IMPACT OF MANAGEMENT TRAINING ON EMPLOYEES

PRODUCTIVITY
A STUDY OF ROCKSON ENGINEERING COMPANY, PORT
HARCOURT
CHAPTER ONE
1.1

Background Information
Rockson Engineering Company Limited is a leading indigenous company
established in 1999 to provide a broad spectrum of services and expertise to the
energy, oil and gas (onshore and offshore) sector. Its mission is to provide
services and expertise that will enhance our customers plant and facilities at
optimum cost-of-ownership, whilst striving to retain an environmental
equilibrium. She is ideally placed to undertake projects throughout West
Africa. This broad capacity enables us to offer our customers the full range
from Design, Engineering, Procurement, Installation, Construction and
Commissioning of Maintenance Management.
Her branch office is at Abuja and lagos, while the Headquarters is situated at
257 Trans Amadi Industrial Layout, Port Harcourt Rivers State, Nigria. In
addition, Rockson International Ltd. with Hansworth Ltd. (located in London)
1

and E. J. imperial Services Intl. Inc. (located in USA) provide coordination of

services for procurement of materials, equipment and technical manpower
services plus liaison with overseas sub-contractors, design houses and other
affiliates. Her highly qualified engineers and management have successfully
completed and are presently engaged in ongoing projects within the energy and
oil & gas sector, particularly in the power generation. Some of the notable
projects executed are both Simple Cycle and Combined Cycle are: Eleme
power Station, Trans Amadi power Station, Omoku power Station, Alaoji
Power Station, Gbarian Ubie Power Station, Egbema Power Station, and IPP
Project.
It is on this divest nature of Rockson job and her multiple sub unit, in
consideration her levels of management and supervisory positions that the
researcher deem it necessary to carry out her study upon. The organization has
in time past showed a very high level of managerial prowess as a result of her
inclusive responsibility to managers, supervisor at all category to form the
management unit of the organization in ensuring that the corporate objective of
the organization is adequately communicated for actualization of her goals.

1.2

Statement of Problems

For the purpose of this study, the following problems stated below were identified in
the organization of study.
1)

Management inability to identify training needs in the organization.

2)

Inadequate budgetary provision to sustain regular training programmes.

1.3

Purpose Of Study

The objectives of this study are stated below in order to have a good understanding of
what this study tend to achieve
1. To analyse the organizations training strategies and to determine effective
means of identifying training needs.
2. To evaluate the organizations training budgetary and to determine effective
means for adequate implementation.
1.4

Research Questions

The following research questions have been proffered for the study.
1. To what extent has management training impacted on work performance in the
organization?
2. At what measure can training programme be determined adequate for
management in the organization?
3

1.5

Research Hypotheses

The research hypotheses for this study are stated in the null form:
Ho1: There is no significant relationship between management training and
employees performance.
Ho2: There is no significant association between management training and employees
performance.
1.8

Research Assumption
This is a suggestion for consideration that may be through or false, giving
direction and clarification to the objective of this study.
1. Management should see themselves as employees of the organization, which
require adequate and regular training in order for them to be effective.
2. Management should structure their training budget to capture immediate
training needs necessary to motivate and influence work performance.

1.9

Operational Definition Of Terms

Training: This is an organizational effort aimed at helping an employee to acquire

basic skills required for the efficient execution of the functions for which he was
hired.
4

Development: This deals with the activities undertaken to expose an employee to

perform additional duties and to assume positions of importance on the organizational
hierarchy.
Management: Management as used in this study includes all levels of persons
saddled with the responsibility of coordinating and supervision of work and persons in
the organization
Work Performance: This is the degree at which workers carryout their duties to
achieve organizational objectives.

CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1

INTRODUCTION

A research of this nature will be incomplete without an insight into the existing
literature on the subject matter. Such reviews has to be made to enable the researcher
achieve a better understanding of the concepts, theories and problems therein. The
importance of such understanding cannot be over emphasized. It will be difficult to
carry out the study if the fundamentals of the issue in question are not well
understood. This review is expected to provide a theoretical framework for the study;
the review has been arranged and compiled under the following sub heading:
1)

The concept of training

2)

Types of training

3)

The needs for training

4)

Principles of Training

5)

Steps in Training

6)

Benefits of training

7)

Training Budget
6

8)

Importance of training

9)

Training needs of Everyday Supermarket

10)

Implication of employees training on work performance.

11)

Evaluation of training programme

2.2

THE CONCEPT OF TRAINING

Training is any act designed to increase the skill and effectiveness of employees
Akindele, (2007). It is also defined as the systematic development of the
knowledge, skill and attitude required by an individual to perform adequately on a
given job. Nwachukwu, (2003), training is an organizational effort aimed at
helping an employee to acquire basic skills required for the efficient execution of
the functions for which he was hired. Obi, (2005), defined training as a short term
educational process utilizing a systematic and organized procedures by which a
non-managerial personnel gains technical knowledge and skills for a particular
purpose, according to him, training is for a specific skills. In a layman
understanding, training could be said to be an act of teaching a person to perform a
particular job, skill well.
Oxford Advance Learners dictionary; training is the process of preparing
somebody or being prepared for job. Peretomode (2001), training is a planned
7

organizational efforts or activities concerned with helping and employee acquire

specific skills, knowledge, concepts, attitude and behaviour to enable him/her
perform more efficiently and effectively on his present job. It is therefore, related
to improving upon the present job experience. It is concerned with technical or
manual skills to non-managerial staff. Thom-Otuya (2006), Training is a certain
planned and handled efforts of management, through competent instructions, to
impart knowledge and develop or improve certain phase of an individuals skill,
attitudes, discipline, behaviour or knowledge to make him either more effective on
his present job or better qualified for another job. Ubeku (2005), training is a shortterm process utilizing a systematic and organized procedure by which nonmanagerial personnel learn technical knowledge, skilled for a definite period.
Thus, training is technically oriented. It is designed to improve the technical and
mechanical skill of personnel. Training therefore is usually designed for both nonmanagerial and managerial staff.
2.2.1 TYPES OF TRAINING
Training programmes must be tailored towards the needs of the organization and must
contribute to the satisfaction of the trainees personal goals. Chuden, (2008) identified
two types of employees training. These are on-the-job training and off-the-job

training, but the researcher re-stated that there are three (3) types of training namely:
Induction training, on-the-job training and off-the-job training.
INDUCTION TRAINING
Induction training is a training that an employee receives when they first join an
organization or begin a new role. This type of training is designed to provide,
introduces and get new employees acquainted to the environment and material that
will be required of them to work with.
ON-THE-JOB-TRAINING
On-the-job training is the most common form of training used by most organizations.
On-the-job training is the training provided during the regular performance of duties
the trainee learn and the same time contributes to the aims of the enterprise. This type
of training is conducted either by the employees immediate supervisor at the work site
or by an expert from another department. One of the advantages of on-the-job training
is that it minimizes the problem of transfer of learning and it does not disrupt normal
company operation. Beach (2004), identified some method of on-the-job training,
they are as follows:
1)

Apprenticeship- This method of training is employed when extensive practice

or technical knowledge is required to perform a job. This is found mainly with those
9

training to become artisans such as carpenters, bricklayers, painters, electricians etc in

Nigeria, many of them are classified as unskilled in that there is no adequate academic
certificate to back them up in higher dimension.
2)

Job Rotation- This is a method in which the trainees are allowed to undergo

some training under different department in the organization. By this, they will be
acquainted with almost the types of job done in the organization within the period of
training.
3)

Staff Meeting- The organization can allow staff meetings of both junior and

senior workers in this crosswise gathering of staff, concepts, ideas and knowledge
and imparted.
ADVANTAGES OF ON-THE-JOB TRAINING
There are many advantage of on-the-job training, they include:
1)

In on-the-job training, there is training in a real life situation that is

individual is practicing with the instrument he will be working with everyday.

