TRAINING AND ITS IMPACT ON THE PERFORMANCE OF EMPLOYEES IN

FEDERAL GOVERNMNET MINISTRIES DEPARTMENTS AND AGENCIES IN

NIGERIA

BY

AUGUSTA AKINOLA

A PAPER PRESENTED TO THE NATIONAL INSTITUTE OF MANAGEMENT (NIM)

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE MEMBERSHIP

OF THE INSTITUTE OF MANAGEMENT (NIM)

NOVEMBER, 2019

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 OUTLINE

SECTION ONE
Introduction

SECTION TWO
Overview and Definitions of Training
Career Development
Education
Employee Performance

SECTION THREE
Training Process
Training and Development Objectives
Determining Training Needs
Methods and Techniques of Training
Benefits of Training

SECTION FOUR
Overview of Federal Government Ministries, Departments and
Agencies in Nigeria
Human Capacity Building in Nigeria MDAs
Selection for Training in MDAs
Objectives of Training in MDAs
Types of Training in MDAs
Training and Job Satisfaction: The Nexus
Motivation through Training
Challenges of Training Programmes in Nigeria MDAs
Human Capacity Building and Labour Relation in Nigeria

SECTION FIVE
Conclusion/Recommendations

References

SECTION ONE
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INTRODUCTION
Human Resource is the main resource of any organization. The effective use of human resource
(HR) practices is generally considered as a source of competitive advantage to an organization in
this age of globalization (Huselid, 1998). One of the core functions of HR is employee training,
since it directly influences the productivity of the organization and employee relation of the
organization. Training is a learning experience which seeks a relatively permanent change in the
individual that will improve his ability to perform his or her job well. It is an aspect of
developing employee’s skills and abilities which is the actual organizational focus on the
employee to become better, either as a person or as a contributor to the organization. It has been
long recognized that effective staff training allows an organization to improve its Standard and
quality of service to customers.

Training is a learning experience which seeks a relatively permanent change in the individual
that will improve his ability to perform his job well. Training and Development is a very
important aspect of human resources management which must be embarked upon either
proactively or reactively to meet any change brought about in the course of time. The rationale
behind it is to web the job and the job-holder together to achieve the organizational objectives.

Success or failure of an organization generally depends on the quality of its human resources.
Human Resource has played a significant role in the economic development in most developed
countries such as Japan, Britain and United States of America (Bernstein, 2008). In a country
like Nigeria the same can be done, if the appropriate attention is given to the development and
training of human resources. To develop the desired knowledge, skills and abilities of the
employees, to perform well on the job, requires effective training programs that may also affect
employee motivation and commitment (Meyer And Allen, 1991)

According to (Kreitner, 1995), it’s been shown that employees that receive regular, scheduled
feedback, including training, along with an increase in expectations, actually have a higher level
of worker output. The hope is that employees who receive training in line with their individual or
organizational goals will become more efficient in what they do. In order to prepare their
workers to do their job as desired, organizations provides training as to optimize their
employee’s potential. Most firms, in applying long term planning, invest in building new skills
by their workforce, enabling them to cope with the uncertain conditions that they may face in
future, thus, improving the employee performance through superior level of motivation and
commitment.

Any organizations with high input and output is sure of quality capacity as an integral part of
their culture directed towards career growth focused on the present and future personnel of the
organization (Cole, 2002). Ministries, Departments and Agencies (MDAs) provide social service
as separate entity. This in Nigeria is dated back in 1950 when the colonial masters convert
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railways, ports authority and Electricity Company of Nigeria to public corporations to
enhance performance (Kaul, 2003). In Nigeria, MDAs compete side by side with private
companies and there are indications that the private firms performed better
than public organization; this has been attributed to high skilled human capacity. Some report
indicates that private organizations employ the best brains and invest more on
training programmes to update the knowledge of workers (Muhtar, 1997). The practice in public
organization is low level commitment and this has no impact in the organizational performance.

In Nigeria, public service has been relegated to second fiddle due to inadequate human capacity
and manpower development. As Orewa and Adewumi (1983) states that the style of recruitment
and promotion in Nigeria is anchored on the aegis of federal
character principle, quota system, godfatherism, political patronage amongst others, this has incu
lcate redundancy and dead wood in the system. The carrot and stick approach applied to erring
staff found wanting in their duty post is no longer in vogue; the political actors come and go;
but a civil servant is answerable to any government in power for survival. The public servant oils
the wheel of governance, but if they fail to guide politicians towards people-oriented policy
choices; the chance of sustainable development becomes dim and slim (Ubeku, 1986). It has
been observed that political appointees in some MDAs use part of their budgetary allocations to
compensate their kits and kinsmen. The poor motivation of staff is attributed primarily on poor
funding, unskilled manpower due to politicking during recruitment, the misfits are brought in the
system as unproductive employee in Nigeria bureaucracy. The paper examines the impact of
training on the performance of employees of Nigeria Federal Government agencies

SECTION TWO

OVERVIEW AND DEFINITIONS OF TRAINING

Training and development play an important role in the effectiveness of organizations and to the
experiences of people at work. The benefits of training can be summed up as: Improves morale
of employees, Training helps the employee to get job security and job satisfaction. The more
satisfied the employee is and the greater is his morale, the more he will contribute to
organizational success and the lesser will be employee absenteeism and turnover. Less
supervision, a well trained employee will be well acquainted with the job and will need less of
supervision. Thus, there will be less wastage of time and efforts. Fewer accidents, errors are
likely to occur if the employees lack knowledge and skills required for doing a particular job.
The more trained an employee is, the more proficient the employee becomes. Training has
implications for productivity, health and safety at work and personal development, therefore all
organizations employing people need to train and develop their staff. Most organizations are
cognizant of this requirement and invest effort and other resources in training and development.

