An Assessment of Staff Training and Development On Job Performance in Federal Radio Corporation Ibadan by AJAYI Adeola & Omoleke Ishaq I.

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International Journal of Research (IJR) Vol-1, Issue-7, August 2014 ISSN 2348-6848
A A!!"!!#"$ %& !$A&& $RAII' A( ("V")%P#"$ % J%* P"R&%R#A+" I &"("RA) RA(I%
+%RP%RA$I% I*A(A AJAYI Adeola & Omoleke Ishaq I.

An Assessment of Staff Training and Development on Job
Performance in Federal Radio Corporation Ibadan

AJAYI Adeola & Omoleke Ishaq I.
(e,art-ent of Pu.lic A/-inistration
%.afe-i A0olo0o 1ni2ersit3, Ile-Ife, %sun !tate, igeria
ABSTRACT
The term paper assessed staff training
and development on job performance in
FRCN. It identified the training and
development mechanism, examined the
adequac of staff training and manpo!er
development in the public service and
assessed the effect of training and
development on staff. This !as
necessitated b the need to ensure
qualit training and development on job
performance in Nigeria public service.
"oth primar and secondar sources of
data !ere used. The #rimar data is
intervie! method. The sources of data
!ere textboo$s, journals, internet
sources etc. The paper concluded that
scale of salaries of emploees should be
revie!ed as it !ill improve their job
performance, suitable and effective
evaluation sstem should be designed to
ensure that there is prompt and effective
monitoring of progress b the
management and that trainee should be
revisited for assessment on ho! effective
the program attended, has enhanced
his%her performance.
Keywords:
Staff Tra!!"# Jo$ %erforma!&e# tra!!"
a!d de'elo(me!t# de'elo(me!t
me&ha!sm# ma!(o)er de'elo(me!t#
q*alt+ tra!!"# or"a!,ato!al sklls
INT-O./0TION
1.1 2a&k"ro*!d to the St*d+
$raining an/ /e2elo,-ent is the
fra-e0or4 for hel,ing e-,lo3ees to
/e2elo, their ,ersonal an/
organi5ational s4ills, 4no0le/ge an/
a.ilities6 $he focus of all as,ects of
hu-an resources /e2elo,-ent is on
/e2elo,ing the -ost su,erior 0or4force
so that the organi5ation an/ in/i2i/ual
e-,lo3ees can acco-,lish their 0or4
goals in ser2ice to custo-ers6
All e-,lo3ees 0ant to .e 2alua.le
an/ re-ain co-,etiti2e in the la.our

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-ar4et at all ti-es6 $his can onl3 .e
achie2e/ through e-,lo3ee training an/
/e2elo,-ent6 "-,lo3ees 0ill al0a3s
0ant to /e2elo, career-enhancing s4ills,
0hich 0ill al0a3s lea/ to e-,lo3ee
-oti2ation an/ retention6 $here is no
/ou.t that a 0ell-traine/ an/ /e2elo,e/
staff 0ill .e a 2alua.le asset to the
co-,an3 an/ there.3 increase the
chances of his7her efficienc3 in
/ischarging his or her /uties6
"-,lo3ers of la.our shoul/
ena.le e-,lo3ees to ,ursue training an/
/e2elo,-ent in a /irection that the3
choose an/ are intereste/ in, not 8ust in-
co-,an3 assigne/ /irections6
+o-,anies, organi5ations, -e/ia houses
shoul/ su,,ort learning in general an/
not 8ust in su,,ort of 4no0le/ge nee/e/
for the e-,lo3ee9s current or ne:t
antici,ate/ 8o.6 It shoul/ .e note/ that
the 4e3 factor is 4ee,ing the e-,lo3ee
intereste/, atten/ing, engage/,
-oti2ate/ an/ retaine/6
&or e2er3 e-,lo3ee to ,erfor-
0ell es,eciall3 su,er2isors an/
-anagers, there is nee/ for constant
training an/ /e2elo,-ent6 $he right
e-,lo3ee training, /e2elo,-ent an/
e/ucation ,ro2i/es .ig ,a3offs for the
e-,lo3er in increase/ ,ro/ucti2it3,
4no0le/ge, lo3alt3 an/ contri.ution to
general gro0th of the fir-6
*3 ,ro2i/ing e-,lo3ees 0ith the
o,,ortunit3 to i-,ro2e the-sel2es,
s,ecific training an/ /e2elo,-ent
,rogra--es hel, to re/uce the nu-.er
of /ea/-en/ 8o.s in an agenc36 Re/ucing
the nu-.er of such 8o.s an/ ,ro2i/ing
o,,ortunit3 for a/2ance-ent can, in
-an3 instances, increase -oti2ation6
$raining hel,s ,re,are e-,lo3ees for
8o.s that are uni;ue to the ,u.lic sector6
&or these reasons, the3 shoul/
loo4 to their agenc39s e-,lo3ee-
/e2elo,-ent .ranch as a 4e3 all3 in their
o0n tas4s of e-,lo3ee -oti2ation an/
,rogra--e -anage-ent6
$he3 shoul/ also .e a0are of the
t3,es of training ,rogra--es a2aila.le6
$he orientation ,rogra--e is ,erha,s
the -ost ele-entar3 .ut it is not
uni-,ortant6 <hen 0ell concei2e/, an
orientation ,rogra--e can -a4e
e-,lo3ees -ore ,ro/ucti2e -ore
;uic4l36
$he -ass -e/ia is the s,eciali5e/
agenc3 through 0hich infor-ation=
entertain-ent an/ ,ro,agan/a are
trans-itte/ to an au/ience o2er a 2ast
area6 It ,la3s a crucial role in fostering
an/ ,ro-oting a ,articular /irection for
social /e2elo,-ent6 In igeria, the -e/ia
consists of the ne0s,a,er ,ress, as 0ell
as the ra/io an/ tele2ision stations6 $he

