CHAPTER ONE

1.0 BACKGROUND

“Change” they say is inevitable, the only thing that is constant in life is change. Training and

development is fundamental to the growth of every organization. It is obvious that the rapid

growth in information and communication Technology (ICT), pose a big threat to corporate

organizations that will compromise updating its workforce with the latest in technology at the

expense of its productivity.

The process of training and development is a continuous one. Money spent on training and

development of employee is money well invested. Employee, who has not received adequate

training before being assigned to responsibility lack the necessary confidence with which to

perform, an employee should be assisted to grow into more responsibility by systematic training

and development, then left alone for the employee the confident to perform task assigned with

much courage and enthusiastic.

The relevance of employee’s training & development cannot be considered a recent innovation.

In the early traditional setting, children and maids of less privileged in Europe and America even

in Africa were sent out to acquire basic skills in some forms of trade to better the lot of parents

and guardian, such apprentice spend years to learn skills, and as years rolled by, those acquired

trade gave birth to crude technology and today modern technology as a result of industrial

revolution in Europe.

1
The industrial revolution brought about the need for the acquisition of skills through organized

and procedural training and development such areas like Engine handling, thread spinning, cloth

making, transport, rail, ship building, chemicals, electricity and electronic etc.

It is no longer news that the world is now a global village as a result of technology and the effect

is felt in all sectors; political, social and economic etc. The approach to doing business in the

past cannot be practiced in this era called “JET AGE” especially with the invention of modern

equipment that can give solutions to problems in a matter of seconds. In the light of this, it is of

great importance that organization considers it of great necessity, the training and development

of its human resources if optimum output is considered important and at minimal cost.

In the 60’s, saturation in the Europe and America market compelled emerging conglomerates

move to Asia and Africa, but the existence of a strong labour force alongside the huge mobility

cost constrained industrialist to start training, local labour mostly in areas of manually aided

plants and equipment.

According to the national manpower board (1980), employee training and development in

Nigeria received a boost through:

i. Establishment of Administrative and staff college of Nig (ASCON) through decree no 39

of 1975.

ii. Establishment of Industrial Training Fund (ITF) through decree no 47 as amended by

decree 32 and the national budget of 1975

iii. Government Legislation and formation of the Centres for Management Development

(CMD) decree no 51 of 1976.

2
1.1 STATEMENT OF THE PROBLEM

The growth of any organization is largely dependent on the effective utilization of its resources;

more importantly is the ways and manners such resources are harnessed towards its utilization

for this purpose. Most crucial of all resources is human resources, but the level at which this

human resources can be used depends on its level of training and development.

The problems to be examined shall include among others:

a) Management general attitude towards training programmes

b) Whether training programmes are arranged in line with organization’s objectives

c) If there are barriers to putting developmental programmes in place as at when due

1.2 PURPOSE OF STUDY

The study is designed to examine the following:

a) Identify the training programmes and their relevance to staff duties

b) Establish if the method of training is result oriented.

c) Investigated the training method used

d) To find out the criteria for courses

e) To investigate how personnel are being selected for programmes

f) To find out how often such programmes are organized

g) To ascertain the method of evaluation of training

3
1.3 RESEARCH QUESTIONS

The study will be patterned to answer the following questions.

a) Are the training and development programme relevant to staff duties?

b) Does the method of training give positive result?

c) Are the training methods appropriate ?

d) How are the training modules selected?

e) Is the method of staff selection appropriate?

f) How often are training and development programme organized?

g) How is training and development programme evaluated?

1.4 SIGNIFICANCE OF STUDY

Workers training and development should be a going concern for every organization in the face

of the present challenges introduced by information technology. The successful completion of

this study is expected to reveal clearly the importance and need for continuous training and

development.

Furthermore, it will point out the aspect of training and development that should be improved

upon, updated or rejected.

This is to say that the study will be of benefit to any organization or corporate body aim to be a

major player in the present world of business. The benefits of training and development are both

in the short and long run for the individual and the firm. Management should be interested in

4
being its human resource absorb, learn and ultimately live out the values of quality, service,

safety, integrity, innovation and team work both in their professional and personal lives.

1.5 SCOPE / DELIMITATION OF STUDY

The study will cover training and development programmes of the Nigeria Ports Authority

Lagos Port complex.

This parastatal is situated at Apapa Wharf, Lagos. It will critically examine the training

programme and course module and also the method of evaluation of the impact of the training

and development programmes besides other issues

5
 CHAPTER TWO

2.0 INTRODUCTION - LITERATURE REVIEW

The term training and development are often used interchangeably, even though they have

different connotation. In the narrow sense, training refers to the ways in which specific

knowledge and skills are necessary to perform a specific job are target and learnt (Crawford,

1994). Development implies a parallel process in which people acquire more general abilities

and information, but in ways that cannot always be tied directly to a particular task.

