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Project Victor Main Work

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CHAPTER ONE 1.0 INTRODUCTION 1.1 BACKGROUND OF THE STUDY Manpower training and development must be based on a need analysis derived from a comparison of “actual performance’’ and behavior with “required performance’’ and behavior. Manpower training and development is one of the major ways organization invests in the workforce for greater return today and even in the foreseeable future. Organizational effectiveness rests on the efficient and effective performance of workforce that makeup the organization. The efficient and effective performance of the workforce in turn, rest on the richness of the knowledge, skills and abilities possessed by the workforce. Manpower training and development in most organizations is a continuous 1
Transcript
Page 1: Project Victor Main Work

CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Manpower training and development must be based on a need analysis derived

from a comparison of “actual performance’’ and behavior with “required

performance’’ and behavior. Manpower training and development is one of the

major ways organization invests in the workforce for greater return today and

even in the foreseeable future.

Organizational effectiveness rests on the efficient and effective

performance of workforce that makeup the organization. The efficient and

effective performance of the workforce in turn, rest on the richness of the

knowledge, skills and abilities possessed by the workforce. Manpower training

and development in most organizations is a continuous act/exercise. The

inexorable march of time and the ceaseless glamour for social change combine

to make adaptability and continuing preparation of the workforce as inevitable

as the initial acquisition of knowledge and skills. This cannot happen if

employees training and development do not occur in an enterprise. In other to

maximize the productivity and efficiency of the organization, every executive,

manager or supervisor in a public or private organization has the responsibility

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and indeed the bounding duty to ensure the development of their employees

who have requisite knowledge and expertise.

Training is like sharpening an existing skill in order to reflect the trends in

technology and other social –cultural environmental changes of an organization.

Productivity is the goal of today’s competitive business world and training can

be a spring board to enhance productivity. The aim is to enable them contribute

their full measure to the welfare, health and development of the organization

(Onah1993). The main objective of training and development in service

organization is to increase efficiency of employees with the resulting increase in

corporate productivity. This accounts for why a large number of fund and time

is expected by organization at one period or the order in the improvement of the

skills of their employees at various levels.

The principal intention of training according to AKPAN (1982:128), is to

equip people with the knowledge required to qualify them for a particular

position of employment, or to improve their skills and efficiency in the position

they already hold.

Manpower development on the other hand, implies growth and the

acquisition of wide experience for future strategic advantages of the

organization.

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Manpower training and development therefore, improves the effectiveness

and efficiency of the employee. Therefore, the aim of this research is to know

the current state, nature, procedure and method of training and development

used by the ENUGU ELECTRICITY DISTRIBUTION COMPANY (EEDC)

for their employees and let’s not forget that any organization that has no plan

for the training and development of its staff is less than dynamic for learning is

a continuous process and acquired skills get obsolete when the environment

changes. Also, a popular caption in the field of personnel management says, “If

you think training and development are expensive try ignorance’’. While

training and development prosper organization, ignorance destroys it.

Therefore, workers like machines must be updated on constant basis or else,

they end up becoming obsolete or misfit.

1.2 STATEMENT OF THE PROBLEM

This research as it deals with the training and development of employees in

service organizations is intended to find out the efficiency and effectiveness of

training and development programme in service organization with reference to

ENUGU ELECTRICTY DISTRIBUTION COMPANY (EEDC). Since power

holding company of Nigeria (PHCN) is an organization governing the use of

electricity in Nigeria serves as a source of electricity supply, distribution and

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maintenance round the Nation. For this reason, it encounters numerous

problems which range from:

1) Lack of qualified instructors and consultants to undertake training

courses,

2) Lack of essential training tools, to

3) Lack of effective communication within the organization which

makes it impossible for most employees to know about training

opportunities available to them.

1.3 OBJECTIVES /PURPOSE OF THE STUDY

The purpose for this research is to probe into the evaluation of the effect

of manpower training and development in service organization using Enugu

Electricity distribution company (EEDC) as a case study with a view to find out

how the organization is performing in term of its employees training and

development.

The following are the specific objectives of the study:

i) To highlight the advantages of employees training and development in

service organization.

ii) To examine the current training and development of employees in the

organization and EEDC in particular.

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iii) To increase the general knowledge and understanding of individual

member.

iv) To recommend appropriate measures that could help improve the

current manpower training program.

v) To increase efficiency and effectiveness of employees with the

resulting increase in corporate productivity.

1.4 RESEARCH QUESTION

a) What method of training and development does your organization use?

b) What is the category of staff level in your organization (EEDC)?

c) What is the major problem in the organization?

1.5 STATEMENT OF HYPOTHESIS

Here, Hi and Ho below represent the alternative hypothesis and null hypothesis

respectively.

HYPOTHESIS ONE

Hi: Training and development improve productivity and better

performance.

Ho: Training and development does not improve productivity and better

performance.

HYPOTHESIS TWO

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Hi: Training and development improve skills and knowledge of

manpower in service organization.

Ho: Training and development do not improve skills and knowledge of

manpower in service organization.

1.6 SIGNIFICANCE OF THE STUDY

The research will be beneficial to all service organization especially Eungu

electricity distribution company(EEDC) and their staff as it emphasized the

need and encourage the establishment of policy guidelines on the efficient and

effective training and development programme.

It will help managers of various organizations to generate ideas and solution to

problems based on the best way to run training in their organization in order to

achieve desired goals and objectives.

It will equally be useful to small scale business, large corporations, and

universities, college of education and to the government. It will also help

researchers to know more about training programme as a tool for improving

employees’ performance. Finally, it will be of great value to students as a point

of reference and will equally form the basis for further research study.

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1.7 SCOPE AND LIMITATION OF THE STUDY

The scope of this study although very wide if it has been carried out in the

entire service organization. For this reason, it was necessary to have a

concentrated area of study which was restricted to the evaluation of the effect of

manpower training and development in service organization using Enugu

Electricity Distribution Company (EEDC) as the case study. Its major limitation

was the problem of getting information from the institution under study. As

aparastatals, there is always the fear of giving out information to the public as

such, vital information needed was not readily available.

Time equally would not be left out; getting permission to leave school and the

issue of finance cannot be ignored as much was spent in procuring materials.

However, with fact and judicial use of the limited resources, reasonable

analyses have been carried out in this research work.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Theoretical Framework for the Study

Until recently there has been a general resistance to investment of training in

the public service because of the believe that “Employees hired under a ment

system must be presumed to be qualified, that they were already trained for

their jobs and that if this was not so it was evidence that initial selection of

personnel was not so it was evidence that initial selection of personnel was at

fault” (Stahl, 2009). This assumption has been jettisoned as the need for

training became obvious both in the private and the public sectors.

Training has become more obvious given the growing complexity of the work

environment, the rapid change in organization and technological advancement

which further necessitates the need to training and development of personnel to

meet the challenges. Many organization have come to recognize that training

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offers a way of “developing skills, enhancing productivity and quality of work

and building workers loyalty to the firm”

Manpower training and development is essential to the existence and survival of

organization. It is common for people to see training and development as the

same thing. However, though they are similar, they are not the same thing.

Employee’s training and development is seen as the most important formation

of any competent management the reason is not far-fetched; the ever increasing

technological sophistication especially in this age of computer building is

central to sustain economic growth and development because human capital is

the greatest assets of any organization. A capacity building entails investment in

human capital, institutions and practices necessary to enhance human skills,

overhaul institutions and improve procedures and systems (Sanusi, 2002).