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ra/io is use/ -ainl3 to infor- ,eo,le
a.out the latest e2ents an/
/e2elo,-ents 0ithin their societies an/
in the outsi/e 0orl/6 $he -ass -e/ia
therefore is not left out in the act of
effecti2el3 training its staff in or/er to
achie2e the organi5ational goals an/
o.8ecti2es6
1.2 Stateme!t of the %ro$lem
$o/a3, the &R+ is a ,u.lic ser2ice
.roa/caster 0ith its hea/;uarters in
A.u8a6 It has national stations in "nugu,
I.a/an, >a/una an/ '0ag0ala/a (&+$)
,lus a )agos %,erations %ffice6 $hese
national stations an/ the o,erations
office control all the thirt3(?0) ,lus &R+
&#7#<7!< stations s,rea/ across the
countr3 reaching -ore than 100 -illion
listeners, u,lifting the ,eo,le an/ uniting
the nation6 @o0e2er, 0ith such a 0i/e
co2erage of listeners an/ the /a3-to-/a3
efforts of the staff to reach the-, certain
things are still lac4ing6
$raining for the staff is still not as
regular as 0hat it shoul/ actuall3 .e6
$here are still -an3 staff 0ho are not
2er3 0ell co-,ose/ in the ,resentation
of ra/io ,rogra--es - their
,ronunciations, accent an/ intonation
are incorrect6 #ost of all, in ter-s of
ra/io .roa/casting the staff ha2e not -et
u, to international stan/ar/6 In 2ie0 of
this, the stu/3 inten/s to engage in the
assess-ent of training an/ /e2elo,-ent
in &R+ I.a/an on 8o. ,erfor-ance6
1.3 O$4e&t'es of the St*d+
$he o.8ecti2es of this stu/3 are to
(i) i/entif3 the training an/
/e2elo,-ent -echanis- in
,lace in &e/eral Ra/io
+or,oration of igeria,
I.a/an=
(ii) e:a-ine the a/e;uac3 of
staff training an/ -an,o0er
/e2elo,-ent in &R+,
I.a/an=
(iii) assess the effect of training
an/ /e2elo,-ent on staff
,erfor-ance in &R+, I.a/an
2.5 6IT7-AT/-7 -78I79
2.1 :stor&al 2a&k"ro*!d of ;ederal
-ado 0or(orato! of
I$ada!#O+o State
$he &e/eral Ra/io +or,oration of
igeria is the ,ioneer .roa/cast
organi5ation in igeria 0ith a rich culture
of e:cellence6 $he cor,oration has
e2ol2e/ through /ifferent stages to
.eco-e 0hat it is to/a3 - the largest
ra/io net0or4 in Africa6 A2aila.le recor/s
re2eal that Ra/io .roa/casting 0as
intro/uce/ into igeria in 1A?? .3 the