According to MCfarland (1968) “training” is the term used to describe the process in which the

skills of non – managerial employer are enhanced while “Development” refers to the process by

which managers and executives acquire skill, competence, and technical capacity for future

challenges. Thus to clearly distinguish both terms better, some experts refer to training as

“employees training” and development as management development, or executive development.

Training and development activities are an integral and important aspect of human resources

management, such activities make it possible to adjust as well as enhance the skill of the

workforce, from the junior cadre up to the management cadre.

6
2.1 DETERMINATION OF TRAINING NEEDS

It is agreed that determination of training need provides a good basis for planning training

programme, choosing the training methods as well as course content, but the determination of

the training needs analysis; task or job need analysis as well as person needs analysis.

2.11 ORGANISATION NEEDS ANALYSIS

The organization need analysis entails a detailed examination of the short and long term

objectives of the organization. This will normally include an analysis of the organization

strength and weakness, percentage of the market share, quality and quantity of output.

2.12 JOB NEED ANALYSIS

Task or job needs analysis entails any extensive consideration of the specific requirement of the

task to be performed, the minimum acceptable standard of performance, the technical,

professional, interpersonal, managerial, conceptual, analytical and diagnostic skills required to

get the job done well.

2.13 PERSON NEED ANALYSIS

The emphasis here is on the person i:e job holder; the analysis here tries to focus on the

weakness, deficiencies or the training needs of each job holder within the present and the near

future. The analysis here focuses on individual strength and weakness and on what would turn

the individual worker into a better performance.

7
2.14 GENERAL METHOD FOR IDENTIFYING NEEDS

Training programme should be designed as targeted at employee deficiencies or weakness for

better performance, the following factors among others can be used to identify training needs.

a. Performance appraisal reports

b. Observations

c. Training needs survey

d. Employee suggestions e.g union.

2.3 WHY THE NEED FOR TRAINING

According to Banjoko (1996), perhaps a good starting point for examining the relevance of

training is to ask the question; why the need for training? Every organization provides training

for its employees for a number of reasons which includes;

1. To remove performance deficiencies: Employee may exhibit lack of adequate

expertise in the performance of his duty and as such may require some exposure for

improvement.

2. To match the employee’s abilities with the job performance requirement and

organizational needs. Irrespective of an employee’s past experience, qualification, skills and

knowledge, management may find variance between employee’s current abilities and job

requirement in such instance training may be needed to fill such gaps.

8
 3. To improve quality and quantity of work

4. To increase productivity and efficiency

5. Sometime training may be untaken to enhance employee’s self-esteem, to boost

employee’s morale and thereby improve organizational climate.

6. To induce certain behavioural charges in the employee’s

7. To reduce cost of production and minimize waste

8. To prevent skill obsolescence

2.4 CHARACTERISTIC OF TRAINING AND DEVELOPMENT

According to Crawford (1984) and Posuw and Randolph (1978), characteristic of the two terms

are in tabular form.

Characteristics Training Development

Primary target group Rank and File Managers, professionals

Usual location Local Dispersed

Pay off Rightway or soon Longterm

Application Current job Future job

Specificity Narrow Broad

Objective Improve performance Improve potential, capacity

Linkage to performance immediate distant, sometimes uncertain

Transferability Narrow Broad

9
Number of target

Employee at a time Large Small

Scope Single Across level

Variation required Comparatively uniform Many special requirements

Duration Short Extended

Participant gain/response Sense of competence Sense of satisfaction

Anticipation outcomes Specific, definite General and uncertain

and measurable and difficult to measure

ADOPTED FROM CRAWFORD (1984).

There is little distinction between the two terms; training and development. The characteristic

throw more light in the distributions between training and development which were highlighted

in the definitions.

2.5 OBJECTIVE OF TRAINING

There are several reasons why organizations undertake training programmes. The objectives of

training towards the achievement of corporate goals, according to flippo (1984), it includes.

1. To provide the initial training for new employees, professionals, technical and other

skilled and semi-skilled personel (induction)

10
 2. To train new employees without specific skills, say in form of apprenticeships training.

3. To satisfy specific manpower needs, e.g cover areas where there are difficulty recruity e.g

computer programmers, tool makers, e.t.c. Such need may give birth to a training school or

programme.

4. To retain employed workers to perform new jobs, i:e in technological development.

5. Training may be aimed at solving operational problems i:e reduce accident at the

workplace e.g safety workshop

6. To bring supervisors and managers up to date on techniques in management.

7. To increase organizational flexibility and stability i:e ability to adjust to short run

variation in volume of work and also sustain corporate effectiveness despite loss of key

personnel.

