ASSESSMENT OF THE IMPACT OF TRAINING AND DEVELOPMENT ON

WORKERS PERFORMANCE AND PRODUCTIVITY IN BUILDING

PROJECT
(A CASE STUDY OF CONSTRUCTION OF HOSTEL AT UNILORIN)
ABSTRACT
The quality of human resource is an asset to any organization and as a result
training has become an issue that has to be faced by every organization. The amount,
and quality of training carried out varies enormously from organization to
organization due to factors such as degree of external change, for instance, new
markets or new processes, adaptability of existing workforce and importantly the
extent to which the organization support the idea of internal career development. Most
organization meet their needs for training in an ad hoc and haphazard way while
others seyt about identifying their training needs, then design training activities in a
rational manner and finally assess the results of training, this study, therefore, sought
to determine the impact of training and development on building using construction of
hostel at Unilorin as a case study. The research was intended to determine the role and
impact of training on employees with emphasis on the lower, middle- level staff and
the administration construction of hostel at Unilorin who were randomly selected. The
study assessed the training and development process of construction of hostel at
Unilorin and whether training has improved employee performance. A questionnaire
was designed using structured questions to collect primary data from employees of
construction of hostel at Unilorin. Personal interviews were held with some
management staff of the organization. The results indicated that construction of hostel
at Unilorin employees were not well informed about training and development
programmes in the organization. Most of the employees were of the views that
training and development were effective tools for both personal and organizational
success. The findings revealed that training practices, methods and activities at
construction of hostel at Unilorin are not in the line with the best practices regarding
the planned on of and systematic nature of the training process as is generally known.
It was recommended among other things, that the process involved in training be duly
followed construction of hostel at Unilorin should help its staff identify their career
paths and to guide them in the pursuit of higher education.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND INFORMATION
Human resources have played a significant role in the economic development in
most development countries such as United State of America, Britain and Japan
among others. It can, therefore be concluded that a developing country like Nigeria,
with its rich natural resources and the necessary financial support can also experience
such economic success if the appropriate attention is given to the development and
training of her human resource. It is thus seen that in Nigeria the government is taking
adequate steps to ensure that people acquire the necessary knowledge and skills.
The provision of secondary and technical schools, vocational training institute
and colleges, professional tertiary institution, as well as the educational reforms
currently taking place in the country, are all geared towards the acquisition of skills
and knowledge to ensure effectiveness and efficiency in our workplace. (Professor
Mike Ocquiaye, Former Minister of the Ministry of Education) at the 5 th Congregation
of Central University College, August, 2004.
With these efforts by the government, it has become necessary for
organizations to provide long and systematic training and development programs for
its employees. This is because every aspect and activity of an organization involves
people. For instance, director in an organization will not be successful until he has
subordinates beneath him who are well equipped with skills, talent and knowledge.
To manage building project at Unilorin required both large and small requires
staffing them with competent personnel. The formal educational system does not
adequately teach specific job skills for a position in a particular building project
(construction of hostel at Unilorin). Few employees have the requisite skills,
knowledge, abilities and competencies needed to work. As a result, many require
extensive training to acquire the necessary to be able to make substantive contribution
towards the building project (construction of hostel at Unilorin growth, (Barron and
Hagerty 2001).
If employees are to experience flexibility and effectiveness on the job, they
need to acquire and develop knowledge and skills, and if they are to believe that they
are valued by the organization they work for, then they need to see visible signs of
management's commitment to the their training and career needs. Training and
development are the process of investing in people so that they are equipped to
perform. These processes are part of an overall human resource management approach
that hopefully will result in people being motivated to perform. (Barron and Hagerrty
2001). It goes without saying therefore that the training development of employees is
an issue that has to be faced by management for each section of works. However, the
amount, quality and quantity of training carried out very enormously from
management.
According to Cole (2002: 329), factors influencing the quantity and quality of
".raining and development activities include; the degree of change in the external
environment, the degree of internal change, the availability of suitable skills within ;he
existing work-force and the extent to which management see training as a motivating
factor in work.
 Many organizations meet their needs for training in an ad hoc and haphazard
way. Training in these organizations is more or less unplanned and unsystematic.
Other organizations however set about identifying their training needs, then design
and implement training activities in a rational manner, and finally assess results of
training. It is worth noting that Nigeria has a huge building project, employing the
highest number of human resources with varied skills. One such organization in the
building project construction of hostel at Unilorin. The study intends to investigate the
impact of training and development on employee perfonnance and productivity at the
construction of hostel at University of Ilorin (Unilorin).

1.2 STATEMENT OF THE PROBLEM

It is a well known fact that training enhances and ultimately worker
performance md productivity in organization (G.A. Cole, 2002). Many organizations
in Nigeria .md indeed the public sector engage in training and development of staff
and have departments, units and sectors in charge of training and development. NPA
is one such organization that has been practicing training and development since its
ceginning and particularly for the past ten (10) years.
However, for some years now it appears training construction of hostel at
Unilorin haphazard, unplanned and unsystematic, and several of its employees such as
machine operators, junior and middle level engineers, accounts clerks computer
operators, secretaries, drivers and many other category of workers, have not qualified
for any form of training nor is there any systematic process of staff development in
place. A brief interaction with some employees did show that management of
construction of hostel at Unilorin see the cost incurred in the acquisition and
maintenance of plant and equipment as more relevant than that expense on training
and development of its staff.
In the absence of training and development of employees by building project
construction of hostel at Unilorin, the employees sponsored themselves in furtherance
of their education to obtain professional or higher level certificates. Employees who
expressed the desire to pursue university education were not given any form of
assistance like study leaving with pay. Their applications for study leave were turned
down with those who were disengaged after their studies as management claimed their
programs were not relevant to the job. The few ones who were retained had no
promotion to match their added skills and competencies. This it is believed to have led
to high labor turnover in the organization. The study was therefore to assess the role of
training on the human resources and how this affects, workers performance.

1.3 OBJECTIVE OF THE STUDY

The objectives of this study are to;
i. Identify the major purposes of training and development, as well as the key
internal and external influences on training
ii. Ascertain the training and development policy in operation at Unilorin.
iii. Outline and explain the training and development practices and processes
including the assessment of training needs, an outline of training methods, and
the processes of monitoring and evaluating the plan.
iv. Finding out whether training and development scheme have positive effect on
the performance of workers and productivity.
Accordingly, the key research questions investigated were:
1. How did the training and development-practice develop in construction
of hostel at Unilorin
2. What are the major purposes of training and development, and what key
internal and external influences impact on training?
3. What are the training and development policies and practices in
constructing of hostel at Unilorin?
4. Does training and development have an effect on worker performance
and productivity at construction of hostel at Unilorin.

1.4 ARGUMENTS OF THE STUDY

Based on the research problem outlined and the related questions posed, the
Allowing arguments were formulated to guide the study:
1. 1, Construction of Hostel at Unilorin has, over the past lOyears (2004-2014),
been involved in training and development activities
2. The purpose of the training development activities at construction of hostel
at Unilorin individual and organizational performance.
3. The policy fashioned to achieve the purpose of training and development is the
provision of a coherently structure document for guidance and an improvement
in access to training that is consistent with the purpose.
4. Training and development activities construction of hostel at unilorin are
however unplanned and unsystematic.
5. Training and development activities at construction of hostel at unilorin have
largely failed to positively impact worker performance and productivity.

1.5 SIGNIFICANCE OF THE STUDY

It is expected that the study will inform the management of Unilorin and other
organizations that to increase productivity, there is the need to have and retain well
trained and motivated employees. It is also to help develop and maintain a quality
schemes for training and development, to be able to meet the challenges of change the
future.

1.6 SCOPE OF THE STUDY

The study is limited as it looks at the role and impacts that training and
development policies and activities have played in the last ten years of unilorin life
using their planning development unit as the focal point between the years 2004-2014.
They constitute an important location of unilorin and hold a large population of
employees. Accordingly the analysis and conclusions will be based on this time
period.

1.7 LIMITATION
Problems such as the swearing of an oath of secrecy and indifference on the
part of interviewees and respondents were limitations to the study as some of the
employees felt uncomfortable and other were simply not bothered. The absence or
inaccessibility of reliable records and reports on unilorin activities within the past ten
years also limited the research investigation. The unwillingness of management to
divulge strategic information in the name of confidentially is a limitation to the study.

