TRAINING AND DEVELOPMENT OF HUMAN
RESOURCE IN CUSTOMS EXCISE AND
PREVENTIVE SERVICE (CEPS) IN
GHANA.
by
Frank Yawson Bsc. Admin (Hons.)
A Thesis submitted to the Institute of Distance Learning, Kwame
Nkrumah University of Science and Technology in partial fulfillment
of the requirements for the degree
of
COMMONWEALTH EXECUTIVE MASTER OF BUSINESS
ADMINISTRATION
Institute of Distance Learning, KNUST
May, 2009
DECLARATION
I hereby declare that this submission is my own work towards the CEMBA and that,
to the best of my knowledge, it contains no material previously published by another
person nor material which has been accepted for the award of any other degree of the
University, except where due acknowledgement has been made in text.
Frank Yawson
Student # 20065922
---------------------Signature
---------------------Date
Certified by:
Jude T. Adjoe (Mr.)
Supervisor
---------------------Signature
-----------------------Date
Certified by:
-----------------------------Head of Department
---------------------Signature
ii
-----------------------Date
ABSTRACT
This study investigated the training and development practices at CEPS. The
study aimed at finding out the nature of training and development policy of CEPS, the
knowledge and level of awareness of the training and development policy among CEPS
officers. It also aimed at examining how the training and development policy is being
implemented and to determine what challenges CEPS faces in implementing its training
and development policy in order to make recommendations for improving training and
career resource development at CEPS. The study adopted the survey research method.
Both qualitative and quantitative techniques were applied; the quantitative technique
involved a questionnaire survey of CEPS officials whilst the qualitative technique
involved an interview with Assistant Commissioner-Training and Chief CollectorAdministration and Human Resources at CEPS headquarters. The study revealed that
CEPS has a training and development policy. It further revealed that the policy is
adequate in content and the awareness of the training and development policy among
the CEPS officials was high. It was also discovered that the current training and
development practices, processes and procedures at CEPS were not at variance with the
provisions of the policy and best practices of training and development but that the
budgetary allocation for training was the key challenge in implementing the training
and career development at CEPS. The study recommended among others the need for
CEPS to urgently ensure the total implementation of its training and development
policy to enhance the job skills of the staff for improved performance.
iii
DEDICATION
To the memory of my late grandmother Efua B. Brianoo who sacrificed a lot to enable
me start Secondary Education.
Also, to my wife Viola and children Aba Benyima,
Aba Gyanba and Paakow for the enormous sacrifices they made to enable me come
this far in my education.
iv
TABLE OF CONTENTS
Content
Page
Table Page
i
Declaration
………………………………………
ii
Abstract
………………………………………
iii
Dedication
………………………………………
iv
Table of contents
………………………………………
v
List of tables
………………………………………
ix
List of figures
………………………………………
x
List of abbreviations ………………………………………
xi
Acknowledgment
………………………………………
xii
CHAPTER ONE:
INTRODUCTION
1.0
Introduction
1
1.1
Background to the Study
1
1.2
Statement of the Problem
6
1.3
Objective of the Study
6
1.4
Purpose of the Study
7
1.5
Research Questions
7
1.6
Significant of the Study
7
1.7
Scope of the study
8
1.8
Organization of the Study
8
1.9
Conclusion
9
v
CHAPTER TWO:
LITERATURE REVIEW
2.0
Introduction
10
2.1
Human Resource Management
10
2.2
Training and Development
13
2.2.1
Purpose of Training and Development
16
2.3
Training Investments and Productivity
19
2.4
The Training Process
19
2.4.1
Identifying Training Needs
21
2.4.2
Selection of Trainees
23
2.4.3
Training Goals
24
2.4.4
Training Methods
24
2.4.5
Trainers
28
2.4.6
Training Administration
29
2.4.7
Evaluation of Training
30
2.5
Human Resources Management in Customs Organization 31
2.5.1
Customs Services and Staff Profile
32
2.5.2
Customs Organization and Organizational Placement
33
2.6
Conclusion
35
CHAPTER THREE:
METHODOLOGY
3.0
Introduction
36
3.1.
Research Design
36
3.2
Population
37
3.3
The Sample Size
37
3.4
The Research Instruments
38
vi
3.5
Mode of Data Collection
39
3.6
The Analysis of Data
40
3.7
Limitations and Problems Encountered
41
3.8
Conclusion
42
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS OF FINDINGS
4.0
Introduction
43
4.1
Overview of Customs, Excise and Preventive Service
(CEPS)
43
4.1.1
History of CEPS
43
4.1.2
Functions / Roles of CEPS
44
4.1.3
Vision / Mission Statement
45
4.1.4
Organizational Structure & General Administration
45
4.1.5
Quality Policy Statement
46
4.2
Training and Development Policy of CEPS
47
4.2.1
The Training and Development Policy
47
4.2.2
Training Trends in CEPS
48
4.3
Awareness of Training and Development Policy Among
CEPS Staff
51
4. 3.1
Background of the Staff
51
4.3.2
Staff Awareness of Training and Development Policy
52
4.3.3
Understanding of Training and DevelopmentPolicy
54
4.4
Training and Development (T & D) Practice at CEPS
54
vii
4.4.1
Training Needs Identification (Criteria for
Selecting Trainees)
4.4.2.
55
Performance Appraisal of Respondents (Frequency of
Performance Appraisal)
56
4.4.3
Participation in Training Programmes
57
4.4.4
Nature of Training Undertaken at CEPS
57
4.4.5
Quality of Training at CEPS
58
4.4.6
Expected Frequency of Training
60
4.4.7
Competence of CEPS Staff
61
4.4.8
Effectiveness of Training and Development at CEPS
61
4.4.9
Training Evaluation
62
4.4.10
Respondents Overall Assessment of Training and
Development Activities of CEPS
4.5
63
Challenges of Training and Development Policy
Implementation at CEPS
64
4.5.1
Budgetary Challenges
64
4.5.2
Other Challenges
66
4.6
Conclusion
67
CHAPTER FIVE:
SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.0
Introduction
68
5.1
General Summary
68
5.1.2
Summary of Findings
69
5.2
Recommendation
71
viii
5.3
Conclusions
72
References
74
Appendix I
Questionnaire for CEPS Staff
Appendix II
Interview Guide for Assistant Commissioner
Training at CEPS
77
82
Appendix III Interview Guide for Chief Collector
Administration Human Resource at CEPS
ix
83
LIST OF TABLES
Table
4.1
Educational level of the respondents
52
Table
4.2
Medium of communicating training policy
53
Table
4.3
Respondents level of understanding of training
policy
54
Table
4.4
Criteria used in selecting staff for training
55
Table
4.5
Frequency of conducting performance appraisal
56
Table
4.6
Participation in Training programmes
57
Table
4.7
58
Table
4.8
Quality of training programme attended by
respondents
Skills required through training
Table
4.9
Expected Frequency of training
60
Table
4.10
Competency of CEPS staff for service delivery
61
Table
4.11
62
Table
4.12
Table
4.13
Effectiveness of training and development
programmes
Relevance
of
training
and
development
programmes
Training challenges faced by respondents at CEPS
x
59
62
66
LIST OF FIGURES
Fig.
4.1
Organizational Structure
45
Fig.
4.2
Number of trained staff for the period 2004-2008
49
Fig.
4.3
Number of staff sponsored for further studies (20042008)
50
Fig.
4.4
Budgetary allocations/actual
training at CEPS (2004-2008)
65
xi
amount
spent
on
LIST OF ABBREVIATIONS
AC
Assistant Commissioner
CC A & H
Chief Collector (Administration and Human Resources)
CEPS
Customs, Excise and Preventive Service
DC
Deputy Commissioner
GCE A’LEVEL General Certificate of Education Advance Level
GCE O’LEVEL General Certificate of Education Ordinary Level
HRM
Human Resource Management
HRTD
Human Resource Training and Development
HND
Higher National Diploma
IT
Information Technology
ICT
Information and Communication Technology
MDA’s
Ministries Department and Agencies
MSLC
Middle School Leaving Certificate
NVTI
National Vocational Training Institute
NRCD
National Redemption Council Degree
PSI
Pre-shipment Inspection
PNDCL
Provisional National Defense Council Law
RAGB
Revenue Agencies Governing Board
SHRM
Strategic Human Resource Management
T&D
Training and Development
VAT
Value Added Tax
WCO
World Customs Organization
xii
ACKNOWLEDGEMENT
It is to the Almighty God that I am most grateful for granting me divine wisdom and
the strength to come this far.
I am also grateful to Mr. Jude T. Adjoe for his supervisory role in spite of a very
hectic schedule.
To my colleagues who undertook this course (CEMBA) with me the especially
Victor Agbakpey, Emmanuel Ofori, John Nana K. Acquah and Francis Azure their
scholarly arguments have been a great asset.
I am also very grateful to Mr. Ben Honyenugah, CEMBA Ho Center Co-ordinator