These familiarize him with the rules, procedures, tools and people he is going to
work with.
2)

There is saving in terms of cost

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3)

Acceptance of the individual is enhancing since he would be pre-exposed to

those he would be working with.

4)

Acquired skill to the work will not be carried out.

5)

On-the-job training is more economical because it requires a small group of

people.
6)

On-the-job training creates good working relationship because employees

get to know each other better and the working environment.

7)

Pay: One of the main advantages of on-the-job training for workers is that

they are able t learn essential job skills while earning a wage. Many employers pay
their workers normal wages while they are in training, the completion of training
may also grant workers pay raises or better work opportunities.
8)

Productivity: On-the-job training can be an advantage in that it can increase

the productivity of workers. Well trained employees will be better at performing

their jobs no matter what type of job they hold.
9)

On-the-job training is often cost-effective because no outside teachers or

programs are needed and the training is typically conducted as part of the actual
work shifts. There is no need for the new worker to travel for the training, which
could require paying for transportation.
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DISADVANTAGES OF ON-THE-JOB TRAINING

1)

On-the-job training is time consuming because one experienced employee,

or supervisor has to take out of his or her regular job to conduct the training.
2)

It can also be difficult to find the right person to conduct on-the-job training,

the person doing the training must have the knowledge and skills with the same
equipment the learner will be using, or he or she may not be able to teach
effectively. If the trainer is too experienced, he or she may forget to explain
important steps or use technical words that the trainee doesnt understand.
3)

Low Productivity: Since the trainees are taken at the actual work station for

training, hence, they are in the process of learning skills. As a result, the
organizational productivity will be lower.
4)

Errors on Production: Since the trainees are not involved with production

activities, there will be the possibility of errors on production activities.

5)

Costly: On-the-job training is costly in the sense that the workers are

disturbed by training activities, the goods produced by the trainees will have less
quality and there will be chances of damage of goods. These all result in high cost
of production.

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6)

Possibility of Accident: In on-the-job training, the learners are directly

involved in production and they do not have adequate knowledge and skill of
working with the given equipment and materials. Hence, the possibility of
accidents exists in the work stations.
OFF-THE-JOB TRAINING
Off-the-job training is training provided away from the employees usual work
environment and the employee will stop their usual duties/work during the training.
Enwumelu, (2006) identified the various methods on off-the-job training as follows:
1)

Vestibule Training: This is a training device that is organized to give rapid

training to employees who are about to be assigned to special machines and

operations. One of the advantages is that costly mistakes are avoided and the problem
of transfer of training is enhanced as the trainee practice with identical equipment and
tools.
Vestibule training is the same as classroom training where the instruction can design,
write and draw on the blackboard and also do some lecturing.
2)

Role Playing: Is a technique of training where the trainee plays the part of a

certain character or acts in an event. Here, the trainee is taught to do a job or make

13

decision the way he thinks his boss could have made it. Role playing is very exciting
in the same that, it challenges the imagination of the employee.
ADVANTAGES OF OFF-THE-JOB TRAINING
Advantages of off-the-job training includes
1)

High Productivity- The trained employees are placed in the actual work

situation; hence, high productivity is maintained.

2)

No Production Errors- In off-the-job training, the employees are trained

outside the work environment. Therefore, they are not involved in production
process as in on-the-job training. As a result, error in production can be minimized.
3)

Economy- Off-the-job training will be economical in the sense that a large

group of trainees are trained simultaneously at a time.

4)

Free on Production- In off-the-job training, trainees are not involved in

production process. Since they are not involved in the production process, the
production activities can be carried out without any interruption. Hence, it runs
freely, moreover, costly errors and injuries can be avoided.
5)

Large People: In off-the-job training, a large number of people can be

trained at a time.
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6)

Less Time of Training- Under off-the-job training, a large amount of

information can be recovered within a short span of time. During training phase, no
production will take place, hence training requires less time.
7)

Off-the-job training gets employees away from their work environment to a

place where their frustrations and bustle of work are limited. This more relaxed
environment can help employees to absorb more information as they feel less
under pressure to perform.
DISADVANTAGES OF OFF-THE-JOB TRAINING
1)

Outside the work Station: Off-the-job training program takes place outside

the work station, so that it may not yield the desired result to employees as they are
unknown with actual machines and equipments.
2)

Not Effective: Off-the-job training will not be effective as the employees

are trained in an artificial classroom; they are unfamiliar with actual work
environment. As a result of which, it requires longtime for them to learn.
3)

No Production: During training period, no production takes place because

employees are kept away from the actual work place the organization bears only
training cost without any physical output.

15

4)

Expensive: Off-the-job training is expensive in the sense that the

organization has to prepare extra place for training outside the actual work
environment.
5)

Lack of Feedback: The employees are trained away from the organizational

work environment; hence, it lacks feedback to employees.

2.2.2 THE NEEDS FOR TRAINING
Training is very crucial for organizational development and success. It is fruitful to
both employers and employees of an organization. Effective training or
development depends on knowing what is required for the individual, the
department and the organization as a whole, with limited budgets and the need for
cost-effective solutions, all organizations need to ensure that the resources invested
in training are targeted at areas where training is needed and a positive return on
the investment is guaranteed. Effective training need analysis is particularly vital in
todays changing workplace as new technologies and flexible working practices
are becoming widespread, leading to corresponding changes in the skills and
abilities needed. Analyzing what the training needs are is a vital prerequisite for
any effective training programme, throwing training at individuals may miss
priority needs, even cover areas that are not essential. Training needs analysis

16

enables organizations to channel resources into the areas where they will contribute
most to employee development, enhancing morale and organizational performance.
Before any training programmer is undertaken, the need for training has to be
identified.
These needs include:
1)

If any updating and amendments take place in technology, training is given

to cope up with those changes. For instance, purchasing new equipment, changes
in technique of production, computer impartment, the employees are trained in the
use of such new equipment and work methods.
2)

When promotion and career growth becomes important, training is given so

that employees are prepared to share the responsibilities of the higher level job.
3)

The existing employees are trained to refresh and enhance their knowledge.

4)

To remove performance deficiencies, sometimes employee may exhibit lack

of sufficient expert in the performance of his/her job, in such, training is designed

to redress such deficiencies.