1.8 ORGANIZATION OF THE STUDY

The study is organized into five chapters. Chapter one introduces the study by
giving the background information on the research problem, objective, hypothesis and
scope of the study.
The study is organized into five chapters. Chapter one introduces the study Sr.
giving the background information on the research problem, objective, [Link] and
scope of the study.
Chapter two deals with the review of relevant literature on the research problem
and concepts with specific reference to how it applies to Unilorin.
Chapter three discusses the research methodology adopted for the study and
relevant justifications. It outlines the methodology for carrying out the secondary and
primary data collections and how results were analyzed.
Chapter four presented the findings on the practices and impact of training and
development in University of Ilorin (Unilorin). It will also lay out 'the researcher's
analysis on the organization's responses to the impact and role of such Draining on its
employees in terms of performance of productivity.
Chapter five presents the conclusions drawn from the research findings and
recommendations to enhance organizational effectiveness through training, and to
ensure stable and committed human resources.
CHAPTER TWO
LITERATURE REVIEW
2.1 OVERVIEW OF TRAINING
One major area of the Human Resources Management function of particular relevance
to the effective use of human resources is training and development. Few people these days
would argue against the importance of training as a major influence on the success of an
organization. Employees are crucial, but expensive resources.
In order to sustain economic growth and effective performance, it is important to
optimize the contribution of employees to the aims and goals of the organizations. The
importance of training as a central role of management has long been recognized by leading
writers. For instance according to Drucker (1998), the one contribution a manager is uniquely
expected to make is to give other vision and ability to perform.
The general movement towards downsizing, flexible structures of organizations and
the nature of management moving towards the devolution of power to the workforce given
increasing emphasis to an environment of coaching and support. Training is necessary to
ensure an adequate supply of staff that are technically and socially competent and capable of
career development into specialist departments or management positions. There is therefore a
continual need for the process of staff development, and training fulfils an important part of
tills process. Training should be viewed therefore as an integral part of the process of total
quality management.

2.2 HUMAN RESOURE MANAGEMENT

For any enterprise to function effectively, it must have money, materials supplies,
equipment, ideas about the services or products to offer those who might use its outputs and
finally people, which is the human resources, to run the enterprise. The effective management
of people at work is human resource management.
Amstrong (1996). Human Resource Management has emerged as a major function in
most organization and is the focus for a wide-ranging debate concerning the nature of the
contemporary employment, relationships. Managing human resources is one of the key
elements in the coordination and management of work organizations.
Several new technologies are used to ensure the creation and delivery of services and
goods in modern economics. Whatever means are used, the role of individuals and groups as
employees and the ability of management to effectively deploy such a resources is vital to the
interest of both the employee and organization. Traditionally, Human resources concern itself
with recruitment, selection, placement, training, compensation and industrial relations among
others, (Armstrong 1996).
Beer et al (1984) define Human Resource Management as the involvement af all
management decisions and actions that affect the nature of the relationship between the
organization and its employees the human resources. According to Beer et al (1984), general
management make important decisions daily that affect this relationship, and this leads to a
map of Human Resources management territory, the core of which they refer to as the four
"Cs" and these are;
Competence of employees: High Competence creates a positive attitude towards leaning and
development. Commitment of Employees: High commitment means that employees will be
motivated to hear, understand and respond to management's communication relating to the
organization of work. Congruence between the goals of employees and those of the
organization: Higher congruence is a reflection of policies and practices which bring about a
higher coincidence of interest among management, shareholders and workers alike. Cost
effectiveness of Human Resource Management practice: means that the organization's human
resource cost, that is wages, benefits, training and indirect costs such as strikes, rurnover and
grievances, have been kept equal to or less those of competitors.

2.3 HUMAN RESOURCES MANAGEMENT AND TRAINING

Beardwell and Holden (1993) argue that the recognition of the importance of training
in recent years has been heavily influenced by the intensification of competition and the
relative success of organizations where investment in employee development is considerably
emphasized. They add that technological developments and organizational change have
gradually led some employers to the realization that success relies on the skills and abilities
of their employees, and this means considerable and continuous investment in training and
development.
It is the view of Beardwell and Holden (1993) that Human Resources Management
concepts such as commitment to the company and the growth in the quality movement have
led senior management teams to realize the increased importance of training, employee
development and long-term education. Such concepts require not only careful planning but a
greater emphasis on employee development.

2.4 TRAINING
According to Cole (2002), in his book Personnel and Human Resource Management,
training is a learning activity directed towards the acquisition of specific knowledge and
skills for the purpose of an occupation or task. The focus of training is the job or task for
example, the need to have efficiency and safety in the operation of particular machines or
equipment, or the need for a n effective sales forces to mention but a few.
Training is the planned and systematic modification of behavior through learning
events, activities and programs which results in the participants achieving the levels of
knowledge, skills, competencies and abilities to carry out their work effectively (Gordon
1992). Pheesey (1971) defines training as the systematic process of altering the behavior and
or attitudes of employees in a direction to increase the achievement of organizational goal.
This means for any organization to succeed in achieving the objectives of its training
program, the design and implementation must be planned and systematic tailored towards
enhancing performance and productivity.
The Manpower Services Commission of the United Kingdom, which was set up by
the 1973 Employment and Training Act defined training as a planned process to modify
attitude, knowledge or skill behavior through learning experience to achieve effective
performance in an activity or range of activities. According to them, the purpose of training
in the work situation is to develop the abilities of the individuals and to satisfy the current and
future of the organization.
Most organization have long recognized the importance of training to it development.
As new technology progresses, making certain jobs and skills redundant, an increasing
emphasis is being placed on the need for a skilled and highly trained workforce. Many of the
jobs being replaced by machines have been of an unskilled and semi-skilled nature, and this
emphasizes the need for higher education and skills for those wishing to gain employment in
the future. .
According to Armstrong (1996) expressing an understanding of training emphasizes
that training should be developed and operated within an organization by appreciating leaning
theories and approaches if the training is to be well understood.
This was also affirmed by Sherman et al (1996). They expressly indicated that the
success of a training program depends more on the organization's ability to identify training
needs and the care with which it prepares the program so that if the trainee do not learn what
they are supposed to learn, the training has not been successful. They further knowledge,
skills and abilities needed to cope with new processes and production techniques. According
to Cole (2002) training can achieve;
1) High morale - employees who receive training have increased confidence and
motivation;
2) Lower cost of production - training eliminates risks because trained personnel are
able to make better and economic use of materials and equipment thereby
reducing and .avoiding waste.
3) Lower turnover- training brings a sense of security at the workplace which reduces
labor turnover and absenteeism is avoided;
4) Change management - training helps to manage change by increasing the
understanding and involvement of employees in the change process and also
provides the skills and abilities needed to adjust to new situations;
5) Provide recognition, enhanced responsibility and the possibility of increased pay
and promotion;
6) Give a felling of personal satisfaction and achievement, and broaden opportunities
for career progression; and
1) Help to improve the availability and quality of staff.
Derrick et al (2000:55) looked at the training environment and the structure of
organizations, and emphasized on the effects of internal political and cultural experiences that
will help people perform more effectively in their jobs, organizational training should follow
the learning principle.
Training therefore can be explained as a planned and systematic effort by
management aimed at altering behavior of employees, in a direction that will achieve
organizational goals. A formal training program is an effort by the employer to provide
opportunities for the employee to acquire job-related skills, attitudes and knowledge,
McGhee et al (1996).

2.5 BENEFITS OF TRAINING

The purpose of training is mainly to improve knowledge and skills, and to change
attitudes or behavior. It is one of the most important potential motivators which can lead to
many possible benefits for both individuals and the organizing. Changing technology
requires that employee's posses the knowledge, skills and abilities needed to cope with new
processes and production techniques. According to Cole (2002) training can achieve;
 High morale - employees who receive training have increased confidence and
motivation;
 Lower cost of production - training eliminates risks because trained personnel are
able to make better and economic use of materials and equipment thereby reducing
and avoiding waste.
 Lower turnover- training brings a sense of security at the workplace which reduces
labor turnover and absenteeism is avoided;
 Change management - training helps to manage change by increasing the
understanding and involvement of employees in the change process and also provides
the skills and abilities needed to adjust to new situations;
 Provide recognition, enhanced responsibility and the possibility of increased pay and
promotion;
 Give a felling of personal satisfaction" and achievement, and broaden opportunities
for career progression; and
 Help to improve the availability and quality of staff.
 Derrick et al (2000) looked at the training environment and the structure of
organizations, and emphasized on the effects of internal political and cultural factors on
training and development. Sherman et al (1996) argues that many new employees can be
equipped with most of the knowledge, skills and attitudes needed to start work, but others
may require extensive training to ensure their effective contribution to the organization. A
majority however, will require some type of training at one time or another to maintain an
effective level of job performance.
According to Krietner (1995) in his book The Good Manager's Guide no matter how
carefully job applicants are screened, typically a gap remains between what the employee
does know and what they should know. An organization which desires to gain the
competitive edge in its respective industry, needs among other things, extensive and effective
training of its human resources.
Training is therefore a key element for improved organizational performance; it
increases the level of individual and organizational competences. It helps to reconcile the gap
between what should happen and what is happening - between desired targets or standards
and actual levels of work performance. Although many employers continue to have
reservations about the cost and extent to tangible business. returns from training, the
development of skills has been identified as a key factor in sharpening competitiveness.
Casio (1989) puts it this way "The economic and technological trends, the pace of
innovation, change and development are growing faster year by year and as a result, provide
clear signals that training and development are so relevant that both organizations and
individual stakeholders must give a serious attention to.