According to Cole, (2002), training is a learning activity which is directed towards the
acquisition of specific knowledge and skills for the purpose of an occupation or task. Therefore
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investment in training and development is regarded as good management practice to maintain
appropriate expertise on the job now and in the future. Training is therefore necessary to enhance
the knowledge, skills and attitude of employees and this make it easier for employees to acquire
further knowledge based on the foundation gained from the training and further effect changes in
other co-workers. Training refers to a planned intervention aimed at enhancing the elements of
individual job performance, Chiaburu and Tekleab, (2005). it is all about improving the skills
that seems to be necessary for the achievement of organizational goals. Training programmes,
also help the workforce to decrease their anxiety or frustration, originated by the work on the job
Chen et al., (2004).

Gordon (1992) define training ss a type of activity which is planned, systematic and it results in
enhanced level of skill, knowledge and competency that are necessary to perform work
effectively. Again, Training according to (Dessler, 2008) is “the process of teaching or giving
new employees the basic skills they need to perform their jobs”. Training is an educational
process through which people can learn new information, re-learn and reinforce existing
knowledge and skills and more importantly have time to think and consider what new options
can help them improve their effectiveness at work. Effective trainings convey relevant and useful
information that inform participants and develop skills and behaviours that can be transferred
back to the workplace.

Training indicates good management and failure to do so become a loss for the manager, telling
and showing your employees what to do and how to do it guarantees success and high
productivity identifies goals and objectives as well as the skills and knowledge needed to achieve
them. According to McGhee et al, (1996) learning takes place when the behaviour of people
changes based on the results from experiences. Therefore one evaluate if learning has effectively
taken place by comparing and contrasting a person’s behaviour before on a schedule and after,
therefore there should be a behavioural change when training takes place effectively. The
definition also presupposes that training can be offered as skill development for individuals and
groups and this involves learning of content as a means for enhancing skill development and
improving workplace behaviours. Training is intertwined with development, they are both used
to define continual enhancement of employees in order to reach organizational goals.

CAREER DEVELOPMENT
Career development is the lifelong process of managing, learning, work, leisure, and transitions
in order to move toward a personally determined and evolving preferred future. In organizational
development, the study of career development looks at: how individuals manage their careers
within and between organizations and, how organizations structure the career progress of their
members, it can also be tied into succession planning within most of the organizations.

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Career Development is defined by Kerka, (1998) as an organized approach used to achieve
employee goals with the business needs of the organization. This shows that it is a process that
strives to build the capacity to achieve and sustain a new desired state that benefits the
organization. It therefore examines the current environment, the present the state, and helps
people on a team, in a department and as part of an institution identifies effective strategies for
improving performance.

Career development entails the management of a person’s growth and progress in his or her
career. Braer et al (2008) contend that individual’s career development is a life time process that
encompass the growth and change process of childhood, the formal career education at school
and the maturational processes that continue throughout a person’s working adulthood and into
retirement.

In today's world, more employers are looking for ways to facilitate career development and
encourage their employees to drive their own careers. In personal development, career
development is the total constellation of psychological, sociological, educational, physical,
economic, and chance factors that combine to influence the nature and significance of work in
the total lifespan of any given individual.

In some situations, there may not be anything “wrong” at the present time; the group or manager
may simply be seeking ways to continue to develop and enhance existing relationships and
performance, in other situations, there may be an identifiable issue or problem that needs to be
addressed. From the analysis these two processes namely training and organizational
development are often closely connected. Training can be used as a proactive means for
developing skills and expertise and can also be an effective tool in addressing any skills or
performance gaps among staff.

EDUCATION
Education is the process of facilitating learning, or the acquisition
of knowledge, skills, values, beliefs, and habits. Educational methods
include storytelling, discussion, teaching, training, and directed research. Education frequently
takes place under the guidance of educators, however learners may also educate themselves
Dewey, John (1944).
According to (Martin, 2005), education, training and development assume that some form of
learning that takes place within the individual. In other words, the individual is affected in one
way or other as a result of the training process. Thus education implies change due to acquisition
of new skills. It is important to first differentiate education from training. It is clear that
education is mainly theory based. It teaches a person to think. It does not teach a person what to
do in particular situations, but it gives the person tools to figure out what to do in any situation.

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Training on the other hand is more specific. It attempts to give a person skills needed to perform
in a particular situation or complete certain tasks. Training according to Dessler (2008) is “the
process of teaching or giving new employees the basic skills they need to perform their jobs”.
This distinction makes it very important that training address the particular tasks that an
employee must do. It must be closely tied into work situations and tasks.

EMPLOYEE PERFORMANCE
The job related activities expected of a worker and how well those activities were executed.
Many business personnel directors assess the employee performance of each staff member on an
annual or quarterly basis in order to help them identify suggested areas for improvement.
Aguinis (2009) described that “the definition of performance does not include the results of an
employee’s behavior, but only the behaviors themselves. Performance is about behavior or what
employees do, not about what employees produce or the outcomes of their work”. Perceived
employee performance represents the general belief of the employee about his behavior and
contributions in the success of organization. Employee performance may be taken in the
perspective of three factors which makes possible to perform better than others, determinants of
performance may be such as “declarative knowledge”, “procedural knowledge” and
“motivation” (McCloy et al., 1994).

Human Resource practices have positive impact on performance of individuals. Huselid (1995)
have argued that the effectiveness will transfer on the behavior of employees as a result of
human resource management, which also proves a positive association. Carlson et al. (2006)
proposed five human resource management practices that affect performance which are setting
competitive compensation level, training and development, performance appraisal, recruitment
package, and maintaining morale. Teseema and Soeters (2006) have carried out study on eight
HR practices including recruitment and selection practices, placement practices, training,
compensation, employee performance evaluation, promotion, grievance procedure and pension
or social security in relation with the perceived performance of employees. They concluded that
these HR practices have positive and significant associations with the perceived performance of
employees

According to (Krietner, 1995) in this 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. This means, how employees are able to effectively administer
their task and assignments and also how they present their assignment to reflect the quality and
good service desired by their companies. There is the need to establish a shared workforce
understanding about what is to be achieved at an organizational level. It is about aligning the
organizational objectives with the employee’s agreed measures, skills competency requirements,
development plans and the delivery of results. The emphasis is on improvement, learning and
development in order to achieve the overall business strategy and to create a high performance
workforce. Employee’s performance means how well employees perform on the job and
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assignments assigned them measured against the generally accepted measure of performance
standards set by their companies. Employees can be said to have performed when they have met
the expectations and performed up to standard.

