CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

University is an institution of the highest level of education where students study for degrees

or conduct high-level research. The university plays an important role in the social,

economic, political and cultural development of a nation. The university system in Nigeria

cannot achieve its goals and objectives without qualified and competent lecturers. The

Nigerian university education system, over the years, has undergone a transformation process

to expand access, quality and motivation both internally and externally to the performance of

the system (Okoli et al., 2021). As reports of National University Commission (2021), it was

revealed that while universities in Nigeria are increasing, the numbers of qualified academia

are not increasingly proportionately (Ifechi, Nwosu & Okoli, 2022). This is even worse for

public universities which are owned by the country or by the state government, and most

times, pays higher and with high job security when compared with their private counterparts

(Nnabuife et al., 2021).

However, the issue of employee job performance in the universities has attracted the attention

of the public, educators and other stakeholders in education. For the university system to

achieve the purpose of producing highly skilled labour to meet the socio-economic needs of

the nation, competency of the lecturers must be given special attention. Across the world,

organizations have sought to rely on improved skills, knowledge, and capability of the

talented workforce to create competitive advantage (Akpan, 2023). To develop the desirable

skills, knowledge, and capability of employees and position them to perform their

responsibilities, managers in charge of human resource training design different training

programs (Godwin, Adeniran & Jamogha, 2020). Such training programs not only target to
improve the familiarity of employees about their responsibilities, but it also helps to

encourage employees to develop more commitment towards their job.

Huang and Jao (2022) explained that organizations design training programs to prepare their

employee’s to perform their duties correctly and according to the laid down standards.

Organizational personnel design training sessions to ensure that they optimize the potentials

of employees. Hung (2020) opined that the majority of organizations prefer to invest in

different programs that create new skills through long-term planning. This is to enable them

to adapt to any current and future uncertainties. Therefore, they ensure that they improve the

performance of their employees through superior levels of commitments and motivation.

According to Khan and Baloch (2021) employee training is a program aimed at helping

employees gain specific skills and knowledge. The acquired knowledge and skills are

provided to assist employees in improving their job performance.

Training is developed through organized programs that ensure employees are given skills that

are essential in the job market. Therefore, before embarking on this kind of training, it is vital

for any agency first to understand the needs of employers (Benedicta, 2020). For example,

Lebanon, both government and private agencies undergo training. This approach helps in

training as many employees as possible to make them qualified for better jobs. There are also

other essential reasons why employee-training programs are developed. For instance, training

makes it easier for an organization to retain excellent talents that help in the growth of profits.

With exceptional abilities, an organization can overcome challenges of operation. In return,

the employers lay down well-developed strategies, and significant milestones are reached in

regards to performance. Although, employee training should not only be offered to attract

better jobs, it should also be supportive towards achieving organizational strategic path.
According to Sanda (2024) organizations providing high-level training have been able to

realize three times increasing profits compared to competitors. However, to possess such high

impact programs and employees is not simple; it requires a mixture of alignment and

planning. This involves developing and designing training in a manner that meets the

organization’s top goals. Furthermore, employee training should be based on gaps in the job

market. This is done through the identification of what employees possess regarding skills

and the ideal ones required for the job. Through this approach, training can effectively be

offered based on motivation, skills mastery, and giving critical thinking skills to employees.

Also, training should be done based on practical and class lessons to produce effective and

sustainable skills in the workforce (Asim, 2023). Staff training and development constitutes

one aspect of the human resource management processes in any organization. It is the most

potent tool of any organization’s success (Sanda, 2024)

Study by Hung (2020) defined training as bringing a person to a desired state of efficiency by

instruction and practice, while development is also defined as change that makes a product,

plan, idea better. The training and development of an employee are, therefore, regarded as

one of the most critical functions of effective resource management and service delivery.

According to Jehanzeb and Bashir (2023), training and development is necessary for the

maintenance of the human resource base of the organization and must be viewed as an

integral part of the core organizational strategy. University aim to have efficient staff to

provide an excellent learning services to students they hope to serve. Training and

development, therefore, is of the utmost importance in the university settings. Hence, training

and development should be designed to ensure efficient performance to the dual benefit of the

university system and the users.

Job performance refers to how well someone performs at his or her work (Godwin, Adeniran

& Jamogha, 2020). Definitions range from general to specific aspects and from quantitative
to qualitative dimensions. Going by literature, defining and measuring job performance was

not a straight forward process. These days, it is agreed that job performance consists of a

complicated series of interacting variables of aspects of the job, the employee, and the

environment (Asim, 2023). The need for high performing employee that would help the

institutions meet their goals, to deliver the products and services they specialized in, and

finally, to achieve competitive advantage is vital. Therefore, the job performance of an

individual plays a vital role in an organization’s growth. This is because it profoundly

influences the overall firm’s performance and also functions as the critical variable in work

and organizational psychology (Bamire, 2021). It has become necessary for organisations to

provide long and systematic training programmes for her employees. Manager in an

organisation will not be successful until he has subordinates who are well equipped with

skills, talent and knowledge.

Therefore, for universities to survive in this current dynamic business environment and

attain competitive edge, employee training and development must be considered as an

invaluable tool for building employee competences, enhancing productivity, gaining

competitive advantage and sustainability

Previous studies on training and development have focused on organizational performance

(Divyaranjiani & Rajasekar, 2013). Some studies have also looked at employees’

performance (Gamage & Imbulana, 2013; Usman, 2014). Others have looked at general

studies on training and development (Kulkarni, 2013). Thus, information regarding how

training and development as a predictors of employee performance in public universities

remain sparse, variant and inconclusive. Therefore, this study sets out to fill this gap, this

study is, thus, a contribution to the training and development literature hence necessitates this

study.
1.2 Statement of the Problem

Employees in public universities in Nigeria have come under heavy criticism in recent years

because of their low performance. Employee in public universities have not performed

according to expectations compared to their private universities employees. Consequently,

the unsatisfactory performance of the employees in public universities posed a great threat on

the quality of service delivery to students, nation, citizen and the economy. Also, the

repercussions of underperformance of public service workers have been impediments for

effective implementation of government policies there by causing the country to lose its

competitiveness and its direct investments.

