Manpower Devt 1

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TITLE PAGE
MANPOWER DEVELOPMENT AND UTILIZATION IN NIGERIAN UNIVERSITIES:

A CASE STUDY OF THE STAFF OF THE UNIVERSITY OF NIGERIA, NSUKKA.
A RESEARCH PROJECT SUBMITTED TO THE

DEPARTMENT OF PUBLIC ADMINISTRATION AND LOCAL GOVERNMENT,
UNIVERSITY OF NIGERIA, NSUKKA.
IN FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF

MASTER OF SCIENCE (M.SC)DEGREE IN PUBLIC ADMINISTRATION AND LOCAL
GOVERNMENT.
BY
OZIOKO, OGUGUA CHIZOBA
PG/M.SC/09/50751
SUPERVISOR: DR. (MRS) M.A.O. OBI
MARCH 2012
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APPROVAL PAGE
This project work has been examined and approved for the Department of Public
Administration and Local Government, University of Nigeria, Nsukka, in fulfillment of the
requirement for the award of the degree of Master of Science in Public Administration
(Human Resource Management)
Dr. (Mrs.) M.A.O Obi

(Supervisor)
Dean, School of Postgraduate Studies
Prof. F.O Onah

(Head of Department, PALG)
External Examiner
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CERTIFICATION
OZIOKO, Ogugua Chizoba a postgraduate student in the Department of Public
Administration and Local Government, with registration number PG/M.SC/09/50751 has
satisfactorily completed the requirements for course and research work for the award of the
Degree of Master of Science (M.SC) in Public Administration (Human Resource
Management). The work embodied in this project, except where duly acknowledged, is
original and has not been submitted in part or in full for any Diploma or Degree of this or any
other University.
OZIOKO, OGUGUA CHIZOBA

(STUDENT)
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DEDICATION
To my beloved parents and my siblings: Ginika, Emenike, Nkem, Amaka and Ebuka
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ACKNOWLEDGEMENT
My unreserved gratitude goes to the Almighty God for spearing my life and given me
the needed knowledge and understanding throughout my M.Sc programme.
I thank my supervisor, Dr (Mrs) M.A.O. Obi for her patience in reading my work and
motherly affections. I also appreciate the intellectual impact of all my lecturers in my life,
especially Dr. O.U Nnadozie.
My appreciation also goes to Mr Atugwu, Mr Ozoanya and Oluchi in the Personnel
Department University of Nigeria, Nsukka and other members of that department for their
support especially the material I got from the department my project. My immense gratitude
goes also to Mr Sylvester Onah my in-law in the Registry Department University of Nigeria,
Nsukka for his contributions to the project.
I cannot thank you enough Mr Nnamani, Desmond for your role and contributions in
this work, may God bless you. I remember in especial way Mr Kyamru James, Henry, Macel,
Junior and other roommates who made the room conducive and also who as a result of
existed understanding allowed me to make use of the room for this task. My people you are
all wonderful! May God continue to be with you in your endeavours. I also thank Mr.Igodo,
who was also a wonderful friend, we were always together in the struggle.
To my wonderful respondents during administration of questionnaire your
information were well utilized and were helpful, I thank you all for your wonderful
contributions.
Finally, I ask for Gods blessing upon my parents for their moral and financial
backups which led to my being a Master degree holder.
Ozioko, Ogugua C
PALG
UNN
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TABLE OF CONTENTS
.
..i
Approval Page .
..ii
Certification .
..iii
..iv
Acknowledgment
..v
Table of Contents
..vi
List of Tables and Figures
..vii
..x
Title Page
Dedication
Abstract
Chapter One:
Introduction
1.1
Background to the Study
...1
1.2
Statement of the Problems
...3
1.3
Objective of the Study
...5
1.4
Significance of the Study
...6
1.5
Scope and Limitation of the Study
...7
Chapter Two:
2.1
Literature Review and Research Methodology
Literature Review
2.1.1 Historical Background of Manpower Development and Utilization in Nigeria
...9
...9
2.1.2 The Concept of Manpower Development
..13
2.1.3 The Concept of Manpower Utilization
..26
..35
..35
..36
2.2
Hypotheses
2.3
Operationalization of the Key Concepts
2.4
Methods of Data Collection and Analysis
2.4.1 Method of Study
..36
2.4.2 Research Design
..37
2.4.3 Methods of Data Collection .
..37
2.4.4. Population of Study .
..37
..38
2.4.5 Sample and Sampling Techniques
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2.4.6 Data Gathering Instrument
..38
2.4.7 Validation of Instrument
..39
2.4.8 Reliability of the Instrument .
..39
2.4.9 Methods of Data Analysis
..40
2.5
..41
..43
Theoretical Framework
2.5.1 Application of the Theory to the Study

Chapter Three:
Background Information on the Case Study
3.1
Brief Historical Background of the University of Nigeria, Nsukka .
..46
3.2
Location of the University of Nigeria, Nsukka .
..56
3.3
Structure and Organization of the University of Nigeria, Nsukka
..57
Chapter Four:
4.1
Data Presentation and Analysis
..58
..73
4.2
Results and Findings .
..82
4.3
Implications of the Findings .
..86
4.1.1 Test of Hypotheses
Chapter Five:
Summary, Recommendations and Conclusion
5.1
Summary
..89
5.2
Recommendations
..90
5.3
Conclusion
..92
Bibliography
Appendices
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LIST OF TABLES AND FIGURES

Table 4.1: Return Rate of Questionnaire
58
Table 4.2: Staff Category
59
Table 4.3: Educational Qualification
59
Table 4.4: Length of Service
59
Table 4.5: Manpower Development Programmes in the University of Nigeria, Nsukka.
60
Table 4.6: Attention of the University of Nigeria, Nsukka to Staff Training and
Development
.
.
.
.
.
61
Table 4.7: Consistency in the Training and Development Programme in the University of
Nigeria, Nsukka .
.
.
.
.
61
Table 4.8: The Training Programmes in the University of Nigeria, Nsukka
62
Table 4.9: The Training and Development based on Needs and Objectives.
63
Table 4.10: The Criteria used in selecting or recommending Staff for Training in the
University of Nigeria, Nsukka .
.
.
.
63
Table 4.11: Staff Awareness of Training Programmes and Career Prospects in their
Specialty
.
.
.
.
.
64
Table 4.12: Encouragement and Opportunities for Higher Training
65
Table 4.13: Approval of Study Leave with Pay for Staff
65
Table 4.14: Staff Further Studies and Research Abroad
66
Table 4.15: Job Satisfaction partly because of Practicing the Skill acquired on Training
67
Table 4.16: Challenges due to Additional Responsibilities after Training
67
Table 4.17: Effect of inadequate Training and Skill Development
68
Table 4.18: Staff Frustration due to Lack of Opportunity to Practice Skill acquired
Optimally
.
.
.
.
.
69
Table 4.19: Staff Performance after Training .
69
Table 4.20: Staff Utilization .
70
Table 4.21: The Effect of under Utilization of Staff to the University and the Trained
Staff
.
.
.
.
.
71
Table 4.22: The Evaluating System of the University
72
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72
Table 4.24: Contingency Table from the Analysis of Question 3
74
Table 4.25: Computations of Expected Frequency (e) and Chi-square
75
77
78
80
81
21
Figure 2: The System Components (Easton System Model) .
41
Table 4.23: Rate of Impact
List of Figures
Figure 1: Manpower Development Methods
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ABSTRACT
Training, development and utilization of personnel in organization is a very important
personnel management venture in any organization for improved work performance, efficient
and effective service delivery, and staff skill update and quality production. The vital nature
of this motivated this study. This study examined manpower development and utilization in
the University of Nigeria, Nsukka. In the development the study looked at the nature of
training in the University and the utilization of trained staff. This work was divided into five
chapters in order to deal with the problem extensively.
Chapter one introduced the topic, portraying the background, statement of the problems that
actually instigated this research with the questions that the research is meant to answer; the
posed three null hypothetical statement on the topic; purpose or objectives of the study; the
significant of the study to the society; and the scope and limitations of the study.
The second chapter reviewed already existing literatures from other scholars on the topic and
discussed the method of research.
Third chapter discussed extensively on the background of the study area-University of
Nigeria, Nsukka.
Chapter four, analyzed and presented data gotten from the questionnaire administered using
simple percentage and the hypotheses were tested with chi-square. It also enshrined the result
and findings; and implication of the findings.
Finally, the study in chapter five summarized the research; proffered recommendation and
concluded the study.
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CHAPTER ONE
Introduction
1.1
Background to the Study

Organization is established to provide for the needs, yearnings, interest and desire of
the employees within the work place or environment, to earn loyalty, dedication, involvement
and commitment necessary to compete favourably and effectively to maintain and retain its
innumerable staff and patronizers. Therefore, for any organization or institution such as
University, some factors have to come into play through their availability and reliability. The
factors in this context include manpower development and utilization, which would be
extensively discussed in this study.
It will not be out of context to say that manpower is the strong pillar of private or
public organization, just like Harbison (1973) aptly observed;
Human resources, not capital, income or material resources,
constitute the ultimate basis for the wealth of nations. Capital
and natural resources are passive factors of production. Human
beings are the agent who accumulate capital, exploit natural
resources, build social, economic and political organization and
carry out national development.
The above score made it clear that as the world even turns to a global village, one cannot but
attribute its possibility to the dexterity and intuitive nature of human thinking and ability.
Another conviction of human ability and input in the work is the computer. What is computer
if not the human brain since computer is garbage in garbage out. It becomes imperative to
realize that one cannot do without manpower in an organization.
In fact, the evolution of manpower in Nigeria can be traced back to the era of
industrial revolution when the slave trade was abolished in favour of buying and selling of
goods and services, establishment of industries and schools. It is at this period that the
importance of development and utilization of human skills is felt in an organization. This
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view was supported by Adesua (1988), Fafunwa (1974) and Yesufu (2000) who opted that
investment on human resources in Nigeria started in 1843, when different missionaries from
European countries started with funding of schools introduced by them. Human resources
from this ambit have been recognized as the most critical resources of the factors of
productions, without it an effective utilization of all other factors of production remains
untapped. Manpower has to be developed effectively and efficiently, to enhance and harness
other resources for the actualization of organizational goals. In collaboration with the above
contemporary global arrangement, human resources is prelude to long term investment by
both the state and individuals for the continued existence, preservation of cultural values and
improvement of the society.
Concept of manpower development according to Abegeze (1994) tackled an
important current issue in African manpower development planning, He asserts that
manpower development is the building and enhancement of human resources through formal
education and training. He emphasizes the important prerequisite for national development;
African countries have expanded a significant part of their meager resources in planning
development and utilization of manpower resources. Similarly, Omole (2004:76) asserts that
human resources development is concerned with providing learning and development
opportunities making training intervention and planning, conducting and evaluating training
programmes. He further disclosed that the aim of manpower development programme is to
see that the organization has the best and quality workforce it needs to attain its goals for
improved performance. Therefore, manpower development is defined as a process of
extensive education, planning, training and evaluation of training programmes on the
employees in order to boost their performance in an organization.
Manpower
development
requires
an
integral
approach
that
addresses
multidimensional aspect of employees, ranging from enhancing technical and interpersonal
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skills to creative thinking and leadership. Organization with high productivity have no doubt
made manpower development an integral part of their business culture.
However, in the Nigerian context, at times in the university environment, staff may be
trained but may not be effectively utilized to give out their best on job. Therefore Kiggundu
(1989:157) states that human resources utilization is the extent to which available human
resources are effectively deployed for maximum achievement of the organizational goals and
objectives. In this study, manpower utilization will be defined as the deployment and
placement of staff in the right place, position and time for the actualization of organizational
goals. An organization may be endowed with sumptuous manpower but may not actually
develop and utilize them well. Therefore, in this premise, this study seeks to assess
manpower development and utilization in the Nigerian Universities: a case study of
University of Nigeria, Nsukka staff.
1.2
Statement of the Problems

According to Uchendu (1982:57),
The manpower challenge for Nigeria is not finding the people;
it is rather finding the people with the right type of skill at the
right time and in the right places.
As Uchendu rightly argues, we often find specialized talent in wrong kinds of activity and
highly capable people in fields, which offers little challenge or incentive. This situation
creates constraints, which sap labour morals, erode productivity and lead to rapid turnover.
Thus the issue of manpower and its utilization becomes germane in an effort to improve
efficiency in service delivery or performance. Human resources both mental and physical are
utilized or invested in an organization in pursuance of its goals.
There has been a meticulous plan in organizations such as the Universities on their
investment in physical and capital resources and those plans are reviewed with utmost, rapt
and undivided attention to the detail while rarely organizations pay attention to human
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resources investment which makes the capital and equipment to be in vein. Not many
Universities consider the necessity for a well defined and sustained training, planning,
performance appraisal, development and utilization of staff in order to upgrade their
performance or they cannot cope financially with training and development programmes. As
Ubeku (1975:14) regrets this tendency when he notes that
There are many organizations in this country that regards
training and development as expensive ventures and avoid them
like the plague. What such organizations are interested in are
the immediate returns. But in a changing world, of which
Nigeria is a part, this attitude can no longer hold good
In organizations where the need for employee training is recognized, it requires a lot
of time and money commitment to training and development, the exercise is inappropriate,
haphazard or premised on a faulty diagnosis of organizational training needs. In other
situation, where training happens to occur, deployment of trained staff may be without regard
to the skill acquired, leading to frustration of personnel trained and also general inefficiency
in the system. Manpower is generally under-tapped, under-utilized and therefore falls short of
its anticipated contributions to the realization of organizational goals.
Nigerian Universities have been consistently chided for using more than 80 percent of
their fiscal allocation for settling wage bills to the detriment of their primary objectives.
Indeed, the University of Nigeria, Nsukka, has been using more than 100 percent of its fiscal
allocations for the payment of salaries and allowances since 1990 (Ikoku, 1992:18). The
Universities have been engaged in laying-off their staff, especially the non-teaching staff, and
some of them have stopped engaging new staff, like academic staff, for budgetary reasons.
With this trend in our Universities, our problem becomes more apparent (Onah, 2003:123).
In the institutions, where manpower development is effectively and efficiently
developed and utilized, there is improvement in the skill and ability of employees as well as
development in the workplace. Cases abound in the Nigerian Universities that actually
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carryout this staffing function yet no improvement, the movement of things seems to be
retrogressing, discouraging if not unpromising in such Universities. What could be the cause?
It is in this premise that the researcher deemed to delve into the study on issue of manpower
development and utilization in the Nigerian Universities, using University of Nigeria, Nsukka
as a case study.
Based on the above statement, the researcher came up with the following research
questions which would be answered in the course of the study as follows:
1. What is the perception of staff training and development programmes in University of
Nigeria, Nsukka?
2. How consistent are the development programmes in the University of Nigeria,
Nsukka pursued?
3. Are the staff aware and response to the training opportunities provided by the
University of Nigeria, Nsukka?
4. How well are the trained personnel effectively placed and utilized?
5. Do staff training and development programmes enable the recipients to increase their
proficiency and productivity?
1.3
Objectives of the Study

The general objective of the study is to carry out a thorough study on manpower
development and utilization in the Nigerian universities using the staff of the University of
Nigeria, Nsukka as a case study. The specific objectives of the study are anchored on the
following;
To examine the perception of staff training and development programmes in
University of Nigeria, Nsukka.
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To assess the extent of consistency of the development programmes in the University

Nigeria, Nsukka.
To ascertain the levels of awareness and responses of the staff on the training
opportunities provided for in the University.
To assess the placement and utilization of trained personnel in the University.
To ascertain the importance of manpower development and utilization in the
productivity and performance of the recepient.
1.4
Significance of the Study