Capacity building could also be defined as the internalization of the knowledge,

skills and processes that enable the formulation, implementation, monitoring

and evaluation of set goals in an efficient manner. Yet, it could be viewed as a

series of activities, which an organization, enterprises or even a nation needs to

undertake to provide for itself, on a continuous basis, as well as the regular

supply (Anyanwu, 2002). Moreover, one of the major principles needed by

industries to succeed in current situation of law productivity is quality training

that will equip the employees with new skills, competencies and techniques.

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Hence, it is good policy to invest in the development of workers’ skills, so as to

increase their productivity.

In a more comprehensive manner, training could be defined as a short term

process that utilizes a systematic and organized activities by which non-

managerial staff acquire the technical knowledge, skills and abilities for specific

purposes in function. Training is “an organized procedure by which people

learn knowledge and or skills for a definite purpose. It is a process for

equipping the employees particularly the non-managerial employees with

specific skills for example technical skill s like plumbing, electrical wiring,

repairing, artistic skills, clerical and typing skills that would enable them to

improve on their performance and overall efficiency.

Jones, George and Hill, (2000) believed that training primarily focuses on

teaching organizational members how to perform their current jobs and helping

them acquire the knowledge and skills they need to be effective performers.

Training is a form of specialized education aimed at giving the trainee a

particular or specialized knowledge, skill and altitude which he must possess to

effectively perform in a given position. Development is concerned with specific

programmes designed to prepare and groom a worker with particular education

and training for higher responsibilities (Onasanya, 2006).

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Beardwell and Helen (2001) also view development as the process of becoming

increasingly complex, more elaborate and differentiated by virtue of learning

and maturation. Training is also seen as a planned process to modify altitude,

knowledge or skill behavior through learning experience to achieve effective

performance in an activity or range of activities. (Osborne, 1996). Rouda and

Kusy (1995) views training and development as the acquisition of knowledge,

competencies and skills, and adopting behaviors that improve performance and

applications, instructional systems design, train-the –trainer programs, and

instructional strategies and methods.

Management development and training has been seen as a process by which

employees are recruited, selected, trained, motivated and required within an

economic system.

According to Alao (2010), formal management development programme

began to appear in large cooperation in 1940 and early 1950s. In the past few

decades, there has been an increasing amount of research and general

knowledge of the principle and techniques of administration. The rapid rates of

technological and social changes have made it imperative to have managers and

workers who are trained to cope with these changes.

The ever increasing technological sophistication especially in this age of

computer technology has paved way for management training to meet changing

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business. In the recent years, industries have been concerned with the

development of workers and those in management position both to improve

performance in their present job and to provide a solid basis for those who are

newly recruited. Those developments have been given impetus with thee

research of Taylor (2008), which emphasized continued necessity of scientific

discoveries of human potentials through training. It was in this climate of

technological and social changes taking place in the 19 th century that managers

started to seek better ways of coping with increasing complexities taking place

n their enterprises.

Taylor (2008) was one of the pioneers who found out that workers are

important and can be more efficient than machine (Alao, 2010). Taylor asserted

that it is the workers and management that set the pace for production hence,

the need for manpower training and development in order to enhance the

organizational predetermined goal. It has been emphasized that “scientific

management is not a collection of technique only to increase efficiency, but

rather a philosophy of being accomplished by workers training and

development” (Alao, 2010).

In Nigeria, the genesis for manpower training and development can be traced to

the Ashby commission set up in 1959 to conduct an investigation into Nigeria’s

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need in the field of past secondary certificate and higher education (Alao,

2010).

Development is the process of building the knowledge and skills of

organizational members so that they will be prepared to take a new

responsibility and challenges Jones, George and Hill (2000).

Development can also be defined as a deliberate program of an organization to

mould into the desirable shape its future leaders who are expected to perpetuate

the business of the organization most efficient and effectively, (Fagbohungbe,

2009). Development can be referred to as any learning activity which is directed

towards future needs rather present needs and which is concerned more with

career growth than immediate performance (Cole 1993). The intent of

development program is to improve and employee’s conceptual and human

skills in preparation for future jobs.

From the above, it is now clear that there is a major difference between them.

Though both of them are geared towards increasing or improving the skills of

workers. Training is concerned with teaching the workers specific skills that

will assist them in their immediate task while development and the other hand is

concerned with teaching the workers more general skills that will assist them in

career growth thereby equipping them for the future.

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As a way of summary, the purpose of training is to improve knowledge and

skills and to change altitude (Mullins, 1999).

2.1.1 FACTORS THAT TRIGGER TRAINING NAD DEVELOPMENT

Training and development is predicted on workers; machines and tool

deficiencies. These deficiencies manifest inform of specific symptoms. The

symptoms that trigger training and development in organization may include:

i. When there is high rate of absenteeism among workers.

ii. Where there is increased labor turnover among workers.

iii. When there is decline in productivity among workers

iv. When there is a poor job performance among workers.

v. When new machines are purchased to replace old ones.

vi. When there is increase in the rate of on-the –job accidents among

workers.

vii. When there in an increased complaint form customer

viii. When there is reduced patronage from customers

ix. When there is visible negative work altitudes such as lateness and

oscillation (motion without movement or pretending to be busy when in

actual fact he or she is doing nothing) among workers.

x. When there is noticed inability to take up challenges among workers

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xi. When there is noticed reduction in hob involvement and organizational

commitment.

2.1.2 FORMAL TRAINING

It entails the deliberate and structured presentation of experiences, which may

help the individuals to change their knowledge, understanding attitudes or

behaviors in a positive manner. In industry, formal training is used for any of a

variety of specific purposes as stated below;

a. Induction Training: it involves that introduction of the new entrant to

the undertaking and its ways including the structures, rules and

procedures of the company to enable him to cope with the new

environment.

b. Skill acquisition: involves the development of new skills and abilities

where ‘deskilling’ of work takes place, semi skilled machine operators

may be provided with the kind and degree of training necessary to

acquire the required skill.

c. Skill development: training is employed to ‘up-date ’a person’s

knowledge or skills at any stage of his career and whenever changes

occur in his work such as where new technology is introduced. In the

latter case, short courses, which provide information on the new thing

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and offer the opportunity to learn and practice new skills or new

application of old ones may be undertaken.

d. Increasing motivation: it entails deliberate use of training ot increase

individual’s willingness to work up to the required pattern and

standards. This rest on the belief that people are likely to work more

effectively. They understand not only what they are expected to do, but

why they are expected to do it in this way. The inculcalation of work-

related values and norms is possible in training.

e. Attitude change: training may be undertaken to change the

perspective and attitudes workers adopt in relation to the organization

and their work in it in a positive way. It could develop into employees

trust, commitment to the organization, job involvement and job

satisfaction.

2.1.3 AIMS OF TRAINING AND DEVELOPMENT

The aim of training and development include:

- To change the job behavior or altitude of employees so that they can

perform to defined standards.

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- To reduce the “liberating time” this is the gap between placement and the

point at which an employee start to perform effectively.

- To improve the productivity capacity of individual employee.

- To improve the effectiveness of the organization

2.1.4 BENEFITS IN TRAINING AND DEVELOPMEENT

PROGRAMME

Employees will never see the further development of their skill as something

negative. Even if it might mean they have to put in some extra hours, these

programs and courses are designed to enhance their work and personal life.

Sometimes it is necessary for a leader to get in experts to ensure the optimum

growth and development of its company. This is something that every business,

no matter what size, should e considering. A leader’s success is measured by

the success of their employees, as the saying goes: “You are only as strong as

your weakest link.” let us take a look at some of the benefits of employee

development and training:

1. Uncover Employee Potential: it is unfortunately the case in some

companies that they are overlooking hidden leaders within their work

force. Some employees might be yearning for a leadership within the

business, but because there is no leadership development programme in

place, these individuals don’t get the chance to prove their ability or

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further develop these hidden skills. Allowing your employees to attend

these programs might help you spot the leaders of tomorrow within your

current work force.

