Personnel Training and Development and Employee Productivity in a Financial Institution

PERSONNEL TRAINING AND DEVELOPMENT AND EMPLOYEE PRODUCTIVITY
IN A FINANCIAL INSTITUTION
(A case study of First Bank Nigeria Ltd in Osun State)
BEING A PROJECT WORK SUBMITTED TO
THE DEPARTMENT OF MANAGEMENT AND ACCOUNTING,
FACULTY OF ADMINISTRATION,
OBAFEMI AWOLOWO UNIVERSITY,
ILE IFE,
OSUN STATE.
BY
AMEH ELIZABETH OYANU
(MAC/2009/071)
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF
BACHELOR OF SCIENCE B.Sc. (HONOURS)
IN
MANAGEMENT AND ACCOUNTING
MAY 2014

CERTIFICATION
This is to certify that this project work was carried out by Miss Ameh, Elizabeth
Oyanu and approved as fulfilling part of the requirements for the award of B.Sc.,
Management and Accounting, Obafemi Awolowo University, Ile Ife, Osun State.
Mr. W.O. Akande ………………………. ………………….
Supervisor Signature Date
Prof T.O Asaolu ………………………. …………………
Head of department, Signature Date
Management and Accounting,
OAU.
Ile –Ife,
Osun State.

DEDICATION
This work is dedicated to my parents, Mr. and Mrs. Ameh. May Almighty God
give you long life to reap the fruit of your labour. (AMEN)

ACKNOWLEDGEMENT
I give all glory to the Almighty and All sufficient God for his grace and mercy. He is
the one who has made it possible for me to begin and complete this programme.
I wish to place on record my appreciation of the efforts of my supervisor – Mr. W. O
Akande for sparing his time to go through this project – thank you very much
I will like to express my profound gratitude to my family, most especially my father
Mr. James Ameh who assisted me financially, morally and spiritually. I want to say thank you
for all your encouragement and love, and also my mother Mrs. Alice Ameh for your consistent
prayers and love. My siblings Joseph, Hannah, Chris, Samson, Simon and Grace; thank you all
for your moral and financial support. Love you all so much.
Not forgetting my friends: Naka, Ope, Michael, Lola, Mj, Bola and most especially
Sylvester (pp.) and others who made OAU fun and memorable. And to my roommates in Block 1
room 110 Alumni Hall, 2012/2013 session, thanks for your support and contributions most
especially Ojo Opeyemi (yellow).
May God bless you and grant you all favors.
AMEN.

TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of Contents vi
CHAPTER ONE: INTRODUCTION
1.1 Background to the study 1
1.2 Statement of the Problem 3
1.3 Research Questions 4
1.4 Research Objectives 4
1.5 Research Hypotheses 5
1.6 Significance of the Study 5
1.7 Scope of the Study 6
1.8 Operational definition of terms 6
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 8

2.1 Training 9
2.2 Development 10
2.3 Training and development 11
2.4 Relationship between training and development and employee productivity 24
2.5 Theoretical Review 26
2.6 Training Design and Evaluation Model 28
2.7 Theoretical Framework 29
2.8 Empirical and Academic Review 30
2.9 Observation (Gaps) and Recommendations 39
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Area of study 40
3.2 Research Design 41
3.3 Population and Sampling Technique 41
3.4 Sources of Data 41
3.5 Research instrument 41
3.6 Validation of research instrument 42
3.7 Measurement of Variables 42

3.8 Data Analysis Technique 42
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Analysis of Data 44
4.2 Analysis of some responses 46
4.3 Hypotheses testing 53
CHAPTYER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 55
5.2 Conclusions 55
5.3 Recommendations 56
Bibliography 58
Appendix 72
ABSTRACT
The study identified the type of training schemes available to the staff of First Bank
Nigeria Ltd. It also ascertained if personnel training and development enhance employees’
productivity and analysed the relationship between personnel training and development and
employees’ productivity in First Bank Nigeria Ltd.

This research adopted the human capital theory. To guide the study, three research
questions were posed. Data used was obtained through primary source of data. A self- designed
questionnaire was used to collect data for the survey. A sample size of 50 respondents drawn
from the employees of First Bank Nig.Ltd. Were selected for the study using stratified sampling
techniques. Data were analyzed using SPSS (Statistical Package for Social Sciences), to further
test the hypotheses, the chi-square distribution was employed.
The findings of the study showed that majority of the respondents (78.0%) agreed that
training and development programs have enhanced their efficiency and job productivity.
Secondary, majority of the respondents (76.0%) overwhelming agreed that training and
development programme enhanced organizational performance. The result further showed that
there is a significant relationship between training and development schemes and employees’
productivity (x2 = 21.398; p < 0.05).
The study concluded that training and development of employees enhances
productivity. The study therefore recommends that organizations should conduct training need
assessment to ensure that the right training is given and ensure that training is on a continuous
basis.
CHAPTER ONE
INTRODUCTION
• Background to the Study
Personnel training and development is very vital to job productivity and organization
performance since the formal educational system does not adequately provide specific job skills
for a position in a particular organization. While, few individuals may have the requisite skills,

knowledge, abilities and competencies needed to fit into a specific job function, some others may
require extensive training to acquire the necessary skills to be able to fit in a specific job function
and also make significant contribution to the organization’s performance.
According to the International Journal of Advances in Management and Economics– The
human capital theory provides evidence which indicates that training and education raises the
productivity of workers by imparting useful knowledge and skills, hence raising workers’ future
income by increasing their lifetime earnings. Andalso provide an explanation that links
investment in training with workers’ wages. In particular, their theory draws a crucial
distinction between general education and firm-specific training, and recognized training and
human development as a basic skill provided for higher productivity of a worker. Training has
the distinct role in the achievement of an organizational goal by incorporating the interests of
organization and the workforce.
In a developing country like Nigeria, training and development of manpower resources is
highly needed in virtually all business organizations for its effectiveness. It is hard for any
business organization to exist without adequate manpower hence it is an indispensable tool for
any business organization. For accountants to perform their functions effectively there must be
well designed training and development programs to enable them enhance their productivity.
These training programs may range from on-the-job training scheme aimed at exposing
accountants to new techniques adopted in modern office environments. (International Journal of
Asian Science).
Training to ohakwe (2007), is a continuous assistance or coaching given to an employee in order
to make him have the current knowledge of the job content, scope and relationship within the
organization. Development involves preparing employees for higher responsibilities in future.

Development according to Ezeuwa (2009) can be seen as the use of human resources to
quantitatively change man’s physical and biological environments to his benefits or ever seen as
involving the introduction of new ideas into the social structure and causing alterations on the
patterns of the organization and social structure. To develop staff, (Daniels, 2003) simply refers
to make them grow with the company so that they can be fitted for available higher positions
within their capacity. Development deals with improving human relations and interpersonal
(Iwuoha, 2009).
However, development may equally be viewed as improved efficiency in making proper
adjustment and or adaptation of individuals in the society. It is believed that before one becomes
an accountant or a manager, one must have undergone a period of the job related training and
obtained a good certificate (B.SC, ACCA, ANAN and ICAN or other relevant qualifications) as
well as having a cognate growing work experience.
Training as the crucial area of human management, is the fastest growing segment of personnel
activities. Training which is referred to as a course of diet and exercise for developing the
employees’ affective, cognitive and psychomotor skill assist the organizations to have a crucial
method of developing the employee towards enhancing his productivity. At times, some
companies go beyond establishing their own schools for training and retraining their staff at no
cost expense to the trainee.
The main aim of training and development programs in business organizations is to enable
employee’s increase their productivity, productivity on the other hand is the end product of
training and development as well as a measure of the output of the result from a given output.
Accountant plays a very vital role in the business organization in the realization of the

organizational goal, he therefore needs to be constantly exposed to regular training programs to
increase his skills to enable adapt to technologically world of business.
1.2 Statement of the Problem
Despite the importance of personnel training and development on employee productivity,
training programs are not sufficiently supported by organizations in Nigeria. These organizations
consider the money they will spend on their training programs as waste rather than investment.
They fail to foresee the desirability of continuous training and development of their employees in
order to promote the efficiency and effectiveness of their organizations. Those that attempt to
conduct trainings for their employees do so in an ad-hoc and haphazard manner, and as such,
training in those organizations is more or less unplanned and unsystematic. This view is
corroborated by Nwachukwu who argued that many employees have failed in organizations
because of lack of basic training
Most of the employers have reported the inefficiency of some staff in business organization in
Nigeria, though the inefficiency could be attributed to their non-possession of the requisite skills
and competencies. The adverse effect of ( Iwuoha, 2009) nepotism, god fatherism and favoritism
during recruitment exercise has effects on productivity. The resultant effect of this is that such
accountant employed without due employment procedures find it extremely difficult to cope with
the ever improving technologically business environment, the problem of the study put in a
question form is, what type of training should the accountant be exposed to enable him move
with the demands of the ever changing world?
1.3 ResearchQuestions
The following research questions guided the study

• What type of training programs isavailable to the employees of First Bank Nigeria
ltd?
• Does training and development enhance employee productivity in financial
institutions?
• What are the relationships between personnel training and development and employee
productivity in financial institutions?
1.4 ResearchObjectives
The main purpose of this study is to examine the personnel training and development of First
Bank ltd and its impact on employees’ productivity.
The specific objectives are to;
• Identify the type of training schemes available to employees of First Bank Nigeria ltd;
• ascertain if personnel training and development enhance employees’ productivity in
the banks; and
• Analyse the relationship between personnel training and development and employees
productivity in First Bank Nigeria ltd.
1.5 ResearchHypotheses
Relative to the objectives of this study, the following hypotheses are postulated.
HO: There is no significant relationship between training and development and employee
productivity.

