AN EVALUATION OF THE EFFECT OF MANPOWER

TRAINING AND DEVELOPMENT IN SERVICE

ORGANISATIONS.
(A CASE STUDY OF POWER HOLDING COMPANY OF NIGERIA
(PHCN) PLC ENUGU ZONE)
BY
AIDELOMON, ROSELINE .O.
BA/2006/080
DEPARTMENT OF BUSINESS ADMINISTRATION
FACULTY OF MANAGEMENT AND SOCIAL SCIENCES
CARITAS UNIVERSITY, AMORJI NIKE,
EMENE, ENUGU.
AUGUST, 2010.

TITLE PAGE
AN EVALUATION OF THE EFFECT OF MANPOWER TRAINING
AND DEVELOPMENT IN SERVICE ORGANISATIONS.
(A CASE STUDY OF POWER HOLDING COMPANY OF NIGERIA
(PHCN) PLC ENUGU ZONE)
BY
AIDELOMON, ROSELINE .O.
BA/2006/080
A PROJECT SUBMITTED TO THE DEPARTMENT OF BUSINESS
ADMINISTRATION
FACULTY OF MANAGEMENT AND SOCIAL SCIENCES
CARITAS UNIVERSITY, AMORJI-NIKE, EMENE,
ENUGU STATE

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE

AWARD OF BACHELOR OF SCIENCE (B.SC) DEGREE IN
BUSINESS ADMINISTRATION FACULTY OF MANAGEMENT AND
SOCIAL SCIENCE CARITAS UNIVERSITY EMENE ENUGU STATE.
AUGUST, 2010

CERTIFICATION
The undersigned have read, certified and recommended to
Business Administration Department Caritas University for the
acceptance of this research work entitled An evaluation of the
effect of manpower training and development in service
organizations. A case study of power holding company of Nigeria
(PHCN) Enugu Zone carried out and submitted by AIDELOMON,
ROSELINE .O. as meeting the requirement for the Award of the
Degree of Bachelor of Science (B.Sc) in Business Administration,
Caritas University, Amorji Nike, Enugu state.

_____________________
Prof Nwanguma G.U.

__________________
Date

Project Supervisor

____________________

___________________

Prof Nwanguma G.U.

Date

Head of Department

DEDICATION

This work is dedicated to God Almighty for making it possible

for me to conclude this research work without any kind of problem
and also to my father Mr F.O Aidelomon for his financial support
and encouragement during my course of study for depriving himself
from pleasure just to put me through school and my mother Mrs
Aidelomon, Rose for her motherly advice.

ACKNOWLEDGEMENT
I acknowledge the most powerful God for giving me the
strength, wisdom, courage and ability to complete this research
work.

My profound gratitude goes to my able supervisor Prof Godwin

Nwanguma .u. who is also my academic adviser and head of
department for his assistance during the course of this project.
I express my sincere gratitude to my departmental lecturers; Mr
Walter Ani, Mr Innocent Ubawike, Mr Melletus Agbo and Mr
Kenneth Eziedo.
My earnest gratitude goes to my parents Mr and Mrs Aidelomon
for their support, care and love towards me during the course of the
research work and to my sisters and brothers for their continuous
encouragement.
I equally acknowledge the following people for the role they played
in one way or the other. Amongst them include Aidelomon Fidelia,
Aidelomon Fidelis, Nwokorie Adaugo and Chinyere Ezeigwe.
Special thanks goes to my friends and well wishes especially Mercy
Erazua,Nneka,Amarachi,Chinaza,Gozie,Chibuzo,Chijioke,Natasha,Iz

uchukwu,Ijeoma,Ugomma,Chiamaka,Joan,Chigozie,Angela,Lizzy,Ka
chi,Jennifer,Chidimma but to mention a few.
I will be rather ungrateful if I fail to appreciate the contribution
and assistant given to me by the administrative and service
department of PHCN Enugu Zone and the entire staffs for their
cooperation throughout the period of my research work.

ABSTRACT

This research work was designed to study training and development of

employees in service organization.
This study titled An Evaluation of the effect of manpower training and
development in service organizations. A case study of power holding
company of Nigeria (PHCN) PLC Enugu Zone is of/with the view of
finding out the way by which training and development can be
conducted.
The objective of the study is to highlight the advantages of human
resource training and development and recommend an appropriate
measure that could help improve the current human resource training
programmes. Relevant data for this research work were collected from
both primary source and secondary source of data. A descriptive method
was used for this study. The total population of the staff in the
organization is 250 out of which questionnaires were drawn from staff of
the organization which constitute a sample size of 154. The statistical
instrument used in testing the validity of the hypothesis was chi

square. Among the major findings of the work was that training and
development programme improve productivity and better performance.
The research therefore recommended that there should be a free flow of
information to enable all the staff to be aware of the training and
development programme available to them both internally and externally.

TABLE OF CONTENT
Title Page
Certification
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE
INTRODUCTION

1.1

Background of the study

1.2

Statement of the problem

1.3

Objective/purpose of the study

1.4

Research Questions

1.5

Statement of Hypothesis

1.6

Significance of the study

1.7

Scope and limitation of the study

CHAPTER TWO
REVIEW OF RELATED LITERTURE
2.1

Theoretical framework for the study

2.2

Historical background

2.3

Current literature on theories post

Reference

CHAPTER THREE
RESEARCH DESIGN

3.1

Research Design

3.2

Sources of data

3.2.1

Primary sources of data

3.2.2

Secondary sources of data

3.3

Population of the study

3.4

Sample design and determination of sample size

3.5

Methods of data collection

3.5.1

Questionnaire design, distribution and collection of

responses

3.5.2

Secondary method of data collection

3.6

Method of data analysis

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1

Data Presentation and Interpretation

4.2

Test of Hypothesis

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION

5.1

Summary of findings

5.2

Conclusion

5.3

Recommendation
Bibliography
Appendix
Questionnaire

CHAPTER ONE
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 inturn, 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
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 todays
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 (onah 1993). 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.
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 power holding
company of Nigeria (PHCN) for their employees and lets 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 power

holding company of Nigeria (PHCN) Enugu Zone. 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 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 power holding company of Nigeria (PHCN) Enugu
Zone as a case study with a view to find out how the organization is
performing in terms of its employees training and development.
The following are the specific objectives of the study:
i)

To highlight the advantages of employees training and

ii)

development in service organization.

To examine the current training and development of
employees in the organization and PHCN Enugu Zone in

iii)

particular
To increase the general knowledge and understanding of
individual member.

iv)

To recommend appropriate measures that could help

v)

improve the current manpower training program.