2. Out with the old: training your employees will give them the chance to

understand the latest developments and trends within your industry.

Whether it is new machinery or new social medial tools, the world is

constantly developing.

3. Increased productivity: It is only natural that leadership development

and training will lead to increased productivity. Not only will your staff

be able to do more and understand more, but they will have gained

confidence within their tasks because their skills are developed.

4. Training and development leads to improved profitability.

5. Training and development improves workers morale and job satisfaction.

6. Training and development improves workers commitment to the

organization.

7. Training and development help to nourish better corporate image.

8. Training and development enhance organizational development.

9. Training and development assist in preparing guidelines for works.

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10.Training and development improve the relationship between boss and

subordinate and general inter group relationship.

11.Training and development assist in understanding and implementing

organizational policies.

12.Training and development provide information for future needs in

various facets of the organization.

13.Training and development assist workers to adjust to changes.

14.Training and development assist in conflict management

15.Training and development improve labour-management relationship.

2.5 ORIGIN OF ENUGU ELECTRICITY DISTRIBUTION COMPANY

(EEDC)

Around the world, electric industries are undergoing extensive restructuring.

The trend, which started in the United Kingdom and Chile in the 1980, has

rapidly spread too many countries in Latin America, Asia, Europe and Africa.

The main motivation of driving forces for restructuring the electric industry in

different countries are not the same. In some countries, such as the United

Kingdom and the Latin America countries, privatization of the electric has

provided a means of attracting funds from the private sector to relieve the

burden of heavy burden of heavy government subsidies. In the country formerly

under centralized control (Central and Eastern Europe), the process follows a

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general trend away from centralized government control towards increased

privatization and decentralization. In the United States and several other

countries where the electric industry has for the most part been owned by the

private sector, the trend is toward increased competition and regulation.

Enugu electricity distribution company (EEDC) formally known as National

Electricity Power Authority (NEPA) is a public corporation owned by the

federal government of Nigeria to generate, transmit and distributed electricity to

the populace. The history of electricity (power generation) in Nigeria dates back

to 1898 when electricity was first produced in Nigeria. Therefore, several other

towns established electricity supply by the installation of isolated generation in

each town.

In 1946, the Nigeria government electricity under taking” was established

within the then public works department to take over the responsibility of

electricity supply to Lagos area.

In 1950, however a central body was established by the legislature council

ordinance No 15 of 1950 which transferred electricity supply and development

to the care of central body known as the “electricity corporation of Nigeria

(ECN)” other bodies also had licenses to generate electricity in some locations

in Nigeria. Significant among such were the Nigeria electricity supply company

(NESCO) in Jos and the African timber and plywood limited in Sapele.

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The first 132kv transmission line under the management of ECN was

commissioned in July, 1961and was 146km long connecting Lagos with

Ibandan via Shagamu.

In 1962, another body known as Niger Dams Authority was responsible for the

construction and maintenance of dams and other works on the river Nigeria and

elsewhere generating electricity by means of water supply thereby improved

navigation.

National electric power authority (NEPA) was established in April 1972, with

the amalgamation of the former electricity corporation of Nigeria (ECN) and

the Niger dam Authority (NEPA) with the Headquarters in Lagos.

As a government parasternal, its employees and consumers seriously hamper

NEPA’s operations due to several government directive and fraudulent

activities.

In order to reduce this a normal, the authority was granted partial autonomy as a

quasi-commercialized organization in 1992 while this gesture has granted some

powers to the authority, it is still under the control of the government hence the

authority could still not take some necessary drastic and far-reaching measures

to improve its revenue collection and reduce the incidences of fraudulent

activities.

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Like most state owned enterprises, NEPA has suffered from severe

underfunding and under capitalization, inappropriate capital structure, excessive

executive inference, and sub optimality and decision making.

NEPA equipment are subjected to vandalism and theft by group of cabals in

different part of the country. The hydro power stations suffer from low water

level during dry season and the generation output capabilities of thermal

stations are often hampered by shortage of fuel. Equipment are expensive to

repair, mostly due to their obsolete status.

NEPA as we know is a government van entity as earlier stated that enjoys a lot

of the financial transfer subsidies grants and tax and import duty naives from

the government. These social incentive from the government were

counterproductive for NEPA’s efficiency. It resulted in an undertrained and

unmotivated manpower and lack of will to operate as a profitable entity.

NEPA was formally changed to power holding company of Nigeria (PHCN) in

January 2004in readiness or privatization. To provide the legal framework for

the restructuring of electric supply industry (ESUI), the electric power sector

reform bill was signed into law on the 11 th of March 2005. The bill seeks to

provide for the formation of successor companies to take over the functions,

assets, liabilities and staff of NEPA; develop competitive electricity markets;

establish the Nigeria electricity regulatory commission; provide for the

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licensing and regulation of the generation, transmission, distribution and supply

of electricity; enforce such matters as performance standards; consumer rights

and obligation; provide for the determination of tariffs; and to provide for

matters connected with or incidental to the forgoing.

An initial holding company (IHC) has been incorporation as provided for the

act. The name of the IFFC is power holding company of Nigeria. (PHCN) Plc

and it was incorporated on 31st may 2005. The PHCN has taken over all NEPA

assets and liabilities.

Power holding company of Nigeria (PHCN) Enugu zone was officially

opened many decades ago. The office is responsible for the distribution and

sales of electricity to Enugu and its environment. The office maintains an

undertaking office and service centers and cash areas of Enugu state. Just like

any other PHCN office in the country, it has all the departments such as

administrative and service, technical service, customer service, finance and

accounts and audit department each headed by a manager as a zone, the office

reports directly to the chief executive officer Enugu. It also has direct

communication with PHCN Headquarters Abuja.

PHCN Enugu zone has a total staff of 250 including Top management.

Power holding company of Nigeria (PHCN) accounting system is uniform

brought out the country and that of Enugu zone would not be left out. The

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classification of the branches nationwide. The zone has fourteen (14) business

unit it and it’s responsible for everything that happens in the unit.

Enugu electricity distribution company (EEDC) is one of the distribution

company in PHCN. The federal government on Friday November 1st, 2013

handed over the Enugu electricity distribution company (EEDC) to interstate

electrics limited, the core investor in the company.

2.2.1 METHOD OF TRAINING AND DEVELOPMENT

Training and development methods are means through which ideas, skills or

knowledge are impacted to learners in an organized manner. There are different

types of training and development methods that are in use today. The methods

of training and development are the same these methods are usually grouped

into two broad categories namely;

i. On- the –job training and

ii. Off –the job training

The method of training and development will be treated separately because

aside from the above methods mentioned there are other methods of

development.

A. TRAINING METHODS

i. On –the –job training : This is a training programme that is organized on the

workers hob location. On the job training methods are the most widely used and

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the simplest method of training. It refers to instructions given to employees on

the job by the supervisor or any other experienced employee using these

methods, employees are placed on a regular job and taught the skills necessary

to get the job done properly. This method requires no special school. While

learning, the trainee is also contributing to the total output of the department.

The greatest problem with this method is that errors or mistakes committed

while learning can be very costly. The various types of on the job training

methods may include;

1. Job Rotation: This is a situation where the movement of an employee form

one official assignment or department to the other, in order for the employee to

be acquainted with the different aspects of the work process or through job

enlargement. That is given additional responsibility to an employee who has

been uplifted as a result of the acquisition of a additional skill or knowledge

(Yalokwu 2000; Lawal 2006).