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5)

Job Requirement: New candidates who join an organization are given

training in order to familiarize then with the organizational mission, vision, rules
and regulations and the working condition.
2.2.3 PRINCIPLES OF TRAINING
Understanding the need for training in an organisation gives rise to the principles to
be adopted for effective administration of training programmes. Thom-Otuya, (2006);
there are six (6) principles management needs to know and understand if the
management is to deal adequately with the training responsibilities.
These principles are listed as follows:
1)

People must be interested in learning before they will accept training.

2)

Training must be suited to the individual needs of those being trained.

3)

Training must be done either by a company management or under its direction.

4)

The rate of training should equal the rate at which an individual can learn.

5)

People can learn by being told or shown how to do work, but best of all doing

work under guidance.

6)

Training should be planned, scheduled, executed and evaluated systematically.

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2.2.4 STEPS IN TRAINING

There are basically seven (7) steps to be considered in training programme. They are
as follows:
1)

Be sure that the new employee understands what you have in mind.

2)

Show him (learner) carefully what you want to be done using patient going into

details and explaining the importance of each step.

3)

Have him watch someone perform the work and let him ask questions.

4)

Review the instructions.

5)

Then let him practice the work direct supervision.

6)

Review instructions again.

7)

Let him get more practice, gaining proficiency, constantly, until his output

approaches the standard set for the work.

2.2.5 IMPORTANCE OF TRAINING
Training is essentially a learning process. It refers to method used to give new
employees the skill they need to perform their jobs.

Employees today need

technological and computer skills. Hence, competition in the business world demands
better customer services and unfortunately, training seems to exist in Nigeria
19

organizations.

Many workers need training programmes to get them up to the

required level of performance and skills. Kayode, (2001) identified the importance of
training in an organization as follows:
-

increase productivity

ensure the survival and growth of the organization

reduce accidents, lateness and absenteeism

develop new skill and knowledge.

It was learned and observed that the end product of good training and development
programme are:
H

Habit

Attitude towards work

Skill

Knowledge

So, training would make you:

a)

Change your habit towards the work you are assigned to do.

b)

Change your attitude towards work by being committed to your work.

c)

You will acquire more skills in the performance of your duties on the office.
20

d)

You will gain more knowledge; it will increase your horizon of the knowledge

on the subject matter, thereby equipping yourself with what is happening on your
environment.
2.2.6 BENEFITS OF TRAINING
There are certain benefit of training, they include:
1)

As the business is continuously changing, organizations need to provide their

employees with training throughout their career. If they choose not to provide
continuous training, they will find it difficult to stay ahead of the competition.
2)

The other benefit of training is that it will keep your employees motivated, new

skills and knowledge can help to reduce boredom.

3)

Training can be cost effective, as it is cheaper to train existing employees

compared to recruiting new employee with the skill you need.

4)

Training can save the organization money if the training helps the employee to

be more efficient.

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2.2.7 SKILL TO BE DEVELOPED BY MANAGER DURING TRAINING

Management is part of the work force of an organisation and some basic skills need to
be developed and enhance in the course of carrying out their function in the
organization an all inclusive performance in the organization:
1. Management and Leadership Skill: To set priorities delegate, motivate,
and develop your people, coach to become top performance and
communicate objectives and goals.
2. Communication Skills: To get your points across, create a compelling
presentation to support your goals and get by-in for ideas, inspire others
to achieve better result and demonstrate emotional intelligence.
3. Collaboration Skills: So you can value and celebrate difference, build
rapport, form alliance and negotiate effectively.
4. Critical Thinking Skills: To approach problem solving logically,
research options, avoid bases and focus on meaningful data to draw the
right conclusion even under pressure
5. Financial Skills: To weigh the naira-and-dollars implications of your
decisions including the ability to build a sound budget and formulate
reasonable forecast.
22

6. Project Management Skills: To grasp the scope and objectives of

project, recognize the roles and responsibilities of others, used personnel
management tools to stay on track and become an effective member of a
cross-functional team
2.2.8 TRAINING BUDGET
One typical means of control in every organization is budget. Budget is a forecast,
plan or a list of an organizations incoming revenues and outgoing expenses for a
period of time. Or budget is a financial plan used to estimate revenues and
expenditure for a specific period of time. It is a management and planning tools,
not just an accounting document. It assists in the allocation of resources.
Budgets are usually developed for 12 months period. When developing a budget,
revenues are usually estimated, first to determine the level of resource that will be
available in the upcoming budget year. Therefore, training budget is a list of
expenses for Training Needs Analysis (TNA) exercise. It is usually prepared
annually to have an idea on how much will be required for the training during the
financial year and for the overall corporate budget. It can also be prepared
quarterly or as requested by management. Mark (2003), budgets are used in many
organizations for these purposes.

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1)

To track and control spending. The purpose is to ensure that available funds

are used according to plan, within present limits and not exceeding available funds.
2)

To support funding request. The purpose is to justify the use of funds and to

help plan future spending accurately.

HOW TO PREPARE A TRAINING BUDGET
Before you prepare a budget, you need to prepare a training plan. Training plan
helps to make a correct estimate of training expenses. Once you have developed a
training plan, you can follow these steps to develop a training budget.
1)

Identify training expenses. The training expenses may be inform of transport

and traveling expenses like vehicle hire, money for fuel etc. training material like
handouts, stationary items.
2)

Calculate budgeted expenses

3)

Identify sources of income

4)

Calculate budgeted income

5)

Calculate budgeted profit and loss.

Training budget is important because it is an investment in your organization;

training expenditure has been positively correlated with employee retention,
24

customer retention, sales and overall profitability. As a business owner, your

training budget needs to be established based on your specific business training
needs.
ELEMENT OF A GOOD TRAINING BUDGET
1)

Planning A Comprehensive Training Budget- The society for human

resources management recommends that a training budget include the cost of

training, staff salaries, appropriate learning facilities, training materials and the
cost outside consultants. Business may find it more effective to outsource certain
training need to benefit from advances in learning technologies to reduce training
costs. It is important that the training budget adequately covers the realistic costs
associated with the training methods your business employs.
2)

Budgeting for training needs- Assess the training needs of your business

before you begin planning your budget. Business may initially need to spend
money on discovering or researching and which skill deficit is hindering
productivity and performance. The true training needs may be over looked if care
is not taken to identify it. A good training budget is designed to address the real
issues by spending money on the actual needs of the business and its employees.

25

3)

Prioritizing Training Needs- In prioritize the training needs within your

organization, address those needs that are both important and urgent first. You can
determine your companys priorities by conducting a needs analysis, researching
those needs identified by stakeholders such as customers, employees, and
supervisors.
4)

Using E-Learning to maximize training budget- E-Learning can be a cost

effective option for businesses, including small business that need to reduce costs
and make training more accessible.
COMPONENTS OF A TRAINING BUDGET
There are certain components of training budget. They include:
1)

TRAINING ASSESSMENT NEEDS:

A training need assessment helps justify the companys need for making
expenditure. Taking time to identify the training the organizations employees need
will make you (manager) aware of the best use for a limited budget and put you in
a position to appropriate for a larger budget. Identify who needs the training, the
trainings importance to the organization and the method of delivery. Perform a
survey of the employees to determine what skills deficit exist.

