IMPACT OF TRAINING AND DEVELOPMENT ON EMPLOYEES’

PERFORMANCE IN PUBLIC TERTIARY INSTITUTIONS

(A CASE STUDY OF UNIVERSITY OF ILORIN, ILORIN)

BY

OROLADE ADERONKE IFEOLUWA

MATRIC NO: HND/22/BAM/FT/168

BEING A PROJECT SUBMITTED TO THE DEPARTMENT OF BUSINESS

ADMINISTRATION AND MANAGEMENT,
INSTITUTE OF FINANCE AND MANAGEMENT STUDIES,
KWARA STATE POLYTECHNIC, ILORIN

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD

OF HIGHER NATIONAL DIPLOMA (HND) IN BUSINESS
ADMINISTRATION AND MANAGEMENT

JUNE, 2024.
CERTIFICATION
 This project work has read and approved as meeting part of the

requirements of the Department of Business Administration and

Management, Institute of Finance and Management Studies (IFMS), Kwara

State Polytechnic, Ilorin, for the award of Higher National Diploma (HND) in

Business Administration and Management.

MR. ALAKOSO, I. K. DATE

(PROJECT SUPERVISOR)

MR. KUDABO, M. I. DATE

(PROJECT CO-ORDINATOR)

Dr. ABDULSALAM, F. A. DATE

(HEAD OF DEPARTMENT)

EXTERNAL EXAMINER DATE

DEDICATION

ii
 This project work is dedicated to Almighty God for the strength and

power given to me to be able to meet up with the level and also spared my

life, protect me and leading me to the right path throughout the duration of

my course in Kwara State Polytechnic, Ilorin. Glory be to God! It is also

dedicated to my lovely parents: Mr. John Orolade and Mrs. Mary Orolade.

ACKNOWLEDGEMENTS
iii
 In writing this project; I want to say a tree cannot make a forest; and

when kindness cannot be returned, it should be appreciated; quite a number

of people have been so kind to me in the course of my study and in writing of

this project, and their kindness deserved to be acknowledged.

First and foremost, my appreciation goes to Almighty God, for making

my dreams becoming a reality.

To my lovely supervisor, Mr. Alakoso, I. K., who took the responsibility

beyond a Director, but as a father; I appreciate his fatherly role, supports and

encouragement throughout my course of study. May God bless his family.

I also appreciate my precious, beloved parents: Mr. John Orolade and

Mrs. Mary Orolade, for the unconditional love and for the financial and moral

supports towards me.

My appreciation also goes siblings (brothers and sisters): Orolade

Ruth, Janet Orolade, Orolade Sade, Orolade Bukola, Orolade Akin, and

other who were not mentioned in this medium, you are all appreciated!

And also to all my lovely friends for their love and company; I say

thank you all.

ABSTRACT
iv
This project work investigated the impact of training and development
on employee performance in public tertiary institutions, using University
of Ilorin, Kwara State as the case study. Objectives are to identify
training and development methods; examine the relationship between
training and development on employee performance; determine the
effect of training and development on employee performance; and to
determine factors affecting employee performance. The study reviewed
the concept of training, development as well as training and
development. The study furthermore analyzed training and
development methods under on-the-job and off-the-job training such as
job rotation, coaching/mentoring, orientation, conferences, role playing,
and formal training courses/development programmes, among others.
These and more is what this research study will look into. To gathering
data, questionnaire is the main instrument for data collection and a
sample size of 210 respondents were randomly selected from the Staff
and Management of the institution. For easy understanding of the
project work, the research study will be divided into five chapters.
Chapter one is for the introduction. Chapter two is the literature review.
Chapter three is the research methodology. Chapter four contains the
data presentation and analysis. And the final chapter, chapter five will
contain summary, conclusion and recommendations with references.
Based on the findings of this study, conclusion will be reached to
ascertain the claims.

TABLE OF CONTENTS
v
CONTENTS Page
TITLE PAGE i
CERTIFICATION ii
DEDICATION iii
ACKNOWLEDGEMENTS iv
ABSTRACT v
TABLE OF CONTENTS vi

CHAPTER ONE

1.0 Introduction 1

1.1 Background to the Study 1

1.2 Statement of the Problems 2
1.3 Research Objectives 3
1.4 Research Questions 3
1.5 Research Hypotheses 4
1.6 Scope of the Study 4
1.7 Significance of the Study 5
1.8 Definition of Terms 6
CHAPTER TWO 8
2.0 Literature Review 8
2.1 Introduction 8
2.2 Conceptual Framework 8
2.2.1 Concept of Training 8
2.2.2 Concept of Development 10
2.2.3 Concept of Training and Development 11
2.2.4 Employees Performance 12
2.2.5 Training and Development on Employees’ Performance 13
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2.2.6 Training and Development Methods 14
2.2.7 Relationship Between Training and Employees’ Performance 17
2.2.8 Effects of Training and Development on Employees’ Performance 18
2.2.9 Factors Affecting Employees’ Performance 20
2.3 Theoretical Review 20
2.3.1 Human Capital Theory 20
2.4 Empirical Review 24
CHAPTER THREE
3.0 Methodology 26
3.1 Introduction 26
3.2 Research Design 26
3.3 Population of the Study 26
3.4 Sample Size and Sampling Techniques 28
3.5 Methods of Data Collection 28
3.6 Instruments of Data Collection 29
3.7 Method of Data Analysis 30
3.8 Historical Background of University of Ilorin, Ilorin 30
CHAPTER FOUR
4.0 Data Presentation and Analysis 33
4.1 Introduction 33
4.2 Data Presentation and Analysis 33
4.3 Test of Hypotheses 42
4.4 Discussion of Results and Findings 46

CHAPTER FIVE
5.0 Summary, Conclusion and Recommendations 48

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5.1 Summary of the Findings 48
5.2 Conclusion 48
5.3 Recommendations 49
REFERENCES 51

APPENDIX 57
QUESTIONNAIRE 58

CHAPTER ONE
INTRODUCTION
viii
1.1 Background to the study
Employees are the most valuable asset of every company as
they can make or crack a company’s reputation, which may adversely
affect its profitability. Without proper training, employees both new and
current may not receive the essential information and skill needed to
accomplish their tasks at their maximum potential (Lola et al., 2017).
Training and development are important component of human
resource management practices (Ampomah, 2016). For employees to
carry out their duties effectively and efficiently, they must have the
relevant skills, knowledge, values, attitudes and competencies to
understand their organization’s culture. More often, newly employed do
not have all the competencies usually required for excellent job
performance (Innocent et al., 2017).
Employee training programs provide workers with information,
new skills, or professional expansion opportunities. It can take place in
numerous ways, on the job or off the job; in the organization or outside
the organization (Lola et al., 2017). Training and development is an
aspect of human resource management practices that help in
enhancing employee’s skills, knowledge, and competence capable of
improving employee’s ability to perform more efficiently (Abdullahi et
al., 2018).
The Management of most Universities in Nigeria often set aside
huge amount of money for training and re-training of their staff, so as to
be able to improve the image of the university and also ensure the
university survives the continuous competition among other similar
educational institutions.
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 Past researches proved a positive link between training and
employees’ performance, as training brings benefits for the employee
along with for the firm by positively impacting employees’ performance
through the enhancement of employee’s competencies and behaviour
(Abdullahi et al., 2018)
Accordingly, this research is aimed to examine the impact of
training and development on employees’ performance in public tertiary
institutions, using University of Ilorin, as the case study.
1.2 Statement of the Problem
University employees are faced with enormous work to ensure
students continuous patronize of the institution. Students who are
trained in these universities are employed by the public and private
sectors. Universities are undergoing a period of significance change as
a result of political, economic, technological and cultural factors. They
keep on expanding due to increase in student’s enrolment, increased
capacity in public institutions, a growing private sector, and more
government investment in research and training. Numerous
Universities in Nigeria are facing serious staff training problems, thus
performance is affected. Performance is measured through increased
productivity, higher generation of revenue, maximized profits and
customer satisfaction (Leseiyo and Reuben, 2019).
The educational sector of Nigeria has experienced instability and
other forms of industrial conflict and strike in recent time. This has
results to low workers performance in the academic environment.
Apparently most of these problems were encountered because of
under-funding of the institutions, lack of employee involvement in
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decision making process, incessant industrial disputes, brain-drain,
cultism, corrupt practices and abuse of trust which are major issues
that lead to workers employees’ performance (Okpimah and Red-Well,
2022).
However, most of this training have not yielded the expected
result, because, significant number of staffs in these universities, still
have challenges with operating computer, using the internet, handling
of students records to mention a few (Lola et al., 2017). This will leads
to high job turnover then increase the cost to hire new employees
which low down the organizational profitability (Abdullahi et al., 2018).