2. Coaching: This is a method of on the job training and development in which

a young employee is attached to a senior employee with the purpose of

acquiring knowledge and experience e needed for the performance of tasks,

(Yalokwu 2000).

3. Apprenticeship: Apprenticeship training is usually required or job that

requires complex and diverse range of skill and knowledge. It runs with the

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cooperation between the employees, the government and educational

institutions (technical or vocational school) and labour union.

4. Enlarge Responsibility: Here, the manager or supervisor assign additional

duties and responsibilities to his subordinate employee. He allows him the

opportunity for decision making by deliberately exposing him to challenging

jobs and problem solving situation.

5. Internship: It offers an excellent opportunity for the learner or trainee to

help gain insights into the relationship between theory and practice i.e. the

trainee attends classroom session to acquire the theoretical aspect of the job and

later, proceed to the work settings to practicalize what he has been taught in the

classroom.

6 .Understudy assignment: The trainee or even an experienced manager who

is being groomed or higher responsibilities is often made to assume part of his

master’s job thus enabling him to learn or perform as much as possible. Some

of his supervisor’s job. The efficacy of this method however depends on how

much responsibility he is willing to allow the subordinate to assume.

7. Instructional Guidance: This is a training situation in which the trainees are

given step by step instruction after which the y are left to perform the task

activities of the job. The trainer appraises the learning ability of the trainees by

measuring their ability to follow instruction.

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II. OFF-THE –JOB –TRAINING: This training method s organized outside

the workers job location. It is usually organized in a training centre or an

educational institution. The objective of this method is to broaden the trainee’s

job knowledge and experiences beyond what can be learnt within the job

environment. It provides the trainees the opportunity of interacting with trainers

who are different in outlook, experience and knowledge from those they are

used to back at work. Off- the –job training has its own disadvantages which

may include:

- It is usually more expensive than on the job training and

- It does not allow on the spot assessment of training effectiveness which is

possible with “on the job training”. The various types of off the job

training method include:

1. Seminars: brings together group of people who pool and discuss ideas. A

seminar I meant to stimulate intellectual input. Papers presented are

criticized and corrections are suggested.

2. Workshop: Is a setting where a group of people meet and work together

in order to share and develop ideas about a particular subject or activity.

3. Lecture on classroom method: Involves the transmissions of

knowledge, ideas and factual information from the instructor to a large

group of trainees at one time thereby having the advantage of being a

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relatively low cost training method. The major drawback of this method

is that individual differences in the abilities of a trainee to assimilate fast

or get lost in the classroom. Discussions are not taken into

consideration/account.

4. Vestibule training: involves trainees learning in a non work

environment in which conditions and equipment are virtually identical to

what will be encountered on the job. The only major problem with this

method is that it’s relatively costly than other method since this method

requires that trainees be trained on the same identical machines and

equipment used in the actual job environment.

5. Briefing groups: The trainer presents a short paper and asks for the

reactions of the trainees. It is assumed t hat the trainees are not

completely ignorant of the issues in the paper. The objective is to teach

knowledge, facts and assess the opinions of the trainees.

B. DEVELOPMENT METHOD:

Executive development is a systematic process of growth and development

through which executive develop and enhance the capabilities to manage

successfully particularly in today’s increasingly complex business environment

and in future.

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The methods of training are also the methods of development has mentioned

earlier. However apart from the above, Development has additional activities,

which are rarely used in employees training. This includes what Jones,George

and Hills (2000) referred to as:

i. Varied work experience

ii. Formal education.

i. Varied work experience: for an organizational executive to be

effective, he must have knowledge and understanding of all activities

of his organization. He must be an “all in one.” He is a personnel

manager, production manager, marketing manager, account manager,

all in one. Techniques for varied work experience include:

a. Workers rotation (job rotation): Employees who are discovered to

have potential are moved for job to job to acquire varied work experience

that will broaden their horizon.

b. Job enrichment or vertical loading: New sources of satisfaction to jobs

are added through increased responsibility, autonomy and control.

c. Job enlargement or horizontal loading: Simply widens the job of the

employees. The aim is to sharpen employee’s skills, make them large to

face challenges and finally increase their ability to take additional

responsibilities.

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d. Promotion and transfer: in anticipation of promotion, particular in the

management centre, staff members may be trained to enable them to

acquire the skills required to function in the new position(s).

e. Appointment as “assistant to”: some employee’s function in the

position as assistant to senior officers like managing director.

f. Membership of committees: serving as committees provides a very

good training ground for the employee. He listens to the views,

presentations, criticisms etc of others.

ii. Formal education: many reputable organization do realize the

benefits to accrue to their organization when their employee receive

formal education form higher institution. Organizations have ways of

identifying talented and promising employees, employees with high

prospect and potential whose sponsorship in higher institution will

pay back. To such organization, it is investment of some sort that will

bring forth dividends. It is believed that such employees when they

complete their courses will be able to take up new responsibilities and

occupy more demanding positions in the organization that trained

them.

Another method of developing executive is simulated development method: the

use of simulated techniques for developing executive talent has become more

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popular in recent time. This is so because it has because, it has been realized

that neither the conventional on the job nor off the job methods are sufficient in

developing the much needed capabilities in managers. This is because most

routine jobs like the lower level employees, managers need than specific skill.

They need to acquire specialized and broad-based skills like conceptual.

Analytical diagnostic, problem- solving skills, human behavioral skills,

interpersonal skills as well as sound decision making skills. They need to

acquire specialized and broad-based skills like conceptual, analytical,

diagnostic, problem-solving skills, human behavioral skills, interpersonal skills

as well as sound decision making skills. Simulated development include:

i. Membership of professional organization: They provide avenues

and opportunity for the members’ development.

ii. Critical incident: Trainees are taught about how to develop the

relevant intellectual ability and practical judgment in searching for

details or facts that may be relevant to the understanding and solution

of the problem on hand.

iii. In basket method/exercise: the manager or executive is presented

with hypothetical problems similar to the problems that can confront

him in the actual work situation.

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iv. Case studies: The method is geared toward s problem and issues that

face executives in their day to day business. Cases are prepared to

demonstrate the reality in the business would be describing actual

business situations, (Wexley and Lathan 1981) say that the primary

purpose of case study is to enhance the problem-solving skills of

participants.

v. Sensitivity training: Here, Executives are trained in the art of

developing an awareness of and sensitivity to the behavioral pattern of

oneself and that of others with whom he relates. According to Roa and

Rao (1990), this sensitivity is expressed in the form of: increased

openness with and to others, greater concern for others, increased

tolerance for individual differences, less ethnic prejudice, enhanced

listening skills and increased trust and support.

The essence of this method is to develop in the participants the ability to

understand themselves and the behavior of others and to identify their human

relation skills, needs and how best to accommodate the feelings of others to be a

good manager.

2.2.2 BENEFITS OF TRAINING TO ORGANISATION

The following are the benefits of training to organization

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a. Increased productivity: one of the main objectives of training is to

increase employee’s skills. When workers skills are increased it leads to

increased quantity and quality of output in organizations.

b. Attitude formation: An important aim of training in organizations the

molding of employee altitude as so to win his support for the company’s

activities and to obtain form him better cooperation greater loyalty.

c. Reduced supervision: proper and adequate training of employees reduce

the need to close supervisor by their supervisor because trained personnel

can quite perform assignments successfully on their own than contained

employees.

d. Preventing obsolescence: training is not meant for new employees alone

but also to old and experienced employees. Training can help prevent

employee obsolescence which results from the discrepancy between an

employee’s expertise and the demand of his job.

e. Increased organization flexibility: organization flexibility refers to

ability of an organization to adjust to short-run variations in the volume

of works.