Manpower development and utilization in the Universities enhance productivity and
service delivery; promote efficiency and effectiveness in the institutions. In addition to this,
University is a citadel of learning morals, values and norms and has its product as students;
therefore, the significance is to avail the Universities of producing half-baked graduates.
However, graduates are seen as the hope of any nation as well as its honey well. Generally,
manpower development and utilization improves the nations state of economy.
Empirically, having painstakingly and thoroughly studied manpower development
and utilization in the University of Nigeria, Nsukka staff as well as providing answers to the
research questions, making sure that the objectives of the study were attained; and that the
hypotheses were tested statistically, findings and recommendation well handled with proper
referencing, the study will serve as a guide and as well help those who would like to embark
on a research in this topic or related topic in establishments. It is hoped that this study will be
of benefit to a number of people. In other words, future researchers in the field will find the
research a resourceful and reliable reference material.
Theoretically, the use of systems theory in the theoretical Framework of the study as a
guide goes a long way to support its existence as a management theory. The system theory
helps the researcher to drive home the connectivity of the staff with other aspect of the
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University and how the deformity or inefficiency of the staff affects the whole system and
vice versa. This will actually guide other Universities to know that a University as an
organization is a system which has components and that if a component is affected other parts
will be affected in one way or the other. The knowledge of this will help the management to
ensure that all aspects of the organization are working and that none of them is nonfunctional.
Practically, the study is considered significant for the mere fact that it will contribute
to the high productivity, growth efficient and effective service delivery and the development
of the Universities as well as their staff by due consultation, consideration of the
recommendations in making plans and policies of manpower development and utilization in
the Universities by their managements. More so, the application of the recommendations of
the study in some of the infant establishments can help boost their competitive advantage.
This off course starts with the human capital of the organizations.
1.5
Scope and Limitations of the Study

The study focused on manpower development and utilization in the University of
Nigeria, Nsukka. The researcher used the University staff in the study.
The study faced a lot of challenges, constraints, which were considered as stumbling
blocks to the study. The researcher encountered many hitches and hard times that in one way
or the other delayed the work. The major challenge encountered that really posed a threat to
the study was the time frame for the study. The time given for the submission of this work
was not enough to have carried out a detailed research. Be that as it may, the researcher was
able to come up with something reasonable.
The success of any project depends on the availability of finance. Insufficient funding
was seen as a constraint to the study. This is so because the study is quiet tasking and
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demanded a lot of financial backups. Unfortunately, the study was delayed as a result of
finance.
Administration and collection of questionnaires from the respondents posed a great
challenge to the study. Actually, not all the questionnaires distributed were returned and the
delay in collection of questionnaires affected the work.
Finally, the textbooks section in the main University of Nigeria, Nsukka library,
which is yet to be catalogued and shelved, contributed to the delay of the study.
Notwithstanding those constraints, the researcher made a concerted effort to ensure
that the study was comprehensive and successfully carried out to meet the desired goal.
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CHAPTER TWO
Literature Review and Research Methodology
2.1
Literature Review
The researcher reviewed the literature of many scholars on the topic using the
following headings;
Historical Background of Manpower Development and Utilization
The Concept of Manpower Development
The Concept of Manpower Utilization.
2.1.1 Historical Background of Manpower Development and Utilization in Nigeria.

The historical background of manpower development and utilization can be closely
looked from the angle of the management theories and their proponents, which according to
Egbo and Okeke (2009:86) argued that the classical approach remained the oldest for
studying and analyzing human organization. Chandan (1987:27) posits that it is based on the
ideas similarly generated in the late 1800s and early 1900s and is primarily based upon the
economic rationality of all employees. Among all the proponents of the classical management
school, manpower development and utilization can be generally traced in the works and
contributions of Fredrick Taylor, the father of scientific management.
It was Drucker (1970) who adds that the central theme of Taylors work was not
efficiency but the need to substitute industrial warfare by industrial economy. This he stated
that Taylor sought to achieve by the following means:
a. Higher wage can improve output.
b. The removal of physical strain from doing work the wrong way.
c. Development of the workers and the opportunity for them to undertake task they were
capable of doing, and
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d. Elimination of the boss by the duty of the management to probe the workers.
He principally summarized the contributions of scientific management as follows:
It encourages maximum utilization of efforts as well as a safeguard against
inefficiency and waste in other words, it promotes rational approach to problem solving.
It encourages scientific selection, placement and utilization of workers.
Scientific management school emphasizes the role of compensation and other forms
of incentives in productivity.
It encourages greater specialization through division of work, proper design of job,
specialization methods and motion standard.
It encourages the establishment of standards of performance as average output and
maximum output per capita.
However, the weaknesses of the scientific school gave room for others, including the neo
classical management schools such as Human relation school that repositioned manpower as
the brain behind organizational productivity.
According to Egbo and Okeke (2009:92), notwithstanding
inherent limitations,
scientific management school was credited with the origin of systematic and scientific
method of employee selection and development as well as work organization and structuring
for purpose of efficient use of resource to champion productivity concern of the organization.
Thus Bozeman in Egbo and Okeke (2009:92) affirmed his support by stating that:
Scientific management did not waste away in textbooks; it was
highly influential in the practice of public administration and in
government research. The influence of public administration
recorded its zenith as the faith in scientific management and the
scientific principles spread and established itself as the
prevailing orthodoxy. Scientific management dominated
public administration from about 1910 to 1944 and helped
crystallize public administration as an academic field.
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The human relation, neo classical school of management moved a bit from scientific
mechanical and physiological to behavioural, sociological and psychological management in
an organization. The school focused on manpower welfare in the organization. Mullins
(1999:58) succinctly posits that:
The main emphasis of the classical workers was on structures
and on the formal organization but during the 1920s, the years
of great depression, greater attention began to be paid t o the
social factors at work and to the behavior of employees within
an organization- that is to human relations.
Similarly, Simon (1947) opines that:
Human beings who work in organization have aspirations and
desires. Their behavior is conditioned by their psychology,
motives and social environment. The administrative science
should therefore study these facts of behavior without getting
involved in the question of values. The behaviour of these
people is subject to influence.
The eight basic premises of behaviourism otherwise known as the intellectual
foundation stones of the approach according to David Easton are regularities, verification,
techniques,
qualification,
values,
systematization,
pure
science
and
integration
(Charlesworth,1967:13).
However, Odike (2003:131-132) was of the opinion that the Nigerian manpower
development and utilization could be traced from the traditional Nigeria society, where
people acquire skills by watching elders and by following their examples. In this way he
states that experience is gained in the use of more sophisticated tools and techniques. These
techniques to Odike include farming since the traditional Nigerian society economy is
basically agriculture.
In the traditional society according to Odike, when a father wants his child to learn a
trade, he will take the child to whom he wants his child to learn the trade with. The person
will be left with the individual and placed under his complete control and authority. As an
apprentice, he does not only learn the trade but serves the master in other house activities.
P a g e | 22
Therefore here, the distribution of manpower resources was determined by the head of the
family. However, there were no national economic development goals and manpower
planning then.
Odike further posits that manpower planning in Nigeria emanated with the
appointment of the Ashby Commission in April 1959. The commission he stated was to
conduct investigation into Nigerias higher education needs over a twenty-year period in
order to appraise the future educational and manpower requirements in the country. Harbison
(1960) wrote a special report on High level manpower for Nigerias future; the first Nigerian
manpower projection. The report estimated minimum high level manpower needs for the
period (1960-1970), based on pre-independence national growth. Since Harbison lacked basic
statistics, his projections were not based on any specific analysis and, therefore, were of
limitations, the report was the first serious attempt to evaluate and solve manpower problems.
As a result of the approval of the Ashby Commission report a national manpower
board was established in 1962 with its functioning arm, the secretariat, as a branch of the
federal ministry of Economic Development. The terms of reference of the national Manpower
Board according to Fapohunda in Olalokun (1987), include the determination of nations
manpower needs in all occupations, the formulation of programmes for manpower
development, the coordination, policies and activities of the Federal and regional ministries
primarily concerned with manpower problems and the development of employment. The
composition of the Board was representatives of the Federal and Regional ministries of
Education, Economic planning and Development, Labours; the National Universities
commission, the Labour Unions, the Nigeria Employers consultative association and Private
Employers. According to Fapohunda, the operational secretariat was assigned as both a
research and a manpower development agency. The National Manpower Board established
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regional manpower committees to feed them with information and to consider the
recommendations of the central board as they apply primary to their local public sectors.
In the words of commendation, Yesufu and others (1973) suggest that
Both the Manpower Board and the Manpower Committees did
excellent preparatory work and the stage seemed to be set for
ensuring effective manpower planning and development in the
future. Guidelines for scholarship awards and for course
structure in the universities were, for example, enunciated and
accepted.
Notwithstanding the Yesufu and others stand, Olalokun, and others (1987:125), made
it clearly known that there has been virtually no significant manpower planning at the Federal
or state government levels in Nigeria. However, the 1962-1968 plan, had interest in the field
of manpower development. According to that plan, the highest priority was being given to
agriculture, industry and training of high and intermediate level manpower (First Plan: 22).
Subsequent development plans borrowed a leaf from the former but according to Odike
(2003:132), the Second development plan was produced without a suitable manpower plan.
Therefore, project proposals were not carefully analyzed in terms of their manpower
requirement. However, under the third National development plan, the national manpower
board was to be recognized and the staffing position of the national secretariat strengthened
(Third National development plan 1975-1980:395). In addition, a manpower unit was to be
established in each state planning ministry to add the National secretariat.
2.1.2 The Concept of Manpower Development
According to Beach (1998:100), the human assets grow and increase in value;
maintaining and upgrading employees skills not only tend to increase productivity; but also
increase commitment and motivation. Beach asserts further that the approach to manpower
development within the firm will vary according to the technology, traditional policies and
the value of management.
P a g e | 24
Omole (2004:76) asserts that human resources development is concerned with

providing learning and development opportunities, making training intervention and
planning, conducting and evaluating training programmes. Nadler (1970) was also of the
opinion that human resources development, a series of activities conducted within a specific
time and designed to produce behavioural change. However, in this definition, Nadler failed
to identify the nature of the activities which individuals undertake to bring about behavioural
change and also did not make explicit the underlying goals of development programmes for
staff of organizations. This lacuna was filled by Armstrong (2004:525), who said that human
resource development is concerned with the provision of learning, development and training
opportunities in order to improve individual, team and organizational performance. Similarly,
Akintayo and Babajide (2005:21), reported that manpower development programmes had
been found to have capable of influencing high turnover of profit, improved quality of
service, better use of human resources, increased safety on the job (reduced number of
accidents), increased staff motivation, less resistance to change, less cost due to human
errors, more efficiency and productivity.
Croft (1996) further underscores the reasons why the practice of human resources
development has become increasingly important thus;
Human resources are becoming increasingly expensive to employ and as such, their
management must be approached with utmost caution;
Social science research has emphasized the importance of increasing productivity and
the benefits of having satisfied workforce; and
Legislation and development of industrial relations have encouraged the emergence of

specialists will be able to interpret and apply their skills to this area of management.
P a g e | 25
To Croft, other rationales for human resources development are to ensure increased
productivity; improvement in employee morale, reduce supervision, personal growth,
organizational stability and to meet future personnel needs of organization.
The importance of manpower development to the national development were figured
out by Egbo and Okeke (2009:278), who opined that sustainable development of any country,
depends on how well the human capitals in its productive population were developed and
trained, provided to those who need it, at the right time using right methods and techniques.
This position was reinforced by Harbison (1962) and Mbat (1992). According to Harbison,
the developmental potentials of any nation depends primarily on its available human and
capital resources, marginally on her natural resources and a nations population make up her
very inestimable asset. Mbat, on his own part, is of the view that human resources
development provides the cardinal point which any realistic economic development can be
based. He asserts that without man, management either through training or education is for
better skills, national economic development cannot make the desired impact since
development should be human centric.
Ahanor (1990:35), submits that the objectives of manpower development programmes
in any work organization is achieved by ensuring that everyone in the organization has the
knowledge and skills to reach the level of competence required to carry out their works
effectively. Similarly, Osterman (1995:125) posits that the performance of individual
employees and teams in work organization is subject to continuous improvement on their
skills and employees should be developed in ways that maximize their potentials. These can
be obtainable in an organization if there is effective manpower planning and implementation.
Manpower Planning
Chadler and Plano (1982:263), described manpower planning as the process of which
organization ensures that it has the right number of people and the right kind of people, in the
P a g e | 26
places, at the right time, doing the right things to serve the purpose of the organization.
Nwankwo (2007:18) states that manpower planning is concerned with budgeting for the most
effective use of an organizations labour resources. Graham (1980:12), describes the concept
of manpower planning as an attempt to forecast how many and what kind of emphases will be
required in the future, and to what extent this demand will be met. Similarly, Bowey (1974:1)
sees the concept of manpower planning as the activity of management which is aimed at
coordinating the availability of, different types of employee. Usually this involves ensuring
that the firm has enough of the right kind labour at such times as it is needed. It may also
involve adjusting the recruitments to the available supply.
Nwankwo (2007:12) posits that manpower planning can be divided into micro and
macro types. The Macro refers to the nations labour force and plans to utilize its resources
more effectively. It also deals with training and development plans initiated by the Federal
and State government aggregate labour supply, projectors and resolving unemployment
problems. On the other hand, he said that the micro manpower planning is concerned with
providing the right number and kind of people to accomplish organizations objectives. This
includes the assessment of current human resources, forecasting future needs, designing
programmes to recruit and develop personnel as well as implementing national manpower
programmes in an organization. French (1974:241) tried to bring out what manpower
planning entails, which to him include an analysis of current and expected vacancies due to
recruitments, discharges, transfer, promotions, sick leaves, leaves of absence or other reasons
and analysis of current and expected expansions or curtailment in departments. Onah
(2007:8-9) asserts that on the basis of the analysis and assessment the personnel agency
proceeds to make plans for internal transfers or reduction of manpower for training and
requisite skills and knowledge, for advertizing existing vacancies and, if need be, for the
P a g e | 27
recruitment of new staff, or a combination of these processes. Manpower planning involves a

series of activities which are six in number as follows (Onah, 1995:108-109)
Demand Forecasting: this involves a process of estimating the future quality and
quantity of manpower required for the establishment.
Supply Forecasting: This includes manpower that is likely to be available from within
and outside the organization, having allowed for absenteeism, internal movements,
promotions, wastage, and change in hours and other conditions of work.
Determining Manpower requirements: This is achieved by relating the supply to the

deficit or surpluses that will exist in the future.
Manpower productivity and cost productivity: This is the output of goods and services
which can be obtained from a given input of employees within the organization.
Manpower cost on the other hand, represents the overall expenditure on manpower,
which includes remuneration cost, recruitment cost, training cost and personnel as
well as administrative cost.
Action Planning: The preparation of manpower planning should be based on

manpower requirement and the implications of the information on productivity and
cost. The main element action planning depending on circumstances, consist of
recruitment plan, development plan; redundancy plan, training plan, productivity plan
and retention plan.
Manpower Budgeting and Control: This is concerned with estimating manpower

requirement in terms of members, skills, and grades needed to accomplish specified
tasks within a time frame which is usually a financial year.
Training and Development

There is growing economic evidence that investment in training
are associated with long run profitability, and firms that
recognize work using programmes such as teams and quality
circle report greater productivity if those programmes are
P a g e | 28
associated with worker education. (Lisa M Lynch & Sandra