1.3 Research Objectives

The main objective of this study is to investigate the impact of
training and development on employees’ performance in public tertiary
institutions. The objectives are:
i. To identify training and development methods.
ii. To examine the relationship between training and
development on employees' performance.
iii. To determine the impact of training and development on
employees’ performance.
iv. To determine factors affecting employees’ performance.
1.4 Research Questions
To achieve the above identified research objectives, the following
research questions served as guide in this study:
i. What are the types of training and development methods
used in organizations?

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 ii. Is there any relationship between training and development
on employees’ performance?
iii. What are the impacts of training and development on
employees’ performance?
iv. What are the factors affecting employees’ performance?
1.5 Research Hypotheses
Based on the research objectives and research questions; it is
therefore hypotheses that:
Hypothesis I:
H1I: There are types of training and development methods used in
organizations. Hypothesis II:
H1II: There is significant relationship between training and development
on employees’ performance.
Hypothesis III:
H1III: There are impacts of training and development on employees’
performance
Hypothesis IV:
H1IV: There are factors affecting employees’ performance. .
1.6 Scope of the Study
Impact of training and development on employees’ performance
in public tertiary institutions, is a broad topic but the researcher
discusses it as follows:
- THEORETICAL SCOPE: The area of coverage of this research work
is centered on training and development and employees’ performance.
- GEOGRAPHICAL SCOPE: The area covered in terms of location is
University of Ilorin, situated at University Road, Ilorin, Kwara State,
xii
where there are many other tertiary institutions like Kwara State
Polytechnic, Ilorin, Kwara State State university, Al-Hikmah University,
and many others in the metropolis.
- INDUSTRIAL SCOPE: This research work will cover Education
Sector; in which University of Ilorin is the case study.
- TIME SCOPE: As a result of the limited time, the data obtained will be
within a span of a year. And the validity of the outcome can only be
tenable for the duration of three years (2021-2023) of changing reform
in the educational sector in Kwara State and Nigeria as a whole.
1.7 Significance of the Study
In this research work, attempt has been made to identify its
significance to: Discipline/Academics, Case Study (University of Ilorin),
the Researcher and the Society.
- Case Study (University of Ilorin): The need for prudent management
of University of Ilorin is of great concern. This study therefore, has
been designed in such a way as to aid management and staff realize
that impact of training and development on employees’ performance.
- To Academics: Before this study, some past studies found that
showed and revealed impact of training and development on
employees’ performance but many did not show what ways, the
relationship between the two variables, but this study will. It serves as
reference point for lecturers and students of the Department of
Business Administration and Management and related disciplines.
- To the Researcher: The researcher is a student, to whom this
research study will increase his knowledge of impact of training and
development on employees’ performance in public tertiary institutions.
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 Above all, this study is designed in partial fulfillment of the
requirements for the award of Higher National Diploma (HND) in
Business Administration and Management of Kwara State Polytechnic,
Ilorin.
1.8 Operational Definition of Terms
The following terms are used in the research study:
- Employee: An employee is a person who has agreed to be
employed to work for some form of payment under a contract of
employment.
- Performance: Performance is the matter of what employees can
achieve and how they achieve it
- Training: Training is the process of imparting or growing in
oneself or others any abilities, know-how, or physical fitness
related to certain practical competencies.
- Human resources management practice: It is the systematic
process of managing human elements in the world of work,
starting from the point of entry to the exit point in such
organization.
- Employees’ performance: Employees’ performance is defined as
how well a person executes their job duties and responsibilities.
- Training and development: educational activities within a
company created to enhance the knowledge and skills of
employees while providing information and instruction on how to
better perform specific tasks.
- Nigerian Universities: universities in Nigeria. Nigeria is organized
into 36 states and the Federal Capital Territory.
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 -

CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction

xv
 Predominantly, in this chapter, discussions are concentrated on
advertising. Here, effort is made at reviewing various authors’ comments in
specific areas intended to be covered. Many authors in marketing
communications and individuals who have carved a niche in advertising
have said many things, which are considered useful in this study.
2.2 Conceptual Framework
This is the analytical tool with several variations and contexts as it
would be used in this research study.
2.2.1 Concept of Training
As one of the major functions within Human Resource Management,
training has for long been recognized and thus attracted great research
attention by academic writers (see e.g. Gordon 1992, Beardwell, Holden
and Claydon 2004). This has yielded into a variety of definitions of training.
For example, Gordon (1992, 235) defines training as the planned and
systematic modification of behavior through learning events, activities and
programs which result in the participants achieving the levels of
knowledge, skills, competencies and abilities to carry out their work
effectively. It is worth nothing that, as researchers continue with their quest
into the training research area, they also continue their arguments into its
importance. Some of these researchers argue that the recognition of the
importance of training in recent years has been heavily influenced by the
intensification of competition and the relative success of organizations
where investment in employee development is considerably emphasised
(Beardwell et al. 2004). Related to the above, Beardwell et al. (2004)
added that technological developments and organizational change have
gradually led some employers to the realisation that success relies on the
xvi
skills and abilities of their employees, thus a need for considerable and
continuous investment in training and development Training mainly focus
on job or task to be performed (Appiah, 2010). Training is basically a
learning experience, which seeks a relatively permanent change. Training
is the acquisition of skill by an employee in a specific field to do a certain
job while the development area works on increasing the general
enhancement and exponential growth of the employee’s skills and
knowledge by observing the working environment and through indirect
learning (Asfaw, Argaw and Bayissa, 2015). Training therefore is basically
given by the organization for the current or new employees to improve their
knowledge and skills.
Training is mainly divided into four dimensions such as training need
identification, know the objective of the training, Applicability of the job and
training design to improve skills. The need to identify training as a
necessity in an organization is usually not performed, this includes the
identification of the correct requirements for the trainings (Asfaw, Argaw
and Bayissa, 2015). Employees are aware of the training objectives. The
outcome of a successful training program would be considered as training
objectives for the employees, the training program which benefits the
employee is referred to as the objectives (Obisi, 2011). Training is design
to improve skills of employee is designing a training program can be
considered as one of the most important tasks in the whole of the training
and development scenario (Obisi, 2011).
2.2.2 Concept of Development
Employee Development is a central tenet of maintaining and
developing the skills, knowledge and abilities of both individual employees
xvii
and the organization as a whole. (Kuvaas and Dysvik, 2010). Development
is mainly divided into three main dimensions such as development
opportunities, Perception of the organization long term and Continuous
commitment to investment in employee development. Development
opportunities for employees at organizations are in direct relation with
training. When considering employee development programs, many factors
must be considered. Certain trainings may be company focused but when
looking from an employee’s point of view the learning experience might not
be of a great benefit to the employee. (Jacobs and Washington 2003).
Perception of the organization long term is the commitment to the
organization and is best defined by an employee’s focus on their work
along with a long term view of their career at the organization. To achieve
this an employee has to maintain a consistent level of job performance,
from the organization’s side it has to provide constant trainings along with
other benefits to the employees to ensure long-term commitment. (D’Cruz,
2010). According to Lee and Bruvold (2003) the continuous commitment in
investing in employee development is a long-term commitment, this if
maintained properly will be beneficial to both the employee and the
organization (Kuvaas and Dysvik, 2010). According to the social exchange
theory when an organization invests in their employees it tends to reflect it
a positive way. (Simon 1957; Setton et al; 1996; Cropanzano and Mitchell,
2005; Kuvaas and Dysvik, 2010).