2.2.3 BENEFITS OF TRAINING TO EMPLOYEES

The following are the benefits of training to employees;

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a. Increases market value: as employees acquire new knowledge and job

skills, they tend to increase their market value and earning power.

b. Increased job security: possession of useful skills by employees

enhances their values to the employers. Thus. There is increased job

security.

c. Increased opportunity for promotions: Training qualifies employees

for more future promotions and responsibility with attendant increase in

pay.

2.2.4 TRAINING AND DEVELOPMENT PROCESS

1. NEED ANALYSIS:

- identify specific job performance skills needed to improve performance and

productivity.

- Analyze the audience to ensure that the program will be suited to their specific

levels of education, experience, and skills, as well as their altitudes and personal

motivations.

- use research to develop specific measurable knowledge and performance

objectives.

2. INSTRUCTIONAL DESIGN

- Gather instructional objectives, methods, media, and description of

sequence of content, examples, exercises, and activities. Organization

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them into a curriculum that supports adult learning theory and provides a

blue print for program development.

- Make sure all materials, such as video scripts, leaders’ guides, and

participant’s work-books, complement each other are written clearly, and

blend into unified training geared directly to the stated learning

objectives.

- Carefully and professionally handle all program elements whether

reproduced paper, film, or tape to guarantee quality and effectiveness.

3. VALIDATION

Introduce and validate the training before representative audience. Base final

revision on pilot results to ensure program effectiveness.

4. IMPLEMENTATION

When applicable, boost success with a train the trainer workshop that focuses

on presentation knowledge and skills in addition to training content.

5. EVALUATION AND FELLOW UP

-Assess program success according to:

REACTION: document the learner’s immediate reactions to the training.

LEARNING: us learners have actually learned.

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BEHAVIOUR: note supervisors’ reactions to learners’ performance following

completion of the training. This is one way to measure the degree to which

learners apply new skills and knowledge to their jobs.

RESULTS: Determine the level of improvement in hob performance and assess

needed maintenance.

2.2.5 ESSENCE OF TRAINING AND DEVELOPMENT

Organizations embark on training and development programmes, for many

reasons however, these can be summarized as:

i. Productivity: people are employed for the simple reason of helping

the organization to achieve its goals with this can be done when the

work is quite productive. Most training programme is therefore

organized to help in increasing the workers efficiency on the job, thus

increasing his productivity.

ii. Preparation for higher responsibilities: improving a workers

performance on his present job will enhance greatly his chances of

being elevated to higher positions and responsibilities.

iii. To boost the workers morale: By increasing skill of the worker, he

develops a more sense of self worth, confidence and trust in his own

abilities.

2.2.6 TRAINING TECHNIQUES

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It involves the application of knowledge effective trainers utilize a more

vigorous decision process in their selection decisions. One approach is to

classify in advance the various training techniques according to the degree to

which they match a set of relevant criteria. These criteria might include, but not

be limited to the following:

1. Whether the techniques is oriented toward knowledge altitudes or skills.

2. Whether the technique is generally applied on the job or off the job

3. The degree to which the technique incorporates the major principles of

learning.

4. The relative expense involves in development and administration of the

programme.

5. The unique trainer skills required

6. The time duration over which the training technique usually extends.

2.2.7 METHODS OF DETERMINING EXECUTIVE DEVELOPMENT

NEEDS.

Developmental needs can be determined via a study and understanding of

individual executive developmental needs, the development needs of the

organization in terms of its projected goals and aspirations, the quality and

quantity of available manpower stock as well as the demands and the

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requirement of each executive position in the organizational hierarchy. He

following techniques are used in identifying executives development needs.

1. Management appraisal report: it normally indicates the relative

strength and weaknesses of each management staff. The comments on

strengths and weaknesses of the particular executive would point to the

relevant areas for which the executive needs to undergo some types of

training and development.

2. Survey: Each executive would make a survey of what he likes or what

his subordinate manager’s lack and make appropriate recommendations

accordingly.

3. Job Analysis: where movement or transfer into a higher position is being

contemplated, the requirement of those higher responsibilities would

enable management to determine the training and development needs of

subordinates that are being car marked for such higher positions.

2.2.8 REASONS FOR EXECUTIVE DEVELOPMENT

1) Improves the versatility of the management group.

2) Ensure easy and effective mobility of personnel across functional units as

the need arises.

3) Enhance the executive’s understanding and perception and political

matters that maybe relevant to the successful performance of his job.

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4) Keep the executive current on new development around him which may

affect his job performance.

5) Create a reservoir of executive talents necessary for management

succession or for other constituencies.

6) Develop the much needed flexibility and capability of the organizations

manpower and from an economic stand point is able to provide

maximum productivity from the human resources which is necessary in

ensuring corporate growth.

7) Identify persons with innate abilities and potentials that may be groomed

up for future higher responsibilities.

8) And lastly provide a built in mechanism for preventing manpower

obsolescence over time, through training and development by helping

company’s executives to revitalize their skills to enable them cope more

effectively with the ever increasing complexities of modern business

2.3 ORGANISATIONAL PERFORMANCE IN MANPOWER

TRAINING AND DEVELOPMENT.

Organizational performance encompasses the actual output or results of an

organization as measured against its intended outputs (or goals and

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objectives). According to Richard in Wikipedia (2008), organizational

performance comprises three specific areas of firm outcomes:

i. Financial performance (profits, return on assets, return on investment,

etc)

ii. Product and market performance (sales market share etc) and

iii. Shareholder return (total shareholder return, economic value added,

etc).

The term organizational effectiveness is broader.

Most of the studies are concerned with organizational performance including

strategic planners, operations, finance, legal and organizational development

(Paul, nd). Many organizations in recent years have attempted to manage

organizational performance using the balanced scorecard methodology where

performance is tracked and measured in multiple dimensions such as (Paul, nd;

Wikipedia, 2008);

i. Financial performance (e.g. shareholder return)

ii. Customer service

iii. Social responsibility (e.g. corporate citizenship, community outreach)

iv. Employee stewardship.

2.4 PROBLEM OF MANPOWER DEVELOPMENT IN NIGERIA

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1. Colonial experience: there have been several arguments regarding the

distortions in manpower development of national growth in Nigeria as a result

of colonialism which was fashioned towards economic exploitation (Ekpo

1989;Ake 2001; Danda 2003). It could be recalled that the advent of

colonialism led to the integration of the Nigerian economy into the world

capitalist system thereby placing minimum premium on labour when compared

to other factors of production. This poor performance of indigenous labour by

the colonial government no doubt has persisted in the post –colonial Nigerian

state. As a result, this problem account for the lack of adequate attention given

to labour as a critical part of the production process in Nigeria.

2. Poor Political Leadership: closely related to the problem of colonial

experience as a problem of manpower development in Nigeria is poor political

leadership which is further deepening the problem of manpower development in

Nigeria. This factor has manifested itself in poor funding of education over the

years (Baikie 2002; Oku 2003).

2.4.1 OPTIONS FOR EFFECTIVE MANPOWER DEVELOPMENT IN

NIGERIA

The options for effective manpower development in Nigeria could be viewed

from tow basic perspectives;

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1. The option of an enhanced regulatory capability on the part of

government for effective enforcement of manpower policies. This is quite

indispensable based on the need to ensure quality manpower

development irrespective of sex, class, ethnic affiliation to mention a

few. This point could best be appreciated considering the liberal nature of

most government policies which tend to snow ball into elitist benefit in

terms of policy outcome.