Black, 1995).
While the effort to spend on training is astonishing, even more
astonishing is how little we know about effectively managing
training investments. (George T Mikovich & John W
Boudreau, 1997).
One area of manpower resources development which is relevant in the effective use of
employees is training and development (Egbo and Okeke, 2009:274). They went further to
state that it is only few people who argue against the importance of training as a major
influence on the success of an organization. Similarly, Nnadozie (2002:92) rightly observed
that training and development of human resources in an organization is sine-qua-non to the
growth and development of any organization. The exploitation and utilization of the material
resources towards achievement of the goals and objectives of an organization and
government, in turn as a function of effective human resources development programme. In
collaboration with this, Onah (2003:121) posits that the importance of staff training and
development in any organization is clear if we recognize that the structure that sustains every
organization depends on the individuals that operate the structure.
The acquisition of requisite skills and competence by person through training and
development programmes is an important determinant of productivity- it offers the personnel
an opportunity imbibing the desired attitude and streams behavior that enforce productivity
by helping them learn effective organization technique and time-tasted efficiency practices in
the use of resources. By so doing, the individual workers develop the necessary self
confidence in him or herself and limits the supervisory role of managers. Hence, human
beings need training and development in order to be effective and productive in their work
Egbo and Okeke, (2009:278). Orewa (1991), Olowu and Ademolekun (2002:98), have
similar view. To Orewa, the aim of human resources development is to provide the scope for
the acquisition of knowledge, which enable trainee to gain self confident. It equips the
P a g e | 29
employees satisfactorily on the job and prepares them to carry out more complex functions
than their present jobs. As Olowu and Ademolekun put it, training is expected to meet a range
of objectives notably among his skill development, upgrading the socialization into a public
service ethics. Asiegbu (1992:143) puts it, human resources development or human capital
formation is the process of acquiring and increasing the number of persons who have
education, skills and experience, and the motivation, which are critical for economic and
social development of the country. It involves investments in man and his development as
creative and productive resource. It includes:
a. Investment by society in education.
b. Investment by employers in training; and
c. Investment by individuals in time and money in their own development.
In other words, human capital formation can be societal base, organizational based and
individual.
Akpan (1982) in his own observation on the Nigerian situation stresses the need for
specialized training and professional specialization but also on pre and post entry training in
methods and techniques of administration for newly recruited permanent members of staff
and those already serving. Hilgert and Towle (1978:81) look at training and development of
staff as not only being capable of reducing organizational/employee conflict but also of
motivating staff in their work place. In their words, a well conceived training and
development programme can contribute to a Lessing or reconciliation of conflict. Thus a
challenge and an opportunity is presented to every manager to make each employee better
able to serve the firm, while at the same time realizing greater satisfaction of individual needs
and aspirations. Thus the authors observations that training is also related to employee
motivation agrees with French (1978) notion that employees who know and understand their
P a g e | 30
jobs and who feel that management values them enough to prepare them for future
assignment are more likely to demonstrate higher morale and greater interest in the job.
Furthermore, French describes the dynamics of motivating people through training
programme in the following words:
In order to change behavior in the direction of greater
contribution to the attainment of organizational goals, the
individual must perceive the new, expected behavior serving to
fulfill needs, or at least as not leading to deprivation of
fulfillmentsupplying goals that fulfill needs and are within
reasonable reach of employees is very important in providing
motivation as it relates to training and to change in behavior.
Based on the above statement, Onah (2003:141) states that the implication of training
motivation correlation for organizations sponsoring their employees on training programmes
is perhaps more critical for the public service, particularly in developing countries where
government is the largest employer of labour and the problems of motivating the workforce is
rather daunting. Therefore, to Onah, the task of the public service as an organization seeking
to improve the performance of its workforce through training is to guarantee an environment
conducive for the trainee to return to, or else beneficiaries of the employee-sponsored training
programmes would not see training received as a motivator to greater job performance. He
went further to say that the point is all the more important given the fact that the need for
organization training its employees in the first place is to equip them with knowledge that
would enable them to contribute their quota to organizational growth and development. In the
words of French (1978), to be effective, training and development functions of organizations
as a process which is a complex amalgamation of many sub-processes aimed at increasing the
capacity of individuals to contribute to organizational goal attainment.
Nevertheless, there is need for training in the organizations. To Cole (2002), training
needs are basically any shortfall in employee. He identifies two major typologies of training
P a g e | 31
which we further classified under group of six training methods each. These he presented as
follows:
Figure1. Manpower Development Methods
1. Lecture, Conferences/Talks
2. Classroom Instruction
3. Programme Instruction
4. Group Discussion
Off-the-job
Location
5. Case Study Analysis

6. Simulation exercise
7. Job Instruction
8. Learning from Experienced Workmate (eg. Sitting by Nellie)
9. Coaching/Counseling
10. Delegation
On-the-job
Location
11. Secondment
12. Special Project
Sources: Cole, G.A (2002). Personnel and Human Resource Management 5th Edition,
London: Continuum.
According to Cole in an off-the-job location, such as training centers or educational
institutions, the emphasis in learning is usually on;
Developing an understanding of general principles
Providing background knowledge
Generating an awareness of competitive ideas and practices.
Conversely, in on-the-job location, the emphasis is on the acquisition of specific local

knowledge in a real situation. He notes that the important point to be considered when
P a g e | 32
selecting one or the other of the above mentioned methods is the degree of freedom to learn
allowed to the trainee concerned. Other methods of training by other authors include;
Induction Training
Special Course
Apprenticeship
Pre-Entry Training
Orientation
In Service Training
Vestibule Training
Circular Training
Refresher Training
Retraining
Post-entry training
Short terms and Long term training
Department and central training
Skill and Background training
Simulation training etc.

See (Chandan, 1987:180-181; Laximikanth, 2006:316-317; Ezeani, 2006:341-343and
Onah, 2003:173-179).
Our discussion will focus on some of the above methods of training which may be
categorized under on-the-job or off-the-job training.

Orientation:
This method according to Omodia (2009:114) is the integral part of the recruitment exercise
in that once an employee has found appointable, it is expressed that such an employee needs
to be positively oriented in line with the aspiration of the organization for effective discharge
P a g e | 33
of the function. The orientation programmes according to Onah (2003:174-5), should include
refresher courses largely for management staff pool staff for whom orientation programmes
may be necessary include cleaners, messengers, drivers, clerical officers, typists, secretaries,
executive officers and administrative officers. The orientation programmes in his view should
be organized by personnel services department in liaison with the department, for pool staff,
drawing from the resources available within the university. He also posits that this training
programme should be done once in every two years and participation should be mandatory
since they serve as a sort of retraining and upgrading programmes.
Induction Training:
This often consists of a short course or programme of items aimed at assisting new recruits to
adjust to the organization and to provide them with the background information. Typically
courses include talks and films about the organizations structure and facilities and the
provision of literature containing regulations and useful information (Ezeani,2006:342).
Special Courses:
This is classified by some education rather than training. Included in this category are the
OND and ADP programmes offered in some designated institutions such as the University of
Nigeria, Nsukka; Ahmadu Bello University, Zaria, and Obafemi Awolowo University Ile Ife,
for training of local government officials. It is important to state that these special courses
cannot be dismissed simply as general education since they can be directly related to the
affected employees particular job (Ezeani, 2006:342).
Apprenticeship Training:
The usual apprenticeship programme combines on-the-job training and experience with
classroom instruction in particular subjects. Apprenticeship programme tends towards more
education than on-the-job training in thet knowledge and skill in doing a craft or a series of
related jobs are involved. Apprenticeship programmes are available in a number of crafts
P a g e | 34
such as machining, electrical works, welding, carpentry etc (Ezeani, 2006:343). Unamka and
Ewurum (1995:163) further assert that:
The apprenticeship system, which is a way of developing
skilled craftsmen, originated from the craft guild system of
the middle ages Under this scheme, the worker or
apprentice learns from a specialists or craftsman by
observation and imitation Sometimes, training may be
supplemented by formal classroom instruction.
This type of training is not usually employed by large businesses. It is common among small
businesses particularly the sole proprietorship type.
Pre-Entry Training:
This is the training given to an individual in preparation for entry into the civil service. The
purpose is to prepare the aspirant for the selection examination, to develop the knowledge
and qualities which would make for his subsequent success (Tyagi, 2004:452).
Pre-Entry training is specialized in nature and the general objective potential is to make an
individual fit for a given potential career. It could take the form of vocational or professional
training (Egbo and Okeke, 2009:294).
In-Service Training:
These are schemes not merely designed to improve academic qualification but with the
training needs of the system, and not only the officer but necessary for the enhancement of
the staff members performance on the job (Onah, 2003:175). Lawal (2006), in his view,
posits that this method involves training outside the organization or workplace in higher
institutions of learning or vocational centers under the sponsorship of the organization or on
terms that may be agreed upon between the organization and the workers.
Vestibule Training:
This is a method of manpower development through the acquisition of skills in a related
working environment (Nongo, 2005). Under this method, the trainees practice his skill with
identical equipment that he uses or he is expected to use in his actual place of work. This
P a g e | 35
method is most suitable for sensitive operations where maximal perfection is expected. The
purpose is therefore to enable perfection at work place.
Coaching:
This is an on-the-job training which according to Onah (2003:185) will develop the strengths
and potentials of subordinates and help overcome their weakness. To Onah, coaching requires
time, but if done well, it will save time, money costly mistakes by subordinates, which in the
long run will benefit everyone, the superior, the subordinates and the university.
Classroom Instruction:
This consists of using standard lecture and discussion techniques for training on the technical
aspects of the job. For example, during such periods managers could be called together from
time to time and lectured on a given technical aspect of their jobs. In this way, they acquire
more skills and build up more confidence in their jobs (Onah, 2003:179).
Simulated Training:
This is having a manager learn by giving him examples of typical situation to deal with and
to study. There is a number of this type of training such as
Case study method
In basket testing
Management gaming (Onah, 2003:179).
Lectures, Conferences and Talks: These are among the most common methods of
transmitting information or training. They provide ample opportunity for trainee interest and
share experiences with their counterparts, both within and other organization.
Job Instruction: this approach is used by supervisors for training subordinates. It is based
upon four steps which consist of preparing the trainee, presenting the knowledge, allowing
the trainee to perform. It is a logical approach and forms the basis of a great deal of
traditional training (Ezeani, 2009:342).
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2.1.3 The Concept of Manpower Utilization

Successful training and development programme offer potential and real benefits to
the organization and to the employees. Conceding this view, Ezeani (2002:3) in his definition
of personnel management observes that the aim is to ensure effective use of performance, or
potential performance, which can be reminded by appropriate training. Onah (2003:142) adds
that there are many ways of overcoming deficiencies in human performance at work, and
training is only one of them. It is important to recognize this fact, since sometimes training
staff are asked to meet needs which ought to be dealt with in some machinery or simplifying
procedures.
Furthermore, Onah was of the opnion that as lack of training is dysfunctional to
organizational performance, adequate care should be taken to recognize when training is
needed. Thus according to Nwachukwu (1988:121), indications that employees in any
organization require training are the following factors:
i. Lack of interest in ones job
ii. Negative attitude to work
iii. Low productivity
iv. Tardiness
v. Excessive complaints
vi. Excessive absenteeism rate
vii. High rejects or low quality output
viii.
High incidence of accidents
ix. Insubordination.
Whenever these conditions are experienced among staff, Nwachukwu contends that
the organization should consider organizing training. As these situations are frequent
P a g e | 37
occurrences in organizations, the implication is that training has to be regular. Put precisely,
training is a continuous process. Dooley (1946:161) emphasizes this point when he asserts
that training is not something that is done once to a new employee, it is used continuously in
every well-run establishment. Every time you get someone to do work the way you wants it
done, you are training, every time you give instructions or discuss a procedure, you are
training.
There are varieties of training types or methods by different authors from which
managers can choose. The first important thing to do is to establish the need for training and
carefully identify who needs training and the kind of training needed. The next thing to do is
to select the best technique that will easily lead to the training objectives. As Pigor and Myers
(1984:283) rightly observe,
The type of employee training best suited to a specific
organization depend upon a number of factors such as skills
called for in jobs to be filled, qualification of candidates
applying for job and the kinds of operating problems
confronted by the organization.
Cole (2002:355) was more comprehensive in treatment of training methods. He defines
training methods as the means by which we intend to communicate information, ideas,
skills, attitude and feelings to learners. Of the personnel to achieve maximum productivity
for the organization and at the same time enable the employee to gain optimum psychological
and material benefits from his or her work.
In examining the concept of manpower utilization, Udo Aka (1992) admits that it has
to do with a sequence in the relationships between development and utilization of human
resources which emphasizes their relevance to the manpower requirements and their actual
deployment in their appropriate mix to meet national needs. Egungwu (1992) added that it is
a gradual and systematized continuous job assignment during the working life in order to
guarantee increased performance abilities. He made the following clarifications:
P a g e | 38
Systematized human resources utilization schemes require the

placement of only employees in the right job at the right time
and place irrespective of their origin, and adequately
motivating them, through appropriate management techniques
to be productive. It ensures that every employees talent is used
to the fullest benefit of the enterprise and of the employees. By
taking this step, there is the avoidance of talented employees
display of disenchanted and disruptive work attitude which
never augur well with any enterprise.
In an explanation, Egbo and Okeke (2009:330) state that the target for employee utilization
involves optimal use of skills, will-power and knowledge or human capital of the employee
without recourse to parochial considerations of race, origin, sex; age and other psychographic
and demographic yardstick in pursuit of organizational objectives through efficient use of
other factors services, including land and capital. Hence for us, human resources utilization
involves effective use of personnel in pursuit of efficiently designed goals through objective
roles assignment based on appraisal outcomes, skills and knowledge garnered from training
and development programmes as well as experiences or employees competences.
Ezeani (2002) sees this as involving maximum use of competent staff, and their deployment
at strategic places and the creation of enabling environment for the practice of acquired skills.
Ajileye (1992:125) rightly observes, where trainees are not deployed to perform
for which they are trained, it results in a huge financial loss to the organization. Apart from
this, the employee looses confidence in himself, his organization and the undertaken.
In corroboration with this view, Smith and Gintzberg (1967) observe that the
commonly observed error in both developed and developing nations is the tendency to often
shift attention exclusively to matters like manpower supply with very little considering given
to its development and utilization. They maintain that there is a close relationship between
manpower development and its corresponding utilization since a trained person who is not
used or who is poorly utilized is not really an asset. In fact the extent to which the full
rewards of training are realized depends on a planned and systematic approach which
P a g e | 39
integrates a clear-cut plan for utilizing trained personnel. According to Harbison (1973)
manpower utilization is a factor to the attainment of corporate objectives. He argues that
appropriate and maximum utilization of human resources in production activities are the
essential factors that can increase economic development.
Egbo and Okeke (2009:332) summarized the issue of manpower utilization by their
comment;
In a nutshell, the entire idea of human resources utilization is
concerned with how best to put to use the human capital of the
employees of the organization for the attainment of its
objectives without undermining the potentialities of the
workers to attain optimum psychological and material benefits
from his work. It refers broadly to the effective deployment of
existing skill, qualification, competences and in fact human
capital for the maximum achievement of individual goals and
organizational or national goals and objectives. It is pertinent to
note that there are several conditions required for the actual use
or application of skills.
Boxall and Purcell (2003) share similar view. The less individual performance, they
admit, is a function of three factors viz: ability, motivation and opportunity (AMO) and point
out that perform well when:
a. They are able to do (that is, when they can do the job they have the necessary abilities
and skills.
b. They have the motivation to do so (that is, they will do this because they want to and
are adequately incentivized; and
c. Their work environment provides the necessary support avenue for expression.
Rationale for Effective Manpower Utilization
One important aspect of productivity is manpower training and pattern of deployment
of trained or developed personnel (Egbo and Okeke, 2009:329). Mullins (1999) posits that
training is one of the most important potential performance motivators, and it can lead to
many possible benefits for both the individual and the organization. To him it can
P a g e | 40
Increase the confidence, motivation and commitment of staff;

