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EFFECT OF TRAINING AND DEVELOPMENT ON EMPLOYEES PRODUCTIVITY IN THE MILLING INDUSTRY

Chapter one

INTRODUCTION

1.1BACKGROUND OF THE STUDY.

Origination effectiveness is determined by a variety of criteria, the most important of which is the quality of human resources. Human resources management (HRM) is the process of ensuring that an organization’s essential human resources are consistently and effectively supplied for.

Human Resource Management comprises a number of interdependent operations, including manpower planning, job analysis, recruitment and selection criteria, job placement and re-orientation, compensation management, training, and manpower development, among others.

The primary goal of these activities is to improve and maintain quality manpower through formal and informal behavioral change processes that ensure that the organization’s human capital acquires the necessary skills, knowledge, and attitude to function effectively and efficiently. These talents are typically obtained through a well-structured Training and Development Programme.

Unfortunately, most Training and Development initiatives fail to achieve attitude change because they are frequently not successfully linked to manpower planning or acknowledged as a legitimate management function. It is typically regarded the job of an outsourced training and development specialist.

Employers’ commitment to staff training needs is minimal, and management development is sometimes described as a “sink or swim” mindset. Nigerian management continues to rely on sending managers to courses rather than insuring and fostering self-development.

Training comprises of structured programmes aiming to improve an employee’s knowledge, abilities, and attitude towards their job.

According to French (1974), “training is the process of acquiring basic skills needed for immediate or relatively narrow application” According to Byars and Rue (1979)

training is the process of growing abilities and learning new concepts, rules, or attitudes in order to improve the efficacy of completing a specific task. It emphasizes on developing organisational members’ capacity, knowledge, skills, and attitudes so that they are ready to take on new tasks and challenges.

Obisi (1996) stated that “training is not a one-time activity; it is and should be a continuous one for individual and organizational development.”

Development, on the other hand, is a long-term strategy geared to address anticipated changes.

Lawal (1999) distinguished between training and development on the basis of when? What? And who?

· When should development take place, as it is a longer and more comprehensive process than training?

· Training often focuses on technical skills, whereas development tries to enhance workers’ skills, provide knowledge, and change attitudes.

· Lower-level workers receive training, while higher-level managers gain experience.

Another related notion is learning. It is the acquisition and application of new knowledge, habits, and attitudes in order to modify behavior. Learning is a constant process. People learn from their own experiences, simulated case studies, and vicarious experience.

There have been numerous adjustments to the training procedure.

A completely new paradigm for training and development has emerged. This paradigm has expanded beyond the traditional focus on individual training to include both individual and organizational development and learning.

Today’s training includes the following features:

1. Recognizing that individual talent does not ensure company success. For example, spending so much money to develop one skill may result in individual stars but not team success. This is to suggest that business is a team game that demands everyone to collaborate and cooperate.

2. That a commitment to learning by all is preferable to investment in training; skills or competencies learned in any classroom will inevitably be out of date, as it takes a long time to assess people’s needs, create and deliver knowledge; all of this causes the content to become out of date.

3. Development through non-classroom activities provides a more comprehensive picture of how people learn.

4. Training results are typically seen in behaviours; certainly, the number of hours spent in a classroom training session is insufficient to change employees’ behaviour.

5. The transfer of learning from training to action does not occur spontaneously due to the setting (classroom) in which the training was conducted. Training should be activity-based.

6. Training should aim to produce competitive organizations rather than merely individual competencies.

This new paradigm, known as development and learning, originated in Europe and has since been adopted by many other countries across the world. It makes the following assumptions:

1. Individual talents are vital but insufficient in today’s competitive organizations, which combine individual competences with the organizational business environment.
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2. Organizations have evolved into living creatures with personalities, cultures, habits, and capacities, including the ability to learn and adapt to change.

3. For managers to use training as a competitive weapon, training must shift from having only an individual skill portfolio to having a broad range of development and learning activities, such as:

– Theory and Practice

– Current and Future Technologies

– Skills and systems

– Short and long-term training.

– Individual and organizational-based.

– Tied to strategic direction.

To summarize, the new paradigm tends to reduce the extremes of training and development.

1.2 Statement of the Problem

The researcher’s purpose is to empirically explore the impact of training and development in the food and beverage industry. The issue is how to meet the current and future demand for flour in the baking sector

which is expanding. Most essential, being able to provide the impoverished with “bread” while simultaneously ensuring that “cake” is available to the rich. It is necessary to increase efficiency in this industry in order to address today’s problems and realities.

According to Koontz (1981), productivity can be described as an input-output ratio over a specific time period and standard. As a result, all production variables should be used to their full potential, with a greater emphasis on training and workforce development to increase productivity.