2.6 PRINCIPLES OF TRAINING

Since the object of training is to assist a learner acquire the behavior necessary for
effective work performance, it is essential that a clear grasp of the ways in which learning
theories are applied when designing training programs are laid bare. According to Bryn
Leslie (1990), there are four main requirements for learning to take place. The first is
motivation. The old saying that a horse can be led to the river but cannot be made to drink
cannot be over emphasized as it contains an important lesson for the trainer. People learn if
they accept the need for training and commit to it. If their motivation is weak, for instance if
they doubt their ability to learn, no matter how all their training is designed and implemented,
its effectiveness will be limited.
Edwin Flippo (1976), also came out with the fact that the more highly motivated the
trainee, the more quickly and thoroughly a new skill or knowledge is learned. This means
training must be related to something which the trainee desires. This could be money, job
promotion, recognition and so on.
The second requirement is cue. Through training the learner recognizes relevant cues
and associates them with desired responses. The third one is response. Training should be
immediately followed with positive reinforcement 10 enable the learner feel the response.
The reinforcement should be positive, timely and consistent. (Bryn Leslie 1990).
Finally, feedback - the information the learner receives indicating the quality of his
response is the feedback. It should be made available as quickly as possible to ensure possible
effective learning.
Even though these learning principles are good, they fail to talk about practice where
the learner actively participate in using the skills and knowledge acquired. Furthermore, it
also fails to mention that the level of aptitude and intelligence of individuals are different and
that could affect the methods of training.
2.7 THE TRAINING PROCESS
Scores of Literature available on training (Cuming 1968, Italsey 1949, Dole 1985)
indicate that traditionally, training in an organization involves systematic approach which
generally follows a sequence of activities involving the establishment of a training policy,
followed by training needs identification, training plans and programs design and
implementation, evaluation and training feedback for further action.

2.7.1 TRAINING POLICIES AND RESOURCES

The need can also be determined by observing the job performance of work groups
and survey job holders, supervisors, and training committees. Any lapses in their efficiency
and effectiveness help determine the training need. Individual need - Kaufman continues that
employees' training needs could be measured by the individual performance of the
employees. He stated that the effectiveness and efficiency is measured against the required
standards through interviews, observations, attitude surveys, or objectives records of their
performance.
The researcher thinks that these three levels - organizational, functional and individual
gaps between results and actual results can suggest training needs for the researcher; active
solicitation of suggestions from employees, supervisors, managers and training committee
can also provide training needs ideas. The particular perspective chosen will depend on the
circumstances. For example, if changes in the external environment of the organization are
exerting pressures for change internally, then a corporate or organizational perspective needs
to be taken. However, the issue is one of improving skills in a particular category of
employees, then occupational or job group will provide the focus of efforts.
Training need is any shortfall in employee performance, or potential performance
which can be remedied by appropriate training. There are many ways of overcoming
deficiencies in human performance at work, and training is only one of them it is important to
recognize this fact since sometimes training the staffs.
He again advocated that a training philosophy is imperative to indicate the degree of
importance the organization attaches to training. This will if not eliminated entirely, reduce
the laissez-faire approach to training. Notwithstanding the essence and the benefits of
training, policies can prove to be a difficult task for Directors especially if they are doing so
for the first time, and if they do not have the advice of a training officer with previous
experience at the level.

2.7.2 DETERMINATION OF TRAINING NEEDS

The first step in managing training is to determine training needs and set objectives
for these needs. According to G.A. Cole (2002) if an organization has to justify its training
expenditure, it must surely do so on the basis of organizational need. Organizations adopting
a systematic approach to tanning and development will usually set about defining their need
for training in accordance with a well organized procedure. Such a procedure will entail
looking at training needs from a number of different perspectives.
These perspectives are; organizational, departmental or functional, job and employee.
Organizational need - the organizational analysis happens in a situation where effectiveness
of the organization and its success in meeting its goals are analyzed to determine where
deviation or differences exist. This makes the training is complete. Training objectives should
however be attainable and measurable. A training program is successful if the objectives are
achieved. Zaccarelli (1997) outlines the process of planning training as;
i) Develop a training plan
Once attainable and measurable training objectives have been considered, a training plan can
be developed. This planning tool provides a step-by-step written document for others to
follow. A training plan can be either a complete training program or just one task. The
training plan details the course content, resource required, and method of training, who
should do the training and who should be trained.
ii) Design a training lesson
Once a training plan outlining general program requirements has been developed, the
organization will need to concentrate on specific segments of that plan. This is done with the
use of a training lesson. Generally, there is one training lesson for each training session. This
means if ten sessions are planned, ten training lessons must be developed. A training lesson
serves the following purpose:
a) It provides a content outline for the lesson
b) It suggests activities/specific instructions which will help to make training
easier.
c) It defines suggested time to be spent on each segment within the segment
iii) Select the trainer(s)
Who is going to train? Who is a good communicator and has the necessary knowledge/skill to
train? What should the trainer do to get the trainees ready for :he training? These are the
questions to be addressed when selecting a trainer.
iv) Prepare the trainer(s)
Training is one of the most important things any organization does. As a result, the oersonnel
responsible for training must be given adequate training themselves, as well as equip them
with the necessary logistics. Remotely linked to this, trainees must also be concerned and
prepared for the learning experience. 2.7.4 Presenting the training a) Kinds of training

2.7.4 PRESENTING THE TRAINING

i. Kinds of training
There are various types of training that an organization may adopt depending on the
main objectives of train9ing these are outlined below;
i. Refresher Training
Here the employees are made to attend refresher courses at specific training
institutions such as Nigerian Institute of Builder Management and Building project (NIBMB),
Institute of Management Studies, Polytechnics and the like, sponsored by the employer. This
exposes the employee to modern trends in his field of business. That is, it involves updating
skills to meet the job requirement of employees.
ii. Orientation training
This is mainly concerned with acquainting new employees with the organization. This
training is aimed at getting all new entrants familiarize with the organization's goals,
structure, culture, work standard and other conditions of employment.
iii. Career or Development Training
This type of training aims at preparing employees for the future. This enables
employees to take up higher responsibilities.

iv. Job Training

This involves teaching the employee now to perform the job for which he or she was
hired or employed for. This is to help employees to acquire the necessary skills and
experience for specific jobs,

b) Methods of Training
The selection of method for training need to be based on identified training needs,
training objectives, an understanding on the part of the trainees, the resources available and
an awareness of learning principles. DeCauza et al »1996:70) explained that the most popular
training and development method used by organizations can be classified as either on the job
or off the job. Looking at the sophistication of the equipment in construction of hostel at
Unilorin, the on the job Training would be very ideal. According to DeCauza et al, there are a
variety of Training approaches that managers can use and these include;

i. On-the-job training
This is the most widely used training method, as in comparison, on-the-job method of
training is simple and less costly to operate. Observing this method critically, :he training
places the employee in actual wok situations and makes them appear to ?e immediately
productive. Here, there is a close collaboration between trainer and learner. There are three
common methods that are used in on-the-job training and These are; learning by doing,
mentoring and shadowing and job rotation.
Learning by doing: This is a very popular method of teaching new skills and methods to
employees. Here the now employee observes a senior experienced worker and learns what to
do. The advantage here is that this method is tried and Tested and fit the requirements of the
organization. The disadvantages are that the senior worker is not usually trained in the skills
and methods of training therefore can be a process that may be time consuming as a new
comer struggles to cope with the senor worker's explanations. Far more successful is to use a
senior or experienced worker who has been trained in instruction or training method and
whose teaching skills are coordinated with a developed program linked to off-the- :ob
courses.
Mentoring: This is another version of the system whereby a senior or experienced employee
takes charge of the training and development of a new employee. This suggests a much closer
association that master/apprentice and elements of a father/son relationship can exist whereby
the mentor acts as an advisor and protector to the trainee.
Shadowing and job rotation: This usually aims to give trainee managers a reel for the
organization by giving them the experience of working in different Departments. Trainees
must be encouraged to feel it is not time wasting and people ;n the various departments in
which they are temporarily working must feel a commitment and involvement in the training
if it is to work. Unfortunately, Trainees are not usually welcomed and are seen by supervisors
and workers "in the Department as obstacles to the daily routines, if well structured and
planned with me cooperation of all departmental supervisors, this method can be a
worthwhile .earning experience.
Job rotation is another version of training that became popular in the 1970s to help relieve
boredom and thereby raise the productivity of shop floor workers. It is a management
technique used to rotate incumbents from job to job or from partment to department or from
one plant to another in different geographical areas. The rotation is done on co-ordinate basis
with a view to exposing the executives and trainees to new challenges and problems. It is
also aimed at giving executives broad outlook and diversified skills.
If appropriately implemented this can be an excellent learning experience for workers
and suitably fits with Human Resource Management concepts of teamwork and
empowerment whereby people are encouraged to greater responsibility for their work and
that of them. On the negative side, there have been criticisms that not enough structured
training is given to enable workers to do these jobs well. However, the researcher believes
that on-the-job method of training has a setback. A critical review of the method reveals that,
although employees learn doing the job, their productivity tends to be low because they do
not have the skills and knowledge needed to be effective and efficient. In an on-the-job
training method, emphasis is more on the acquisition of specific, local knowledge in a real
situation. Unlike on-the-job method, off-the-job method emphasizes developing an
understanding of general principles providing background knowledge and generating an
awareness of comparative ideas and practices,
ii. Vestibule Training
This method of training is where the worker is trained to use machine or perform .a
task similar to the ones in the real work situation. Under this method of training, the training
program is conducted out of the job in area separate from the work place under the
supervision of a skilled instructor.
After going through the vestibule training for a specified time period, the trainees are
expected to apply their newly acquired skills when they are assigned to their real job.