Regrettably, both academic and non-academic employees in public universities tend to be

less concerned with their optimal job performance in as much as their salaries are paid at the

end of the month. This ugly incidence of low performance of employees in Nigerian public

university in Nigeria has been a major problem identified by the researcher. Some university

staffs appear not to their place of primary assignment regularly. If this low performance of

employees in public universities is allowed to continue, it will negatively hinder the

objectives and goals for which university have been established. Rather, employee in-service

training and development are essential work activities that contribute significantly to the

overall effectiveness and performance of the university. Sanda (2024) were of the view that

developed human capital of the university that constitutes effective and time service delivery

of such university. It follows, therefore, that employees’ performance in respect of achieving

the university goals is a function of the quantum of the relevant skills and knowledge, and

positive work attitude employees have been able to acquire from human capital development

programmes whether through on the job training or in-house training programmes of out of

work training courses they attended.

Therefore, the researcher deem it fit to ascertain how training and development in public

universities could be used to ensure optimal performance their employees.

1.3 Objectives of the Study

The main objective of this study is to investigate training and development as a predictors of

employee performance in public universities: evidence from Southwest Nigeria.

The specific objectives of are to:

i. identify the existing training and development programmes in public universities in

Southwest Nigeria.

ii. identify the factors militating administration of training and development programmes

in public universities in Southwest Nigeria.

iii. examine how training and development influences employee performance in public

universities in Southwest Nigeria.

iv. find out how training and development could be used to improve employee

performance in public universities in Southwest Nigeria.

1.4 Research Questions

This study aim at answering the following research questions.

i. Is there any existing training and development programmes in public universities in

Southwest Nigeria?

ii. What are the factors militating administration of training and development

programmes in public universities in Southwest Nigeria?

iii. To what extent has training and development influences employee performance in

public universities in Southwest Nigeria?

iv. How can training and development be used to improve employee performance in

public universities in Southwest Nigeria?

1.5 Research Hypotheses

The research hypotheses was formulated in a null format it will be tested at 5% level of

significance.

H01: There is no existing training and development programmes in public universities in

Southwest Nigeria.

H02: There are no factors militating administration of training and development programmes

in public universities in Southwest Nigeria.

H03: Training and development has no significant influence on employee performance in

public universities in Southwest Nigeria.

1.6 Significance/Justification of the Study

This study will be immense benefits to the researcher, directors and vice-chancellor,

stakeholders and it will contribute to the academic body of knowledge as highlighted below.

Firstly, findings of this study will give insights and broaden researcher’s knowledge

regarding how training and development programme could serve as an effective tool for

improving employees’ performance public universities.

Secondly, this study will be beneficial to all Nigerian tertiary institutions especially the

university as it emphasized the need and encourage the establishment of policy guidelines on

the efficient and effective training and development programme. The study shall have a great

impact on individuals, organization and the society at large. Subsequently, it will enhance

good suggestions for achieving better performance through effective training programmes.
Also, the study will provide framework which will assist higher institutions and the society as

a whole on how to evolve an enduring training programmes capable of achieving the desired

result for an organization.

In addition, findings of this study will be of immense benefits because it will help directors of

academic planning of various universities to generate ideas and solution to problems based on

the best way to run training in their organization in order to achieve desired goals and

objectives.

Nevertheless, findings of this study will be of great value to management, researchers,

investors, government and students as a point of reference and will equally form the basis for

further research study.

1.7 Scope of the Study

This study will be maintained within the framework of the stated objectives. It will be an

effort aim to investigate training and development as a predictors of employee performance

in public universities: evidence from Southwest Nigeria. For the purpose of this study, one

(1) public university will be selected in each of the five (5) states in southwestern part of

Nigeria. Therefore, the target respondents for this study includes non-academic staffs of

Federal University Abeokuta, Ogun State, University of Lagos, Lagos State, University of

Ibadan, Oyo State, Federal University of Technology, Akure, Ondo State and Federal

University, Oye-Ekiti, Ekiti State. The respondents will be sought after to know whether

optimal employee performance is a phenomenon of training and development programmes.

1.8 Operational Definition of Terms

Development:- Development is the process in which someone or something grows or

changes and becomes more advanced.

Employee:- Employee is a worker employed or hired for a position within a company.

The employee completes work in exchange for a salary or wages.

Human capital development:- Human capital development is the process of improving the

knowledge, skills, and experiences of a workforce to make them more productive and

adaptable. It's a strategic investment in people that can lead to economic growth, social

development, and a more inclusive society.

In-service training:- In-service training refers to educational activities that aim to increase

the efficiency and knowledge of public officials in order for them to better fulfill their future

duties and responsibilities.

Job performance:- Job performance is how well an employee fulfills their job duties,

including the quality, quantity, and efficiency of their work. It's also the overall expected

value of an employee's behaviors over a set period of time.

Job security:- Job security is the likelihood that an employee will keep their job. It is a sense

of confidence that an employee's role with their current employer is safe from sudden firing

or layoffs.

Training:- Training is teaching, or developing in oneself or others, any skills and knowledge

or fitness that relate to specific useful competencies.