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then colonial go2ern-ent6 It rela3e/ the
o2erseas ser2ice of the *ritish
*roa/casting +or,oration through a
0ire/ s3ste- 0ith lou/s,ea4ers at the
listening en/6 $he ser2ice 0as calle/
Ra/io (iffusion !3ste-, (R(!)6
&ro- the R(! e-erge/ the igeria
*roa/casting !er2ice, (*!) in A,ril 1AB06
Prior to the *!, the colonial go2ern-ent
ha/ co--issione/ the igeria
*roa/casting !ur2e3 un/erta4en .3
#essrs *3ron an/ $urner 0hich
reco--en/e/ the esta.lish-ent of
stations in )agos, >a/una, "nugu, I.a/an
an/ >ano6 #r6 $6<6 +hal-ers, a *riton
an/ controller of the **+ )ight
"ntertain-ent Progra--e 0as the first
(irector C 'eneral of the *!6
$he igeria *roa/casting
+or,oration, (*+) ca-e into .eing in
A,ril 1AB7 through an Act of Parlia-ent
u-.er ?A of 1ABD6 $he (irector 'eneral
0as #r6 J6A6+ >nott %*"6
In 1A7E, the igerian *roa/casting
+or,oration 0as re-organi5e/ to .eco-e
the &e/eral Ra/io +or,oration of igeria,
&R+6 $he *+ 0as instructe/ to
han/o2er its stations that .roa/cast on
-e/iu- 0a2e fre;uencies in the states
to the state go2ern-ents an/ it too4 o2er
short 0a2e trans-itters fro- the states6
$he *roa/casting +or,oration of
orthern igeria (*+) 0as -erge/
0ith the *+ stations in )agos, I.a/an
an/ "nugu to .eco-e the ,resent /a3
&R+6 $he Re2eren/ Victor *a/e8o 0as
the first in/igenous (irector C 'eneral of
Ra/io igeria6
$o/a3, the &R+ as ,u.lic ser2ice
.roa/caster 0ith its hea/;uarters in
A.u8a has national stations in "nugu,
I.a/an, >a/una an/ '0ag0ala/a &+$
,lus a )agos %,erations %ffice6 $hese
national stations an/ the )agos
%,erations office control all the ?0 ,lus
&R+ &#7#<7!< stations s,rea/ across
the countr3 reaching -ore than 100
-illion listeners, u,lifting the ,eo,le an/
uniting the nation6
2.1 Tra!!" a!d .e'elo(me!t
Accor/ing to #ullins (1AAD), one
-a8or area of the ,ersonnel function of
,articular rele2ance to the effecti2e use
of hu-an resources is training an/
/e2elo,-ent6 !taff are crucial, .ut
e:,ensi2e resources6 In or/er to sustain
econo-ic an/ effecti2e ,erfor-ance, it is
i-,ortant to o,ti-i5e the contri.ution of
e-,lo3ees to the ai-s an/ goals of the
organi5ation6
@e further e-,hasi5es that
training is necessar3 to ensure an
a/e;uate su,,l3 of staff 0ho are
technicall3 an/ sociall3 co-,etent, an/

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ca,a.le of career a/2ance-ent into
s,ecialist /e,art-ents or -anage-ent
,ositions6 $here is therefore a continual
nee/ for the ,rocess of staff
/e2elo,-ent, an/ training fulfils an
i-,ortant ,art of this ,rocess6 $raining
shoul/ .e 2ie0e/, therefore as an
integral ,art of the ,rocess of total
;ualit3 -anage-ent6
+ole (2004) asserte/ the sco,e of
training an/ /e2elo,-ent acti2ities as in
-ost other acti2ities in an organi5ation
/e,en/s on the ,olic3 san/ strategies of
the organi5ation6 $here are -an3
organi5ations in the co--ercial fiel/
that carr3 out the -ini-u- of staff
training an/ /e2elo,-ent, .ecause as a
-atter of ,olic3, the3 ,refer to recruit
staff 0ho are alrea/3 traine/ or
,rofessionall3 ;ualifie/6
Ja-es (1AD2) 0rites that the
un/erl3ing o.8ecti2es of training an/
/e2elo,-ent are to ,ro2i/e
o,,ortunities for all e-,lo3ees to
/e2elo, an/ use their s4ills an/
4no0le/ge to achie2e organi5ational
o.8ecti2es as 0ell as to fulfill their life
a-.ition6
$raining an/ /e2elo,-ent is an
organi5ation-orientate/ ,ro/uce
/esigne/ to foster learning a-ong its
-e-.ers6 It is ,lanne/ aroun/
organi5ational o.8ecti2es -ainl3 .ut also
0ith the intent of satisf3ing the
e-,lo3ees ,ersonal nee/s6 It is o.2ious
that training an/ /e2elo,-ent is not
restricte/ to the lo0 cali.re e-,lo3ees
.ut touches -anage-ent as 0ell6
%ne -ight 0on/er 0h3 an
e/ucate/ ,erson nee/s to .e traine/ an/
/e2elo,e/ for effecti2e 8o. ,erfor-ance6
At this 8uncture, it is fun/a-entall3
necessar3 to clarif3 that training an/
/e2elo,-ent is not a su.stitute to
e/ucation6 In /istinguishing e/ucation
fro- training an/ /e2elo,-ent, Aina
(1AA2) sa3s that e/ucation is /ifferent
fro- training in that it /eals 0ith those
hu-an /e2elo,-ent acti2ities 0hich are
/esigne/ to i-,ro2e the o2erall
co-,etence of the e-,lo3ee in s,ecifie/
/irection an/ .e3on/ the 8o. currentl3
hel/6 It goes .e3on/ the ,resent 8o. to
the ne:t6 It entails ,re,aring ,eo,le for
life6 @e ho0e2er sees training as the
ac;uisition of the technolog3 0hich
,er-its e-,lo3ees to ,erfor- accor/ing
to stan/ar/, an e:,erience/ /isci,line or
a s3ste-atic action 0hich causes ,eo,le
to ac;uire ne0 s4ills, 4no0le/ge an/
,re/eter-ine/ .eha2iour6
2.2 S+stemat& A((roa&h to Tra!!"
a!d .e'elo(me!t