2.6 DESIGNING THE TRAINING PROGRAMMES

Once the various training needs and objectives have been well spelt out, effort is shifted to

designing an appropriate training programme that will effectively correct the various

deficiencies. In doing this, the training and development manager must fashion out the

appropriate course for various categories of employers.

a. Clerical staff

b. Supervisors or foremen

c. Company’s drivers.

11
In designing an effective programme, the following question will be of great necessity.

i. WHAT: What should be the course content for each category

ii. WHO : Who will teach or do the training in each category, internal or external trainers, is

the daily local or overseas?

iii. HOW : How should the training be carried out i.e best technique.

12
2.7 TRAINING AND DEVELOPMENT METHOD

2.71 INTERNAL AND EXTERNAL TRAINING

The method of training adopted by any institution depends on factors such as cost, time

available, number of trainees, depth of knowledge required, background of the trainee (beach,

1980 and French 1987). Training can be undertaken by developing internal programmes or

using programme provided by external agencies. Organizations are likely to choose internal

training programmes in the face of the following (Mcarland 1968)

i. When there is substantial volume of activities

ii. When the company specialist is required by the special techniques

iii. When outside agencies are not available

iv. When training can accomplished more economically and in a better time

Outside agencies includes schools of higher learning consulting firms, government manpower

agencies e.g individual training fund (ITF), Administrative Staff College of Nigeria (ASCON).

Training and development methods can be generally classified under three major heading:

On - the – job training

Off - the – job training

Simulation Method

The three broad heading are sub-divided below

13
On-the-job training Off-the-job training Simulation Method

Job rotation Classroom lectures Case study

Internship Film show Business game

Apprenticeship Demonstration Critical incident

Coaching vestibule training in basket

Committee assignment Role playing sensitivity training

Task force Education T.V

Assignment Programme

ADOPTED FROM BANJOKO (1996)

ON THE JOB TRAINING

This can be regarded as the most common type of training and the simplest method of training, it

can range from informal arrangement whereby an experienced employee demonstrate his job to

a new recruits, to organized and structured training packages, it is given in the normal work

situation, it uses all tools the recruit will use when fully trained; this methods includes;

JOB ROTATION: This method of training is designed to fully equip the trainee with variety of

experience by moving from one job section to another so as to competently handle greater

responsibilities in the future.

INTERNSHIP : This method enables the trainee to gain useful insight into the relationship

between theory and practical aspect. E.g industrial training.

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APPRENTICESHIP : For jobs that are technical in nature e.g carpentry, plumbing, electricity

e.t.c, a period of apprenticeship training is usually require, it enables the trainee to fully grasp or

understand the intricacies and complexities of the job.

UNDERSTUDY ASSIGNMENT : Here, the trainee, who could be on experience and person, is

made to understudy another supervisor or be given part of the responsibility in preparation for a

higher office or duty, nevertheless, the efficiency of this method largely depends on how much

time and interest the trainee has for the job.

COACHING: This is a process where the trainee is been given continuous assistance by the

trainer by guiding and entertaining questions all is a bid to find solutions to given problems.

SPECIAL OR COMMITTEE ASSIGNMENT : Often times, it is best to involved trainees in a

committee or group assigned with certain responsibilities or findings, this also helps them to

discover certain abilities in them not harnessed.

2.7.3 OFF THE JOB TRAINING

There is no one best way of doing a job and that is why it is imperative that the trainees broadens

their horizon by seeking for more experience or ideas outside the workplace.

This method of training is in this ways.

1. Self training or programmed instruction

2. Other training such as classroom lectures.

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CLASSROOM OR LECTURE METHOD:

This method is the most traditional form of training; it involves the transmission of knowledge,

ideas from the instructor to the trainees at one time, making this method relatively cheap.

VESTIBULE TRAINING

This method tries to simulate the actual work environment so that the trainee are equipped with

preliminary learning experience prior to actual work practice thereby minimizing the trainees

risk in the workplace as fresher.

PROGRAMMED INSTITUTIONAL METHOD.

This applies the use of modern technology in the learning process. It is a self – training method

based on the use institutional technology materials e.g Audio-visual.

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EXTENSION OR CORRESPONDENCES COURSES

Correspondence programme either in the classroom or on-line are now organized by various

institutions for interested persons to upgrade themselves e.g National Open University of Nigeria

(NOUN).

2.7.4 SIMULATION METHODS.

These methods are commonly used in improving organizations, executives talents, they include;

case studies, business games, role playing, critical incidents and in-basket methods.

CASE STUDY : Cases are prepared basically to demonstrate the reality in the business world by

describing actual business situation. Sometimes, typical business situations can be simulated and

presented in a case form, usually; the cases would contain background information about the

company, its product, finances as well as organizational structure.