University:- University is an institution of higher (or tertiary) education and research which

awards academic degrees in several academic disciplines.

 CHAPTER TWO

LITERATURE REVIEW

This chapter reviews the relevant literature to the study to form the conceptual framework for

the study. This review discussed training and development as a predictors of employee

performance in public universities. It also discusses the relevant theoretical framework on

which the research study finds its base and serves as a backup to the study. Also, this chapter

also looks at various works done by other researchers and scholars in relation to the topic of

inquiry.

2.1 Conceptual Review

2.1.1 Definition and Training and Development

Training has been defined differently by different authors. Training has been considered to be

a systematic acquisition and development of the knowledge, skills, and attitudes required by

employees to adequately perform a task or job or to improve performance in the job

environment (Sanda, 2024). Another concept opined that training primarily focuses on

teaching organisational members on how to perform their current jobs and helping them

acquire the knowledge and skills they need to be effective performers (Benedicta, 2020). In

addition, training is the process of inspiring new or current personnel, especially in public and

political service, with knowledge and expertise to fulfill their organisation objectives based

on public policy direction (Sadeh, 2022).

Ahmed (2020) considered employee training as a systematic planning and behavioural

changes through instructional events, programs and instructions that help people to get the

necessary information, expertise and skills or attitudes through the learning experience in

order to attain an efficient performance in a particular activity or set of activities. Training is

a strategy that may also encourage innovation in the work place. According to Ahmed et al.
(2020) training improves satisfaction level of employee rewards them with competitive edge

over other employee and transforms them into valuable employees. Training also helps to

increase job knowledge and skills, it also expand the intellect an overall personality of the

employee (Ahmed et al., 2020). Training provides necessary knowledge, skills and abilities

to perform a job properly (Ifechi, Nwosu & Okoli, 2022).

Meanwhile, According to Adeleye et al. (2024) development is setting up and making

employee ready for potential vacancies and issues, moreover when organisation communicate

with employee about skills gap, they decide who to train, which areas they need training and

when to do it; only training can be introduced properly. According to Adeniji (2020),

development is the continuation of education and training in order to gain the necessary

experience skills and attitude to be appointed to highest position. Furthermore, development

is the act of increasing and gaining the information needed to carry out specific task or

responsibilities in a position (Asfaw, Argaw & Bayissa, 2024). On the other hand, Adeleye et

al. (2024) further asserted that development means those learning opportunities designed to

help employees to grow. Development is not primarily skills oriented. Instead it provides the

general knowledge and attitude, which will be helpful to employers in higher positions.

Development programs are regarded as specific framework for helping employees to develop

their personal and professional skills, knowledge, attitude behaviour and consequently

improved their abilities to perform specific task in the organisation (Asfaw et al., 2024).

According to the Chartered Institute of Personnel and Development (2021), development

comprises activities such as coaching, formal educational commitments and experiences.

Divyaranjiani and Rajasekar (2023) gives a more detail definition of training and

development when they state that training and development is any activity that improves

upon skills, knowledge and behavior, including both formal and informal training. From the

foregoing, it is discernible that there is a symbiotic relationship between training and

development. Training and development is very important for organizations. Training and

development are complementary parts of the same process. They are interlinked and

interdependent, rather than sequential and hierarchical. Training and development is very

crucial to the employees, the organization and their effectiveness (Devi & Shaik, 2022). Staff

training and development can occur simultaneously or complementary, but the two do not

necessarily have direct relations to each other. Training and development activities are

important elements of the human resource management function of an organisation (Sadeh,

2022).

Kum, Cowden and Karodia (2024) asserted that training and development enables an

organization to adapt to changes that meet the tastes and preferences of customers. It also

improves employees’ skills and boosts their morale, thereby making them efficient, reducing

waste and operations and increasing productivity. In addition, training and development

brings about reduction in employee turnover and results in minimal supervision. Still, it

shortens the time for learning by new employees, reduces learning costs, and motivates

employees to be loyal to the organization (Kum et al., 2024).

2.2 Methods of Training and Development

2.2.1 On-the-Job and Off-the-Job

Training and development have been classified under two main categories: on-the-job

training and off-the-job training as described by Adeleye, Adegbite and Aderemi (2024). It

must be noted that both on-the-job training and off-the-job training are genre terminologies

for classifications of training and development and not training and development methods per

se. An organization may decide to training its employees whilst on the job, or off the job. In

the case of the former, the worker is trained inside (internally) the organization. Some of the

training and development methods that may be adopted by an organization to upgrade the
skills of its employees include apprenticeships, induction and job rotation. For off-the-job

training, the employee is trained outside (externally) the organization and training and

development methods that may be employed here include simulation, role play and case

study.

2.2.2 On-the-Job Training

a. Apprenticeship

Apprenticeship refers to the process whereby a skilled person trains someone who is

unskilled (Fatoki, 2021). While, Noe (2020) is of the view that in apprenticeship, one works

and studies at the same time, employing both on-the-job training and classroom training (off-

the-job). Generally, the trainee works for and with the trainer who is usually a senior

employee and can take a long time. Its main merits include receiving remuneration whilst

learning and there is a high degree of securing a job after the training. An organization is

likely to get a high skilled labor since the training is tailored to meet the organization’s needs

(Noe, 2020).

b. Job Rotation

This method refers to the process whereby the trainee learns different types of jobs or

functions at different time or periods in an organization. That is, the trainee moves from one

function to another as the planned timetable or schedule will dictate (Adeleye et al., 2024).

