1 1 3
2 Niger 1 1 3
3 Benue 1 1 3
4 Kwara 1 1 3
5 Plateau 1 1 3
6 Nasarawa 1 1 3
7 FCT 1 1 3
Total 7 7 21
101
Reliability (Dataset1) C:?Users/John Adah/Documents/Nkado data.sav
SCALE: ALL VARIABLES OVERALL SCORE Case Processing Summary N % Cases Valid Excluded Total
7 0 7
100.0 0
100.0 a. Listwise deletion based on all variables in the procedure Reliability Statistics Cronbach’s Alpha
N of item
.836 22
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