2.2.3 Concept of Training and Development

Training enables employees to deal with the customer effectively (Lola
et al., 2017); while development is aimed at bringing employee up to
xviii
another threshold of performance (Abdulrahman and Mshelia,
2022).Training and development has a vital role in bridging the gap that
exists between knowledge and skills required for the job (Aliyu et al.,
2018). Trained employees have more ability to use up-to-date equipment
optimally (Ajayi and Okhankhuele, 2019). Training programs are referred to
as the process of bridging the gap between current performance and the
desired performance levels (Sanusi et al., 2021).
Training can be defined as a systematic process of acquiring
knowledge, skills, abilities, and the right attitudes and behaviours to meet
job requirements (Aliyu et al., 2018). Training is a systematic process that
enhances employee’s skill, knowledge and competency, necessary to
perform job effectively (Abdullahi et al., 2018). Training refers to bridging
the gap linking the current routine performance and the standard desired
performance (Lola s 2017). Training is the acquisition of knowledge, skills,
and competencies as a result of the teaching of vocational or practical
skills and knowledge that relate to specific useful competencies (Okpimah
and Red-Well, 2022). Employees’ training is described as programs that
furnish employees with information, capabilities, new skills and
professional development opportunities (Sanusi et al., 2021). Training is
not persuading people to do what is wanted but rather a process of
creating organizational conditions that will cause employees to strive for
better performance.
Ajayi and Okhankhuele (2019) and Lola et al. (2017) disclosed that
training could be imparted via diverse methods such as peers’ cooperation,
coaching and mentoring and participation by the subordinates. Training
could be imparted via on the job training, Induction/orientation,
xix
Apprenticeship, Demonstration, Vestibule and Formal Training, while
development could be carried out through under-study, Job-rotation and
Self-assessment. Abdullahi et al. (2018) argued that training can also take
place in a number of ways, on the job or off the job; in the organization or
outside organization. On the job training is required to improve the staff
that had inadequate
2.2.4 Employees’ performance
Employees’ performance has been a significant concern for
organizations and researchers to enhance or improve it for decades.
Wehrmeyer (2017) posited that employees’ performance enables the
organization to choose the quantity and quality of labour achieved, decide
the competitive advantage gap, set the gap in goals achievement, and
enhance the decision-making process. Mahfouz et al. (2021) defined
employees’ performance as the limits of employees to direct occupation
effectively and capably to deal with conveying the best results. When the
employees are given an ideal preparation, they will be logically committed
to their movement and improve their execution in affiliation.
Employees’ performance in Nigerian universities is a significant
component that determines the achievement of teaching, research, and
community service goals, which depends on the willingness and openness
of the employees to do the job (Ekechi and Umar, 2020). The teaching
roles of university employees involve delivering lectures, marking and
grading scripts, and supervising students, among others. The research
roles of university employees are carrying out investigations on the
identified problem(s), presenting findings through conferences/seminars or
publishing the results in journals and textbooks. The university employees
xx
also engage in community service to the universities and the community as
the community impacts employee morale, productivity and engagement
positively and negatively in Nigerian universities (Hussaini et al., 2020).
The measurement of employees’ performance in this research involves
four dimensions (efficiency of the work, planning the work, making efforts,
creativity and innovation) adopted by Tabouli et al. (2016).
2.2.5 Training and Development on Employees’ Performance
Babagana (2014) established that training and development has a
positive impact on lecturers performances as their skills and knowledge are
being updated to meet up with present day challenges. Gambo (2015)
revealed that training and development programmes improve employees’
skills and performance, enhance their technical knowhow to withstand the
challenges of contemporary times, and serves as an effective tool for
enhancing workers’ productivity in the academia. Ampomah (2016) found
out that employees are motivated through training; and training and
development results into higher employees’ performance. Ankrah (2017)
submits that training programs have a positive impact on employees’
performance and job skills despite complained of the inadequate staff
which burdened the work load of employees. Innocent et al. (2017) found
that training and development had positive impact on employees’
performance of the Polytechnic in Nigeria despite organizational issues
which constrained such as lack of management support for training and
development programmes. Lola et al. (2017) revealed that training has
significant positive relationship with job performance at Redeemers
University Ede, Osun State. Abdullahi et al. (2018) revealed that training
method, training design and training delivering style has significant and
xxi
positive effect on employee’s productivity among academic staffs of Kano
State Polytechnic, Nigeria. Aliyu et al. (2018) proved that training and
development enhance employees’ performance and productivity in
Abubakar Tatari Ali Polytechnic (ATAP) Bauchi. Ajayi and Okhankhuele
(2019) revealed that training (On the Job and Off the Job) had a significant
effect on the employee’s performance of the Federal University of
Technology Akure (FUTA), Ondo State, Nigeria. However, management
did not release enough funds towards adequate training of the
administrative staff. Shah et al. (2019) established a significant and
positive impact of trainings and developments on employee's performance
of colleges of Hyderabad, Pakistan.
2.2.6 Training and Development Methods
Nadler (2014) noted that all the human resource development activities
are meant to either improve performance on the present job of the
individual, train new skills for new job or new position in the future and
general growth for both individuals and organization so as to be able to
meet organization’s current and future objectives. There are broadly two
different methods that organizations may choose from for training and
developing skills of its employees. These are on the job training given to
organizational employees while conducting their regular work at the same
working venues and off-the-job training involves taking employees away
from their usual work environments and therefore all concentration is left
out to the training. Examples of the on the- job training include but are not
limited to job rotations and transfers, coaching and/or mentoring. On the
other hand, off-the-job training examples include conferences, role playing,
and many more as explained below in detail. Armstrong (1995) argues that
xxii
on-the-job training may consist of teaching or coaching by more
experienced people or trainers at the desk or at the bench. Different
organizations are motivated to take on different training methods for a
number of reasons for example; (1) depending on the organization’s
strategy, goals and resources available, (2) depending on the needs
identified at the time, and (2) the target group to be trained which may
include among others individual workers, groups, teams, department or the
entire organization.
i. Job rotation and transfers
Job rotation and transfers (McCourt and Eldridge 2003, 356) as a way
of developing employee skills within organization involves movements of
employees from one official responsibility to another for example taking on
higher rank position within the organization, and one branch of the
organization to another. For transfers for example, it could involve
movement of employees from one country to another. These rotations and
transfers facilitate employees to acquire knowledge of the different
operations within the organization together with the differences existing in
different countries where the organization operates. The knowledge
acquired by the selected employees for this method is beneficial to the
organization as it may increase the competitive advantage of the
organization.