H1: There is significant relationship between training and development and employee
productivity.
HO: Training and development does not significantly enhance employee productivity.
H1: Training and development significantly enhance employee productivity.
1.6 Significance of the Study
It is expected that this study will be of immense benefit to the Management and employees of
banks and other organizations as well as the government, policy makers, academicians,
consultants, and other researchers in the field of human resources management in Nigeria. For
instance, this study will provide vital information to managers in the banking sector that would
encourage employee motivation and job satisfaction.
It will also be relevant to the human resource development department in the formulation of
policies relating to training and development of personnel that will help to develop and maintain
a quality work life, which will enhance employee job satisfaction and self-actualization.
As part national planning strategy, this study will assist the government to identify those areas
where it can be of assistance to corporate bodies in Nigeria with respect to human capital
development. Consultants to banks on human resources management will also find this study
useful as a good reference material. Above all, this study would assist in expanding the scope of
existing literature on employee productivity and organizational performance in Nigeria.
1.7 Scope of the Study

This study examines the concept of personnel training and development as it specifically affects
employee productivity in financial institutions.
The scope of this study will cover FirstBank of Nigeria (FBN) ltd. in Osun state. My choice of
FBN ltd. is informed by the fact that it has a large number of employees, a good training program
for its employees, and it has survived the so called harsh operating environment in Nigeria and
has continued to dominate the Nigerian banking industry. Questionnaire data collection would be
adopted.
1.8 Operational definition of terms
Effects were made at defining the following terminologies used in this study to avoid ambiguity
and elicit proper understanding.
Development:This is the process concerned with people’s capacity in a defined
and over a period to manage and involve positive change, and reduce or eliminate
unwanted change.
Personnel: The body of persons employed by or active in an organization.
Institution: This is any structure or mechanism of social order governing the
behavior of a set of individuals.
CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION

Many organizations have come to recognize that training offers a way of developing
skills, enhancing productivity and quality of work, and building worker loyalty to the firm
(http://www.bls. gov/oco/ocos 021 htm). They have seen for themselves that training is where
skills are developed, attitudes are changed, ideas evolve and the organization is reinvented. In the
course of learning the skills that will increase sales, build effective teams, improve quality
standards or meet a wide range of other objectives, employees create a new organizational
culture (Babaita, 2010).
Training means investing in people to enable them to perform better and to empower
them to make the best use of their natural abilities for overall effectiveness and efficiency of an
organization. An organization is seen to be effective and efficient if there is demonstrable
increase in productivity (Daniels 2003; Babaita2010). There is need for continual training and
retraining especially with the impact of rapid technological changes on existing skills and jobs.
From the literature review, the accountants are seen as an indispensable group in the entire office
in the labor markets; hence the training given to them is such that assists an individual to be
occupationally competent by providing him with learning experiences that will help him develop
skills and ability for making sound decisions.
There are numerous problems (funding, lack of training facilities, lack of manpower, etc.)
which have continued to affect the training of accountants thereby hampering their optimal
productivity (Iwuoha, 2009). Despite the recognition of importance of training by management
experts and government in white papers on various reforms in Nigeria, the experience of
manpower (staff) training and development (Okotoni and Ercro, 2005) in the Nigerian public
service has been more of ruse and waste.

This chapter deals with the review of related literature on the topic of the study. The review
embraces information in journals, magazines, text books, internet, etc. Specifically, the review
covers the following sub-headings:
A. Conceptual Review
B. Theoretical Review
C. Theoretical framework
D. Empirical and Academic Review
2.1 TRAINING
Training is a systematic restructuring of behavior, attitude and skill through learning-
education, instruction and planned experience (furqan and khan, 2011).
According to management study guide (2013) “training may be described as an endeavor
aimed to improve or develop additional skill in an employee on thejob one currently holds in
order to increase the performance or productivity.
According to Business Dictionary “Organized activity aimed at imparting information
and/or instructions to improve the recipient’s performance or to help him or her attain a required
level of knowledge or skill”
According to Cole (2002), in his book Personnel and Human Resource Management,
training is a learning activity directed towards the acquisition of specific knowledge and skills
for the purpose of an occupation or task. The focus of training is the job or task for example, the
need to have efficiency and safety in the operation of particular machines or equipment, or the
need for an effective sales force to mention but a few.

The Manpower Services commission of the United Kingdom, which was set up by the
1973 Employment and Training Act defined training as a planned process to modify attitude,
knowledge or skill behavior through learning experience to achieve effective performance in an
activity or range of activities. According to them, the purpose of training in the work situation is
to develop the abilities of the individual and to satisfy the current and future of the organization.
Training according to Oxford Advance Learner’s dictionary, is the process of preparing
somebody or being prepared for job. In manpower development, training is therefore an
indispensable and at the same times a vehicle for development and planning.
According to Armstrong (1996), expressing an understanding of training emphasizes that
training should be developed and operated within an organization by appreciating learning
theories and approaches if the training is to be well understood.
Training can be explained as a planned and systematic effort by management aimed at
altering behavior of employees, in a direction that will achieve organizational goals. A formal
training program is an effort by the employer to provide opportunities for the employee to
acquire job-related skills, attitudes and knowledge, McGhee et al (l996).
According to Stemetz et al (1969), “training is a short term process utilizing a systematic
and organized procedure by which non-managerial personnel learn technical knowledge and
skills for a definite period”
Price (1975), according to him, the training functions is a management activity in which
the personnel department provides the necessary specialist knowledge and usually carries out in
addition the administrative requirements so that the function operates effectively within the
organization.

Price (1975) emphasized the role of training in management activity especially in the area of
human resources management. According to him, the training functions is a management activity
in which the personnel department provides the necessary specialist knowledge and usually
carries out in addition the administrative requirements so that the function operates effectively,
within the organization. He went further to slate the basics stage is establishing a training
function with the view to improving on the manpower development.
These stages are:
i. To find out the training needs of the particular needs of the particular company at all
levels.
ii. To formulate training policy which will meet the needs?
iii. To evaluate the resources both financial and material which will be required?
Training is therefore a key element for improved organization; it increases the level of
individual and organizational competencies. It helps to reconcile the gap between what
should happen and what is happening – between desired target standards and actual level
of job performance. Although many employers continue to have reservations about the
cost and extent of tangible business returns from training, the development of skill has
been identified as a key factor in sharpening competitiveness,
2.2 Development

Development generally, means the process of causing somebody or something to grow or
making something to become larger gradually. But in relation to manpower, development can be
seen as a process of increasing the quality or value or skill of an employee (personnel).
From the definition, it can be seen that training facilitates manpower development and
consequently his performances. Manpower training and manpower development are two inter-
related processes whose importance cannot be over emphasized in any decision of strategic
human resource management. These relate to the series of activities which an enterprise would
embark upon to improve the quality of’ its managerial capacity.
In the view of Chanokan (1987) manpower development refers broadly to the nature and
direction of change induced in the employees as a result of educating and training programs. He
says development is managerial in nature and career focused. To distinguish between training
and development, Chanokan also opined that “unlike the training of the worker which improves
technical and mechanical skills, the development techniques are designed for work behavior
modification”. According to him, development is an educational process, utilizing a systematic
organizational Procedure by which a worker learns the conceptual and theoretical knowledge for
effective pursuance of their responsibilities.
2.3 Training and Development
As we know that training and development refers to the process to obtain or transfer KSA
(knowledge, skills and abilities) needed to carry out a specific activity or task ; therefore,
benefits of training and development both for employer and employees are strategic in nature and
hence much broader. In order to meet the current and future challenges of our business, training
and development assumes a wide range of learning actions, ranging from training of the
employees for their present tasks and more so, knowledge sharing to improve the business