Provide recognition, enhance responsibility, and the possibility of increased pay and
promotion;
Given a filling of personnel satisfaction and achievement and broader opportunity for
career progression; and
Help to improve the availability and quality of staff.
As Armstrong (1991) rightly argues, that training increases the level of individual and
organizational competence; and helps to reconcile the gap between what should happen and
what is happening, that is between desired targets or standards and actual level of work
performance.
Egbo and Okeke (2009:330) made their claims clear when they stated that the
potential benefits of training are obvious; we make quick to observe that it does not
necessarily follow that training per-ser will lead to improved performance. There has to be an
appropriate training culture, and training has to be relevant to the needs, and programme
makes meaning and impact on organizational performance only to the extent to trained
personnel are use in discharging tasks and responsibilities that have a close link with the
training content together with the skills and knowledge called for in a given work or task. It
was Ojo (1983) who admits that the failure to adequately link manpower development on the
one hand and that of utilization on the other can always lead to frustration, unemployment
and mismanagement. Udo-Aka (1992) then posits that human resources development and
utilization are mean variables of productivity, which generally depends on the relevance of
the human assets to need and optimization of their use.
Instruments of Human Resources Utilization
Ensuring effective use of the personnel in any organization is the function of the
managers, especially those in the personnel unit and department of the organization. They
P a g e | 41
hire, train, use and fire (Egbo and Okeke, 2009:336). As it concerns the utilization of
personnel, several mechanisms are open to organization and end goal is principally to ensure
that workers are always at the right place and time carrying out tasks which allow them to
apply their knowledge and skills learned.
Kiggundu (1989:157) rightly asserts that human resources utilization is the extent to
which available human resources are deployed effectively for the maximum achievement of
individual, collective organizational or national goals and objectives. Effective human
resources he noted may involve three options; human resources allocation, maintenance and
further development. The instruments of human resources utilization according to Egbo and
Okeke are
Transfer and Job rotation
Advancement
Promotion
Conversion
Delegation
Secondment
Special assignment and project
Sitting up for superiors
Assistant-to method
Membership of committee and Junior Board
Transfer and Job Rotation:

Egbo and Okeke (2009:337) posit that transfer and job rotation involve the movement of staff
from one scheduled service or duty to another within the same service. Here an employee is
transferred from one place of work to another in the same grade and on the same position.
P a g e | 42
White (1930) opines that this instrument serve to bring out the best in the employee by
offering him new challenges and deeming his skill and knowledge of different tasks within
the organization.
Tyagi (2004:491) rightly admits that in order to draw the maximum advantage out of
the employee and also in order to provide fit person for a job, his transfer to an appropriate
job is made. It is referred to as job rotation because the worker is require to learn several
different jobs in a work unit or department and perform each job for a specified time period.
Advancement:
Egbo and Okeke (2009:343) posit that unlike transfers, advancement process does not
involve inter-sectional or departmental mobility, or role reassignment, instead it involves an
increment in individual pay. It is a device which vitally affects the efficiency of work and has
been defined by White (1930) as a personnel administrative device which pertains to an
advance in pay by a prescribed increment within the scale of pay appropriate to a given
position. It is known also as administrative promotion and primarily involves increase in
compensation. Though advancement to them is distinguished from promotion proper in the
sense that it entails no advancement in the status or responsibility of the employee concerned,
but only an advanced in his emolument.
Egbo and Okeke (2009:343) stated three forms of advancements which according to
them depend on two distinct factors namely: employees length of service in the positions and
efficiency of the employees. The forms therefore are
The automatic advancement system
The conditional advancement system and
The semi-automatic advancement system.
P a g e | 43
Promotion:
Egbo and Okeke (2009:346) assert that promotion is the advancement matched with status
elevation of pay like and increased responsibilities. It involves the movement of an employee
from a position to another with entirely different schedule of duties and responsibilities
usually accompanied with increment in emolument. White (1930) in his words defines
promotion as an appointment from a given position to a position of higher grades involving
a change of duties to a more difficult type of work as greater responsibility, accompanied by
change of title and usual increase in pay.
The scholars were of the view that unlike transfer and advancement, promotion
involves increases in duties and responsibility as well as upward review of pay. Thus William
G Torpey defines it as the movement of employee from one position to another position
having a higher and or a higher minimum salary.
According to Laximikanth (2006:321), the basic elements or components of
promotion system include;
Change of position, that is, from lower position to higher position;
Change of duties, that is, from less difficult type of work to more difficult type of
work.
Change of responsibility, that is, from lesser responsibility to greater responsibility.
Change of title, that is, from lower designation to a higher designation; and
Change of pay, that is, from lower salary scale to higher salary scale.
The difference between transfers, advancement and promotion was clearly stated by
Tyagi (2004:493), as thus;

Although transfer and advancement also bring about a change
in the conditions of service of the employee, yet promotion
differs from both of them fundamentally. Transfer simply
entails a change of service from one agency to another without
any change in rank or emolument. Similarly, advancement
affects only an increase in pay; but promotion entails a basic
P a g e | 44
change in position and status of the employee. The promotee

goes from a lower position to higher one, which means more
responsibility, higher rank and incidentally, though not
fundamentally higher salary.
Conversion:
Egbo and Okeke (2009:355) rightly put that conversion is the process of integrating an
employee back into the service on completion of a programme of development, or training or
at the expiration of the duration of a secondment by placing him/her in right position and job
where the skills and knowledge gained will be optimally put to use for the good of the service
and organization. As provided for in section 23 of part iv of the guidelines for appointments,
promotion and discipline, all conversions from one cadre to another shall be based on the
acquisition of the qualifications prescribed in the possession of cognate experience. The
notional date of conversion, it adds, shall be the date the officer acquired the qualification or
when vacancies occurred, whichever is the later, while the actual effective date(for
remuneration) shall be January 1, following the date of conversion.
Delegation:
This involves given authority and additional responsibility to subordinates by their
supervisor. Making the subordinate do and take decisions themselves, which is possible
through delegation according to Davar (1988:129) can alone develop in them the decision
making and leadership skills so essential in good management.
Secondment:
This according to Egbo and Okeke is a temporary release of an officer to the servants of
another government agency or international organizations of which Nigeria is a member for a
specified period. The provisions governing this system are contained in chapter 2, section 6
of the civil service policy and shall be strictly complied with. The provision states that
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Secondment at an officers request shall be for a two years duration, after which the
officer must apply for extension, seek for transfer or return to his original post. All
requests for secondment and extension shall be considered by the appropriate
committee and recommendations there on submitted to the Federal civil service
commission.
Secondment on grounds of public policy and its duration shall be at the discretion of
the federal civil service commission.
2.2
Hypotheses
A research hypothesis is a tentative statement about relationships that exist between
two or among many variables. It is conjectural statement about relationships and need to be
tested and subsequently accepted or rejected (Asika, 2009).
The study intends to examine the following null hypotheses;
1. The staff development programmes in the University of Nigeria, Nsukka are not
consistently pursued.
2. A good number of staff of the University of Nigeria, Nsukka is not well utilized.
3. Manpower development and utilization have no positive impact on the productivity
and performance of the staff in the University of Nigeria, Nsukka.
2.3
Operationalization of the Key Concepts

Some of the key concepts need to be clarified with regards to their usage in the study.
This would enhance the easy and proper understanding of the literature. Therefore, the
concepts are as follows:
Organization: in this study, organization is being referred to as a social unit with a
defined hierarchical pattern of authority, chain of commands and interpersonal
relations designed with the common interest to achieve goals.
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Manpower: this is the available labour force which the organization can tap
effectively in order to actualize its goals. It is also referred to as human resources as
was used in this work.
Development: it is the dramatic change or improvement in attitude and behavior of
individual or organization. It is a multi dimensional phenomenon.
Manpower development: the physical and psychological improvement in behavior of
the available human resources in an organization.
Planning: this is the process of thinking through and making explicit, the strategy,
actions and relationship necessary to accomplish overall objectives for present and
future.
Manpower planning: it is the process of assessing an organizations human resources
ability and strength in the light of its anticipated present and future needs.
Utilization: the derivation of maximum satisfaction and efficient use of something.
Manpower utilization: the maximum use of competent human resources, their
deployment at strategic places and creation of enabling environment for practice of
acquired skills.
Training: the act of acquiring knowledge and skills as well as how to utilize them.
2.4
Methods of Data Collection and Analysis
2.4.1
Method of Study
The study method adopted by the researcher for the study is survey research. The
researcher focused on a population from which he drew the sample for data collection,
intensive study and analysis. In selecting a sample, the researcher used a sampling technique
which will be discussed later.
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2.4.2 Research Design

The researcher adopted a cross-sectional survey design, precisely a descriptive design
for the study.
The questionnaires were carefully administered to respondents, which
represent the population of the study. It is geared towards collection of data for hypotheses
testing.
2.4.3 Methods of Data Collection
The researcher made use two methods of data collection in the study namely; the
primary and secondary methods of data collection. Both sources data collection were
extensively explored for the purpose of drawing an empirical conclusion for proper analysis
of the study so as to come up with objective findings.
v Primary Data
These are data collected from the administered questionnaire the staff of the University of
Nigeria, Nsukka. This of course provided the researcher with the first hand information
needed for the study.
v Secondary Data
Secondary data are the data collected from textbooks, internet, articles, journals, unpublished
papers as well as relevant official administrative documents of the University of Nigeria,
Nsukka.
2.4.4 Population of Study
For the sake of standards and acceptability of a research work, there is need for
population of the study. According to Obi (2005:72), population is a total set of items a
researcher wants to analyze. This may be a group of people or inanimate objects like house,
records, items etc.
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The population of the study is the entire staff of the University both the Academic and
Non-academic staff which is about 6488 (see appendix 2). A sample was drawn from the
population in order to ensure manageability and accurate empirical study.
2.4.5 Sample and Sampling Techniques
v Sample of the Study
The sample for the study consists of Two hundred (200) subjects representing 3% of the Staff
in University of Nigeria, Nsukka. This is line with Nwannas (1990) rule of thumb which
states that when the population is a few hundreds, the sample size should be 40-50%. If they
are many hundred, 20% of the population should be the sample size; when a few thousands,
10% of them will do; and if several thousands, 2-5% of the population will be considered
representative. Though the 3% is 194.6 but the researcher decided to make it a round figure
of 200 to ensure that both Academic and Non-academic staff gets equal questionnaire.
Therefore two hundred (200) questionnaires were administered in the course of the study.
v Sampling Technique
The researcher adopted a proportionate simple random sampling technique for the study in
which one hundred (100) respondents each were selected from the academic and nonacademic staff of the University respectively. This is to pave way for easy administration,
collation of questionnaires and calculation of sampling errors as well as to make good
inference of the characteristics of the target population.
2.4.6 Data Gathering Instrument
The instruments used by the researcher for data gathering include documentary and
questionnaire instruments.
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Documentary Instrument
This research involves the collection of already existing literatures on the topic
written by different scholars in form of textbooks and serials on manpower development and
utilization in University of Nigeria Nsukka. These documents were collected, organized and
subjected to rapt analysis. This was to help the researcher on his comparative study of the
data from the reviewed literature and responses from respondents.
Questionnaire Instrument
The questionnaire was constructed in such a way that it sought to answer research questions,
and test hypotheses 1, 2 and 3 respectively.
In the questionnaire design, rapt attention was paid to the research questions,
objectives, significance of the study, and the hypothetical statements of the study.
2.4.7 Validation of the Instrument
The questionnaire instrument was given to the project supervisor for both face and
content validation, who made some reasonable and minor corrections as well as
modifications. After his scrutiny and some useful suggestions, changes were effected on the
final copies used for fieldwork.
2.4.8 Reliability of the Instrument
Twenty copies of the questionnaire were administered on twenty staff of the
University of Nigeria, Nsukka, who were not included in the study but have the same
characteristics with the study population. This was done to establish the degree of internal
consistency.
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2.4.9 Methods of Data Analysis

A five (5) point Likert Scale system of
Strongly Agree (SA) =
5, Agree (A) = 4, Disagree (D) = 3
Strongly Disagree (SD) =
2, and Undecided (U)
= 1 and also
Excellent (EX) = 5, Very Good (VG) = 4, Good (G) = 3

Fair (F) = 2 and Bad (B) = 1 were used.
The criterion value was determined by summing up the scale and dividing the number of
the Scale thus: 1+2+3+4+5
5
= 15
5
=3
For easy interpretation and analysis of data collected from the field, the researcher made use
of statistical tables through the adoption of simple percentage via frequency distribution
table. The researcher also made use of Chi-Square (2) in the testing of the formulated
hypotheses at () 5% or 0.05 level of significance. The results were presented in tables with a
brief interpretation of its content.
2.5
Theoretical Framework
The essence of theories in the behavioural science is to guide and facilitate research,
and this can only be done if such theories are both logically and operationally adequate.
Therefore, the primary function of a theory is to explain empirical data or a phenomenon. It
was on the above premise that the researcher adopted system theory which guided the
study. This theory adequately applied on.
Egbo and Okeke (2009:111) submit that the theory is closely linked with the
pioneering works of Talcott Persons and David Easton who developed a systematic
framework for studying complex social setting, especially the political system. However, they
said that the approach became popularized following the study by a biologist, Ludwig von
Bertalanffy, in his publication General system theory in 1969.
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The suitability of the system theory over others has been clearly advocated by Koontz
and O Donnell (1980:23) as follows;
The advantage of approaching any area of enquiry or any
problem as a system enables us to see the critical variables and
constraints and their interaction with one another. It forces
scholars and practitioners in the field of management to be
constantly aware that one single element, phenomenon or
problem should not be treated without regard to its interacting
consequences with other elements.
According to Ludwig von Bertalanffy (1972), to understand an organized whole, we
must know the part as well as the relations between them. He defines a system as a set of
elements standing in interaction. To Lucey quoted in Croft (1996:155), A system is a set of
interdependent parts that together form a whole or perform some function- that parts must be
interdependent or/and interactive.
Every system consists of five basic parts namely: inputs, process (thorough put),
output, feedback and environment. For an organization, inputs must consist of demand for
some action; resources with which to pursue organizational objectives, underlying values of
those outside organization (and even within it), and support for its essential structure and
goals.
Figure 2.1: The System Components (Easton system Model)
Demand
Inputs
Supply
Process
(Thorough
put)
Decision
Outputs
Policies
Actions etc.
Feedback
Source: Egbo and Okeke (2009:112) Foundations of Personnel Management in Nigeria.
Enugu: Bismark Publication.
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Input: This is demand or support which is processed by the organization using various
mechanisms within the system.
Process (Thorough Put): This is the various mechanisms employed by the organization to
process the input which will eventually result to decisions, policies, programmes, projects;
activities, actions and resolutions which would finally bring out the output.
Output: This is the result gotten from the execution and implementation of the decision,
policies, programmes etc. The output may be positive or negative.
Feedback: This is the information from the supra system (the environment) based on the
output from the system. This information or the feedback takes care of the input of the
system. Feedback can be gotten from both the system and the supra system.
The Tenets of System Theory
These tenets can be summarized as follows:
1. A system can be perceived as a whole with its parts and their interdependent
relationships.
2. A system has its boundary and can be viewed in terms of its relationship with other
systems.
3. Systems have sub-systems and are also a part of a supra-system.
4. A system can be regarded as either open or closed.
5. A system interacts with its environment in terms of process that involves input,
conversion, and output of energy, information and materials. A system tends to reenergize or modify itself through the process of information feedback from the
environment.
6. In order to survive, an open system moves to arrest the entropic process by importing
more energy from its environment than expanded. Onah (2003:133-134).
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2.5.1 Application of the Theory to the Study