BUSINESS GAMES: Under this situation, participants are trained in handling situations or

events that involves competition between equally strong opposing groups. This method is

primarily used to develop the trainee with the ability to plan strategically and get the best out of

every business and competitive situation e.g “The Intern” T.V reality business game show

sponsored by Bank PHB.

17
ROLE PLAYING: In this method, the trainees are made to assure the attitude and behaviour of,

and acting the role of other individual in a given situation e.g A supervisor and a subordinate

switching positions.

IN BASKET METHOD: This method tries to simulate possible situation or critical issues that

are actually stacked up in the “In basket” tray of the executive, awaiting attention within a

specified time limit. Atypical in-basket tray contains, names, letters on issue relating to the

complaints, finance, marketing research information, petition from staff, complaints, ensured

queries and on this method enables the trainee to know how best to attend to these issues within

the stipulated time.

2.8 ORGANISATION OF TRAINING

2.8.1 TRAINING AND DEVELOPMENT

The training and development section performs service functional plans and facilitates

systematic, organized development opportunities and plays a motivating and policy determining

role for the organization as a whole in areas of training and development. The head of this unit

addressed as training manager; training employee development manager is responsible for

initiating the idea of training within the organization and this develop on atmosphere conducive

for sound human resource development.

More specifically, the training director and his staff must perform a number of function covering

the planning and implementation of training programmes.

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These includes.

i. Determining the training needs

ii. Development of overall plans objectives and assignments of responsibilities.

iii. Collection and preparation of curricula and training methods

iv. Direct instruction in terms of certain courses such as orientation and supervisory

v. Selection of qualified instructors and training of operating personnel.

EVALUATION OF TRAINING AND DVELOPMENT PROGRAMMES

Evaluation of training and development programme is usually conceived as a stock taking

exercise designed to determine the extent of learning that has taken place and the extend to

which the programmes goals and objectives have been attained i.e in terms of improvement in

tangible individual and organizational outcome. To ensure proper evaluation, appropriate

evaluation procedures and criteria must be put in place for the planning stage. This involves

evaluating the training programme based on

Criterion measurement

Experimental design. Kirkputrick (1959) has listed such evaluation criteria measurement to be

a. Reaction

b. Learning

c. Job behaviour

d. Results.

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REACTION: Training evaluation can be carried out by assessing participant reactions towards

the extend of coverage of essential materials, depth of the course content, method of presention

and effectiveness of the teaching methods. The flaw here is that it sometimes become

unnecessarily subjective and overtly biased in the sense that trainees may tend to be nice by

giving favourable report to avoid the wrath of the boss.

LEARNING: Learning is said to take place when there is a change in behaviour, this criterion

seek to know the extend and how much learning has taken place i.e extend of change in

behaviour as a result of the new knowledge acquired.

JOB BEHAVIOUR: Similar to learning criterion, job behaviour measures the depth of the new

knowledge that has been acquired as a result of performance in the work place; it determines the

degree of improvement in attitude and productivity.

RESULT: On the onset, specific goal and objectives were set for the training and development

programmes. This could include profitability, improve moral, reduced absenteeism and turnover,

better product, quality and so on. At the end of the training and development programme, it is

pertinent to assess the extent at which those objectives have been achieved. The basis question

therefore is; Has the programme paid off for the organization? Has achieved positive result in

terms of training and development and objectives.

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2.9 FUTURE OF TRAINING AND DEVELOPMENT

According to Folayan (1998), it has been documented in the literative by human resources expert

that skills and knowledge generated through formal schooling and on-the-jib training may wear

off without the stimulation extension and enrichment.

Provided by continue training activities, retraining, in service training and so on, thus with the

continuous acceleration of technological change such as development in computers, automation

information systems, many jobs will be revolutionized several times over.

These will create several challenges that will confront employee development in no distant time

from now. In the face of the world changing technological system, Nigerian enterprises will

have no choice but devote more resources to training and development if they are not to become

“ weak citizens” of the global village. Also with deregulation competition, the future belongs

more to organizations which are innovative, enterprising and forward looking and they will have

to get more involved in research and development activities which can only be promoted

primarily through training and development.

According to the national manpower board (1980), employee training and development in

Nigeria received a boost through:

iv. Establishment of Administrative and staff college of Nig (ASCON) through decree no 39

of 1975.

v. Establishment of Industrial Training Fund (ITF) through decree no 47 as amended by

decree 32 and the national budget of 1975

vi. Government Legislation and formation of the Centres for Management Development

(CMD) decree no 51 of 1976.