and a facilitator for his encouragement in times of difficulties.
Last but not the least I also wish to express my profound gratitude to Mr .Francis Q.
Kpemlie, Mr. J. Y. Fiebor and Mr.Attiogbe and all facilitators of the Institute of
Distant Learning of KNUST through whose tireless efforts I have been able to
produce this research paper.
God richly bless you all.
xiii
CHAPTER ONE
INTRODUCTION
1.0
Introduction
This chapter provides a background to the study. It highlights the relevance of
training and development in the ever-changing world of service delivery, be it in private
or public institution and particularly its relevance for the Customs, Excise and Preventive
Service (CEPS). The chapter also brings out the problem statement, objectives, the
research questions, significance, scope, and the organization of the study.
1.1
Background to the Study
All jobs in organizations are done through people, yet over the years, most
organizations have failed to attach the necessary attention to employee training and
development. Organizations particularly public institutions, in most cases do not see the
need to train and develop their employees. However, in an era where public institutions
are required by governments to contribute favourably to national development just like
private institutions, all public institutions have realized the importance of developing the
capacities of their employees in order to meet the ever increasing demands and
expectations of the government and the public. This has prompted private and public
institutions like CEPS to institute training and development policies.
Employee training involves an expert working with learners to transfer to them
certain areas of knowledge or skills to improve in their current jobs.
Development in the context of human resource management is a broad ongoing multifaceted set of activities (training activities among them) to bring someone or an
organization up to another threshold of performance, often to perform some job or new
role in the future (McNamara, 2008).
1
Human resources have been identified as one of the main sources of competitive
advantage by many organisations in today's economy (Edvinsson and Malone, 1997;
Stewart, 1997; Sveiby, 1997; Mayo, 2001; DTI, 2003; Verma and Dewe, 2004). This is
true not only of knowledge-intensive organizations, which are based on services and
intangible outputs, but also increasingly of more traditional organizations, both in the
private sector and in the public sector.
Within the strategic human resource management (SHRM) perspective, extensive
organization training and teamwork are seen as vital to sustained competitive advantage
(Kamal, et al., 2008). Consistent with SHRM theory, Kamal et al. (2008) found
performance benefits from empowerment and extensive training. The rationale for an
effect of extensive training on organizational performance is further strengthened by
work on learning organizations (Harvey & Denton, 1999; Power & Waddell, 2004;
Senge, 1990). The argument is that by upgrading employees' skills and knowledge, they
are in a better position to produce high-quality products and services in the most costeffective way, adapt to change, and contribute to company competitiveness through
product or process innovation.
HR practices work to develop individual knowledge and skills, as well as
employee attitudes and behaviours. If these effects are prevalent enough in the employee
population, then the collective changes in human capital, attitudes, behaviours, and
associated organizational climate, should be strong enough to influence organizational
performance (Bowen & Ostroff, 2004; Kozlowski & Klein, 2000; Ostroff & Bowen,
2000).
In their article that investigated whether human resource management (HRM)
policies have an impact on organizational performance in the Greek manufacturing
2
context, Katou and Budhwar (2006), indicated that HRM policies of recruitment,
training, promotion, incentives, benefits, involvement, and health and safety are
positively related with organizational performance. The study both contributes to HRM
theory and has important implications for practitioners and public sector organizations
like CEPS.
The 1992 Constitution of the Republic of Ghana (Article 190) categorizes public
services of Ghana into four. These groups are:
(a) the Civil Service, the Judicial Service, the Audit Service, the Education
Service, the Prisons Service, the Parliamentary Service, the Health Service,
the Statistical Service, the National Fire Service, the Customs, Excise and
Preventive Service, the Internal Revenue Service, the Police Service, the
Immigration Service; and the Legal Service;
(b) public corporations other than those set up as commercial ventures;
(c) public services established by this Constitution; and
(d) such other public services as Parliament may by law prescribe. Customs
Excise and Preventive Services (CEPS), which has been categorically listed
as a tax revenue agency is the focus of this study.
Public perception of and experience with the quality and mode of delivery of
outputs/services sourced from public service organizations in Ghana including CEPS
have not often been very positive and satisfactory. Whether one was processing papers to
acquire title ship to a piece of land, clearing goods from the ports, registering a business
or obtaining crucial information from Ministries, Departments and Agencies (MDAs),
the efforts have most invariably been fraught with extreme frustration and cost. Various
attempts have been made since the eighties to encourage the public sector to improve the
delivery of public services.
3
In a recent attempt at reforming the public service, the Government established
the Ministry of Public Sector Reform to "own and drive a continuous process of public
sector reforms” (The New Citizens Charter, 2007). It is in the attempt to address the
problems encountered in the public sector that the Ministry of Public Sector Reform
introduced the concept of the Citizens’ Charter in Ghana, which is considered laudable.
Ghana has adopted a Citizen’s Charter in line with the global concept of effective public
service delivery and good governance. This effort is further reinforced by the
government's ardent pursuit of the tenets of good governance underscoring the need for
transparency, accountability, prompt responsiveness to the needs of the citizens, all
participants, and a zero tolerance for corruption (The New Citizens Charter, 2007).
The New Citizens’ Charter is a brief public document that provides the essential
information those citizens and stakeholders need to know about the services or functions
of a public agency/department of the government and the manner in which they can
assess the services efficiently. The underlying assumption is that when people are
empowered with such information they will be able to hold the state and its agencies
accountable (The New Citizens Charter, 2007).
In a study by Budhwar and Boyne (2004), a comparison between human resource
management (HRM) practices in Indian public and private sector organizations was
carried out. They reported that in a few HR functional areas such as compensation and
training and development, Indian private-sector firms have adopted a more rational
approach than their public-sector counterparts. The Indian situation reported by Budhwar
and Boyne (2004), appears to be reflective of Ghana. Public sector organizations such as
CEPS, do not seem to have a rational approach for its training and career development.
4
The government has trumpeted it aims of making Ghana the gateway to West
Africa. To be able to achieve this set objective the human resource base of the country
should be developed such that they would be able to deliver the best service or product.
Globalization has shown that change is inevitable, to be able to succeed in the constantly
changing environment, an organization must be good at preparing its greatest asset
(human resource) such that they would fit into whatever changes that would occur. CEPS
being one of the main public service organizations at our entry points has a major role to
play if the government’s aim of making Ghana the gateway to our sub-region a reality.
The public/civil service is the backbone of governance in the country. Through
the fourth republican constitution places executive power and responsibilities in the
hands of the President to be assisted by his ministers, it is a well known fact that public
service like CEPS are most often than not involved in policy formulation,
implementation and evaluation. Originally, Customs, Excise and Preventive Service
(CEPS) was primarily a revenue collecting agency performing only fiscal functions. This