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$raining is 2ie0e/ as an
in2est-ent in ,eo,le6 $his is i-,ortant at
an3 ti-es, .ut ,articularl3 so 0ith the
increasing ,ace of technological,
structural an/ social changes6 $herefore,
training re;uires the coo,eration of line
-anagers, a/e;uate finance, resources,
ti-e, s4ille/ staff an/ a su,,orting
a,,raisal s3ste-6 $here has to .e a
genuine co--it-ent - fro- to,
-anage-ent an/ throughout all le2els of
the organi5ation6
In 2ie0 of this, #ullins (1AAD) ,uts
it forth that in or/er to secure the full
.enefits of successful training there -ust
.e a ,lanne/ an/ s3ste-atic a,,roach to
effecti2e training an/ /e2elo,-ent6
Accor/ing to hi-, the follo0ing factors
shoul/ .e ensure/=
(i) A clear co--it-ent to
training throughout all le2els
of the organi5ation6
(ii) An o.8ecti2e assess-ent of
training nee/s relate/ to the
organi5ation9s ai-s an/ goals6
(iii) $he staff shoul/ also feel a
sense of in2ol2e-ent an/
4no0 ho0 the3 can ,la3 their
,art in achie2ing the goals an/
o.8ecti2es of the organi5ation6
(i2) A clear set of o.8ecti2es an/ a
/efine/ ,olic3 for training
(2) $he training ,rogra--e
shoul/ .e ,lanne/ carefull3
an/ staggere/ o2er a
reasona.le ,erio/ of ti-e
(2i) $he -ost a,,ro,riate
-etho/s of training shoul/ .e
chosen6 $hat is, the -etho/s
-ust .e selecte/ carefull3
accor/ing to the ,articular
nee/s of the organi5ation an/
the e-,lo3ees6
(2ii) +onsi/eration shoul/ also .e
gi2en to e:ternal courses an/
training o,,ortunities lin4e/
to the e/ucational s3ste-6
(2iii) &ull regar/ shoul/ .e gi2en to
the training nee/s of those
grou,s 0ho are not currentl3
acti2e in the 0or4force6 "6g6
-arrie/ 0o-en, ethnic
-inorities, ol/er -e-.ers of
staff an/ ,eo,le 0ith
/isa.ilities6
(i:) An effecti2e s3ste- of re2ie0
an/ e2aluation -ust .e ,ut in
,lace an/ e2aluation shoul/ .e
relate/ to o.8ecti2e,
-easura.le factors li4e
increase/ out,ut of sales=
re/uce/ scra, or 0astage=
fe0er acci/ents at 0or4= fe0er
errors or costu-er co-,laints
etc6
2.6 T+(es of Tra!!"