2. The need for government to be persuasive in making organizations

embraces well designed policies at improving the development of

manpower in Nigeria. This could be done both internally and externally.

Internally, organizations should be made to see reasons why a careful

manpower development plan should for part of their plans and objectives

for the financial year.

As a matter of fact, the success of organizations should not only be measured in

terms of the magnitude of profit through the adoption of outdated personnel

administration technique, but basically on the contribution of the organization

in enlarging the confidence of its workers, through manpower development.

The external factor involves the contribution of organizations to the

development of manpower through financial support meant to boost adult

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education, vocational education, and specialized research institutes to mention a

few.

2.4.2 THE RELEVANCE OF MANPOWER DEVELOPMENT IN

NIGERIA

1. Economic development: The relevance of manpower development in Nigeria

could be situated Vis-a visa economic development. This is because manpower

development captures the actual meaning of development in that it is people

centered (World Bank 1991, Graw bosky and shields 1996). In addition, it

involves the building of capacity and harnessing the states human resource

which constitute a sine-qua-non for development.

2. Political stability: there is no doubt that a country which fails to adequately

develop her manpower would be doing so at the expenses of her socio-

economic and political stability. In the aspect of political stability, Omodia

(2004) stressed the dysfunctional use of the nation’s human resource among the

youths in propelling political instability when he stated that:

There have been situations in which Nigerian youth especially, those of poor

family background were used as tools for disrupting the political democratic

system through rigging thuggery and ethnic conflicts. These factors of rigging

thuggery in addition to economic mismanagement, personal ambition or

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selfishness among others, were the factors that terminated the first and second

republic.

3. Poverty alleviation: it has been argued that effective poverty alleviation

scheme must involve the development and utilization of local resources

including human for solving local problems (Robb 2000; Omodia 2005). Thus,

problem of poverty in Nigeria.

2.5 LEARNING PRINCIPLE IN TRAINING AND MAN POWER

DEVELOPMENT

Learning programmes should incorporate as many fundamental principles of

learning as are relevant extensive research, both in experimental settings and in

organizations ahs validated the utility of several basic principles of learning.

Each of these, when understood and carefully applied, will increase the

effectiveness of a given training programme. Learning will generally tend to be

facilitated when

1. Multiple senses are stimulated: the most probable ones are sight, sound

and touch, with small and taste used far less often. It is for this reason

that visual kinds become a critical factor in training programme success

for they stimulate the sense of sight during what might otherwise be a

boring presentation. Example of visual aids include the chalkboard,

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overhead transparency projector, felt board, FCP chart and movie

projector.

2. Objectives of training are delineated n advance and are known by both

trainees. Objectives allow the participation to anticipate what comes next

and relate the content and methodology to an overriding purpose.

3. Training programme is personalized to fit individual needs: trainees

vary in terms of their backgrounds experience and capacity to learn. An

ideal training programme has entry capacity at different skills levels as

well as a flexible place to accommodate varying speeds of learning.

4. The skill to be learned is challenging yet within the range of

achievement: the task must be difficult enough to stimulate interest and

arouse a competitive spirit, but not so demanding that it is out of reach of

the trainee.

5. Trainees are reinforced for appropriate behavior in the training

program: a word of praise or encouragement from the trainer or peers

can be highly effective at solidifying the learning that has taken place and

stimulating future effort.

6. Trainees receive feedback on their progress: They need to know how

they are doing. The information should specific, relevant, timely and

accurate.

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CHAPTER THREE

RESEARCH METHODOLOGY

3.1 RESEARCH DESIGN

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In defining design, odo(1992), stated that designing implies out lining the name

of equipment and other materials the research intends using, applying some to

successfully execute the practical aspect of the research study.

According to kinnear(1989:133) “a research design is the basic plan which

guides the data collection and analysis phases of a research project. It is the

framework which specifies the type of information to be collected and source of

data collection procedure.

A descriptive survey method was used for this study. It is important to

determine the method and procedure adopted in this research report since it

gives the reader background information on how to evaluate the findings and

conclusion.

3.2 SOURCES OF DATA

The data for this research work was collected from both primary and

secondary sources of data.

3.2.1 PRIMARY SOURCES OF DATA

The primary data used for this research work was gotten from oral

interviews conducted by the researcher within the office and premise of the

Enugu electricity distribution company (EEDC) and structured questionnaire

administered to relevant staffs of EEDC. The purpose was to get their personal

views on a number of issues.

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3.2.2 SECONDARY SOURCES OF DATA

The secondary sources from which data was collected include: textbooks

from library manuals of Enugu Electricity Distribution Company (EEDC) and

different website on the internet.

3.3 POPULATION OF THE STUDY

According to Throne, (1980) population is the totality of any group, person

or objects which is defined by some unique attributes”. This is to say that

population is any group of being the researcher has focused attention on and

chosen as approved topic of study.

Since it is usually not possible to study the entire larger population of power

holding company of Nigeria (PHCN),the researcher has chosen the EEDC as

the studied population in order to find a possible solution to which involve a

total of 250 employees including top and junior staff.

3.4 DETERMINATION OF SAMPLE SIZE

Sampling is a process of selecting a given number or any portion of that

population for the purpose of obtaining information for generalization about the

large population Nwabuokei (1986). Sampling population is used to avoid

possible errors in dealing with population. The population size was narrowed

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down to determine the sample size. A statistical formula was used in

determining the sample size.

Yaro Yamani formula as quoted in Nwabuokei(1986) was applied and it is

stated as follows:

n= N

1+ N (e)2

Where n=sample size

N=total population size

1 is constant

e = the assume error margin or tolerable error which is taken as

5%(0.05)

n = N

1 + N(e)2

Where N=250

e = (0.05)2 0.0025

n = 250

1 + 250(0.0025)

= 250

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1 + 0.625

= __250_

1.625

= 153.846

n = 154

Using Bourley’s proportion allocation formula

n1 = n1(n)

N

Where n1 = Element within the sample frame i.e. Number allocated to each

class of employee (departments)

n = Sample or the proportion of the universe used

for the study. (Total sample size)

N = Population of the study i.e. overall employees.

Departments:

1) Administrative and Service Dept ---- 62

2) Technical/Service Dept ----- 80

3) Customer service Dept ---- 35

4) Finance and Account Dept ---- 40

5) Audit Dept ---- 33

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Population for the study 250

Administrative and Service Dept

n1= 62 x 154

250 =9548

250 =38.19=38

Technical/Service Dept

n1= 80 x 154

250 = 12320

250 =49.28

=49

Customer service Dept

n1= 35 x 154

250 = 5390

250 =21.56

=22

Finance and Account Dept

n1= 40 x 154

250 = 6160

250 =24.64

= 25

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Audit Dept

n1= 33 x 154

250 =5082

250 =20.32

=20

To cross check:

38 + 49 + 22 + 25 + 20 =154 (sample size)

3.5 METHODS OF DATA COLLECTION

The method of data collection used by the researcher on this topic is

questionnaire.

Questionnaire is used when factual information is needed. It’s a list of questions

given to individuals to fill either by answering yes or no.

The questionnaire used for this research work has multiple opinions for the

questions where respondents were provided with opinion of answers to choose

only the right answer to their opinion. This form of research plan was choose in

order to ease the work of the researcher in the area of classifying and analyzing

individuals (respondents) options. The researcher went further to conduct

personal interview for answer not properly given when filling the questionnaire.