role has expanded over the years to include protection of society from inflow and
outflow of prohibited and restricted goods, trade facilitation and combating organized
crime, commercial fraud, money laundering, piracy, drug trafficking and lately, terrorism
and the protection of Ghana’s territorial borders. For effective discharge of its numerous
duties it is imperative that the training and development of its human resource base be of
top priority to the state.
Training and development of human resource as a means of achieving positive
business results is the traditionally dominant approach. However, it appears that many
organizations including CEPS have not paid sufficiently close attention to training and
career development of their human resources, leading to an under-utilization of talent in
the workforce. CEPS aims at not only increasing revenue for the government of Ghana
5
but also ensuring they stop all those involved in illegal activities from entering the
country. To be able to do this, management of CEPS needs to equip its employees
adequately. If human resources are so important to improving an organization’s assets
then training and development should be that organization’s top priority. It is against this
backdrop that this research is being carried out.
1.2
Statement of the Problem
Even though CEPS has a training and development policy, it appears its
implementation has not been properly carried out. The majority of CEPS officials
appears not aware of the training and development policy and therefore did not have
adequate knowledge of the training and development policy of the institution. The
process of selecting staff for training does not follow the laid down procedures as
specified in the policy. Inadequate financial resources have and continue to affect the
budgetary allocations for training programmes especially overseas training on modern
customs duties, making it difficult for CEPS to achieve its training targets over the last
five years. As a result of these, the training and development of CEPS official has over
the years not been enhanced to enable the custom officers to be on top of what the
government expects them to do. These problems have therefore provoked a study on the
training and development of human resources at CEPS.
1.3
Objectives of the Study
The following were the specific objectives of the study:
i.
To find out the training and development policy of CEPS
ii.
To find out the knowledge and level of awareness of the training and
development policy among CEPS officers
iii.
To examine how the training and development policy is being implemented
6
iv.
To determine the challenges faced by CEPS in implementing its
v.
training and development policy
vi.
To make recommendations for improving training and career
development at CEPS .
1.4
Purpose of the study
The purpose of this study is to investigate the training and development practices
at CEPS and to suggest ways of enhancing the development of human resources of CEPS
for efficient and effective service delivery.
1.5
Research Questions
Research questions give focus to a study. Therefore, in order to give a direction
to the study, the following research questions were posed:
i.
What is training and development policy of CEPS?
ii.
Are the CEPS officials aware of the existence of such a policy?
iii.
How is the training and development policy being implemented?
iv.
What are the challenges CEPS face in implementing its training and
development policy?
v.
1.6
How can CEPS improve its training and career development?
Significance of the Study
Human resource development has become a very important statement nowadays
and so for institutions that desire to achieve their mandates, it is imperative that they
adopt this management principle. The study will therefore be of great benefit to the
management of CEPS since it will bring to light the benefits of human resource
development. This study will be significant for providing an insight into how CEPS can
7
effectively streamline its training and human resource development to improve revenue
generation.
The study may also help improve training and career development practices in
CEPS by providing practical information about core training and human resource
development issues. The findings of this study will contribute and complement the
already existing knowledge and literature on the role of training and human resource
development particularly in the revenue collection agency and the public services sector
in Ghana. The study will also benefit academia because it would serve as a basis for
further research into the subject matter especially in the training and human resources
development.
1.7
Scope of the Study
The study covered human resource training programs at CEPS for the past 5
years the period 2004 to 2008 and examines the future of training and development of
human resource in the Ghana Customs Excise and Preventive Service (CEPS). CEPS
served as a reference point to determine the rate at which human resource is developing
in Ghana’s public service. The research was completed within six months, a period not
long enough to allow detailed work to be undertaken on many desired public service
organizations.
1.8
Organization of the Study
Chapter One is the introduction. This included the background to the study, the
statement of the problem, purpose, objectives, conceptual framework, significance, scope
of the study and the organization of chapters. Chapter Two covered the review of related
literature on human resources management. It enumerated the theories and concepts
available on training and career development. Chapter Three dealt with the methods used
8
and how the data for the study was analysed and presented. Chapter Four provided a
historical overview of CEPS and centred on data presentation, analysis and discussion of
findings. Chapter Five was the summary, conclusion, and recommendations for the study
and suggested areas for further studies.
1.9
Conclusion
This chapter provided background to the study and stated the problem outlining
the key concerns in the research questions. It also stated that even though CEPS has a
training and development policy, it appears its implementation has not been properly
carried out due to factors like budgetary allocation.
9
CHAPTER TWO
LITERATURE REVIEW
2.0
Introduction
This chapter reviewed literature on training and development. This has been
organised under three major themes namely human resources management, training and
career development. The chapter also discusses the relevance of human resources
management training and development in customs organisations.
2.1
Human Resources Management
Human resource management (HRM) consists of those activities designed to
provide for and coordinate the people of an organization. These include determining the
organizations human resource needs, assisting in the design of work systems, recruiting,
selecting, training and developing among others. HRM seek to build and maintain
environment for quality excellence to better enable the workforce to achieve the
company’s quality and operational performance objectives ((Evans and Lindsay, 1999).
Writing in a book titled Human Resources - Nature of the Labour Market, Pearce
and Robinson (2009) contends that a firm’s ability to attract and hold capable employees
is essential to its success. However, a firms personnel recruitment and selection
alternatives often are influenced by the nature of its operating environment. But more
importantly the ready availability of people with the needed skills could come from the
organization, if it has a well structured mechanism for training and career development
of its employees.
Where organizations may not have the capabilities to develop, implement, and
monitor training and career development planning, outsourcing may be the best option.
According to Pearce and Robinson (2009), outsourcing has been found to be successful
10
in human resource management. They reported that a survey of human resource
executives in America revealed that 35% have personal experience leading an
outsourcing effort within their organizations and two-thirds of pension departments have
outsourced at least one human resource function.
HRM activities, costs and assets associated with the recruitment, hiring, training,
development and compensation of all types of personnel, labour relations activities,
development of knowledge-based skills must be given equal and parallel attention,
(Pearce and Robinson, 2009). Writing on key functional tactics in HRM, Pearce and
Robinson (2009) outlined three typical questions that HRM tactics should answer with
respect to career development and training that is