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#c+or-ic4 (1AAE) is of the
o,inion that training ,rogra--es in
organi5ations ta4e on -an3 for-s, .ut in
.roa/ ter-s the3 fall into=
(a) %n the 8o. training
(.) %ff the 8o. training
2.6.1 O! the 4o$ Tra!!"
It is use/ in hel,ing ,ersonnel to
learn ne0 8o.s= -a3 .e on an organi5e/,
s3ste-atic .asis, or on a catch C as catch-
can .asis6
$he -ost co--on ,roce/ure is
for training to .e carrie/ out on the 8o.
,articularl3 for ne0 e-,lo3ees6 $he
in/i2i/ual .eco-es accusto-e/ to the
-achiner3 an/ -aterials that 0ill .e
use/ in the su.se;uent 0or4 an/ learns
in the sa-e ,h3sical an/ social
en2iron-ent in 0hich 8o. /uties 0ill .e
carrie/ out later on6 1suall3, the training
is /one .3 an e:,erience/ resource
,erson or .3 a su,er2isor6 %n occasion,
ho0e2er, training instructors are
assigne/ for the s,ecific ,ur,ose of
teaching 8o. s4ills6
%n the 8o. training re;uires
relati2el3 little s,ecial attention, no e:tra
e;ui,-ent is nee/e/, an/ the e-,lo3ees
can /o so-e ,ro/ucti2e 0or4 0hile
learning6 %n the other han/, there are
so-e /ifficulties6 $here is a ris4 that
e:,ensi2e e;ui,-ent 0ill .e /a-age/ .3
an ine:,erience/ e-,lo3ee an/ the
acci/ent rate a-ong the trainee ten/s to
.e high6 In the a.sence of s,eciall3
assigne/ trainers, the instruction is often
ha,ha5ar/ or -a3 .e neglecte/ entirel36
$he ,ressures of the 0or4,lace -a3 in
fact lea2e little ti-e for effecti2e training6
!o-e acti2ities -a3 actuall3 .e -ore
/ifficult to learn on the 8o. .ecause of
their co-,le:it3 or as a result of the
regulate/ s,ee/ at 0hich the -achiner3
o,erates6
%n the 8o. training ,rogra--es
are carrie/ out un/er the follo0ing
techni;ues= - Jo. rotation an/
un/erstu/3 assign-ents, a,,renticeshi,,
assistantshi, an/ 2esti.ule training6
2.6.2 Off the 4o$ Tra!!"
It co2ers a 0i/e range training
acti2ities gi2en .3 an organi5ation, such
as 2esti.ule training (training for s,ecific
8o.s), su,er2isor3 an/ -anage-ent
training an/ /e2elo,-ent, so-e
a,,rentice training, an/ 8o.-
i-,ro2e-ent training6 It -a3 .e
co-.ine/ 0ith on the 8o. training, as in
the case of a,,rentice training ,rogra-s6
$here are a nu-.er of off the 8o.
training -etho/s that -anagers -a3
0ant to -a4e a2aila.le to e-,lo3ees6
$he -ore ,o,ular are classroo- lectures,
fil-s, an/ si-ulation e:ercises6

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+lassroo- lectures are 0ell suite/ for
con2e3ing s,ecific infor-ation6 $he3 can
.e use/ effecti2el3 for /e2elo,ing
technical an/ ,ro.le- sol2ing s4ills6
$hrough this, it is ,ossi.le to han/le large
grou, at the sa-e ti-e6 >no0le/ge can
.e i-,arte/ into a large nu-.er of
,eo,le in a single effort6 $he si/e effect is
that the ,ractical as,ect -a3 .e -issing6
In/i2i/ual e/ucational nee/s are not
ta4en care of6
Ad'a!ta"es of Off the Jo$ Tra!!"
16 It is eas3 to control an/ gui/e
the trainees=
26 It is econo-ical for a large
nu-.er of trainees=
?6 ":cessi2e /a-age of factor3
tools is -ini-i5e/ an/
interru,tion to the ,ro/uction
,rocess is a2oi/e/=
46 $here is less /anger of ,ic4ing
u, .a/ 0or4ing ha.its 0hich
one 0oul/ ha2e learnt fro-
0or4--ates 0hile in on the 8o.
training=
B6 $he en2iron-ent is -ore
con/uci2e to training6
.sad'a!ta"es of Off the Jo$ Tra!!"
I -e-e!tr+ (ro$lem
2 -essta!&e
2.6.3 2e!efts of Tra!!"
$he ,ur,ose of training is to
i-,ro2e 4no0le/ge an/ s4ills, an/ to
change attitu/es6 $his can lea/ the -an3
,otential .enefits for .oth in/i2i/uals
an/ the organi5ation6 #ullins (1AAD)
clearl3 o.ser2e/ that training=
- increases the confi/ence,
-oti2ation an/ co--it-ent
of staff=
- ,ro2i/es recognition,
enhances res,onsi.ilit3, an/
the ,ossi.ilit3 of increase/ ,a3
an/ ,ro-otion6
- gi2es a feeling of ,ersonal
satisfaction an/ achie2e-ent,
an/ .roa/ens o,,ortunities
for career ,rogression= an/
- hel,s to i-,ro2e the
a2aila.ilit3 an/ ;ualit3 of staff6
#ullins therefore /oes not
/is,ute that training is a 4e3 ele-ent of
i-,ro2e/ organi5ational ,erfor-ance6
$raining increases the le2el of in/i2i/ual
an/ organi5ational co-,etence6 It hel,s
to reconcile the ga, .et0een 0hat
shoul/ ha,,en an/ 0hat is ha,,ening
.et0een /esire/ targets or stan/ar/s
an/ actual le2els of 0or4 ,erfor-ance6
2.6.4 Jo$ %erforma!&e
$his is F-easure/9 through 0hat is
calle/ ,erfor-ance a,,raisal6 $here are
se2eral reasons 0h3 a,,raisals are