3.5.1 QUESTIONNAIRE DESIGN, DISTRIBUTION AND

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COLLECTION OF RESPONSES

The research structured both open- ended and close- ended questions. Double

barrel questions that is, those questions capable of attracting multiple

interpretations were cautiously avoided. In the close ended questions,

respondents were given a number of alternatives from which to select options

they consider appropriate.

In the open ended questions, respondents were provided with blank spaces in

which to write down their own answers in their words. Dichotomous type of

questions that demands “yes or No” type of answers was also used.

3.5.2 SECONDARY METHOD OF DATA COLLECTION

The method of secondary collection used are data already in existence

like textbooks from library, manuals for PHCN different website on the internet

and past project reports.

3.5.3 DISTRIBUTION AND COLLECTION OF QUESTIONNAIRE

Out of one hundred and fifty four (154) questionnaire distributed to the staff of

power holding company of Nigeria(PHCN) Enugu zone, one hundred and

twenty (120) of them were duly completed and returned representing (77.92%)

and the researcher discovered that thirty four(34)questionnaire were unreturned

representing (22.08%).

Table 3.1 Distribution and return of questionnaireDepartment No of questionnaire

distributedNo returned Percentage

(%)53

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Administration 38 30 25Technical Service 49 35 29Customer service 22 17 14Finance and Account 25 20 17Audit 20 18 15Total 154 120 100

Source: survey data, 2015

3.6 METHOD OF DATA ANALYSIS

In analyzing the data collected using the questionnaire, the researcher used the

simple percentages method of data analysis. The analysis was represented in

tabular form for easy understanding and it consist the number of respondents

and the corresponding percentage and chi – square was used as the statistical

tools used for testing more than two population using data base on two

independent random samples.

The test statistical thus becomes

X2 = ∑(o1 – e1)2

e1

Where o1 = observed frequency

e1= expected frequency

This test is based strictly on the primary data gotten from the use of

questionnaire.

DECISION RULE: Reject Null Hypothesis if calculated value of (X2) is

greater than the critical value and accept Null Hypothesis if calculated value of

(X2) is less than the critical value.

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The Degree of freedom = (n - 1) (k - 1)

Where Df =Degree of freedom

n = Number of rows

k = Number of column

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

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This chapter is designed to give and analyze the response to the research

hypothesis formulated from the stated problems in chapter one of this work. It

deals with the presentation, analysis and interpretation of the data collected.

They were analyzed using tables and chi-square (X2) statistical tool

4.1 Demographic Characteristics of the Respondents

TABLE 4.1.1 DISTRIBUTION OF RESPONDENTS BY GENDERSex No of respondent Percentage (%)Male 80 67Female 40 33 Total 120 100

Source: field survey 2015.

The above table shows that 80(67%) respondents were male while 40(33%)

respondents were female. Showing that majority of the respondents are male.

TABLE 4.1.2 DISTRIBUTION OF RESPONDENTS BY AGEAge group No of respondents Percentage (%)18-29 20 17 30-39 35 29 40-49 40 3350& above 25 21Total 120 100

Source: field survey 2015

This table reflects that 20(17%) of the respondents fall within the age bracket of

18-29; 35(29%) of the respondents fall within the age bracket of 30-39;

40(33%) of the respondents fall within the age bracket of 40-49; while 25(21%)

of the respondents fall within the age bracket of 50 and above.

TABLE 4.1.4 DISTRIBUTION OF RESPONDENT BY MARITAL STATUS

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Marital status No of respondent Percentage (%)Single 35 29Married 80 67

divorced 5 4

Total 120 100 Source: field survey 2015.

From the above table, 35(29%) respondents are single; 80(67%) respondents

are married while 5(4%) respondents are divorced. This shows that majority of

the respondents are married.

Table 4.1.5

DISTRIBUTION OF RESPONDENTS BY ACADEMIC

QUALIFICATION

Academic qualification No of respondent Percentage(%)WAEC/GCE 14 12OND/NCE 22 18HND/BSC 58 48 Other qualification 26 22 Total 120 100

Source: field survey 2015.

From the table above, it was observed that 14(12%) respondent have west

Africa Examination council certificate (Wace/Gce);22(18%) respondent with

(OND/NCE) National Diploma/ Nigeria college of Education certificate;

58(48%) respondent with Bachelor of science / Higher national diploma

(B.sc/HND); While 26(22%) respondent have other qualification (Masters,

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PhD)as their highest qualification. This table therefore shows that most of the

respondents are B.SC/HND Holders.

Table 4.1.6

Table 4.1.6 DISTRIBUTION OF RESPONDENTS BY YEARS OF EXPERIENCEYears No of respondent Percentage(%)0-2 18 153-5 24 206-10 32 27 11 and above 46 38 Total 120 100

Source: field survey 2015.

From the above table18 (15%) of the respondent falls within 0-2 yrs of

experience; 24(20%) of the respondent falls within 3-5 yrs of experience;

32(27%) of the respondent falls within 6-10 yrs of experience; while 46(38%)

of the respondent falls within 11 yrs and above.

Table 4.1.7

PRESENTATION ACCORDING TO KEY RESEARCH QUESTION

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RESEARCH QUESTION ONE

WHAT METHOD OF TRAINING AND DEVELOPMENT DOES YOUR ORGANIZATION USE?options No of respondent Percentage(%)On- the-job 25 21Off-the-job 40 33Simulated 25 21 All of the above 30 25Total 120 100

Source: Field Survey 2015.

From the above table, 25 (21%) respondents were of the opinion that the

organization uses on – the – job training method; 40 (33%) respondents were of

the opinion that the organization uses off – the – job training method; 25 (21%)

respondents said that the organization uses simulated development method;

while 30 (25%) respondents were of the opinion that all three methods are used

by the organization.

TABLE 4.1.8 RESEARCH QUESTION TWO

WHAT IS THE CATEGORY OF STAFF LEVEL IN POWER HOLDING

COMPANY OF NIGERIA, ENUGU?

Option No of respondent Percentage(%)Top Mgt. 9 8

Middle Mgt. 23 19

Supervisory 28 23

Junior staff 60 50

Total 120 100

Source: field survey 2015.

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The above table shows that 9(8%) of the respondents were top management; 23

(19%) of the respondents are middle management; 28(23%) of the respondents

are supervisory; while 60(50%) of the respondents are from the junior staff

level.

Table 4.1.9 RESEARCH QUESTION THREE

WHAT IS THE MAJOR PROBLEM IN THEORGANIZATION

Option No of respondent Percentage(%)Lack of tools 58 48

Lack of training 45 38

Lack of remuneration 17 14

Total 120 100

Source: field survey 2015.

From the above table, 58(48%) respondents were of the opinion that lack of

working tools and equipment constitute major problem affecting the employees

on their job; 45(38%) respondent said lack of training is the major problem

affecting the employees on their job; while 17(14%) of the respondents were of

the opinion that lack of remuneration is the major problem affecting the

employees on their job.

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Table 4.1.1

DOES THE ORGANISATION OFFER ANY TRAINING AND

DEVELOPMENT PROGRAMME?

Option No of respondent Percentage(%)Yes 120 100

No - -

Total 120 100

Source: field survey 2015.

In the above table, the whole 120(100%) respondents agreed to the existence of

training and development programme.

Table 4.1.11

WHAT ARE THE COURSES OFFERED DURING TRAINING AND

DEVELOPMENT PROGRAMME

Option No of respondent Percentage(%)Technical courses 44 37

Administrative courseBoth

2254

18 45

Total 120 100

Source: field survey 2015.