What are our future human resource needs?

How can we prepare our people to meet these needs?

How can we help our people to develop?
The strategic importance of human resource management (HRM) tactics received
widespread endorsement in 1990 (Evans and Lindsay, 1999). HRM tactics aid long-term
in the development of managerial talent and competent employees, and guiding the
utilization of human resources to achieve both the firm’s short-term objectives and
employees satisfaction and development. The recruitment, selection, and orientation
should establish the basic parameters for bringing new people into a firm and adapting
them to “the way things are done” in the firm. The career development and training
component should guide the action that personnel take to meet the future human
resources needs of the overall business strategy.
Citing the case of Merril Lynch, a major brokerage firm whose long-term
corporate strategy is to become diversified financial service institution,
11
Pearce and Robinson (2009), indicated that in support of its long-term
objectives, it has incorporated extensive early career training and on-going career
development programmes to meet its expanding need for personnel with multiple
competencies.
HRM’s paradigm shift involves looking at people expense as an investment in
human capital (Evans and Lindsay, 1999). One of the results of this shift in perspective
has been the downsizing and outsourcing phenomenon of the last quarter century. While
this has been traumatic for millions of employees in companies worldwide, its
underlying basis involves an effort to examine the use of ‘human capital’ to create value
in ways that maximize the human contribution. This scrutiny continues to challenge the
HRM to include recent major trends to outsource some of all HRM activities not
regarded as part of a firm’s core competence.
As people are the most important resource in any organization, the human
resource function plays an essential role in quality management. Employees must have
the proper skills and hence training and motivation in order to do quality work (Evans
and Lindsay, 1999). Citing HRM best practices, Evan and Lindsay (1999) indicated that
such organizations:
i.
integrate human resource plans with overall quality and operational
performance plans to fully address the needs and development of the entire
workforce
ii.
they involve all employees at all levels and in all functions
iii.
they make extensive investment in training and education.
According to them, at Wainwright industries, associates are fully engaged in
quality training efforts beginning with their first day on the job.
12
During new associate orientation, senior managers explain the importance of
quality and customer satisfaction and outline the company’s approaches to continuous
improvement. Follow-up sessions are held 24 and 72 days after the start of employment.
The company invests up to 7% of its payroll in training and education. All associates
take courses on quality values, communication techniques, problem solving, statistical
process control, and synchronous manufacturing.
At Dana Commercial Credit, training and education needs and effectiveness are
reviewed monthly, focusing on skill enhancement of those people including senior
managers, who have direct contact with customers. According to Evans and Lindsay
(1999), AT &T uses a systematic methodology called the Instructional Technology
Approach to access, analyze, and develop curricula to identify and address skill and
development gaps.
Above all, it is imperative that all human resource activities are tied closely to the
overall organization objectives. Until recently, most organizations neglected the strategic
aspects of human resource management, relegating HRM to a support function. Today,
most progressive firms recognized that HRM plays a key role in developing a viable
competitive strategy. Motorola aligns its training plans to business goals (Evans and
Lindsay, 1999).
2.2
Training and Development
Training involves an expert working with learners to transfer to them certain
areas of knowledge or skills to improve in their current jobs (McNamara, 2008).
Development is a broad, ongoing multi-faceted set of activities (training activities among
them) to bring someone or an organization up to another threshold of performance, often
to perform some job or new role in the future (McNamara, 2008).
13
According to Asare-Bediako (2002) employees must be trained, and where
possible developed to meet their own career needs and the need of the organization.
Training is job or task-oriented. It aims at enabling individuals to perform better on the
jobs they are currently doing. Development on the other hand, is career oriented rather
than job-oriented. It aims at preparing people for higher responsibilities in the future
(Asare-Bediako, 2002). Organizations must therefore have the responsibility to develop
and implement training and development systems and programmes that best help them to
achieve their objectives.
Noe et al. (2000) viewed training generally as a planed effort by a company to
facilitate employees learning of the job-related competencies. These competencies
include knowledge, skill, or behaviours that are critical for successful job performance.
Whilst some human resource professionals consider training and development an after
recruitment programme, Asare-Bediako (2002) believes that it must be incorporated into
orientation programmes for newly recruited staff. According to him, the training and
development (T&D) unit should explain to new employees what training and
development means and what programmes and facilities are available to employees. At
this stage, training and development explains internal training programmes available and
how they could participate. T&D should emphasize the area of corporate culture. As the
unit changed with facilitating change and maintaining the organization’s culture, training
and development should reinforce the importance of training and development through
continuous efforts such as frequent reminders, meeting, etc.
Writing on the typical reasons for employee T&D, McNamara (2008) stated that
T&D can be initiated for a variety of reasons for an employee or group of employees
including:
14
i.
When a performance appraisal indicates performance improvement is needed
ii.
To "benchmark" the status of improvement so far in a performance
improvement effort
iii.
As part of an overall professional development program
iv.
As part of succession planning to help an employee be eligible for a
planned change in role in the organization
v.
To "pilot", or test, the operation of a new performance management
system
vi.
To train about a specific topic
Whether training is necessary and, if so, what kind, are issues that need much
more systematic and careful analysis. The return on investment in training for an
organization will be minimal or nil if training is not based on effective needs
identification. Training plans should be based upon job skills requirements and strategic
initiatives of the company and the contents should be customized to the specific needs of
the company. Leading companies have formed training departments, whose systems and
approaches evolved along with their overall quality system the company’s needs.
Smaller companies often use outside consultants.
Training can be thought of as helping people to learn:

for the present and future health of the organization

for personal fulfilment within the organization and

in helping the organization to learn, to cope better with its fastest
changing environment (Leopold, Harris and Watson, 1999).
Explaining the reasons why organizations train, Leopold, Harris and Watson
(1999) stated that training activities are seen as maintenance – maintaining systems
processes and standards – but also reactive in that they respond to situations, often crisis,
15
to solve problems - a fire-fight. Training and development can also be proactive,
ensuring that the organization has the skills it needs to deal with change and therefore to
adapt to change rather than a maintenance orientation.
Career development activities geared towards enhancing the competencies of
employees in anticipation of progressing into higher management position (AsareBediako, 2002). It is therefore necessary that organisation’s draw up career development
plan for employees that will help them acquire the relevant competencies to assume
specific managerial positions in the long-run.
According to Asare-Bediako (2002), development activities are designed to
reinforce strength, overcome limitations, provide relevant, new competencies, and
broaden outlook. Such development activities usually include formal courses, acting
assignment, attachments, job rotation, and delegation. According to him, ideally, at the
time of employing staff or just after employment, a career development plan should be
prepared for the employee. This should clearly indicate personal profile of the staff, the
educational qualification and training, work experience with dates, past training and
time, major strengths, major limitations, progression projections and timings and training
and development plan and timing.
2.2.1
Purpose of Training and Development
According to Quinn, Anderson and Finkelstein (1996), the goal of training is for
employees to master the knowledge, skill, and behaviours emphasized in training
programmes and to apply them to their day-to-day activities. They contend that recently
it has been acknowledged that to gain competitive advantage, training has to involve
more than just basic skills development. Reasons for emphasizing the growth and
development of personnel include;
16
i. Creating a pool of readily available and adequate
replacements for personnel who may leave or move up in the organization.
ii. Enhancing the company's ability to adopt and use advances in
technology because of a sufficiently knowledgeable staff.
iii. Building a more efficient, effective and highly motivated
team, which enhances the company's competitive position
and improves employee morale.
iv. Ensuring adequate human resources for expansion into new
programs.
v. Research has shown specific benefits that a small business
receives from training and developing its workers, including:
vi. Increased productivity.
vii. Reduced employee turnover.
viii. Increased efficiency resulting in financial gains.
ix. Decreased need for supervision.
Contributing to the debate on the general benefits from employee training and
development, McNamara (2008) stated numerous benefits namely:
i.
Increased job satisfaction and morale among
ii.
Increased employee motivation
iii.
Increased efficiencies in processes, resulting in financial gain
iv.
Increased capacity to adopt new technologies and methods
v.
Increased innovation in strategies and products
vi.
Reduced employee turnover
vii.
Enhanced company image, e.g., conducting ethics training and
17
employees
Risk management, e.g., training about sexual harassment,
viii.
diversity
training (McNamara, 2008).
Goldstein and Gilliam (1990) also outlined six reasons why companies believe
that investments in training can help them gain a competitive advantage. These include:
i.
Increase employee knowledge
ii.
Help ensure that employees have the basic skills to work with new
technology
iii.
Help employees understand how to work effectively in teams to contribute to
service quality
iv.
Ensure that the company’s culture emphasizes innovations, creativity and
learning
v.
Ensure employment security by providing new ways for employees to
contribute to the company when their jobs change, their interests change, or
their skills become obsolete
vi.
Prepare employees to accept and work more effectively with each other and
vii.
Prepare employees to accept and work more effectively with each other.
Employees frequently develop a greater sense of self-worth, dignity and wellbeing as they become more valuable to the firm and to society. Generally they will
receive a greater share of the material gains that result from their increased productivity.
These factors give them a sense of satisfaction through the achievement of personal and
company goals.
18
2.3
Training Investments and Productivity
According to Evans and Lindsay (1999) the quality of employees and their
development through training and education are major factors in determining long-term
profitability of organization. Companies committed to quality invest heavily in training
and education (Evans and Lindsay, 1999).
In a study in America on the impact of human-capital investments such as
education and employer-provided training, Black and Lynch (1996) citing Bishop (1994)
indicated that employer-provided training raises subjective productivity measure by
almost 16%. Stressing the importance of career training development, Evan and Lindsay
(1999) reported that the massive training program embarked upon at the Coors Brewing
Company in Golden, Colorado, resulted in improved employees passion for the job and
pride in their jobs, which translated into measurable improvements in productivity, a
remarkably low turnover rate, and the delivery of quality product and service.
2.4
The Training Process
The model below traces the steps necessary in the training process:
i.
Organizational Objectives
ii.
Needs Assessment
iii.
Is There a Gap?
iv.
Training Objectives
v.
Select the Trainees
vi.
Select the Training Methods and Mode
vii.
Choose a Means of Evaluating
viii.
Administer Training
ix.
Evaluate the Training (Noe, 2002).
19
A business should have a clearly defined strategy and set of objectives that direct
and drive all the decisions made especially for training decisions. Firms that plan their
training process are more successful than those that do not. Most business owners want
to succeed, but do not engage in training designs that promise to improve their chances
of success. Why? The five reasons most often identified are:
Time - Small businesses managers find that time demands do not allow them to
train employees.
Getting started - Most small business managers have not practiced training
employees. The training process is unfamiliar.
Broad expertise - Managers tend to have broad expertise rather than the
specialized skills needed for training and development activities.
Lack of trust and openness - Many managers prefer to keep information to
themselves. By doing so they keep information from subordinates and others who could
be useful in the training and development process.
Skepticism as to the value of the training - Some small business owners believe
the future cannot be predicted or controlled and their efforts, therefore, are best centred
on current activities i.e., making money today (Noe, 2002).
A well-conceived training program can help your firm succeed. A program
structured with the company's strategy and objectives in mind has a high probability of
improving productivity and other goals that are set in the training mission.
For any business, formulating a training strategy requires addressing a series of
questions.
•
Who are your customers? Why do they buy from you?

