Introduction
1.1 Background of the Study
The achievement of organizational objectives either public or private requires the availability of certain inputs in terms of human and material resources which are otherwise referred to as the factors of production. These factors of production are land Labour, capital and entrepreneurship.
It should be noted therefore that of all these factors, labour which refers to different categories of workforce who perform managerial, technical, supervisory and general duties in an organization is the most complex to manage due to individual differences and uniqueness. Individual goals and aspirations, individual needs and preferences, divergent interests of the individuals compared with that of organization as well as the individual capabilities and aptitudes.
From the foregoing, it is evident that the success of the school system like every other organization depends to a large extent on the ability to utilize the teacher in an efficient and effective manner.
And for the organization to maximize the utilization of the teachers, there is the need for training and manpower development programmes. Employees’ training and development is an attempt to improve their present and future performances on their jobs through learning, so as to be able to carry out assigned tasks for the purpose of attaining the goals and objectives of the school system. Training can thus be described as a systematic way of stimulating efficiency and high performance through learning processes.
Adeleke, (2000) observed that employee’s competence on the job is acquired not only by formal education but also through the acquisition of specific skills and knowledge on the job by training and development. Greater emphasis should therefore be placed on training and development as a panacea for obtaining competent employees in the organization.
The importance of training in enhancing the effectiveness of any organization cannot be over-emphasized. This arises from the fact that it forms an integral part of the process of total quality management and enables employees to perform their duties and responsibilities effectively so as to enable the organization achieve its set goals and objectives.
Training connotes a planned process to modify attitudes so as to achieve effective performance in a range of activities. It can further be described as an organized procedure which is based on individual needs for satisfying specific job requirements. It is therefore, a necessary exercise carried out to give a staff the needed and required knowledge or skills: its aim is to solve particular organizational problems.
Training is thus geared towards the acquisition of specific skills or knowledge and such skills and knowledge acquired must be needed to solve specific and important organizational problems. It therefore requires changes in the job behavior or performance of those trained.
Manpower development on the other hand is seen as the learning activities which are directed towards the future needs rather than present and which are concerned more with growth, career and succession than immediate performance.
Human resources development is a systematic process, which aims at ensuring that the organization has the effective managers it requires to meet its present and future needs. It is concerned with improving the performance of existing managers, giving them opportunities for growth and development, and ensuring, as far as possible that management succession within the organization to develop the capacity to solve different problems as well as to meet future needs. In essence, development can be much more related to the future rather than the present job. It is therefore a course of action deigned to enable individual employees realize their potentials for growth. It is pertinent from the foregoing that development programmes are more broad based and general in outlook , targeted at senior employees and for long-term purposes because it is a planned, guided or directed activity undertaken by an employee to help prepare him for higher responsibilities to come (Olaiya, 1999).
For any organization to invest in training and development programmes for its employees implies toeing a right direction in the realization of the goals of the organization as this will go a long way in enhancing the performance of the employees in their jobs.
1.2 Statement of the Problem
Without doubt, training and development are important factors in the organizational effectiveness. It has been discovered by Olaiya (1999) that some public organizations are non-challant to the training, retraining and development of their employees. This problem is to some extent noticeable in the Lagos state post primary Teaching services Commission where teachers are rarely sent on training and development programmes.
For instance, new recruits are not usually given induction and orientation programmes. Even when teachers are sent on training where it is organized, (which is always on short-term basis) little or no room is given to them to display the skills acquired through promotion or increased remuneration. It is as a result of this that it is thought necessary to examine this situation as they effect teachers in public secondary schools in Lagos State.
1.3 Purpose of Study
- Study will find out the training policies of the Lagos state teaching services commission.
- It helps to identify training and development programmes available for the teachers in the Lagos state post-primary teaching services commission.
- It helps to determine the adequacy of the training programmes in terms of staff participation and relevance.
1.4 Research Questions
The following research questions are raised to guide this study:
- What training and development policies are available to Lagos state Post-primary Teaching Services Commission?
- What methods of training and development are employed by the commission for its teachers?
- To what extent are training and development programmes used for promotion and increased remuneration for teachers?
- Is any effort made to determine whether positive changes in the job performance of teachers occur after completing training programmes?
- How has training affected teachers productivity in Lagos state.
1.5 Research Hypothesis
The following hypothesis are tested in the study:
- There is no significant relationship between training and development for teachers effective job performance policies of the commission.
- The training and human resources development do not prepare teachers for higher responsibilities with the effectiveness of the school system.
In this study, the following variables are identified:
- Independent Variables − Training and development
- Dependent Variables − Teachers’ job performance effectiveness of the school system.
1.6 Significance of Study
This research work is of immense significance to the management and staff of the Lagos State Post-Primary Teaching Services Commission. Also, Ministries of Education at both the federal and state levels and other agencies directly involved in human resources development, training and consultancy services especially for teachers will benefit from this study.
In addition to this, students of educational administration and the general public who are stake holders in human resources and development programmes will have information on the level and potency of staff training.
1.7 Scope of the Study
The scope covers the staff training, and development and teachers productivity in Oshodi-Isolo local Education District of Lagos state
1.8 Definition of Terms
Training:
This is a systematic way of stimulating efficiency, high performance teacher’s productivity through learning process.
Manpower Development:
This concerns the learning activities of teacher’s development, training and productivity towards the future needs then present and which is directed to growth and succession of teacher’s overall productivity.
Human Resources Development:
It is a systematic process which aims at ensuring that the educational organization has effective managers (teacher’s of high productivity and developmental level and effectively trained) required to meet the present and future needs of teaching and learning processes.
P-PTESCOM (Post-primary teaching Service Commission):
This is the statutory body responsible for the appointment, re-absorption, posting, confirmation, promotion, transfer, training, dismissal and discipline of all teaching and nonteaching staff of Lagos state secondary schools and technical colleges.
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