According to Fatoki (2021), job rotation refers to the placing of an employee in different

positions or situations within a specific period according to the employees’ knowledge, skills

and capabilities. Nganga et al. (2023) asserted that job rotation is when the trainee moves

from one task lateral to another which affords the employee the opportunity to acquire skills.

Job rotation enables the trainee to become a multi-skilled employee. In this case, the trainee
becomes a generalist after the training since he/she knows a little bit of each task which

increases job satisfaction and productivity (Saravani & Abbasi, 2023).

c. Orientation/Induction

It deals with a situation whereby new employees are given training to enable them to get

acquainted with the work and the organization as a whole in respect of values, rules and

regulation (Stone, 2022). Orientation is a continuous process and takes time for its purpose to

be achieved (Ramirez & Nembhard, 2024). Organizations give orientation to their new

employees based on three reasons. First, the orientation will afford the new employee the

opportunity to acquaint himself/herself with job procedures. The new employee is also

oriented on how to relate with other employees and finally it makes the new employee feel

that he is part of the organization and that his/her job is important (Saravani & Abbasi, 2023).

Generally, orientation is carried out for new entrants on the job to make them familiar with

the organization as a whole in terms of structure, objectives, policy etc. (Nganga et al., 2023).

One advantage of this method is that it boosts the morale of the employee to deliver without

committing grievous errors.

2.2.3 Off-the-Job Training

i. Simulation

Simulation refers to the situation whereby the trainee or the employee is trained in a near

perfect work situation (Cole, 2022). Simulation is a training or research method designed to

get an experience in a controlled environment. According to Chan (2021), simulation

concerns training employees in any artificial environment just like the actual work situation

whilst vestibule concerns using the prototype or the same equipment just like those used in
the workplace for training but the training is conducted outside the workplace. Vestibule is

normally used for training semi-skilled employees and also for training many people at the

same time when the equipment are insufficient (Cole, 2022). The debate on the difference

between simulation and vestibule continues unabated. While, some think they are different,

others think otherwise. Chan (2021) were of the view that under simulation, trainees operate

in an environment similar or exactly as the workplace conditions, both simulation and

vestibule are the same and should be used interchangeably (Dabale, Jagero & Nyauchi,

2024). The main advantage of simulation is that it minimizes the occurrence of training

accidents and saves the organization cost and also minimizes the degree of frustration of the

trainer since he is not operating in an abstract situation. In addition, simulation enables

employees to acquire attitudes, concepts, knowledge, rules or skills to enhance the

performance of the trainee (Dabale et al., 2024).

ii. Case Study

A case study is a problem solving technique in which trainees are given either practical or

theoretical issues to analyze, synthesize, solve or ask questions (Cole, 2022). According to

Bohlander, Snell and Sherman (2021), case study is adopted by organizations when they want

trainees to develop their analytical, problem-solving and critical thinking skills. It is also used

when active participation is required and where the learning process involves questioning and

interpretations. The learning objective is to have trainees apply known concepts and

principles and discover new ones (Ahammad, 2023).

iii. Role Play

This approach involves the trainee acting and adopting the behavior and attitudes of another

person as if he were the real person (Bohlander et al., 2021). In addition, Chan (2021) is of

view that the participants of the role play assume the role of imaginary characters, real
people, or just act what they are told to do. He also posited that the content of the role play

can be familiar or strange, simple or elaborate whilst the context can be illustrated in detail or

may be vague to give participants the room to use their own creativity and imaginations to

act. This method affords the trainees the opportunity to appreciate and understand others as

well as advise others. Role play is used by managers to deal with conflict, absenteeism and

performance appraisal issues (Bohlander et al., 2021).

iv. Classroom/Lecture

Lecture refers to the process whereby a trainer teaches or disseminates information or ideas

orally to the trainees with little or no participation by the trainees. The information could

emanate from his own reading, research and experiences. According to Ahammad (2023),

this method is used when many people are taught with a high volume of information or when

the content of the training is voluminous. This method can be supported with other training

methods like case studies and role playing. The approach is used to cut down cost and it saves

time when the trainees are many and when the volume of information is huge (Chan, 2021).

2.3 Training and Development Process

Training and development process refers to the stages or steps within a training and

development program that ensures that the intended objectives can be achieved. According

to Divyaranjiani and Rajasekar (2023), there are four stages or steps involved in the training

and development process. These are training needs assessment, designing of the training,

implementation of the training and monitoring and evaluation of the training.

2.3.1 Training Needs Assessment

Training needs assessment concerns the process of finding out if training is required/needed

or not. Three analyses are performed: employee (personal), organizational and task (job)
analyses (Noe, 2023). In addition, Firdousi (2021) is of the view that training needs analysis

is used to investigate the educational courses or activities to be given to both employees and

management in a bid to enhance their delivery. Also, Chan (2021) opined that training

needs assessment is the process of gathering data to train employees in order to meet

organizational needs. Ahammad (2023) posited that training needs analysis is required

when there are changes in the system or in the work, when new technology is introduced,

when new government’s standards are introduced, when there is decline in the quality of

work or performance, when there is lack of skills and knowledge and when there is lack of

motivation. Noe (2023) submitted that the methods used to conduct training needs analysis

include observation, questionnaires, interview, focus groups and documents.

Firdousi (2021) indicated that if training needs assessment is not carried out, the content,

objectives and methods of the training and development program may be wrong. In

addition, cost incurred may be wasted and will not yield the results or impact expected by

the organization. Also, it will not enable the organization to get high quality labor and

increased productivity (Firdousi, 2021).