horizon and customer’s service. It also focuses on their career development, thus expanding
individual, group and organizational effectiveness
. Training and development have become the most important factor in the business world
today, because training increases the efficiency and the effectiveness of both employees and
organization (Raja, Furqan and Khan, 2011). In fact, in the start of the twenty-first century
Human Resource Managers have opined that one of the main challenges they are to confront had
involved issues related to training and development (Stavrou, Brewster and Charalambous 2004).
Training is a form of specialized education aimed at giving the trainee a particular or
specialized knowledge, skill and attitude which he must possess to effectively perform in a given
position. Development is concerned with specific programs designed to prepare and groom a
worker with particular education and training for higher responsibilities (Onasanya, 2006).
Beardwell and Helen (2001) also view development as the process of becoming
increasingly complex, more elaborate and differentiated by virtue of learning and maturation.
Many organizations have over the years introduced personnel training and development
strategies in order to enhance better employee performance at work and increase productivity
(Nguyen 2009).
According to Raja et al (2011) Training and development is a very important tool for an
organization to compete in this challenging world. Facing fierce competition and ever rapidly
changing market environment, large corporations must find ways to improve productivity,
efficiency, customer service, staff retention and other key drivers of corporate profitability
(Training and development) should they want to be more profitable and be more competitive in
the industry (Vicet, nd;Nguyen 2009). Rouda and Kusy (1995) views Training and Development
as the ‘acquisition of knowledge, competencies and skills, and adopting behaviors that improve

performance in current jobs, including: adult learning theory and applications, instructional
systems design, train-the-trainer programs, and instructional strategies and methods.
Management development and training has been seen as a process which employees are
recruited, selected, trained, motivated and required within an economic system. According to
Alao (2010), formal management development program began to appear in large cooperation in
1940 and early 1950s. In the past few decades, there has been an increasing amount of research
and general knowledge of the principle and techniques of administration. The rapid rates of
technological and social changes have made it imperative to have managers and workers who are
trained to cope with these changes.
Theeverincreasing technological sophistication especially in this age of computer
technology has paved way for management training to meet changing business. In the recent
years, industries have been concerned with the development of workers and those in
management position both to improveperformance in their present job and to provide a solid
basis for those who are newly recruited. Those developments have been given impetus with the
research of Taylor (2008).
Adler (1979) equates learning experience to human resources development. He is of the
opinion that learning experience are organized for a specific period and designed to bring the
possibility of behavioral change.
Management study guide states that “Training and Development is a combined role often
called Human Resource Development (HRD), meaning the development of “human” resources
to remain competitive in the market place. Training focuses on doing activities today to develop
employees for their current jobs and development is preparing employees for future roles and
responsibilities.

Training and development is basically directed at the employee but its ultimate impact
goes to the organization, because the end user of its benefit is the organization itself (Raja et al,
2011).
2.3.1 Types of Training and Development Programs
There are many training and development programs available. The particular method
chosen by a company can be influenced by considering cost and time available, number of
persons to be trained, depth of knowledge required, background of the trainee, etc.
Manpower development is a systematic process of training and growth by which
individuals gain and apply knowledge skill insights and altitude to manage work and personnel
effectively. It involves the estimation of the demand for the supply of management staff for the
organization in future. It is the involvement of efforts aimed at improving the quality as well as
the number of management staff. Studies showed that many workers fail in organizational
expectation because the training needs were not identified and provided for. Development may
help to build confidence in the workers and make him work more efficiently and effectively.
On The Job Training
This is the method used to acquire specific skill while the individual is on the job. On the job
training is required to improve the staff that had inadequate academic qualification for his job
performance when he was employed specifically in a situation of acute manpower shortage. This
is also regarded as training within industry or training within organizational policy. The
definition also suggests that on -thejob method is a specific form of job instruction. It imparts
only those skill needed by the worker to perform a particular job competently. This is why it is
mostly done in plant. However, it can be done outside the plant too. This specific form of

training can both be formal and informal. Formal in the sense that, what is to be instructed is
organized, manned or structured sequentially.
On the job training could take the following forms:
• Training by experienced workmen
• Apprenticeship which is the oldest method of training.
Information Presentation Method
The aim is to impact the Facts, theories, concepts, etc. without actual practice. Examples
of information presentation method are:
• Conference Method:
This could be in form of a seminar program where a small group is drawn from different
organizations.
• Classroom Method
It can be used to teach a large Crowd and it is usually two-way communication where questions
are asked and answers are received.
• Programmed Instruction:
It is teaching aides such as cassettes, firm etc. This method is different from conventional form
of training in which the trainer guides the process because the materials to be learned with is
presented in a way the student can control.
• Lecture method:
This is a standard institutional method used in colleges, polytechnics and universities. It is
cheaper and has the ability to accommodate more students.
Simulation Approach

People are trained on real Iife experience i.e. problem that present itself on real life. Simulation
approach could take demonstration or role playing methods.
• Demonstration method:
This explains to the trainee by teaching live with examples such as making displays. It is the
actual showing mailer than telling the trainee and that is why, it is learning by seeing.
• Role playing method:
It is a technique in which some problems real or imaginary involving human interaction is
presented and then spontaneously acted out.
Induction Method
Introduction is the orientation conducted for new employees. According to Pigors and
Minner (1969) a good induction should cover the following:
Introductory information by personnel department
A follow-up interview many weeks after the employees have been on the job. The purpose of
induction is to give new entrant feelings that they are welcomed.
Professional Training
This is used to help trainee acquire more skill usually in technical or commercial fields,
where skills are required for performing a task.
Shadowing and job rotation
This usually aims to give trainee managers a feel for the organization by giving them the
experience of working in different departments. Trainees must be encouraged to feel it is not
time wasting and people in the various departments in which they are temporarily working must

feel a commitment and involvement in the training if it is to work. Unfortunately, trainees are not
usually welcomed and are seen by supervisors and workers in the department as obstacles to the
daily routines. If well-structured and planned with the cooperation of all departmental
supervisors, this method can be a worthwhile learning experience.
Job rotation is another version of training that became popular in the 1970s to help
relieve boredom and thereby raise the productivity of shop floor workers. It is a management
technique used to rotate incumbents from job to job or from department to department or from
one plant to another in different geographical areas. The rotation is done on co-ordinate basis
with a view to exposing the executives and trainees to new challenges and problems. It is also
aimed at giving executives broad outlook and diversified skills.
If appropriately implemented this can be an excellent learning experience for workers and
suitably fits with Human Resource Management concepts of team-work and empowerment
whereby people are encouraged to greater responsibility for their work and that of the team. On
the negative side, there have been criticisms that not enough structured training is given to enable
workers to do these jobs well. However, the researcher believes that on-the-job method of
training has a setback. A critical review of the method reveals that, although employees learn
doing the job, their productivity tends to be low because they do not have the skills and
knowledge needed to be effective and efficient. In an on-the-job training method, the emphasis is
more on the acquisition of specific, local knowledge in a real situation. Unlike on- the-job
method, off-the-job method emphasizes developing an understanding of general principles
providing background knowledge and generating an awareness of comparative ideas and
practices.
Vestibule Training

This method of training is where the worker is trained to use machine or perform a task
similar to the ones in the real work situation. Under this method of training, the training program
is conducted out of the job in an area separate from the work place under the supervision of a
skilled instructor. After going through the vestibule training for a specified time period, the
trainees are expected to apply their newly acquired skills when they are assigned to their real job.
Behaviour Modeling
Here, some of the methods used in the assessment centers include business games, in-
basket, simulation, problem-centered cases, and many others, to enable the trainee learn the
behaviors appropriate for the job through role-playing. The use of behavior modeling is based on
social theory, and it is in particular an effective method for interpersonal or social skills training.
This method of training incorporates the use of videos to clearly demonstrate the way things
ought to be done, what behaviors are to be avoided.
Behaviour modeling is often based on the demonstration of the right and effective way to
behave and as a result, trainees are provided with facilities to practice this. Bryn (1990:17) puts it
this way, that behavior modeling is where target behaviors are selected and videos on each of the
behaviors produced, showing competent persons achieving success by following specific
guidelines. Key points are displayed on screen and are backed by trainer-led discussions.
Learning here is trainer enforced through role play.
Understudy Training
An understudy is a person who is training to assume a position at a future date, the duties
and responsibilities of the position currently occupied by the person he or she is understudying.
An individual or group is assigned to assist a superior officer in the performance of his duties
related to the position and at times left to grapple with the day-to-day problems which confront

the superior in the performance of duty. They are allowed to solve them with or without the help
of the superior. When the understudy shows promise of talent, he takes over when the superior is
transferred, retired or is promoted to a higher position.
Case Study
Here, trainees are given case studies of real or imagined events in an organization to
study, analyze and give an opinion. After analyzing several cases under the guidance of
instructors, the trainees are exposed to certain concepts, problems, techniques and experiences,
which they will later face on the job. The object of this method is to help the trainees think
logically and develop the ability to analyze alternative courses of action systematically and
objectively.
Business Exercise
In this type of training exercise, the work situation is stimulated and the trainees are
presented with reports, correspondence and memoranda, as in a real work situation, to handle.
Business exercise training helps employees to develop decision-making, time management,
planning and communication skills. It also helps them to develop a “feel” for the work situation
before they apart the real job.
Group Training
Group training method includes group discussions, seminar and sensitivity training. Here,
trainees having different or similar backgrounds and experiences meet to share ideas on specific
topics decided by the trainer. If organized properly, it offers trainees from different backgrounds
an opportunity to share valuable information and learn from each other’s experience. An
example is the T-group which is an approach to human relations; the original emphasis is that it
is a form of group therapy. The seminars have the benefit of encouraging participants whiles