P a g e | 564


carrie/ out in organi5ations6 Accor/ing to
+ole (2004) a,,raisal hel,s the
organi5ation9s -anage-ent toG
- i/entif3 the e-,lo3ee9s
current le2el of 8o.
,erfor-ance=
- i/entif3 e-,lo3ee9s strengths
an/ 0ea4nesses=
- ena.le e-,lo3ees i-,ro2e
their ,erfor-ance=
- ,ro2i/e a .asis for re0ar/ing
e-,lo3ee in relation to their
contri.ution to organi5ation
goo/s=
- -oti2ate in/i2i/uals=
- i/entit3 training an/
/e2elo,-ent nee/s=
- i/entif3 ,otential
,erfor-ance= an/
- ,ro2i/e infor-ation for
succession ,lanning
2.3 >a( ! ?!o)led"e
&ro- the re2ie0 of ,ast 0or4s, it
has .een /isco2ere/ that the a,,roaches
to the stu/3 of training an/ /e2elo,-ent
/iffer fro- one researcher (author) to
the other6 $he reason for this -a3 .e /ue
to /ifferent .ac4groun/s on areas of
stu/ies an/ as a result of a nu-.er of
factors outsi/e the sco,e of each of the
stu/ies6
#oreo2er, there see-s to .e
so-e agree-ent as to the effects of
training an/ /e2elo,-ent in an
organi5ation as ,ositi2e6 @o0e2er, there
a,,ears to .e no stu/3 on the role of
training an/ /e2elo,-ent on 8o.
,erfor-ance in a -e/ia organi5ation6
$he ra/io is use/ -ainl3 to infor- ,eo,le
a.out the latest e2ents an/
/e2elo,-ents 0ithin their societies an/
in the outsi/e 0orl/6 (I0erie.or 1AA7)
(es,ite this o.ser2ation .3
I0erie.or concerning the i-,ortance of
ra/io (-e/ia), there is still lac4 or
insufficient research on the role of
training on the 8o. ,erfor-ance of staff
in FRa/io @ouses96 $herefore the nee/
arises for an e-,irical stu/3 of this t3,e6
$his stu/3 therefore inten/s to -a4e a
co-,rehensi2e stu/3 of the role of staff
training an/ /e2elo,-ent in 8o.
,erfor-ance in &e/eral Ra/io
+or,oration of igeria (&R+) I.a/an,
%3o !tate
5.1 S*mmar+
$his stu/3 e:a-ine/ the role of
staff training an/ /e2elo,-ent in the 8o.
,erfor-ance of staff in &e/eral Ra/io
+or,oration of igeria, I.a/an6 $his stu/3
0as also carrie/ out 0ith the ai- toG
i/entif3 the training an/ /e2elo,-ent
-echanis-s ,ut in ,lace in &R+ I.a/an,