ii. Coaching and/or mentoring

This involves having the more experienced employees coach the less
experienced employees (Court and Eldridge 2013, it is argued that

xxiii
mentoring offers a wide range of advantages for development of the
responsibility and relationship building (Torrington et al. 2015).
ii. Orientation
This is yet another training and development method. This involves
getting new employees familiarised and trained on the new job within an
organization. During this process, they are exposed to different
undertakings for example the nature of their new work, how to take on their
identified tasks and responsibilities and what is generally expected of the
employees by the organization.
iv. Conferences
A conference as a training and development method involves
presentations by more than one person to a wide audience. It is more cost
effective as a group of employees are trained on a particular topic all at the
same time in large audiences. This method is however disadvantageous
because it is not easy to ensure that all individual trainees understand the
topic at hand as a whole; not all trainees follow at the same pace during
the training sessions; focus may go to particular trainees who may seem to
understand faster than others and thus leading to under training other
individuals.
v. Role playing
This involves training and development techniques that attempt to
capture and bring forth decision making situations to the employee being
trained. In other words, the method allows employees to act out work
scenarios. It involves the presentation of problems and solutions for
example in an organization setting for discussion. Trainees are provided
with some information related to the description of the roles, concerns,
xxiv
objectives, responsibilities, emotions, and many more. Following is
provision of a general description of the situation and the problem they
face. The trainees are there after required to act out their roles. This
method is more effective when carried out under stress-free or alternatively
minimal-stress environments so as to facilitate easier learning. It is a very
effective training method for a wide range of employees for example those
in sales or customer service area, management and support employees.
vi. Formal training courses and development programmes
These are a number of methods which may be used to develop the
skills required within an organization. These course and programmes are
usually a set of defined and known programmes where the contents,
durations and all the details about the training are clear to both the
organization and the personnel to be trained. Unlike informal trainings and
programmes, formal training and programmes can be planned earlier and
also plan for their evaluation.
2.2.7 Relationship Between Training and Employees’ Performance
Elijah (2020) revealed a significant relationship between training and
employee’s performance of Nasarawa State Polytechnic Lafia, College of
Education Akwanga and Nasarawa State University Keffi. Sanusi et al.
(2021) established that effective training programs in terms of on-the-job
training and off-the-job training positively impacts employees’ performance
in terms of productivity and work quality in Kwara State Polytechnic, Ilorin.
Abdulrahman and Mshelia (2022) revealed among others that that training
and development have positive impact on employees’ (lecturers)
performance; in Nigerian polytechnics. Okpimah and Red-Well (2022)
found that there is a positive association between training and employees’
xxv
performance of private Universities in Delta State, Nigeria. Oppong and
Owusu-Acheaw (2022) revealed that there was significant positive relation
between Training and Development and Employees’ performance at
Koforidua technical university. Sackey et al. (2022) training and
development improved staff performance and increased staff’s efficiency
on the job at the University of Mines and Technology, Tarkwa (UMaT).
However, study leave with pay were not granted to staff which is likely to
affect staff performance. Segbenya and Berisie (2020) revealed that
Training and development significantly affect employees’ performance at
the University of Education, Winneba, Ghana. However, Kanyua (2021)
revealed that Public Middle Level Technical Training Institutions in Kenya
had ineffective training and development practices as majority of the
institutions did not have staff training and development policy in place and
majority of respondents had never been sponsored for training by their
institution.
2.2.8 Effect of Training and Development on Employees’ Performance
Employee training and development plays a vital role in improving
performance as well as increasing productivity. This in turn leads to placing
organizations in the better positions to face competition and stay at the top.
This therefore implies an existence of a significant difference between the
organizations that train their employees and organizations that do not.
Existing literature presents evidence of an existence of obvious effects of
training and development on employees’ performance. Some studies have
proceeded by looking at performance in terms of employees’ performance
in particular (Purcell, Kinnie and Hutchinson 2003; Harrison, 2000) while
others have extended to a general outlook of organizational performance
xxvi
(Guest 1997; Swart et al. 2005). In one way or another, the two are related
in the sense that employees’ performance is a function of organizational
performance since employees’ performance influences general
organizational performance. In relation to the above, Wright and Geroy
(2001) note that employee competencies change through effective training
programs. It therefore not only improves the overall performance of the
employees to effectively perform their current jobs but also enhances the
knowledge, skills an attitude of the workers necessary for the future job,
thus contributing to superior organizational performance.
The branch of earlier research on training and employees’ performance
has discovered interesting findings regarding this relationship. Training has
been proved to generate performance improvement related benefits for the
employee as well as for the organization by positively influencing
employees’ performance through the development of employee
knowledge, skills, ability, competencies and behavior (Appiah 2010;
Harrison 2000; Guest 1997). Moreover, other studies for example one by
Swart et al. (2005) elaborate on training as a means of dealing with skill
deficits and performance gaps as a way of improving employees’
performance. According to Swart et al., (2005), bridging the performance
gap refers to implementing a relevant training intervention for the sake of
developing particular skills and abilities of the employees and enhancing
employees’ performance. He further elaborate the concept by stating that
training facilitate organization to recognise that its workers are not
performing well and thus their knowledge, skills and attitudes needs to be
molded according to the firm needs. It is always so that employees
possess a certain amount of knowledge related to different jobs. However,
xxvii
it is important to note that this is not enough as employees need to
constantly adapt to new requirements of job performance. In other words,
organizations need to have continuous policies of training and retaining of
employees and thus not to wait for occurrences of skill and performance
gaps.
According to Wright and Geroy (2001), employee competencies
change through effective training programmes. It not only improves the
overall performance of the employees to effectively perform the current job
but also enhance the knowledge, skills and attitude of the workers
necessary for the future job, thus contributing to superior organizational
performance.
Through training the employee competencies are developed and
enable them to implement the job related work efficiently, and achieve firm
objectives in a competitive manner. Further still, dissatisfaction complaints,
absenteeism and turnover can be greatly reduced when employees are
well trained that that they can experience the direct satisfaction associated
with the sense of achievement and knowledge that they are developing
their inherent capabilities (Pigors and Myers, 1989).
2.2.9 Factors Affecting Employees’ performance
i. Management – Subordinate Relationship
As organizations strive for flexibility, speed and constant innovation,
planning with the people and not for the people ensures a positive
relationship to performance improvement When employees are given
freedom to participate in organizational decision making for example, there
is are high chances of having mutual trust between management and
employees. Mutual trust and cooperation help to break the barriers
xxviii
between the two parties. The employees will not resort to strikes and work
stoppages without exhausting all the available channels of resolving the
dispute. Employees will be motivated because management considers
them as partners in contributing to organizational success instead of being
seen as mere subordinates and therefore will avoid engaging into
counterproductive behaviors hence improved performance through timely
achievement of organizational goals and objectives (Carrel, Kuzmits and
Elbert 1989).
Additionally, (Ichnniowski 1997) argues that innovative human
resource management practices improve performance like use of systems
related to enhance worker participation and flexibility in the design of work
and decentralisation of managerial tasks and responsibilities.
ii. Working conditions
Although working conditions do not have a direct impact on production
or output, they indeed have an indirect performance for example if the
manual or mental work involved in certain jobs in a factory is tiresome, it
will result into endangering not only the company property but also result
into accidents which may further involve such incidents like loss of life. This
might have adverse effects on the morale of the entire work force.
Therefore organizations should establish working conditions that do not
affect the work force negatively by providing among other things noise free
environments, adequate lighting systems, and adequate temperatures
(Hogber 2005).
Organizations can prevent accidents and maintain good safety records
through development of a positive safety culture to ensure good working
condition hence performance improvement (Newstrom 2002).
xxix
iii. Reward system
The overall aim of reward systems is to attract and retain quality
human resources. When the pay conditions are perceived by the employee
as equitable and in relation to their performance improvement.
Organizations can use non-financial rewards like transport fee, incentive
schemes to increase performance (Armstrong 2006). Additionally,
organizations should adopt reward systems that are similar to the industry
in which they operate or organizations can develop performance based
pay systems in order to reward employees according to the set
performance standards and profitability goals. Therefore for performance to
improve, organizations need to create and maintain a sense of fairness
equity and consistence in their pay structures (Davar 2006). Employees
expect that the employers will purchase their labor at a certain price.
iv. Health unionization
In creating a healthy work climate, both management and workers
unions should have a united hand and in the well-being of the
organizational employees. Unionisations improve the industrial relations in
instances where the management allows free participation of employees in
trade unions. Management and trade unions will negotiate through
collective bargaining processes the conditions of workers employment.
Nilsen (2002) argued that industrial peace is a very important aspect for
performance and growth of organizations. If the organization is plagued by
industrial disputes and strikes, performance is bound to decrease. In other
words, for overall productivity to improve health unionisation should be
considered and industrial disputes prevented through negotiations,
conciliation rather than confrontation (Daft 1997).
xxx
v. Team work
This is when two or more people interact and coordinate to accomplish
a specific goal and objective. When organizational members work together
in teams, coordination of organizational goals and objectives becomes
easier. This will lead to the teams sharing performance goals and thus lead
to improving the morale of the employees which will later lead to
improvements in productivity. Team works encourages open
communication between employees and have compliment skills which
enable them to achieve more in a specified period of time as compared to
when the individual is working alone hence creating synergy (Daft 1997).
Additionally, Stoner (1996) argues that employees in teams often unleash
enormous energy and creativity reduces boredom because teams create a
sense of belonging and affiliation hence increase in employee's feeling of
dignity and self-work.
However, teams have the potential to be productive but the degree of
performance depends on the relationship between management and the
working team. Therefore support from management enhances
performance of teams and performance improved in general.
2.3 Theoretical Review
2.3.1 Human Capital Theory
The theory that guides this study is the human capital theory. The
Human Capital Theory was developed by Smith (1776) which postulates
that education and training are a form of investment in human beings. The
underlying belief then is that education creates assets in the form of
knowledge and skills, which in turn increases the productivity of the
employee. The theory argued that employees acquire skills as a result of