2.3.2 Design of the Training and Development

Training and development design concerns the factors or activities included in the training

program in a bid to increase the probability that there will be a high degree of transfer of

knowledge (Noe, 2023). Training design deals with defining, identifying the objectives and

scope, methods and media to be adopted to deliver the training program. The objective of

the training program is derived from the training needs analysis which involves what to be

done and be achieved (Chan, 2021). These should be aligned with the mission and vision of

the organization. The design of the training and development should be done with views

and full participation of management, supervisors and employees.

2.3.3 Implementation of Training and Development

Training and development implementation is concerned with starting the training and

development program. Ramirez and Nembhard (2024) is of the view that it is the

undertaking of the actual training program. The organization will make sure that the trainers

and trainees have reported and are ready to deliver and learn respectively. The program

should also start on time as agreed upon. Resources such as money, vehicles, teaching aids

and learning materials are provided and are available to be used. The facilities such as

classrooms, furniture, lightening systems, the physical and the general environment should

also be conducive to learning.

2.3.4 Monitoring, Evaluation of Training and Development

Monitoring, evaluation is the determination of whether the training program is successful or

not in relation to the objectives set and makes recommendations for improvement or change.

This involves gathering and analyzing data (Saravani & Abbasi, 2023). According to Noe

(2023), there are two types of training and development evaluation: formative and summative

evaluation. Formative evaluation concerns the evaluation that takes place during the training

and development design stage to ensure that the training is well organized and whether

trainees are content with the program and have learnt from it (Saravani & Abbasi, 2023). It

also enables the organization to modify the training content and methods to suit trainees

before implementation. The summative evaluation deals with the evaluation carried out after

the training program. The evaluation covers the program from the beginning to the end. It

looks at the knowledge, skills, attitudes etc. acquired and their impact, whether it is worth

investing in the training program, as well as its general impact on the organization. The

evaluation process involves five stages: conducting needs analysis, developing measurable

objectives and analyzing transfer of training, developing outcome measures, choosing an

evaluation strategy and planning and executing the evaluation (Noe, 2023).
Ahammad (2023) has proposed a model of evaluation of training. According to the model,

there are four elements used in training and development evaluation. These include

reaction, learning, behaviors and result. The reaction concerns itself with the post training

attitudes exhibited by employees. This is done to know the reaction of the trainee whether

he was content or not with the training methods, the content of the program, the trainers’

delivery styles, resources and materials provided. The second stage, called the learning

stage, deals with the measuring of learning acquisition of the trainee. This stage measures

the knowledge and skills acquired – and these skills are expected to enhance the

performance of the job. The third level concerns the measurement of the changes emanating

from the employee’s work related behaviors and the transfer of knowledge. It deals with

how knowledge, skills, and attitudes have been transmitted to the workplace. The fourth

level attempts to measure the results (impact) of the training on the performance of the

organization in areas such as productivity, profitability, sales and safety (Ahammad, 2023).

2.4 Benefits of Training and Development to Employees

Training is transferring information to organization’s members to positively improve the

effectiveness and productivity of organizations (Ifechi, Nwosu & Okoli, 2022). Training

enables organizations to act more effectively because of having valued employees. Training

is also needed to develop new leaders. There are many benefits to both organization and

individuals to accomplish training activities. It also helps eliminate fear in attempting new

task (Ifechi et al., 2022). The purpose of training and management development programs is

to improve employee capabilities and organizational capabilities. A training need can be said

to exist when there is a gap between the existing performance of an employee (or group of

employees), and the desired performance to assess whether such a gap requires a skill

analysis. Training is essential for leadership development success and it plays a vital role in
leadership development. Enhancing the skills of employees is the aim of training and

development (Nnabuife et al., 2021). Training and development are designed to have these

benefits.

In the same vein, training empowers the individual to apply the knowledge and skills required

for the job or task. Staff is an essential component of any university system, so their training

and development needs must be assessed continuously. This would enable staff to perform

effectively in a rapidly changing environment. A lack of knowledge, skills, and attitudes

prevents satisfactory job performance (Ifechi et al., 2022). The benefits to the trainee may

include acquisition of new skills or behavior, and the benefits to the organization may consist

of an increase in productivity and satisfaction of customers. Training programs should,

therefore, be designed and delivered to meet the needs of both the employees and the

organization. The employees should be able to apply what they learned on the job, and this

should reflect in reduced cost of production, saved time, improved services, increased

customer satisfaction, improved morale, decreased grievances or complaints, and improved

capabilities to meet future demands and higher productivity (Noe, 2023). The way to know if

there was an improvement is to have these variables, that is, time, service, morale, capability

before training and after training, measured to determine if there was an improvement

2.4.1 Measuring the Effectiveness of Training

Ahammad (2023) postulated seven steps aimed at evaluating the effectiveness of a trainee

programme, this include:

1. Check the result of the training against the goal or objective of the programme

2. Establish the standard of learning time against the progress of the programmes.

3. Develop data base on trainees performance before, during and after the training.

4. Keep records on the progress of each trainee.

5. Test trainee on the knowledge and skill acquired.

6. Provide for the instructor data on each trainee programme.

7. Follow up on the trainee periodically to determine the long-term effect of the training.

Ahammad (2023) the effectiveness of training is measured in the organization by the

following procedures:

i. Data are collected on the trainee in the beginning of a course. Such data are collected

on a form called guidance sheet showing the background of the trainee.

ii. As the training progresses, the trainee is tested progressively to know how much

knowledge he has acquired on the training.

iii. The post training performance of the trainee is also observed to assess the

effectiveness of the training. This is said to be effective if the trainee can now work

with less supervision on this area of operation.