SECTION THREE
TRAINING PROCESS
According to (Armstrong, 1996), expressing an understanding of training emphasizes that
training should be developed and operated within an organization by appreciating learning
theories and approaches if the training is to be well understood. Therefore training in an
organization must have a systematic approach and here the organization does an assessment of
its objectives and strategies. This is done by asking the following questions; what business are
we in? At what level of quality do we wish to provide this product or service? Where do we want
to be in the future? It is only after answering these related questions that the organization must
assess the strengths and weaknesses of its human resources.

TRAINING AND DEVELOPMENT OBJECTIVES

(Armstrong 1996) argues that training needs analysis should cover problems to be solved, as well
as future demands based on whether the organization must acquire new skills or knowledge or
must improve existing competencies. Once training needs are assessed, training and development
objectives must be established. Without clearly set objectives, it is not possible to design a
training and development program and, after it has been implemented there will be no way of
measuring its effectiveness. Goals must be tangible, verifiable, and measureable.

DETERMINING TRAINING NEEDS

Training needs analysis answers the questions, who if there is, needs training? And what training
should be given? There is therefore the need for any organization to first identify the training
needs of the organization. The need for training should be identified in accordance with a well-
organized procedure looking at the training needs from the organizational and employee
perspective.

According to (Cole, 2002), if an organization has to justify its training expenditure, it must surely
do so on the basis of organizational needs and based on the organizational analysis, the
organization can assess the level of growth over a defined period of time and then determine the
shortfalls and problems in order to help determine the required training programs. Also in
identifying the training needs from the employees’ perspective, the organization can measure the
performances of individual employees. This can be measured by analyzing the efficiency of the
individual employees against the required standards set by the organization through frequent
performance appraisals.

The difference in the organization and employees actual results expected as well as feedback
from customers and shareholders of the organization all can help identify training needs.
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Training need arises where there is the need to improve or adapt or adjust to changes and solve
problems in order to improve on both employee and organizational performance. The purpose of
a training needs identification program therefore is to identify the gap that exist between the
required and the actual competencies expected of organizations and employees so as to
determine the kinds of training that can help bridge the gap (Asare-Bediako, 2002).

METHODS AND TECHNIQUES OF TRAINING

A multitude of methods of training is used to train employees. DeCouza et al (1996) categorized
training methods into two groups (i) on the job training and (ii) off-the job methods there are a
variety of training approaches that managers can use. These may include the following:

a. ON-JOB TRAINING – it is a training that is planned and structured that takes place mainly at
the normal workstation of the trainee- although some instruction may be provided in a special
training area on site – and where a manager, supervisor, trainer or peer colleague spends
significant time with a trainee to teach a set of skills that have been specified in advance.” On the
job training looks at methods that are applied in the workplace, while the employees are actually
working. On-the-job training is the most common and popular training employees get when they
first join an organization and in some cases that is the only training available.

b. OFF-JOB TRAINING – this is a form of employee training at site away from the actual work
environment. It often utilizes lectures, presentations, case studies, role playing and simulation.
Looking at the various definitions by these researchers, it can be found out that both on the job
and off the job training is very important in training employees.

BENEFITS OF TRAINING
As long as an organization exists, training forms an integral part of the day to day running of that
organization and both new and existing employees need training in order to function well. 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. Training does not only benefit the employee but the employer and the organization
as a whole. Some of the benefits of training to the individual, employee and organization as a
whole according to (Cole, 2002), are indicated below;

1. Training helps in the individuals’ development and growth as well as creating positive
attitudes and behaviors in them. Organizations instill in their employees the attitudes and
behavior expected from them which in the long run boost the company’s image.

2. The training given to employees keep staff highly motivated as new skills and knowledge
gained helps reduce boredom and keeps the employees right on their toes as they know
they are valuable enough for the employer to invest in their training. When the employee
is motivated, there is increased morale, job satisfaction and less employee turnover.
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 Organization also awards certificates to trainees for completion of the training program
and also awards certificates to it d trainers for carrying out the training effectively and
efficiently.

3. Training of employees gives the company a competitive edge over it competitors and to
stay ahead of the competition in this continuously changing world as there is increase in
innovation which is exhibited in their strategies and products. Employee gain confidence
and find direction which reflect in the way they work and relate to customers.

4. Training helps save the organization money as the training helps the employees to be
more efficient and effective, working diligently to increase the company’s productivity
resulting in financial gain. It also helps to increase the capacity to adopt new
technologies.

5. Training gives a feeling of personal satisfaction and achievement, and broadens

opportunities for career progression. The current study therefore proposes to explore the
extent of the various forms of training and its impact on the activities of Federal
Government Ministries, Departments and Agencies. It seeks to either confirm and or
expand previous research findings.

SECTION FOUR

OVERVIEW OF FEDERAL GOVERNMENT MINISTRIES, DEPARTMENTS AND

AGENCIES IN NIGERIA
The Nigerian Federal Civil Service was created by the British colonial administration as an
executive agency of government “responsible for the implementation of government’s policy,
routine maintenance of law and order, simple tax collection and operation of socio-economic
services meant apparently for the benefit of Britain and British colonial administration.”
(Nigeria, 1985). Today, the civil service still remains an executive agency of government mainly
responsible for the implementation of government’s policy.

According to the Government Ministries in Nigeria report 2009, The Federal Ministries of
Nigeria are civil service departments that are responsible for delivering various types of
government service. Each Ministry is headed by a Permanent Secretary who reports to a Minister
in the Federal Cabinet. Some government functions are provided by Commissions
or Parastatals (government-owned corporations) that may be independent or associated with a
Ministry. At times, Ministries are amalgamated and at other times they are split. A Wikipedia
entry on the list of Nigerian Agencies puts this number at 138. Like most things in Nigeria, there
is no clear statement on this. It has also be reported that MDAs are 263 in number. MDAs is an
acronym that means government Ministries, Departments and Agencies.