The system with regards to this study is referred to as the University of Nigeria,
Nsukka. This is because the University of Nigeria, Nsukka is my case study which shrouds
many components, attributes, and is also enshrouded by other external factors which in turn
determines its performance and service delivery. These exogenous and endogenous
components that the University of Nigeria, Nsukka embodies are what actually made it a
system.
The exogenous components of the University of Nigeria, Nsukka in this context are
referred to as the supra system. The Supra system is the environment and the localities that
house the University of Nigeria Nsukka. The environment plays very important and
explicable role because its constructive criticisms about the performance, service delivery
and the products of the institutions staff will either help the University to improve on their
staff development and utilization or not. Wholesomely, they help the University to know
when it is performing well or not. The exogenous factors that are the offshoot of the
University environment help in molding and standardizing the University through their inputs
and constructive criticisms. It helps the University to spend either less or more in human
capital development with regards to her staff. The impact of their input can be seen in the
various sub system of the University where these staff is actually working.
The Sub system of the system in this context are referred to the different schools like
School of Postgraduate Studies and School of General Studies; Institutes like Institute of
Education and Institute of African Studies; Centers like Energy Research Centre and Centre
for Entrepreneurship and Development Research; Services like Works, Personnel, Bursary,
Exams and Records, Careers, Admission
Registry and Library; Units like Legal unit;
Faculties like Social sciences, Arts, Education, Biological Science, Physical science, medical
science, Pharmaceutical science, Veterinary Medicine, Agricultural Science, Business
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administration, Dentistry, Environmental Studies, Engineering, Law, Health Science and

different departments which these faculties shroud. It is these sub systems that actually house
the specimen for my experiment which is the staff of the University. These sub systems are
being occupied by the Academic and Non-academic staff of the University.
The inputs of these staff affect the entire system (the University), the Sub system
inclusive as well as the Supra system (the Environment) either positively or negatively. Of
course when the staff is not working efficiently and effectively well it poses a great threat on
the Universitys product, causes unnecessary bureaucratic bottleneck, and mars their
performance and that of the image of the University. It is these that enkindle the necessity for
manpower development and utilization in the organizations.
When that need as a result of the above analogy is being identified, the organization
will bring out ways and mechanisms through which the staff will be developed and utilized.
In the Universities, mechanisms such as the universities staff development and utilization
policies, and also the decision of the University to train and utilize their staff. It is at this
juncture, that the various methods and types of training and development which were earlier
stated in the literature review come into play. In this stage the staff of the University would
be trained and nurtured in other to perform their duties well which will be geared towards the
achievement of the organizational goals. When they are nurtured, the university has to deploy
them in the right positions and right place so that they will put into practice what they have
acquired during training.
The result of the training given to the staff towards job performance and productivity
may be positive or negative depending on the nature of such training and how serious the
staff took it. Of course if positive the university will enjoy it but if negative the university
suffers and regrets it. The information on the unproductive nature of her staff will come from
the supra system, system itself and the sub system in form of feedback because they are either
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directly or indirectly affected. It is these information that help to form the base for the need
for University of Nigeria, Nsukka to develop and utilize their staff efficiently and effectively.
That is to say that what goes round comes round.
In conclusion, the performances of the staff of the University of Nigeria, Nsukka
affect the entire system either positive or negative.
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CHAPTER THREE
Background Information on the Case Study
3.1 Brief Historical Background of the University of Nigeria, Nsukka.
The University of Nigeria, Nsukka was established by the law passed by the Eastern
Nigerian legislature in 1955.
According to Ijeoma (1992), this marked the formal
commencement of the history of the University of Nigeria Nsukka; which was the inspiration
of the then Premier of the Eastern Region, Dr. Nnamdi Azikiwe. The Eastern Nigerian
government invited both the United State of America and the United Kingdom to send
advisers to undertake the planning of the physical structures and academic programmes of the
proposed university as a first step towards the implementation of the commitment. Under the
joint auspices of the inter university council for higher education overseas, and the
international cooperation administration (now the United State Agency for International
Development (USAID)), Mr. J.W. Cook, vice chancellor of the University of Exeter; Dr.
John A. Hannah, president of Michigan state University; and Dr. Clan I. Taggart, dean of
International programmes at the same university, came to Nigeria in 1958.
On 30th November, 1958, the result of the survey and extensive investigation
conducted by the team was published in a white paper by the Nigerian government. In April
1959, a provisional council was appointed and vested with the financial and administrative
powers necessary to build the university. The University of Nigeria, Nsukka was opened
formally on 7th October, 1960, while the Federation of Nigeria was celebrating the
attainment, on 1 st October of the same year, of her full sovereignty (Azikiwe, 1960). Her
Royal Highness, Princess Alexandra of Kent, representing her majesty, Queen Elizabeth II at
the Nigerian independence celebrations, performed the opening ceremony and laid the
foundation stone of the universitys early building on 16th December 1961. Dr. Nnamdi
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Azikiwe, the then governor-general of the Federation of Nigeria, and chairman of the
provisional council, was installed the first chancellor of the University. In December of the
same year, the university of Nigeria law (1961) was passed. The law dissolved the
provisional council and in its place established the university council.
The Philosophy:
In keeping with the essential purpose of all the great universities since the down of
mans great struggle towards universal human dignity, the objectives of the University of
Nigeria are:
To seek truth
To teach truth and
To preserve truth, (UNN 2001-2004 Calendar, p37-38).
Universities are created to satisfy specific or general needs of a nation through
teaching of students, conduct of research and dissemination of knowledge together with other
community service activities. The achievement of these objectives requires an organization to
decide upon and to implement appropriate academic policies and to administer the service to
support them with minimum of economic waste and maximum utilization of human talent
and material resources.
University Laws and Statutes
The main features of Universitys organization are laid down in the laws establishing
the university. The provisions of the law are explained and enlarged upon in the statutes. The
law and the statutes together establish the frame work within which the university is to be
administered, but these should be dynamic in order to accommodate changing circumstances.
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The Visitor
The visitor symbolizes the proprietors of the university. In the case of Federal
Universities, the visitor is the head of the state, and in the case of state universities, it is the
state governor, the visitor appoints the vice chancellor on the recommendation of university
Governing council. He inquires into, through visitation or probe panel, and corrects any
irregularities that arise in the university. In the event of any doubt or dispute arising at any
time regarding discipline or meaning of any provisions of the university law or statutes the
matter may be referred to the visitor for final adjudication.
The Chancellor
The chancellor is the head or the highest principal officer of the university. He
presides over the convocation ceremonies and other assemblies of the University for
Conferment of Degrees, Diplomas, Certificates and other Awards of the university.
The Council
The council has an overall responsibility for the policies and operations of the
university and for certain subjects including matters of finance, staff conditions of service and
discipline, the property of the university, building programmes and material provisions for
the students.
The Pro Chancellor and Members of the Council
The Pro chancellor, as chairman of the University Governing Council, is expected to
be a knowledgeable person of integrity, stature and experience able to guide the institution
towards full and continued development. The members of the Council drawn from the
University community government, Alumni and the general public should be experienced
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persons of untainted integrity, courage, and stature who inspire confidence and bring to the
University a range of experience in the management of the institution.
University Senate
The Senate, chaired by the vice-chancellor, is responsible for all the academic affairs
of the University, including the provision of courses and approval of their syllabuses; the
admission and progress of students through examinations and otherwise. They are also
responsible for the establishment of new campuses, Colleges; Faculties, Departments,
Schools, Institutes or other research and Teaching Units of the university or any hall of
residence or similar institutes at the University, with the approval of the Council. In carrying
out these functions it requires the concurrence of council to provide the necessary financial
and other resources. Senate should be relatively large deliberative and participative body,
made up of academic staff members. The non-professional members elected by the
congregation should be broadly representative of Faculty interest and varied experience
within the University.
The Convocation
A great asset of any University is its students and Alumni outside the University
precinct. The convocation, compromising the principal official, teachers and Alumni of the
University is a forum for interaction between the University and its Alumni. It serves as a plat
form for promoting a strong Alumni Association, and for appointing a member of the
University Governing Council. The University therefore maintains an alumni office, keeps a
register of its Alumni as prescribed by the University law, updates their contact addresses,
and keep them informed about goals and achievements of their Alma mater. In return, the
University explores the potential benefit from organized Alumni Association in terms of
financial and other support for continued development of the institution.
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The Congregation
The Congregation, comprising staff members holding Degrees, is a wide platform for
discussing matters of general interest to the University. It serves as an electoral college for
electing some members of the Council and Senate.
The Vice Chancellor
The Vice Chancellor is the executive and academic head of the University, the chief
exponent of the educational mission of the University, the philosophy of education that under
girds this mission, the goals sought, and the quality of performance that is required to attain
those goals. The Vice-Chancellor has specified authority to maintain the efficiency of and
goal order of the University with singular restraint. All the other officers of the administration
are responsible to him. Nevertheless, the administration as a whole is also governed by the
policy decision of Council and Senate, and the advice emanating from the committee system.
The role of the Vice-Chancellor, therefore, is not that of a forceful or autocratic figure, but
that of a Coordinator and a strong image figure operating under a system of constraint and
countervailing power. To this extent, he is expected on appointment, to attend an orientation
programme organized in consultation with the National Universities Commission (NUC).
Deputy Vice-Chancellors
The Deputy Vice-Chancellor, who is a nominee of the Vice-Chancellor endorsed by
Senate and confirmed by Council, is assigned specific schedule of responsibility by the ViceChancellor, such as to allow him to continue teaching and research.
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Registrar
The Registrar is a principal administrative officer of the University. He is responsible
to the Vice-Chancellor for the day-to-day administrative workflow in the University and his
effectiveness can be measured only in terms of various constituencies. He plays a major role
in policy implantation and operates within the mandates and policies laid out by Council and
Senate s well as other administrative committees to guide on rules, regulation and University
Seal, other legal documents and records. He and his divisional heads are to it that the standard
official University publications, staff handbook, University Gazette, Handbook on
Administrative procedures etc, are issued and updated on regular basis.
The Registrars office with its divisions, section, etc, is responsible for the routine
administration of the University except that bearing financial matters and accounts. The
Registry staff is responsible for the secretariat services of University Committees, the
implementation of their decisions, and collection, analysis and storage or relevant statistics
and information. The administrative responsibilities of the Registrars office with regards to
academic work include providing staff or admission, registration and matriculation, academic
s, transcripts, advertising for entry into degree and other courses, and the processing of
academic appointments.
Bursar
Financial management in the University is the process of establishing financial
prudence in the allocation and utilization of the monetary resources of the institution. It is in
the planning and use of resources that the University has the greatest opportunity to improve
its efficiency and cost effectiveness. Moreover, this involves coordination, control and
periodic evaluation of the whole financial system of the University, including the internal
audit extending beyond compliance, probity and system audit extending beyond compliance,
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probity and Chief financial officer of the University. He is responsible to the Vice-Chancellor
for all matters relating to finance, in particular the disbursement of funds, financial
accounting and treasury services, purchasing and contracts, superannuation, pensions,
gratuity, loans and insurance as well as certain planning and budgeting activities. He and his
senior professional staff are to see it that financial regulations are made, published in a
manual financial procedure and followed to ensure sufficient use of funds allocated to, or
generated by the University.
University Librarian
The University Librarian is the academic heart of the University system. Its basic
purpose is to provide students and academic staff members with material, assistance and an
environment that facilitates teaching, learning and research. A well-equipped library is the
fundamental need of the scholar and the University librarian is the academic head of the
University library. He is responsible to the Vice-chancellor for the development of University
library system. This includes the main University library, College, Faculty and other Unit
libraries and Departmental reading rooms.
The University Librarian is in charge of the procurement organization of the teaching
and research materials that are purchased from various publishing channels. These are in
response to needs from the Faculties, Departments and other Units of the University system.
He and his staff are responsible for disseminating formation on all acquisitions, for arranging
inter-library loans for exchanging relevant materials with other information centers and for
teaching students and other library users the procedures of the library research.
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Director of Physical Planning and Development

The development of a University include the provision of certain municipal service
such as roads, water, electricity, health care facilities, education facilities for the children of
the staff and above all, accommodation for the staff and students. These municipal services
should be adequately funded since it is impossible to implement any academic expansion
programme effectively unless the various components of the physical development are
provided at, or about, the same time.
The director of Physical Planning and Development is responsible to the ViceChancellor for the physical development as well as the maintenance and care of the
University Estate. Officers of these Units are divided into three main groups viz: maintenance
and service, rehabilitation, and development of new facilities.
Director of Academic Planning and Control
The overall function of Academic Planning and Control is to promote the quality of
teaching and learning in the University; collate information on and/or coordinate the conduct
of research as well as continued University services to its immediate community and the
nation.
The Director of Academic Planning and Control is responsible to the vice-Chancellor
for preparing and revising the academic brief of the University, for evaluating proposals for
new academic programmes including Departments and Faculties for submission to the
academic. Planning committee, the Senate, and the NUC, for promoting linkages with other
institutions, for monitoring and maintaining academic standards through periodic curriculum
review, instituting course and teachers evaluative criteria and guidelines such as peer
assessment, annual performance assessment, student opinion survey, etc. the Units maintain
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computer based data bank including enrolment statistics for use in planning, budgeting and
other management requirement.
Provost of a College
The College is the major teaching, research and service division of the university,
comprising groups of related disciplines, other academic or research units established by the
law and statutes. This means that both the vice-Chancellor and the Senate would delegate
major academic, administrative and fiscal responsibilities and decisions to the College,
keeping only a review of these decisions at the Senate and Council level. The Provost is the
head of a College, and where a Faculty exists in a College the Dean is the head of the Faculty
but responsible to the Provost. The Provost coordinates and regulates the academic and
administrative activities initiated by the constituent Departments and other Units in such a
way that an overall organizational harmony exists in the College and the University. A
College secretary is assigned by the Registrar or appointed by the College Board to assist its
administration subject to the direction of the Provost.
Dean of Faculties or Schools
In Universities operating Faculties/Schools system, such as University of Nigeria,
Nsukka, the Faculties/Schools are established by the law to provide teaching, conduct
research and engage in professional extension service activities in certain subject area
assigned to them by the Senate. A Faculty/School Board is established by Senate for each
Faculty/School to determine its courses conduct and assessment, the examinations, and make
recommendations Senate on any matter including curriculum development.
The Dean is the academic leader in the educational functions of the Faculty. As the
Chairman of the Faculty/School Board, he is to coordinate and regulate the teaching and
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examinations conducted within the Faculty. He is also responsible for coordinating the dayto-day administration of the Faculty/School affairs, including the arrangements for students
admission, registration, matriculations and examinations. Administrative staff is assigned by
the Registrar to a Faculty/School to assist its administration, subject to the direction of the
Dean.
Heads of Departments
Academic Departments are the basic teaching and administrative Units of the University and
the main component parts of Faculties for conducting teaching research and community
service within a specialized field of knowledge. In addition, more than in any other factors,
the strength of a University lies in the headship of Departments. Academic for development,
preservation on, and transmission of knowledge. They are established by Council following
approval by the National Universities Commission on the recommendation of Senate, which
in turn, normally acts on the recommendation of the Academic Planning Committee of the
University.
The head Department is responsible to the Vice-Chancellor normally through the
Dean for the day-to-day administration of the Department. He is charged with the general
responsibility of guiding and supervising, teaching and research at undergraduate and
postgraduate levels, and coordinating the professional, community and other outreach
programmes of the department. He is expected to hold departmental meeting which are
advisory.
University Committee and Democratic Governance
The University as an academic community operates traditionally on the basis that the
academic and non-academic staff as a whole as well as students does participate in the
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formulation of policies and decision, making process. Though provision is made through
congregation and through the staff and students union for regular discussion and deliberations
on the well-being of the University in practice, the normal operation of the University is
carried out through committee.
University Committees are established by the University law (statutory organs) or by
Council, the Senate or jointly, or Vice-Chancellor (Administrative Committee). The
committee sometime has powers delegated to them by law, ie statutory, or in other cases, is
advisory. The composition, terms of reference and quorum for the meetings of the
Committees are usually set out in the University calendar or other official University
publication.
3.2
Location of the University of Nigeria, Nsukka

The University of Nigeria, Nsukka is Located on eight hundred and seventy one (871)
hectares of hilly savannah in the town of Nsukka, about eighty kilometers north of Enugu,
and enjoys very pleasant and healthy climate. Additionally two hundred and nine (209)
hectares of arable land are available or an experimental agricultural farm and two hundred
and seven (207) hectares for staff housing development. There is regular road transport
between Nsukka and Enugu, and Nsukka is also quite easily accessible from all parts of
Nigeria. There are modern shopping facilities and a large market in Nsukka town.
P a g e | 67
3.3
Structure and organization of the University of Nigeria, Nsukka

N.U.C
VISITOR
CHARNCELLOR
PRO-CHANCELLOR
COLLEGE
BOARD
GOVERNING
COUNCIL
COUNCIL
COMMITTEE
SENATE AD-HOC
COMMITTEE
COUNCIL ADHOC
COMMITTEE
VICE-CHANCELLOR
SENATE
COMMITTEE OF DEANS
SENATE
COMMITTEE
AD-HOC COMMITTEE
PRINCIPAL OFFICERS
PROVOST COLLEGE
OF MEDICINE
DEANS
MANAGEMENT
COMMITTEE
ACADEMIC
BOARD
DIRECTORS
FACULTY BOARDS
HEAD OF
DEPARTMENT
UNIT
COMMITTEES
HEAD OF ADMIN.
DEPARTMENT
DEPARTMENTAL
BOARDS
HEADS OF UNIT
UNIT
COMMITTEES
NUC : National Universities Commission

Source: Registry Department, University of Nigeria, Nsukka
HEADS
OF UNIT
P a g e | 68
CHAPTER FOUR
4.1

This chapter focuses on the presentation and analysis of the data collected in the field.
It presented and analyzed the information supplied by the respondents through the
questionnaires administered.
The researcher used five (5) point Likert scale to design the questionnaire so as to
help for easy understanding of the questions by the respondents.
One hundred questionnaires were distributed each to both Academic and Nonacademic staff of the University of Nigeria, Nsukka; this made the questionnaire up to two
hundred (200).
The researcher shall make a tabular presentation of all the questions/data contained in
the questionnaire. Simple percentage will be used to analyze the presentations.
Table 4.1: Return Rate of Questionnaire
Categories
of
Respondents
Academic
Staff
Number
of Number
Questionnaire Returned
Distributed
100
96
Nonacademic
Staff
100
99
Total
200
195
Percentage
Returned
(%)
96
99
Number not Percentage

Returned
not Returned
(%)
4
4
Source: Fieldwork, 2011.

