CHAPTER ONE

INTRODUCTION

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 staff (teaching and non-teaching). 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). In a report of National University Commission (2021), it was

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

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

universities which are owned by the country or 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 staff must be given special attention. Across the world, organisations 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

1
responsibilities, but it also helps to encourage employees to develop more commitment towards

their job.

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

employees to perform their duties correctly and according to the laid down standards.

Organisational personnel design training sessions to ensure that they optimize the potentials of

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

programs that create new skills through long-term planning. This is to enable them 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 programme 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 organised programmes 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 organisation 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 programmes 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 organisation 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 organisational strategic goals and objectives.

2
According to Sanda (2024) organisations providing high-level training have been able to realize

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

programmes 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 organisation’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 organisation. It is the most potent tool of any organisation’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 organisation and must be viewed as an integral part of the core

organisational 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

3
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 organisational 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 organisational 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 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.

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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. Employees 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 at large. Also, the

repercussions of underperformance of public service workers have been impediments for

effective implementation of government policies thereby 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 universities

has been a major problem identified by the researcher. Some university staff appear not to be in

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, efficiency and

performance of the university as a whole. Sanda (2024) is 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.

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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 predictors of

employee performance in public universities: evidence from Southwest Nigeria. The specific

objectives of the study 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 aims 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?

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 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 were formulated in a null format, and will be tested at 5% level of

significance.

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

01

Southwest Nigeria.

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

02

in public universities in Southwest Nigeria.

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

03

universities in Southwest Nigeria.

1.6 Significance /Justification of the Study

This study will be of immense benefits to researchers, directors, vice-chancellor and stakeholders

in the university setting, and it will contribute to the academic body of knowledge as highlighted

below.

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

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

improving employees’ performance in public universities.

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

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

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

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impact on individuals, organisation 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 organisation.

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 solutions to problems based on

the best way to run training in their organisation 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 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 six (6) states in southwestern or geopolitical zone of

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

University Abeokuta, Ogun State, University of Lagos, Lagos State, Obafemi Awolowo

University, Ile-Ife, Osun 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.

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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 is 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 employees fulfill their job duties, including

the quality, quantity, and efficiency of their work. It is also the overall expected value of an

employee's behaviours 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.

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 CHAPTER TWO

LITERATURE REVIEW

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 organisational objectives based on public policy direction (Sadeh,

2022).

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

through instructional events, programmess 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

employees and transforms them into valuable employees. Training also helps to increase job

knowledge and skills, it also expands the intellect and 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).

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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 programmes 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 behaviour, 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, interwoven and interdependent, rather than

sequential and hierarchical. Training and development is very crucial to the employees, the

organisation and their effectiveness (Devi & Shaik, 2022). Staff training and development can

11
occur simultaneously or complementarily, 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

organisation 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 organisation (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 organisation

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 organisation. 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 organisation and training and development methods that may be

employed here include simulation, role play and case study.

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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 opinion 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 organisation is likely to get a high skilled

labour since the training is tailored to meet the organisation’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 organisation. 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 get acquainted

with the work and the organisation 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

13
& Nembhard, 2024). Organisations 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 organisation

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 organisation 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 is 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) opined 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 organisation cost and also

minimizes the degree of frustration of the trainer since he is not operating in an abstract situation.

14
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 organisations 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 behaviour and attitudes of another

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

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

15
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 programme 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), organisational 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 organisational 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

16
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

organisation. Also, it will not enable the organisation to get high quality labour 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

programme 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 programme. The objective of

the training programme 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

organisation. 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 programme. Ramirez and Nembhard (2024) is of the view that it is the

undertaking of the actual training programme. The organisation will make sure that the trainers

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

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,

17
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 programme 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 programme and have learnt from it (Saravani & Abbasi, 2023). It also enables

the organisation to modify the training content and methods to suit trainees before

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

training programme. The evaluation covers the programme 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 programme, as well as its general impact on the organisation. 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 is

contented or not with the training methods, the content of the programme, the trainers’ delivery

18
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

behaviours 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 organisation 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 organisations (Ifechi, Nwosu & Okoli, 2022). Training enables

organisations to act more effectively because of having valued employees. Training is also

needed to develop new leaders. There are many benefits to both organisation 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 programmes is to improve

employee capabilities and organisational 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

19
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 organisation may consist of an

increase in productivity and satisfaction of customers. Training programmes should, therefore, be

designed and delivered to meet the needs of both the employees and the organisation. 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 programmes.