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It is generally known that the Nigerian democratic system is perhaps one of the most (if not the
most) expensive democracy in the world. Beside the perennial systemic corruption, there is
duplication of functions across several Ministries, Departments and Agencies of government,
Oronsaye (2014). This actually is one of the reasons why the Recurrent Expenditures of the
yearly budget dwarfs Capital Expenditures. It is in this regard that in 2012, President Goodluck
Jonathan inaugurated the Steve Oronsanye Committee with the aim of “Restructuring and
Rationalization of the Federal Government Agencies, Parastatals and Commissions”. The
Committee made its recommendations to government after its investigations. While some
recommendations were approved and others rejected, in May 2014 Government went further to
inaugurate an implementation committee on the White Paper of the report with a task to urgently
wind up and harmonize agencies as approved by government.

Unfortunately, none of the approved recommendations have been implemented, and business had
continued as usual. On the review of Agencies, particularly the in Ministry of Education which
has West Africa Examination Council (WAEC) and National Examination Council (NECO)
conducting basically the same sets of examinations, there is no reason why this two should not
be merged to reduce government spending. In addition, the Universities, the
Polytechnics/Monotechnic, and the Colleges of Education are each regulated by the National
Universities Commission (NUC), the National Board for Technical Education (NBTE), and the
National Commission for Colleges of Education (NCCE). It was recommended that NBTE
should be subsumed along with the NCCE under the NUC to form the proposed tertiary
education regulatory body known as Tertiary Education Commission (TEC) - this
recommendation was however rejected. Several agencies exist in different Ministries that should
actually get the attention of government for proper pruning and effective service delivery.

HUMAN CAPACITY BUILDING IN NIGERIA MDAs

Today every organization’s top priority is to manage the human resources. The human capital of
each organization must reach to the highest level for profit maximization and organizational
growth. Many strategies have been implemented to increase the productivity of employees, such
as job and organization design, public relations, staffing, motivation, rewards and training and
development. Among these, Training & Development is the most significant factor required to
obtain maximum output from the human resources. It can be used to improve or develop job
related performance requirements of the employees. Let us explore the subject in detail.

The performance of human capacity determines the success of the public enterprise, Baadi
(1984) states that the aim of development is to change the employee behavior on the job to
improve efficiency in the sector. The contribution achieved by developing human capacity
improve the performance on present job, attitude formation channeling employees’ attitudes
towards achievement of organizational goals, develop the operational workers and supervisors
with labor turnover to checkmate absenteeism and grievance among workers, job enrichment,

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moral building to treat human needs. Human capacity provides present and future manpower
needs of the organization by improving their skills in a specific task, Chukwuemeka, (1988).

However, education increase the knowledge to understand work environment, the ability of
developing employees, acquire skill in performing present task, responsibilities and authority
result to increase output to improve performance on these assumptions:
 There is inadequate investment by government on human capacity in MDAs.
 Employees in MDAs are not motivated to participate in human capacity programs.

Human capacity building is the basic role of personnel management to achieve and realize
organizational goals of various exogenous and endogenous variables of personnel activities; this
led to the establishment of Human Resource Management in public organization (Okoli, 2000).
The performance of human capacity to attain organizational objectives cannot be over-
emphasized; Onah, (2002) amplified that a firm can mobilize all its capital inputs and still out of
production, but the decision of capital mobilization is human capacity decision. The inanimate
factors of production assembled in operational system are the handiwork of human act conceived
by human genius realized by human efforts. The process determine goals, make investment
choices, direct work effort on daily basis, maintain and service equipment fall squarely on the
human capacity of an organization.

It is argued that man is the main instruments for realizing organizational objectives. It is
necessary to stress that in MDAs, the performance of human capacity in attaining goals is
significant since MDAs is labor intensive organization organized and motivated to fulfill its
responsibilities (Ezeani and Nwankwo, 2002). The ills of MDAs must remedy human capacity
problems to enhance healthy work force in Nigeria.

SELECTION FOR TRAINING IN MDAS

Training needs analysis is a process that a business goes through in order to determine all the
training that needs to be completed in a certain period to allow their team to complete their job as
effectively as possible, as well as progress and grow. This determines what training needs to be
developed to help individuals and the organization accomplish their goals and objectives.
This is an assessment that looks at employee and organizational knowledge, skills, and abilities,
to identify any gaps or areas of need. This analysis can be performed by managers that are the
Human Resources Department who are able to observe their staff and make recommendations
for training based on performance issues or gaps between performance and objectives. Once the
training needs are identified, then you need to determine/develop objectives to be accomplished
by the training. These objectives will form criteria for measures of success and utility. Training
needs analysis is therefore an assessment process that serves as a diagnostic tool for determining
what training needs to take place.

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A training needs analysis helps an organization achieve its goals. It reduces gaps between
employee skills and the skills required by the job and department. The training needs assessment
survey can also form the basis (benchmark) for determining effectiveness of the training
administered and ultimately achieving the goals of the organization.
Some factors that may lead to training needs include the following:
• Business Process Re-engineering
• Re-organization process
• Process Improvements
• Reductions in Force
• Layoffs/Transfers/New Hires
• Staffing Changes/Promotions
• Re-locations
• New equipment/Technology
• Performance/Safety Issues
• Problems in Production/Safety
• New Systems/Procedures
• Changes in Laws/Regulations
• Succession Planning
• Career Paths/Growth
.
OBJECTIVES OF TRAINING IN MDAS
 Enhanced Job Knowledge, Skills and Abilities: Employees are unable to perform
properly if they lack the necessary knowledge and skills required to do a particular job.
Training & Development helps the employees in gaining the right set of skills and
abilities to perform better and thus improve their performance. Training programmes also
help the employees to improve their attitude towards the work, which is also an important
factor necessary for improved performance.