The table above indicates that out of 200 questionnaires administered, the returned
questionnaires was 195 thus Academic staff returned 96 and Non-academic returned 99 while
P a g e | 69
5 questionnaires were not returned. Therefore the number of respondents used in the
presentation and analysis is 195.
Table 4.2: Staff Category
Staff Category
No of Responses
Percentage (%)
Academic
96
49
Non-academic
99
51
195
100
Total
The above table indicates that 96 representing 49% of the respondents were Academic
staff while 99 or 7% of the respondents were Non-academic staff.
Table 4.3: Educational Qualification
Qualification
No of Responses
Percentage (%)
WASSC, O LEVEL, TCII
14
7.2
NCE/OND
36
18.5
HND/Bachelors Degree
55
28.2
Masters Degree/PhD
90
46.2
195
100
Total
The table above shows that 46.2% of the respondents were Masters Degree/ PhD
holders while 28.2% of them were HND/Bachelors Degree holders. 18.5% were NCE/OND
holders while the remaining 7.2% of the respondents were WASSC/O level, TCII holders.
4.4: Length of Service
Length of Service (years)
1-10
11-20
21-30
31-40
41 and Above
Total
No of Responses
46
25
55
68
195
Percentage (%)
23.6
12.8
28.2
34.9
100
P a g e | 70
The table above indicates that 68 respondents have been in the service for 31-40 years and
they represent 34.9% of the entire respondents. 55 or 28.2% of the respondents have been in
service for 21-30 while 46 or 23.6% of the respondents have been in service for 1-10 years.
The respondents that have been in service for 11-20 year are 25 and represents 12.8% of the
respondents while there is no or 0% of respondents who have been in service for 41 and
above.
Section B
In this section of the study, the researcher used the five (5) point Likert Scale in
gathering the responses of the respondents. These include the use of such terms as;
Strongly Agree (SA), Agree (A), Disagree (D), Strongly Disagree (SD) and Undecided (U).
He also used; Excellent (EX), Very Good (VG), Good (G), Fair (F) and Bad (B), in the
questionnaire to ascertain the degree of agreement of the respondents with the question aimed
at solving some specific problems.
v Question 1: Do you agree that there are manpower development programmes in the
Table 4.5: Manpower Development Programmes in the University of Nigeria, Nsukka.
Response
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
No of Responses
23
153
10
3
6
195
Percentage (%)
Respondents
of
11.8
78.5
5.1
1.5
3.1
100
The table above indicates that out of the 195 recorded respondents, 23(11.8%) respondents
strongly agreed to the fact that, there is manpower development programme in the study area,
P a g e | 71
153(78.5%) respondents also agreed to the above fact. However, this shows the strong
agreement of the respondents on the issue posited above but 10(5.1%) respondents disagreed,
3(1.5%) respondents strongly disagreed while 6(3.1%) of the respondents remained
undecided.
Question 2: How much do you agree that University of Nigeria, Nsukka pays more
attention to staff training and development
Table 4.6: Attention of the University of Nigeria, Nsukka to Staff Training and Development
Response
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
No of Responses
23
64
76
19
13
195
Percentage (%) of
Respondents
11.8
32.8
39
9.7
6.7
100
The table above shows that even though 23(11.8%) and 64(32.8%) of the respondents
strongly agree and agree respectively with the above posited fact; 76(39%) and 19(9.7%) of
the respondents disagreed and strongly disagreed respectively. This implies that the
University of Nigeria, Nsukka does not pay much attention to staff training and development.
v
Question 3: Do you agree that training and development programme is consistently

pursued in the University of Nigeria, Nsukka
Table 4.7: Consistency in the Training and Development Programme in the University of
Nigeria, Nsukka
Response
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
No of Responses
12
42
70
57
14
195
Percentage (%) of
Respondents
6.2
21.5
35.9
29.2
7.2
100
P a g e | 72
The table above indicates that there is strong disagreement among the respondents to the fact
that, there is consistency in the staff training and development in the University of Nigeria,
Nsukka.
Greater number of the respondents disagreed 70 (35.9%) and strongly disagreed, 57
(29.2%) to the above fact, while 42(21.5%) of the respondents also agreed and 12(6.2%)
strongly agree to the fact.
v Question 4: Do you agree that the Training programmes in the University of
Nigeria, Nsukka take care of staffs skill acquisition and development.
Table 4.8: The Training Programmes in the University of Nigeria, Nsukka.
Response
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
No of Responses
30
81
54
21
9
195
Percentage (%) of
Respondents
15.4
41.5
27.7
10.8
4.6
100
The response of the respondents above indicates that even though a good number 54
(27.7%) of respondents disagreed and few 21 (10.8%) strongly disagreed at the level of
greater majority 81(41.5%) of the respondents agreement and 30(15.4%) strong agreement
while insignificant 4.6% of the respondents shows that their not being sure about the issue
stated above.
From the analysis one can quickly draw a conclusion that whenever the University
embarks on training and development of her staff that it takes care of skill acquisition.
v Question 5: How much do you agree that the training and development of staff in
the University of Nigeria, Nsukka is based on her needs and objectives
P a g e | 73
Table 4.9: The Training and Development of Staff in the University of Nigeria, Nsukka based
on her needs and objectives.
Response
No of Responses
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
36
86
52
11
10
195
Percentage
(%)
Respondents
18.5
44.1
26.7
5.6
5.1
100
of
The above table revealed that 36 (18.5%) and 86 (44.1%) of the respondents strongly agreed
and agreed without reservation that thee training and development of staff in the study area is
based on needs and objectives at the level of 26.7% of disagreement responses of 52
respondents and 11(5.6%) of respondents strong disagreement. The remaining 5.2% of the
respondents were not sure of the issue.
Owing to the above analysis, the indication is that the staff training and development
in the University of Nigeria, Nsukka is based on needs and objectives.
v Question 6: The criteria used in selecting or recommending staff for training in
University of Nigeria, Nsukka is good.
Table 4.10: The Criteria used in Selecting or Recommending Staff for Training in University
of Nigeria, Nsukka
Response
No of Responses
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
13
75
51
40
16
195
Percentage (%) of Respondents

6.7
38.5
26
20.5
8.2
100
P a g e | 74
The above table apparently shows the reaction of 195 respondents on the issue of
criteria or criterion the University use in selecting or recommending her staff for training.
75(38.5%) respondents agreed and the few 13(6.7%) respondents strongly agree that the
criterion or criteria used by the University is good, while 51(26%) respondents shows their
disagreement, 40(20.5%) respondents also shows their strong disagreement to the same issue.
Therefore from the above analysis it was clearly observed that though a good number
of 88 respondents accepted the criteria being good but a greater number of 91 respondents
said that it is not good. However, the margin is only a different of 3 but the weight of
respondents that strongly disagree to the issue stated above is big that we cannot ignore its
implication.
v Question 7: Do you agree that the staff are always aware of some training
programmes and career prospects in their specialty
Table 4.11: Staff Awareness of Training Programmes and Career Prospects in their Specialty
Response
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
No of Responses
38
61
43
36
17
195
Percentage
(%)
Respondents
19.5
31.3
22.1
18.5
8.7
100
of
In the table 4.11 above, it shows that even though 43(22.1) respondents disagreed and
36(18.5) respondents strongly disagreed to the above issue in the study area, a greater number
of 61(31.3) respondents and 38(19.5) respondents agreed and strongly agree to the same issue
respectively.
P a g e | 75
Therefore the implication is that a greater percentage (50.8%) of 195 respondents said that
the staff is always aware of the training programmes and career prospects in their various
fields.
v Question 8: Do you agree that many of the University of Nigeria, Nsukka staff do not
have the encouragement and opportunities for higher training.
Table 4.12: Encouragement and Opportunities for Higher Training
Response
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
Source: Fieldwork, 2011
No of Responses
68
49
54
16
8
195
Percentage
(%)
Respondents
34.9
25.1
27.7
8.2
4.1
100
of
We simply ascertain from the above table that the greater number of 68(34.9%) respondents
strongly agree to the fact above, 49 (25.1%) respondents also agreed while a handful of
54(27.7%) respondents shows their disagreement and 16 (8.2%) respondents strongly
disagree to the same issue.
The analysis shows that the percentage of respondents that strongly agreed and agreed
(60%) outweighed the percentage that disagreed and strongly agree to the same issue.
v Question 9: Do you agree that University of Nigeria, Nsukka approves study leave
with pay for her staff
Table 4.13: Approval of Study Leave with Pay for Staff
Response
No of Responses
Strongly Agree
38
Agree
54
Disagree
55
Strongly Disagree
34
Undecided
14
Total
195
Percentage (%) of Respondents

19.5
27.7
28.2
17.4
7.2
100
P a g e | 76
Table 4.16 above indicates that 54(27.7%) respondents agreed, 38(19.5%) strongly
agreed while 55(28.2%) respondents and 34(17.4%) respondents disagreed and strongly
disagree to the same issue above respectively.
The implication is that the level of agreement and disagreement to the fact above is
almost the same but I was able to observe during the administration of question that the
approval of study leave for pay in the University of Nigeria, Nsukka for the Academic staff.
Actually it was clearly shown from their responses. The agreement came from the academic
staff while the disagreement came from the non-academic staff of the University.
v Question 10: how much do you agree that each year the University of Nigeria,
Nsukka sends at least a good number of her staff for further studies and research
abroad
Table 4.14: Staff further Studies and Research Abroad
Response
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
No of Responses
19
48
57
50
21
195
Percentage
Respondents
(%)
of
9.7
24.6
27.2
25.6
10.8
100
Majority of the respondents virtually rejected the statement that the University sends
every year a good number of her to travel abroad for further studies and research as was seen
from the table above.
The table shows that 19 respondents with 9.7%, strongly agreed and 48 respondents
with 24.6% agreed, 57 respondents with 27.2% disagreed; 50 of them with 25.6% strongly
disagreed while 21 respondents with 12% said they are not sure by being undecided.
P a g e | 77
v Question 11: You have job satisfaction partly because you practice the skill acquired
on training
Table 4.15: Job Satisfaction partly because of practicing the Skill acquired on Training
Response
No of Responses
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
Percentage
Respondents
23
72
51
32
17
195
(%)
of
11.8
36.9
26.9
16.4
8.7
100
Table 4.15 above depicts that 23 respondents with 11.8% strongly agree that they
have satisfaction partly because they practice what they learn or acquired on training. 72
respondents with 36.9% agreed, 51 respondents with 26.9% disagreed and 32 respondents
with 16.4% strongly disagreed while 17 respondents with 8.7% remained undecided.
v Question 12: There are challenges on the duties you perform due to additional
responsibilities after the training attended
Table 4.16: Challenges due to Additional Responsibilities after Training
Response
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
No of Responses
34
63
52
31
15
195
Percentage
Respondents
(%)
of
17.4
32.3
26.7
15.9
7.7
100
The above table actually depicts that 34 respondents with 17.4% strongly agrees that
there is always challenges on duties as a result of additional responsibility after the training
P a g e | 78
attended, 63 of the respondents with 32.3% agreed to the above statement while 52
respondents with 26.7% disagreed, 31 respondents with 15.9% strongly disagreed to the same
issue above. 15 respondents with 7.7% remained undecided.
The implication is that the greater majority of the respondents agreed that the
additional responsibilities after training have its challenges. A good number of respondents
showed their disagreement to that fact though.
v Question 13: Do you agree that inadequate training and skill development could be a
factor for stagnation, inefficiency and its attendant frustration
Table 4.17: Effect of inadequate Training and Skill Development
Response
No of Responses
Percentage
Respondents
(%)
Strongly Agree
54
27.7
Agree
88
45.1
Disagree
30
15.4
Strongly Disagree
15
7.7
Undecided
4.1
195
100
Total
of

The table above revealed that 54 respondents with 27.7% and 88 respondents with 45.1%
strongly agreed and agreed respectively that inadequate training and skill development could
bring about stagnation, inefficiency and its attendant frustration in a place of work, 30
respondents with 15.4% disagreed to this line of thought and 15 respondents with 7.7%
strongly disagree to the same line of thought.
The implication of the above analysis is that greater majority and percentage of the
195 respondents supported the issue in discuss while few number and percentage of the
population kicked against the same issue.
P a g e | 79
v Question 14: Do you agree that some staff have been frustrated for lack of
opportunity to practice their acquired skill optimally
Table 4.18: Staff Frustration due to lack of Opportunity to Practice Skill acquired Optimally
Response
No of Responses
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
Percentage
(%)
Respondents
60
69
38
18
10
195
of
30.8
35.4
19.5
9.2
5.1
100
From the above table, it was noticed that the respondents who strongly agree to the
issue above were 60 with 30.8% and those who agreed were 69 with 35.4%, while those who
disagreed were 38 with 19.5% and strongly disagreed came from only 18 respondents with
9.2% . The undecided number of respondents remained few 10 with 5.1%.
It was clearly seen that some staff are frustrated through either sack, poor job
satisfaction, no proper deployment or redundancy because they were not giving the
opportunity to practice optimally the skill they acquired during training.
v Question 15: How much do you agree that some staff even when trained cannot give
the best on their job
Table 4.19: Staff Performance after Training
Response
No of Responses
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
Source: Fieldwork, 2011
39
63
49
28
16
195
Percentage (%)
Respondents
20
32.3
25.1
14.4
8.2
100
of
P a g e | 80
Table 4.19 above indicates that even when the University embarks on training that
some staff after training would still give the best on their job. This was seen as 39
respondents with 20% strongly agreed, 63 respondents with 32.3% agreed also while 49
respondents with 25.1% disagreed, 28 respondents with 14.4% strongly disagreed to the
same issue. The remaining 16 respondents with 8.2% were undecided or not sure of their
stand on the issue.
Therefore, this signifies that staff is not putting more interest when on training which
should not be the case because training is for both personal development and job satisfaction.
v Question 16: Though the University may embark on the personnel function of staff
development but a good number of the staff after training is not well utilized by the
University
Table 4.20: Staff Utilization
Response
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
No of Responses
24
63
60
38
14
195
Percentage (%)
Respondents
12.3
32.3
30.8
19.5
7.2
100
of
The table above shows the reactions of 195 respondents about staff utilization in the
study area. However, the table depicts that 24 respondents with 12.3% strongly agreed to the
fact that a good number of staff are not well utilized by the study area after training, 63
respondents with 32.3% agreed, 60 respondents with 30.8% disagreed; 38 respondents with
19.5% shows their strong disagreement to the same issue. The few remaining 14 respondents
with 7.2% were not sure of their stand on the same matter through being undecided in their
response. Judging from the above analysis a good number of respondents agreed to the issue
P a g e | 81
above while a good majority of the respondents says that the staff is not well utilized after
training. This implies that either staff is not well deployed the way it should to the field or the
position such staff suppose to be.
v Question 17: Under utilization of staff causes much loss to the University and the
trained staff
Table 4.21: The Effect of under Utilization of Staff to the University and the Trained Staff
Response
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
No of Responses
46
74
32
28
15
195
Percentage
(%)
Respondents
23.6
37.9
16.4
14.4
7.7
100
of
The table 4.21 above shows that majority of the respondents agreed to the statement
above. 46 respondents with 23.6% strongly agreed to the fact that under utilization of staff
causes much loss to the University and the trained staff, a good number of 74 respondents
with 37.9% agreed also while 32 respondents with 16.4% disagreed, 28 respondents strongly
disagreed to the same line of thought. 15 respondents with 7.7% remained undecided.
From foregoing, it was clearly shown that majority of the responses from the
respondents indicates that staff under-utilization affect both the University and the staff.
v Question 18: The University has a refined official way(s) of evaluating her staff
based on training acquired (performance) and utilization (being where he supposes
to be).
P a g e | 82
Table 4.22: The Evaluating System of the University

