Problem Of Training And Development In Public Sector Organisation
(A Case Study Of Federal Ministry Of Education, Abuja)
Training and development pose significant challenges within public sector organizations, necessitating strategic solutions to enhance employee skills and productivity. Limited funding and resources often constrain comprehensive training initiatives, hindering the cultivation of a skilled workforce. Additionally, bureaucratic procedures and hierarchies can impede the efficient delivery and implementation of training programs, leading to inefficiencies. Furthermore, the dynamic nature of public sector roles demands adaptable training approaches to address evolving needs, such as technological advancements and policy changes. Overcoming these obstacles requires innovative strategies that prioritize continuous learning, streamline administrative processes, and foster collaboration between stakeholders. By leveraging these approaches, public sector organizations can effectively address the complexities of training and development, ensuring a proficient and agile workforce capable of meeting the demands of the modern era while enhancing their SEO ranking and search engine visibility.
The major trust of the research work is the analysis of the problems and development I public sector organisation s with particular reference to federal ministry of education,
Abuja efforts were made to give suggestions on the proper administration of development to raise the moral and status of civil servants in public sector, thereby solving their social and psychological problems.
These issues were addressed through in theoretical and empirical approach with the help of the primary ad secondary data collection methods.
The primary data was collected through oral interviews and questionnaires administered to the staff of the ministry.
The secondary data was collected through reviewing literatures to ascertain what various authors have to say on the topic.
The data collected were analyze in tabular form showing number of response and percentage response form the analysis of the response form questionnaire, the research forms out that problems and development, which actually contributes optimally to the attainment of the organizational goals and objectives.
Title page
Approval page
Dedication
Acknowledgement
Abstract
List of table
CHAPTER ONE
1.1 Background of the study
1.2 Statement of the problem
1.3 Purpose of the study
1.4 Scope of the study
1.5 Research hypothesis
1.6 Significance of the study
1.7 Limitations of the study
1.8 Definition of terms
CHAPTER TWO
2.1 The objective of training and development
2.2 Evaluation of training and development
2.3 Types of training and development
2.4 Definition of training and development
2.5 Federal ministry of education, Abuja.
CHAPTER THREE:
RESEARCH DESIGN AND METHODOLOGY
3.1 Research design
3.2 Area of the study
3.3 Population of the study
3.4 Sample and sampling procedure/technique
3.5 Instrument of data collection
3.6 Validation of the instrument
3.7 Method of data collection
3.8 Reliability of the instrument
3.9 Method of data analysis
Reference
CHAPTER FOUR:
DATA PRESENTATION AND ANALYSIS
4.1 Presentation and analysis of data
4.2 Testing of hypothesis
4.3 Summary of results
Reference
CHAPTER FIVE:
DISCUSSIONS, RECOMMENDATION AND CONCLUSION
5.1 Discussion of result/findings
5.2 Conclusion
5.3 Implications of the research findings
5.4 Recommendation
5.5 Suggestion for further research
Bibliography.
INTRODUCTION
The usefulness of training and manpower development in any organisation cannot to over emphasize. Every organisation depends on training on manpower development among other factors for the attainment of its goals and objectives. The objectives cannot be fully achieved unless the employees are training and development to acquire the necessary skills knowledge and ability to perform their functional job.
1.1 BACKGROUND OF THE STUDY
Federal Ministry of Education is one of the oldest ministers established by the colonial masters. The ministry is a social service ministry is an important organisation because it formulates polices on education, inspects and elements them. The chief executive of the federal ministry of education is the Honourable minister while the permanent secretary is the head of administration and the ministry’s accounting officer. He takes the blame ad praises as the chief accounting officer. All the departments of the ministry are headed by directors. The departments are formal education department, which includes, secondary, higher education, and adult and formal education.
(a) SCIENCE AND TECHNOLOGY
This department is in-charge of polytechnics, colleges of education, technical and federal technical colleges.
(b) PLANNING, RESEARCH AND STATISTICS
This department its in-charge of planning matters using statistical analysis for the ministry.
(c) INSPECTORATE DEPARTMENT
This is the quantity control post of the ministry charged with the responsibility to inspecting schools at all levels to check if standards in education policy are maintained and it also advises the authority based on their findings
(d) FINANCE DEPARTMENT
This department is responsible for all financial matters that relates to the ministry.
(e) ADMINISTRATION AND SUPPLY
It is the responsibility f this department to deal with all matters involving promotion, training recruitment discipline, welfare, purchasing and supply within the ministry.
(f) EDUCATION SUPPORT SERCVICE
It is responsible for all international dealings UNESCO accreditation of certificates and such others.
1.2 STATEMENT OF THE PROBLEM
Public sector organizations are not fully aware of the benefits derivable for training and development hence their workers do not seen to be adequately trained or developed. This lapse I training have led to ineptitude and inefficiency that is associated with public service. the problem of training and development in the federal ministry of education can be categorized as follows:
1. Meager fund allocation for training.
2. Training not used as a source of motivation for staff.
3. Wrong positing of officers not immensely qualified to schedules and they are not trained for.
4. Selection of staff for training not based on objectivity and needs.
5. Inadequate information on availability of courses by staff.
6. Lack of prompt preparation of training funds by schedule officers.
7. Refusal of sectional heads and management to utilize the properly trained staff I their areas of specialization
8. Late selection of courses leading to inadequate preparation.
1.3 PURPOSE OF THE STUDY
The purpose or objectives these studies are as follows:
1. Discover whether employees are adequately trained and skillfully developed
2. Know factors that militate against effective implementation or execution of training programmes.
3. Ascertain the level participation of employees in their organizational training programme,
4. Discover the methods used in training and development of workers it effect on the employees and federals ministry of education.