Who are your competitors? How do they serve the market? What
competitive advantages do they enjoy? What parts of the market have
they ignored?
20
•
What strengths does the company have? What weaknesses?
•
What social trends are emerging that will affect the firm? (Noe, 2002).
The purpose of formulating a training strategy is to answer two relatively simple
but vitally important questions: (1) What is our business? and (2) What should our
business be? Armed with the answers to these questions and a clear vision of its mission,
strategy and objectives, a company can identify its training needs.
2.4.1
Identifying Training Needs
Training needs analysis seeks to answer the questions, who if any, needs
training? And what training do they need? The questions may be very simple ones, but
getting good answers to these questions constitute one of the most difficult steps in the
total training process.
A training need exists when an individual lacks the knowledge or skills required
for the execution of an assigned task satisfactorily. The purpose of a training needs
identification exercise, therefore is to identify the gap between required and the actual
competencies so as to determine the kinds of training that would help bridge the gap
(Asare-Bediako, 2002).
Two major preconditions for training needs identification are organization and
job analysis. Organisational analysis provides information on
i. Organisational vision
ii. Short and long term goals
iii. Future strategies
iv. Methods and technologies and
v. Present and future social, economic, political, and technological
environment.
21
Whilst organization analysis provide clues as to the type of training that
individuals and groups in the organizations must be given today or in the future, job
analysis on the other hand involves a careful study of jobs within an organization in
further effort to define the specific content of training.
Observations (day to day), promotions, transfers, appraisals, accidents and quality
control records remains the main sources by which organization’s identify training needs
of individuals whilst new products/equipments, new standards, new policies, and
operations trends are used to identify group training needs.
Training needs can be assessed by analyzing three major human resource areas:
the organization as a whole, the job characteristics and the needs of the individuals. This
analysis will provide answers to the following questions:
•
Where is training needed?
•
What specifically must an employee learn in order to be more productive?
•
Who needs to be trained?
Begin by assessing the current status of the company how it does what it does
best and the abilities of your employees to do these tasks. This analysis will provide
some benchmarks against which the effectiveness of a training program can be
evaluated. Your firm should know where it wants to be in five years from its long-range
strategic plan. What you need is a training program to take your firm from here to there.
Secondly, consider whether the organization is financially committed to supporting the
training efforts. If not, any attempt to develop a solid training program will fail.
Next, determine exactly where training is needed. It is foolish to implement a
companywide training effort without concentrating resources where they are needed
most. An internal audit will help point out areas that may benefit from training. Also, a
22
skills inventory can help determine the skills possessed by the employees in general.
This inventory will help the organization determine what skills are available now and
what skills are needed for future development.
Also, in today's market-driven economy, you would be remiss not to ask your
customers what they like about your business and what areas they think should be
improved. In summary, the analysis should focus on the total organization and should tell
you (1) where training is needed and (2) where it will work within the organization.
Once you have determined where training is needed, concentrate on the content
of the program. Analyze the characteristics of the job based on its description, the written
narrative of what the employee actually does. Training based on job descriptions should
go into detail about how the job is performed on a task-by-task basis. Actually doing the
job will enable you to get a better feel for what is done. Individual employees can be
evaluated by comparing their current skill levels or performance to the organization's
performance standards or anticipated needs. Any discrepancies between actual and
anticipated skill levels identify a training need.
2.4.2 Selection of Trainees
Once you have decided what training is necessary and where it is needed, the
next decision is who should be trained? For a most businesses, this question is crucial.
Training an employee is expensive, especially when he or she leaves your firm for a
better job. It is therefore important to carefully select who will be trained. Training
programs should be designed to consider the ability of the employee to learn the material
and to use it effectively, and to make the most efficient use of resources possible. It is
also important that employees be motivated by the training experience. Employee failure
23
in the program is not only damaging to the employee but a waste of money as well.
Selecting the right trainees is important to the success of the program.
2.4.3 Training Goals
The goals of the training program should relate directly to the needs determined
by the assessment process outlined above. Course objectives should clearly state what
behavior or skill will be changed as a result of the training and should relate to the
mission and strategic plan of the company. Goals should include milestones to help take
the employee from where he or she is today to where the firm wants him or her in the
future. Setting goals helps to evaluate the training program and also to motivate
employees. Allowing employees to participate in setting goals increases the probability
of success.
2.4.4 Training Methods
There are two broad types of training available to businesses: on-the-job and offthe-job techniques. Individual circumstances and the "who," "what" and "why" of your
training program determine which method to use.
On-the-job training is delivered to employees while they perform their regular
jobs. In this way, they do not lose time while they are learning. After a plan is developed
for what should be taught, employees should be informed of the details. A timetable
should be established with periodic evaluations to inform employees about their
progress. On-the-job techniques include orientations, job instruction training,
apprenticeships, internships and assistantships, job rotation and coaching.
24
Off-the-job techniques include lectures, special study, films, television
conferences or discussions, case studies, role playing, simulation, programmed
instruction and laboratory training. Most of these techniques can be used by small
businesses although, some may be too costly
Some companies use verbal presentations while others have written
presentations. Many small businesses convey these topics in one-on-one orientations. No
matter what method is used, it is important that the newcomer understand his or her new
place of employment.
Lectures present training material verbally and are used when the goal is to
present a great deal of material to many people. It is more cost effective to lecture to a
group than to train people individually. Lecturing is one-way communication and as such
may not be the most effective way to train. Also, it is hard to ensure that the entire
audience understands a topic on the same level; by targeting the average attendee you
may under train some and lose others. Despite these drawbacks, lecturing is the most
cost-effective way of reaching large audiences.
Role playing and simulation are training techniques that attempt to bring realistic
decision making situations to the trainee. Likely problems and alternative solutions are
presented for discussion. The adage there is no better trainer than experience is
exemplified with this type of training. Experienced employees can describe real world
experiences, and can help in and learn from developing the solutions to these
simulations. This method is cost effective and is used in marketing and management
training.
25
Audiovisual methods such as television, videotapes and films are the most
effective means of providing real world conditions and situations in a short time. One
advantage is that the presentation is the same no matter how many times it's played. This
is not true with lectures, which can change as the speaker is changed or can be influenced
by outside constraints. The major flaw with the audiovisual method is that it does not
allow for questions and interactions with the speaker, nor does it allow for changes in the
presentation for different audiences.
Job rotation involves moving an employee through a series of jobs so he or she
can get a good feel for the tasks that are associated with different jobs. It is usually used
in training for supervisory positions. The employee learns a little about everything. This
is a good strategy for small businesses because of the many jobs an employee may be
asked to do.
Apprenticeships develop employees who can do many different tasks. They
usually involve several related groups of skills that allow the apprentice to practice a
particular trade, and they take place over a long period of time in which the apprentice
works for, and with, the senior skilled worker. Apprenticeships are especially appropriate
for jobs requiring production skills. Internships and assistantships are usually a
combination of classroom and on-the-job training. They are often used to train
prospective managers or marketing personnel.
Programmed learning, computer-aided instruction and interactive video all have
one thing in common: they allow the trainee to learn at his or her own pace. Also, they
allow material already learned to be bypassed in favor of material with which a trainee is
having difficulty. After the introductory period, the instructor need not be present, and
26
the trainee can learn as his or her time allows. These methods sound good, but may be
beyond the resources of some small businesses.
Laboratory training is conducted for groups by skilled trainers. It usually is
conducted at a neutral site and is used by upper- and middle management trainees to
develop a spirit of teamwork and an increased ability to deal with management and
peers. It can be costly and usually is offered by larger small businesses.
For a comprehensive training programme, McNamara (2008) suggested some
topical issues namely:
1.
Communications: The increasing diversity of today's workforce brings a
wide variety of languages and customs.
2.
Computer skills: Computer skills are becoming a necessity for conducting
administrative and office tasks.
3.
Customer service: Increased competition in today's global marketplace
makes it critical that employees understand and meet the needs of
customers.
4.
Diversity: Diversity training usually includes explanation about how people
have different perspectives and views, and includes techniques to value
diversity
5.
Ethics: Today's society has increasing expectations about corporate social
responsibility. Also, today's diverse workforce brings a wide variety of
values and morals to the workplace.
6.
Human relations: The increased stresses of today's workplace can include
misunderstandings and conflict. Training can people to get along in the
workplace.
27
7.
Quality initiatives: Initiatives such as Total Quality Management, Quality
Circles, benchmarking, etc., require basic training about quality concepts,
guidelines and standards for quality, etc.
8.
Safety: Safety training is critical where working with heavy equipment ,
hazardous chemicals, repetitive activities, etc., but can also be useful with
practical advice for avoiding assaults, etc.
9.
Sexual harassment: Sexual harassment training usually includes careful
description of the organization's policies about sexual harassment,
especially about what are inappropriate behaviours (McNamara, 2008).
2.4.5 Trainers
Who actually conducts the training depends on the type of training needed and who
will be receiving it. On-the-job training is conducted mostly by supervisors; off-the-job
training, by either in-house personnel or outside instructors. In-house training is the daily
responsibility of supervisors and employees. Supervisors are ultimately responsible for the
productivity and, therefore, the training of their subordinates. These supervisors should be
taught the techniques of good training. They must be aware of the knowledge and skills
necessary to make a productive employee. Trainers should be taught to establish goals and
objectives for their training and to determine how these objectives can be used to influence
the productivity of their departments. They also must be aware of how adults learn and how
best to communicate with adults. Small businesses need to develop their supervisors' training
capabilities by sending them to courses on training methods. The investment will pay off in
increased productivity.
There are several ways to select training personnel for off-the-job training
programs. Many small businesses use in-house personnel to develop formal training
28
programs to be delivered to employees off line from their normal work activities, during
company meetings or individually at prearranged training sessions.
There are many outside training sources, including consultants, technical and
vocational schools, continuing education programs, chambers of commerce and
economic development groups. Selecting an outside source for training has advantages
and disadvantages. The biggest advantage is that these organizations are well versed in
training techniques, which is often not the case with in-house personnel.
The disadvantage of using outside training specialists is their limited knowledge
of the company's product or service and customer needs. These trainers have a more
general knowledge of customer satisfaction and needs. In many cases, the outside trainer
can develop this knowledge quickly by immersing himself or herself in the company
prior to training the employees. Another disadvantage of using outside trainers is the
relatively high cost compared to in-house training, although the higher cost may be offset
by the increased effectiveness of the training. Whoever is selected to conduct the
training, either outside or in-house trainers, it is important that the company's goals and
values be carefully explained
2.4.6 Training Administration
Having planned the training program properly, you must now administer the
training to the selected employees. It is important to follow through to make sure the
goals are being met. Questions to consider before training begins include: location,
facilities, accessibility, comfort, equipment and timing. A careful attention to these
operational details will contribute to the success of the training program.
An effective training program administration should follow these steps:
29
i.
Define the organizational objectives.
ii.
Determine the needs of the training program.
iii.
Define training goals.
iv.
Develop training methods.
v.
Decide whom to train.
vi.
Decide who should do the training.
vii.
Administer the training.
viii.
Evaluate the training program.
Following these steps will help an administrator develop an effective training
program to ensure that the firm keeps qualified employees who are productive, happy
workers. This will contribute positively to the bottom line.
2.4.7
Evaluation of Training
Training should be evaluated several times during the process. Determine these
milestones when you develop the training. Employees should be evaluated by comparing
their newly acquired skills with the skills defined by the goals of the training program.
Any discrepancies should be noted and adjustments made to the training program to
enable it to meet specified goals. Many training programs fall short of their expectations
simply because the administrator failed to evaluate its progress until it was too late.
Timely evaluation will prevent the training from straying from its goals.
Ideally, training should not be one time activity. Continual reinforcement of
lessons learnt in training program is essential. Many companies send employees to
courses, but then allow the knowledge to slip away. New knowledge can be reinforced in
several ways. According to Evans and Lindsay (1999) Motorola uses on the job coaching
30
to reinforce training; Ritz-Carlton has follow-up sessions to monitor instructional
effectiveness. Also companies need an approach for evaluating training effectiveness.
Ritz-Carlton requires employees to pass written and skill demonstration tests.
Other companies use on-the-job evaluation or tests in simulated work
environments. Many measure behaviour and attitude changes. However, the true test of
training effectiveness is results. By establishing a linkage between training and results,
companies can show the impact on customer satisfaction and also identify gaps in
training.
2.5
Human Resources Management in Customs Organizations
Good management of human resources is probably the single most important
issue that affects the efficiency and effectiveness of customs, irrespective of its
organizational structure. This cannot be overemphasized as all aspects of customs
management and customs clearance, including the application and maintenance of
modern information technology (IT), will require that staff is qualified to operate the
existing systems efficiently and to prepare the existing services of the introduction of
new processes and techniques. In doing so, staff must be attuned to developments in
international trade and logistics must adjust to shifts in emphasis with respect to
customs’ mandate (IBRD/World Bank, 2005).
Historically, customs work consisted of the manual labour of inspecting cargo,
vessels, and passengers and patrolling along stretches of border close to higher ranking
government officials, while it staff was often poorly educated, trained and compensated.
This arrangement undermined professionalism and integrity in customs. Increasingly,
government services are being held to higher standards. The imperatives of a globalized
economy on customs have become clear. A modern customs must have an
31
administration, responsible for protecting and representing the government at its
country’s borders and ports, must use a professional workforce and an enabling
technology to accomplish its task. This can be broken down into several phases:

Establishing a recruitment process that ensures that customs has the
desired staff on board

Training incumbent staff to maintain skill levels

Ensuring that the compensation package enables customs to motivate and
retain staff
 Ensuring that poor performance and integrity failure are promptly sanctioned
(IBRD/World Bank, 2005).
2.5.1
Customs Services and Staff Profile
A modern customs administration needs to define the profile of its desired staff.
The general educational background of all staff should be sufficiently high to ensure that
they can acquire and maintain the skills required by a customs service. Such skills are
bound to change over time and will increasingly require expertise in accounting,
intelligence gathering, finance, investigation, analysis, training, planning, and HR
management. All these functions will increasingly adopt procedures that rely heavily on
the use of IT. Modern workflow analysis should be used to determine the desired
distribution of personnel across the various skills categories (IBRD/World Bank, 2005).
Some of the major services required of customs, and the professional qualifications
essential to fulfilling these requirements, include the following:
 Enforcement of domestic law and regulations at borders:
 Implementation of modern customs clearance processes
 Maintenance of open communications with the trading community
32

Enforcement of laws relating to intellectual property rights, security, drug
trafficking and eventuality, labour and human right
 Collection and dissemination of international trade statistics requires IT
expertise and an awareness of the importance of statistics for economic
decision making.
 Management of customs’ HR requires sound human resources management
and human resources development expertise (IBRD/World Bank, 2005).
2.5.2
Customs organization and organizational placement
A highly motivated and competent staff can make almost any organization work
and can overcome a plethora of organization obstacles; but a good organizational
structure will help greatly. Even a perfect model of organizational design and efficiency,
should it exist, would not survive if the employees are not competent, qualified, trained
and motivated. An ideal organization is not static. Public and private sector organizations
modify their structures continually to address new challenges, changes in workload,
geographical expansion, competition, the introduction of new technology, and
innovation. Customs administration is not exception and often struggles to find an ideal
organization to match the constantly changing customs environment. However,
reorganization is not a panacea. Frequently, it is used as an excuse to disguise their
inability to identify the root cause of poor performance. Reorganization can be disruptive
and aspects of customs operations make ongoing training an absolute necessity.
Experienced customs officers should be teamed up with professional trainers to offer
such training (IBRD/World Bank, 2005).
In modern customs, many promotions depend on successful completion of welldefined training programs and all staff must undergo annual training, agreed on with the
33
HR department and with direct supervisions. Supervisors are evaluated with training of
their staff. Special training academies can be appointed for this purpose on a national or
regional basis. Full advantages should be taken of the training provided by bilateral
agencies, the WCO, and even preshipment inspection (PSI) companies, whose contracts
often specify training obligations.
In Ghana, the service agreements of the companies undertaking destination
inspection services include the delivery of a training program for the customs staff. That
this program was signed with the Ministry of Trade and Industry and not with customs
complicates the integration of the training with other similar customs initiatives. Even
worse, it may undermine any initiative of customs to take full responsibility for its
training program.
Whatever the organizational context of customs, it is crucial that customs.