21
Training and development activities equally differs from one organization to another, it relates to

skill areas and do occur at the organizational level, others focus on technical skills, supervisory

skills and relatively specific areas of management activity like communication, financial,

accounting, material and management play techniques development programmes are more

directed at the whole person and consequently and most appropriately for individuals moving

towards assuring more responsibility in a wide range of work.

Updating and re-training of employee must keep pace with development in global market

expansion. It is often said that a lot of changes have taken place in knowledge, ideology,

concept, management technology and in management so much that no one day passes without a

noticeable change under the sun, the implication of these changes is training and re-training in

order to catch up. The upgrading of skill becomes necessary when there is a proportionate

variation of actual performance standard from expected performance standard, the difference is

addressed with a training programme, but the rate this variation is compensated for largely

depends on the facilities used for the training of personnel.

According to Maslow’s hierarchy of need, the satisfaction of one need gives rise another and if

not satisfied, result in chaos. At the bottom of his list “self esteem or actualization need”, which

every employee possess, an organization can only assist its workforce to achieve this through the

right training and development program.

With the introduction of Structural Adjustment Programme (SAP) in Nigeria between 1985 –

1992, the rate of staff training has increased because the salient features of that programmes was

backward integration. Some of the workers who benefited from such training are today self-

22
employed because of the massive incident of organizational rationalization, close down,

retrenchment. Training programme for employee is a continuous process which if well

coordinated will result in effective jobs performance and increase productivity. Although the

major objective of training is to increase productivity and quality, its auxiliary functions includes

ensuring greater versatility and adaptability to new methods, lesser needs for close supervision,

preparing an individual for higher jobs, maintaining and raising the standard of performance as

well as increasing morale and confidence in performance of duty.

The extent to which training and development has enriched performance has always remain an

issue of controversy among management scientist due to influences like customs, culture,

religion, political infusion, other constrain factors includes distortion experienced in

performance appraisal e.g. some organizations falsity their annual profit (a performance

indicator) so as to satisfy interest groups. It is against this background that this study is aimed at

evolving the importance of worker training and development on productivity with reference to

NPA;

2.10 HISTORICAL DEVELOPMENT OF NIGERIA PORT AUTHORITY

According to NPA report (2000), the development of sea port in Nigeria started in the mid 19 th

century. It was initially limited to its opening at the Lagos lagoon, and later resulted in the

opening of ports at Apapa and Port-Harcourt which eventually led to the establishment of the

Nigeria Port Authority in 1954 to maintain the ports as well as hardly of cargo. It commenced

full operation on 1st April 1955 and on the 15th June 1992 it was commercialized and was called

Nigeria Port Plc. In October 1996 due to the Federal government interest in her activities, it

regain the ownership and reverted back to its former name; Nigeria Port Authority.

23
The provision of port facilities and services in Nigeria is the responsibility of the Nigeria Port

Authority. The federal government was not satisfied with the performance of the organization

and in 2005 through the bureau of Public Enterprise (PE) concession the main operation area of

NPA while (NPA) provided the technical and pilotage services to the port users acting as a

landlord and the concessionaires the tenant.

In the light of this new order, it led to forgo the responsibility of law cargo, providing structures

and machineries, providing stevedoring service. Its major functions included:

i. Maintaining, improving and regulating the labours approaches thereto in all the Ports of

Nigeria presently open to the ocean going vessel.

ii. Providing a safe and comfortable business environment for concessionaires

The main corporate objective of the organization includes the following;

i. Identification and satisfaction of the demand for port facilities and services at minimum

cost to the nation

ii. To make the provision and operation of port facilities in Nigeria, that is dominant

business.

iii. To conduct all the operations efficiently, effectively, competitively and profitability and

this generate significant amount to the national economy.

iv. To corporate with neighboring ports in the provision of common services.

v. To optimize the generation of sufficient offshore revenue.

vi. To maintain a credit worthy posture and attractive to investors.

24
vii. To maintain an update management information system in all aspect of the authority’s

activities.

viii. To pay attractive wages and maintain a sound workforce.

2.11. TRAINING AND DEVELOPMENT ACTIVITIES IN NPA

The seaport industry is a dynamic system with complex operational arrangements, which are

over affected by technology, economical and political changes. This way to foreign trade with

the attendant influence of international maritime regulations and practices makes it expedient to

expose the staff to regular training and development schemes to ensure the proper orientation,

maintain comparative understanding of the system, keep abreast of developments and enhance

productivity.

2.11 POLICY STATEMENT

The Prime objective of the authority’s effort is to meet immediate medium and larger needs of

the organization. This implies that the authority’s training plans and projection should focus

attention on factors that would lead to improved revenue generation and sustained availability

of highly skilled manpower. This should be adopted as the main guiding principle for all training

activities in the authority.