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

3. Develop database 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.

20
Ahammad (2023) opined that the effectiveness of training is measured in the organisation 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 organisational 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 organisation 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 organisation, thereby reducing employee

turnover. Also, when employees are trained, there is the likelihood that the organisation will

21
find it easier to adapt to change and enhance growth of both the employee and the organisation

(Oni et al., 2013).

Neelam et al. (2024) posited that the organisation 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 organisation, training

and development processes are implemented as this benefits not just the organisation but also

the individuals making up that organisation (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 organisational 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

utilization 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).

22
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 elaborates the concept by stating that training facilitate organisation to

recognize 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 occurs 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.

23
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

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 Smith (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.

Economist 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

24
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

25
organisational productivity and competitiveness. Resource-based theory is linked to human

capital theory in that they both emphasize that investment on employee in an organisation

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

2.7.3 Social Learning Theory (SLT)

Social Learning Theory was propounded by Skinner in 1940. Skinner's behaviorist theories

formed a basis for redevelopment into Social Learning Theory. Social learning theory is

increasingly cited as an essential component of sustainable natural resource management and the

promotion of desirable behavioral change (Adeleye et al., 2024). This theory is based on the idea

that we learn from our interactions with others in a social context. Separately, by observing the

behaviors of others, people develop similar behaviors. After observing the behavior of others,

people assimilate and imitate that behavior, especially if their observational experiences are

positive ones or include rewards related to the observed behavior. Social learning is a theory of

learning process social behavior which proposes that new behaviors can be acquired by

observing and imitating others. It states that learning is a cognitive process that takes place in a

social context and can occur purely through observation or direct instruction, even in the absence

of motor reproduction or direct reinforcement (Akpan, 2023).

By adopting social learning theory in this study, it would ensures continuous engagement,

information retention, employee satisfaction, and impressive work culture. In addition, it foster

connections between employees that can help in achieving personal well-being and boost team

morale, this theory used to investigate and understand ways that positive role models can be used

to encourage desirable behaviors and to facilitate social change in public universities in Nigeria.

26
2.7.4 Expectancy Theory

In 1964, Victor H. Vroom developed the expectancy theory through his study of the motivations

behind decision-making. This theory is relevant to the study of management. Expectancy theory

generally, is a broad theory of motivation that attempts to explain the determination of workplace

attitude and behavior. This theory focuses on three relationships: effort performance relationship,

performance reward relationship and rewards personal goals relationship (Asim, 2023). The

theory states that the intensity of a tendency to perform in a particular manner is dependent on

the intensity of an expectation that the performance will be followed by a definite outcome and

on the appeal of the outcome to the individual. Expectancy theory has some important

implications for motivating employees. The model provides guidelines for enhancing employee

motivation by altering the individual’s effort-to-performance expectancy, performance-to-reward

expectancy, and reward valences (Dabale, Jagero & Nyauchi, 2024). Expectancy theory can help

managers understand how employees are motivated to choose among behavioral alternatives,

when public universities in Nigeria. Expectancy theory will enhance the connection between

performance and outcomes, expectancy theory suggests managers tie valuable rewards closely to

performance, as well as increase self-efficacy by training employees to improve their abilities,

and maximizing valuable rewards will increase opportunities to satisfy both employee needs and

organizational requirements in Nigeria public universities.

2.7.5 Theoretical Framework

As per the theoretical framework for this study, 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. Human Capital Theory, education is an investment
27
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). Therefore, the theory emphasized that if human resources are

developed and effectively utilized, it leads to enhance job and organisational performance in the

long run.

2.8 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.

Aneozeng et al. (2024) looked into how employees' performance at Port-Harcourt Electricity

Company (PHED) was affected by training and development. Training design, training delivery

style, on-the-job training and off-the-job training were proxies for the independent variable to

test on employees performance at PHED. The researcher developed research questions in line

with the objectives. The study made use of survey research design, the population of the study

28
was 516 employees of PHED. In the four states that the company is providing service to, viz:

River State, Bayelsa, Akwa-Ibom and Cross River state. With the aid Morgan and Krejcie

sample size determination, the researcher arrived at a sample size of 217. The regression results

revealed that, training design plays a significant role on employees performance, it further

revealed that both training delivery style and on-the-job training have a positive relationship with

employees performance at PHED, furthermore the results revealed that off-the-job training does

not significantly affects employees performance at PHED. In line with the findings the

researcher made the following recommendations. Management should ensure that the training

programmes in the company should be taking serious and employees must participate in it. This

will give employees adequate knowledge needed to carry out their duties responsibly and in

return will increase employees’ performance, also to achieve high performance from employees,

management should adopt a policy that provides a conducive training delivery style for

employees, as to enable employee to be comfortable during training sessions. However,

Management should ensure that on the job training should be part of the organizational policies,

to retrain employees and keep them up to date, and lastly Management of PHED should not

spend too much resources on off the job training as it does influence employees of PHED

positively.

Aruoren and Echewa (2023) investigated the effect of employee training, development and

empowerment on employee retention in two consumer goods companies with headquarters in

Rivers State, Nigeria. The study was anchored on the human resource theory and the survey

research design was employed via the administration of questionnaire on a sample of sixty-nine

(69) respondents who are employees of the consumer goods companies (LaSien Bottling

Company Limited and Multipro Consumer Products Limited). Data collected were analyzed my

means of descriptive (mean, standard deviation, minimum, maximum values and Karl Pearson

29
correlation) and inferential (variance inflation factor, Breusch-Pagan/Cook-Weisberg and simple

regression) statistical techniques. The regression result showed that employee training,

development and empowerment were positively and significantly related to employee retention.

Given the findings, it was recommended that management should strive towards engaging the

workforce in training and development initiatives. In aspect of employee empowerment, there is

the need for management of consumer goods companies to constantly empower employees and

should be well cared in order to decrease the intention to leave the organization.

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

organisational climate in schools.

30
Okunlola (2023) examined the influence of training, remuneration, and teamwork factors on job

performance among employees of the National Examinations Council (NECO) of Nigeria. The

study was located within a positivist paradigm that adopted a descriptive survey design. A

purposive sampling technique was adopted in selecting 140 NECO employees, and a random

sampling technique was employed to select 100 respondents from the total population of 1000

secondary school registrars. One research question was answered, while four hypotheses were

tested in the study. Two research instruments were used for data collection. Data were analyzed

using frequency count, percentage, Pearson product-moment correlation, and multiple regression

statistical tools. The result showed that NECO employee job performance is excellent. There was

a significant relationship between remuneration and job performance (R=0.864 (Sig, .023). There

was also a significant relationship between teamwork and job performance R=2.072 (Sig, .022).

In addition, a significant relationship existed between training and job performance R=1.143

(Sig, .008), and the combination of the independent variables is effective in predicting employee

job performance (F(3,136 ) = 9.224, p< 0.05). Based on the result of the study, it was concluded

that the independent variables are critical factors in determining the job performance of NECO

employees in Oyo state, Nigeria. Hence, it was recommended that all these factors be given

deserved attention and taken seriously by the management to get the best out of its employees.

Obasi and Wokoma (2023) examined training and development for employees’ optimal job

performance in institutions of higher education. It established that employee’s performance

impact greatly on the success of every organization and for that it is the responsibility of

institutions to be aware of employees training and development. Institutions need to have well

trained and experienced people to perform the activities that has to be done, hence, regular

training and development will assist both the institution and employee to achieve diverse goals

and objective and also improves productivity in work place. The paper therefore concluded that

31
training and development is a vital tool used to not only maximize the performance of

employees, but also to help them in becoming more efficient, productive, satisfied, motivated,

and innovative in the workplace. It suggests amongst others, in order to improve employee’s

performance and service delivery, management should increase the number of employees taking

part in training and development.

Kansane (2022) focused on the effect of employee training and development on public institution

performance case of NPSC. The general objective of this research was to determine the effect of

employee training and development on public institution performance where specifically the

study had to find out the extent to which training and development policies has effect on NPSC

performance, to establish the effect of evaluation of training and development on NPSC

performance, to identify the training and development challenges that affect the performance of

NPSC and to establish the contribution of employee training and development on the

performance of NPSC . This study adopted a descriptive type of research design which has set

out to describe how employee training and development contribute on the performance of NPSC

and the target population which is also the sample size because it is a small number, the staff on