Operates with adequate funding and staffing

Operates under correct oversight to ensure that rules
and regulation are respected

Has a personnel system that enables it to recruit, train
and develop a professional workforce and the authority to remove
corrupt or incompetent employees and to keep them removed

Operates with adequate autonomy in personnel and
operational matters

Provides an appeals process for the trade community

Is held accountable for meeting performance goals (IBRD/World
Bank, 2005).
Good HR management is the linchpin to effective and efficient customs
management. This is too often neglected, and the delivery of services, in all its
dimensions, all too often suffers while integrity problems persist. The management of
34
human resources is multifaceted. It includes recruiting, training, staff compensation and
promotion, as well as enforcement. None of these tasks is easy and often must be
implemented in a constrained environment. Budgets are tight and civil service rules give
little leeway to the HR staff in customs. These difficulties should not discourage the
investigation of new initiatives, and field studies to suggest that within these constraints
much more attention should be given to HR issues, and generous payoffs can be
expected. Strengthening the HR department would often be a good beginning.
2.6
Conclusion
This chapter reviews literature on human resource management, training and
career development. It establishes the point that human resource management is probably
the single most important issue affecting the ability of customs to achieve its assigned
objective effectively and efficiently. Without providing an exhaustive list of issues that
would need to be looked into to assess the availability of these human resources and the
quality of HR management, there are few priority areas that could be investigated as
starting points for more in –depth investigation. These are skill mix, human resources
department, recruitment and training (IBRD/World Bank, 2005).
35
CHAPTER THREE
METHODOLOGY
3.0
Introduction
This chapter deals with the research methodology that was used in gathering data
for the study. It contains the research design, population, sampling method, the research
instrument, data collection procedure and data analysis techniques.
3.1
Research Design
The importance of methodology to every research cannot be overstated if the
validity and reliability of the results are to be attained. It is also critical to ensure the
replication and generalization of the research results (Buame, 2006). Research design is
the overall plan for collecting data in order to answer the research question. It also
involves specific data analysis techniques or methods the researcher intends to use.
This study adopted the survey research method since though the focus was on
only CEPS, data was collected from officers in Tamale, Head Office, Airport, Tema,
Aflao, Ho, Takoradi and Elubo. Quantitative and qualitative techniques were adopted for
the study. The quantitative technique involved a questionnaires survey of CEPS officials
whilst the qualitative technique involved an interview with Assistant CommissionerTraining and Chief Collector-Administration and Human Resources (CCA&HR) at
CEPS headquarters. The quantitative technique involved a survey where data was
collected through questioning a fraction of the population which included the officers of
CEPS. The survey method using questionnaire was used for this study primarily because
it reduces cost and time associated with census and they are capable of generating
quantitative data.
36
A cross–sectional survey method was used to collect information from the
sample, thus all relevant data were collected at a point in time but within a three (3)
months period.
3.2
Population
Fraenkel and Wallen (1993) point out that, “Population is the group of interest to
the researcher, the group to whom the researcher would like to generalize the results of
the study.” Jankowicz (1995) points out that in order to draw a sample; you have to know
how many people are in the population, and how this total is made up from people falling
into various subgroups in which you might be interested.
The population for this study consists of the entire CEPS officers in Ghana,
located at the Head Office, Airport, Tema, Tamale, Aflao, Ho, Takoradi and Elubo who
number 1,800 (CEPS Annual Report, 2007). The entire staff made up the subjects of the
study.
3.3
The Sample Size
Fraenkel and Wallen (1993) refer to a “sample” in a research study as any group
from which information is obtained. Jankowicz (1995), defines sampling as the
deliberate choice of a number of people, the sample provides data from which to draw
conclusions about some larger group, the population, whom these people represent.
Therefore, not all the members of the study population were surveyed. Also it is
considered economically feasible to use part of the population. This enables the research
to be conducted within the limited time frame. In light of this, the researcher used 180
subjects of the population.
Twumasi (2001) mentions two types of sampling techniques used in various
research studies. These are probability and non-probability sampling. He points out that
37
in probability sampling, each and every unit within the population is given equal chance
of being selected. In the selection of the sample size, a staff list of all the groups was
obtained and staffs were selected randomly and the questionnaires served to them. The
Assistant Commissioner-Training and the Chief Collector Administration and Human
Resource were, however, purposively selected for interviewing. Thus, simple random
sampling (probability technique) and purpose sampling (a non-probability sampling
technique) were the main methods used in selecting the subjects.
3.4
The Research Instruments
Several methods are used to collect data in a social science research. These
include questionnaires, interviews, and observational techniques. Twumasi (2001)
mentions that the selection of a particular method to collect data must be decided upon in
the light of one’s problem. He further states that in making this decision, the researcher
must keep in mind the type of people he or she is dealing with, the nature of the social
situation, the mood of the social environment and the psychology of the people. The
study therefore, combined questionnaire and structured interview methods.
The data for the study was thus collected using questionnaires and interviews.
The interview is important since it helped check the validity of the data that collected
through questionnaires. Questionnaire consisting of mainly structured or close–ended
questions were used to collect the primary data for the study. Close-ended questions are
known to provide control over the participant’s range of responses by providing specific
response alternatives (Borden and Abbott; 2002). This makes it easier to summarize and
analyze the responses.
The questionnaire for the staff had four sections. Section A was be on the
background of the staff, and also solicited information on the age, sex, educational level;
and departments, rank and length of service of the staff. Section B of the questionnaire
38
covered questions on knowledge and awareness of human resource training and
development policy, and Section C had questions on human resource training and
development practices at CEPS. The fourth section, D, dealt with issues of effect of
human resource training and development at CEPS. Questionnaire was mainly structured
or close–ended questions with few open-ended questions (Appendix I).
The reasons for using the questionnaire method as an instrument of data
collection was based on the fact that it provides a wider coverage of the sample and also
it facilitates the collection of a large amount of data (Fraenkel and Wallen, 1993).
Questionnaire method was appropriate in this study because all staff were literate. The
interview questions was structured and covered issues on the nature of the human
resource training and development policy and programme at CEPS, procedures that
guide the training of staff at CEPS and how the programme is implemented and the
challenges CEPS face in implementing its human resources training and development
plan. Data on the training targets, actual, budgets and core areas was also collected.
3.5
Mode of Data Collection
First the researcher collected an introductory letter from KNUST Business
School to CEPS. This helped crave the indulgence of the institution and the staff for the
data collection. In effect the consent of the institution and the subjects were sought
before the data collection.
By the use of simple random sampling method, the researcher personally gave
out the questionnaires to the CEPS officials to fill. The researcher personally collected
all completed questionnaires from the staff at the point where the questionnaires were
administered to them. After the questionnaires had been filled out the researcher ensured
that the respondents answered all relevant questions. In all 180 questionnaires were given
39
out and 163 were collected giving a high response rate of 90.6%. This was achieved
because the researcher personally distributed and did the collection at the point in time.
For the staff who were not able to fill out their questionnaire on the first visit of
the researcher, one week was usually allowed for them to do so for collection at a later
date. Where necessary a staff of CEPS was respectfully tasked to do this on behalf of the
researcher, however, after detailed briefing. Being a cross sectional survey, the data was