iii. Behavior Modeling

Here, some of the methods used in the assessment centers include business games, in-
basket, simulation, problem-centered cases, and many others, to enable the trainee learn the
behaviors appropriate for the job through role-playing. The use of behavior modeling is based
on social skills training. This method of training incorporates the use of videos to clearly
demonstrate the way things ought to be done, what behaviors are to be avoided.
Behavior modeling .is often based on the demonstration of the right and effective way
to behave and as a result trainees are provided with facilities to practice this. Bryn (1990:17)
puts it this way, that behavior modeling is where target behaviors ace selected and video on
each of the behaviors produced, showing competent persons achieving success by following
specific guidelines. Key points are displayed on screen and are backed by trainer led
discussions. Learning here is trainer enforced through role play.

iv. Understudy training

An understudy is a person who is training to assume a position at a future date, the
duties and responsibilities of the position currently occupied by the person he or she in
understudying. An individual or group is assigned to assist a superior officer in the
performance of his duties related to the position and at times left to grapple with the day-to-
day problems which confront the superior in the performance of duty. They are allowed to
solve them with or without the help of the superior. When the understudy shows promise of
talent, he takes over when the superior is transferred, retired or is promoted to a higher
position, Decauza et al (1996:70).

v. Case Study
Here, trainees are given case studies of real or imagined events in an organization to
study, analyze and given an opinion. After analyzing several cases under the guidance of
instructors, the trainees are exposed to certain concepts, problems, techniques and
experiences, which they will later face on the job. The object of this method is to help
trainees think logically and develop the ability to analyze alternative courses of action
systematically and objectively,

vi. Business Exercise

In this type of training exercise, the work situation is stimulated and the trainees are
presented with reports, correspondence and memoranda, as in a real work situation, to
handle. Business exercise training helps employees to develop decision-making, time
management, planning and communication skills. It also helps them to develop a "feel" for
the work situation before they apart the real job.
vii. Group Training
Group training method includes group discussions, seminar and sensitivity training.
Here, trainees having different or similar backgrounds and experiences meet to share ideas on
specific topics decided by the trainer. If organized properly, it offers trainees from different
backgrounds an opportunity to share value information and learn from each other's
experience. An example is the T-group which is an approach to human relations' the original
emphasis is that it is a form of group therapy. The seminars have the benefit of encouraging
participants whiles providing opportunities fro trainees to learn from each other. The T-group
is however, leaderless, unstructured groups designed to encourage learning room experience
and group dynamics, and also provide a forum for the giving and receiving of personal
feedback.

2.7.5 Evaluation of Training

Upon checking the effectiveness of training, Kenney et al (1992:11) stated that the
training program is reviewed during and after its completion by the training officer, the line
manager, and if necessary, by the trainees themselves. Evaluation differs from validation in
that it attempts to measure the overall cost benefit of the training program and not just the
achievement of its laid down objectives. Hamlin (1974) advocated that until control
measures are taken to correct any deficiencies after the training, evaluation has not been
completed and thereby ineffective. Evaluation- is an integral feature of training, but it could
be difficult because it is often hard to set measurable objectives. 2.7.6 Method of Evaluation
There are several methods for evaluating training. Beardwell and Holden 11993) have
cited some of these methods as follows;
1. Questionnaire (Feedback forms); this is a common way of eliciting trainee
responses to courses and programs.
2. Tests or examinations: These are common on formal courses, especially those
that result in certification for instance a diploma in word processing skills. End-of-
course tests can also be employed after non-certificate short courses to check the
progress of trainees.
3. Projects are initially seen as learning methods but they can also provide
valuable information to instructor about the participants' understanding of subject
matte.
4. Structured exercises and case studies also-provide opportunities to apply
learned skills and techniques under the observation of tutors and evaluators.
5. Interviews of trainees after the course of instruction period are another
techniques for gathering information directly from the learners. These points are
displayed on screen and are backed by trainer led discussions. Learning here is
trainer enforced through role play.

iv Understudy training
An understudy is a person who is training to assume a position at a future date, the
duties and responsibilities of the position currently occupied by the person he or she in
understudying. An individual or group is assigned to assist a superior officer in the
performance of his duties related to the position and at times left to grapple with the day-to-
day problems which confront the superior in the performance of duty. They are allowed to
solve them with or without the help of the superior. When the understudy shows promise of
talent, he takes over when the superior is transferred, retired or is promoted to a higher
position, Decauza et al (1996).
v. Case Study
Here, trainees are given case studies of real or imagined events in an organization to
study, analyze and given an opinion. After analyzing several cases under the guidance of
instructors, the trainees are exposed to certain concepts, problems, techniques and
experiences, which they will later face on the job. The object of this method is to help
trainees think logically and develop 16% of United States employees have never received
any training from their employers. Now organizations are beginning to realize the important
role that Training and development play in enhancing performance and increasing
productivity, and ultimately stay in competition. They reiterated that as a result of this
realization, General Electric, Texas Instruments and Federal Express have all made
substantial investments in training. They now invest between 3% and 5% of Their payroll in
training.
In a study in America on the impact of human capital investments such as employer-
provided training and development, Black and lynch (1996) citing Bishop (1994) indicated
that employer-provided training and development raises subjective productivity and
performance measure by almost 16%. Again Black and Lynch (1996) citing Bartel (1989)
stated that returns on training and development investments increase productivity by 16%.

2.9 HUMAN RESOURCE DEVELOPMENT

One of a manager's most important jobs is to manage the employee development of an
employee which includes his/her personal growth and career development. Linda Maund
(2001). In previous business environments, career planning was handled in the main by the
organization which employed an individual, who was likely to be in that Organization's
employment for life. However,' nowadays the work environment is rapidly changing with
increasing work mobility bringing about alternatives and potential for almost any worker,
(Linda Maund 2001)
Sandra Kerka (1998) defines career development as an organized approach used to
achieve employee goals with the business needs of the agency workforce development
initiative. According to the author, the purpose of career development is to;
a) Enhance each employee's current job performance
b) Enable individuals to take advantage of future job opportunities
c) Fulfill agencies goals for a dynamic and effective workforce
Stressing on the importance of career development, Evans and Lindsay (1999)
reported that the massive career development program embarked upon at the Coors Brewing
Company in Golden, Colorado; resulted in improved employee passion for the job and pride
in their jobs, which translated into measurable improvement on productivity, a remarkably
low turnover rate, and the delivery of quality production service. In the past there was a
failure to provide avenues for career change which produced great losses in social
productivity and in human satisfaction. Employers now realize that they do not benefit by
locking their employees into careers that long ago ceased to be rewarding and challenging to
them.

2.9.1 Human Resource Development Advantage

Nowadays the necessity for dedicated professionals has increased with the rising
demands of business and the level of competency. It is significant to have professional
knowledge on how to handle complicated situations. Career development schools make
certain that people take advantage in the training given to them. The advantages are based on
the quality, standardization and methodology applied. It assists in building confidence,
promotion of personal development and is focus for quality staff. Superiority is a major
concern in any business and career development. It is not limited to the products but the
performance of the professionals as well. Lack of quality, affects standard of performance,
however career development takes the chance to develop on the defects and bring quality
products.
The review has so far revealed the importance and purpose of training in an
organization, and how it contributes to productivity. The essence of training needs has also
been explained. How and why training needs should be assessed was not overlooked. The
fundamental bases for which personnel may be chosen or selected for training, the kinds of
training methods are identified. In summary, this study is designed descriptively to find out
whether there exists any setback in the training and development schemes in Ghana Ports and
Harbors and Authority, and thus offer recommendations as to how these setbacks may be
reduced if not entirely eliminated.
Training is seen as a key instrument in the implementation of Human Resource
Management policies and practices, particularly those involving cultural change and the
necessity of introducing new working practices. First of all the organization will need a
training policy that specifies what training means to the organization, who qualifies for
training, how training should be conducted and so on. The next step is to analyze the training
needs of the organization in relation to the organization's strategy adequate it with the needs
of the individual within it.
A variety of methods could be adopted to carry out a training needs analysis. Job
analysis, interview with managers and supervisors and performance appraisal are few
methods commonly used. Despite the available variety of methods, an organization has to be
cautious when selecting training methods for its use. A careful use of training methods can
be a very cost-effective investment. Although one of the most important stages in the training
process evaluation and monitoring is often the most neglected or least adequately earned out
part.
 CHAPTER THREE
METHODOLOGY
3.1 RESEARCH DESIGN
The study is a survey in the form of cross sectional study in which data was collected
once across a population through sampling. Nine departments were used based on the relative
number of departments at the University of Ilorin. One hundred employees were selected
using convenience sampling technique, to which questionnaires were administered. The
questionnaires were administered personally by the researcher to the respondents selecting
every 5th employee counted from the various departments.
An interview schedule to gather information on the subject from the management of
university of Ilorin was also used to' ascertain .management's view on how construction of
hostel at unilorin has traditionally dealt with issues of training and development. The group
training manager and the group human resource manager provided the information needed,
documents on "training from construction of hostel at Unilorin were also reviewed. This was
to help the researcher ascertain whether construction at hostel Unilorin has a training policy
in place, whether construction of hostel at Unilorin has career progressions projection for
each employee, and also to check whether the processes of training were being duly
followed.