The training department shall explore areas of the authority’s training scheme, which can be

extended to Port users and other Port related organizations with a view of ensuring smooth

operations as well as generating revenue to offset cost of running such programme.

25
 AIMS OF THE PROGRAMME

i. Good understanding of the authority’s corporate goals and objectives among the workforce.

ii. Increased efficiency and effectiveness

iii. Motivated work force with sustained confidence and job satisfaction.

iv. Basis for determining appropriate reward’s on merit’s

v. Maintaining organization continuity through a succession plan based on the development of

subordinates

vi. Attainment of employee’s sense of ownership of the organization and commitment to its

success

vii. Availability and introduction of new ideas through research development

viii. Development of a civilized and disciplined workforce

Programmes organized include;

a. Career Development Programme

b. Overseas Courses

c. Marine Training

d. Management Succession Programme

e. Local Courses

The Nigeria Port Authority equalled have a Technical Training Centre solely designed for

training and development its technical engineering manpower resources.

REF

26
 CHAPTER THREE

RESEARCH METHODOLOGY

INTRODUCTION

In this chapter, attention will be focused on the collection and treatment of necessary data for

conducting the study. Information will be gathered from primary and secondary sources of data

using valid and reliable data collection instrument based on our research questions.

3.1 RESEARCH DESIGN

An explanatory research design will be adopted for this study and the aim is to show the existing

relationship between the variables. This will ensure an effective gathering and analysis of data

3.2 POPULATION STUDY

The target population is the Nigeria Port Authority employees. The total population of the

employees is about 600 in the entire complex and the research shall be limited to certain number

among this lot.

3.3 SAMPLE SIZE

This is a subset of a population selected to meet specific objectives. An important guiding

principle in selecting a sample is that it must as far as possible have the essential characteristics

of the target population. For the purpose of this research and easy collection, stratified sample

technique, where the population is divided into distinct strata is used, the sample size was 40

27
persons comparising of male and female, junior and senior members of staff representing 5.5%

of the total workforce

3.4 DATA COLLECTION INSTRUMENT

For the collection of primary data questionnaire was administered five (5) scale like questions

was used in the questionnaire having a range from Strongly Agree – Strongly Disagree and three

sections based on the independent variables; Training and development and dependent variables;

labour productivity.

3.5 DATA ANALYSIS

For ease of comprehension, the data collected was analyzed manually with the use of

percentages, and frequency table. The responses gotten from the questionnaire, which was

designed according to the research questions, formed the basis for data analysis.

28
 CHAPTER 4

PRESENTATION AND ANALYSIS OF DATA

In this chapter, the responses are classified accordingly to sex, marital status, educational level,

job experience, age of respondent. Attempt is also made on the analysis of data gathering

through the use of research instruments relevant to the research study

The responses provided through the research questions and other relevant data is also analysed

with the use of tables and other statistical techniques.

DEMOGRAPHIC DATA ANALYSIS

As indicated in the previous chapter, a total of 40 questionnaires were distributed and all of them

were received, this number represents 5.7% of the total workforce of the organization. 8 of the

respondents were females representing 20% of the sample size while the remaining 32 of the

respondent were males representing 80% of the whole lot.

29
TABLE 1

DISTRIBUTION BY SEX

SEX NUMBER OF RESPODENT TOTAL PERCENTAGE

%
JUNIOR SENIOR
STAFF STAFF
MALE 20 12 32 80
FEMALE 5 3 08 20
TOTAL 25 15 40 100

From the above table, it is evident that there are more male employees than there are females, an

indication that the male are more in the total workforce.

TABLE 2

DISTRIBUTION BY AGE

AGES NUMBER OF RESPODENT TOTAL PERCENTAGE

JUNIOR SENIOR %
STAFF STAFF
20-25 NIL - - 0
26-30 1 - 1 2.5
31-35 4 2 6 15
36-40 10 5 15 37.5
41-45 8 6 14 35
46 & Above 2 2 4 10
TOTAL 25 15 40 100

The result from the table above shows that the active labour force is within the age bracket of

31yrs – 45yrs representing about 87.5% of the a sample size, an indicator of a productive labour

force.

30
TABLE 3

DISTRIBUTION BY JOB EXPERIENCE

JOB NUMBER OF RESPODENT TOTAL PERCENTAGE

EXPERIENCE %
JUNIOR SENIOR
STAFF STAFF
0 - 5Yrs - - - -
6- 10Yrs 3 2 5 12.5
11- 15Yrs 6 4 10 25
16 - 20Yrs 9 4 13 32.5
21- 25Yrs 4 3 07 17.5
26- 30Yrs 3 2 5 12.5
31Yrs & Above - - - -
TOTAL 25 15 40 100%

The above distribution shows that there are no workers or staff that is 5yrs and below in the

organization, an indication that recruitment is not a regular exercise. Those that have served

between 16yrs- 20yrs are more, representing 32.5% of the workforce and as we move down the

table we find out that the workforce reduces, from 32.5% to those between 16yrs – 20yrs to

17.5% for 21yrs – 25yrs and 12.5% for 26yrs – 30yrs; this labour turn over could be as a result

of retirement and other factors such as health conditions, death etc.