xxxi
staff development programs or investment in the existing human resource
through appropriate on-the job training both within and outside the
organization such as seminars, workshops, conferences, and by creating
conducive environment through appropriate welfare care like promotion.
Human capital theory holds that employees should invest in specific
training and further initiation of more promotion opportunities to enhance
employees' career path prospects (Abdullahi et al., 2018).
2.4 Empirical Review
Isyaku Adamu, Musa Ibrahim, Babangida Saadu, & Salwa Kabir (2022)
in their studies, titled: The Impact of Training and Development on
Employees Performance among Academic Staff of Kano State
Polytechnic. This research is aimed at examining “the Impact of Training
and Development on Employees’ Performance among the Academic Staff
of Kano State Polytechnic”. It was a survey research that utilized 5 Likert
scale questionnaire. The research population is 568 and a sample size of
n=85 was drawn using Taro Yamane (1967) formula for calculating sample
size, thus (n = N/ (1+N (e) 2). Data was analyzed using SPSS and multiple
regression was run. The Independent variable (IV) which was Training had
three predictor variables: training needs, knowledge gained from training
and attitude change because of training. Whereas, the Dependent variable
(DV) which was performance were examined so as to establish the degree
of their relationships .The ANOVA has shown a significant value of .000, a
indicating significant relationships among the variables. The two out of the
three hypotheses were found as showing significant relationships, whereas
only one showed insignificant relationship. Therefore, the research
concludes that there is significant relationship between training and
development with employees’ job performance. The study recommends
that the Management of Kano State Polytechnic should invest more on
xxxii
staff training with a view to be benefitting continuously from the knowledge
gained and the attitude changed resulting from training and development,
Musa, Abubakar; Mukaila Adebisi Ijaiya PhD; & Chetubo Kuta Dauda
PhD (2023) in their studies titled: Training and Development on
Employees’ performance of Nigerian Universities in Northeast Nigeria.
They explained that raining and development play a crucial role as
organizations need to survive, excel, develop and diversify in this era of
competition. Consequently, for organization to realize effective return from
their investment there is need for organization to manage training and
development programme with high degree of importance for the
employee’s performance to be actualized. This study investigated the
effect of training and development on employees’ performance of Nigerian
Universities in Northeast. The data wass collected using questionnaire
administered to employees of the universities. The data was analysed
using structural equation model (SEM) through Analysis of movement
structure (AMOS). Base on the analysis the study revealed among others
that that training and development have positive impact on employees’
performance of HEIs in Northeast Nigeria. The study recommended that
the Higher Educational Institutions (HEIs) in Northeast Nigeria should
discuss training needs with their employees at the institutions through
workshop training. The management of HEIs should ensure that the
employees are offered equal opportunities for re-training to enhance their
professional growth.

CHAPTER THREE
METHODOLOGY
3.1 Introduction
xxxiii
 This chapter discusses the methodology and procedures to be
used in this study. It also explains the research design, methods of
data collection, analysis and presentation.
3.2 Research Design
Research designed shows the detailed plan of how the research
work will be conducted. For the purpose of this study, case study
design was used. This research design was found to be useful as it
narrowed the area of study and provided adequate and relevant
information to the research problem. A case study design is simple and
in expensive as compared to other research designs.
3.3 Population of the Study
The population of the study is made up of academic and non-
academic staff of University of Ilorin, Ilorin, Kwara State. The
population of Kwara State Staff as at present is four hundred and forty-
one (441).
3.4 Sample Size and Sampling Techniques
The sample size refers to the number of element from the
universe or population that was selected to form part of the study.
Sample size depends largely on the degree to which the sample
approximates qualities and characteristics of the overall population,
including the degree of precision required. In addition, sample size
depends on population variability and sampling methods together with
analysis to be applied and operational feasibility.
In order to reach the desired number of the respondents, both
simple random sampling and purposive sampling techniques were
used. Simple random sampling was used so as to enable the
xxxiv
researcher to choose the respondents basing on the fact that they
have desirable characteristics and variable related to the issue being
studied (Kothari, 2002). So, by using Simple random sampling the
researcher was able to get respondents from Academic and Non-
Academic Staff of University of Ilorin, Ilorin. This assured the quality of
information to be collected.
The statistical formula is Taro Yamane formula:
Taro Yamane formula:
n= N
{1+N (e)2}
Where
N = is the population (441)
1 = is the constant
e = is the degree of error expected (0.05).
n = is the sample size (?)
n = 441
{1 + 441 (0.05)2}
n = 441
{1 + 441 (0.0025)}
n = 441
(1 + 1.1025)
= 441
2.1025
n = 209.75
Approximately = 210;
Therefore, n = 210 (Sample size). This means two hundred and
ten (210) will be used as the sample size for this study.
xxxv
3.5 Methods of Data Collection
This study involved a number of techniques of data collection in
order to achieve both primary and secondary data. These techniques
include interview and questionnaires through personal (face to face)
interviews, or self administered questionnaires.
3.5.1 Interview
This is a method in which the subject or unit of study is
interviewed. In this method probing questions will be asked and
conversation between the researcher and the respondents done.
Therefore, this method allowed face-to face conversation and therefore
it was used in order to control ambiguities between interviewer
(researcher) and interviewee. Interview was conducted with some of
the staff, particularly the lecturers, some of the human resources and a
few from the finance and accounts department.
3.5.2 Questionnaire
(a.) Secondary Data
Secondary data were gathered through documentary source like,
journals, books, articles, official bank’s reports, various government
reports published and unpublished, online source and bank’s
magazines.

(b.) Primary Data

The reasons of using this method are to get original information
from the field which is very useful in addressing the problem under this
study. This is the best way of knowing how the situation is in the field,
and unlike the published information, this source gave valid information
xxxvi
which was specifically collected for purpose of this study. Primary data
was collected through questionnaires and interviews.
Documentation Method
Documentation method will be used by gathering data from
secondary source. The documentary sources of data for research
purposes include published books, manuscripts, journals, research
reports, newspapers and other unpublished literally works (Ndunguru,
2017).The researcher used this method to collect already gathered
information from books, reports, and written materials from respective
organizations.
3.6 Instruments of Data Collection
This study adopted self administered questionnaires, whereby
lists of questions were given to a number of persons for them to
answer and give their opinions accordingly. Questionnaires secure
standardized results that can be tabulated and treated statistically.
The questionnaire was pre-tested for accuracy and
completeness. The pre- test of the questionnaire was intended to
enable the researcher to improve the questions as their accuracy was
essential in collecting good quality information.