3.2 TARGET POPULATION

All employees of construction of hostel at Unilorin comprising engineers, office
clerks, account clerks, computer operators, secretaries drivers, machine operators, security
officers and messengers of construction of hostel at Unilorin constituted the target
population, spread over the boys and girl construction of hostel at Unilorin. The focus
however, was on the Works department port because it employs 15 of the total of 30
employees of construction of hostel at Unilorin employing the remaining 15 employees.

3.3 SAMPLING SIZE AND SAMPLING PROCEDURE

The sampling size was 30 made up of 4 engineers, 2 office clerks, \2 account clerks, 2
computer operators, 2 secretaries, 1 drivers, security officer and machine operators. The
sampling size of 30 was small for the kind of study intended but time and financial resources
constraints made it imperative to restrict the sample to that size. Sampling procedure
employed was:
1. All the staff of the building work included in the study to allow for adequate
representation of the various expressed
2. Convenience sampling selection method was used. In all 30 employees were
administered with the questionnaire even though only 15 filled and return
their questionnaire.

3.4 SOURCE OF DATA COLLECTION

The data for this research work was obtained essentially from primary and secondary
source. The research traces the history of construction of hostel at Unilorin and its role of
training and development over the last ten years from secondary sources. The purpose of the
questionnaires was to investigate the awareness of training program and the role construction
of hostel at Unilorin plays in the training and development of its employees. It was also to
investigate why employees self-sponsored themselves to acquire new skills, knowledge and
abilities, and how this affected employee's performance. A total of 15 respondents out of a
sample of 30 employees completed and returned their questionnaires. Primary data was also
sourced from semi-structured personal interviews conducted. Here an extensive discussion
was held with the group training manager and the group human resources manager. These
interviews were also intended to provide general perceptions on how construction of hostel at
unilorin has traditionally dealt with issue s of training and development. A copy of the
questionnaire is attached as Appendix 1, and an interview schedule attached as appendix 2.
The secondary data which constitutes the source of data, was gathered from the
construction of hostel at Unilorin corporate plan, its human resources management policy,
industry magazines, bulletins, in-house newsletters, annual reports on training, books and
journals on human resources management, training and development.

3.5 RESEARCH INSTRUMENT

Comprehensive research instruments were developed and tested before the real
investigation started. A questionnaire for this research was administered to 30 employees;
this questionnaire was developed after discussions with the supervisor. The items were
subsequently edited and vigilantly selected bearing in mind the research questions. The
questionnaire was in one part only, constituting the main items, which directly addressed the
research questions. Item 1-3 was expected to provide an answer to the number of years
employees had worked with the organization, their gender as well as education background.
Items 8-12 of the questionnaire were to elicit information on training programs
available at construction of hostel at unilorin, their benefits to employees in the various
departments.
Items 13-15 sought information on employees development and the role of
management in assisting them.
Items 16-17 were to provide insight into the questions were administered personally
to employees in the various departments at convince. Employees were given a couple of days
carefully fill out the questionnaires.

3.6 ADMINISTRATION OF THE INSTRUMENT

In the first technique, the group training and development manager as well as the group
human resource manager were interviewed personally to ascertain the training policies and
programs available for staff, that is, non graduate employees of construction of hostel at
unilorin. The same procedure was used to determine the importance attached to employee
training and development, and their associated obstacles. And how training programs are
evaluated.
To support the data collected through these interviews, questionnaire were administered
to the various groups of employees of construction of hostel at unilorin. A total of 30
questionnaires constituting 15, specially designed questions were administered personally
to employees in the various departments at convince. Employees were given a couple of
days carefully filled out the questionnaires.

3.7 ANALYSIS OF DATA

In order to ensure logical completeness and consistency of responses, data editing was
carried out each day by the researcher. Identified mistakes and data gaps were rectified as
possible. Once editing was done with, data was analyzed qualitatively and quantitatively. The
qualitative data from interviews and secondary documents were analyzed using content
analysis and logical analysis techniques.
Quantitative data analysis was done by the use of Microsoft word 2003 integrated
package on a personal computer and the SPSS software. The technique for quantitative data
analysis was the frequency distribution and percentages, which were used to determine the
proportion of respondents choosing the various responses. This was done for each group of
items relating to the research questions. The proportions showed the diverse views of
employees on the various sub-issues.
Table, charts and graphs were also used to ensure easy understanding of the analyses.

3.8 LIMITATIONS
Collection of data in Unilorin is very difficult. Problems such as the swearing of an
oath of secrecy and indifference on the part of questionnaire and respondents were limitations
to the study. The absence or inaccessibility of reliable records and reports on activities within
the past ten years also limited the research investigation.
 CHAPTER FOUR
4.0 PRESENTATION AND DATA ANALYSIS OF FINDINGS.
4.1 BRIEF HISTORY OF CASE STUDY
The University of Ilorin is also known Unilorin in Nigeria it was established by a
degree of the Federal Ministry Government in 1979 and is a Federal Government owned
Tertiary Institution located in Ilorin Kwara State, western Nigeria.
The ancient city of Ilorin, capital of Kwara State is about 300km from Lagos and
500km from Abuja, the country's administrative capital.

HISTORY
This university began a university college affiliated to the oldest university in Nigeria
in 1975 under the leadership of the then principal, Dr Try Tamyno. The first set of 200
student selected following on residence on 25 th October 1976, which academic work started
on 25 October after the principal's address. The university college started with three academic
facilities of Art and Science and education.
In October 1977, the institution attained full autonomous status with ^ appointed of
the then principal, professor O.O Akinkugbe as first vice chancellor. The immediate past vice
chancellor professor (Is-haq Oloyede) in the first Unilorin alumus to occupy that position.
The staff and student population now stand at 3,040 and 20,084 respectively.
The University started off on a portion of temporary campus of the Kwara State
Polytechnic known as mini campus. This was the site academic programme in the facilities of
art and science, education, engineering and technology. Business and social sciences, and
basic clinical science of the health science facilities. It was the only campus of the university
until January 1982 when more than 1000 student studying science.

4.2 ROLE OF CONSTRUCTION OF HOSTEL AT UNILORIN

Management is set up in response to the public or government's desire for the
provision of certain essential facilities or services. Thus, the reason or purpose for which an
organization is set up is to perform vial functions desirable for society as a whole. Play an
important role in the economic development of hostel, which is enshrined in its corporate
plan.
The authority recognizes the need to support development in construction of hostel at
Unilorin, and aims at providing facilities for the administration of all planning development
unit whiles developing new ones back up both, male and female hostel and to achieve quick
turn round o vessels in the university.
In other words, it aims at maintaining up to date building operations. The department
has the responsibility to generate enough income to support continued growth of the
organization and to develop manpower and material resources. Construction of hostel at
Unilorin seeks to improve ways of ensuring efficiency, and offer the best services in the sub-
region, at the most competitive tariff rates. Construction of hostel at Unilorin is in a
competitive business as it is not the sole operator of works department in the sub-region. As a
result, like any other business, it tries to capture a greater portion of the total market.
The point here is, whether the authority will achieve this or not will depend, to a large
extent on how efficient and effective their services are and how customer cargo is handled.
To realize the above mission, it is imperative for construction of hostel to train and
constantly update the skills of its employees, as well as the technical knowhow of workers to
keep abreast with the rapidly changing trends in management, engineering and technology.
The aim of the study is therefore to verify whether there is in existence any
established training and development scheme, and their impact on worker performance and
productivity in construction of hostel. The presentation and discussion of the findings are
done in a chronological order to enhance the reader's understanding of the results at a glance.
This chapter presents the data, which have been collected and analyzed using tables and
charts for its interpretation in relation to the research questions and interviews conducted.

4.3 INVOLVEMENT CONSTRUCTION OF HOSTEL AT UNILORIN IN

TRAINING AND DEVELOPMENT ACTIVITIES OVER THE PAST 10
YEARS (2004-2014).
In line with the first research question and hypothesis, the researcher wanted to
ascertain whether construction of hostel has been involved in training and development for
the past 10 years. An interview with the group training manager and the group human
resource manager did indicate the construction of hostel has been involved in training and
development for well over the past 10 years. This was confirmed by the information
contained in other related documents on training and development, that most employees have
had some form of training or the other.
Most organization have long recognized the importance of training to their
development. As indicated earlier, the planning development unit was operating in
conjunction with the works department since 2004. As management, it was clear to the
director the then works department that training could be used to induct new employees and
improve performance of existing employees. From the interviews training was part of the
early beginnings of works department and has continued since.