providing opportunities for trainees to learn from each other. The T-group is however, leaderless,
unstructured groups designed to encourage learning room experience and group dynamics, and
also provide a forum for the giving and receiving of personal feedback.
2.3.2 Evaluation of Training
Assessing the progress of employees is one of the most important responsibilities of an
employer. Evaluation activities should be integrated into the overall training plan to determine
how effectively the training efforts are progressing. When you evaluate as you go along it gives
employees more incentive to learn throughout the training program and employers can get useful
information to identify problems as they arise. These evaluations are often performed by a team
that can spend the time to collect data, make judgments, and propose recommendations for future
actions.
(WHO resources 2014)
Upon checking the effectiveness of training, Kenney et al (1992) stated that the training
program is reviewed during and after its completion by the training officer, the line manager, and
if necessary, by the trainees themselves. Evaluation differs from validation in that it attempts to
measure the overall cost benefit of the training program and not just the achievement of its laid
down objectives. Hamlin (1974) advocated that until control measures are taken to correct any
deficiencies after the training, evaluation has not been completed and thereby ineffective.
Evaluation is an integral feature of training, but it could be difficult because it is often hard to set
measurable objectives.
2.3.3 Methods of Evaluation

There are several methods for evaluating training. Beardwell and Holden (1993) have
cited some of these methods as follows;
1. Questionnaires (feedback forms): this is a common way of eliciting trainee responses to
courses and programs.
2. Tests or examinations: these are common on formal courses, especially those that result
in certification for instance a diploma in word processing skills. End-of-course tests can
also be employed after non-certificate short courses to check the progress of trainees.
3. Projects are initially seen as learning methods but they can also provide valuable
information to instructor about the participants’ understanding of subject matter.
4. Structured exercises and case studies also provide opportunities to apply learned skills
and techniques under the observation of tutors and evaluators.
5. Interviews of trainees after the course or instruction period are another technique for
gathering information directly from the learners. These can be formal or informal,
individual or group, face-to-face or by telephone.
Productivity
This is the amount of output that is produced per unit of input; usually expressed in terms
of output per unit of time. The expert’s consultants, academician and practitioners have
expressed their views on productivity. Some of the accepted definitions of productivity are given
below:
(i) Productivity is a measure relating a quantity or quality of output to the inputs required to
produce it. Often means labor productivity, which canbe measured by quantity of output

per time spent or numbers employed. Could be measured in monetary term like rupees
per hour -Webmaster Dictionary
(ii) From Wikipedia, the free encyclopedia, productivity is a measure of output from a
production process, per unit of input. For example, labor productivity is typically
measured as a ratio of output per labor-hour, an input. Productivity may be conceived of
as a metric of the technical or engineering efficiency of production.
(iii) Relative measure of the efficiency of a person, machine, factory, system, etc., in
converting inputs into useful outputs. Computed by dividing average output per period by
the total costs incurred or resources (capital, energy, material, personnel) consumed in
that period, productivity is a critical determinant of cost efficiency. Business Dictionary
(iv) Productivity is a measurement of the output produced using a quantity of inputs. The
production process is a representation of the relationship between outputs and the inputs
used to produce them. -Diane Huber
(v) Employee productivity is the amount of goods and services that an employee produces in
a given amount of time. It is one of several types of productivity that economists
measure. It productivity can be measured for an individual, a firm, a process or a country-
www.wikipedia.org
(vi) The quantity of goods and services that someone can produce with a given expenditure of
effort, usually measured or averaged out in terms of time spent working or labor time.—
Web.ict.ac.za.
(vii) The OECD defines it as “the ratio of a volume measure of output to a volume measure of
input”. Volume measures of output are normally gross domestic product (GDP) or gross
value added (GVA), expressed at constant prices i.e. adjusted for inflation. The three

most commonly used measures of input are: hours worked; workforce jobs; and number
of people in employment.
(viii) Productivity is the amount of work produced in a given period of time. Productivity
relates to the person’s ability to produce the standard amount or number of products,
services or outcomes as described in a work description. It is not considered in isolation
but is considered based on the interrelationship with, performance and profitability.
2.4 Relationshipbetween training and development and employee productivity
Researchers have attempted to identify whether higher skill levels among the workforce
contribute to the success of business and improved performance of the economy. Overall, the
relationship is considered a positive one (Tamkin et al. 2004). Since 2001 the Treasury have
focused on workforce skills alongside innovation, enterprise, investment and competition as the
five drivers of productivity, Skills impact on productivity directly, by improving a company or
nations stock of human capital; indirectly, by impacting on other workers productivity - the
'spill over effect'; and via other drivers which encourage greater investment and innovation
(HMT, 2006).
Tamkin et al. (2004) summarise evidence that identifies the benefits of skills and training to
both the economy as a whole and to individual companies who partake in training. More
specifically it investigates whether there is an association between skills and business
performance, what size is the contribution that skills makes to performance and identifies the
role that related factors such as human resource practices and training play in achieving higher
performance.
An organization is seen to be effective and efficient if there is demonstrable increase in
productivity. Productivity can be seen as the raison d’etre of management since it provides how

efficiently production inputs are used in an economy (Bartel, 1994). As the development is
focusing more in the employee’s personal growth, successful employees prepared for positions
of greater responsibility must have analytical, human, conceptual, and specified skills. For this
reason, corporate management globally is concerned with productivity because it is regarded as a
main indicator of efficiency when comparisons are made with competitors in the labor markets
(UK.NOP Business., 2001).
The importance of productivity in any organization can hardly be overstated, that is why
the organization exposed their employees including accountant for maximum productivity.
Productivity is often seen as total output/total input. That is effectiveness of the use of the factors
of production to produce goods and services. When an organization integrates resources,
physical and human will, this will result a better output.
Babaita (2010) recommended that organization should monitor their firm’s productivity
using the following tools: employment costs per unit of output and costs as a ratio of sales value;
add value per employee; labor costs as a percentage of added value, sales valuee per employee,
etc.
Training changes uninformed employees to informed employees; training changes
unskilled or semi-skilled workers in to employees who can do their assigned tasks in the way the
organization wants them done into workers who do things the right way. Training and
development could then be seen as a mixture of activities aimed at improving the performance of
personnel in organizations for the attainment of continuous improvement in productivity.
Thus the productivity of an employee is seen as the relationship between the employee’s
input and the effectiveness of the use of this input is commonly referred to as productivity.

Therefore there is a positive correlation between personnel training and development on
productivity of the employee.
2.6 Theoretical Review
Training and Manpower Development have been defined as a process or set of activities
aimed at assisting an individual to acquire knowledge, skills and attitudes necessary for the
effective performance of specific tasks or jobs. Within the context of work in modern financial
organizations, training is a business process, which normally starts at the point of entry and
progress throughout the worker’s career.
If the above explanation of the importance and the definition of training are valid, then
training and Development program should be carried out in an organized and systematic way in
order to achieve the desired objectives.
Parker (1980) has designed a process through which Training and Manpower
Development should be carried out under the following stages and in a sequential order.
(i) Conduct Training Needs Analysis
(ii) Develop Training Objective.
(iii) Review Available Training Methods.
(iv) Design and Select Training Methods
(v) Design, Training Evaluation Approach.
(vi) Implement Training Program
(vii) Measure Training Results

2.7 Training Design and Evaluation Model

Source: Adapted from T.C. Parker “Statistical Methods for Measuring Training Results
2.8 Theoretical framework
Based on the literature review, the relationship between “training and development” and
‘employee productivity” were conceptualized, with ‘training and development” being the
independent variable and “employee productivity” being the dependent variable with reference
to the interview with the management personnel it has been noted that “culture and environment”
and “employee motivation serve as moderating variables”.
The study is based on human capital theory proposed by Schultz in 1961 and developed
by Becker in 1994. According to the theory, Human capital theory suggests that education or

training raises the productivity of workers by imparting useful knowledge and skills, hence
raising workers’ future income by increasing their lifetime earnings (Becker 1994). The human
capital model suggests that an individual’s decision to invest in training is based upon an
examination of the net present value of the costs and benefits of such an investment. Individuals
are assumed to invest in training during an initial period and receive returns to the investment in
subsequent periods. In his view, human capital is similar to “physical means of production”, e.g.,
factories and machines: one can invest in human capital (via education, training, medical
treatment) and one’s outputs depend partly on the rate of return on the human capital one owns.
Thus, human capital is a means of production, into which additional investment yields additional
output. Human capital is sustainable, but not transferable like land, labour or fixed capital.
Olaniyan and Okemakinde (2008) in their studies titled ‘Human capital Theory: implications for
Educational Development’ focused on the benefits of human capital to the nation as a whole.
They pointed out the relationship between education and economic growth. According to
Olaniyan and Okemakinde (2008) ‘many of the classical economists argued strongly that for
government active support of education on the grounds of the positive externalities that society
would gain from a more educatedlabour force and populace’.
While formal education has expanded rapidly in many countries, a large portion of human capital
accumulation in the forms of on-the-job training and other modes for working adults actually
takes place both inside and outside the working place. (jin 2001).
Some human capital advocates suggest that these great increases in learning efforts have not led
to commensurate economic gains because of the declining quality of education. For example
over the years, most research have been showing drastic fall in standard of education in Nigeria.