5. Find out reasons why public organizations engage in training and manpower’s development.
6. Make appropriate recommendations that will assist public organizations and general and education ministry. In particular, take appropriate and incentive decisions that will help in no small measure to improve the status of training and manpower development.
1.4 SCOPE OF THE STUDY
The scope of this study on the other hand is limited to the federal ministry of education head quarters, Abuja.
1.5 RESEARCH HYPOTHESIS
Research hypothesis comprises of two types Namely: (i) The Null hypothesis (ii) The Alternative hypothesis.
Ho – Null Hypothesis
That the ministry is not investing enough o training programmes
That the ministry is investing adequately on training programmes.
Hi – Alternative Hypothesis
Lack of training contribution to the poor performance of staff in the ministry.
Adequate training is being given to the employee hence performance is enhanced for development.
1.6 RESEARCH HYPOTHESIS
Research hypothesis comprises of two types namely: (i) The null hypothesis
(ii) The alternative hypothesis
(i) Hypothesis 1
Ho That the ministry of not investing enough on training programmes.
Hi That the ministry is investing adequately on training programs
(ii) Hypothesis 2
Ho lack of training contribution to the poor performance of staff in the ministry.
Hi Adequate training is being given to the employee hence performance is enhanced for development.
1.7 SIGNIFICANCE OF THE STUDY
The significance of this project cannot be over emphasized here. Suffice is to say that for training and development programmes to be effective, its objectives aims, benefits and processes must be clearly and properly understood.
More so, if they are properly carried out, they will help to improve the operational performance of employees for the attainment of the organizational goals. This study is intended to help in facilitating organizational training and manpower development strategies. Policy makers will equally benefit tremendously from this study, as it will avail them of the necessary tools of training policy formulations. This study will be of tremendous help to studios human resources and public administration who may be venturing into the field of training. The facts remain that this study will throw more light on issue revolving on training and manpower development in public organizations and it is hoped that it will be delight to the general public.
1.8 LIMITATION OF THE STUDY
For the purpose of the project work the method used in the collection of data was primary and secondary source. A particular sample and population was used before arriving at the conclusion. The population used is made up to the department that exist in the federal ministry of education headquarter, Abuja.
The sample of this study on the other hand consists of the workers in the headquarters of the ministry found in the eight departments, the eight departments are headed by eight directors.
1.9 DEFINITION OF TERM
1. Training. Training is a set of activities whereby practitioners (mangers or directors assisting in improving their individual competed and performance as well as the organizational development, environment with the ultimate goals of training the standard of organizational performance.
2. Development: This is a change in the organisation age.
3. Federal Ministry of Education: The ministry or organisation used in the research as a case study.
4. Problems: this is bringing up individual (human beings) for a particular work to be skilled and unskilled.
Training and development in public sector organizations can be challenging due to several unique factors and constraints. While the specific issues can vary depending on the organization and its context, here are some common problems associated with training and development in the public sector:
- Budget Constraints: Public sector organizations often face budgetary limitations, making it difficult to allocate sufficient resources for training and development programs. Limited funds can restrict the ability to hire external trainers, invest in advanced technology, or provide comprehensive training opportunities.
- Bureaucratic Red Tape: Public sector organizations tend to be highly bureaucratic, with complex approval processes and regulations that can slow down or hinder the implementation of training and development initiatives. This can lead to delays and inefficiencies in program delivery.
- Political Interference: Public sector organizations are subject to political influences and changes in leadership, which can disrupt or change the direction of training and development programs. Frequent policy shifts and turnover in leadership can lead to inconsistency and lack of continuity in training efforts.
- Resistance to Change: Employees in public sector organizations may be resistant to change, especially when new training programs introduce different ways of doing things. The inertia of established practices can be a barrier to adopting new skills and knowledge.
- Lack of Alignment with Organizational Goals: Sometimes, training and development initiatives in the public sector may not align with the broader organizational goals and priorities. This misalignment can result in training programs that are not strategically relevant.
- Limited Access to Technology: Public sector organizations may have outdated technology infrastructure, limiting their ability to provide online or technology-based training solutions. This can hinder the effectiveness and efficiency of training programs.
- Overemphasis on Compliance Training: Due to the regulatory nature of many public sector organizations, there can be an overemphasis on compliance and mandatory training at the expense of skills development and career advancement opportunities.
- Inadequate Evaluation and Measurement: Public sector organizations often struggle with evaluating the impact of training programs. Without proper measurement and feedback mechanisms, it can be challenging to determine whether training efforts are achieving their intended outcomes.
- Skill Shortages: Some public sector organizations may face challenges in recruiting and retaining skilled trainers and educators, making it difficult to deliver high-quality training programs.
- Diversity of Employee Needs: Public sector organizations typically have diverse workforces with varying skill levels, educational backgrounds, and job roles. Designing training programs that cater to the unique needs of different employee groups can be a complex task.
To address these challenges, public sector organizations should adopt a strategic approach to training and development, aligning programs with organizational goals, seeking innovative funding solutions, streamlining bureaucratic processes, and prioritizing continuous evaluation and improvement of training initiatives. Additionally, fostering a culture of learning and adaptability can help overcome resistance to change and ensure that employees embrace training opportunities.