Response
No of Responses
Strongly Agree
Agree
Disagree
Strongly Disagree
Undecided
Total
33
69
54
27
12
195
Percentage (%)
Respondents
16.9
35.4
27.7
13.8
6.2
100
of
The above table revealed that 33 respondents with 16.9% strongly agreed that, there is
a refined official way of evaluating based on training acquired and utilization, 69 respondents
with 35.4% agreed, while 54 respondents with 27.7%, strongly disagreed respondents were
27 with 13.8%, and 12 of them with 6.2% were undecided to the same issue.
v Question 19: Rate the positive impact of staff training and development, and
utilization in the University Nigeria, Nsukka and staff productivity and
performance.
Table 4.23: Rate of Impact
Response
Excellent
Very Good
Good
Fair
Bad
Total
No of Responses
13
34
63
60
25
195
Percentage
(%)
Respondents
6.7
17.4
32.3
30.8
12.8
100
of
Out of the 195 respondents, 13 of them with 6.7% indicates that the positive impact is
excellent, 34 respondents with 17.4% said is very good, 63 majority of the respondents with
32.3% said that it good; 60 respondents with 30.8% in tandem shows that it is fair while a
hand full of remaining 25 respondents said it has no positive impact by ticking bad.
From the table, the observation has shown that the positive impact in the staff performance
and generally in the University of Nigeria, Nsukka is good meaning that there is positive
P a g e | 83
impact of staff training and development, and utilization in staff job performance and
productivity.
4.1.1 Test of Hypotheses
Three hypotheses were postulated in the course of this study and were also,
statistically tested using the Chi-Square (2) method. It is one of the commonest nonparametric statistical methods which are used to test the level of significance of data, when
the data are expressed as frequencies or in terms of percentages (Anikwe; 2010:138). It
indicates whether or not a set of expected frequencies differ significantly from the
corresponding set of observed frequencies.
The formula for Chi-square is given as follows:
2 = (o-e)2
e
Where O = Observed frequencies
e = Expected frequency
= Summation sign
The degree of freedom (df) is given by the formula: df = (r-1)(c-1)
Where, R = No of Row
C = No of Column.
When the value of the observed frequency (O) and expected frequency (e) is known, a
five-column chi-square (2) computation table will be drawn will be used to compute the chisquare.
Then, with the calculated chi-square value known, the researcher made use of the chisquare table for critical value at (r-1) (c-1) degree of freedom at a given level of significance
P a g e | 84
of (0.05) to calculate the tabulated value. With the calculated and tabulated value known, the
researcher stated the decision rule and took the decision.
From the above stated chi-square formula, the researcher prepared a table for the
computation of the contingency table that was used for the computation of chi-square.
v Test and Analysis of Hypothesis 1
Hypothesis 1: The staff development programmes in the University of Nigeria, Nsukka are
not consistently pursued.
The null and alternative hypotheses are stated as follows:
H0 :
The staff development programmes in the University of Nigeria, Nsukka are not
consistently pursued.
H1 : The staff development programmes in the University of Nigeria, Nsukka are consistently
pursued.
In order to test the above hypothesis, question 3 of the administered questionnaire was used
which states thus: There is consistency in the training and developing of staff in the
Using the five point Likert scale, the table below is a contingency table which shows
the responses of the respondents;
Response
Academic staff
SA
5
A
19
D
39
SD
27
U
6
Total
96
Non-academic staff
7
23
31
30
8
99
Row total
12
43
70
57
14
195
P a g e | 85
Where: (i) SA = Strongly Agree

(iv)
(ii)
SD = Strongly Disagree
A = Agree
(iii)
D = Disagree
(v) U = Undecided
The figures in the above table was used to calculate the expected frequency (e) using the
Formula: Eij = RT x CT
GT
Where: RT = Row Total
CT = Column Total
GT = Grand Total

Observed (O) Calculation of expected (e)
(o-e)
(o-e)2
-0.91
0.83
(o-e) 2
E
0.14
0.91
0.83
0.14
-1.68
2.82
0.14
1.68
2.82
0.13
4.54
20.61
0.60
-4.54
20.61
0.58
-1.06
1.12
0.04
1.06
1.12
0.04
-0.89
0.79
0.12
0.89
0.79
0.11
E1 96 x 12
= 5.91
195
7
E2 99 x 12
= 6.09
195
19
E3 96 x 42 = 20.68
195
23
E4 99 x 42 = 21.32
195
39
E5 96 x 70 = 34.46
195
31
E6 99 x 70 = 35.54
195
27
E7 96 x57 = 28.06
195
30
E8 99 x 57 = 28.94
195
6
E9 96 x 14 = 6.89
195
8
E10 99 x 14 = 7.11
195
Chi-square (2) =
(o-e)2 = 2.04
e
2 = (o-e)2
e
2.04
P a g e | 86
Degree of freedom (df) = (r-1) (c-1)

= (2-1) (5-1)
= 1x4
df = 4
Therefore the critical chi-square value for 4df at 0.05 level of significance = 9.49,
which is the chi-square (2) tabulated.
With the Chi-square calculated and chi-square tabulated, we took the decision rule.
Decision Rule:
Reject H0 (null hypothesis), if Chi-square (2) calculated is greater than (>) Chi-square (2)
tabulated value, and accepts H0 if Chi-square (2) calculated is less than (<) Chi-square (2)
tabulated value (http://www2.lv.psu.edu/jxm57/irp/chisquar.html).
Conclusion:
Chi-square (2) calculated =
2.04
Chi-square (2) tabulated =
9.49
Therefore, H0 is accepted because Chi-square (2) calculated, 2.04 is less than (<)Chi-square
(2) tabulated which is 9.49.
Implication:
The null hypothesis (H0) was accepted and upheld, which states that the staff development
programmes in the University of Nigeria, Nsukka are not consistent.
Hypothesis 2: A good number of staff of the University of Nigeria, Nsukka is not well
utilized.
H0 : A good number of staff of the University of Nigeria, Nsukka is not well utilized.
P a g e | 87
H1 : A good number of staff of the University of Nigeria, Nsukka is well utilized.

which states thus: Though the University embarks on the personnel function of staff
development but a good number of the staff after training is not well utilized by the
University.
Response
Academic staff
SA
9
A
27
D
38
SD
18
U
4
Total
96
(iv)
Non-academic staff
15
36
22
16
10
99
(ii)
A = Agree
(iii)
Row total
24
63
60
34
14
195
D = Disagree
(v) U = Undecided
Formula: Eij
RT x CT
GT

CT = Column Total
GT = Grand Total
P a g e | 88

Observed (O)
(o-e)
(o-e)2
= 11.86
-2.86
8.18
(o-e) 2
E
0.69
= 12.18
2.82
7.95
0.65
= 31.02
-4.02
16.16
0.52
= 31.98
4.02
16.16
0.51
= 29.54
8.46
71.57
2.42
= 30.46
-8.46
71.57
2.35
= 16.74
1.26
1.59
0.09
= 17.26
-1.26
1.59
0.09
= 6.89
-2.89
8.35
1.12
2.89
8.35
1.17
Calculation of expected (e)
E1 96 x 24
195
15
E2 99 x 24
195
27
E3 96 x 63
195
36
E4 99 x 63
195
38
E5 96 x 60
195
22
E6 99 x 60
195
18
E7 96 x 34
195
16
E8 99 x 34
195
4
E9 96 x 14
195
10
E10 99 x 14
195
Chi-square (2) =
= 7.11
2 = (o-e)2
e
9.7
(o-e)2 = 9.7
e

= (2-1) (5-1)
= 1x4
df = 4
Therefore the critical chi-square value for 4df at 0.05 level of significance () = 9.49
(see Appendix III), which is the chi-square (2) tabulated.
P a g e | 89
Decision Rule:
Conclusion:
9.7
9.49
Therefore, H0 is rejected because Chi-square (2) calculated, 9.7 is greater than (>) Chi-square
(2) tabulated which is 9.49.
Implication:
The implication is that the null hypothesis (H0) is rejected and upheld which states that
though the University embarks on the personnel function of staff development but a good
number of the staff after training is not well utilized by the University.
Hypothesis 3: Manpower development and utilization have no positive impact on the staff
productivity and performance in the University of Nigeria, Nsukka.
H0 : Manpower development and utilization have no positive impact on the staff productivity
and performance in the University of Nigeria, Nsukka.
H1 : Manpower development and utilization have positive impact on the staff productivity
and performance in the University of Nigeria, Nsukka.
P a g e | 90
which states thus: Rate the positive impact of staff training and development, and utilization
in the University of Nigeria, Nsukka and staff productivity and performance.
Response
Academic staff
Exellent
9
Very Good
20
Good
36
Fair
25
Bad
6
Total
96
(iv)
Non-academic staff
4
14
27
35
19
99
(ii)
A = Agree
(v)
(iii)
Row total
13
34
63
60
25
195
D = Disagree
U = Undecided
Formula: Eij = RT x CT
GT
CT = Column Total
GT = Grand Total
P a g e | 91

Observed
(O)
9
(o-e)
(o-e)2
= 6.4
62.6
6.76
(o-e) 2
E
1.06
= 6.6
-2.6
6.76
0.39
= 16.74
3.26
10.63
0.64
= 17.26
-3.26
10.63
0.62
= 31.02
4.98
24.80
0.80
= 31.98
-4.98
24.80
0.78
= 29.54
-4.54
20.61
0.69
= 30.46
4.54
20.61
0.68
= 12.31
-6.31
39.82
3.23
= 12.69
6.31
39.82
3.14
2 = (o-e)2 =
e
12.03
Calculation of expected (e)
E1 96 x 13
195
4
E2 99 x 13
195
20
E3 96x 34
195
14
E4 99 x 34
195
36
E5 96 x 63
195
27
E6 99 x 63
195
25
E7 96 x 60
195
35
E8 99 x 60
195
6
E9 96 x 25
195
9
E10 99 x 25
195
Chi-square (2) =
(o-e)2 = 12.03
e

= (2-1) (5-1)
= 1x4
df = 4
Therefore the critical chi-square value for 4df at 0.05 level of significance = 9.49,
which is the chi-square (2) tabulated.
P a g e | 92
Decision Rule:
Conclusion:
12.03
9.49
Therefore, H0 is rejected because Chi-square (2) calculated, 12.06 is greater than (>) Chisquare (2) tabulated which is 9.49.
Implication:
The implication is that the null hypothesis (H0) is rejected and upheld which states that
Manpower development and utilization have no positive impact on the staff productivity and
performance in the University of Nigeria, Nsukka.
4.2
Results and Findings

From the above analysis and data presentation, the researcher made the following
findings:
v There is training and development programmes in the University of Nigeria, Nsukka. In
the above analysis and data presentation, the result shows that the highest number of 176,
with the highest percentage 90.3% of the respondents attested to this fact which proved it
beyond every reasonable doubt that the statement is true of the study area.
v Much attention is not paid to staff training and development in the University of Nigeria,
Nsukka. This was gotten from the above analysis and presentations. Greater majority of
95 respondents with 48.7% attested to that by disagreeing that much attention is paid to
staff training and development in the University of, Nigeria, Nsukka.
P a g e | 93
v Even though there is staff training and development in the University of Nigeria, Nsukka,
it is not consistently pursued. This was gotten from the above analysis and presentation
where a total number of 127 respondents completely rejected the fact that there is
consistency in staff training and development in the University of Nigeria, Nsukka. This
fact was posited as the first hypothesis of the first hypothesis of the study and after being
subjected to a statistical testing, it also gave the same result as the analysis and
presentation above, that the staff training and development in the University of Nigeria,
Nsukka is not consistent, where chi-square calculated 2.04 < chi-square tabulated 9.49
(see table 4.25).
v When there is training in the University of Nigeria, Nsukka, it takes care of the staff skill
acquisition. Even though there is no consistency and also much attention not paid on staff
training and development in the study area but table 4.8 showed that when the University
of Nigeria Nsukka embark on training that it also takes care of staff skill acquisition. This
was proved when the highest number of 111 respondents with 56.9% of the entire
respondents completely concurred to the fact that training in the University of Nigeria,
Nsukka takes care of staff training.
v University of Nigeria, Nsukka staff training and development is based on her needs and
objectives. This result gotten from table 4.9 which revealed that out of 195 respondents,
the highest number of 122 respondents with 62.6% supported the fact that the
Universitys training is based on her needs and objectives.
v The criteria or criterion used by the University for recommending or selecting staff for
training is relatively good. Table 4.10 confirmed this as it revealed that the greater
number of 91 respondents with 46.5% rejected the fact that that the criteria or criterion
used for recommending or selecting staff for training is not good.
P a g e | 94
v The University of Nigeria, Nsukka staff is always aware of training programmes and
career development prospects in their specialty. The above result was authenticated by
table 4.11 where 99 respondents with 50.8% accepted that the University of Nigeria,
Nsukka staff is always informed and aware of training programmes and career
development in their specialty.
v The staff of the University does not have encouragement and opportunities for higher
training. Table 4.12 showed that the highest number of 117 respondents with the highest
percentage of 60% accepted completely that the staff of the University of Nigeria, Nsukka
does not have the encouragement and opportunities for higher training.
v The University of Nigeria, Nsukka approves study leave with pay for only Academic
staff. From the table 4.13 the result shows that 92 respondents with the highest percentage
47.2% of the entire respondents attested to that fact. It was shown from the questionnaire
administered and comments of the respondents while on collection that this acceptance
came from mainly the academic staff.
v The University of Nigeria, Nsukka sends only Academic staff abroad for further studies
and research; it also showed that fairly good numbers of them are sent every year. Just
like table 4.13, table 4.14 showed that fairly good numbers of staff is sent abroad by the
University of Nigeria, Nsukka, and that is only academic staff as was revealed by the
questionnaires administered.
v Staff is satisfied on the job when they are allowed to practice the skill acquired on
training. Table 4.15 indicated that the majority 95 respondents with 49.8% accepted that
they have job satisfaction partly because they practice the skill they acquired on training.
v There are challenges on the duties due to additional responsibilities after the training
attended. This result and finding was derived from the analysis and presentation on table
P a g e | 95
4.16 which indicated that the highest number of 97 respondents with 49.7% completely
agreed to that.
v Inadequate training and skill development causes stagnation, inefficiency and its
attendant frustration on the job. Table 4.17 authenticated this fact. In the table, 142
respondents with 72.8% agreed without reservation that even when some staff of the
University are trained, sometimes do not give the best on the job.
v Some staff has been frustrated for lack of opportunity to practice their acquired skill
optimally. This result was gotten from the analysis from table 4.18 which shows that the
highest number of 129 respondents with 66.2% accepted this.
v Some of the staff of the University of Nigeria, Nsukka even after training does not give
the best on their job. Above finding was proved in table 4.19, where the highest number
of 102 respondents with 52.3% supported it.
v A good number of the University of Nigeria, Nsukka staff is well utilized. Table 4.20
established that highest number of 98 respondents with 50.3% supported this by rejecting
the fact that some of the University staff is not well utilized after training. This was also
used as the second hypothesis for the study. After being subjected to statistical testing, it
was the null hypothetical statement that a good number of University of Nigeria, Nsukka
staff after training are not well utilized was rejected. Hence the chi-square calculated 9.7
> chi-square tabulated 9.49 (see table 4.27).
v Under utilization affect negatively the performance of the staff and the University of
Nigeria, Nsukka. Table 4.21 established this fact when the highest number of 120
respondents with 61.5% accepted this fact without reservation.
v There is official and refined mechanism used by University of Nigeria, Nsukka for
performance and utilization evaluation. A good number of 102 respondents with 52.3%
accepted this.
P a g e | 96
v The positive impact of staff development and utilization on their job performance and the
University of Nigeria, Nsukka at large is fair. In the analysis and data presented in table
4.23 it was made obvious in the respondents rating. Respondents with the highest number
63, representing 32.3% of the entire respondents said that it is food. This is the third
hypothesis and after being tested using chi-square, the calculated chi-square 12.03>chisquare tabulated 9.49. Therefore the hypothesis that there is no positive impact of staff
development and utilization on their job performance was rejected (see table 4.29).
4.3
Implications of the Findings