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 (PHCN)?
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
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 power holding company of Nigeria (PHCN) Enugu
and their staff as it emphasized the need and encourage the

establishment of policy guidelines on the efficient and effective

training and development porgramme.
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, 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.
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 power
holding company of Nigeria (PHCN) Enugu Zone as the case
study.
Its major limitation was the problem of getting
information from the institution under study. As a parastatals,
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 permition 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.

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 meut 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 personnal
was at fault.(stahl, 1976). 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 of training and development of personnel to
meet the challenges. Many organizations have come to recognize
that training 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.
Training is any learning activity which is directed toward the
acquisition of specific knowledge and skills for the purpose of an
occupation or task (cole 1993).
Ivancevich et al (1994) see training as the systematic process
altering employees behavior to further organization goals.
According to Hellriegel and Slocum (1996), training is improving
an employees skill to the point where he or she can do the current
job. Training is the process by which members of organizations are
thought to acquire knowledge, skills and abilities they need to
perform effectively the job at hand. Training is directed at the
present job.
In a more comprehensive manner, training can 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 skills like plumbing,
electrical wiring, repairing, artistic skills, clerical and typing skills
that would enable them to improve on their performance and overall
efficiency.

The objective of job training is to enable an employee to perform

his job in such a way as to meet the standards of output, quality,
waste control, safety and other operational requirement (Gardner,
1973).
Thomas (1988) defines training as a process through which
experiences are deliberately offered to trainees to enable them to
absorb some new perspective, understanding, value, attitude,
techniques or skills. It involves planned activities on the part of an
organization to increase job knowledge and skills or modify the
attitudes and social behavior of its members in the ways that are
consistent with the goals of the organization and the requirements
of the job. The overall aim is to increase or improve a persons
contribution to the achievement of the organizational goals.
Jones, George and Hill, (2000) believe 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.
According to carrel and kuzmits (1982) training is the systematic
process by which employees learn skills, information or attitudes to
further organizational and personal goal. They also stated that
every training system operates with a philosophy set of beliefs
concerning people, productivity and profit.
In view of chruden and Sherman Jnr (1980), training is any
organizationally oriented procedure, which is intended to foster
learning among organizational members.
Training according to Davar (1950), states that its main goal is To
induce a suitable change in the individual concerned. It is to

bridge the gap between existing performance ability and desired

performance.
Development on the other hand focuses on building the knowledge
and skills of organizational members so that they will be prepared
to take on new responsibilities and challenges. Development is used
in relation to the process of helping managerial employees who
perform non-routine jobs to improve their managerial,
administrative and decision-making abilities and competence.
In the view of adamolekun (1983), staff development involves
the training, education and career development has been identified
to include:
Creating a pool of readily available and adequate replacements
for personnel who may leave or move up in the organization;
Enhancing the companys ability to adopt and use advances in
technology because of a sufficiently knowledgeable staff;
Building a more efficient, effective and highly motivated team
which enhance the companys (AJ pam vol xvi; No.1.Jan 2005)
competitive position and improves employee morale; and
Ensuring adequate human resources for expansion into new
programs.
Drucker (1977) in highlighting the work of managers submits
that one contribution a manager is uniquely expected to make is to
develop people. if any organization must continue to survive, it
must provide opportunity for career development into specialist and
managerial positions.
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).

Wertherland and Davis (1996) define development to mean

helping individual worker to handle future responsibilities with
little concern for current duties.
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, ( o.b. fagbohungbe 2009).
Development can be referred to as any learning activity which is
directed towards future needs rather than present needs and which
is concerned more with career growth than immediate performance
(cole 1993). The intent of development program is to improve an
employees 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 on 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.
As a way of summary, the purpose of training is to improve
knowledge and skills and to change attitude (mullins,1999).
Training and development as stokes (1966) puts it rest on the fact
that a person learns through experience which may be actual,
hearing or reading about the experiences of others.
Training and development can also be viewed as a formal and
informal activities which bring about change in the skills,

knowledge and attitude of employees for the fulfillment of their

individual career and organizational goals.
2.1.1 FACTORS THAT TRIGGER TRAINING AND 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.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.

When there is high rate of absenteeism among workers.

Where there is increased labour turnover among workers.
When there is decline in productivity among workers.
When there is a poor job performance among workers.
When new machines are purchased to replace old ones.
When there is increase in the rate of on-the-job accidents
among workers.
When there is an increased complaint from customer.
When there is reduced patronage from customers.
When there is visible negative work attitudes such as lateness
and oscillation (motion without movement or pretending to be
busy when in actual fact he or she is doing nothing) among

x.
xi.

workers.
When there is noticed inability to take up challenges among
workers.
When there is noticed reduction in job 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 behaviours 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 the 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
persons 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 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 to
increase individuals 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 attitude of employees so
that they can perform to defined standards.
To reduce the hibernating time. This is the gap
between placement and the point at which an
employee start to perform effectively.
To improve the productive capacity of individual
employee.
To improve the effectiveness of the organization.

2.1.4

BENEFITS IN TRAINING AND DEVELOPMENT

PROGRAME
Tessin (1978) discussed extensively how benefits accrues to
organization, individual and inter-group relations through training
and development whereas, Dickey (1982) submission bothers on
individual benefit; bearing in mind that the workers are in the
organization While the organizations are in the workers. Discussing
the benefits separately under subheading as done by tessin(1978)
and dickey(1982) will amount to jamboree in simplicity. Therefore,
let them be merged under one heading.
Training and development leads to improved profitability.
Training and development leads to improved job knowledge
and skills at all levels of organization.
Training and development improve workers morale and job
satisfaction.

 Training and development improves workers commitment to

the organization.
Training and development help to nourish better corporate
image.
Training and development improve job involvement of the
workforce.
Training and development improve the relationship between
boss and subordinate and general inter group relationship
Training and development enhance organizational
development.
Training and development assist in preparing guidelines for
works.
Training and development assist in understanding and
implementing organizational policies.
Training and development provide information for future needs
in various facets of the organization.
Training and development assist workers to adjust to changes.
Training and development assist in conflict management.
Training and development improve labour-management
relationship.