26

2)

OBJECTIVES:

Consider initiatives and objectives planned for the coming year, which will help
clarify how to spend the available funds for training. Assess whether the
organization has people with the skills required to execute projects or if the staff
needs specific training to improve its skill sets. Ascertain the employees response
to new initiative to anticipate if motivation may become a challenge to overcome.
Analyze goals and objectives to help decide the specific areas of performance
where funds should be spent for training, and identify any challenges unrelated to
training.
3)

RETURN ON INVESTMENT:

A valuable component for any training budget is the result on investment for the
employer. When presenting the budget, discuss how the training will provide
employees with the critical skills the company needs to move in a tactical
direction.
Emphasize the behaviour changes that will contribute to the companys values.
IMPORTANCE OF A TRAINING BUDGET IN ORGANIZATION
Training budget is very important in any organization because it is an investment
in organization. Some they include:
27

1)

Monitor Expenses: Having a training budget lets you monitor all training

expenses throughout the year. As classes start and trainees begin taking the
courses, you can monitor these expenses to assure they remain in line with the
budget.
2)

Planning for Training and Developments: Having a training budget in

place, allows for enhanced planning, you can compare program costs to the
training departments budget and decide when to conduct the training course.
Knowing costs from the past allows for more accurate planning for training in the
future.
3)

Fewer Surprises: Without a budget, training costs are unknown in advance

and paid for as they occur. Having a budget, means you can expand training cost
throughout the year, reducing their immediate impact. Often, the design and
development of a training program can take more than six months. Paying for this
overtime reduces the impact of the final development cost as you spread them over
several months. A training budget greatly reduces the potential for bottom line
surprises.
FINANCING TRAINING WITH LESS BUDGETORY PROVISION

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As a small business owner, your employees are a crucial factor in your success and
you need to provide training in order to keep their skills up to date. You can
provide training without spending a lot of money through the following ways:
1. Assess their Needs: What do your employees need to learn both for their
currents job, and to move up in your company.
2. Join a Group: Trade organizations offers a variety of training option like
conferences, seminars etc. let them take advantages of these learning
opportunities.
3. Cross-Train: Have employees train each other in how to do their jobs. By
so doing, you will benefit by having backup when one employee is sick or
on vacation.
4. Brown-bag it: Host weekly brown-bag launches at your business where you
or other employee talk about a topic of interest. For instance, the person
who handles marketing at your business could explain how your company
uses social media and how employees can participate.
2.2.8 TRAINING APPROACH FOR MANAGEMENT
Training is very important to any organization. No wonder, Blyton (2008) says that
workers are vital machines or assets to any organization. This means that the
achievement of organizational goals depends on the quality of personnels within the
29

organization. It is worthy of note that money spent on the training of personnels is

money well invested.
Before any training programme is undertaken, the need for training has to be
identified.

The need for training arises as a result of new technology, new

employees, promotion, new products, variety of new customers, low productivity,

lack of job satisfaction, poor attitude to work, steady breakdown of machines and
equipment, excessive absenteeism rate, and increase competition among competing
firms. Therefore, the above training needs have improved through these training
types as shown below:
On-The-Job Training: This method allows the staff (management) to be trained
on a particular job while performing the job on order to be efficient. Its purpose is
to equip the workers with technical skills on the specific job without disrupting
normal operations of the organization.
Supervisory Training: This is training basically for supervisors in order to equip
supervisors with the ability to give job instructions, job methods to those under
their control as well as interpreting and implementing management policies.

30

Job Rotation:

It is a training method used by an organization to expose staff

(management) to different jobs. Here, the worker is moved from one department or
unit to another.
Seminar, Classroom Lectures, Conferences: This training is for management
staff. It is organized to equip potential management with the managerial ability,
contemporary approaches for excellent human relation and task execution, and
technical know-how. This is necessary so that they can occupy management
position at any date.
Executive Development Training:

This training is aimed at developing

management staff with the necessary skills so as to improve his personal abilities
and management techniques for the benefits of the organization.
2.2.9 IMPLICATION OF EMPLOYEES TRAINING ON WORK
PERFORMANCE
Training is very important and necessary activity in all organizations, whether
small or large. It plays an imperative role in determining the effectiveness and
efficiency with which an organization accomplishes results. Anosike (2003),
employees training brings about the following:

31

1)

Increased Productivity: There is an increased in both the quantity and

quality of output resulting from improved skills of the employees.

2)

Improved Performance on present job: Training applies not only to new

employees but also the experienced ones as well. Skills acquired through training
can help increase the employees level of performance on their present jobs.
3)

Reduced Accidents: A great deal of industrial accidents is blamed on the

poor handling of machines and tools by the employees. With adequate training on
both the skills and attitude of employees, the accident rate can be drastically
reduced.
4)

Attitude Formation: One of the objectives of organizations training

programme is the molding of employees attitude so as to win support for

organization activities by organizational member.
5)

Reduced Supervisor: Adequate training reduces the need for a close

supervision by the superior as the trained employee can often perform his job
assignments successfully on his own.
Executing a training programme with consideration and adoption of situational
approaches in conducting management training is key for excellent actualization of
the training objective. This seen to have increased the level of management
32

participation in the performance and productivity, management and work force

relation that will translating into growth and competitive advantage. The regular
training of management has also brought about increase in knowledge, skills and
the development of positive behaviour and attitude to work. The employees now
report for duty early and on regular basis. This is a truism because their morale has
been improved. Because they are happy on the job, the rate of turnover has
drastically reduced.
THE TRAINING CIRCLE
IDENTIFIYING TRAINING
NEED
EVALUATION

DEVELOP A
TRAINING PLAN

TRAINING

2.2.10

PREPARATION
OF TRAINING BUDGET

PREPARATION
FOR TRAINING
EVALUATION OF TRAINING

Evaluation is a means of finding out if our stated objectives have been achieve.
The purpose of evaluating a training programme is to determine its effectiveness.
33

A training programme is effective if it has achieved the purpose for which it was
designed. Training evaluation has to be in terms of:
i)

The needs which are identified and which were expected to be met by the

training and
ii)

The cost involved.

Through critical evaluation of training we can know:

1)

Whether the money spent on training is producing the result needed by the

company.
2)

What improvements can be made to reduce costs and improve efficiency and

3)

Whether the type of training given is necessary to improve organizational

effectiveness or whether the money, if spent on another activity will contribute

more effectively to the attainment of organization goals.
However, the process of evaluation of training is not a simple one, what the
evaluation is concerned with is to determine whether changes in skills, knowledge
and attitude have taken place as a result of the training. The process involves the
determination of how far the skills and knowledge acquired and the change in
attitudes have helped the individual employee to contribute more effectively
34

towards the attainment of the organizational objectives. The most objective way of
evaluating a training programme is to:
1)

Determine if in fact learning occurred by administering tests- oral or written.

2)

Determine if the company has benefited by it through reduction in costs,

better morale, increased productivity, reduced absenteeism rate or reduced rate of

staff turnover.
3)

Obtained the honest and unbiased assessment from the trainees.