NPSC working at the headquarters. The questionnaire was used for gathering data. The validity

of the questionnaire has been tested with the aid of the supervisor, research experts

knowledgeable about the themes of the study. The reliability of the questionnaire was computed

using the Cronbach method of internal consistency. The results of this study was obtained by

using regression analysis indicated that a well-designed training and development policy,

training and development evaluation well done and training and development challenges handled

have a positive effect on NPSC performance. The findings revealed a positive and significant

effect of employee training and development evaluation on NPSC. This indicate that if employee

training and development evaluation is well done after training it will effect NPSC performance

32
where (r=0.986 it means that 98.6%, and the findings revealed a positive and significant effect of

training and development challenges. This implies that if challenges in implementing employee

trainings and development towards employees are well treated and handled in favor of increasing

knowledge and skills of employees it will be an increase of NPSC performance (r=0.996) it

means that 98.6%, and the findings revealed a positive and significant effect of training and

development challenges.

Chemutai and Khalili (2022) investigated the influence of strategic talent management practices

on academic performance of lecturers at Rongo University. To the management of Rongo

University, the study provides relevant information to develop strategies in an effort to improve

lecturers’ academic performance. To the policy makers, the study provides information that can

be used in formulation of laws and policies that enhance talent management strategies. The study

adds more information to the body of knowledge on training and development and performance

of lecturers. The study used a descriptive research design. The target population of this study was

102 academic staff at Rongo University: graduate assistants, tutorial fellows, assistant lecturers,

lecturers, senior lecturers, associate professors and professors. The sample size was 82 staff who

were selected by use of stratified random sampling. The research made use of primary data

together with secondary data. The secondary data source was the annual reports and policies

from Rongo University while primary data was gathered through use of semi-structured

questionnaires. Thematic analysis was deployed in analyzing qualitative data then presentation of

results were in a narrative form. Through the help of SPSS (version 22) quantitative data was

analyzed through use of descriptive statistics and inferential statistics. The research used

descriptive statistics in determining mean, frequency distribution and percentage. Inferential

statistics comprised of correlation analysis as well as multivariate regression analysis. The

research results were presented in tables, bar charts and pie charts. The study found that staff

33
training and development has an insignificant effect on academic performance of lecturers at

Rongo University (p-value=0.000). The study found that Rongo University provided little

training to the academic staff and about half of the academic staff had received training since

they got employed in Rongo University. The study recommends that the University should

provide frequent training specific for academic staff. These trainings should include research

training, pedagogical training, supervision training, and leadership training.

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

34
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 centers 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.

Bamire (2021) examined the rate at which training programmes are organized in the senior

secondary; analysed their effect on teachers’ effectiveness in lesson delivery, use of instructional

35
materials, and classroom management; and examined the relationship between the training

programmes and students’ academic performance in the schools. The study used descriptive

survey research design. A multistage sampling technique was used to select 340 respondents

(comprising 300 teachers, 30 principals, and 10 human resource management officials of the

Osun State Ministry of Education). In the first stage, 10 local government areas (LGAs) were

randomly selected out of the 30 LGAs and One Area Office in Osun State. In the second stage,

three schools were randomly selected from each of the 10 LGAs to give a total of 30 schools. In

each school, 10 teachers and one principal were randomly selected, while 10 human resource

management officials were purposively selected from the personnel unit of the Ministry of

Education in the State. Two research instruments (interview guide and questionnaire) were used

to collect data (on the rate at which training programmes are organised for teachers’ development

in senior secondary school and their effect on the teachers’ effectiveness on lesson delivery, use

of instructional materials and classroom management) for the study. Content validity was used to

ascertain the validity of the instruments, while the internal consistency was established through

testre-test method with a co-efficient of 0.78 and 0.80, respectively. Data collected were

analysed using descriptive statistics (percentages, frequency counts) and inferential statistics

(correlation analysis). The results showed that seven main types of teachers’ training and

development programmes were available to Osun state senior secondary school teachers, these

are: conferences, seminars, peer-coaching, retreats, workshops, orientation and sandwich. It was

revealed that most of the teachers (81.7%; 84.3%; 77.3%; 85.3%) agreed that conferences,

seminars ,workshops and sandwich programmes had been organized for teachers atone time or

the other respectively while peer coaching, retreat and orientation were seldom organized as

many teachers (73.3%; 94.3%; 73.3%) respectively attested that they were never organized.

