Evaluation Of Staff Induction And Training Programmes Improving Workers Efficiency

This project is an attempted to study and evaluate the impact of of Induction and training programmes on Staff Efficiency. Hence the objectives of this study is to find the way forward for an organization to improve on the suitable and how to acquired standard training facilities which is pointed out in the introduction of the project. The research method used in the collection of data is the questionnaire. Further more, the data collected is presented simultaneously in tabular form and analysis of finding is also made. Base on the findings it was ascertained that the staff of First Bank are far better in term of skill and management of risk than other banks. It was therefore recommended that First bank should engage the service of professional personnel in handling the activities of staff Development programme as well as encourage less inter interference by the top management with department of Human Resources.

1.0 Introduction

1.1 Background of the Study

Induction is a very important part of the employment process and one that can easily get overlooked in a small, busy organization where everyone is working at full capacity. Induction has become a key concern in the area of improving work processes, employee morale and satisfaction. As such, it challenges organizations both to identify its merits and to comprehend the interplay between induction and job effectiveness. Therefore, the impact of an effective induction programme cannot be overlooked.

According to Peloyahae (2005:1) starting a new job is considered to be one of the most stressful life experiences and a proper induction process that is sensitive to the fears and uncertainties, as well as the needs of an employee, is therefore of the utmost importance. An induction programme helps newly appointed employees to integrate into the organization work processes with minimum difficulty, by acquainting them with the details and requirements of teaching and learning activities (Grobler, Warnich, Carrell, Elbert and Hartfield, 2002:206). It also serves as a support system for those lecturers who have worked in the school for a longer period. In this regard, Van Deventer and Kruger (2003:209) see induction as a continuous process that begins when a lecturer accepts an appointment to a post and continues throughout his/her teaching. Thus, the management of an induction programme is critical for effective organizations. Bartell (2005) defines the induction period as the time in which a newly appointed employee becomes more familiar with job responsibilities, work settings and professional norms, organized plan for support and development of new lecturers in the initial three years of service. Induction is a process, perhaps better described by Ingersoll and Smith (2004) as support, guidance and orientation programmes for newly qualified lecturers during the transition into their first teaching jobs. Historically, induction programmes at an institution have not provided intensive professional development for newly appointed lecturers (Wong, Britton and Ganser, 2005) and first year lecturers are often left in isolation to work through the challenges within their own classrooms. Most of these new lecturers have never set up and managed a classroom without the assistance of a cooperating lecturer. They are faced with applying everything they have learned to a totally new setting without the support of another lecturer and are faced with new challenges on a daily basis (Millinger, 2004). Newly appointed lecturers have hundreds of decisions to take and typically they have to learn through trial and error. No training can totally prepare a lecturer for the experience of lecturing in a classroom. As a result, many newly appointed lecturers often feel overwhelmed (Feiman-Nemser, 2003) as they try to make it through their first year of teaching and figure out how to effectively lecture and meet a wide range of student needs. Newly appointed lecturers often struggle with issues regarding classroom management, managing their time and workload, relationships with students and parents and curriculum, assessment and grading (McCann, Johannessen and Ricca, 2005).

1.2 Statement of the Problem

The challenges arise from the lack of an effective induction programme within the institution or the induction is not effective to the newly appointed lecturers. The induction programme needs to focus more on the strategic aims of the institution and the personal growth of the lecturer. These constraints have resulted in poor productivity among newly appointed staff due to the fact that they were not properly inducted into the institution. An induction programme is the process used within many businesses to welcome new employees and prepare them for their new role. Wong and Wong (2001) and Scherer (2005) state that there are many reasons that this occurs, they have identified several reasons which is lack of support, inadequate office management, mentoring support, working conditions. In addition, unclear expectations given to them and uncertainty about the profession. Thus, unclear expectations given to them can be eliminated or at least reduced significantly with effective induction programmes. The entire induction experience has been paid less attention than the specifics of employees induction components, such as mentoring.

1.3 Research Objectives

The main objective of this study is to evaluate the impact of induction and training programmes on staff efficiency.

The specific objectives are as follows;

To determine the effectiveness of the induction for newly appointed staff

To ascertain the nature of staff induction programme

To assess if critical induction programme act as a retention strategy for the organization

To ascertain whether effective induction programme lead to higher productivity and efficiency among the staff

1.4 Research Questions

Does the effectiveness of the induction for newly appointed staff lead to better performance?

What is the nature of staff induction programme?

Will a critical induction programme act as a retention strategy for the organization?

Will an effective induction programme lead to higher productivity and efficiency among the staff?

1.5 Research Hypothesis

HO1: There is no significant influence of induction and training programmes on staff efficiency

HA1: There is a significant influence of induction and training programmes on staff efficiency

1.6 Significance of the Study

The topic is a relevant theme as the success of the institution depends on an effective induction programme. The study will be beneficial to the institution because it will answer many questions and decrease high labour turnover. The study may also benefit other organizations if there is high turnover with the implementation of an effective induction programme. The benefit of the study could determine whether there is a need to appoint a mentor to the do induction programme for the institution. It is contended that a successful and properly implemented induction programme could reduce labour turnover. It could also provide good staff and produce quality service to the clientele as a whole. The importance of an effective induction programme in the institution will provide employees job satisfaction and dedication to their duties.

1.7 Scope / Limitations of the Study

This study seeks to evaluate the impact of induction and training programmes on staff efficiency. The study was limited toselected banks in Nigeria.

Limitation of Study

Financial constraint

Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint

The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.8 Definition of Terms

Workers" Efficiency:

It is the ability to achieve a particular goal without wasting resources.

Staff Induction:

It is the official ceremony of introduction of the new staff to the organization and job.

Staff Recruitment:

This is the overall process of employing new workers into the organization.

Staff Training:

This is also the process of learning new skills that are needed to do a job.

Delegation Of Responsibility:

The process of given work to a junior staff, work that is usually the responsibility of the senior staff.

Human Resources Management:

The process of motivating and influencing the works or employees of the organization to bring out their best toward achieving the goal of the organization.

1.9 Organization of Study

The study comprises of 5 chapters. In chapter one, the concepts are introduced and the problem of the study is established with the research objectives and questions. Chapter two presents the literature review while chapter three presents the research methodology. The fourth chapter presents the results and discussion, and the last chapter presents the conclusion and recommendation.

• Effects Of Staff Evaluation On The Productivity Of Civil Servants
• Assessment Of Performance Evaluation Of Academic Staff In Nigerian Tertiary Institutions
• Evaluation Of Staff Motivation Measures In The Management Of Schools
• Evaluation Of The Impact Of Training And Development Policy On Staff Productivity In The Public Service

• Human Resource / Personnel Management Project Topics and Materials