2.2.11 Leadership Development Strategies/Tool

Before talking to you about leadership development, I d like to start with a
metaphor. Leadership is a lot like golf (I imagine Im not much of a golfer) in
that it takes some dedicated effort and motivation to become a true star. But like
golf, or any other skill, reaching that stardom is not out of reach. It just takes effort.
There are so many people that need to lead, but so few who consider taking the
steps to improve their skills at leading. Just by searching for a way to improve, you
are ahead of the game.
Strategies for Developing Leaders:

35

There are many strategies that an aspiring leader can use to develop their
fundamentals, their leadership awareness, and even some flashy new tricks:
Leadership Seminars:
Leadership is starting to find its way into college. Unfortunately, a lot of us missed
the chance to get that formal education. Luckily we have an alternative. Leadership
seminars are classes that are geared toward polishing your skills in a classroom like
setting. They can vary in quality and methodology (a lot like books on the topic),
but some of them can be very worthwhile. Look for one from an author or
organization you trust, or better yet, one that comes with a referral.
Leadership Conferences:
We do some of our best thinking in groups. Being able to bounce ideas off one
another usually makes the end result better than the sum of the parts. Leadership
conferences help people who actively pursue the field of leadership share their
views and hammer out best practices. If you are professionally invested in the
development of better leadership practices, possibly in training some of your own
staff, these sorts of conferences can benefit your growth immensely. Leadership
development conferences offer great opportunities if you can find the right people.

36

Look into organizations that fill the right need, and review the schedule of events
carefully.
Leadership Books:
Books are usually the first line of defense against leadership ignorance. But there
are almost as many books as there are leadership specialties, so its important to
identity which is the most helpful; a clinical study of leadership might be in order
if you are looking to create a training program for managers, but something a little
more personal could be for you if you just want some perspective for yourself.
Parables: Every since we were little we were taught important lessons through
stories. There is no reason leadership should be any different. By using stories that
illustrate their point in practical and noticeable terms, the reader can almost
experience the situation being described.
Inspiration: These books can put you in the right frame of mind to learn think
about leadership development.
Case Studies: Learning from history is almost as good as experience. The added
upside is you get to see how things turned out without the pesky experimentation.
Biography: Learning about the great leaders of the past can be a great step forward
on your own path to leadership development.
37

Leadership Articles:
Articles might be the most time-effective solution to your leadership questions.
They are usually very focused and direct, and they address one distinct issue. If
you have enough information to decide what it is exactly that you need help with,
they can be the key. Leadership development has a lot to do with building a strong
set of tools to solve problems, and brief articles can provide them.
In addition to be more focused, they also read quickly. This means you dont have
to pore over an entire encyclopedia on leadership to get to the point you needed to
have your breakthrough, epiphany, or blinding psychotic insight. Leaders who
show the way and help followers along a path are effectively leading. This
approach assumes that there is one right way of achieving a goal and that the leader
can see it and the followers cannot. This casts the leader as the knowing person and
the follower as dependent. It also assumes that the follower is completely rational
and that the appropriate method can be deterministically selected depending on the
situation.

38

2.2.12 Management and Leadership

Whats the difference of management vs leadership?
People sometimes use the terms management and leadership interchangeably,
without paying attention to the important differences between them. While
managers are often in a leadership role, they may not necessarily go about their
jobs as a leader (even if it would be better if they did). Some leaders are not
responsible for managing staff, but instead charged with creating and maintaining a
shared vision and motivation amongst a team. While the difference might be
subtle, if we take some time to think about what it means to manage, and what it
means to lead, the insight can help us do a better job of both.
Managing:
Websters, useful book that it is, defines management as the act or manner of
managing; handling, direction, or control. Realistically, management is all about
the control and regulation of resources. Sometimes those resources fall in the
politically correct (and slightly troubling) category of Human Capital Human
capital, also known as people, is the real realm of the leader. The leader is good at
handling the tangible and intangible needs of the people under their charge. The
manager is tasked with making sure that the all the groups resources, including the
39

people, get the job done. In management vs leadership, the manager is more
directly charged with getting the job done, rather than seeing to the team on the
whole. As you can see, leaders can often be managers, but some managers forget to
be leaders by minding the wellbeing and development of their team. The key to
management vs leadership is being aware of the more abstract elements of leading
people.
Making the step to leadership:
Of course, its not impossible for a manager to become a leader. The differences of
management versus leadership are subtle. Sometimes it just takes being aware of
what they need to do to fulfill their responsibilities as a leader. Managers can
become effective leaders by keeping the following people-oriented tasks on their
radar:
Morale: Being aware of your teams morale (and staying active in keeping it high)
is one of the defining traits of a leadership. Working toward good morale will
move you solidly in the direction of being leader.
Empowerment: Making an investment in the tools for your team to get their job
down isnt just good project management; it shows a respect and a concern for

40

them as individuals. Making it easier for your team to do their job helps motivate
them and keep things running smoothly.
Scheduling: As a manager you have responsibility over timelines, but the
awareness of how the affect the human element is the mark of a leader. Managers
can easily see milestones and deadlines; leaders have to worry about the
intangibles of how those deadlines affect teams.
Team building: Working to build a team with people who not only work
effectively on their own, but together, is one of the greatest assets of a leader. By
focusing each persons strengths, and mitigating their weaknesses, the leader can
get much more out of the team.
Sense of Fit: For teams to be very effective, every member of the group needs to
feel as if they have a role to fulfill that matches their interests. By providing that fit
between the needs of the team and the skills of the individual, everyone performs
up to their potential. Additionally, showing them how their skills contribute to
group success makes bring pride in what they can provide, making them more
likely to shine.

41

How to make the jump from manager to leader:

Sometimes we get promoted into the responsibility of leadership and we never
really signed up for it. Thats ok though, because so long as we keep aware of what
we need to do, and constantly strive to improve, the jump to leadership is not hard.
Remember the differences of management versus leadership and look at these
steps:
Assess your role: The more aware you are of what you are trying to achieve, the
more you will orient yourself towards achieving it. The constant reinforcement can
help keep you on track.
Consider the environment: In the same way that it helps to know yourself, it also
helps to be aware of the environment you are trying to work in. Remember what
can cause problems and what can be of help, and then play to those rules.
Make an inventory of your strengths and weaknesses: Being honest with
ourselves helps make it possible to play to our strengths and mitigate weaknesses.
By keeping very aware of our talents and our goals, we can combine them
successfully.
Develop a long term plan: A series of short-term, attainable goals make progress
easier. By knowing what you are trying to achieve, we have a much easier time
42

making progress and doing the best thing to get to where we want to go. Without a
definite plan, we can end up wandering without direction, wasting opportunities to
grow. Use your plan to evaluate your actions: We make decisions out of habit,
instinct and practice. That works great if we are content with the way we solve
problems now, but if we are trying to change, we need to be intentional about what
we do. Using your awareness of what you want to be, and what your strengths and
weaknesses are (see above), you can decide what course of action reflects the
leader you want to be, and you can act accordingly. The key is to run through that
list mentally every time you confront a problem. Consider the definition of what it
means to be an active leader, and determine whether you are fulfilling them or not.
That quick meditation can keep you on target until leadership skills become habit.
The Characteristic of Leadership - Important Traits
Studying the characteristic of leadership is useful because we tend break things
into characteristics to make big concepts easier to handle. There are common traits
that define leadership, and finding them only takes some study of those who have
been successful. By actively building on these traits you can develop into a
stronger leader. Here are some of the most common traits in the characteristic of
leadership:

43

Empathy: Creating a legitimate rapport with your staff makes it less likely that
personal issues and resentment can creep in and derail the group. When your team
knows that you are empathetic to their concerns, they will be more likely to work
with you and share in your vision, rather than foster negative feelings.
Consistency: Being a consistent leader will gain you respect and credibility, which
is essential to getting buy-in from the group. By setting an example of fairness and
credibility, the team will want to act the same way.
Honesty: Another characteristic of leadership that lends itself to credibility. Those
who are honest, especially about concerns, make it far more likely that obstacles
will be addressed rather than avoided. Honesty also allows for better assessment
and growth.
Direction: Having the vision to break out of the norm and aim for great things -then the wherewithal to set the steps necessary to get there-- is an essential
characteristic of good leadership. By seeing what can be and managing the goals
on how to get there, a good leader can create impressive change.
Communication: Effective communication helps keep the team working on the
right projects with the right attitude. If you communicate effectively about

44

expectations, issues and advice, your staff will be more likely to react and meet
your goals.
Flexibility: Not every problem demands the same solution. By being flexible to
new ideas and open-minded enough to consider them, you increase the likelihood
that you will find the best possible answer. You will set a good example for your
team and reward good ideas.
Conviction: A strong vision and the willingness to see it through is one of the most
important characterizes of leadership. The leader who believes in the mission and
works toward it will be an inspiration and a resource to their followers. Of course,
there are several other theories about leadership and leadership styles where
different skills come into play. But no matter what your approach, if you display
the previous traits you will be well equipped to lead a team successfully.
2.2.14 Leadership Theory: How The Science Can Improve Your Leading
Leadership theory seems like an alien concept sometimes. Leadership is such a
primal, natural part of human behavior, that breaking it down into something
academic and quasi-scientific seems a little out of place, like dissecting an ice
cream sundae with an electron micros-cope. But even though leadership is
something so ingrained in the human experience, the study of leadership theory
45

gives us a better understanding of the dynamic of leadership, which in turn makes

it easier for us to be better leaders or team players.
The first step in the path to studying this field is the understanding of what the
theory entails. Its part social science, part psychology, and part organizational
theory. It takes a little emotional awareness, and a little philosophical groundwork.
Some of the fields studied: Sure, leadership is sometimes more art than science, but
the science aspect can help us plan our development strategies more effectively.
We can start naming our beliefs and premises and act according to guidelines
rather than just intuition. Here are some of the fundamental issues that are
addressed by leadership theory:
What is leadership: It may seem like a simple question, but the number of
different answers might surprise you. How you answer this question will shape
how you grow as a leader.
Different leadership models:
There are different approaches to leadership that offer different directions. They
can help shape your outlook to particular situations. The traits of leadership:
Leadership theory can breakdown the psychological traits of effective leaders so
they can be emulated.
46

The environmental components of leadership: Studying the dynamic of

leadership with different conditions shows the relationship between the leader and
his or her team, and also the way organizations and events shape to leadership
strategies. By breaking down the concepts that are used over and over in
organizational development, and finding useful tools to study and categorize the
field, we can start to plan our own improvement. Leadership can be approached
from the top down, learning about the philosophies of what makes teams work and
how to apply them, or from the bottom up, building on practical suggestions and
methods up to a framework that fits a bigger model. Either way, the ultimate goal
is to build a solid understanding of theory that will shape decisions and growth.
From there, one can build a toolbox that will be effective in different situations. To
do so, read as much as you can on both the practical and theoretical sides of
leadership; begin assessing strengths and marking areas for improvement.
2.3

SUMMARY

The essence of this chapter is to examine the contributions of authors and individual
concerning the implication of (management) training on work productivity.
Management training is very important in any organization, be it private or public
enterprise. Peretomode (2001) states that training is a planned organizational efforts
or activities concerned with helping an employee acquire specific skills, knowledge,
47

concepts, attitudes and behaviour to enable him/her perform more efficiently and
effectively on his present job. Before a training programme is undertaken in an
organisation, the need and objective for which such training is intended for must be
identified and communicated to the participants. Such needs include poor attitude to
work, lack of job satisfaction, high rate of absenteeism, new technology etc.
Training is for a short term educational process and is for a specific skill. Training of
employees is a means of the achievement of individual and organizational needs.
Therefore, the objectives of training an employee are to increase productivity,
heighten employees morale and to reduce supervisions. Budgetary allocations are
integral component to an annual financial plan of the organizations.

Without

allocation limits, expenditure can exceed revenues and result in financial shortfalls.
Anele, (2010) states that no matter the interest of management to train their
employees, if such programme is not reflected in the budget, it will not embarked on.

48

CHAPTER THREE
RESEARCH METHODOLOGY
3.1

Introduction

The chapter is concerned with the various method and steps that was employed in
carrying out the study, some of the steps were based on the designing, structuring and
administration of the questionnaires mainly for collection of data and proofing
statistical techniques, used in analysing the data in order to show the relationship that
exist between the variables of study.
3.2

Research Design

This study employed the survey research method in order to generate data that was be
used to correlate the variables under study. The primary source of data, interview,
and questionnaire was used for collecting response from respondents.
3.3

Research Population

This is the total population of employees in the organization of study, information

available to me shows that the total population of Moneir Construction Company
under is 240.

49

3.4

Research Sample and Sampling Techniques

The research sample is also known as sample size. It is an accessible population that
is derived from the population size in generating and collecting of data from
respondents. The sample size of this study is 150 using Yaro Yamens formula.
n=

N
1+N(e)2
The random sampling method is adopted for this study, for the purpose of
administering questionnaire to the targeted population size.
3.5

Instrumentation

The major instruments used are questionnaires and interviews for faster means of
collecting of data (response) from respondents. They are particularly structured with
regards to the type of question to be asked in order to obtain relevant, valid and
reliable data from sample size. It is carefully structured in sections A and B as to
derive personal bio-data from the respondent and general question section using the
Likert Scale Method.
3.6

Validity of Instrument

The objective criterion of this is to determine and evaluate the sufficiency and
efficiency of information contained in the questionnaire in order to ascertain the true
values of the variables under study devoid of bias. The validity test of the
50

questionnaire is determined by a senior lecturer in management department (Expert

option).
3.7

Reliability of Instrument

The test-retest method was adapted to measures the reliability of the instrument and
Spearman Brown Prophecy formula at the coefficient of 0.6, which indicates high
reliability. This is done in order to ensure that the questionnaire measures that which
is supposed to be measured, even if, it is been adopted over a period of time.
3.8

Administration of Instrument

The random sampling method was adopted to administer questionnaire to

management and employees of Rockson Engineering Company in Port Harcourt. One
hundred and fifty (150) questionnaires were administered and retrieved within the
period of two (2) weeks.
3.9

Method of Data Analysis

For the purpose of this study, the chi-square statistical tool was used to analyze data
derived, and a simple percentage method was adopted to interpret research questions.
This statistical tool is adopted to determine the relationship that exists between
independent and dependent variables under study. The formula is stated thus;

51

2
Where

(fo-fe)2
Fe
2
= Completed value of chi-square
Fo = Observed frequency of each cal.
Fe = the expected frequency in each cell.