31
TABLE 4

DISTRIBUTION EDUCATIONAL LEVEL

EDUCATIONAL NUMBER OF RESPODENT TOTAL PERCENTAGE

LEVELS %
JUNIOR SENIOR
STAFF STAFF
PRY SCH & BELOW 10 1 11 27.5
O LEVEL 5 1 06 15
OND;NCE 6 2 08 20
B.SC/HND 4 8 12 30
MSC, MBA & OTHERS - 3 03 7.5
TOTAL 25 15 40 100

The statistics above reveals that the workforce comprises of educated personnel or that the

benefit of academic development is appreciated as of 50% of the workforce are read above the

Senior School Certificate level. It is not out of place that we have persons who never read above

O’ Levels in the Senior Staff, this set of persons are those who have put in many years in the

service and benefit from mass or general promotion, they do not get beyond certain level in the

organization.

32
TABLE 5

DISTRIBUTION BY MARITAL STATUS

MARITAL NUMBER OF RESPONDENT TOTAL PERCENTAGE

STATUS JUNIOR STAFF SENIOR STAFF %
MARRIED 22 14 36 90
SINGLE 3 1 04 10
TOTAL 25 15 40 100

The result above reveals that majority of the workforce are married; 36 persons representing

90% are married and only 04 persons representing 10% are not married.

ANALYSIS OF DATA

For ease of gathering and analyzing of data for this research study, the research questions were

included in the questionnaire, responses were provided by the respondent and the analysis is

based on the responses.

The questions are divided into two (2) broad sections and each summed up with a title

applicable. Simple percentage and correlation techniques will be used in conjunction with tables.

33
Expected responses will be graded by using a 5 likert scale ranging from Strongly Agree (SA) to

Strongly Disagree (SD)

The analysis is carried out on the two parts of the questions; the totality of the first part shall be

the numbers of questions (12) multiplied by the number respondent (4) giving us total of 480

responses while the second part comprising of 8 questions shall give 320 responses in the

analysis proper, the Strong Agree response shall be tested against others.

Q1. Does Training improve or have positive impact on productivity

DISTRIBUTION EDUCATIONAL LEVEL

FORM OF NUMBER OF RESPONDENT TOTAL

RESPONSE JUNIOR STAFF SENIOR STAFF

SA 230 100 330

A 70 76 146

U - 04 04

TOTAL 300 180 480

Expected Value (EV) = rt x ct

gt

Where: rt = total row value

Ct = total column value

gt = Grand total

34
The expected value of the Strongly Agree response will be tested against the other responses.

The is done to show the relationship between the independent and dependent variables in the

research questions

SA

330 x 300

480 = 206.25

330 x 180 = 123.75

480

Others

146 x300 = 91.25

480

146 x 180 = 54.75

480

4 x 300 = 2.5

480

4 x 180 = 1.5

480

35
The results above are the value expected and the values in table 6 are those observed using chi-

square test between the observed expect:

At 95% confidence interval, we have X2 ∑ (0i – Ei)

Ei

Where: Oi = Values Observed

Ei = Values Expected

(230 – 206.25)2 = 2.73

206.25

(100 – 123.75) 2 = 4.56

123.75

(70 - 91.25) 2 = 4.95

91.25

(76 - 54.75) 2 = 8.25

54.75

( 0 - 2.5) 2 = 2.5

2.5

36
 ( 4 - 1.5) 2 = 4.2

1.5

X 2 = 2.73 + 4.56+4.95+8.25+0.9+4-2

EV = 27.11

Resultant Hypothesis

Ho: The two variables are independent of each other

Hi: The two variables are not independent of each other

Decision Rule:

We reject the null hypothesis of independent at X = 0.05, if the computed value of the test

statistics, X2, exceeds the tabulated value of X2 0.95 for (r-1) ( c-1) degrees of freedom.

Before we take our decision e must compute (r-1) (c-1) degrees of freedom where

r= number of rows

c= number of columns, then

(r-1) (c-1) = (3-1) (2-1)

=(2)(1)

= 2 degree of freedom

Decision

37
Since 25.51 is greater than X2 0.95=5.991, we reject the null hypothesis at the 0.05 level of

significance and accept the alternative hypothesis

TABLE 7

Q2: Can Training motivate employees to work hard?