HISTORICAL BACKGROUND
2.2 ORIGIN OF POWER HOLDING COMPANY OF NIGERIA

(PHCN)
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 to many
countries in Latin America, Asia, Europe and Africa. The main
motivation of driving forces for restructuring the electric industry in
different counties 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 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.
Power holding company of Nigeria (PHCN) formally known as
National electricity power authority (NEPA) is a public corporation
owned by the federal government of Nigeria to generate, transmit
and distributes 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 undertaking
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.
The first 132kv-transmission line under the management of
ECN was commissioned in July, 1961 and was 146km long
connecting Lagos with Ibadan via Shagamu.
In 1962, another body known as Niger Dams Authority was
established by an act of parliament. The authority was responsible
for the construction and maintenance of dams and other works on
the River Niger 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 Dams Authority (NEPA) with the
Headquarters in Lagos.
As a government parastatal, its employees and consumers
seriously hamper NEPAs operations due to several government
directive and fraudulent activities. In order to reduce this anormaly,
the authority was granted partial autonomy as a quasicommercialized 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.
Like most state-owned enterprises, NEPA has suffered from
severe under-funding and under-capitalization, inappropriate
capital structure, excessive executive interference, and suboptimality and decision making.
NEPA equipments 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. Equipments are expensive to repair,
mostly due to their obsolete status.
NEPA as we know is a government ran entity as earlier stated
that enjoys a lot of the financial transfers, subsidies grants and tax
and import duty naivers from the government. These social
incentives from the government were counterproductive for NEPAs
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 2004 in readiness for privatalization. To provide
the legal framework for the restructuring of Electric Supply
Industry (ESI), the electric power sector reform bill was signed into
law on the 11th 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 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 IHC is Power Holding
Company of Nigeria (PHCN) Plc and it was incorporated on 31 st 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 offices in many government 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 throughout the country and that of Enugu Zone would not
be left out. The classification of the branch is the same other
branches nationwide. The zone has fourteen (14) business unit
under it and its responsible for everything that happens in the unit.
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 job location. On the job training
methods are the most widely used and 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 in which employees are made
to move from one job to another within the work setting over a
defined period of time. As they move from one task activity to
another, they gain considerable knowledge, experience and

skill. The duration of the rotation is shorter at lower levels

(clerical), than at management levels where trainees are taught
complex functions and responsibilities (fansworth, 1975).
2) Coaching: Here, employees are placed under the direct
guidance of a supervisor. This technique use observational
learning known as pure imitation. It has the advantage of
allowing the coach to give on the spot feedback to the learners
on whether they do it well or not.
3) Apprenticeship: Apprenticeship training is usually required
for job that requires complex and diverse range of skill and
knowledge. It runs with the cooperation between the
employees, the government and educational institutions
(technical or vocational school) and labour unions.
4) Enlarge Responsibility: Here, the manager or supervisor
assigns 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 for higher responsibilities is
often made to assume part of his masters job thus enabling
him to learn or perform as much as possible, some of his
supervisors 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 they
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.
ii) OFF THE JOB TRAINING: This training method is
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 trainees 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:
i) It is usually more expensive than on the job training and
ii) 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 is 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 or classroom method: Involves the transmission of

knowledge, ideas and factual information from the instructor to a
larger group of trainees at one time thereby having the advantage of
being a 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 its 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 that 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 their

capabilities to manage successfully particularly in todays
increasingly complex business environment and in the future.
The methods of training are also the methods of development
as 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)
ii)

Varied work experience

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,
accounting manager, all in one. Techniques for varied work
experience include;
a) Workers rotation (job rotation): Employees who are discovered
to have potential are moved from 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 employees skills, make
them large to face challenges and finally increase their ability to
take additional responsibilities.
d) Promotion and transfer: In anticipation of promotion,
particularly 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 employees function in the
position as assistant to senior officers like the 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, e.t.c. of others.

ii) Formal education: Many reputable organizations do realize the

benefits to accrue to their organization when their employees receive
formal education from higher institution. Organizations have ways
of identifying talented and promising employees, employees with
high prospect and potential whose sponsorship in higher institution
will payback. 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 popular in recent
time. This is so 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 managers do not necessarily perform programmed or
routine jobs like the lower level employees, managers need more
than specific skills. They need to acquire specialized and broadbased skills like conceptual, analytical, diagnostic, problem-solving
skills, human behavioural 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 incidents: 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.
iv) Case studies: The method is geared towards problem and issues
that face executives in their day to day business. Cases are
prepared to demonstrate the reality in the business would by
describing actual business situations. (wexley and lathan 1981) say
that the primary purpose of case study is to enhance the problemsolving skills of participants.
Sensitivity training: Here, executives are trained in the art of
developing an awareness of and sensitivity to the behavioural
pattern of oneself and that of others with whom he relates.
According to Rao 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
a) Increased productivity: One of the main objectives of training is
to increase employees 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 organization
is the moulding of employee attitude as so to win his support for the
companys activities and to obtain from him better cooperation and
greater loyalty.
c) Reduced supervision: Proper and adequate training of
employees reduce the need to close supervision by their supervisor
because trained personnel can quite perform assignments
successfully on their own than untrained 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 employees 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 work.
2.2.3 BENEFITS OF TRAINING TO EMPLOYEES
The following are the benefits of training to employees

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 value 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

The process of training and development will be briefly

analyzed according to H.W Moulton (1980) as follows:
a)
b)
c)
d)

Identification of training needs

Designing of the training programme
Implementation of the training programme
Evaluation of the programme.

a)Identification of training needs: All training should be justified

on the bases of a prior need analysis. Training need refers to any
deficiency of skills and knowledge on the part of the employee which
can be remedied through training. When the performance of
workers is noticeably poor, and cannot be improved through
motivation and simplifying the work procedures, then training need
has arisen.
Turrel (1980) says that training need arises in organization from
three (3) sources;

1) Those caused by changes in technology, markets, legislation and

manpower composition;
2) Those derived from work problems, such as manpower
utilization, machine utilization, disputes, safety and quality; and
3) Those arising from manpower wastage associated with poor
recruitment, induction, training and the like.
Moulton (1980) believes that training need arises from three (3)
sources, which include, job analysis, company or organization
analysis and person or individual analysis.
i) Job needs analysis: Entails an extensive analysis consideration
of the specific requirement of the task to be performed, the
minimum acceptable standard of performance, the technical nature
of the job and the combination of special skill requirement in terms
of technical, professional, interpersonal, managerial, conceptual,
analytical and diagnostic skills required to get the job done very
well.
ii) Company or organizational analysis: this refers to the
breakdown of the entire organization or the basic of the job task in
order to find out the area training is needed.
iii) Person or individual analysis: The analysis here tries to focus
on the weakness, deficiencies or the training need of each job
holder within the present and the near future. The analysis here
focuses on individual strengths and weaknesses and on what
should turn the individual worker into a better performer.
iv) Other general methods for assessing or identifying training
needs include.

a)Performances appraisal reports

b) Observation
c) Training needs survey as may be carried out by the
supervisors
d)Employee suggestions
B) DESIGNING OF THE TRAINING PROGRAMME
In designing the training programmes, the training and
development manager must fashion out an appropriate training
programme. For each categories of employees training requires
different course contents and different emphasis on teaching and
the choice of teaching methods. In designing training and
development program in any organization, seven sequential stages
are involved. The stages are:
1) Carry out training and development need analysis which will
reveal whether the organization needs training and development, in
what functional area in the organization and who are those to be
trained and at what cost.
2) Identify and state training and development objectives.
3) Sieve through the existing training methods in order to pick the
most appropriate method bearing in mind the objective of the
training and development programme.
4) Choose from among training and development methods the
particular method to use.
5) Work out a strategy for monitoring in order to detect if the
programme is on course or not.