P a g e | 565


e:a-ine the a/e;uac3 of staff training
an/ -an,o0er /e2elo,-ent, assess the
effect of training on staff ,erfor-ance
an/ assess the -o/e of selection6
$he stu/3 is ,rinci,all3 .ase/ on
the sa-,le si5e of 406 <ell structure/
;uestionnaires 0ere a/-inistere/
a-ong the i/entifie/ sa-,ling unit to
collect ;uantitati2e /ata6 Hualitati2e
/ata 0ere also collecte/ fro- the
a/-inistrati2e officers for ,ro,er
anal3sis6 $0o -ain categories of anal3ses
0ere carrie/ out6 $here 0as the anal3sis
of the ,ercentage /istri.ution of
res,on/ents across a nu-.er of .io/ata
2aria.les 0hile there 0as also anal3sis of
res,onses on actual ;uestions that
.or/ere/ on training an/ 8o.
,erfor-ance of the staff6
$he -a8or fin/ings of the stu/3
areG
&irst, the training an/ /e2elo,-ent
-echanis- that e:ists in &R+ I.a/an
inclu/e internal an/ e:ternal training6
!econ/, the training an/ -an,o0er
/e2elo,-ent for the staff of &R+ I.a/an
is a/e;uate at effecting greater
,erfor-ance of the staff6 $hat is, it has
assiste/ staff to ac;uire the necessar3
s4ills an/ other rele2ant 4no0le/ge that
coul/ -a4e the- ,erfor- their /uties
2er3 0ell6
$hir/l3, the -a8or fin/ings of this
stu/3 is the fact that the -o/e of
selection of staff 0ho go for training in
&R+ I.a/an is not an e:clusi2e function
of its hu-an resources -anager (or
(irector A/-inistration)6 Rather, all he
has to /o is to 0ait for the hea/s of
2arious /e,art-ents to gi2e hi- a list of
those 0ho shoul/ go for training6 $his is
;uite re2ealing .ecause unli4e in -an3
other organi5ations, it is the /ut3 of the
-anager in charge of ,ersonnel to
/eter-ine 0ho goes for training6 $he
training ,rogra--es that e:ist in &R+
training school inclu/e +o-,uter
!tu/ies, Infor-ation $echnolog3,
Presentation of Ra/io Progra--es,
Pro/uction, "ngineering etc6
5.2 0o!&l*so!
$his is .ase/ on the fin/ings of
cha,ter four an/ a re2ie0 of relate/
literature6 $he literature re2ie0 re2eale/
that the 2arious authors 0ho ha2e
0or4e/ on training an/ /e2elo,-ent
ha2e agree/ that the effects of training
an/ /e2elo,-ent in an organi5ation are
,ositi2e6
@o0e2er, the follo0ing
conclusions can .e /ra0n fro- the
fin/ings of this stu/36 &irst, it follo0s that
training an/ /e2elo,-ent ,la3s a .ig role

P a g e | 566


in i-,ro2ing the 8o. ,erfor-ance of staff
in &R+ I.a/an6
Another conclusion that 0as
/eri2e/ fro- this stu/3 is that staff
training an/ /e2elo,-ent is an integral
,art of e2er3 organi5ation6 A,art fro-
i-,ro2ing 8o. ,erfor-ance, the hu-an
resources /e,art-ent of e2er3
organi5ation has to organi5e trainings as
often as ,ossi.le so as to get the
e-,lo3ees a0are of the ne0 tren/s in
their career6 #oreso, training allo0s for
the a,,ro,riate courses to .e taught6
$his is .ecause there are /ifferent
courses for e-,lo3ees in the /ifferent
/e,art-ents in &R+ I.a/an6
$hir/l3, the &R+ $raining school
has not .een a.le to totall3 hel, the staff
0ho go for training to .e a.le to -erge
their talents an/ e/ucation6 $hat is, the
staff 0ho are talente/ .ut not 0ell
e/ucate/ still ha2e to get .ac4 to higher
institutions6 @o0e2er, the training school
,ro2i/es ;ualit3 ,rofessional
e/ucation7training as regar/s each
e-,lo3ee9s career nee/s6
+onclusi2el3, it shoul/ .e note/
that the -ost essential role of training
san/ /e2elo,-ent ,rogra--es is not
the -ere ac;uisition of ne0 4no0le/ge
.ut the a,,lication of the 4no0le/ge
ac;uire/ in or/er to .ring a.out
efficienc3, effecti2eness an/ i-,ro2e/
8o. ,erfor-ance in the -e/ia houses in
igeria6