 Saving Time and Costs: Poor performance of the employees happens when they are not
sure about what, when and how they are supposed to do a particular task. Training helps
to solve these performance problems by explaining the details of the job and equipping
the employees with the necessary skills to perform well. This reduces duplication of
effort in the workplace and time spent in correcting the mistakes. Thus, it saves time and
costs which in turn improves the employees’ productivity.

 Employee Satisfaction: Training and Development of the employees improves the

knowledge, skills and attitudes of the employees. Thus, they are more confident
regarding their work which naturally improves their self-esteem and satisfaction levels.
This new found satisfaction brings about a kind of organizational citizenship behavior in

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 the employees. They work harder as they feel a part of the organization which results in
their improved performance.

 Self-Fulfilling Prophecy: One of the larger aspects of training is the actual organizational
focus on the employee to become better, either as a person or as a contributor to the
organization. The attention by the organization coupled with increased expectations can
lead to a self-fulfilling prophecy of enhanced output by the employee. According to
Robert Kreitner and Angelo Kiniki, it’s been shown that employees who receive regular,
scheduled feedback, including training, along with an increase in expectations, actually
have a higher level of worker output. This is referred to this as the Pygmalion Effect.

As observed, training & development is the single most important predictor of job performance.
In modern times when human capital is the most important asset of an organization, job
performance is utmost required for organizational success. Thus, we can easily conclude due to
its direct positive correlation with job performance that training & development has become the
one of the most important functions in an organization.

TYPES OF TRAINING IN MDAs

Training is an organized activity aimed at impacting information and/or instructions to improve
the recipient’s performance (business dictionary). According to Wikipedia, training is teaching,
or developing in oneself or others, any skill and knowledge that relates to specific useful
competencies. In this context, training is the process by which the employees are taught skills
and given the necessary knowledge to carry out their responsibilities according to the desired
standards of the organization, by the organization.

Importantly, the choice of training depends on the objectives of the organization, individual and
the training needs of employee. Davis (1981) identified two basic types of training that can be
adopted by any organization particularly, the public sector. One, is the on-the-job-training and
the off-the-Job Training.

The type of employee training which is best suited to a particular organization depends on a
number of considerations; the skill gap to be filled, the job description, the employee present
qualification and the challenges faced by the employee in performing his/her job. The types of
training falls broadly into two categories namely; on-the Job and off-the job training (Kempton,
1995)
 On-the-Job Training: On-the-job training refers to the training provided at the job
location by an experienced supervisor or manager (Wikipedia). When an employee learns
the job in actual working site in real life situation, and not simulated environment, it is
called On-the-job training and also called as Workplace training. Employee learns while
working. This type of training, also known as job instruction training, is the most
commonly used method. Under this method, the individual is placed on a regular job and

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 taught the skills necessary to perform that job. The trainee learns under the supervision
and guidance of a qualified worker or instructor. On-the-job training has the advantage of
giving first-hand knowledge and experience under actual working conditions. While the
trainee learns how to perform a job, he is also a regular worker rendering the services for
which he is paid. The problem of transfer of trainee is also minimized as the person
learns on-the-job. The emphasis is placed on rendering services in the most effective
manner rather than learning how to perform the job.
On-the-job training methods include job rotation, coaching, job instruction or training through
step-by-step and committee assignments:

(a) Job Rotation: This type of training involves the movement of the trainee from one job to
another. The trainee receives job knowledge and gains experience from his supervisor or
trainer in each of the different job assignments. Though this method of training is
common in training managers for general management positions, trainees can also be
rotated from job to job in workshop jobs. This method gives an opportunity to the trainee
to understand the problems of employees on other jobs and respect them. Job rotation
method has been using in the public sector by ministries, departments and agencies as
well as banks and other sectors where employees are posted to various units in the
organization.

(b) Coaching: The trainee is placed under a particular supervisor who functions as a coach in
training the individual. The supervisor provides feedback to the trainee on his
performance and offers him some suggestions for improvement. Often the trainee shares
some of the duties and responsibilities of the coach and relieves him of his burden. A
limitation of this method of training is that the trainee may not have the freedom or
opportunity to express his own ideas.

(C) Job Instruction: This method is also known as training through step by step. Under
this method, trainer explains the trainee the way of doing the jobs, job knowledge and
skills and allows him to do the job. The trainer appraises the performance of the trainee,
provides feedback information and corrects the trainee.
(d) Committee Assignments: Under the committee assignment, group of trainees are given
and asked to solve an actual organizational problem. The trainees solve the problem
jointly. It develops team work.

(e) Apprenticeship: Apprenticeship is a formalized method of training curriculum program

that combines classroom education with on-the-job work under close supervision. The
training curriculum is planned in advance and conducted in careful steps from day to day.
Most trade apprenticeship programs have a duration of three to four years before an
apprentice is considered completely accomplished in that trade or profession.

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  The second type of training is off-the-job-training. This is the type of training whereby
the trainee is sent for training outside his organization. The trainee is removed from both
the physical, social and cultural environment of his organization. This type also has its
various techniques. The techniques are seminar, workshop and conference, this involves
training system whereby employees are sent to receive training outside their
establishment under qualified trainers and in specific areas of study civil service makes
use of this technique a great deal to train civil servants to ensure quality performance and
job satisfaction. Another technique is Lectures. This is designed to transfer information to
audience, using controlled content and timing. Lectures are useful especially for large
group. The last technique under off-the-job-training is role playing. This is a simulation
in which the trainee is asked to play a part in a problem situation requiring interaction
with others. Through role playing better understanding and cooperation are developed
among subordinates and superiors.

TRAINING AND JOB SATISFACTION: THE NEXUS

Training is seen as a process that ensures that employees are able to perform their current job
effectively and efficiently for maximum productivity and self satisfaction. Training of the public
servants form the essential aids to the overall efficient operation of the civil service. Basic to
training is a well articulated determination to prepare the public employees for present and future
task. Training gives feeling of personal satisfaction with job and broadens opportunities for
carrier progression. Employees who understanding their work are likely to have higher morale
and job satisfaction.