The critical value of the table is derived using:

(R-1) (C-1) at 0.5 level of significance
Where: R = Number of Rows, C = number of Columns.
Decision Rule: Accept H1: if X2 calculated is greater than X2 critical, otherwise reject
the null hypothesis.

52

CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
4.1 Introduction
This chapter deals with the presentation and analysis of data. Each
set of result is described with relevant data and presented in tables.
One

hundred

and

fifty

(150)

questionnaires

distributed

to

employees of Rockson Engineering as respondents, 135 were

retrieved, representing 90%. A presentation of questionnaire
distribution is stated as shown below:
4.2 Data Presentation And Analyses
Table 4.2: Response Based On Questionnaire Distribution
Respondents
Management

No.
Distributed
60(40%)

No.
Retrieved
52(38.5%)

No.
Unretrived
8(53.3%)

Staff

44(29.3%)

41(30.4%)

3(20%0

Contract staff

46(30.7%)

42(31.1%)

4(26.7%)

Total

150

135

15

Source: Survey Data, 2014.

53

From the above table 60(40%) of the questionnaire was distributed

to the management, 52(38.5%) was retrieved, while 8(53.3%)
unretrived; 44(29.3%) was distributed to staff, 4(30.4%) was
retrieved and 3(20%) unretrived; 46(30.7%) was distributed to
contract staff, 42(31.1%) was retuned, while 4(26.7%) unreturned.

54

Table 4.3.1: Research Question 1: To what extent has management

training impacted on work performance in the organization?

SD

Total
Rep.

T. Wt

Av.
Wt.

Rt.

135

58.3

4.3

51

135

389

4.3

71

51

135

7480

58.3

Do you agree that

training management will
improve employee
morale?

63

67

135

7920

58.6

Do you agree that

87

43

135

8379

62.0

Items

SA

Is it that a well trained

management will
contribute meaningfully
in an organization?

62

60

Is it true that
management training will
bring about increase in
productivity?

71

Will management
training enhance
employees
skill/knowledge in his
work place?

55

management training
affect work performance
positively?
Is on-the job training
method is best suitable
for management?

84

39

135

7929

58.7

Is off-the-job training
more reliable for
management?

76

49

135

8742

64.2

Total

51
4

360

27

32

936

4162
2

312.
2

62.4(A
)

Percentage (%)

54.
9

38.4

2.8

3.4 0.3

Source: survey Data 2014

56

100

Table 4.3.2: Research Question 2: At what measure can training programme be

determined adequate for management in the organization?

Items
Should availability if money
always dictates management
training?
Do you agree that training at all
levels could be effective with
low budgetary provision?
Is there any relationship
between management training
and performance?
Should availability if money
always dictates management
training?
Should availability if money
always dictates management
training?
Do you agree that training at all
levels could be effective with
low budgetary provision?

SA

SD

Tota
l
Rep.

95

36

135

631

4.67

71

51

135

589

4.36

81

54

135

9639

71.4

63

67

135

9720

58.6

87

43

135

9369

69.4

69

59

135

8316

61.6

57

T. Wt

Av.
Wt.

Rt.

Is there any relationship

between management training
and performance?
Total

69

53

135

8309

61.5

535

363

26

19

945

44773

331.6

66.3
(A)

56.

38.
2.7

2.0

0.2

100

Percentage (%)
6

58

Source: Survey Data 2014

Research Question Apparatus.
Where:
SA

5,

4,

SD

2,

Total Rep. =

Total Respondent

T. Wt.

Total Weight

Av. Wt.

Average Weight

Rt.

Rating

3,

4.4 Interpretation Of Analyses

In table 4.3.1, the analysis showed that 514 (54%) respondents
depicts strongly agreed, 360 (38.4%) respondents respond to
agreed, 27 (29.6%) respond to disagree, 32 (3.4%) respond to
strongly disagree, and 3 (0.3%) respond to undecided. While the
overall rating of respondents response stood at 62.4% which
depicts agreed to the research question.
59

Table 4.3.2, shown above indicated that 535 (56.6%) respondents

respond to strongly agreed, 363 (38.4%) respond to agreed, 26
(2.7%) respond to disagree, 19 (2.0%) respond to strongly disagree,
and 2 (0.2%) respond to undecided. From the table, the overall
rating of respondents response of 66.3% stood at agreed to the
research question.
4.5

Testing of Hypotheses

Hypotheses

1:

There

is

no

significant

relationship

between

management training and employees performance.

Table 4.5.1: Contingency Table for Hypotheses One (1)
Observed Frequency (Fo)

Class

Very
Very
High Moderate Low
Total
High
Low

Management

12

14

20

52

Staff

10

10

41

Contract staff

10

42

Total

30

33

38

15

19

135

Source: Survey Data 2014.

60

Calculation of the expected frequency (fe)

The expected frequency is calculated by multiplying total row by the
total column and divided the product by the grand total frequency.
Fomular (fe) = TC x TR
C
Where:
TC =
Total Column
TR

Total Row

Cumulative

Very High

30

x 52
135

30

x 41
135

30
High

Moderate

x 42
135

x 52
135
33 x 41
135
33 x 42
135
38 x 52
135

x 41
120

= 11.5

1230
135

= 9.1

1260
135

= 9.3

33

38

1560
135

=
=

1716
135
1353
135
1386
135
1976
135
1554
135

=
61

= 12.7
= 10.0
= 10.2
= 14.6

= 11.5

38
Low

15

x 52
135

15

x 41
135

15
Very Low

x 42
135

x 42
135

19

x
135

19

x 41
135

19

52

x 42
135

1596
135

= 11.8

780
135

= 5.7

615
135

630
135

= 4.6

988
135

= 7.3

820
135

=
=

62

798
120

= 4.5

= 6.0
= 5.9

Table 4.5.2: Calculation of Chi-square (x2)

Fo-fe

(fo-fe)2

12 11.5

0.5

0.25

fo-fe 2
fe
0.0217

Staff

10

9.1

0.9

0.81

0.0890

Contract Staff

9.3

-1.3

-1.69

-0.181

Frequency
Management (Very High)

Fo

fe

Management (High)

14 12.7

1.7

22.89

9.227

Staff

10 10.0

Contract Staff

10.2

-1.2

-1.44

-0.141

Management (Moderate)

20

1.6

6.6

43.56

8.983

11.5

-3.5

-12.25

-1.065

10 11.8

-1.8

-3.24

-0.274

Staff
Contract Staff
Management (Low)

5.7

-2.7

-7.29

-1.27

Staff

4.5

0.5

0.25

0.055

Contract Staff

4.6

2.4

5.76

2.4

Management (Very Low)

7.3

-4.3

-18.49

-2.532

6.0

2.4

5.76

0.96

5.9

2.1

4.41

0.747

Staff
Contract Staff

17.019
X2 calculated = 17.019
(R-1) (C-1)
R

Number of Row

Number of Columns

(3 -1) (5 - 1)
63

2 x 4

degree of freedom

X2 critical = 12.59 at 0.05 level of significance of 8 degree of

freedom.
Decision Rule
Reject (Ho) if (x2) calculated > critical value (x2 table), and accept (Ho)
if (x2) as calculated < the critical value vice versa.
CONCLUSION
From the table above, chi-square (x2) calculated (17.019) is greater
than the critical value (12.59), Hence we reject the null hypotheses
(Ho) and accept the alternate (H1) which states that there is a
significant

relationship

between

management

training

and

employees performance in Rockson Engineering Company.