5.3 -e&omme!dato!
In 2ie0 of the fin/ings of this stu/3
an/ o.ser2ation -a/e .3 the researcher
in the course of research 0or4, it is
necessar3 to ,ut forth these
reco--en/ations6
In or/er to -a4e training an/
/e2elo,-ent an/ its role in 8o.
,erfor-ance -ore effecti2e, it is
i-,erati2e for the -anage-ent to fin/
solutions to conflicts that usuall3 arise
.et0een the staff 0ho rose through the
ran4s an/ fresh gra/uates (inta4es)6 $his
is .ecause those 0ho are fresh gra/uates
are seen .3 the senior e-,lo3ees as
ine:,erience/ since the3 ha2e not .een
through an3 training sessions .efore6
<hereas, these gra/uates 8ust nee/ to .e
gi2en .reathing s,ace as the3 are
talente/ too6
)i4e0ise, .osses 0ho /o not allo0
3ounger e-,lo3ees to .ring in fresh
i/eas 0hen the3 return fro- training
shoul/ .e sanctione/6 $hese .osses are
so use/ to the tra/itional 0a3 of /oing
things instea/ of allo0ing ,ositi2e
changes6 Policies ha2e to .e ,ut in ,lace

P a g e | 563


to chec4 the /iscouraging attitu/e of
such .osses6
(es,ite the training an/
/e2elo,-ent -echanis- ,ut in ,lace,
there is ,oor re-uneration for 0or4ers
0hich shoul/ not .e so /ue to the
,eculiarit3 an/ /e-an/ing nature of
their 8o.s6 $he salar3 scale of these
e-,lo3ees shoul/ .e re2ie0e/ as it 0ill
also i-,ro2e their 8o. ,erfor-ance6
*uses an/7or cars shoul/ .e ,ro2i/e/ for
re,orters in or/er to enhance their 8o.
,erfor-ance6
$he F.ro0n en2elo,e9 s3n/ro-e
affects the -oti2ation of these staff6 $he
-anage-ent of &R+ I.a/an /oes not
onl3 ha2e to /iscourage its staff fro-
ta4ing .ri.es or Fin/uce-ent9 .ut it
shoul/ agitate at the hea/;uarters that
the e-,lo3ees9 0or4ing con/itions
shoul/ .e i-,ro2e/ an/ the necessar3
incenti2es shoul/ .e ,ro2i/e/6 Also, the
,ro-otion of trainees shoul/ .e /one as
at 0hen /ue6
&urther-ore, there shoul/ a
suita.le an/ effecti2e e2aluation s3ste-
/esigne/ to ensure that there is ,ro-,t
an/ effecti2e -onitoring of ,rogress .3
the -anage-ent6 $his coul/ inclu/e the
su.-ission of re,ort .3 each trainee
stating the effecti2eness of the course
ta4en in relation to his7her 8o. in the
organi5ation6
In a//ition after so-e -onths,
the trainee shoul/ .e re2isite/ for
assess-ent on ho0 effecti2e the
,rogra--e atten/e/, has enhance/
his7her ,erfor-ance6 <ith this, the
-anage-ent 0ill .e a.le to 4no0
0hether the /efects are fro- the trainers
of the ,rogra--es or fro- the trainees6
In conclusion, if all the a.o2e
reco--en/ations are strictl3 a/here/
to, I .elie2e that this F.roa/casting
house9 0oul/ .e -ore effecti2e, .etter
results 0ill .e achie2e/ an/ -an,o0er
/e2elo,-ent 0ill gain a .oost in &e/eral
Ra/io +or,oration of igeria, (&R+)
I.a/an6 An/ in/ee/ the e-,lo3ees 0oul/
.e a.le to ,erfor- 2er3 0ell their general
an/ ,articular /uties as state/ in the
latter ,art of the &R+ Act6

P a g e | 568


References
16 A.io/un, "6J6A(1AAA) @u-an
Resources #ananage-entG An
%2er2ie0, )agosG +once,t
Pu.lication Press
26 A/ele4e, A (2002) #anage-ent
an/ its A,,licationG )agos,
#arthouse Press )t/
?6 *rech, "6&6) (1A7B)Princi,le an/
Practice of
#anage-entG?
r/
"/ition, )ong-an
Press
46 +ole, '6A (2004)#anage-ent
$heor3 an/ PracticeG !i: "/ition,
)on/on
a6 'eral/ine )3ons )t/
B6 (aft, R6) (1AE?) %rgani5ation
$heor3 an/ (esign, #innesota,
<est Pu.lishing +o-,an3
D6 #ullins ,) (1AAB)#anage-ent an/
%rgani5ation *eha2iour, &$
Prentice )3ons )t/

An Assessment of Staff Training and Development On Job Performance in Federal Radio Corporation Ibadan by AJAYI Adeola & Omoleke Ishaq I.

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An Assessment of Staff Training and Development On Job Performance in Federal Radio Corporation Ibadan by AJAYI Adeola & Omoleke Ishaq I.

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