There is a direct link between training and job satisfaction. The greater the new skills and
knowledge acquired during training; the greater the motivation to stay on the job, the desire to
stay on job signifies satisfaction with the job. Once people are basically satisfied, they are no
longer motivated to quit the job. Desire to stay with an organization is consequence of job
satisfaction. Employees are more satisfied when their managers or directors are good leaders,
and for Managers or Directors to be good leaders, they must be well trained because leadership
combines attitudes and behavior which can be learned. Schmidt (2007) expressed that an
organization training efforts have wide-reaching effect on employees and on the organization.
Attitudes about training are not limited to the training situation. Rather, they are important pieces
in the employee’s feelings about the job and the organization.

According to Schmidt, job training satisfaction examines employee’s feelings about the job
training they receive as a whole. Mullins (1999) argued that superior subordinate communication
is important influence on job satisfaction in the work place. The way in which subordinate
perceive a supervisor’s behavior can positively influence job satisfaction. Communication
behavior such as facial expression, eye contact, vocal expression and body movement is crucial
to the superior subordinate relationship. Non verbal messages play a central role in interpersonal
16 | P a g e
interactions with respect to impression, formation, attraction social influence and emotional
expression. Non verbal immediacy from the supervisor helps to increase interpersonal
involvement with their subordinates impacting job satisfaction. The relationship of a subordinate
with the supervisor is a very important aspect in the workplace. From this analysis, we could see
that the relationship of superior and subordinates is a kind of information training (on-the-job-
training), which according to the explanation has an influence on the job satisfaction. Such
training may end up making employee to get maximum satisfaction from his job.

Training is a form of motivation in public service, which constantly induces public servants to
get recognition, achievement and high level of performance, thereby deriving maximum
satisfaction in their jobs. Training is a psychological process that causes the arousal, direction
and persistence of voluntary actions that are goal directed. Training improves morale of the
public servant and help them to identify with the goals of government. It helps them to make
better decisions and effective problem solving, assisting in encouraging and achieving self-
development and self confidence, handling stress, tension frustration and conflict, increasing job
satisfaction and recognition. Evidences in the public service revealed that training is one of the
potent instrument used to attract public servants to get accustomed and stay put on their job. A
newly trained public servant sees his or her job as best having possessed the required capacity to
work in that office. He guides his job jealously and feels fulfilled, satisfied and elevated,
particularly when all the training benefits having been claimed.

MOTIVATION THROUGH TRAINING

Each employee contributes to an organization's overall function. Only, not everyone sees how
that occurs. Employees with specific and limited scope jobs can easily come to feel they are just
a cog in the wheel whose work may not be that important. Training can help employees
understand how their work fits into their company's structure, mission, goals and achievements.
As a result, employees can become more motivated and excited about their work as they
understand how what they do matters to the success of the organization.

Improvement
Employees often know as well or better than managers when their work, processes or
productivity could be better. In many cases, employees are missing the tools, education or
organization to achieve their potential. Training--particularly for departments, workgroups and
teams--can help get things on track to improve work quality and outcomes. As a result, people
feel happier in their work and more excited about the prospects of success.

Career Development

17 | P a g e
Many workers join their organizations not just to have a job but to develop a career.
Opportunities for advancement are essential to employee retention and performance. However, if
these prospects exist only in theory, workers can become disenfranchised. Training helps
employees realize their goals by giving them the education they need not only to do their jobs
better but to learn about new aspects of business and even higher-level managerial skills they can
use down the line.

Message
Training is an investment employers make in their work force. When companies offer training
and education to their employees, they indicate that they value their people and the contributions
they make. They also send a message that the organization values progress -- both in
organizational achievements as well in the careers of its people. Naturally, this creates
attachment, loyalty and enthusiasm among staff.

One of the great advantages of training as a tool for motivating employees is that it creates
multiple benefits for both employee and employer. In addition to the employee feeling more
engaged and thus more motivated, that employee also gains new skills. At the same time, the
employer benefits not just from a more motivated employee but also from one who is now better
equipped to perform their duties.

However, in order to be truly effective as a motivational tool, training must be done right. Here
are five tips to ensure that training results in employees that have enhanced skills as well as
being more motivated.

Contextualize your staff’s work

Depending on the type of work employees do, some may feel as though their day-to-day duties
are far removed from the overall mission statement of the company. An employee may feel
unimportant as an individual and that the job could be done by anyone. Training presents an
opportunity to demonstrate each employee’s value and to show where their good work is of
benefit to the company overall.

Most people who have been in the workforce long enough have had the experience of integrating
new systems or ways of doing things that actually impeded productivity. While all new processes
18 | P a g e
present a learning curve and may temporarily make employees less efficient, the ultimate aim of
training should be to improve workflow. Managers who keep open communication with
employees will have a good sense of where workflow could be improved and how training can
help with this.

Identify employee strengths

Training can be a terrific opportunity for an employee whose manager has identified specific
skills that can be enhanced. For example, an employee who is particularly good at written
communication or with numbers might be given the opportunity to develop those skills further in
training. The corollary to this is that employees should be offered training that is interesting and
relevant to their work.

Strengthening employee bonds

Training that includes components in which employees work together to problem solve and
develop solutions can strengthen bonds between employees more effectively than bonding
exercises designed exclusively to promote team-building because the training has a bigger real
world component to it.

Employees can work on a common goal during training that will have a positive effect on their
day-to-day work life, and they may return to their daily routine with a new appreciation for their
colleagues’ strengths and contributions.

Enhance long-term career development

Employers can demonstrate their commitment to employees and enhance employee motivation
by showing that they care about employees’ careers over the long term. This type of
development can be approached by working with employees to map out their goals and work on
training that can help them achieve these goals.

This may range from short-term training sessions during the workday to paying for an
employee’s formal education such as masters’ degrees in engineering or business.

One key to using training effectively is good communication between employees and their
managers. A manager who understands employees’ frustrations, strengths and longer-term goals
can better assist in identifying the type of training that will motivate employees.

Employees who have the opportunity to pursue training that teaches them skills that are useful at
work in the short and the long term will be more engaged and have a greater sense of loyalty
toward their employee.