4.4 PURPOSE OF TRAINING AND DEVELOPMENT AT CONSTRUCTION AT

CONSTRUCTION OF HOSTEL AT UNILORIN
The 2nd hypothesis of the study sought to establish the purpose of training in
construction of hostel at Unilorin. H hypothesis states that the purpose of training and
development activities at construction of hostel at Unilorin is to achieve individual and
organizational performance.
The fundamental purpose of training is to improve knowledge and skills and to
change attitude and behavior for the purpose of enhancing organizational effectiveness and
performance. Training is one of the most potential motivation which can lead to many
possible benefits for both individuals and the organization. Changing technology requires
that employees possess the knowledge, skills and abilities needed to cope with new processes
and production techniques. However,, many organizations engage in training for different
purposes and it was necessary to find out what major purpose underlies training construction
of hostel.
According to the group training director and the group human resource manager, the
training given to employees at construction of hostel is to help improve the skills,
knowledge, abilities and competencies. The ultimate objective however is to help improve
both individual and organizational performance. Clearly, the purpose of training at
construction of hostel is in line with the general purpose of training. However, it is also
known that good intentions are not always carried through. The concern therefore is about
how construction of hostel carries through its training and what impact the training has had
on its training and what impact the training has had on its employees in terms of improved
performance.

4.5 TRAINING AND DEVELOPMENT POLICY AT CONSTRUCTION OF

HOSTEL AT UNILORIN
The 3rd hypothesis of the study relates to the training policy of construction of hostel
at Unilorin. The hypothesis sought to indicate that construction of hostel has a training policy
which was fashioned to achieve the purpose of training and development activities that
improves access to training meant to help attain organizational goals.
The interview with group training and human resource managers did indicate that
construction of hostel at Unilorin has a training and development policy in place. The policy
was thus obtained for analysis of the contents. Training policies are the expressions of the
training philosophy of the organization (Armstrong, 1996) and training policies provide
guidelines for training and ensures a company's training resources are allocated to
predetermined requirements (Kenney et al, 1972)
A critical examination of the training policy indicates that it contains all the essential
elements of training and development. It outlined the objectives of the policy, spelt out the
measures for training and development needs identification, methods of training
implementation, types of training, and methods of training and development evaluation. The
policy made provision for career development and links it to career progression in the
organization. The policy has indeed provided a coherent structure for training that should
help improve employees access to training in a very organized way that could help the
construction of hostel at unilorin derive the benefits of training.
However, according to the training director the process involves in training are not
duly followed because of the costs associated with it. He stated that training are not duly
followed because of the costs associated with it. He stated that training at construction of
hostel is not planned and systematic as they would have wanted to have it. He indicated that
budgetary provisions for training are always below expectation. He however was not ready
to disclose the true figures for examination.
Views sample from a cross section of the employees through the questionnaire to
know whether employees are even aware of the existence of a training policy also indicated
that a large majority (55%) seem not to be are of the existence of the policy. The views are
presented in the figure 4.1 below:
Figure 4.1 employee awareness of existence of training policy at construction of
hostel at Unilorin.
60
50
40
30
20
10
PERCENTAGE
0

SOURCE: FIELD DATA 2014

The training policy gives the general direction, provides guidelines and informs
employees of training and development opportunities offered by a policy whose existence
can not take advantage of the opportunities offered by a policy whose existence hey are not
even aware of. What figure 4.1 indicates therefore is that employees at construction of hostel
are not able to take advantage of training opportunities contained in the training policy.

4.5 TRAINING AND DEVELOPMENT PRACTICES AND METHOD AT

CONSTRUCTION OF HOSTEL
The 4th hypothesis of the study that training and development at construction is
unplanned and unsystematic. This hypothesis relates to the nature of the training practices,
methods, and activities of construction of hostel, which it is thought are not in line with best
practices regarding the planned and systematic nature of the training process as generally
known. The training practices and methods of constructing were therefore assessed using
responses from questionnaire administered to the sample of employees, and interview granted
by the training director of construction of hostel.

4.5.1 AGE OF RESPONDENTS

The researcher needed to know the age distribution of respondents to help categorize
the employees because the planning development unit a lot of employees. Figure 4.2 below
summarizes the data obtained on the ages of respondents.
Figure 4.2 Age distribution of respondents

60
50
40
30
10 20 30 40 50
20
10
0
SOURCE: FIELD DATA 2014
Analyzing the data obtained from the questionnaire figure 4.2 reveals that 15
respondents between 36-45 years representing 37.5A formed the majority with 15 respondents
each between the ages of 18-25 representing 25% and 26-35 representing 25% respectively, 5
respondents aged between 46-55 representing 6.25% and between 56-59 representing 6.25%

4.5.2 GENDER OF RESPODENTS

Figure 4.3 below presents data on gender of respondents. He figure shows that the
male respondents formed majority of the target population with a total of 15 representing
62.5%, while 10 respondents representing 37.5% were females. Figure 4.3: Gender
Composition

60
50
40
30
20
10
0

SOURCE: FIELD DATA APRIL 2009

4.5.3 EDUCATIONAL BACKGROUND

It was also necessary for the study to determine the educational levels of the
respondents are that could determine what kind of training may be most appropriate.
Table 4.1 below present the data of educational background of respondents:

EDUCATION BACKGRIUND FREQUENCY PERCENTAGE

ORDINARY LEVEL 4 26.66%
NATIONAL DIPLOMA 4 26.66%
HND 4 26.66%
BACHELOR 3 20%
MASTERS 6 7.5%
OTHERS 0 0
TOTAL 15 100%

From table 4.1, it is can be seen that respondents hold a range of education
qualifications from to master level. Most of the employees constitutes majority of the total
respondents have no professional qualification. 4 of the respondents are National Diploma
holders, 4 out of the 15 respondents are senior high school graduates and another 4 holding
the ordinary level certificates. 4 the respondents are HND holders with the degree holders
representing only 15% .This suggests that people of different educational qualifications are
present in the organization. This implies that different levels of training which is planned and
systematic may be required it improve their quality.
4.5.4 JOB POSITION OF RESPONDENTS
Construction of hostel as an organization involved in port and harbor operations has
over the years developed its own organizational structure that flows onto various job
positions that require various kinds of consistent, planned and systematic training to enhance
their skills, attitudes knowledge and competencies for improved worker performance. The
table below captures the positions of the respondents:

POSITION FREQUENCY PERCENTAGE

Junior engineers 2 13.33%
Secretaries 2 13.33%
Account officers/ Clerks 5 33.33%
Computer operators 1 6.66%
Security officers 1 6.66%
Drivers 1 6.66%
Machine operator 3 20%
total 15 100%
SOURCE: FIELD DATA 2014
Table 4.2 gives the various positions of employees who responded to the
questionnaire. Junior engineers formed the majority with 5 representing 13.33% secretaries
representing 13.33%, 5 accounts clerks with 33.33% representing, 1 computer operators
representing 6.66A, 3 machine operator representing 20%, 1 security officer representing
6.66% and 1 drivers representing 6.66%. this analysis indicates construction of hostel
various kinds of job holders who combine their efforts towards the growth and attainment of
organizational goals.

4.5.5 YEARS OF SERVICE IN THE ORGANIZATION

The study also sought to find out the years of service the respondents have rendered
to the organization to enable us put their respondents into proper perspective. The table 3
below represents the categories of years of services as indicated by the respondents.
TABLE 4.2: YEARS OF SERVICE IN THE ORGANIZATION
Years of service Frequency Percentage
1-10 11 73.33
11-20 3 20
21-30 1 6.66
31-40 - -
Total 15 100%
SOURCE: FIELD DATA 2014
The respondents have served in construction of hostel from 1 to 40 years. This means
the organization has a blend of experience and young professional who require constant
refresher training and development to update their skills and perform on the job.

4.5.6 PARTICIPATION IN TRAINING TO ORGANIZATIONAL PERFORMANCE

IS WELL KNOWN.
It is a well known fact that develops skills, attitudes, and abilities. The study sought to
know the proportion of respondents who have ever participated in any form of training
program at construction of hostel. The table below presents their responses:
TABLE 4.4: RESPONDNET PARTICIPATION IN TRAINING AT CONSTRUCION
OF HOSTEL

Responses Frequency Percentage

Yes 13 86.66
No 2 13.33
total 15 100
SOURCE: FIELD DATA 2014
Table 4.4 shows that almost 69% of respondents have ever participated in training in
one form or the other. Interestingly, as much as 31% have not participated in any form of
training in spite of the known dividends training and even when construction of hostel has a
clear training policy. This picture is the more interesting in view of the fact that the
respondents have been in the service of construction of hostel from one to forty years.
Training benefits organizations in terms of improving morale of employees, lower costs of
production, and facilities change management among others. It is significant that out of
eighty respondents, as many as 7 have not participated in any training.