6) Implement aspect of the programme.

7) Measure the effect of the programme on the recipients job per.
C)

IMPLEMENTATING THE TRAINING PROGRAMME

After completing all the steps in the design of training

programme, the next step in the training process is the

implementation of the programme that has been developed.
D)

EVALUATION OF THE PROGRAMME

As Kirkpatrick has stated, all training professionals agree:

evaluation should be done. Training can be evaluated at any of

three stages: input, throughput and output. In terms of input, the
cost (expense) of training can be assessed either in comparison with
other programmes or against a budgeted figure. In terms of
throughput, organization often assess the number of trainees
processed in a given time period far more effective, however, is the
evaluation of output, which can be assessed by one of the following
four criteria.
1)

Reaction level: Measures the emotional response of the

trainees to the programme. This is done through attitude

2)

surveys, typically immediately after the programme.

Learning level or immediate outcome: Measures the
acquisition of knowledge. This is measured by objectives or

3)

subjective tests administered to the trainees.

Behaviour: Measure the changes in skills that occur as a
result of training. It is often assessed by direct observation of
the trainee or by self-report.

4)

Result: Measures the organizational effect of training. This is

assessed through direct calculation of costs, sales, profits
e.t.c.

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 and 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) Effectiveness: By increasing the workers skills he becomes
effective in executing the task assigned to him.
iii) 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.
iv) 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

It involves the application of knowledge. Effective trainers utilize a

more rigorous 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, attitudes
or skills.
2) Whether the technique is generally applied on-the-job or off-thejob.
3) The degree to which the technique incorporates the major
principles of learning.
4) The relative expense involved 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 requirement of each
executive position in the organizational hierarchy. The 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 managers lack and make appropriate
recommendations accordingly.
3)Job Analysis: Where movement or transfer into a higher position
is being contemplated, the requirement of that higher
responsibilities would enable management to determine the training
and development needs of subordinates that are being ear 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 executives understanding and perception of issues
relating to economic, cultural, social, technical and political matters
that may be relevant to the successful performance of his job.
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 contiquencies.
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 companys executives to revitalize their skills to enable them
cope more effectively with the ever increasing complexities of
modern business.
2.3

CURRENT LITERATURE ON THEORIES POSTULATED

ON MANPOWER TRAINING AND DEVELOPMENT

Manpower training and development improves employee abilities to

perform the tasks required by an organization. It, according to
Graham (1981), has the important dual function of utilization and
motivation. By improving employees ability to perform the tasks
required by the company, training;
allows better use to be made of human resources; by giving
employees a feeling of mastery over their work and of recognition by
management, which increases job satisfaction in workers.
Organization, have a stake in developing the careers of their
employees so that the employees can be retained while their
performance becomes more effective and efficient.
Walker(1992 ) for example opined that in the 1990s and beyond,
organization will invest more, not less in efforts to retain, train and
develop talent.
Manpower training and develop is a tool employed by organization
to equip their workforce to the accomplishment of set goals and
objectives. The internal structure of an organization is made up of

socio-technical arrangements which are deliberately designed to

achieve the objectives of that organization by doing the right thing
at the right time and in the right measure.
Manpower training and development in service organizations
therefore focuses on the objective of equipping the personnel in the
service from the point of their recruitment to that of retirement, so
that manpower be kept constantly ready not only to provide
improved living conditions for Nigerians, but also set the machinery
for achieving accelerated growth and development within the
country. Manpower training and development is essential to the
existence and survival of organization. Olowu (1991) supports this
school of thought as he points that human resources training and
development enables civil servants (employees) to acquire the
relevant professional skills and knowledge for effective performance.
It was drucker (1986), who said that a good organizational structure
itself does not guarantee good performance. It is human resource
training and development that equips civil servants with the
relevant professional skills and knowledge that brings about
effective and efficient performance. This position is further
supported by pye (1988) when she opined that when steps are to
be taken to improve the quality of employees and overall
organizational performance, attention naturally turns to the process
of training, education and development of employees.
According to foot and hook (1999), human training and
development is a planned process to modify attitudes, knowledge
and skills or behavior through learning experience to achieve
effective performance in an activity or range of activities. Its
purpose in a work situation is to develop the activities of the

individual and to satisfy the current and future needs of the

organization.
Human resource training and development according to walker
(1992) is specifically about providing a range of learning experience
in a work situation. Critically speaking, human resource training
and development seem to have never been the priority of the civil
service in Nigeria. Omale(1992) observed that in almost all senior
positions, if one is recruited with required educational qualification,
no training and development was carried out on him. Experience on
the job now becomes the only criteria for the worker to reach the
top of his career ladder. Yet, the jobs an officer does from one grade
level to the other according to omale(1992):are sufficiently different
to warrant not only vocational knowledge whish he gets via
experience, but also theoretical knowledge and attitudinal reorientation in order to successfully cope with the demands of such
higer jobs.such theoretical knowledge and attitudinal re- orientation
can only best be acquired through formal training off-the-job in
appropriate training institutions.
Mekinde (1992) in his own view, is of the opinion that human
resource training is a short term process of learning specific skills
by both junior and immediate staff, while development entails a
long term learning process designed to develop senior officers in
order to acquaint them with changes in technology and
management method. Training and development helps to ensure
that organization members possess the knowledge and skills they
need to perform their jobs effectively, take on new responsibilities
and adapt to changing conditions despite the recognition of the
importance of training by management experts and government as
expressed in white papers on various reforms in Nigeria. The

experience of manpower training and development in the Nigeria

public sector has been more of ruse and waste. This paper
examines the experience of Nigeria public service on manpower
training and development with a view of understanding the
problems being faced. It makes appropriate recommendations on
how to ameliorate the situation. Management experts also argue
that a major function of a manager is to develop people and to
direct, encourage and train subordinates for optimum utilization. To
stahl(1986), training helps prepare employees for a certain job that
are unique to the public sector.
2.3.1

CURRENT CHALLENGES IN TRAINING AND

DEVELOPMENT.