CHALLENGES OF TRAINING PROGRAMMES IN NIGERIA MDAs

Despite its laudable role in job performance and increased productivity, training in the public
service still faces some challenges. In the public service particularly, in Nigeria, training of

19 | P a g e
middle and senior administrators are frequently done for the wrong reasons and in wrong way.
People are sent on courses only to get them out of the way, as a reward by mistake, because the
courses form the essential part of the promotion process, to escape from hard work or
responsibility and a host of other reasons that have little to do with making people more effective
on their jobs (Barry, 2005).

Employee’s training and manpower development is very vital in job productivity and
organization performance in any country. The human capital theory provides evidence which
indicates that training and education raise the productivity of workers by imparting useful
knowledge and skills. A study conducted to examine the challenges face by Ministries,
Departments and Agencies (MDAs) on the implementation of employees training and
development programs are Budget challenges, Poor training policy, Lack of training need
assessments, and Evaluation in implementing training and development programs.

There is also the problem of lack of planning and vision, interest and commitment at the highest
level. Due to lack of time and limited experience, supervising officers cannot in fact provide
satisfaction on the job training for their subordinates. This has been the greatest impediment to
the provision of adequate training programmes for the public servants.

Ogunna (2007) state factors derailing human capacity in Nigeria MDAs are: It has been
observed that human capacity may be examine from two different angles, first, as a function or
responsibility of every manager or supervisor who has people under him all of whom are
working towards the achievement of desired goals. As a function in an organization which is
performed by particular department, the Personnel Department. Deriving the above extract, there
are problems which the staff of the government enterprise encounter. On
the basis of the latter, Ogunna (1996) referred to it as personnel problem of the MDA among
which are low pay, lack of adequate incentives and motivation, low prestige image. Their job is
not challenging to bring out the best in them, they do not enjoy equal treatment with staff of the
private enterprise.

Again, there is an inadequate facility for staff training even the malfeasance of favoritism in the
appointment and promotion of staff. Onyishi (2002) blamed the problems of personnel
department of the MDA on over centralization hence lumping seldom makes staff assessment
efficient. Onah 2002) pointed that political interference from states and influence of ethnicity,
favoritism and nepotism. Majority, irregular payment of staff salaries and total absence of fringe
benefits and physical working conditions which are usually very poor all impacts negatively on
the personnel management of the councils. The salaries, wages and allowances paid to workers
are abysmally very low, it is a worrisome situation among MDA staff and they are attributable to
this scenario. A situation where politicians earn huge amount of money every month while the
public servants earn meager amount that cannot cater for the well being of their individual

20 | P a g e
families. In an attempt to meet with the challenges they engage in all forms of negative actions in
one form of private business or the other for survival.

The low salaries paid to workers at the MDAs worsened the high rate of inflation to difficult the
lives of workers. This is compounded with nonpayment of staff salaries and allowance due to
zero statutory allocations from federation account (Orewa and Adewunmi, 1983).The colonial
mentality among bureaucrats has retards productivity among MDA staff, the notion that
government work is not a personal work or community work is in memory of most employees.
According to Obikeze (2011), this strategy is devised by some people to resist the manipulation
from the colonial masters. The employees’ exhibit high rate of absenteeism, lateness, truancy
even when in the office could not produce much, all this attempt to frustrate the colonial masters.

The casual reflection of every public institution is corruption, ineptitude, low output,
embezzlement, inefficiency heading to total collapse (Obikeze 2011). However, in an attempt to
improve the living conditions of the work force in Nigeria, National Minimum wage was signed
into law by President Jonathan to increase the moral of worker to make them productive, yet this
idea are being frustrated at all levels especially from most governors of various states that they
are unable to pay the new wages to workers. In Nigeria, the quest for material wealth is an end
itself; people join public service as a means to amass wealth. However, the fund set aside for
provision of amenities are diverted into
personal pockets, this has breeds all forms of imaginable corruption.

Non involvement of subordinates in decision making in the administrative class of MDAs

demonstrates a high degree of authoritarian. The leadership style negating the notion that if the
employees were carried along to give them sense of belonging and motivate them to enhance
productivity (Nnadozie, 2004). The leadership style in the Nigerian MDAs produces aloofness,
alienation as people are not carried along, apathy and high degree of frustration among the staff.
The public servants should concern it with means and not ends; doing things well as pre-
determined, not with deciding what things to do well. But today, administrators to some degree
cannot limit themselves to merely executing the policies of the executive arm well. Berkley
(1981) puts it that the complexity of their craft forces them to create policy as well. And they
cannot ignore the political system within which they operate. Since
the public service imposes itself and influence other aspect of the citizenry.

The debate to enhance productivity in public sector has gathered momentum for the past 10 years
as a central theme of public administration in Nigeria. Non-politically neutrality among
professional in MDAs is rare in Nigeria (Ejiofor, 1987), the political leaders are under
intense pressure to reward their supporters; few political leaders accept the premise of a neutral
public service. It is logical that incoming leaders would view incumbent senior public servants as
part and parcel of the regime they succeed. The incoming leaders would want to shape the
ideological direction of the MDAs to ease control (Okoh, 1998). The problem between public
21 | P a g e
servants and political leaders in Nigeria has been frictional resistance, ministers, commissioners
with executive of the departments and agencies under their custody has difficult to reconcile their
spheres of responsibility. The career officers assume superiority and self-relevance to politicians
who appoint them because the politicians have poor academic background while career civil
servants posses such quality.

In Nigeria, MDA constitute a major component of the annual budget except on few occasions
when there is an increment in salaries without a major downsize in civil service staff (Guardian,
May 11, 2005). The present democratic administration has come to grips that all efforts to attract
the most skilled employees
to bureaucratic position necessitate slim in the size of MDAs. The government does not have
sufficient funds to finance all the policies and programmes as promised, most social
service policy in Nigeria are undefunded (New Age, June 17, 2005). It is a routine practice tome
asure competency in the private sector; and this is not the case in the public sector. Berkley
(1981) unraveled some behind the reluctance, ranging from intangibility of the products, inability
to distinguish efficiency and effectiveness, legal restriction on the public sector to lack of precise
definition. Weber (1947) describes the public sector as “a legal entity operating on calculable
rules, and staffed by professionals. It has uniform and non-personal methods
of performing its functions. It is criticized for low productivity, due mainly to political,
institutional, and sociological factors. The problems are found in large degree of public service,
but there have been no concerted efforts to redress it as public and civil servants.