4.5.7 Selection For Training

It has been established that training has long been taking place at construction of
hostel particularly for our study period 1999-2013. It is also clear from the responses from
table 4.4 above that almost 69% of respondents have participated in training in one form or
the other at construction of hostel. Literature tells us training is a planned and systematic flow
of activities involving determine training purpose and policy, and following through by
determining training and development needs, planning the training, implementation the
training, and evaluation the training.
Selecting participants through a careful process of training needs identification is
therefore the proper process of initiating training. Subsequently, respondents were asked a
series of questions to determine the flow, planned and systematic nature of the training and
development process at construction of hostel. The starting point was to know how
respondents were selected for inclusion in the training programs they participate in.

TABLE 4.5 BELOW SUMMARIZE JTHE RESPONSE OF THE 15 RESPONDNET WHO

EVER PARTICIPATED IN TRAINING
Selection criteria Frequency Percentage
Supervisor recommendation 6 54.54
Employee request 1 9.09
Performance appraisal 2 18.18
New technology 2 18.18
Don't know 1 9.09
Total 1 100
SOURCE: FIELD DATA 2014

The table 4.5 indicates that many respondents (11 out of 15) do not know how they
selected for the training programs they participated in. when the training manager was asked
about the criteria for selecting employees for training, his responses indicates that participants
are selected based on various criteria and he was not able to specify exactly how training
needs are identified except to say that it depends on the circumstances.
4.5.8 OBJECTIVE OF TRAING
In training practice, it is also good to have trainees know the objectives for each
training program they participate in. the respondents were asked if they were always clear
about the objectives of each training program they participated in. the table below captures
the responses from the 11 'respondents who have ever participated in training:

TABLE 4.6: RESPONDENTS AWARENESS OF TRAINING OBJECTIVES

RESPONSE Frequency Percentage
YES 14 93.33%
NO 1 6.66%
TOTAL 15 100%
SOURCE: FIELD DATA, 2014
When the training manager was asked in the interview to indicate how training
objectives were determined, he did say issues on the ground determine the objectives of the
training has to be a planned process that takes care of issues on the ground.

4.5.9 TYPES OF TRAINING

It was important for the study to determine the kinds of training that take place at
construction of hostel. In the interview with the training manager, he indicated that they
engage in job training, refresher training, development training, group training. The
respondents were also asked what kind of training they have received over the period and the
55 respondents who have received one form of training or the other mentioned various
programs with the key ones summarized below as a percentage of the total for each type:

Type of training Percentage

Senior management and accounting package 12%
Computer application 64%
Clerical skills development 18%
Secretarial studies 6%
Induction/maintenance 25%
Efficient supervisory 18%
Others 32%

These course can generally be classified as job training and refresher training.

4.5.10 METHOD OF TRAINING

The selection of method for training has to be based on identified training needs,
training objectives, an understanding on the part of the trainees, the resources available and
an awareness of learning principle. DeCauza et al (1996:70) explained that the most popular
training and development method used by organization can be classified as either on the job
or off the job. Looking at the sophistication of the equipments in construction, both training
method would be very ideal with the right balance.
There are a variety of training approaches that managers can use and these include.
Accordingly, the training manager was asked it identify the training type and method used.
Regarding the types of training, he indicated that engages in orientation training for new
employees, refresher training for existing employees, job training and career development
training. Regarding training methods, the mentioned on the job training, mentoring, seminar
etc as the methods of raining. It was necessary to asses these methods from the point of view
of the respondents. So the were asked a question regarding what training methods they had
experienced.
On how the training plan, lessons, and trainers were determined, the / training
manager again indicated that it depended on the situation at hand., Training is a planned and
systematic process that goes to develop employees and it is significant to note that the
training process at seem to depend on contingency. No wonder when respondents were asked
how easily accessible training is to them, majority, as shown in the table believe training is
not accessible.
Table 4.8: ACCESSIBILITY OF TRAINING AT WORKS DEPARTMENTS TO RESPONDENTS
Accessibility Frequency Percentage
Yes 12 80
No 3 20
Others 0 0
total 15 100

4.5.11 TRAINING EVALUATION

Regarding training evaluation, the training director of construction of hostel not much
has been done in terms of training evaluation which is only limited to immediate assessment
of trainers and training program after completion. The respondents also indicated that they
are not aware of how training is evaluated.

4.5.12SPONSORSHIP FOR FURTHER STUDIES

It was also necessary for the study to assess commitment to care development issues,
granting of sponsorships for further studies is one such opportunity to develop the capacity of
staff to met future challenges. Accordingly, respondents were asked 'have you ever been
sponsored for further studies on personal development programs? What kind of sponsorship
were you offered?
Indeed, most of the respondents indicated that they never been sponsored in the
absence of training and development of employees by management of unilorin works
department the employees sponsored themselves in furtherance of their education to obtain
professional or higher level certificates.
Employees who expressed the desire to pursue university were not given any form of
assistance like study leave with pay. Their application for study leave was turned down with
those who were persistent being advised to resign. Those who sought for part-time programs
were not relevant to the job. The few ones who were retained had no promotion to match
their added skills and competencies. What may happen under such circumstance is that
employees desirous of developing their career through further studies but do not want tcr lose
their jobs will resort to a hide and seek game (absenteeism) to enroll and complete study
program. Others may actually quit their job which could lead to high labor turnover in the
organization either its attendant disadvantages. Accordingly, employees were whether they
have ever self-sponsored themselves to acquire skills, knowledge and abilities.

TABLE 4.9: SELF-SPONSORSHIP FOR FURTHER STUDIES

Self-sponsorship Frequency Percentage
Yes 11 73.33
No 4 26.66
total 15 100
Source: Field Data 2014
 Table 4.9 above indicates that even though majority of the respondents were
sponsored by construction of hostel, yet quite a good number also sponsored themselves for
further studies to acquire skills, knowledge and abilities.

4.5.13 CAREER PROGRESSION PROJECTIONS FOR EMPLOYEES

Regarding whether respondents are aware of the existence of any career
development projections for them, all respondents (100%) indicated that they are not aware
of the existence of any such development program.

4.5.14 TRAINING AND DEVELOPMENT PROJECTIONS FOR EMPLOYEE

Respondents were also asked whether they are aware of the existence of any
employees training and development projections for them. All respondents said they were not
aware of any such projections. These responses are in accord with the training director
assertions that construction of hostel is yet to fully develop career progression, and training
and development projections for employees. For an organization that has been engaged in
training for the past ten (10) years, these omissions are significant because they have far
reaching consequences for worker performance and productivity as far as the training and
development component is concerned.

4.5.15 ASSESSMENT OF THE NATURE OF TRAINING AT

CONSTRUCTION
OF HOSTEL AT UNILORIN
From the foregoing discussions, is clear that training in construction of hostel has not
been following the known and standard training practices and methods. Indeed, when
respondents were asked if in their opinion they consider training and development activities
at construction of hostel as planned and systematic, table 4.10 below summarize the case:
TABLE 4.10: RESPONDNETS OPINIONS ON PLANNED AND SSTEMATIC NATURE OF
TRAINING AND DEVELOPMENT ACTIVITIES AT CONSTRUCTION OF HOSTEL
Response Frequency Percentage
Planned & systematic 8 53.33
Unplanned & 5 33.33
unsystematic
Not sure 2 13,33
total 15 100
These responses, together with the hesitation of the training manager in providing
answers to similar questions add up to the conclusion that training and development at
construction of hostel indeed might be unplanned and unsystematic as hypothesized.

4.6 EFFECT OF TRAINING AND DEVELOPMENT ON WORKER

PERFORMANCE AND PRODUCTIVITY
4.6.1 MOTIVATION THROUGH TRAINING
Training is planned and systematic effort by which management of organizations aim
at altering behavior, and encouraging employees in a direction that will achieve
organizational goals. One of the key known benefits of training is the motivation it provides
those who receive it. Indeed, according to Cole (2002), employees who receive training have
increased confidence and motivation. That is, training can achieve high morale for an
organization. Training is known to increase the availability and quality of staff. The study
therefore sough the opinion of he respondents whether they feel motivated and satisfied with
the training and how it is applied at construction. The table 3.11 below illustrates the
responses:

Response Frequency Percentage

Yes 12 80
No 3 20
Total 15 100
SOURCE: FIELD DATA 2014
The table 4.11 shows that an overwhelming majority of respondents (74.55%) don't
feel motivated by the training activities of construction of hostel. This is significant because
motivation generally seeks to boost employees' morale to work hard and thus increase
productivity.