It has been found from recent studies that before the recession
really set in (pre (1983) not much of training was witnessed. The
recession of 1983 and the structural adjustment program of 1986
were accompanied by a continuous and critical modification in the
frequency, method and focus of training courses. The main reason
for these changes is the substantial decline in the resources of older
generation firms, which seriously reduced the financial allocation of
training. In a few other cases, the cut on overseas training was
informed by caution on the part of older firms who felt that the
boom in new firms(e.g, banks) is at best artificial and not enduring.
In fact, casual observation reveals that overseas training have
practically ceased while the grants of study leave (training leave
with pay) have substantially reduced. A number of other reasons
explained the refocused interest of employers in training courses for
their staff. These may be;
rapid changes in technology(computerization);

 rapid changes in public policy(branches, interest rates, interbank and other prudential guideline) suggesting that
managers and workers need to respond appropriately with
new skills, attitude and knowledge;
increase in the incidence of fraud and the role of employers to
prevent and control malpractice from all possible sources;
policy intervention strategies such as re-engineering and
adoption of total quality management, team working and other
specialized and specific goal-directed human resource
utilization approaches; and
Reduced demand for goods and services, high rates of interest
bringing about high incidence of bad debts, and requiring new
and modern marketing approaches to attract deposits and
minimize bad debt expected to persist in the millennium and
beyond.
Employers will continue to pay serious attention to training and
development since new corporate cultures are necessary in order to
imbibe new attitudes that are required for success in a new
operating environment.
Current training and development programmes are however
constrained by the following incidences or practices;
The failure to determine training needs reliably and relevantly;
Inadequate funding of training;
Burying or sacrificing the training function in organizational
policies;
Failure to systematically evaluate the effects of training;
Unwarranted dumping or muddling of the steps in the
standard training process (viz., design, implementation and
evaluation);

 The unwillingness of supervisors to train the subordinates on

the job or reveal the secrets of the job;
Failure to engage credible professional trainers and adequately
brief trainers on the specific trends in an organization; and so
on.
2.3.2

THE IMPERATIVE OF TRAINING IN THE FUTURE

Effective utilization of employees for best results in a competitive

environment has assumed a new trend. Merit-based award has
been tested and found to instigate self-motivation in most
employees, provided that performance appraisal is carefully done.
He following practices is also requisite:
wage indexation
Pension indexation and
Redundancy reserves.
Aside from these, other desirable maintenance practices are in the
area of training and development for staff. Certainly a new
philosophy is required whereby all employees will take on the
culture of a privatized or commercialized enterprise. It is expected
that some resistance will be put up but appropriate training for all
levels of employees can reduce these.
Akin to training, it will be expected that the practice of internal
promotion will be emphasized. It is feared however, that some
supervisors may exercise the fear that if the subordinates are told
the secrets of doing the job, then, there is a treat to their own
positions. This natural feeling has to be guarded against in a
progressive enterprise. Thus, everyone needs to be trained about
the desirability of team work as is emerging in global work place.

2.3.3 ROLE OF GOVERNMENT IN TRAINING AND

DEVELOPMENT
In pursuance of the importance the federal government placed on
training, the industrial training fund(ITF) was established to ensure
that there is adequate manpower and commerce in the country.
Under the industrial training fund(ITF) degree No 47 of 1971
was amended by decree No 37of 1975 sum of money were providing
from time to time by the federal government and contribution was
made by every employers, a minimize of 25 person in his
employment at the rate of one percent(1%) of the annual pay roll are
to be paid into the fund.
The fund is to be utilized to promote and encourage an acquisition
of skills industry or commerce with a view to generate a part of
indigenous trained manpower sufficient in order to meet the need of
the national economy.
The government council of the fund consist of the representatives
of Nigeria employer consultative association (NECA).
Representatives of various chambers of commerce and industry,
central trade union and other person who have extensive knowledge
of the industrial training.
The main function of the council set out in section 4 of the degree
of the federal government No. 47 and they include:
i)

To provide and secure the provision of such courses and

other facilities which may include residential
accommodation for the training of person employed.

ii)

To provide such course and facilities proved by other

iii)

person.
From time to time, to consider the employment in industry
or commerce as appear to require a special consideration

iv)

and public recommendation.

To apply or make arrangement methods of ascertaining the

v)

attainment of any standard recommendation by the council.

To assist person in finding facilities for employee being

vi)

trained for employment in organization.

To carry on or assist other person in carrying on research
into any matter relating to training for employment in the
industry.

2.3.4 CONDITIONS FOR ACHIEVING TRAINING AND

DEVELOPMENT
The success of any training and management development
program is not determined by modern facilities, huge expenditure
on equipment, abundant administrators on the ground and the
fat budget for the program but rather on its outcome and the
building of a team of competent, well-motivated work force that is
able to cope with current and future organizational challenges
and achieve their desired goal. The designers and implementers
of the program should be familiar with basic adult training
principles and other conditions for achieving success for learning
and its transfer. Specifically, the following conditions should be
complied with;
1) Conducive environment: This should be created for the
mangers to transfer their new skills and techniques acquired
from the development program to their job. The development

cannot be effective if the new ideas and techniques conflict

with existing norms, values, beliefs and customs (Fleishman,
1967).
2) Support of top management: The progam should receive the
support of top management with adequate budget for it.
3) Repetition: Training should be arranged frequently and
repeatedly for employees requiring crucial skills and
techniques.
4) Participation trainees: Could be inspired through their
active participation in the process. Very lengthy lectures that
could get trainees bored should be avoided.
5) Emphasis on objectives and needs: The developmental
needs of the organization must be clearly stated in the
objective and the program should reflect the needs spelling
out the skills required to fulfill job responsibilities.
6) Organization: Training should be properly arranged so that
the material presentation of segments is in sequence, building
on one another. This eliminates gaps, contradictions or
ambiguities in the program.
7) Motivation prospective: Trainees may not want to participate
in a training proposed for them. They may see it as waste of
time. They should be motivated by letting them know the
personal and organizational benefits like promotion and
improved performance they stand to gain from the training.
8) Feedback: There should be close communication between
trainer and trainee because it helps the feedback process and
employees/learners would want to know their progress vis- avis the objectives of the training course they went through.
9) Co-operation between the three main stakeholders: There
should be co-operation among the organization, the

supervisor and the manager for the management development

exercise to succeed. The organization provides the resources
and the environment, including paid courses and seminars,
and the supervisor creates the awareness and the
encouragement for the managers to take advantage of the
development. The managers on their part feel sufficiently
motivated by the expected goals.
10)
Inclusive of all managers: Management development
should not be restricted to only the supervisory personnel but
to include all managers in the organization to strengthen the
managerial skills of or for management and executive
professionals.
2.3.5 LEARNING PRINCIPLE
Learning programmes should incorporate as many
fundamental principles of learning as are relevant. Extensive
research, both in experimental settings and in organizations has
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 facilated when:
1) Multiple senses are stimulated: The most probable ones are
sight, sound and touch, with smell 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,
overhead transparency projector, felt boar d, flip chart and
movie projector.