The biggest challenge to human capital theory as pointed out by Livingstone (1997) is
underemploymentof credential knowledge i.e. a large number of people who have invested many
years of their lives in acquiring advanced formal educational qualifications, are unable to obtain
commensurate jobs. Such situation is prevalent in most of the underdeveloped countries like
Nigeria, more emphasis is given to paper qualification rather than employee’s personal skill and
talent.
2.9 Empirical and Academic Review
A study carried out by Okotoni and Erero (2005), on the topic titled “Manpower Training
and Development in the Nigerian Public Service” aimed at identifying the experience of
Nigerian public services on manpower training and development with view to understanding the
problems being faced. The researchers found out that training and development helps to ensure
that organizational members possess the knowledge and skills they needed to perform their job
effectively, taken on new responsibilities, and adapt to changing conditions. They also found that
the experience of manpower training and development in the Nigerian public service has been
more of ruse and waste. They recommended that the government should avoid the use of quack
consultants in training the public servants.
In another study carried out by Iwuoha (2009) on the topic titled “Impact of Training and
Development Programs on Secretaries Productivity in selected Business Organization in Owerri”
aimed at identifying the adequacy of development program provided to the secretaries in the
selected business organizations in Owerri. The researcher employed a survey research design.
The population of the study was 50 respondents using simple random sampling technique, while
questionnaire was used for data collection and mean scores for data analysis. It was found that

development programs were adequately provided for the secretaries by the management of these
organizations in such areas as seminar, conferences, workshops, etc. The researcher
recommended that the secretaries should be given periodic leave with full pay to fully acquaint
them with the latest skills.
Also, lgwegbe (2009) carried out a study titled “The Role of Management (Employers) in
Human Capital Development” focused on the role of management as employers of labor in the
development of human capital. Igwegbe found that human capital development is inevitable and
the need for the entire work force to be at home with modern information and technology (ICT)
in line with global trends if organizations must remain relevant in the world today.
Babaita (2010) in a study titled “Productivity as a driving force for investment in training
and management development in the banking industry” sought to determine if productivity is a
driving force for investment in training and management development in the banking industry in
Nigeria. The population was made up of 320 old and new generation banks. Simple random
sampling techniques were used. The study relied on both qualitative and quantitative analysis of
data. Babaita found that productivity is really one of the driving forces for investment in training
and management development. He recommended that it is vital that managers, senior executives,
as well as all employees receive training.
Ugoji conducted a research on the effect of training and development on organizational
performance. The study used secondary data. Four hypotheses were developed to see the impact
of all the independent variables on the overall Organizational Performance. The results show that
training and development, on the job training, training design and delivery style have positive
significant effect on organizational performance Presented a report on the impact of training (and

vocational education) investments on company productivity and other performance indicators
using a metal analysis. The study yields a clear result that investment in training have a positive
and significant impact on company performance indicators. This result confirms the key role
attributed to the investment in skills in the European strategy for smart and sustainable growth,
Europe 2020, and the initiative agenda for new skills and jobs.
Provide advance understanding of the effects of training on organizational-level
outcomes by reviewing the results of previous studies that have investigated the relationship
between training and human resource, performance, and financial outcomes. The results of meta-
analysis from 67 studies suggest that training is positively related to human resource outcomes
and organizational performance but is only very weakly related to financial outcomes.
Furthermore, training appears to be more strongly related to organizational outcomes when it is
matched with key contextual factors such as organization capital intensity and business strategy,
in support of the contingency perspective. Further, training is related independently to
organizational outcomes in support of the universalistic perspective of strategic human resource
management rather than a configurationally perspective.
Amuno collected data from each of the 9439 permanent, salaried employees of a large
high-technology manufacturing firm to assess the effects on employee turnover of the
organization’s investment in employee development via a tuition reimbursement program.
Investment in training via tuition reimbursement decreased turnover while employees were still
taking classes.
Richard conducted a study to determine if productivity is a driving force for investment
in training and management development in the Banking Industry in Nigeria. The study relied on

both qualitative and quantitative analysis of data, using descriptive and inferential statistics. The
entire staff of the 25 commercial banks as at 2007 in Nigeria was the population of the study and
a total of 320 questionnaires were administered. The study found that productivity is really one
of the driving forces for investment in training and management development.
Anyanwu studied the effects of training on employee productivity. The paper provides a
review of the current evidence of such a relationship and offers suggestions for further
investigation. They reviewed extensive the literature in terms of research findings from studies
that had attempted measuring and understood the impact that training have on employee
productivity across various sectors. The focal point of their review was on training practices and
employee productivity and their relationship. The outcome of their findings varied. While some
studies reported a positive association between training and employee productivity, some
reported negative and some no association whatsoever.
Harbison identify some negative impacts of training on firm performance, and they
outline possible reasons for their finding. According to them, responses to the survey were given
during a period of financial difficulty, as reflected in the tendency to reduce training budgets as a
relatively easy way to cut expenses in the periods of slack demand. Where firms offer more
training, they may be doing so in an inadequate manner, either because they train in the wrong
areas or because they do not follow up on the training to ensure good results. They argue further
that it is clear that the link between training and productivity is a complex one, and there may be
many external variables which interplay to determine the nature of the impact that investment in
training has on business performance. The missing link may be in linking training investment to
other business performance mechanisms, such as ensuring delivery of training that is matched to

overall business objectives. They concluded that it may be that the training-productivity link is
weak because it has not been understood in a broader context.
Vroom conducted a study on the effect of on-the-job training on Intercontinental bank
workers. The study revealed that training brings greater confidence on workers, enriches
employee’s knowledge and increased performance skill, creates greater efficiency and
effectiveness, increases productivity and leads to higher profitability. The study further revealed
that there exist a direct relationship between manpower training and productivity of Bank
workers.
Rastogi examined the role of training and development on workers’ productivity in both
public and private organizations in Nigeria. The study also pointed out the problems of human
resource management and personal manager. The study concluded that training and development
is a long term and very sensitive function of an organization. Finally, the paper recommended
that proper implementation of training enhances individual performance and productivity.
Thang conducted a study on human resource training, organizational strategy and firm
performance in Vietnam. First, the study confirms that a positive relationship between training
and firm performance exists, not only at the level of the individual employee, as demonstrated in
previous studies, but also at company level. More specifically, training will improve the
knowledge, skills, abilities and behavior of employees leading to positive organizational
performance. The major findings indicate that companies that implemented training in 2006 have
increased sales, productivity of manufacturing companies by 0.18 percent. The manufacturing
companies that implemented training programs after 2005 found it lead to an increase of 0.32

percent in total sales and productivity per year between 2005 and 2006. They concluded that
companies should pay more attention to human resource training policy if they wish to succeed
Dess conducted a study on impact of people management practices on business
performance. The fundamental aim of the study was to aid managers in determining where to
direct their efforts in order to have most impact upon the performance of their companies. They
gathered data from an intensive ten year study of over a hundred small and medium-sized
manufacturing enterprises in the United Kingdom. The results of the study demonstrated the
relationship between employee attitudes and company performance. Overall, these results very
clearly indicate the importance of people management practices in predicting company
performance. The results suggest that, if managers wish to influence the performance of their
companies, the most important area they should emphasize is the management of people.
Grant sought to determine the impact of training and development on public sector
organizations using Ghana Ports and Harbors Authority (GPHA) as a case study. The study
assessed the training and development process of GPHA and whether training has improved
employee performance. He designed a structured questionnaire to collect primary data from
employees of GPHA. Personal interviews were also held with some management staff of the
organization. The results indicated that GPHA’s employees were not well informed about
training and development programs in the organization. Most of the employees were of the view
that training and development were effective tools for both personal and organizational success.
Sanusi carried out study on the impact of capacity building on employee productivity in
commercial banks in Kenya. The study argued that 37 failed banks in Kenya in 1998 would have
been averted if some of the problems like weak supervision and equipping employees with

expertise, necessary skills and knowledge were addressed through employee training to improve
performance of the banks. Their findings from the study reported a significant positive effect of
training and development on employee productivity and organizational performance.
Other studies also explored if there is a relationship between skills and other
organizational outcomes. Haskel found that higher skill (qualification) levels support innovation
and more sophisticated production processes and were associated with the production of higher
quality products. Also found a strong relationship between different levels of UK workforce
skills and the sophistication of products. Colombo et.al found connections between more training
and higher labor productivity across a number of UK sectors; while Adeniji found that increasing
investment in training reduces the chance of firm closure. Grip found that training of agents had
significant effects on the productivity of workers in the organization. In the same vein,
Nwachukwu are of the opinion that labor productivity growth appears to be enhanced by the
joint introduction of training and innovation.
Harel et.al attempts to find out whether staff training has any implication in job
performance, behavior, attitudes, skills, knowledge and achievement of the goals of a business
organization in Nigeria. The sample size was determined on the basis of three categories of staff
namely: general staff, senior staff and management staff. He uses chi-square to test the
postulated hypothesis. He shows that effective training leads to acquisition of skill and
knowledge required for employee to perform effectively on the job. His result reveals that
training has a high positive impact on employee and reduces the nature of hazards on the job in
the accomplishment of corporate objectives.