FORM OF JUNIOR SENIOR TOTAL

RESPONSE STAFF STAFF

SA 120 75 175

A 30 25 55

D 30 20 50

SD 20 - 20

TOTAL 200 120 320

EV= rt x ct

gt

195 x 200 = 21.88 50 x 200 = 31.25

320 320

195 x 120 = 73.13 50 x 120 = 18.75

320 320

38
 55 x 150 = 34.38 20 x 200 = 12.5

320 320

55 x 120 = 20.63 20 x 120 = 7.5

320 320

From

X2 ∑ (0i – Ei)2

Ei

(120 – 121.88)2 = 0.0154 (0 -7.5)2 = 7.5

12.88 7.5

(75 -73.13)2 = 0.048

73.13

(30 – 34.38)2 = 0.56 ∑ = 7.5+3+0.08+0.05+0.93+0.56+0.48

34.38 +0.0154 = 12.18

(25 – 20.63)2 = 0.93

20.63

(30 – 31.25) 2 = 0.05

31.25

(20 – 18.75) 2 = 0.08

18.75

39
 (20 – 12.5) 2 =3

18.75

RESULTANT HYPOTHESIS

HO: Training and development have no impact on labour productivity

HI: Training and development have impact in labour productivity

( r-1) (c-1) = (4 -1) ( 2-1) = (3) (1) = 3 degree of freedom

DECISION:

Since 12.18 (calculated) is greater than X2 0.95 =7.81, tabulated, we reject the null hypothesis at

the 0.05 level of signicance and accept the alternative hypothesis.

From this brief investigation we can say that training and development is very necessary for

smooth operation of any organization willing to improve productivity.

40
 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

The challenge or problem which this research work is concerned with is determing the

relationship that exists between training and development and labour productivity. The methods

and procedures utilized in this study were designed to accomplish the purpose of the study.

During the study, it was found out that:-

• There are more male than female in the organization

• The active labour force lies between ages 31yrs – 45yrs

• Manpower recruitment is occasional ad there are no employee lee than 5 yrs in the

service

• The workforce value educational development

• Majority of the workforce are married

• The level of education of members of staff is appreciable

• Training program come periodically

• The training exercise boost morale

• The nature of the organization has encouraged personal development.

41
Data analysis were both descriptive and inferential. The use of percentage of frequency was

employed to determine the impact of training and development on labour productivity. Chi-

square test for indepence and homogeneity was used to determine relationship at 0.05% level of

significance; standard distribution was used to ascertain relationship.

CONCLUSION

From the analysis of the data, the following tentative conclusion can be made:-

• A strong relationship exist between training and development and labour productivity.

• With a good training programme development level can ho higher

• Programmes are well organized and should be improved upon

• The organization employs more of male staff to female staff

• There is a drive within the organization to personal development

• Periodic recruitment of staff puts the few in service on their toes to work harder, hence

better productivity

42
RECOMMENDATION

Based on the finding and conclusion of this study, the following suggestions are made:-

• Nigerian Ports Authority should pay more attention to her human resource

development.

• The Organization should invest in her human capital because money spent in training

of personnel is money well invested

• Growth and advancement opportunities should be created for employee it is morale

booster

• More female staff should be employed into the organization.

• Openings should be created more often in the organization for fresh hands as it comes

with fresh ideas.

43
REFERENCES

Barron T. (1997, January) Is there an ROI in ROI? Technical & Training,

8,21 – 26

Kirkpatrick, D.L. (1998) Evaluating training programmes: The four levels,

San Francisco: Berret – Koehler

Mel Silberman (2001) 101 ways to make Training active

Susan A. Wheelan Facilitating Training Group: A Guide to Leadership

Larry R. Smalley One – the Job Orientation and Training, A Practical guide

to enhanced performance.

Donald.L. Kirkpatrick. Evaluating Training Programms: The four levels

Donelson .R. Forsyth Group Dynamics; Discussion various aspect of group

from development, performance, conflict and change

Edger.H. Schein Organizational culture and Leadership

44
 Banjoko S.A (1990) Human Resources Management Employee Training and

Executive Development Lagos; Saban. Pp. 72-76

Folayan Ojo (1998) Personal Management Theories and Issues: Training and

Development. Lagos. Panaf Publicity, Inc.. Pp 225,228,

231 – 236

Dale S.Beach (1980), Personel, New York Macmillian Book Co, pg 372

National manpower Board (1980), study of Nig manpower requirement 1977 manpower studies,

no 2 Lagos pg 45

N.P.A Annual report 2000 pg 145

Rev Okwashi Alex Favor (1999), Evolution A new marine culture and relationship for eco Dev.

In NPA Pgs 4.

45