2) Objectives of training are delineated in advance and are known

by both trainer and trainee. 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 skill 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 be specific,
relevant, timely and accurate. This allows the trainees to
organize their thoughts or generate a new burst of enthusiasm
for the programmes.
It is crucial to emphasize that all effort must be geared towards
result-performance-oriented training and development program.
It must be appreciated that the success of any training and
development program depends upon the learning that occurred.
A training programme where learning does not occur or where
nothing is learnt is a wasted effort. Too often, this is the result of
a poorly planned, poorly coordinated and haphazardly organized

training efforts which often reduce the chances of having a

positive learning occurring. To make training efforts more
effective, we must identify the areas of deficiency of past training
efforts in most companies and learn from these mistakes. These
deficiencies may include:
1) Inappropriate or lack of definition of learning objectives (either
short-term or long-term objectives)as most training
programmes are not goal oriented.
2) Lack of proper determination of training needs from personal,
task and organizational perspectives.
3) Non-involvement of training supervisors in the follow-up
training necessary in putting the new skill to use.
4) Lack of post-training support: no transfer of learning from the
training environment to job environment would take place if
obstacle are deliberately attacked on the way of the trainee
this preventing him from putting his newly acquired knowledge
to practice.
5) Faulty selection of instructional methods for example
techniques that are adequate for communicating knowledge
may not be appropriate for inducing behavioral changes.
6) Individual trainees fail to have as much a stake in their own
development as necessary. This is because, the rule for
effective training demands that employees take a positive role
in their own training. After all, no training and development
can occur unless there is a more conscious desire for it to
occur on the part of the trainees.
7) Inadequate definition and understanding of the body of
knowledge and theory of the principles of learning that can
enhance learning substantially. These concepts or principles
usually emphasize the need to make learning to be learner-

oriented rather than teacher-oriented and the need to make

trainees more active than passive; interested and motivated
rather than frustrated and bored.
2.3.6 PROBLEMS OF TRAINING AND DEVELOPMENT
PROGRAMME
Some of the problems facing training and development include:
1)

Low morale: When an employee undergo training programme,

his/her experiences, skills, attitude will be increased but if
they are not adequately compensated this might result in low

2)

morale there by reducing their performance.

Insufficient information: If the wrong person who is almost
due for retirement was sent on a training course or does not
need training was sent on training, the organization will gain

3)

little or nothing from such employee.

Transfer of learning: Some of the concept and principle
taught are too academic and very difficult to apply in real life

4)

situation.
Non evaluation of the outcome of training: The company
does not evaluate the outcome of the programme, there are in
many instance, no examinations either written or oral or
feedback from the employee.
REFERENCES

Akpomuvire, M. (2007) : Human Resource Training and

Development for the civil service Nigeria. Catawba

Publishing Company Charlotte, U.S.A

Background information official website of PHCN,
http//www.nepanigeria.org/background
Bello-Imam, I.B, Oshiomebo, B.O, Ojeifo, S.A. (2007):
Fundementals of Human Resource Management in
Nigeria. College press and publishers ltd, Ibadan.
Chandramohan, A. (2008): Human Resource Management.
S.B. Nangia APH publishing corporation, New Delhi.
Cruz, E.M.D. (2002): Staff and Service Management. Golden
books centre SDN Bhd, Kuala Lumpur.
Fab Onah, O. (2003): Human Resource Management. Fulladu
publishing company Enugu, Nigeria.
Fagbohungbe, O.B.(2009): Personnel or Human Resource
Management:the repository for Human Resource
Utilization,2nd Edition. Olas Ventures, Lagos.
Flippo Edwin, B. (1976): Personnel Management, 6th Edition.
Kogakusha Mcgrew Hill Incorporated book company,

New York.
Isaiah Urhoma, K. (2009) : A textbook of Human Resource
Management Vol 1. University printing press Delta State
University Abraka, Delta State.
Michael Stahl, J.(1995): Management total quality in a global
environment. Black well publisher, Massachsetts.
Nwachukwu, C.C. (1988:) Management theory and practice.
African F.C.P publisher, Nigeria.
Onuchekwa, C.I.(1995): Personnel Management. Goshen
publisher, Awka.
Obikeze, S.O, Obi, E.A, Abonyi, N. (2005):Personnel
Management concepts, principles and application.
Bookpoint ltd, Onitsha.
Simbo Banjoko, A.(1989): Human Resource Management: an
expository approach. Pumark Nigeria ltd, Nigeria.
Sola Fajana (2002): Human Resource Management an
Introduction. Labofin and Company, Lagos.

CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1

RESEARCH DESIGN

In defining design, odo(1992:43), 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 Power holding company of Nigeria(PHCN) Enugu and

structured questionnaire administered to relevant staffs of PHCN.

The purpose was to get their personal views on a number of issues.
3.2.2

SECONDARY SOURCES OF DATA

The secondary sources from which data was collected include:

textbooks from library (Caritas university amorji Nike Enugu),
manuals of power holding company of Nigeria Enugu and different
website on the internet.
3.3

POPULATION OF THE STUDY

According to silver throne,(1980:12) 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 power holding company of Nigeria Enugu
zone 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(1986:47).
Sampling population is used to avoid possible errors in dealing with
population. The population size was narrowed down to determine

the sample size. A statistical formula was used in determining the

sample size.
Yaro Yamani formula as quoted in Nwabuokei(1986 : 471) 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

n=

250
1

+ 250(0.0025)

250
1 + 0.625

= __250_

0.0025

1.625
= 153.846
n = 154
Using Bourleys proportion allocation formula
n1 = n1(n)
N
Where n1 = Element within the sample frame i.e Number
allocated to each class of employee(department)
n = Sample or the proportion of the universe used
for the study.(Total sample size)
N = Population of the study i.e overall employee.
Departments:
1)
2)
3)
4)
5)

Administrative and Service Dept ---Technical/Service Dept

----Customer service Dept
---Finance and Account Dept
---Audit Dept
---Population for the study
Administrative and Service Dept
n1=
62 x 154
250
=9548
250
Technical/Service Dept
n1= 80 x 154

62
80
35
40
33
250

=38.19
=38

250

= 12320
250

Customer service Dept

n1= 35 x 154
250

= 5390
250

Finance and Account Dept

n1= 40 x 154
250
= 6160
250

Audit Dept
n1= 33 x 154
250

=5082
250

=49.28
=49

=21.56
=22

=24.64
= 25

=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. Its 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

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.
3.6

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.
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
4.1

DATA PRESENTATION AND INTERPRETATION

This chapter is designed to give and analyze the response to

the research hypothesis formulated from the stated problems in

chapter one of this write up. It deals with the presentation, analysis
and interpretation of the data collected. They were analyzed using
tables and chi-square (X2) statistical tool
4.1.1

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 4.1.1

DISTRIBUTION AND RETURN OF

QUESTIONNAIRE

DEPARTMENT

NO OF

NO

PERCENTAGE

QUESTIONNAIR

RETURNED

E DISTRIBUTED
Admin and

(%)

38

30

25

Technical/Service

49

35

29

Customer service

22

17

14

Finance and

25

20

17

service

Account

Audit

20

18

15

Total

154

120

100

Table 4.1.2

DEMOGRAPHIC CHARACTERISTIC

DISTRIBUTION OF RESPONDENT BY GENDER

Sex

No of respondent

Percentage (%)

Male

80

67

Female

40

33

Total

120

100

Source: field survey 2010.