2.10 Observation(Gaps) and Recommendations
- The researcher observed from the above studies that none of the scholars (researchers) looked
at the impacts of training and development on the productivity of personnel rather they
concentrated their studies on the management and development of human resources in an
organization. This is the essence of the study.
- Productivity is not only related to the training exercise the overall organizational culture has to
be positive in order to excel the performance. Training adds value when the culture is supportive
and good.
- There are no direct established systems through which learned lessons are been implemented in
the organization there has to be an established formal system to disseminate the earning and
evaluate whether these learning are implementable in the organization.
Even though there is an avalanche of empirical studies on the effect of training and
development on employee’s productivity and organizational performance, the existing evidence
suggests that research in this area is promising. Most of the studies reviewed were carried out
outside the shores of Nigeria, while others were mostly done outside the financial sector. The
few studies done on the financial sector did not focus on FBN Ltd. Unlike FBN Ltd., most
Nigerian banks could not survive the recent global financial crisis. Meanwhile, most of the
challenges that had threatened the foundations of the financial sector in Nigeria had been
squarely blamed on the lack of employees training in the banking industry. This study is
therefore motivated by the need to fill these gaps.

CHAPTER THREE
METHODOLOGY
This chapter describes the research procedures to be adopted by the researcher in conducting the
research work and in accumulating data for the study. It centers on the establishment of the
nature of the information that needs to be collected, the source of such information and the
means employed in collecting the information. This depicts the targeted and covered sample and

population, the procedure followed to obtain data and the statistical tools used to analyzed the
result of the findings. Emphasis will be placed on the validity and relevance of the information
collected in order to enhance meaningful deductions which invariably will bring about
achievement of research objectives and provide answers to the research hypothesis.
3.1 Area of study
This study explored and examined critically personnel training and development and employee
productivity in a financial institution in Osun state, Nigeria. This indicates that the major data
collected and analyzed for the purpose of this research is from the First Bank of Nigeria Ltd.
Osun state was carved out of Oyo State on August 27, 1991 and its capital is Osogbo. It is
located in the South-Western part of Nigeria. It covers an area of approximately 14,875 square
kilometers, lies between longitude 04 00E and latitude 05 558’’, and it is bounded in the South
by Ogun State, in the North by Kwara State, in the West by Oyo State and in the East by Ondo
State. The State is made up of thirty Local Government Areas. The people are mostly traders,
artisans and farmers. The mineral resources include Gold, Clay, Limestone and Granite.
3.2 ResearchDesign
This research study was based mainly on personnel training and development and employee
productivity in a financial institution with particular reference to First Bank of Nigeria Ltd.
The research study is designed to be current in both descriptive and empirical in value. The
descriptive aspect of it reinforces the behavioral pattern of workers in the organization,

primarily, the behavioral pattern also includes the contribution for the trained personnel to the
organizational goals, and the general impact of the training received in the organization.
3.3 Population and Sampling Technique
In this research study, the population will be the total number of employees in First Bank of
Nigeria ltd, Ile-Ife, Osun state. The targeted samples were 100 employees, but due to
unavailability of the targeted respondents, only 50 employees were effectively covered.
3.4 Sources of Data
The data collected for the purpose of analysis and consequently testing of the formulated
hypotheses were primary data collected using simple questionnaires administered to the
employees of the organization
3.5 ResearchInstrument
The questionnaire was designed to evaluate and analyze the research questions that the
research intends to answer. The questionnaire used in this research project contains closed ended
questions. The questionnaire was divided into four sections. Section A is about the demographic
and the personal information of the respondents. Section B identifies training programs available
for the employees of FBN ltd .Section C seeks to identify how training enhances productivity
and Section D identifies the relationship between training and development and employees
productivity.
3.6 Validation of research instrument

This refers to the extent to which the study actually measures what it is supposed to measure, as
well as whether operational measures have been constructed to ensure that subjective judgments
are avoided. The questionnaire is the only tool that can be used to extract the kind of information
needed to carry out this research. I structured the questionnaire in such a way that it will elicit the
appropriate information needed for the study.
3.7 Measurement of Variables
This study found out the relationship between two variables training and development and
employee productivity; and to examine how the independent variable - training and development
might explain the dependent variable – employee productivity. The expected responses from the
respondents was gathered, analyzed and used in achieving the stated objectives of the study.
3.8 Data Analysis Technique
The data from the primary source were skillfully analyzed with the use of simple analysis and
SPSS (Statistical Package for Social Sciences) and the analysis will be presented by the use of
tables and percentages. This aids quick understanding of the findings. To reduce the problem of
the quantification of the variables, attitudinal type measurement using Likert Scale used for the
opinions supplied by the respondents.
To further test and accept or reject the formulated hypotheses, the Chi-Square distribution was
employed. In this test, if the calculated values of the Chi-Square is greater than the table values
at a given level of significance, the null hypotheses would be rejected and automatically
accepting the alternative hypotheses and vice versa.
To ensure a high level of confidence is our test significance level of 0.0 and 0.05 were used.

CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1.0 Socio-demographic Characteristics of the Respondents
Variable Frequency Percent
Sex --------- ---------
Male 28 56.0
Female 22 44.0

Total 50 100.0
Age group --------- ----------
21-30years 29 58.0
31-40years 10 20.0
41-50years 8 16.0
51 and above 3 6.0
Total 50 100.0
Marital status -------- ---------
Single 23 46.0
Married 25 50.0
Divorced 1 2.0
Widow/widower 1 2.0
total 50 100.0
Length of service --------- ---------
1-5years 30 60.0
6-10years 11 22.0
11-20years 4 8.0
21-25years 3 6.0
30 above 2 4.0
Total 50 100.0
Current position in the
organization
---------- -----------
Junior staff 21 42.0
Senior staff 14 28.0
Middle management 7 14.0
Management level 8 16.0
Total 50 100.0
Source: Field survey, 2004.
Table 4.1.0 above describes the socio-demographic characteristics of the respondents namely
age, gender, marital status, cadre/ designation and years of working experience.

Majority of the respondents are male with 28 (56.0%) while 22 (44.0%) of the respondents are
female. The age distribution shows that majority (58.0%) of the respondents are aged 21-30,
20.0% are aged 31-40, 16.0% are aged 41-50 and 6.0% are aged 51 and above i.e. most of the
respondents belong to the age group 21-30, followed by age group 31-40. The least of the
respondents are in the age groups 41-50 and 50 and above. Also majority of the respondents 64
(53.3%) are married, 22 (18.3%) are divorced, 13 (10.8%) are separated, 12 (10.0%) single while
the remaining9 (7.5%) of the respondents are widow/widower
However, more than half (60%) of the respondents have 1-5years length of service, (22.0%) of
the respondents have 6-10years length of service, 8.0% have 11-15 years of length of service,
6.0% have 21-25years length of service and the rest (4.0%) have 30 and above years of length of
service. Furthermore, the table above also revealed the distribution of respondents by their
current position in the organization.42.0% of the respondents are junior staff, 28.0% are senior
staff, followed by management staff, while only 14.0% are middle management staff.
4. 1.1 Educational Background of the Respondents

Educational
background
Frequency Percent
WAEC 1 2.0
OND/ NCE / other
diploma
9 18.0
B.sc/B.A/HND 20 40.0
higher degree in
M.S.C/M.A/MBA
11 22.0
professional
qualification
9 18.0
Total 50 100.0
Majority of the respondents (40.0%) from the table 4.1.1 above have B.sc /B.A/
HNDqualification, followed by 33.5% 22.0% respondents who had higher degree in
M.S.C/M.A/MBAas their qualification. Furthermore, same 18.0% of the total respondents had
OND/ NCE / other diploma and professional qualification respectively, while only 2.0%
respondents had WAEC as qualification. This means that majority has B.sc /B.A/ HND while the
least qualification is WAEC (2.0%)
Figure 1