2.5 Employees’ Performance

Performance, according to Aroge (2022) is the presence, timeliness, efficiency,

effectiveness, the quality and quantity of the work done. Employee performance, according

to Audu and Gunjun (2024) is the enhancement of the knowledge, skills, and abilities

acquired by employees so that they can perform their duties to achieve organizational goals.

Ezeani (2013) asserted that it is the output of an employee for performing his job within a

certain period of time. Training and development is an effective tool to equip or propel

employees to improve upon their performance. According to Samaneh and Zoure (2024),

employees that are trained by their organization are able to deliver well and gain

competitive advantage. In addition, Oni, Mukaila and Musa (2013) are of the view that

training and development of employees leads to efficient use of new equipment, enables
them to deliver better, can be used to replace their supervisors when they retire and become

loyal to the organization, thereby reducing employee turnover. Also, when employees are

trained, there is the likelihood that the organization will find it easier to adapt to change and

enhance growth of both the employee and the organization (Oni et al., 2013).

Neelam et al. (2024) posited that the organization will benefit from training and

development of employees because there will be reduction of project failures and defects

and there will be minimum supervision as well. In contributing to the overall goal of the

organization, training and development processes are implemented as this benefits not just

the organization but also the individuals making up that organization (Onuka & Ajayi,

2022). At its core is the improvement in the performance of individuals participating in

training and development activities. Learning is mostly achieved through in-service training

and development therefore means to be translated as organizational resource by which the

people acquire, infer and utilized (Ahammad, 2023).

2.6 Training and Employees Performance

Training and development programmes as one of the vital human resource management

practice, positively affects the quality of the employees’ knowledge, skills and capability

and thus results in higher employee performance on job (Samaneh & Zoure, 2024). This

relation ultimately contributes to supreme organisational performance. The result of Ezeani

(2023) established a positive correlation between training and employee performance. Thus,

we can predict from this finding that it is not possible for the firm to gain higher returns

without best utilisation of its human resource, and it can only happen when firm is able to

meet its employee’s job related needs in timely fashion. Training is the only ways of

identifying the deprived need of employees and then building their required competence
level so that they may perform well to achieve organisational goals (Samaneh & Zoure,

2024).

Study by Akpan (2023) asserted that improve in employee performance is brought by

training programmes, thus, training is good predictor of employee performance. Aluede,

Idogho and Imonikhe (2022), learning through training influence the organisational

performance by greater employee performance, and is said to be a key factor in the

achievement of corporate goals. However, implementing training programmes as a solution

to covering performance issues such as filling the gap between the standard and the actual

performance is an effective way of improving employee performance (Aluede et al., 2022).

Meanwhile, Firdousi (2021) reiterated that bridging the performance gap refers to

implementing a relevant training intervention for the sake of developing particular skills

and abilities of the workers and enhancing employee performance. He further elaborate the

concept by stating that training facilitate organisation to recognise that its workers are not

performing well and thus their knowledge, skills and attitudes needs to be molded

according to the firm needs. There might be various reasons for poor performance of the

employees such as workers may not feel motivated anymore to use their competencies, or

may not be confident enough on their capabilities, or they may be facing work-life conflict

(Firdousi, 2021)

All the above aspects must be considered by the firm while selecting most appropriate

training intervention that helps organisation to solve all problems and enhance employee

motivational level to participate and meet firm expectations by showing desired

performance. Arogundade and Adesola (2022) were of the view that employee superior

performance occur only because of good quality training programmes that leads to

employee motivation and their needs fulfilment. According to Onuka and Ajayi (2022)

employee competencies changes through effective training programmes. It not only

improves the overall performance of the employees to effectively perform the current job

but also enhance the knowledge, skills an attitude of the workers necessary for the future

job, thus contributing to superior organisational performance. Through training, the

employee competencies are developed and enable them to implement the job related work

efficiently, and achieve firm objectives in a competitive manner. The need for high

performing employees that would help the institutions meet their goals and achieve

competitive advantage is vital.

Accomplishing tasks and performing at a high level can be a source of satisfaction, with

feelings of mastery and pride. Low performance and not achieving the goals might be

experienced as dissatisfying or even as a personal failure (Firdousi, 2021). Moreover,

performance, if it is recognized by others within the organization, is often rewarded by

financial and other benefits. Performance is a major, although not the only prerequisite for

future career development and success in the labor market. Although there might be

exceptions, high performers get promoted more easily within an organization and generally

have better career opportunities than low performers (Arogundade & Adesola, 2022).

2.7 Theoretical Review

Theoretical review gives meaning to a word in terms of theories and model. This study will

be anchored by Human Capital Theory and Resource Based View Theory.

2.7.1 Human Capital Theory

The origin of human capital goes back to emergence of classical economics in (1776) and

thereafter developed a scientific theory. The idea of investing in human capital was first

developed by Adam (1776), who argued in the Wealth of Nations that differences between

the ways of working of individuals with different levels of education and training reflected

differences in the returns necessary to defray the costs of acquiring those skills. Economists
such as Elliot (1991) developed the theory of human capital. He is concerned with human

capital in terms of the quality, not quantity, of the labour supply. After the manifestation of

that concept as a theory, Schultz (1961) recognized the human capital as one of the

important factors of national economic growth in the modern economy (Samaneh & Zoure,

2024). The theory argues that a person’s formal education determines his or her earning

power. Human capital theory holds that it is the key competences, skills, knowledge and

abilities of the workforce that contributes to organisations competitive advantage. It focuses

attention on resourcing, human resource development, and reward strategies and practices.

