IMPACT OF STAFF TRAINING AND DEVELOPMENT ON TEACHERS’ PRODUCTIVITY
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IMPACT OF STAFF TRAINING AND DEVELOPMENT ON TEACHERS’ PRODUCTIVITY
Chapter one
INTRODUCTION
The attainment of organisational objectives, whether public or private, necessitates the availability of specific inputs in the form of people and material resources, also known as factors of production. These production elements include land, labour, capital, and entrepreneurship.
It should be emphasised, however, that of all these aspects, labour, which refers to various types of workers who execute managerial, technical, supervisory, and general activities in an organisation, is the most difficult to manage due to individual variances and uniqueness.
Individual objectives and aspirations, individual wants and preferences, individuals’ different interests in comparison to those of the organisation, and individual strengths and aptitudes.
The following demonstrates that the success of the school system, like that of any other organisation, is heavily reliant on the capacity to use teachers efficiently and effectively.
And, in order to maximise the utilisation of teachers, the organisation need training and workforce development activities. Employee training and development is an endeavour to improve their current and future job performance through learning
allowing them to carry out assigned responsibilities in order to achieve the school system’s goals and objectives. Training can thus be defined as a systematic approach to promoting efficiency and high performance via learning processes.
Adeleke (2000) noticed that employees’ competency on the job is developed not only through formal education, but also through the acquisition of specific skills and knowledge on the job via training and development. As a result, training and development should be prioritised as a solution for acquiring competent personnel in the organisation.
The value of training in increasing the effectiveness of any organisation cannot be overstated. This is due to the fact that it is an essential component of the entire quality management process and enables people to efficiently fulfil their duties and responsibilities, allowing the organisation to achieve its goals and objectives.
Training refers to a systematic procedure for changing attitudes in order to perform effectively in a variety of activities. It can also be described as an organised procedure based on individual needs to meet unique job requirements.
It is thus a necessary exercise carried out to provide a staff with the essential knowledge or abilities; its goal is to tackle specific organisational difficulties.
Training is thus aimed towards the acquisition of specific skills or information, which must be required to tackle specific and significant organisational challenges. As a result, those who have been instructed must modify their job behaviour or performance.
Manpower development, on the other hand, is defined as learning activities aimed towards future demands rather than current ones, with a focus on growth, career, and succession rather than immediate performance.
Human resource development is a systematic procedure that ensures that the organisation has the necessary management to satisfy its current and future needs. It is focused with improving the performance of existing managers
providing chances for growth and development, and ensuring, to the greatest extent feasible, that management succession within the organisation develops the capacity to address various challenges and meet future needs.
In essence, development can be considerably more focused on the future than the current employment. It is thus a plan of action designed to help individual employees realise their potential for advancement.
According to the preceding, development programmes are more broad-based and general in scope, aimed at senior employees, and for long-term purposes, because they are a planned, guided, or directed activity undertaken by an employee to help prepare him for future responsibilities.
Investing in training and development courses for staff indicates that the organisation is moving in the right direction in terms of achieving its goals, since this will go a long way towards improving employee performance in their positions.
Statement of Problems
Without a doubt, training and development are critical aspects in organisational efficiency. Olaiya (1999) discovered that certain public organisations are unwilling to invest in staff training, retraining, and development.
This issue is particularly obvious in the Lagos State Post Primary Teaching Services Commission, where teachers are rarely sent on training and development activities. For example, new recruits are rarely provided induction and orientation sessions.
Even when teachers are sent on organised training (which is usually short-term), they are given little or no opportunity to demonstrate the abilities gained through promotion or improved salary. As a result, it is deemed vital to investigate the problem as it affects instructors in public secondary schools in Lagos State.
Purpose of Study
1. The study will look into the training policies of the Lagos State Teaching Service Commission.
2. It assists in identifying training and development opportunities for teachers in the Lagos State Post-Primary Teaching Services Commission.
3. It aids in determining the efficacy of training programmes in terms of worker involvement and relevancy.
Significance of the Study
This research is extremely important to the administration and personnel of the Lagos State Post-Primary Teaching Services Commission.
This study will also help federal and provincial education ministries, as well as other entities directly involved in human resource development, training, and consulting services, particularly for teachers.
Furthermore, students of educational administration and the general public, who are stakeholders in human resources and development programmes, will have access to information about the degree and effectiveness of staff training.
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