4.2.0 Identification of Training Programs Available for the Employees of First Bank Nig.
Ltd.
How often does your organization conduct training programs?
Options Frequency Percent
Always 25 50.0
Sometimes 22 44.0
no opinion 3 6.0
Total 50 100.0
From the table 4.2.0 above, it can be seen that half of the respondents (50.0%) claimed that their
bank always conduct training programs, Also, 44.0% claimed that their bank only conduct
training programs sometimes while the remaining 6.0% has no opinion.
4.2.1 How often does the management give such training?
Yearly 18 36.0
half yearly 13 26.0
quarterly 19 38.0
Total 50 100.0

The table above shows that 38.0% of the respondents claimed that their management conduct
training quarterly, 36.0% claimed there is yearly and the remaining 26.0% claimed that theirs is
half yearly i.e. every six months. The result indicate that majority of the respondent conduct
their training program quarterly, followed by yearly.
4.2.2 Does management introduce development methods for training the employee?
agree 43 86.0
disagree 1 2.0
no opinion 6 12.0
Total 50 100.0
The above table depicts the respondent’s opinion on whether the management introduce
development methods for training of the employees, the result showed that majority of the
respondents 86.0% agreed, 6.0% has no opinion while only 2.0% of the respondent disagreed
that the management introduce development methods for training of the employee.
4.2.3 Does the management encourage self-developmentprogram?
sometimes 27 54.0
often 18 36.0
none 5 10.0
Total 50 100.0

The above table 4.2.3 above represents the respondent’s opinion on whether their management
encourage self-development program. Majority of the respondents (54.0%) claimed that their
management sometimes encourage self-development program. Furthermore, 36.0% also claimed
that their management often encourage self-development program. Contrarily, 10.0% claimed
the management didn’t encourage self-development program.
4.2.4 What form of development do the management recommended for its employees?
on the job
training
23 46.0
seminars 17 34.0
simulations 1 2.0
conferences 5 10.0
induction 4 8.0
Total 50 100.0
The table above shows that 46.0% of the respondents claimed their management recommended
on the job training as one of the development form, followed by 34.0% who also claimed that
their management recommended seminars for their employee as one of development form.
Furthermore, 10% claimed their management recommend conferences, 8.0% claimed induction
while the remaining 2.0% claimed that their management recommended simulation as one form
of development for their employee.
4.3.0 Respondents opinion on how training enhances productivity in financial institutions
STATEMENT agree Disagree No opinion
do you think training enhance
47
94.0
-
3

organizations effectiveness 6.0
does the training course help you to
work independently and produce result
43
86.0
1
2.0
6
12.0
‘Does the training and development
programs helps employees to achieve
short and long term goals
39
78.0
1
2.0
10
20.0
does training and development
programs facilitate the organization in
increasing the return on investment
36
72.0
2
4.0
12
24.0
has organizational productivity changed
as a result of the training program
38
76.0
1
2.0
11
22.0
The table above represents respondent’s opinion on how different training enhances productivity.
Most of the respondents (94.0%) agreed that training course help to work independently and
produce result thereby enhance productivity; none of the respondents disagreed but 6.0% has no
opinion.
Majority of the respondents (78.0%) also agreed that training and development programs helps
employees to achieve short and long term goals and the enhanced productivity, 20.0 have no
opinion and the remaining 2.0% disagreed.
Most of the respondents (72.0%) agreed that training and development programs facilitate the
organization in increasing the return on investment, 22.0 have no opinion and the remaining
2.0% disagreed. Furthermore, 72.0% of the respondents agreed training and development
programs facilitate the organization in increasing the return on investment training enhances
productivity. Additionally, 76.0% respondents agreed that organizational productivity changed as
a result of the training program, 22.0 have no opinion and the remaining 2.0% disagreed.

The result indicate that all most all the respondents claimed that training enhances organization
effectiveness, help employees to achieve short and long term goals, facilitate the organization in
increasing the return on investment, and also increase organization productivity.
4.3.1 To what extent do you think that training and development leads to an improvement in
employees’ productivity?
very significantly 27 54.0
Significantly 19 38.0
no opinion 4 8.0
Total 50 100.0
The table above shows the distribution by the respondent’s opinion on the extent at which
training and development leads to an improvement in employees’ productivity. Majority (54.0%)
claimed that is very significant, followed by 38.0 who also claimed that is significant while the
remaining 8.0% of the respondents has no opinion. This mean that most of the respondents
claimed that the role training and development play in developing the employees is very
significant.
Figure 2

4.4 The relationship between form of trainings and development and employees productivity
(working efficiency) in First bank Nig. plc.
What form of
development do the
management
Do you experience fruitful changes in
working efficiency after being trained
Total
N (%)recommended for
its employees
Agreed
N (%)
Disagreed
N (%)
No
opinion
N (%)
On job training N
(%)
20
51.3%
0
0.0%
3
37.5%
23
46.0%
Seminars N
(%)
14
35.9%
1
33.3%
2
25.0%
17
34.0%
Simulation N
(%)
0
(0.0%)
0
(0.0%)
1
(12.5%)
1
(2.0%)
Conferences N
(%)
3
7.7%
2
66.7%
0
0.0%
5
0.0%
Induction N (%) 2
5.1%
0
0.0%
25.0% 8.0%
Total N (%) 39
100.0
3
100.0
8
100.0
50
100.0

The table above shows the interdependence and the relationship between the form of
trainings recommended by the management and the productivity in term of working efficiency. It
can be seen from the table that out of 100% that agreed that they experienced fruitful changes in
working efficiency after being trained, more than half (51.3%) of them participated in on job
training, followed by 35.9% who participated in seminars as a form of training. 7.7% of the
respondents attended conferences as form of training, 5.1% attended induction as form of
training while none of the respondent who attended simulation agreed that they experienced
fruitful changes in working efficiency after being trained.
However, out of those respondents who disagreed that they experienced fruitful changes
in working efficiency after being trained, majority of them (66.7%) attended conference as their
form of training, followed by 33.3% who attended seminars. In addition to this, 33.3% attended
seminars while none of the respondents who disagreed that they experienced fruitful changes in
working efficiency after being trained attends on job training, simulation and induction. Given
total percent of those who had no opinion on whether they experience fruitful changes in
working efficiency after being trained or not, 37.5% attended on the job training, same percent
(25.0%) attended seminars induction, 12.5% attended simulation and none attended conferences
as form of training. The result above therefore indicates that majority of those who experienced
fruitful changes in working efficiency after being trained attended on job training, followed by
seminars while none attended simulation. Also most of those who did not enjoy fruitful changes
in working efficiency after being trained attended conferences, followed by seminars.

Figure 3
Hypothesis Testing
Ho: there is no significant relationship between form of trainings and developmentrecommended
by the management and employees productivity (working efficiency) in First Bank.
Hi: there is significant relationship between form of trainings and development recommended by
the management and employees productivity (working efficiency) in First Bank
The relationship between form of trainings and development recommended by the
management and its employee’s productivity (working efficiency) in First Bank Plc.
What form of
training and
development do the
management
recommended for
Do you experience fruitful changes in
working efficiency after being trained
Agreed
N (%)
Disagreed
N (%)
No
opinion
Total
N (%)

its employees N (%) Chi-
Square
21.398
(p-
value)
0.006
On job training N
(%)
20
51.3%
0
0.0%
3
37.5%
23
46.0%
Seminars N (%)
14 35.9%
1
33.3%
2
25.0%
17
34.0%
SimulationN (%) 0
(0.0%)
0
(0.0%)
1
(12.5%)
1
(2.0%)
Conferences N
(%)
3
7.7%
2
66.7%
0
0.0%
5
0.0%
InductionN (%) 2
5.1%
0
0.0%
25.0% 8.0%
Total N (%) 3
100.0
3
100.0
8
100.0
50
100.0
The chi-square value in the table above is 21.393 with probability value of 0.006 at 95%
confidence interval which indicate there is significant relationship between form of trainings and
development recommended by the management and employees productivity in term working
efficiency in First BankNig.Plc. since the p-value is less than 0.05 we therefore accept Hi and
reject Ho which says there is nosignificant relationship between form of trainings
anddevelopment recommended by the management and employees productivity (working
efficiency) in First Bank.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS.
5.1 Summary
Training and development is a mixture of activities aimed at improving the performance of
personnel in organizations for the attainment of continuous improvement in productivity.