According to Human Capital Theory, education is an investment because it is believed that

it could potentially bestow private and social benefits. Human capital theorists believe that

education and earning power are correlated, which means, theoretically, that the more

education one has, the more one can earn, and that the skills, knowledge and abilities that

education provides can be transferred into the work in terms of productivity (Samaneh &

Zoure, 2024). This study is anchored on Human Capital Theory. Human Capital Theory is

selected as the leading theory because the central tenet of the theory holds that it is the key

competences, skills, knowledge and abilities of the workforce that contributes to

organisations competitive advantage. It focuses attention on human resource development

such as training and development of an employee, reward strategies and practices. Thus, the

theory emphasized that if human resources are developed and effectively utilized, it leads to

enhance job and organisational performance in the long run.

2.7.2 Resource Based View Theory

Resource Based View (RBV) was articulated into a coherent theory by Wernerfelt (1984).

The theory states that the organisational resources and capabilities that are rare, valuable,

non substitutable, and imperfectly imitable form the basis for a firm’s sustained competitive
advantage. RBV suggests that the firm can secure a sustained competitive advantage

through facilitating the development of competencies that are firm specific, produce

complex social relationship; are embedded in a firm’s history and culture, and generate tacit

organisational knowledge (Ezeani, 2023). This theory recognizes manpower as the most

valuable, non-substitutable and imperfectly imitable resource that a firm can successfully

utilize to achieve organisational productivity and competitiveness. Resource-based theory is

linked to human capital theory in that they both emphasize that investment on employee in

an organization improve job and organization performance (Audu & Gunjun, 2024).

2.8 Empirical Review

Sanda (2024) examined the effect of training and development on employee’s performance

of Small Scale Enterprises (SSEs) in Maiduguri Metropolis. The objectives of the study are

to assess the effect training and development on employee performance in some selected

SMEs in Maiduguri Metropolis. The study was carried out in Maiduguri, primary source

was used as the source of data, the population of the study comprises of two hundred and

thirty-nine (250) respondents. The sample size is one hundred and fifty respondents (150)

selected in the study population using Yamani (1967) formula. The data was collected by

used of structured questionnaire, the data collected was analyzed using simple regression

analysis. The major findings of the study reveals that there is significant effect between

training and development and employee performance short refresher training courses were

recommended for school administrators and education bureau officials.

Fejoh and Faniran (2023) investigated the impact of in-service training and staff

development on workers’ job performance and optimal productivity in public secondary

schools in Osun State, Nigeria. The study used the ex-post-facto research design. Three

research questions and three hypotheses were generated and tested using questionnaire
items but subjected to manipulation by the researchers which contained closed ended type

of questionnaire based on the research questions and hypotheses and was structured on a

four points Likert scale. The instrument was administered to a purposely selected

population of 152 respondents while 134 questionnaires were returned. Data generated were

analyzed using Analysis of Variance (ANOVA) and Multiple Regression Analysis to test

the hypotheses at 0.05 level of significance. The findings show that results showed that in-

service training and staff development had insignificant combined effects but significant

relative effects on workers’ optimal job productivity. The study therefore recommended

that schools should design proper and functioning in-service training and staff development

programmes for their workers to boost their morale, enhance their performance and in

addition ensure that workers training are conducted frequently to ensure they cope with

changing technological environment and organizational climate in schools.

Arogundade and Adesola (2022) investigated the relationship between job related variables

and lecturers’ job performance in Southwest, Nigeria. The study specifically examined

relationship between job related variables such as employment process, job security and

lecturers’ job performance in public universities. The study adopted descriptive research

design of the survey type. The population of this study consisted of 12,844 Academic Staff

of public universities in Southwest, Nigeria. The sample of this study consisted of 90 Heads

of Departments and 900 academic staff of public universities. Multi-stage sampling

procedure involving simple random sampling technique, stratified random sampling

technique and proportionate random sampling technique were used in the selection of the

sample for the study. Two instruments tagged ‘Job Related Variables Questionnaire

(JRVQ)’ and ‘Lecturers’ Job Performance Questionnaire (LJPQ)’ were used to collect data

from the respondents. A reliability coefficient of 0.78 was obtained for the Job Related

Variables Questionnaire and 0.76 was obtained for the Lecturers’ Job Performance
Questionnaire. The data collected were analysed using percentages frequency count, Mean,

Standard Deviation and Pearson Product Moment Correlation. All hypotheses formulated

were tested at 0.05 level of significance. The study revealed that level of lecturers’ job

performance was high in public universities in Southwest, Nigeria. It also revealed that

status of job related variables was favourable. Job related variables such as job security

largely determined lecturers’ job performance in public Universities in southwest, Nigeria.

In view of the fact that the status of institutional factors was favourable in public

universities in southwest, Nigeria, procedures and criteria for job security should be

reviewed periodically in order to guarantee improvement in their job performance.

Ifechi, Nwosu and Okoli (2022) examined the influence of professional career development

and teamwork on job satisfaction among lecturers in selected private universities in Nigeria.

Social exchange theory was used to establish the theoretical framework of this study. The

study adopted descriptive survey research design to establish the relationship between

professional career development, teamwork and job satisfaction. Structured questionnaire

was distributed to 428 respondents in six selected private universities in Nigeria. The

reliability of the measuring instrument was tested using Cronbach Alpha. Hypothesis one

was tested using correlation analysis and regression analysis were employed for testing of

hypotheses two, three and four. The result of the analysis showed that there is a statistical

influence between the three constructs professional career development, teamwork and job

satisfaction of private university lecturers in Nigeria. The research concludes that

professional career development and teamwork exert different levels of influence on private

university lecturers’ job satisfaction and that teamwork exerts greater level of influence on

lecturers’ job satisfaction. Hence it was suggested that management of private universities

should promote the establishment of multidisciplinary and interdisciplinary research teams

and centres in order to blend the experience of academics. Also, private universities should
make annual plans to sponsor or subsidize conferences, seminars and workshop expenses of

lecturers in order to encourage frequent participation in academic events so as to sustain the

lecturer’s satisfaction and commitment on the job.