This will be discussed using the following headings:
v Staff training and development in the University of Nigeria, Nsukka.
v Utilization of trained staff in the University of Nigeria, Nsukka.
Staff Training and Development in the University of Nigeria, Nsukka

From the above findings it was obvious that there is staff training and development
programmes in the University of Nigeria, Nsukka with reference to analyzed data on table
4.5. Training in the University of Nigeria, Nsukka according to table 4.8 takes care of staff
skill acquisition and development. University of Nigeria, Nsukka staff training and
development is based on her needs and objectives (see table 4.9). The criteria used by the
University for recommending or selecting staff for training is relatively good (see table 4.10).
It is true also that from the findings, staff are always aware of the training and career
development in their specialty with reference to table 4.11. Even though there are
development programmes it was also detected from the above findings too that the institution
in question does not pay much attention to staff training and development (see table 4.6). It
was also revealed in the data analyzed and tested hypothesis that such human resource
function in the University of Nigeria, Nsukka is not consistent (see table 4.7 and 4.25
P a g e | 97
respectively). Nevertheless, lack the encouragement and opportunities for higher training
especially the non-academic staff of the University of Nigeria, Nsukka (see table 4.12).
table14 and 15 show that study leave with pay is approved for Academic staff of the
University of Nigeria, Nsukka and that of further studies and research also, while the non
academic staff of the same institution are not part of this welfare development packages.
The implication of the above pinpoints judging by the current trend as was established
by the study, if nothing is done to the irregularities found as regards to staff training and
development in the University of Nigeria, Nsukka, and the University will experience
diminishing return as regards to her productivity and generally staff performance on the job.
The staff will be robbed off of their job ethics and the needed skills for job satisfaction. To
understand this well, the analyzed data on table 4.20 established that inadequate staff training
and skill development causes stagnation, inefficiency and its attendant frustration on the job.
Utilization of trained staff in the University of Nigeria, Nsukka
Findings of the study clearly indicated that, some staff has been frustrated for lack of
opportunity to practice their acquired skill optimally (see table 4.18). Some of the staff of the
University of Nigeria, Nsukka even after training does not give the best on their job (see table
4.19). A good number of the University of Nigeria, Nsukka staff is well utilized with
reference to data analyzed and test of hypothesis on tables 4.20 and 4.27 respectively.
Similarly, it was also established that under utilization causes negative effect to the job
performance of the staff in the University of Nigeria, Nsukka (see table 4.21). It was also
established in table 4.22 that there is official and refined mechanism used by University of
Nigeria, Nsukka for performance and utilization evaluation. Adequate staff training and
development will improve the job performance tremendously in University of Nigeria,
Nsukka as was proved in table 4.23. The positive impact of staff development and utilization
on their job performance and the University of Nigeria, Nsukka at large is fair or relatively
P a g e | 98
good with reference to tables 4.23 and 4.29, where data was analyzed and hypothesis tested
respectively, owing to the fact that it was posited as the study third hypothesis.
The implication of the above findings is that there is a significant relationship
between manpower development and utilization on the staff job performance in the
University of Nigeria, Nsukka and the University productivity in general. Meaning that if
trained and not deployed well will affect job performance and deployed well without
consistency in training will also affect the job performance and productivity.
P a g e | 99
CHAPTER FIVE
Summary, Recommendations and Conclusion
5.1
Summary
The study answered the following research questions that were derived from the
statement of the problems which were as follows:

1. What is the perception of staff training and development programmes in University of
Nigeria, Nsukka?
2. How consistent are the development programmes in the University of Nigeria,
Nsukka pursued?
3. Are the staff aware and response to the training opportunities provided by the
University of Nigeria, Nsukka?
4. How well are the trained personnel effectively placed and utilized?
5. Do staff training and development programmes enable the recipients to increase their
proficiency and productivity?
This means that the objectives of the study were met and attained because the
summary of the findings shows that the perception of staff training and development
programmes in the University of Nigeria, Nsukka is fair. There is no consistency of training
and development in the University of Nigeria, Nsukka. The staff is always aware of the
training and opportunities in their specialty. Not all the staff is well utilized by the University.
There is significant relationship between the staff development and utilization, and the
performance of staff in the University of Nigeria, Nsukka and the University at large.
The study tested three null hypotheses using a statistical method-chi square (2). After
the test, null hypothesis one was accepted which states that training and development is not
consistent in the University of Nigeria, Nsukka. The second null hypothesis was rejected
which states that a good number of staff is not well utilized by the University after training.
P a g e | 100
The third null hypothesis which states that training and development, and utilization has no
positive impact on the staff performance in the University of Nigeria, Nsukka was equally
rejected.
1.2
Recommendations
It is our recommendation that manpower development and utilization planners in the
University of Nigeria, Nsukka should adopt the system process approach which will take care
of all staff irrespective of their category or specialty. This will sustain the efficient
functioning of the University as a system with sub-system in tandem with the supra-system
working together to achieve a common objective.
Knowing the importance of training and development of manpower in the University of
Nigeria, Nsukka, we recommend that:
The University of Nigeria, Nsukka management should make training and development
a priority.
The University should also ensure that the personnel function of training is consistent
through embarking on it annually, biannually or quarterly as the case may be.
Professional advancement programmes such as Institute of Personnel Management,
Nigerian Institute of Management etc should be articulated for senior staff. Also organize
skill development for the junior staff who joined the organization with very low entry skills
and qualifications.
Redeployment of staff training is essential for optimal utilization after obtaining a
higher qualification.
The University should ensure that the staff recommendation or selection for training is
done on merit and need.
The management has to embark on in-service-training programmes for her staff to
enable them acquire and develop more skill to meet the demand of their job.
P a g e | 101
There is also need for workshops, seminar and lectures to update staff knowledge on
their job.
Finally, against his background then we shall not hesitate to point out that since mere
possession of loudable human resources development programmes should not be construed to
mean actual development of employees. It is therefore, pertinent that management system
putting in place the necessary instruments as may be require by the organization and then
clearly isolating the counterproductive aspects.
Having put in place a sound corporate human resource planning scheme, career
development programmes and human resource development programmes, management must
ensure the following steps according to Derek (1979) are built in as parts and parcel of the
training and development model. The first is the need to always identify the training needs of
individual potentials trainees.
The major step in this direction is to appraise the performance of the employee and be
in a position to determine his areas of strength and weaknesses. There are various reasons
then why an employee may need training. For instance, training may be necessitated by
changes in technology methods and techniques; poor performance of employee on the present
job; and the need for updating and refreshment.
The second step after identifying employee-training needs is to set the objectives for
which the training is to be embarked upon. This is necessary as a standard for measuring the
effectiveness or otherwise of the training and development programmes.
The next step is the actual training exercise which could be either in house (on-the-job)
or external (off-the-job) training. Whichever of this is designed for the programme must be
certain to have the desired content. A content analysis process may be necessary to access the
programme and be able to compare it with the established objectives. When such analysis is
properly done, management would know whether or not to call off the training exercise.
P a g e | 102
The final aspect is the training evaluation process. The management should be able to
assess the impact of the training on the work behavior and attitude of the employee. Work
behavior changes are measured against the performance appraisal records and the differences
noted. Then management continues to access the worker to always be able to discover the
areas where development is needed, all in effort to keep the staff as perfectly fit as possible
for the job, to ensure that organization goals and objectives are conveniently met.
The Human resource management section is charged with designing a corporate Human
resource scheme; definition of human resource objectives; designing training and
development projects; conducting the actual training and carries out the necessary evaluation.
This section should therefore, not be neglected or under-rated. It is on its shoulder that the
organization is standing and must therefore, be given very concrete and solid financial back
up.
5.3
Conclusion
Development of staff in organization is of paramount importance as the Utilization of
those developed or trained staff. If a staff is trained and was not deployed appropriately to
subject the skill acquire to work, the training is of no importance and of no use and as well
not valued by the organization at their detriment. The same holds if organization utilizes well
but do not pay much attention to staff training and development. Therefore, there is need for
optimum personnel function in any organization.
There is no gain, asking whether manpower development and utilization, are the
wealth of or pillar of organization as was mentioned in chapter one of this study. The
empirical study established that in the University of Nigeria, Nsukka, staff development and
utilization is as important as the institution itself. In other words, to ensure and enhance
efficient and effective service delivery; quality productivity and the dexterity of the
P a g e | 103
University staff, manpower development and utilization has to be held at high esteem in the
University.
However, the study pinpointed many things that could be seen as a cog in the wheel
of the workability and progress of this personnel function but having earmarked them, the
University should think it wise to train their staff to suit the present requirement of work
especially in the area of improved technology.
Finally, the above proffered recommendations would help, in a bigger way ensuring
that manpower are well developed and utilized in the University.
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INTERNET
http://www2.lv.psu.edu/jxm57/irp/chisquar.html
APPENDIX 1
QUESTIONNAIRE
Department of Public Administration

And Local Government
University of Nigeria, Nsukka
August 8, 2011
Dear Respondent,
QUESTIONNAIRE
P a g e | 109
This questionnaire is part of a research work being undertaken in University of Nigeria,

Nsukka for the award of Master of Science (M.Sc) Degree in Public Administration.
You are kindly requested to complete the attached questionnaire carefully by giving honest
answers to the questions. Information provided will be treated with the strictest
confidentiality and it has nothing to do with your job or person.
Thanks in anticipation of your cooperation.
Yours faithfully
Ozioko, Ogugua C.
Please read each question carefully and tick () correctly in the boxes against the answers you
have chosen.
Section A
Respondents Data
1.
Category of staff
2.
Educational Qualification (a) WASSC, O Level
(a) Academic Staff
(b) Non Academic Staff
(c) HND/ Bachelors Degree

3.
Length of Service in year(s) (a) 1-10

(d) 31-40
Section B
(b) OND/NCE
(d) Masters Degree/PhD
(b) 11-20
(c) 21-30
(e) 41 and above
P a g e | 110
Tick () the appropriate column that represents your level/degree of agreement the keys are
as follows:
(i)
SA = Strongly Agree
(ii)
A = Agree
(iv)
(v)
U = Undecided
S/n
Questions
1.
There are manpower development programmes in the
2.
University of Nigeria, Nsukka pays more attention to

staff training and development.
3.
There is consistency in the training and development

programme in the University of Nigeria, Nsukka.
4.
The training programmes in the University of Nigeria,

Nsukka takes care of staffs skill acquisition and
development.
5.
The training and development of staff in the University

of Nigeria, Nsukka is based on her needs and
objectives.
6.
The criteria used in selecting or recommending staff for

training in the University of Nigeria, Nsukka is good
7.
The staff is always aware of some training programmes

and career prospects in their specialty.
8.
Many of the University of Nigeria, Nsukka staff do not

get the encouragement and opportunities for higher
training.
9.
University of Nigeria, Nsukka approves study leave

with pay for her staff.
10.
Each year the University sends at least a good number

of her staff for further studies and research abroad.
11.
You have job satisfaction partly because you practice

the skill acquired on training.
12.
There are job challenges on the duties you perform due

to additional responsibilities after the training attend.
(iii)
SA
D = Disagree
SD
P a g e | 111
13.
Inadequate training and skill development could be a

factor for stagnation, inefficiency and its attendant
frustration.
14.
Some staff has been frustrated for lack of opportunity to

practice their acquired skill optimally.
15.
Some staff even when trained cannot give their best of

their job.
16.
Though the University embarks on the personnel

function of staff development but a good number of the
staff after training is not well utilized by the University.
17.
Under utilization causes much loss to both the

University and the trained staff.
18.
The University has a concretized refined official way(s)

of evaluating her staff based on training acquired
(performance) and utilization (being where he supposes
to be).
EX VG
19.
Rate the positive impact of staff training and

development, and utilization in the University of
Nigeria, Nsukka and staff performance.
: Where
(i)
(iv)
EX = Excellent
F = Fair
(ii)
(v)
VG = Very Good
B = Bad
(iii)
G = Good
P a g e | 112
APPENDIX II
Personnel Services Department
University of Nigeria, Nsukka

The Population of Academic, Senior Administration and Technical staff and Junior Staff
Establishment on Ground as at 31st August 2010
Staff Category
No of Staff on Ground
Academic Staff
1648
Non-Academic (Senior and junior 2324+2516 = 4840

Staff)
Total
6488
P a g e | 113

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MANPOWER DEVELOPMENT AND UTILIZATION IN NIGERIAN UNIVERSITIES:

A RESEARCH PROJECT SUBMITTED TO THE

IN FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF

SUPERVISOR: DR. (MRS) M.A.O. OBI

Dr. (Mrs.) M.A.O Obi

Dean, School of Postgraduate Studies

Prof. F.O Onah

OZIOKO, OGUGUA CHIZOBA

List of Tables and Figures

Background to the Study

Statement of the Problems

Objective of the Study

Significance of the Study

Scope and Limitation of the Study

Literature Review and Research Methodology

2.1.1 Historical Background of Manpower Development and Utilization in Nigeria

2.1.2 The Concept of Manpower Development

2.1.3 The Concept of Manpower Utilization

Operationalization of the Key Concepts

Methods of Data Collection and Analysis

2.4.1 Method of Study

2.4.2 Research Design

2.4.3 Methods of Data Collection .

2.4.4. Population of Study .

2.4.5 Sample and Sampling Techniques

2.4.6 Data Gathering Instrument

2.4.7 Validation of Instrument

2.4.8 Reliability of the Instrument .

2.4.9 Methods of Data Analysis

2.5.1 Application of the Theory to the Study

Background Information on the Case Study

Brief Historical Background of the University of Nigeria, Nsukka .

Location of the University of Nigeria, Nsukka .

Structure and Organization of the University of Nigeria, Nsukka

Data Presentation and Analysis

Data Presentation and Analysis

Results and Findings .

Implications of the Findings .

4.1.1 Test of Hypotheses

Summary, Recommendations and Conclusion

LIST OF TABLES AND FIGURES

Table 4.2: Staff Category

Table 4.3: Educational Qualification

Table 4.4: Length of Service

Table 4.5: Manpower Development Programmes in the University of Nigeria, Nsukka.

Table 4.13: Approval of Study Leave with Pay for Staff

Table 4.14: Staff Further Studies and Research Abroad

Table 4.16: Challenges due to Additional Responsibilities after Training

Table 4.17: Effect of inadequate Training and Skill Development

Table 4.20: Staff Utilization .

Table 4.24: Contingency Table from the Analysis of Question 3

Table 4.25: Computations of Expected Frequency (e) and Chi-square

Table 4.26: Contingency Table from the Analysis of Question 16

Table 4.27: Computations of Expected Frequency (e) and Chi-square

Table 4.28: Contingency Table from the Analysis of Question 19

Table 4.29: Computations of Expected Frequency (e) and Chi-square

Figure 2: The System Components (Easton System Model) .

Table 4.23: Rate of Impact

Background to the Study

multidimensional aspect of employees, ranging from enhancing technical and interpersonal

Statement of the Problems

Objectives of the Study

To assess the extent of consistency of the development programmes in the University