3.7 Methods of Data Analysis

Data collected from interview, questionnaire, and documentary
sources were presented using various statistical tools such as tables.
The reason of using these approaches is to simplify the interpretation

xxxvii
and understanding of the findings which is an important quality of any
good research work.
3.8 Historical Background of University of Ilorin, Ilorin
University of Ilorin, also known as Unilorin, is a Federal
government-owned University in Ilorin, Kwara State, Nigeria. The
university sits on an expansive area of land, about 15,000 hectares in
the ancient city of Ilorin; making it the largest university in Nigeria and
one of the largest in Africa by landmass.
The university began in 1975 as a university college affiliated to
the University of Ibadan. Dr. T. N. Tamuno who was a professor and
Head of the History Department at the University of Ibadan was
appointed the first principal of the college in September 1975. By
December 1975, Tamuno was appointed the Vice-Chancellor of the
University of Ibadan. As a result, Professor O. O. Akinkugbe was
appointed as the new Principal for the University of Ilorin (then, a
University College) in 1975. Akinkugbe was the former Dean of the
Faculty of Medicine, University of Ibadan.
Akinkugbe, made several visits to the second Military Governor
of Kwara State, the late Colonel Ibrahim Taiwo in connection with the
new institution, such that by March 1976, he had established residence
at Ilorin. The support given to the fledgling Institution by Governor
Taiwo continued even more vigorously under the third Military
Governor of the State, Brigadier George Agbazika Innih, who ceded a
portion of the land of the Kwara State College of Technology to the
university. In October 1977, the institution attained full autonomous

xxxviii
status with the appointment of Professor O.O Akinkugbe as the first
Vice-Chancellor of the university.
The first set of 200 students were admitted on 23 October 1976
following an entrance examination and academic work started on 25
October 1976 following the Principal's address. The University College
started with three academic faculties: Arts, Science and Education.
The university started off on a portion of the temporary campus of the
Kwara State Polytechnic known as the mini-campus. The mini-campus
was the site of academic programmes for the Faculties of Arts,
Science, Education, Engineering & Technology, Business and Social
Sciences and Basic Clinical Sciences section of the Health Sciences
Faculty. All operations of the university were conducted on the mini-
campus until January 1982 when more than 1000 students studying in
sciences were moved to the permanent site of the institution following
completion of new Faculty blocks and residences for Natural Sciences
and Engineering in the site. In 1983, the law programme was
established as a department under the Faculty of Business and Social
Sciences. Following a 6-year hiatus, the Law Department was
accorded a full-fledged Faculty status in 1993.
The university has fifteen faculties and dozens of (over 60)
Academic Departments. The faculties existing in University of Ilorin
now are: Arts, Agriculture, Environmental Sciences, Life Sciences,
Management Sciences, Physical Sciences, Social Sciences,
Communication and Information Sciences, Education, Engineering and
Technology, Pharmaceutical Sciences, Veterinary Medicine, Law,
Basic Medical Sciences and Clinical Sciences (the last two faculties
xxxix
are operating under the University College of Health Sciences). In
addition, there are two Institutes - Institute of Education and Unilorin
Sugar Research Institute, this is in addition to a full-fledged
Postgraduate School. The university also has several centres notably
among which are: Centre for Ilorin Studies, Centre for Peace and
Strategic Studies, Ilorin Business School and so on.
Undergraduate Degree programmes run for 3–5, or 6 years,
depending on entry qualifications and chosen discipline. Similarly, the
postgraduate programmes are run on different dimensions depending
on the nature of the program.
There have been several vice-chancellors of the university. Is-
haq Oloyede was the first alumnus to be appointed as vice-chancellor.
In 2020, The Nigerian Journal of Technological Development, a
quarterly publication of the Faculty of Engineering and Technology,
was accepted by the Scopus database.

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Introduction

xl
 In this chapter, data will be presented and analyzed. The
presentation and analysis is based on the responses from research
questionnaires. The research intended to assess impact of work life
balance on employees’ performance.
4.2 Data Presentation and Analysis
There are two sections through which information gotten will be
presented. Section A: demographic information and Section B:
Information relating to the subject matter (impact of training and
development on employees’ performance in public tertiary institutions).
It is presented using percentage tables.
Table 1: Gender Distribution

GENDER FREQUENCY PERCENTAGE (%)

Male 158 75.2
Female 52 24.8
TOTAL 210 100
Source: Researcher’s Survey, 2024.
The table 1 above indicates that 158 (75.2%) of the respondents
were male and 52 (24.8%) of the respondents were female.
Table 2: Age Distribution

AGE FREQUENCY PERCENTAGE (%)

18-25 10 4.8
31-38 105 50
39-46 43 20.4
47 Years and Above 52 24.8

TOTAL 210 100

Source: Researcher’s Survey, 2024.
The table 2 above indicates that 10 (4.8%) of the respondents
were between the ages of 18-25 years, 105 (50%) were between the

xli
ages 31-38 years, 43 (20.4%) were between the ages of 39-46 and
52 (24.8%) was between 47 years and above.
Table 3: Marital Status Distribution

MARITAL STATUS FREQUENCY PERCENTAGE (%)

Single 34 16.2
Married 167 79.5
Divorced 9 4.3
TOTAL 210 100
Source: Researcher’s Survey, 2024.
The above table 3 indicates that 34 (16.2%) of the respondents
were single. 167 (79.5%) of the respondents were married and 9
(4.3%) was divorced.
Table 4: Educational Qualification Distribution

QUALIFICATION FREQUENCY PERCENTAGE (%)

SSCE - -
OND/NCE - -
HND/BSC 148 70.5
MSC/MBA 52 24.8
Ph.D 10 4.7
TOTAL 210 100
Source: Researcher’s Survey, 2024.
The above table 4 shows that 148 (70.5%) of the respondents
were graduates of HND/Bsc, 52 (24.8%) were holders of MSC/MBA,
and 10 (4.7%) was Ph. D holders.
TABLE 5: Years of Experience

xlii
 YEARS OF EXPERIENCE FREQUENCY PERCENTAGE (%)
1-5 Years 53 25.2
6-10 Years 82 39.0
11 Years and Above 75 35.8
TOTAL 210 100
Source: Researcher’s Survey, 2024.
The table 5 above shows that 53 (25.2%) of the respondents
have been working as academic staff in Kwara State Polytechnic, Ilorin
for between 1-5 years. 82 (39%) have been working for between 6-10
years; while 75 (35.8%) have been working for 11 years and above.
Section B:
Question 1: Have you ever been trained as an employee in your
organization?
Table 6: Distribution of respondents on whether he/she has ever been
trained as an employee in the organization
OPTIONS FREQUENCY PERCENTAGE (%)
Yes 210 100
No - -
Indifferent - -
TOTAL 210 100
Source: Researcher’s Survey, 2024.
Table 6 above shows that all the 210 (100%) of the respondents
agreed that they have been trained as employees in your organization.
Question 2: Is the training, intra or inter organizational training?
Table 7: Distribution of respondents on whether the training is intra or
inter organizational training
xliii
 OPTIONS FREQUENCY PERCENTAGE (%)
Intra 100 47.6
Inter 98 46.7
Both 12 5.7
TOTAL 210 100
Source: Researcher’s Survey, 2024.
Table 7 above shows that 100 (47.6%) respondents agreed that
the training they have been attending is intra-organizational training; 98
(46.7%) of the respondents said they have only attended inter-
organizational training; while 12 (5.7%) of them said they have
attended both intra and inter-organizational training.
Question 3: How is the training programme funded?
Table 8: Distribution of respondents on how the training were funded
OPTIONS FREQUENCY PERCENTAGE (%)
Through public-private 100 47.6
partnership
School 98 46.7
Personal 12 5.7
TOTAL 210 100
Source: Researcher’s Survey, 2024.
Table 8 above shows that 100 (47.6%) respondents agreed that
the training was funded through public-private partnership; 98 (46.7%)
of the respondents said it was funded by the organization; while 12
(5.7%) of them said it was funded personally.
Question 4: Have you ever been transferred from your present official
duty?