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 4.1.3
DISTRIBUTION OF RESPONDENTS BY AGE
Age

No of respondents

Percentage (%)

18-29

20

30-39

35

29

40

33

40-49

17

50& above
Total

25

21

120

100

Source: field survey 2010

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 RESPONSDENT BY MARITAL STATUS
Marital status

No of respondent

Percentage (%)

Single

35

29

Married

80

67

Divorced

Total

120

4
100

Source: field survey 2010.

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

12

OND/NCE

22

18

HND/BSC

58

48

Other Qualification

26

22

120

100

Total
Source: field survey 2010.

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

have west Africa Examination council certificate
(Waec/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, Phd)as their highest qualification. This table therefore
shows that most of the respondents are B.SC/HND Holders.
Table 4.1.6
DISTRIBUTION OF RESPONDENTS BY YEARS OF
EXPERIENCE
Years

No of respondent

Percentage(%)

0-2

18

15

3-5

24

20

6-10

32

27

11 & above

46

38

120

100

Total

Source: field survey 2010.

From the above table,18(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
RESEARCH QUESTION ONE
WHAT METHOD OF TRAINING AND DEVELOPMENT DOES
YOUR ORGANIZATION USE?
Options

No of Respondent

Percentage (%)

On the job

25

21

Off the job

40

33

Simulated

25

21

All of the above

30

25

120

100

Total
Source: Field Survey 2010.

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?
Options
Top mgt

No of respondent

Percentage (%)

Middle mgt

23

19

Supervisory

28

23

Junior staff

60

50

120

100

Total

Source: field survey 2010.

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?

Options

No of respondent

Percentage (%)

Lack of tools

58

48

Lack of

45

38

17

14

120

100

training
Lack of
renumeration
Total

Source: field survey 2010.

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
renumeration is the major problem affecting the employees on their
job.
Table 4.1.1
DOES THE ORGANISATION OFFER ANY TRAINING AND
DEVELOPMENT PROGRAMME?
Options

No of respondent

Percentage (%)

Yes

120

100

No

120

100

Total
Source: field survey 2010.

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
Options

No of respondent

Technical

Percentage (%)

44

37

22

18

54

45

courses
Administrative
courses
Both
Total

120

100

Source: field survey 2010.

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?

Options

No of respondent

Percentage (%)

Yes

110

No

10

120

100

Total

92

Source: field survey 2010.

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 AAND DEVELOPMENT IMPROVE
PRODUCTIVITY AND BETTER PERFORMANCE?
Options

No of respondent

Yes
No
Total

Percentage (%)

100

83

20

17

120

100

Source: field survey 2010.

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?
Options
High productivity increases

No of respondent

Percentage(%)

40

33

25

21

25

21

staff morale
Enhance career
development
High productivity reduce
staff turn over
No response
Total

30

25

120

100

Source: field survey 2010.

The above table indicates that out of 120 respondents,40(33%)
agreed that training and development programme is embarked upon
by the management because it enhances high productivity and
increases staff morale;25(21%) respondent believes that high
productivity reduced staff turn over;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

WHAT ARE THE LIKELY SUGGESTION ON IMPROVING

TRAINING AND DEVELOPMENT PROGRAMME IN THE
ORGANISATION?
Options

No of respondent

Percentage (%)

28

23

20

17

Adapt sound training policy

42

35

Sending staff on study leave

30

25

120

100

Emphasis should be placed

on-the-job training
Establishment of training
school within the organization

Total
Source: field survey 2010.

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 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?

Options

No of respondent

Percentage (%)

Machines

18

15

Workers

22

18

Both

80

67

Total

120

100

Source: field survey 2010.

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 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
Options

No of Respondent
Yes
No

Total
Using X2
X2 = (o1 e 1)2
e1
= 120
2

=60

= (100 60)2 + (20 60)2

60
=1600 + 1600
60

Percentage (%)

100

83

20

17

120

100

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
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
Options

No of Respondent

Yes

110

92

10

120

100

No
Total
Using X2
X2 = (o1 e1)2
e1
X2 = (110 60)2 + (10 60)2
60
= 2500 + 2500
60
= 5000
60
=83.33

Therefore, the calculated X2 = 83.33

Degree of freedom

= (n - 1) (k - 1)
= (2 -1) (2 - 1)
=1

DECISION

Percentage (%)

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.

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY OF FINDINGS

5.1

In view of the analysis in chapter four of this work, the

following findings were arrived at.
The power holding company of Nigeria (PHCN) plc Enugu sole
business is the distribution of electricity to their environs.
The organization runs a training school within the establishment
in Lagos where priority attention was placed on the technical course
because of high technical skill required.
It was discovered that it is very expensive to embark on training
programme especially courses outside the organization. Most of the
courses available are technical oriented and management tends to
over look administrative courses. Hence, only very small percent are
sent on administrative courses.
It was also discovered by the researcher that PHCN does not only
provide training to their employees but it is mandatory that a three
month course will be studied by the employee immediately after
employment coupled with induction by management in order to
enhance their inter personal acceptance and to improve their
performance.
However, some employees sent or sponsored by the organization
usually do not go back to their work rather they find other fertile
areas.

Finally, the researcher discovered that most of the employees are

not worth being trained either due to old age, inability nature of the
work or the reluctant on the part of the employee.
5.2

CONCLUSION
The essence of training and development in service organization

cannot be over emphasized. It has been observed that training is

very important in every aspect of an organization. It enhances the
efficiency of staff, increases output and motivates employees for
better performance. It has been discovered that training and human
development are not isolated from human resources. Even in the
advanced countries and in most computerized organization,
training and development cannot be overlooked because; human are
the ones to operate this equipment. Because of the fact that ours is
a world that is currently undergoing rapid change particularly in
the area of skill obsolescence and technological capability, training
is not exclusively reserved for newly employed staff but also for the
old employees as well. It is therefore important for the purpose of
enhancing individual performance that training and development
should be made a continuous process that should last through an
employees entire working life. This is because low and middle level
employees need to adapt to new skills and technologies while
managers and top management personnel need deeper knowledge
and understanding of their jobs, the jobs of others, a good
understanding of where and how their jobs fit into the wider
organizational pattern, an understanding of government and
societal constraints, and a sensitive social awareness of the
environment within which the organization operates.