Another challenge is the selection process. The process of selecting those that will be trained is
not always based on merit but on favoritism. In the long run, the training becomes irrelevant to
job assignments. Other problems are; post training incentives are not usually paid to the
beneficiaries, inadequate funding, inadequate training institutes.

Therefore, this study suggests that, government has to prepare training need assessments and
invests more resources on training and developing employees, which will promote the narrowing
of the knowledge gap in the implementation of duties and responsibilities. Hence, the MDAs will
be having satisfied budgets which will encourage better services to the people from the public
sectors

HUMAN CAPACITY BUILDING AND LABOUR RELATION IN NIGERIA

Nigeria has made concerted efforts in building workers capacity at different levels to increase
efficiency. This is because, the advantages of harnessing human resource in any nation is the
most critical factor in the development process (NISER, 2001). This development made Nigerian
government to collaborate with different world bodies to access manpower development at the
global level. The government took various steps by establishing Federal manpower board and
management services and training department of Federal Civil Service to meet the training
need of workers. These departments handle matters of policy formulation in respect to human
22 | P a g e
resource development in the service. The National Council on establishment coordinates
measures to achieve results on human resource development (HRD).

Some various institutions have been established to play vital roles in capacity building
programmes in Nigeria. Bur (1992) enumerated some of these training agencies as follows: The
external aid agencies (Bureau for external aid), Scholarship board, Universities, Polytechnic or
Colleges of Education, Planning and Budget office in the Presidency, Professional organizations
like Institute of Chartered Accountant of Nigeria (ICAN), Association of National Accountants
of Nigeria (ANAN), Nigerian Institute of Management (NIM), Nigerian Institute of Safety
Professionals (NISP), and Nigerian Institute of Public Relations (NIPR), Public Service
Institutions Like Nigeria Institute for Training and Development (NITD), Administrative Staff
College of Nigeria (ASCON), Centre for Management and Development(CMD), Agriculture and
Rural Management Training Institute (ARMTI), ITF, National Institute for Policy and Strategic
Studies (NIPSS), Command and Staff College, Nigerian Defence Academy (NDA) and so on.

Management Consultants The Federal Establishment Circular (2011) states that similar other
bodies that handle straining of senior and management training cadres are ASCON, NIPSS,
CMD and ARMTI are concerned with the building of workers capacity in Nigeria. However, the
result of various reforms in the service, matters of training is now a shared responsibility
between the federal civil service commission, ministries, departments and agencies (MDAs) to
build workers capacity in recent times

SECTION FIVE

CONCLUSION/RECOMMENDATIONS
The paper examined the impact of training on employee’s performance in Federal Government
Ministries, Departments and Agencies. However, the human capacity building has not impact in
public organization through specific, project related, organizational related and job
specific on the entire system. It presents that organizational performance is significantly
determined by the training imparted to the employees or in other words training is an important
antecedent of performance in any organization. Performance of an organization relies on the
employee commitment which in turn depends on the HR policy on training and development.
The paper detailed the relationship of the employees’ training which performance is important
for today’s managers in government agencies for more efficiency, accuracy and effectiveness in
less time and cost and this can be achieved only through design, development and deployment of
excellent training programs to the employees. By introducing more training programs,
employees become interested to get more knowledge about their jobs which eventually helps
them in getting promotions.

In conclusion this paper has demonstrated that training improves knowledge and skills, and
training succeeds when trainees perform the job competently to increase productivity and service
23 | P a g e
delivery. Employees who understand their work are likely to have higher morale and job
satisfaction. Therefore, in-service training should be directed at enhancing job satisfaction of the
public servants and make them become people oriented. The public services must continuously
and boldly adjust its outlook and its methods to the new needs of the new times. To ensure more
meaningful and qualitative in-service training capable of enhancing job satisfaction and
performance among the public servants in Nigeria, the follow suggestions are put forth;

 Discriminatory post training incentives negates the principles of justice and fairness, it
should therefore be discouraged. While it is capable of attracting would be beneficiaries and
retaining the existing ones in the public service, the approach can easily be amenable to brain
drain among non beneficiaries leading to withdrawal syndrome (Ogunbodede 2016).

 Also, regardless of individual differences and whether a trainee is learning a new skill of
acquiring knowledge of a given topic, the person should be given. Practice is also essential
after the individual has been successfully trained.

 Since it is virtually impossible to get all the required funds for training in view of other
competing necessary needs, strategies must be evolved to ensure that the available resources
are spread to provide access to training opportunities to the greatest number. The concern
ministries or extra-departments should endeavor to keep some cash for precautionary motive.
This is the desire to meet contingencies. This will give the organization wide ranging
advantages of funding unusual training needs or opportunities.

 Modern and sophisticated equipments should be made available to public servants who have
been trained for specific task to work with as this will enhance job performance.

 Also, the selection process for training should be transparent and based on merit. The idea of
sponsoring officers for training based on their connection to some powerful and influential
individuals in the service should be discouraged. Those who are due for training should be
sent on training without undue influence. It is also important that all training must be relevant
to job assignment or designed to meet job satisfaction as this remain the only way to ensure
job satisfaction and effective service delivery.

 Training needs and gaps should be consistently identified to ensure that workers acquire new
skills, knowledge required to perform their job.

 The training methods adopted by the concerned ministries and extra ministerial departments
for training should be improved. The trainers should be more practically oriented.
Demonstrations, illustrations should be more prominent in classes and lectures.

24 | P a g e
 Lastly, additional training institutes for public servants should be created and the existing
ones should be made effective and effect to meet the training needs of the public servants.

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