Training and personnel development assists employees to learn how to use the resources in an
approve way that allows the organizations to meet its desired output.
Changes in technologies and automation and the consequent effect they have on the existing
skills and jobs have necessitated the need for the continuous training of the employees.
Accountants are required to perform varied competencies in accounting profession that will
make them saleable in the labor market. It is this possession of skills needed by the labor market
that will enable them contribute maximally to business organizations and national development
of the Nigerian nation.
However, for the organization and government to make personnel training and development to
become effective in the business cycle, they have to tackle the challenges of introducing new
orientations on training contents, training evaluation, Attitudes to training and training
utilization.
5.2 Conclusions
The analysis conducted above revealed that personnel training and development plays a
significant role in the general performance of staff of banks in Nigeria. This is so because trained
employees will be able to translate their improved human capital into improved organization
performance. The respondents have overwhelmingly stated that increasing the knowledge and
skills of an employee will put that employee in a better position to deliver his or her basic duties.
5.3 Recommendations
The results of this study have implications for dynamic policy formulation for human capital
development in Nigeria. Therefore, the followings are some of the policy recommendations that

have the capacity of improving the productivity of the employees’ as well as the general
performance of financial institutions in Nigeria.
Firstly, there is a need to conduct training needs assessment to ensure that the right training is
given. This will enhance the competitiveness of the staff as they will be equipped with necessary
competencies and current trends within the industry.
Secondly, training programs of the banks should be on a continuous basis and not based on
survival, that is, conducting training only when a bank is confronted with particular problems.
Thus the training should be done on yearly or regular basis; hence training involves systematic,
professional and development of skills and knowledge and attitude necessary for performing
schedule of duties.
Thirdly, Accountants should be exposed to regular professional training areas such as
foundation, career development, and pre service and off the job pupilage training as to enhance
their productivity in the organization. It is also necessary for the accountants to be exposed to
seminars, conferences and workshops to enable them keep abreast with the challenges posed by
modern business offices.
The bank should make efforts to evaluate its training at the end of each course. The present
evaluation is not comprehensively enough. And on the job follow up programs should be
developed to enable the staff of training section of human resource department monitor, assess
and quantify the effectiveness of those courses.
There is need for further research in this field. In fact, the lack of secondary data on the manner
of trainings conducted and their impact on the general performance of the banks increases the
demand for further research studies in this area.

BIBLIOGRAPHY
Alwarez, K., E. Salas, and C.M. Gorofano (2004), An Integral Model of Training Evaluation and
Effectiveness, Human Resource Development Review 3, pp 385-407. Quoted in Manju.S
& Dr. Suresh B.H. (2011). Training Design Interventions and Implications for the
productivity Effectiveness, Synergy, 9(1), pp 52-68.
Antonio Giangreco, Antonio Sebastiano and Riccardo Peccei (2009), Trainee‘s reactions to
training: an analysis of the factors affecting overall satisfaction with training, The
International Journal of Human Resource Management, 20(1), pp 96-111.
Brown, G. and Read, A.R., (1984), Personnel and Training Policies – Some Lessons for Western
Companies, Long Range Planning, 17(2), pp 48-57.

Casio, W.F., (2000), Costing Human Resources: The Financial Impact of Behavior in
Organizations, 4th edition, Cincinnati OH: South-Western. Quoted in Manju.S & Dr.
Suresh B.H. (2011), Training Design Interventions and Implications for the productivity
Effectiveness, Synergy, 9(1) pp 52-68.
Dowling, P.J, and Welch, D.E (2005), International Human Resource Management: Managing
People in a Multinational Context, 4th Ed, Mason, O.H: Thomson South-Western.
Quoted in Manju.S & Dr. Suresh B.H (2011). Training Design Interventions and
Implications for the productivity Effectiveness. Synergy, 9(1) pp 52-68.
Eerde, V.W, Tang, Simon. C. K. & Talbot, Graeme (2008), The mediating role of training needs
assessment and Organizational Effectiveness, The International Journal of Human
Rresource Management, 19 (1), pp 63-73. Quoted in Manju.S & Dr. Suresh B.H (2011),
Training Design Interventions and Implications for the productivity Effectiveness,
Synergy, 9(1) pp 52-68.
Ekaterini Galanou, Constantinos-Vasilios Priporas (2009), a model for evaluating the
effectiveness of middle managers ‘training courses: evidence from a major banking
organization in Greece, International Journal of Training and Development, pp 221-245.
Dess GD, Picken, JC (2000) beyond productivity: How leading companies achieve superior
performance by leveraging their human capital. American Management Association, New
York, 29(2):141-161.
Colombo E, Stanca L (2008) the impact of training on productivity: Evidence from a large panel
of firms. University of Milano-Bicocca, Department of Economics (Working papers, No
134).
Anyanwu U (2002) Productivity and Capacity Building. Proceedings of the 9th Annual
Conference of the Zonal Research Units, Gateway Hotel, Abeokuta, 12-16 June.
Becker G (1964) Human Capital: A Theoretical and Empirical Analysis, with Special Reference
to Education. New York: Columbia University Press.
Stone R (2002) Human resource management (4th Ed.) Milton, QLD: John Wiley & Sons
Australia Ltd.
Goldstein L (1980) Training in work organizations. Annual Review Psychol., 31:229-72
Holton, E.W. Bates, R.A. & Naquin, S.S., (2000), Large-scale Performance Driven Training
Needs Assessment: A Case Study, Public Personnel Management, 29, pp 249-268
Goldstein IL (1986), Training in Organizations: Needs assessment, development and evaluation.
Monetery, CA: Brooks/Cole. Quoted in Ostroff Cheri (1991), Training Effectiveness
measures and scoring schemes: A comparison, Personnel Psychology, pp 353- 374.
Hinrichs JR (1976), Personnel Training. In Dunnette MD (Ed.), Handbook of
Industrial/Organizational Psychology, pp 829-860. New York: Rand McNally.

Adeniji MA (2002) an analysis of human resources development programs in two selected
Nigerian university libraries. Unpublished MLS Thesis, Department of Library and
Information Studies, University of Ibadan.
Ekaterini Galanou, Constantinos-Vasilios Priporas (2009), a model for evaluating the
effectiveness of middle managers ‘training courses: evidence from a major banking
organization in Greece, International Journal of Training and Development, pp 221-245.
European Centre for the Development of Vocational Training (2011) the impact of vocational
education and training on company, Publications Office of the European Union, 2011
performance, Research paper.
APPENDIX
QUESTIONNAIRE
DEPARTMENT OF MANAGEMENT AND ACCOUNTING
FACULTY OF ADMINISTRATION
OBAFEMI AWOLOWO UNIVERSITY
ILE-IFE, OSUN STATE, NIGERIA.

Dear Respondent,
I am a student of the above named department and I am conducting a research personnel
training and development and employee productivity in a financial institution using First Bank
Nigeria Ltd as a case study.
This is in partial fulfillment of the award of bachelor science in management and
accounting.
Please, express honestly how you feel about these issues. All information and opinion
you voluntarily and honestly supply are strictly for academic research and will be treated with
utmost confidentially.
Thanks for your cooperation
This questionnaire is made up of four (4) sections A, B, C and D. A is the socio-demographic
data relating to the respondents, while section B, C, and D are the main body relating to the
major variables in the research topic. You are required to tick X or in the appropriate box
provided.
Section A: Demographic Data
1. Sex of respondents:

Male ( )
Female ( )
2. Age:
21-30 years ( )
31-40 years ( )
41-50 years ( )
51 and above ( )
3. Marital Status:
Single ( )
Married ( )
Divorced ( )
Widowed ( )
4. Length of service with organization:
1-5 years ( )
6-10 years ( )
11-20 years ( )
21-25years ( )

30 and above ( )
5. Educational background:
WASC ( )
OND/NCE/ Other Diploma ( )
B.Sc./B.A./HND ( )
Higher Degree in M.S.C/M.A/MBA ( )
Professional Qualification ( )
6. Current at position in the organization:
Junior staff ( )
Senior staff ( )
Middle management ( )
Management level ( )
Section B: This section seeks to identify training programs available for the employees of First
Bank Nigeria, Ltd.
7. From your observation, how often does your organization conduct training programs?
Always ( ) sometimes ( ) no opinion ( )
8. How often does the management give such training?

Yearly ( ) Half yearly ( ) quarterly ( )
9. Does management introduce development methods for training the employee?
Agree ( ) Disagree ( ) no opinion ( )
10. Does the management encourage any self- development program?
Sometimes ( ) often ( ) none ( )
11. What form of development do the management recommended for its employees?
On the job training ( )
Seminars ( )
Simulations ( )
Conferences ( )
Induction ( )
Section C: This section seeks to identify how training enhances productivity.
12. Do you think training enhance organizations effectiveness?
13. Does the training course help you to work independently and produce result?

14. Does the training and development programs help employees to achieve short and long
term goals?
15. Does training and development programs facilitate the organization in increasing the
return on investment?
16. Has organizational productivity changed as a result of the training program?
17. To what extent do you think that training and development leads to an improvement in
employee’s productivity?
Very significantly ( ) significantly ( ) no opinion ( )
Section D: This section seeks to identify the relationship between training and development and
employees productivity
18. Do you think there is a relationship between personnel training and development and
employees productivity?
Agree ( ) Disagree ( ) No opinion ( )
19. Do you feel training is necessary for any employee for developing his skill?

20. Does training have a significant role to play on productivity?
21. Does the training and development program help to acquire new skills and knowledge
and apply them on the job?
22. Do you experience fruitful changes in working efficiency after being trained?

Personnel Training and Development and Employee Productivity in a Financial Institution

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