4.6.2 EMPLOYEE POTENTIAL FOR DEVELOPMENT THROUGH TRAINING

Similarly, the respondents were asked 'Has training offered you the opportunity to
identify any potential you have for further development?' the table below illustrates the
responses:
Self-sponsorship Frequency Percentage
Yes 12 80
No 3 20
Total 15 100
SOURCE: FIELD DATA 2014
In the opinion of the respondents, training has not offered any opportunity for
personal development. As many as 3 out of 15 respondent said 'No' to the question. This may
not be surprising because it has established in the earlier discussions that training at
construction of hostel at Unilorin is generally unplanned and unsystematic.

4.6.3 TRAINING AND EMPLOYEE PERFORMANCE

Productivity relates to output per unit of input, for instance, output per labor hour. It is
measured in term of effectiveness and efficiency of an effort. The sources of productivity
gains include (Schiller,2002)
1. Higher skills-an increase in labor skills.
2. More capital-an increase in the ratio of capital to labor
3. improve management- better use of available resources in the production
process
4. technological advancement-the development and use of better capital
equipment.
It is difficult to isolate the various variables that contribute to productivity and
measure their true effect and contribution to productivity. The focus of this study however, is
the aspect of productivity which relates to employee training and productivity of the
individual employees. This focus is founded on the basis that employees will not perform
well at work no matter how hard they try and regardless of how much they want to until they
know what they are supposed to do and how they are supposed to do it (Zaccarelli, 1988).
Thus, it is the knowledge and skills acquired for the job that makes employees
effective and efficient. Training is the means by which such skills, knowledge and attitudes
are impacted to employees to enhance efficiency and effectiveness. In measuring the impact
of training and development on worker performance and productivity, respondents were
asked the key question in your opinion, do you think training has helped improved your
performance since joining construction of hostel atUnilorin? The response are summaried in
table 12 below..

Response Frequency Percentage

Yes 13 86,66%
No 2 13.33%
Not sure 5 12.50%
Total 20 100%
SOURCE: FIELD DATA 2014
Table 4.13 illustrate clearly that as many as 62 out of 80 respondents to not link their
performance to training. In addition to the 10 who are not sure of any link, it can be
concluded that a total of 72 out of 80-respondents do have the opinion. That the training at
construction of hostel at Unilorin is to improve individual and organizational performance
and if as many respondents think training does not impact their performance, then the whole
process of training ought to be reviewed.
The respondents were further asked if the training and development activities in the
organization have equipped them with higher skills for performance. The table below
confirms the response as contained in table 4.13 above.

TABLE 4.14: TRAINING IMPACT ON HIGHER SKILLS

Response frequency Percentage

Equipped me with higher skills 10 66.66
No impact on my higher skills 5 33.33
Not sure 0 8.75
Total 15 100
Higher skills are a key component of any productivity equation, and as many as 65 out
of the respondents do believe that training has nothing to do with their skills. This confirms
the discussion on training on performance, because training affects productivity and
performance through the higher skills it impacts to employees to enable them know their job
better and perform it better. Clearly therefore, we can conclude the hypothesis that "training
and development activities at construction have largely failed to positively impact worker
performance and productivity" is largely supported.
 CHAPTER FIVE
5.0 SUMMARY, RECOMMDATIONS AND CONCLUSION
5.1 GENERAL SUMMARY
This study looked at the impact of training and development on worker performance
and productivity in public sector organizations, with a focus on construction of hostel at
Unilorin.
The entire study was structured in five chapters. Chapter one (1) which constitutes the
introduction to the study contains the background information, problem statement with
relevant research questions, objectives of the study, the hypothesis, scope an significance of
the study.
Chapter two (2) of the study was used to reviews relevant literature involving the
examination of key concepts like human resource management, training, benefits of training,
training process, career development and the relationship between training and development
and worker productivity.
Chapter three (3) deals with the methodology of the study and contains the research
design, population, sample of the study, sampling techniques, data collection methods, design
and administration of research instruments, and data analysis procedures.
Chapter four (4) provided the profile of construction of hostel at unilorin in terms of a
brief history, functions and administration, subsequently, the data collected from the primary
and secondary sources were presented and analyzed with regards to the hypothesis of the
study.

5.2 SUMMARY OF FINDINGS

The study was conducted with a set of hypothesis which relate directly to the
research questions. The fundamental hypothesis states that construction of hostel at Unilorin
has, over the past ten (10) years (2004-2014), been involved in training and development
activities'. Data collected from interviews with the construction of hostel in Ilorin and
training manager, and supported by secondary data indicates that indeed training and
development activities if construction of hostel in Ilorin date back to the early sixties when
the authority was established. Thus training and development activities have long been
human resource management tools at construction of hostel at Unilorin even over the past
ten years(lO). The hypothesis was supported by evidence from data collected.
Data collected, presented and analyzed also indicated that the purpose of training and
development activities at construction of hostel at Unilorin is to enhance he sack of
employees and thereby achieve improved individual and management performance. The
second hypothesis for the study which state that 'the purpose of training and development at
construction of hostel is to achieve individual and organizational performance' is also clearly
supported.
Again, data and analysis supports the third hypothesis which states that 'the policy
fashioned to achieve the purpose of training and development is the provision of a coherently
structured for guidance and improvement in access to training arid development'. Training
policy exist at construction of hostel at Unilorin and an examination of the contents of the
policy indicates a clear structure for training and development which if implemented would
improve access to training to all employees.
Data was then presented and analyzed regarding the actual training and development
practices and methods on the ground in line with the fourth hypothesis which postulates that
'training and development activities at construction of hostel at Unilorin are however
unplanned and unsystematic'. The results repeals that even though respondent have had not
less than one year's service with the organization, only 10 out of the 15 have ever
participated in training of any kind in the organization. 10 out of the 15 who have ever
participated in training do not how they were selected for the training 7 out of the 15 do not
even usually know the objectives of the training.
The organization engages in job and refresher training methods, plans, lessons, and
trainers are selected as they situation demands. Training activities are largely not evaluated.
Sponsorships for further studies (career development is minimal and there is no career
progression projection, nor training and development projections for individual employees.
This led many of the respondents to conclude, the rightly so, that training in the organization
is unplanned and unsystematic. All the finding support the 4th hypothesis.
Finally, the study attempted to establish a relationship [ between training and
development and individual performance by postulating the hypothesis is that ' draining and
development activities at construction of hostel at Unilorin have largely failed to positive
impact workers performance and productivity'. This relationship was examined in terms of
training contribution to respondents.

5.3 RECOMMENDATIONS
It is an undeniable fact in recent times many organization have come to the realization
of the importance of the role of training and development programs as

Systematic Training
Identification of training needs should be done more professionally in conjunction
with the manager as well as the individuals involved together with the HR personnel.
Everyone involved should agree exactly to what the trainees are lacking, for instance what
skill is needed, and what attitudes need to be changed towards work performance.

Create more opportunities for training

Training needs should be considered the basis of overall company objectives. The
goals of the company should determine what training programs are to be organized for staff.
Staff should be motivated o add value to themselves and to their lives.

Career planning and development

Management career planning involves matching an individual's career aspiration with
the opportunities available in the organization. Career planning is the sequencing of the
specific jobs that are associated with these opportunities. For career management to be
successful in construction of hostel at Unilorin both the authority and employees must
assume equal share of the responsibility for it.

Motivation and morale

Motivation generally seeks to boost employees' morale to work hard and thus increase
productivity. It is against this fact that the researcher wishes to > recommend that in
instituting proper training and development programs, construction of hostel at Unilorin
should initiate a policy for motivation attached to training. Motivation include both extrinsic,
such as more pay, allowance, fringe benefits, and intrinsic such as recognition, appreciation,
acceptance by fellow workers, opportunities for promotion, career development and
consultation for important matters.
Morale on the other hand increase productivity indirectly by reducing absenteeism
accidents, employee turnover and grievances. This means that the workforce can never
develop in an organization where there is low morale and lack of motivation because
motivation and morale lead to job satisfaction, which in turn leads to development.
Improve interpersonal relationship
An interpersonal relationship is another way for employees to develop skills increase
knowledge about the organization and its clients by interacting with a more experienced
member. Interpersonal relationships can develop as part of a planned effort to bring together
successful senior employees of the construction of hostel at Unilorin together with less
experienced ones.

5.4 CONCL USION

On the whole, the study sought to investigate the impact of training and development
on worker performance and productivity in public sector organization using construction of
hostel at Unilorin as a case study and findings and recommendations provided. Construction
will need to take action to correct its training and development activities, and make sure the
processes involved are dully followed.
The findings of this research indicated that construction of hostel Unilorin nature of work
depends mainly on high technological and sophisticated equipment. This makes continuous
training and development of its human resources crucial and vital, taking into consideration
the rapid technological advancement.
From the result of the study, it can be concluded that construction of hostel at Unilorin
certainly had a well-established policy to invest in the training and development of
employees, however the process involved are not being duly followed.
It also organizes training programs from time to time for its employees to update their
knowledge and skills and to ensure that maximum efficiency exist in construction of hostel
at Unilorin. Employees who realized the need for change in attitude and want to develop
themselves through formal education in order to be abreast with modern technological
advances self-sponsored themselves to acquire these skills.
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