Hypotheses

2: There is no significant

association

management training and employees performance.

64

between

Table 4.5.3: Contingency Table for Hypotheses Two (2)

Observed Frequency (Fo)
Class
Management

Very High
High
14
14

Moderate
18

Low Very Total

Low
3
3
52

Staff

10

10

41

Contract staff

12

10

42

Total

36

31

36

15

19

135

Source: Survey Data 2014.

Calculation of the expected frequency (fe)
The expected frequency is calculated by multiplying total row by the
total column and divided the product by the grand total frequency.
Fomular (fe) = TC x TR
C
Where:
TC =
Total Column
TR

Total Row

Cumulative

Very High

36

x 52
135

36

x 41
135

1872
135
1476
135

=
65

= 13.8

= 10.9

36
High

x 42
135

31

x 52
135

31

x 41
120

=
=

36
36
Low

x 42
135

15

x
135

15

x 41
135

15
Very Low

x 41
135

19

x
135

19

x 41
135

19

=
=

52

x 42
135

1302
135
1872
135

= 11.2
= 13.8

= 9.4
= 9.6
= 11.9

1476
135

= 10.9

1512
135

= 11.2

52

x 42
135

1612
135
1271
135

31
Moderate

x 42
135
36 x 52
135

1512
135

780
135

= 5.7

615
135

630
135

= 4.6

988
135

= 7.3

820
135

=
=
66

798
120

= 4.5

= 6.0
= 5.9

Table 4.5.4: Calculation of Chi-square (x2)

Frequency

Fo

fe

Fo-fe

(fo-fe)2

fo-fe

fe

Management (Very High)

14 13.8

-0.2

0.04

2.898

Staff

10 10.9

0.9

0.81

0.0890

Contract Staff

12 11.2

-0.8

0.64

0.057

Management (High)

14 10.9

-3.1

9.61

0.881

Staff

10

9.6

-0.4

0.16

0.016

Contract Staff

11.9

4.9

24.01

2.017

18 13.8

-4.2

17.64

10.278

10.9

2.9

8.41

0.771

10 11.2

1.2

1.44

0.128

Management (Moderate)
Staff
Contract Staff

Management (Low)

5.7

-2.7

-7.29

-1.27

Staff

4.5

0.5

0.25

0.055

Contract Staff

4.6

2.4

5.76

2.4

Management (Very Low)

7.3

-4.3

-18.49

-2.532

Staff

6.0

2.4

5.76

0.96

Contract Staff

5.9

2.1

4.41

0.747
17.495

X2 calculated = 17.495
(R-1) (C-1)
R

Number of Row

Number of Columns
67

(3 -1) (5 - 1)
2 x 4

degree of freedom

X2 critical = 12.59 at 0.05 level of significance of 8 degree of

freedom.
Decision Rule
Reject (Ho) if (x2) calculated > critical value (x2 table), and vice versa.
Conclusion
Therefore, since chi-square (x2) calculated (17.495) is greater than
the critical value (15.59), we reject the null hypothesis (Ho) and
accept the alternate (H1) which states that there is a significant
association

between

management

training

and

employees

performance.
4.6 Summary of Findings
This is the presentation and analysis of data carried out in this
chapter, for hypotheses one (H1) it shows that there is a significant
relationship

between

management

training

and

employees

performance by rejecting the null hypotheses and accept the

alternate hypothesis. Also for hypotheses two (H2), we accept the
68

alternate hypotheses and rejected the null hypothesis. This means

that, there is a significant association between management
training and employees performance resolution strategies in order
to enhance employees performance when the required and relevant
skills are acquired.

69

APPENDIX I
Department Of Management
Faculty Of Business Studies
Ignatius Ajuru University Of Education
St. Johns Campus
Port Harcourt.
1st August, 2014.

Dear Sir/Madam,
I am a final year student of Ignatius Ajuru University of Education
Port Harcourt, conducting a research work on IMPACT OF
MANAGEMENT TRAINING ON EMPLOYEES PRODUCTIVITY A Study
Of Rockson Engineering Company, Port Harcourt.
You are requested to complete the questions below. I assure you that
any information given to me shall be confidential and strictly used for
academic purposes.

Thanks for your anticipated co-operation.

Yours faithfully,
Ajaba, Anthony Jonas

70

APPENDIX II
SECTION A:
Please tick [] on the variable that suits you.
1)

Name of respondent

2)

Department/Section ..

3)

Position held:

4)

Sex: .

5)

Marital Status:

6)

7)

a)

Married

b)

Single

c)

Divorce

Age:
a)

18-22 years

b)

23-27 years

c)

28-32 years

d)

33 and above

Academic qualification:
a)

School Certificate

b)

NCE

]
]

c)

B.Sc

d)

M.Sc

e) Others please specify

8)

]
[

Work experience:
71

a)

0-5 years [

b)

6-10 years

c)

11-15 years

d)

16 and above

SECTION B:
NOTE:

S/N

SA

Strong Agree

Agree

Disagree

SD

Strongly Disagree

Undecided
ITEMS

SA

Is it that a well trained

management will contribute
meaningfully in an
organization?

Is it true that management

training will bring about
increase in productivity?

Will management training

enhance employees
skill/knowledge in his work
place?

Do you agree that training

management will improve
employee morale?

Do you agree that

management training affect
72

SD

work performance positively?

6

Is on-the job training method

the best for management?

Is off-the-job training more

reliable for management?

Is it true that employees

complaint can warrant
management training?

Does it necessarily mean that

the organizations
performances will determine
the type of training to be
adopted?

10

It is meaningful for
management staff to attend
seminars/conferences?

11

Do you think that

Supervisors should be
trained separately?

12

Should supervors be
considered as management
staff?

13

Should Training be
conducted only to those who
deal directly with workers?

14

Should orientation for

management be based on
work?

15

Inadequate budgetary
allocation for training will
always produce effective
73

training.
16

Is it true that management is

trained only when there is
low productivity?

17

Do you agree that

management and employees
should be trained separately?

18

Should management be
determined by the size of
money needed?

19

Should availability if money

always dictates management
training?

20

Do you agree that training at

all levels could be effective
with low budgetary provision?

21

Is there any relationship

between management
training and performance?

22

Do you agree that

productivity is directly related
to performance?

23

Do you agree that

performance influences
management positively?

24

Is it true that High rate of

absenteeism can warrant
training for management?

25

Will training be of essence

with the changes in the
environment?
74

75