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From the above table, it is observed that 44(37%) of the respondent agree that

PHCN offers technical courses during training and development program;

22(18%) respondent agreed that administrative courses are offered during the

training and development program; while 54(45%) were of the opinion that

both technical and administrative courses are offered during training and

development process in the organization.

Table 4.1.12

DOES TRAINING AND DEVELOPMENT IMPROVE SKILLS AND

KNOWLEDGE OF THE MANPOWER SERVICE IN ORGANIZATION?

Option No of respondent Percentage(%)Yes 110 92

No 10 8

Total 120 100

Source: field survey 2015.

It is obvious from the table above that 110(92%) respondent believes that

training and development improve skill and knowledge of the manpower in

service organization; while 10(8%) respondents are of the view that training and

development does not improve skill and knowledge of manpower in service

organization.

Table 4.1.13

DOES TRAINING AND DEVELOPMENT IMPROVE PRODUCTIVITY

AND BETTER PERFORMANCE?62

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Option No of respondent Percentage(%)Yes 100 83

No 20 17

Total 120 100

Source: field survey 2015.

From the table above, it was observed that 100(83%) respondents agrees with

the fact that training and development improves productivity and better

performance; while 20(17%) respondents thinks that training and development

do not improve productivity and better performance.

Table 4.1.14

WHAT ARE THE BENEFITS OF TRAINING AND DEVELOPMENT

PROGRAMMES?

Option No of respondent Percentage(%)High productivity increases staff morale

40 33

Enhance career developmentHigh productivity reduce staff turn overNo response

25

25 30

21 21

25

Total 120

100

Source: field survey 2015.

The above table indicates that out of 120 respondents, 40(33%) agreed that

training and development programme is embarked upon by the management

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because it enhances high productivity and increases staff morale; 25(21%)

respondent believes that high productivity reduced staff turnover; 25(21%)

respondent agree that training program enhance career development; while

30(25%) out of the total respondents have no response on the effect of training

benefits.

Table 4.1.15

WHA

T ARE THE LIKELY SUGGESTION ON IMPROVING TRAINING

AND DEVELOPMENT PROGRAMME IN THE ORGANISATION?

Option No of respondent Percentage(%)Emphasis should be placed on the job training

28 23

Establishment of training school within the organizationAdapt sound training policySending staff on study leave

20

42 30

17 35 25

Total 120

100

Source: field survey 2015.

From the table above, the following recommendations were made by the

respondents. 28(23%) respondent suggested that emphasis should be placed on

the job training if the organization wants an improvement on training and

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development programme; 20(17%) respondent suggested that the organization

should establish a training school within the organization; 42(35%) respondent

agreed on the implementation of sound training policy; and 30(25%) respondent

said employees should be privileged to study leave.

Table 4.1.16

AS AN EMPLOYEE, WHICH ONE DO YOU CONSIDER TO BE THE

MOST IMPORTANT FOR THE ORGANIZATION TO ACHIEVE THE

AIM OF PROVIDING ELECTRICITY?

Option No of respondent Percentage (%)

Machines 18 15

Workersboth

2280

18 67

Total 120

100

Source: field survey 2015.

From the above table, 18(15%) of the respondent go with machines as the most

important to achieve the aim of providing electricity; 22(18%) respondent say

the workers are the most important for the organization to achieve the aim of

providing electricity; while 80(67%) respondent agrees that both machines and

workers are important for an organization to achieve the aim of providing

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electricity. It is obvious that the organization needs both machines and worker

to achieve its aim of providing electricity.

4.2 TEST OF HYPOTHESIS

The hypothesis which were stated earlier in chapter one would be stated in

this chapter for acceptance or rejection.

Hypothesis can either be null hypothesis (ho), that which is tested or the

alternative hypothesis (hi), that which is available to be accepted when the null

hypothesis has to be rejected. If we cannot reject the null hypothesis, we do not

conclude that the null hypothesis is true but merely that it may be true.

HYPOTHESIS ONE

HI: Training and development improves productivity and better performance.

HO: Training and development does not improve productivity and better

performance.

Recall Table 4.1.13

Table 4.2.1

Option No of respondent Percentage(%) yes 100 83

No 20 17

Total 120 100

Using X2

X2 =∑ (o1 – e 1)2 66

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e1

= 120

2 =60

= (100 – 60)2 + (20 – 60)2

60

=1600 + 1600

60

= 3200

60

= 53.33

Therefore, the calculated X2 = 53.33

Degree of freedom = (n-1) (k-1)

= (2-1) (2-1)

= 1

DECISION

From the chi-square for 1 degree of freedom at 5% level of significance, the

tabulated X2 value is 3.84. This shows that the computed value of 53.33 is

greater than the tabulated value of 3.84 i.e. 53.33 > 3.84.

CONCLUSION

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Based on the above analysis, the researcher rejects null hypothesis (HO) and

accept the alternative hypothesis (HI). That training and development improve

productivity and better performance.

HYPOTHESIS TWO

HI: Training and development improves skills and Knowledge of the manpower

in service organization.

HO: Training and development does not improve skills and Knowledge of the

manpower in service organization.

Recall Table 4.1.12

Table 4.2.2

Option No of respondent Percentage % yes 110 92

No 10 8

Total 120 100

Using X2

X2 =∑ (o1 – e1)2

e1

X2 = (110 – 60)2 + (10 – 60)2

60

= 2500 + 2500

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60

= 5000

60

=83.33

Therefore, the calculated X2 = 83.33

Degree of freedom = (n - 1) (k - 1)

= (2 -1) (2 - 1)

= 1

DECISION

From the chi – square for 1 degree of freedom at 5% level of significance, the

tabulated x2 value is 3.84. This shows that the computed value of 83.33 is

greater than the tabulated value 3.84 i.e 83.33 > 3.84.

CONCLUSION

Based on the above analysis, the researcher rejects the null hypothesis (HO)

and accepts the alternative hypothesis (HI). That is, training and development

improve skills and knowledge of the manpower in service organization.

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CHAPTER FIVE

SUMMARY, RECOMMENDATION AND CONCLUSION

5.1 SUMMARY

An evaluation of the effects of manpower training and development in service

organizations (a case study of Enugu electricity Distribution Company,

EEDC).a well-structured questionnaire was used to elicit responses from

respondent that served as the new data for further analysis in resolving the

objective of the study.

The specific objective of the study include: the purpose for this research is to

probe into the evaluation of the effect of manpower training and development in

service organization using Enugu electricity distribution company (EEDC)as a

case study with a view to find out how the organization is performing in term of

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its employees training and development, to highlight the advantages of

employees training and development in service organization, to examine the

current training and development of employees in the organization and EEDC

in particular, to recommend appropriate measures that could help improve the

current manpower training program and to increase efficiency and effectiveness

of employees with the resulting increase in corporate productivity.

In analyzing the data collected using the questionnaire, the researcher used the

simple percentages method of analysis. Chi-square was used as the statistical

tools used for testing more than two population using data base on two

independent random samples.

5.2 RECOMMENDATION

The study recommends the following

1. EEDC should adopt sound training policy in training and development

to improve skills and knowledge of the employees.

2. Sending staff on study leave should be adopted in the training and

development to improve skills and knowledge of the employees.

3. Machines and workers should be improved as well to achieve

productivity in electricity.

5.3 CONCLUSION

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The study concluded that training and development improve skills and

knowledge of the manpower in service organization. That training and

development improve productivity and better performance the

employees agreed.

The study further concluded that training and development programs

will increase staff morale, enhance career development and reduce staff

turnover. The employee agreed that machines and workers should be

improved.

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