NEED FOR TRAINING AND DEVELOPMENT OF SUPPLIERS PERSONNEL IN THE PUBLIC SECTOR
ABSTRACT
The focus of this research work is on the need for training and development of supplies personnel in a public sector. The researcher has chosen Ministry of Agriculture and Natural Resources, Imo State as a case study whose result and findings will be used to generalize with the need for training and development of supplies personnel in other public sector or organizations. The problem found in this sector is that government are yet to be conceived of the need for efficient and organized department to be run by properly trained unqualified and unskilled personnel who cannot cope with the present day complexity of administration and management thereby endangering the smooth operation of the sector. It is the purpose of this study to determine the need for efficient and effective supplies operation with trained personnel in the public sector. The research was carried out with the use of interview and questionnaire. During the course of this research, the researcher found out that though the supplies department was effective in its own way, it encountered one problem; the suppliers department is a sub-division of the administration, another problem is finance hampers the effective operations, development is very poor.
CHAPTER ONE
1.0 INTRODUCTION
1.1 GENERAL OVERVIEW
Training is the process of acquiring specific skills to perform job better (Jucious, 1963). It helps people to become qualified and proficient in doing some jobs. (Dahama , 1979) usually an organization facilitates the employee learning though training so that there modified behaviour contributes to the attainment of the organization goals and objective. Van Dersal (1962) defined training as the process of teaching, informing, or educating people so that:
1. They may become well qualified as possible to do their job.
2. They become qualified to perform in position of greater difficulty and responsibility.
Flippo (1961) differenciated between education and training located these at the two ends of continuum of personnel development ranging from a general education to specific training. While is concerned with these activities which are designed to improve human performance on the job that employees are at present doing or are being hired to do, education is concerned with increasing general knowledge and understanding of the total environment. Education is the development of human mind and it increases the power of observation, analysis, integration, understating, decision making and adjustment to new situation.
1.2 BACKGROUND OF THE STUDY
Learning theories are the basic materials which are usually applied in all educational and training activities. The more one understands learning theories the better he or she will be able to made decision and apply visits, and the humanities emphasizes different aspect of teaching-learning process in their approaches. While the behavioural visit stress external conditions (environment) resulting in observations, and measurable changes in behaviour, the cognitive are more concerned with how the mind works, (mental processes such as coding, categorizing and representing information in memory). The humanities on the other attitude of human behaviour that influence learning (IRRI, 1990) In extension system, effective training must be able to take of all the theories of learning in order to change the action belief and knowledge components of a trainees simultaneously. Andragogy (a theory of adult learning) is usually used rather than pedagogy ( a theory of child learning in existence training).
Training approach There are three approached to training, they are:
i. Traditional approaches
ii. The experimental approaches and
iii. The performance based approaches (Rama, Etling and Bowen 1993), in the traditional approaches the training staff design the objective, contents teaching technique, assignment, lesson plans motivation test and evaluation. The focus in this model is intervention by the training staffing, in the experiences approach the trainer in cooperates experiences wherein the learner becomes active and influence the training emphasis real or simulated situations in which the training will eventually operate in this model, the objectives and other elements of training are jointly determine by the trainers and trainees. Trainers primary serve as facilitators, catalysts or resources person.
In the performance based. Approach to training goals are measured through attainment of a given level of proficiency instead of passing grade of the trainers. Emphasis is given to acquiring specific observable skills for task. This performance based teacher education PBTE) model, development by Elem (1971) is mostly task or skill concerned and is also applicable to non-formal educational organizations such as extension.