Godwin, Adeniran and Jamogha (2020) investigated the influence of training and

development on employee performance in selected university libraries in South-West,

Nigeria. The survey research design was adopted for this research work. A structured

questionnaire was used as an instrument of data collection. The total enumeration technique

was employed, and out of the total copies of the questionnaires administered, 103 were

completed and returned. Frequency distribution and percentages were used for analysis,

while the hypotheses were tested using correlation and regression analysis tools of the

Statistical Package for Social Sciences (SPSS). The result of the study showed a significant

correlation between staff training and development and employee performance in university

libraries in Nigeria. The result of this research also showed that staff training and

development significantly influence the performance of library staff in selected university

libraries. The study, therefore, recommends that university libraries management should

regularly organize training and developmental programs for their employees. Furthermore,

the research suggests that library employees should be encouraged to participate in training

organize within and outside their institutions, as this would ensure increased

performance/productivity.
 CHAPTER THREE

RESEARCH METHODS

3.1 Introduction

Research methodology is the overall approach to the design process of conducting research

including all phases from the theoretical underpinning to the collection and analysis of data.

In this sense, research methodology is all about decision taking through an informed decision

on a research problem, as well as, helping to direct to an appropriate method, which

sometimes can be disorganized. This study use the following research methods; research

design, population, sample and sampling technique, instrument of data collection,

questionnaire design, and method of data analysis.

3.2 Research Design for the Study

Research design refers to a plan which shows the strategy of an inquiry thought appropriate

to the research (Creswell, 2017). He further observed that a research design gives details on

the most suitable methods of investigation, the nature of research instruments, the sampling

plan and type of data to be used. For the purpose of this research work, descriptive research

design will be adopted. Descriptive research design will be adopted because it has the

advantage of producing good amount of responses from a wide range of people. Also, this

design provides a meaningful and accurate picture of events and seeks to explain people’s

perception and behavior on the basis of the data collected.

3.3 Population for the Study

Population is a complete set of items that share at least one property in common that is the

same subject of a statistical analysis (Creswell, 2017). Also, population is defined as a finite

or infinite set of objects whose properties are to be studied in a survey. The target

respondents for this study includes non-academic staffs of five public universities in
southwestern part of Nigeria which includes; Federal University Abeokuta, Ogun State,

University of Lagos, Lagos State, University of Ibadan, Oyo State, Federal University of

Technology, Akure, Ondo State and Federal University, Oye-Ekiti, Ekiti State.

3.4 Sample and Sampling Techniques

Sample can be defined as small group of respondents drawn from a population about which a

researcher is interested in getting the information so as to arrive at a conclusion (Creswell,

2017). In this study random sampling technique will be used in the collection of data.

Creswell (2017) defined random sampling as a subset of individuals that are randomly

selected from a population. The goal is to obtain a sample that is representative of the larger

population. Random sampling technique will be adopted in getting the respondents to answer

the questionnaires. Taro Yamani’s Statistical Formula will be employed to obtain the

accurate sample. A sample of five hundred (500) respondents will be selected from the target

respondents who were full time, non-academic staff of five (5) public universities in

southwestern part of Nigeria. In addition, one hundred (100) respondents will be selected

from each of the five (5) public universities.

3.5 Method of Data Collection

Data collection is defined as the systematic approach of gathering information from variety of

sources in order to get a complete picture of an area of interest (Creswell, 2017). In order to

achieve an adequate and accurate result for this project, data were sourced by means of

primary and secondary sources. This involves the use of textbook, journals magazines,

questionnaire and interview of the personnel. For this purpose of this research work, both

primary and secondary sources will be adopted.

3.6 Questionnaire Design

Questionnaire can be defined as a method of elicitation, recording and collecting of

information. It consists of questions/statement which are served or administered to the

respondents so as to gather relevant information for the purpose of research study. There are

two main types of questions; open-ended question and closed-ended questions. For the

purpose of this study, close ended questions requiring four response will be used. For the

purpose of this research, close ended questions requiring Strongly Agree (SA), Agree (A),

Disagree (D) and Strongly Disagree (SD). Part A consists of question relating to respondents

Bio-Data, while Part B focus on questions relating to the research work itself.

3.7 Validity and Reliability of the Instruments

Validity is an extent to which a measuring instrument on application performs the function

for which it is designed (Creswell, 2017). To ascertain the validity of the instrument, content

validity will be adopted. The instrument will be validated by the researcher’s supervisor. The

researcher supervisor will ensure that the instrument represents the entire range of possible

items to be tested in the study. The questionnaire will be modified in line with their

recommendation. The reliability of an instrument is the degree of consistency which

measures the attribute; it is supposed to be measuring.

In addition, Reliability can be equated with the stability, consistency, or dependability of a

measuring tool. Test re-test method will be employed, test is will be repeated to the same

sample of respondents on two occasions Cronbach alpha will be used to test the reliability of

the instruments.

3.8 Method of Data Analysis

Method of data analysis is very essential in order to be able to accurately process data that

will be collected. It also simplifies the ease of communicating the result simultaneously
improving its validity. Data from the administered questionnaires in this study will be

analyzed will be analyzed using Statistical Package for Social Sciences (SPSS version 27).

In addition, the research questions will be presented in frequency, tables and simple

percentage. To test the hypothesis formulated, multiple regression analysis will be adopted.
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