Therefore, training and development is necessary among other

things to improve quality and quantity of work, to increase
productivity and to induce certain behavioural changes in the
employees. Every organization should therefore try to incorporate
effective and efficient training and development of their employees
(manpower) in order to achieve their aim and objectives with ease.
5.3 RECOMMENDATION
The following suggestions are offered which in the opinion of
the researcher may go along way in addressing issues relating to
human resources training and development programme in service
organization.
The organization should restructure their training by including
administrative courses into it so that the high cost of going outside
for similar courses will be minimized. There should be free flow of
information to enable all the staff aware of the training and
development programme available both internally and externally.
Each section should draw up a roster of training programme for
each year so that every staff of the organization would at least be
sent on course in a year. This will erode the situation whereby only
some chosen few are sent on course.
Staff qualified for training should be encouraged by providing
study leave with pay, and where scholarship is given a proper
contract should be undertaken whereby employee would serve for a
certain number of years after his/her course. Emphasis should be
placed on on the job training where employees already in the
field impact knowledge on the newly employed staff.

Finally, periodic seminars and workshop which are not too

expensive should be organized for all staff to acquaint them with
current changes in management techniques and current
development programme.

BIBLOGRAGHY
Akpomuvire, M. (2007). Human Resource Training and Development
for the civil service Nigeria. U.S.A : CatawbaPublishing
Company Charlotte.
Bello-Imam, I.B, Oshiomebo, B.O, Ojeifo, S.A. (2007).
Fundementals of Human Resource Management in Nigeria.
Ibadan: college press and publishers ltd.
Chandramohan, A. (2008).Human Resource Management. New
Delhi: S.B. Nangia APH publishing corporation.
Cruz, E.M.D. (2002). Staff and Service Management.Kuala lumpur:
Golden books centre SDN Bhd.

Fab Onah, O. (2003). Human Resource Management. Enugu:

Fulladu publishing company.
Fagbohungbe, O.B.(2009). Personnel or Human Resource
Management: the repository for Human Resource Utilization,
Lagos: Olas Ventures.
Flippo Edwin, B. (1976). Personnel Management. New York:
Kogakusha Mcgraw Hill Incorporated book company.
Isaiah, U.K. (2009). A textbook of Human Resource Management.
Delta state: University printing press.
Michael, S. J.(1995). Management total quality in a global
environment. Massachsetts: Black well publisher.
Nwachukwu, C.C. (1988). Management theory and practice. Port
Harcourt: African F.C.P publisher.
Onuchekwa, C.I.(1995).Personnel Management. Awka: Goshen
Publisher.
Obikeze, S.O, Obi, E.A, Abonyi, N. (2005). Personnel Management
concepts, principles and application. Onitsha: Bookpoint ltd.
Simbo Banjoko, A.(1989). Human Resource Management: an
expository approach. Nigeria: Pumark Nigeria ltd.

Sola Fajana (2002). Human Resource Management an Introduction.

Lagos: Labofin and Company.

APPENDIX
Faculty of
management and social science
Department of
Business Administration
Caritas University
Amorji Nike Emene
Enugu State
June 30 2010.

Dear Sir/Madam
I am a final year student of the above named university
conducting a research on An evaluation of the effect of
manpower training and development in service organization with
PHCN Enugu as my case study.
The research is in partial fulfillment for the award of B.sc
degree in Business Administration from the above school. Please
you are kindly requested to provide answers to the questions set
out in the attached questionnaire to the best of your knowledge.
Information supplied and views expressed are solely for academic
purpose.
Yours
faithfully
Aidelomon,
Roseline .o.

QUESTIONNAIRES
INSTRUCTION: please tick (

) inside chosen box

SECTION 1: PERSONAL DATA

1) Name:
2)

3)

4)

5)

optional
Sex :
a) Male [ ]
b) Female [ ]
Age :
i)
18-29
[ ]
(ii) 30-39 [
]
(iii) 40-49 [ ]
iv)
50 and above [
]
Marital status:
a) Married [ ]
b) single [ ]
c) divorced [
]
c) Widowed [ ]
d) separated [ ]
Academic Qualification:
a)WAEC/GCE
[ ]
b)OND/NCE
[ ]
c)HND/B.SC
[ ]
d) Other Qualification [
]

6) Years of Experience:
a) 0-2

b) 3-5

c) 6-10

]
]

d) 11 and above [

SECTION TWO
6)
7)
8)
9)

What was your rank on entry?...................................

Current post or rank please specify.
Which department are you working in?........................
Have you work in any other department?
a) Yes
[ ]
b) No
[ ]
10)
Does your company engage in any form of employees
training and development programme?

a) Yes [ ]
b) No [
]
11)
What method of training and development does your
organization use?
a) On the- job training method
[
]
b) Off the job training method
[
]
c) Simulated
[
]
d) Both
[ ]
12)
How often do you conduct training and development in
your organization?
a) Every six (6) months
[
]
b) Every year
[
]
c) Every five years
[
]
d) Specify if otherwise ..
13)
Who do you send for the course?
a) Junior staff
[
]
b) Senior staff
[
]
c) Supervisor
[
]
d) Manager
[ ]
e) All of the above [ ]
14)
Does your organization have policy on employees
training?
a) Yes [ ]
b) No [ ]
15)
If your answer to the above is yes, please state the
policy
16)
What are the category of staff level in PHCN Enugu
a) Top management
[
]
b) Middle management [ ]
c) Supervisory
[
]
d) Junior staff
[ ]
17)
What are the major problems in the organization?
a) Lack of tools
[
]
b) Lack of training
[
]
c) Lack of renumeration
[
]

18)

What are the courses offered during training and

development programme?
a) Technical courses [
]
b) Administrative courses [ ]
c) Both
[ ]
19) Does training and development improve skills and
knowledge of manpower in service organization?
a) Yes
20)

b)

No

Does training and development improve productivity and

better performance?
a) Yes

b) No [

21) What are the likely suggestion on improving training and

development programme in the organization?
a)

Emphasis should be placed on on-the-job training

b) Sending staff on study leave

c)

Adapt sound training policy

d) Establishment of training school within the

organisation
22)

As an employee, which one do you consider to be the most

important for the organisation to achieve the aim of providing

electricity?
a)

Machines

b)

Workers

c)

Both

]
[

23)

In your own opinion, what do you think the organisation

requires to improve its performance?

a) Increase in salary in fringe benefit

b) Sending workers on course and promoting them [

c) Employing professionals in all field
24)

If you find yourself in top management position, which of the

following would you pursue to enhance efficiency?

a) Training of technician

b) Training and development of employee

c) Procurement of new machines

25) Give three suggestion you have for the management to

facilitate training programme.
a) ..
b)

..

c)