Furthermore, there was a significant but negative correlation(r= -567, p=0.05) between teachers

training and development programmes and their effectiveness in lesson delivery, use of
36
instructional materials, and classroom management. Teacher training and development

programmes also had a significant but negative correlation (r = -447, p=0.05) with senior

secondary school students’ performance in public examinations in Osun State. It was concluded

that for teachers’ training and development programmes to achieve the purpose of improving

students’ academic performance, the Government of Osun state, through its Ministry of

Education, should put well-structured modalities in place to ensure that all categories of teachers

attend and participate in the programmes.

Tijani, Etejere and Paricial (2020) examined training and supervision as predictors of Business

Teachers' Job Performance in Nigerian Public Secondary Schools. Descriptive research design of

correlation types was adopted for the study the population consisted fo the entire 1,500 Business

related subject teachers from four states in the North Central Geo-Political Zone of Nigeria. 550

sample were purposively selected as the respondents from 20 schools using proportional

sampling techniques. Structured questionnaire was purposively used to collect relevant data from

the respondents. However, checklist was used to collect WAEC/SSCE results of the sampled

schools. The validity of the instrument was done from three experts from the Department of

Business education, Kwara State University. The reliability coefficient of 0.71 was obtained

through a split-half method. The two research questions stated were answered using percentages

and cumulative frequency statistical method while the three hypotheses generated were tested

using multiple regression analysis. The finding of the study revealed poor performance of student

in the Business related subjects. However, there was a moderate level of Business Teacher job

performance. Also, both training and supervision were discovered to be the predictors of

Business Teacher Job Performance in Nigeria Public Secondary Schools. Regular capacity

building such as workshop and conferences were recommended for the Teachers in addition to

37
the regular external and internal supervision. The Government should also supply the necessary

teaching facilities to help teacher improve on teaching and learning.

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 programmes 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.

2.5 Gaps in Literature

Low performance of employees in Nigerian public universities has been so worrisome.

Although, the issue of underperformance of employees in Nigerian public universities has gain

considerable attention in organizational behaviour and management studies. Study by Ifechi,

Nwosu and Okoli (2022) investigated the influence of professional career development and

teamwork on employee job satisfaction: Evidence from Private Universities, Eastern part of

Nigeria in Anambra. Only study from southwestern part of Nigeria was study by Godwin,
38
Adeniran and Jamogha (2020) who investigated staff training and development on employee

performance in selected university in south-west, Nigeria. The study only use library as a case

study. Against this backdrop, information regarding training and development as predictors of

employee performance in public universities in Southwest Nigeria remain sparse, variant and

inconclusive. There is no studies that covers intended scope of this present study (nonacademic

staffs in public universities in southwest Nigerian. This present study will bridge the gap and

ascertain whether training and development is a phenomenon of employee performance.

39
 2.11 Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Training and development Job satisfaction

 Training programme  Productivity
 Development initiatives  Job knowledge
 Mentorship programme  Quality of work
 Workshop/Seminar  Efficiency/Effectiveness
 On/Off-the-Job Training

Figure 1: Conceptual Framework for the study

Source; Researcher’s compilations (2024)

40
 CHAPTER THREE

METHODOLOGY

3.2 Research Design

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 staff of six public universities in southwestern part of Nigeria which

includes; Federal University Abeokuta, Ogun State, University of Lagos, Lagos State, Obafemi

Awolowo University, Ile-Ife, Osun 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).

41
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-teaching

staff of six (6) public universities in southwestern part of Nigeria. In addition, one hundred (100)

respondents will be selected from each of the six (6) public universities mentioned above.

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 will be 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 responses will be used. For the purpose of this research, close

ended questions requiring Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree

42
(SD). Part A will consist of questions relating to respondents Bio-Data, while Part B will 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 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. In addition, the research questions will be presented in frequency, tables and simple

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

3.9 Model Specification

Model for this study is adapted from study by Godwin, Adeniran and Jamogha (2020) with slight

modification.

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The model for this study is stated thus,

EMP_P = f (ETDP, FMTDP, TD)………………………………………………………….(1)

In an explicit form, the model is stated as;

EMP_P = β0 + β1 ETDP + β2 FMTDP + β3 TD + u ……………………………………….(2)

Where:

EMP_P = Employee performance

ETDP = Existing training and development programmes

FMTDP = Factors militating of training and development

TD = Training and development

u = Stochastic error term,

β0 = intercept of the model,

β1 - β1= parameters of the regression coefficients

44
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