xliv
Table 9: Distribution of respondents on whether he/she has been
transferred from your present official duty
OPTIONS FREQUENCY PERCENTAGE (%)
Yes 199 94.8
No 11 5.2
Indifferent - -
TOTAL 210 100
Source: Researcher’s Survey, 2024.
Table 9 above shows that 199 (94.8%) of the respondents said
that they have been transferred from their present official duty; and 11
(5.2%) said they have not.
Question 5: Are there types of training and development in your
organization?
Table 10: Distribution of respondents on whether there are types of
training and development in their organization
OPTIONS FREQUENCY PERCENTAGE (%)
Yes 207 98.6
No 2 0.9
Indifferent 1 0.5
TOTAL 210 100
Source: Researcher’s Survey, 2024.
Table 10 above shows that 207 (98.6%) of the respondents said
there are types of training and development in their organization; 2
(0.9%) said No; while 1 (0.5%) said they cannot decide.
Question 6: Have you been re-trained at improving work
performance?
Table 11: Distribution of respondents on whether they have you been
re-trained at improving work performance
xlv
 OPTIONS FREQUENCY PERCENTAGE (%)
Yes 98 46.7
No 112 53.3
Indifferent - -
TOTAL 210 100
Source: Researcher’s Survey, 2024.
Table 11 above shows that 98 (46.7%) of the respondents said
they have you been re-trained at improving work performance; while
112 (53.3%) said No.
Question 7: Have you been assigned a role to play in the
organization?
Table 12: Distribution of respondents on whether they have you been
assigned a role to play in the organization
OPTIONS FREQUENCY PERCENTAGE (%)
Yes 210 100
No - -
Indifferent - -
TOTAL 210 100
Source: Researcher’s Survey, 2024.
Table 12 above shows that all the 210 (100%) respondents
believed that they have you been assigned roles to play in the
organization.
Question 8: Which of the training and development methods was/were
adopted in the organization?
Table 13: Distribution of respondents on training and development
methods that was/were adopted in the organization
OPTIONS FREQUENCY PERCENTAGE (%)
xlvi
 Conference 13 6.2
Role playing 12 5.7
Orientation 15 7.1
Coaching and Mentoring 14 6.7
Job rotation and Transfer 11 5.2
All of the above 145 69.1
TOTAL 210 100
Source: Researcher’s Survey, 2024.
Table 13 above shows that 13 (6.2%) of the respondents said
the methods of training and development methods that was adopted
was conference; 12 (5.7%) said it is role playing; 15 (7.1%) it is
orientation; 14 (6.7%) coaching and mentoring; 11 (5.2) said it is job
rotation and transfer adopted in the organization; and 145 (69.1%) said
the methods adopted were all of the above.
Question 9: Does training and development improve workforce
competence?
Table 14: Distribution of respondents on whether training and
development improve workforce competence
OPTIONS FREQUENCY PERCENTAGE (%)
Yes 210 100
No - -
Indifferent - -
TOTAL 210 100
Source: Researcher’s Survey, 2024.

xlvii
 Table 14 above shows that all the 210 (100%) respondents
agreed that training and development improve workforce competence
Question 10: Is there any relationship between training and
development on employees’ performance?
Table 15: Distribution of respondents on whether there is any
relationship between training and development on employees’
performance
OPTIONS FREQUENCY PERCENTAGE (%)
Yes 210 100
No - -
Indifferent - -
TOTAL 210 100
Source: Researcher’s Survey, 2024.
Table 15 above shows that all the 210 (100%) respondents
agreed that there is relationship between training and development on
employees’ performance
Question 11: What are impacts of training and development on
employees’ performance?
Table 16: Distribution of respondents on the impacts of training and
development on employees’ performance
OPTIONS FREQUENCY PERCENTAGE (%)
Improvement of - -
employees’ performance
Increasing productivity
competitive advantage - -
All of the above 210 100

xlviii
 TOTAL 210 100
Source: Researcher’s Survey, 2024.
Table 16 above shows that all the 210 (100%) of the
respondents said it is: improvement of employees’ performance; and
increasing productivity competitive advantage.
Question 12: What are the factors affecting employees’ performance?
Table 17: Distribution of respondents on the factors affecting
employees’ performance
OPTIONS FREQUENCY PERCENTAGE (%)
Management sub-ordinate
relationship 17 8.1
Working condition 19 9.1
Reward system 12 5.7
Health unionization 5 2.4
Team work 18 8.5
All of the above 139 66.2
TOTAL 210 100
Source: Researcher’s Survey, 2024.
Table 17 above shows that 17 (8.1%) of the respondents said is
Management sub-ordinate relationship; 19 (9.1%) said is working
condition; 12 (5.7%) said is reward system; 18 (8.5%) said is health
unionization; while 138 (66.2%) said it is all of the above.
4.3 Testing of Hypotheses
The following are the research hypotheses earlier formulated
were tested for:
Hypothesis Testing One

xlix
H1I: There are types of training and development methods used in
organizations. Table 10 is focused:

Using chi-square method of analysis

X2 = ∑(O-E)2
E
Where O = Observed frequency
E = expected frequency
∑ = Summation
Note: this is one-way Chi-Square, there is only one independent
variable
Expected frequency (E) = Sample Size
No of options in that single independent variable, k
Therefore, Expected frequency = 210 = 70.0
3
Table 10 is focused:

Options Observed, Expected, Residual (O-E)2 ∑(O-

O E = (O-E) E)2/E
Yes 207 70.0 137 18769 268.1
No 2 70.0 -68.0 4624 66.1
Indifferent 1 70.0 -69.0 4761 68.0
TOTAL 210 402.2

X2(c) = 402.0
l
The formula for degree of freedom for a one-way chi-square is =df= k-1
Therefore, df = 3-1 = 2, at 0.05% level of significance; also, from the
distribution table, X2(t) = 5.991
Hence, X2(c) = 402.2
Decision Rule: When X2(c) > X2(t), the Hi (Alternative Hypothesis)
should be accepted, if otherwise, X 2t > X2c, Ho (Null Hypothesis)
should be accepted.
Decision: The above test shows that X 2(c) value is 402.2 while X2(t)
was 5.991, therefore, the alternative hypothesis is hereby accepted,
i.e. There are types of training and development methods used in
organizations.
Hypothesis Testing Two
H1II: There is significant relationship between training and development
on employees’ performance.
Table 15 is focused:
Using chi-square method of analysis
X2 = ∑(O-E)2
E
Where O = Observed frequency
E = expected frequency
∑ = Summation
Note: this is one-way Chi-Square, there is only one independent
variable
Expected frequency (E) = Sample Size
No of options in that single independent variable, k

Therefore, Expected frequency = 210 = 70.0

li
 3
Table 15 is focused:

Options Observed, Expected, Residual (O-E)2 ∑(O-

O E = (O-E) E)2/E
Yes 210 70.0 140.0 19600 280.0
No 0 70.0 -70.0 4900 70.0
Indifferent 0 70.0 -70.0 4900 70.0
TOTAL 210 450.0

X2(c) = 450.0
The formula for degree of freedom for a one-way chi-square is =d = k-1
Therefore, df = 3-1 = 2, at 0.05% level of significance; also, from the
distribution table, X2(t) = 5.991
Hence, X2(c) = 450.0
Decision Rule: When X2(c) > X2(t), the Hi (Alternative Hypothesis)
should be accepted, if otherwise, X 2t > X2c, Ho (Null Hypothesis)
should be accepted.
Decision: The above test shows that X 2(c) value is 450.0 while X2(t)
was 5.991, therefore, the alternative hypothesis is hereby accepted,
i.e. Hypothesis II:
H1II: There is significant relationship between training and development
on employees’ performance.
Hypothesis Testing Three
H1III: There are impacts of training and development on employees’
performance
Table 16 is focused:

lii
Using chi-square method of analysis

X2 = ∑(O-E)2
E
Where O = Observed frequency
E = expected frequency
∑ = Summation
Note: this is one-way Chi-Square, there is only one independent
variable
Expected frequency (E) = Sample Size
No of options in that single independent variable, k
Therefore, Expected frequency = 210 = 70.0
3
Table 16 is focused:

Options Observed, Expected, Residual (O-E)2 ∑(O-

O E = (O-E) E)2/E
Yes 210 70.0 140.0 19600 280.0
No 0 70.0 -70.0 4900 70.0
Indifferent 0 70.0 -70.0 4900 70.0
TOTAL 210 450.0

X2(c) = 450.0
The formula for degree of freedom for a one-way chi-square is =df= k-1

liii
Therefore, df = 3-1 = 2, at 0.05% level of significance; also, from the
distribution table, X2(t) = 5.991
Hence, X2(c) = 450.0
Decision Rule: When X2(c) > X2(t), the Hi (Alternative Hypothesis)
should be accepted, if otherwise, X 2t > X2c, Ho (Null Hypothesis)
should be accepted.
Decision: The above test shows that X 2(c) value is 450.0 while X2(t)
was 5.991, therefore, the alternative hypothesis is hereby accepted,
i.e. There are impacts of training and development on employees’
performance, that: it is for improvement of employees’ performance;
and increasing productivity competitive advantage.
4.4 Discussion of Findings
From the presentation of the information gotten, the following are
the findings:
It was revealed that there are more of male staff than the female
as academic staff of University of Ilorin. There are many staff of the
ages between 18 and above 47 years but they are majorly of the ages
of between 47 years and above; and they are majorly married. Most of
them were gotten to be graduates of HND/Bsc and holders of
MSC/MBA, with some few to be Ph. D holders.
Also, all these staff have been working as academic staff in
University of Ilorin for between 1-5 years to 11 years and above. This
implies that the experience in work cut across.
It was revealed that all the respondents agreed that they have
been trained as employees in your organization; majority of the
respondents agreed that the training they have been attending is intra-
liv
organizational training; that the training was funded through public-
private partnership; that they have been transferred from their present
official duty; that there are types of training and development in their
organization; that they have not been re-trained at improving work
performance; that they have you been assigned roles to play in the
organization.
Also, methods of training and development adopted were:
conference, role playing, orientation, coaching and mentoring, job
rotation and transfer in the organization; that there is relationship
between training and development on employees’ performance.
However, majority of the respondents believed the training has impact
on improvement of employees’ performance; and increasing
productivity competitive advantage. Lastly, from the study, it was
revealed that factors affecting employees’ performance in an
organization includes: management sub-ordinate relationship, working
condition, reward system, and health unionization.

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of Findings
From the findings, it could be deduced that University of Ilorin
employed more of male staff that the female staff; who were mostly
fresh graduates but were encouraged to further their studies in order to
attain higher qualifications.
It was clear that the employees in the institutions were trained
but many were not retrained for years and those that were retrained did
lv
that by funding the training and seminars themselves. However, just
because there were intra-training workshops, many employees
attended many be because it did not involve much expenses.
It was also seen that training and development methods adopted
in the university suit the institution and they include: conference, role
playing, orientation, coaching and mentoring, job rotation and transfer.
Also, it was deduced that training and development do help a lot at
improving the employees’ performance.
However, in the course of the study, it was revealed that there
are factors that affect training and development in the University, these
include: management sub-ordinate relationship, working condition,
reward system, and health unionization.
In summary, it is deduced that there is impact of training and
development on employees’ performance in public institutions.
5.2 Conclusion
It could be concluded that the employees of Universityt of Ilorin
mostly agile people who tend to be powerful and strong; this may be
attributed to the kind of work available in the tertiary institutions, which
must be duly and accurately done. Hence, training and development of
the employees has been attributed to some factors which must be
looked into for proper performance of the employees. Though, the
University is still lacking in the responsibility of re-training the
employees and in sending more employees out for seminars and
workshops and for further studies that could help them to discharge
their duties effectively and efficiently.
5.3 Recommendations
lvi
 The researcher recommends the following to the management of
University of Ilorin, regarding the impact of training and development
on employees’ performance in the public tertiary institution:
i. That the management should embark on training of
employees and pay attention to utilize the knowledge gained
from training, which was found out that it would improve the
employees’ performance.
ii. That Management of the university should sponsor more
employees to attend training and development because
attitude change because of training improves employees’
performance.
iii. That employees should be provided with the advancement of
career opportunities like enrolling for their master's and
Doctor of Philosophy (Ph.D.) as a reasonable percentage of
the employees are graduates in the study area. This can
include offering professional development programs,
workshops, and training sessions to enhance their skills and
knowledge.
iv. That the institutions should be paying the salaries of the
employees that go for training their salaries completely
without deduction.
v. And that the employees sent on seminars and workshops be
made to train subordinates when he/she resume back to work
but this can only be if the institution is the one that funded the
training.

lvii
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APPENDIX
QUESTIONNAIRE
Kwara State Polytechnic,
Institute of Finance and Management
Studies,
Department of Business Administration
and Management,
Ilorin, Kwara State.

Dear Sir/Ma,
lxiv
 I am a student of the above named institution; I am conducting a
Research Study in Partial Fulfillment of the Requirements of Award of
Higher National Diploma (HND) in Business Administration and
Management.
The questionnaire is designed towards obtaining relevant
information on the topic. “Impact of Training and Development on
Employees’ Performance in Public Tertiary Institutions, using
University of Ilorin as the case study”.
Be assured that the information supplied will be treated with strict
confidence and use for academic exercise only.
Thanks for your anticipated co-operation.

Yours faithfully,

Orolade Aderonke Ifeoluwa

HND/22/BAM/FT/168
QUESTIONNAIRE
Section A: Demographic information
1. Gender: Male ( ) Female ( )
2. Age: 18-25 ( ) 31-38 ( ) 39-46 ( ) 47 Years and Above ( )
3. Marital Status: Single ( ) Married ( ) Divorced ( )
4. Educational Qualification Distribution: SSCE ( ) OND/NCE ( )
HND/BSC ( ) MSC/MBA ( ) Ph.d ( )
5. Years of Experience: 1-5 Years ( ) 6-10 Years ( ) 11 Years and
Above ( )

lxv
Section B: Information relating to the subject matter (Impact of
Training and Development on Employees’ Performance in Public
Tertiary Institutions).
1. Have you ever been trained as an employee in your organization?
Yes ( ) No ( ) Indifferent ( )
2. Is the training, intra or inter organizational training? Intra ( ) Inter ( )
Both ( )
3. How is the training programme funded? Through public-private
partnership ( ) School ( ) Personal ( )
4. Have you ever been transferred from your present official duty? Yes
( ) No ( ) Indifferent ( )
5. Are there types of training and development in your organization?
Yes ( ) No ( ) Indifferent ( )
6. Have you been re-trained at improving work performance? Yes ( )
No ( ) Indifferent ( )
7. Have you been assigned a role to play in the organization? Yes ( )
No ( ) Indifferent ( )
8. Which of the training and development methods was/were adopted
in the organization? Conference ( ) Role playing ( ) Orientation ( )
Coaching and Mentoring ( ) Job rotation and Transfer ( ) All of the
above ( )
9. Does training and development improve workforce competence?
Yes ( ) No ( ) Indifferent ( )
10. Is there any relationship between training and development on
employees’ performance? Yes ( ) No ( ) Indifferent ( )

lxvi
11. What are impacts of training and development on employees’
performance? Improvement of employees’ performance ( ) Increasing
productivity competitive advantage ( ) All of the above ( )
12. What are the factors affecting employees’ performance?
Management sub-ordinate relationship ( ) Working condition ( )
Reward system ( ) Health unionization ( ) Team work ( ) All of the
above ( )

lxvii