collected at just a point in time, however, within a period of two weeks. In all,
respondents were required to provide answers to some questions and rank factors in
order of agreement or select an option which best described their response.
The interview was conducted in the office of the Chief Collector Administration
and Human Resource and that took a day. The interview lasted for almost an hour. The
interview was conducted using tape recordings but in most cases the responses were
written down by the researcher during the course of conducting the interview. The
interview was well structured with all the relevant questions clearly written down before
the commencement of the interview sessions (Appendix II). Questions that were not
included in the interview guide but were considered necessary were also asked during the
interview session.
Secondary sources of data were always consulted. These include annual reports,
staff statistics and budget and spending on training for the period 2004 – 2008. Also the
CEPS News, 2007, a magazine published by CEPS was useful in obtaining relevant data
and information to supplement the primary data.
3.6
The Analysis of Data
Qualitative procedures interspersed with some quantitative procedures were be
used to analyze the data collected for this study. The statistical software – SPSS for
40
Windows (Version 11) was used to analyze the quantitative data generated with the
questionnaires whilst the data from the interviews was analyzed qualitatively by content
analysis. The secondary data on the training programmes of CEPS over the past 5 years
was subjected to trend analysis using Microsoft Excel. The data from the interview was
analyzed qualitatively and the results presented in the form of a summary. The
quantitative results will be presented in tables and charts.
The findings have been discussed in relation to the research questions,
hypotheses, literature review and the theoretical framework.
3.7
Limitations and Problems encountered
The minor limitation of the study was the inability to use a larger sample size.
This was not possible because of time limitation and the rather busy schedules of the
CEPS officials. That notwithstanding, the sample size used was reasonably large, the
findings can be generalized for the entire customs industry in Ghana, however, with
caution.
Even though questionnaires are known to have certain disadvantages such as low
response rate or inaccurate responses, restriction of freedom of responses, less
opportunity for clarifications of responses among others, the personal involvement of the
researcher at every stage of the study and the use of interview helped to obtained detailed
information about the issues studied and also helped achieved a high level of data
consistency, reliability and accuracy.
A limitation for the study was the ability to have access to literature from which
to draw the desired conclusions. It is a well-known fact that because of the oath of
secrecy that most public servants swear they seldom release information to public and
this leads to a low response rate to the administration of the questionnaire. This was
41
minimized by an early administration of questionnaires and making early appointments
with key respondents.
In addition, even though attempts were made to cover all CEPS offices and
stations across the length and breadth of the country, this was not possible. Only selected
areas or regions were covered, hence the findings even though can be generalized for
CEPS in the whole of Ghana, this will have to be done with caution, since the expected
representativeness was not fully achieved.
3.8
Conclusion
The survey research method which is a widely used by social researchers was
adopted for the study. The instruments used in collecting the primary data from a sample
of 180 officers drawn from Tamale, Head Office, Airport, Tema, Aflao, Ho, Takoradi
and Elubo were questionnaire and interview. A high response rate of 90.6% was
achieved. And considering the fact that the coverage areas were wide, the findings can be
generalized for the entire CEPS institution in Ghana.
42
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS OF FINDINGS
4.0
Introduction
This chapter deals with an overview of CEPS in terms of its history, roles and
administration. It also deals with the presentation and an analysis of data collected and
discusses it in relation to training and development activities at CEPS.
4.1
Overview of Customs Excise and Preventive Service (CEPS)
4.1.1
History of CEPS
The Department of Customs was established when it became necessary for the
country to enforce the payment of local duty from shipping at the sub-ports in 1839 by
the Colonial government, headed by a Principal Collector who by 1850 also acted as the
Colonial Treasurer. By 1885, the designation of the head of department became known
as the Comptroller of Customs and Excise. In 1897, personnel from the Gold Coast
Police Force were seconded to the department and made accountable to the Comptroller.
Mr. Frank Arthur was appointed as the first African Comptroller as part of the
Africanization policy of the government in 1961.In 1962 Customs came under the
Ministry of Interior instead of the Ministry of Finance and Trade. A Border Guard Unit
was formed in1964 .This Unit acted as agents of Customs in boarding and clearing of
ships and aircrafts .The unit also performed Customs frontier duties.
After the re-organization of the entire Civil Service in 1966, the Service again,
reverted to the Ministry of Finance. The department took over the revenue functions of
the Border Guards in 1971 i.e. boarding and rummaging of ships and aircrafts and
passengers’ baggage examination whilst the Border Guard was in charge of Frontier
Patrol.
43
In September 1986, the Customs Excise and Preventive Service was created as a
semi-autonomous institution outside the Civil Service under the CEPS Law, PNDC 144,
1986. This move was part of the government programme aimed at restructuring and
rationalizing the major revenue collecting agencies. The designation Comptroller was
changed to Commissioner.
The role of the Customs and Excise as the main agency responsible for Indirect
Taxes in the country was improved in 1988 when the Border Guard Unit was reintegrated into the Army and CEPS took over their functions. New administrative
structures were created to reflect the para-military and self-accounting status of the
Service.
4.1.2
Functions/Role of CEPS
. The Service is responsible for the collection of Import Duty, Import VAT,
Export Duty, Petroleum Tax, Import Excise and other taxes and levies. At present, the
VAT Service collects Excise Duty on behalf of CEPS except Excise Duty on Petroleum
products. CEPS collects over 55% of total tax revenue which is used to finance the
country’s recurrent budget and development projects in the health, education, housing
and the transport sectors etc.
CEPS also ensures the protection of the revenue by preventing smuggling. This is
done by physically patrolling the boarders and other strategic points, examination of
goods and search of premises as well as documents relating to goods. As a frontline
institution at the country’s frontiers, CEPS also plays a key role in surmounting external
aggression and maintains the territorial integrity of Ghana. CEPS is part of the country’s
security network. In addition to these functions, CEPS performs agency duties on behalf
of other government organizations and ministries by seeing to the enforcement of laws
44
on import and export restrictions and prohibitions. These relates to the health, safety and
social well being of Ghanaians.
4.1.3
Vision/Mission Statement
The Vision of CEPS is to provide World Class Customs Service. Its mission is to
collect account and protect, Customs, Excise and other assigned indirect tax revenue in a
timely manner whilst facilitating trade, investment and the movement of people and
goods across and within the borders of Ghana.
4.1.4
Organizational Structure & General Administration
Revenue Agencies
Governing Board
Commissioner
D/C Fin & Corp.
Planning
D/C Administration
and Human Resource
A/C Administration &
Human Resource
D/C Operations
D/C Preventive
Chief Internal Auditor
D/C Research &
Monitoring & IT
A/C Training
Fig. 4.1: Organizational Structure
Source: CEPS News (2007).
The Commissioner of CEPS heads the Service and is appointed by the President
on the advice of the Council of State. Subject to the direction of the Board of Directors
on matters of policy, the Commissioner is responsible for the day-to-day administration
of the Service. He is assisted by Deputy Commissioners in charge of Finance and
Corporate Planning, Operations, Administration and Human resource, Research and
Monitoring and Information Technology, Preventive and Internal Audit. Next are
45
Assistant Commissioners and Chief Collectors who head various departments and
Collections.
The Headquarters in Accra has overall responsibility for the service with
departments such as Administration and Human Resource, Legal, Research, Monitoring
and IT, Public Relations, Customs, Excise, Preventive, Investigations, Accounts,
Purchasing, Stores, Transport and many more. For administrative purposes, the country
is sub-divided into thirteen “Collections” for example, Jamestown, Kotoka International
Airport, Tema etc. The Collections are headed by Sector Commanders with the ranks of
Assistant Commissioners and Chief Collectors beneath the Collections are Stations,
Outposts and Checkpoints that are headed by officers with varied rankings.
Training and development fails under the ambit of Deputy Commissioner
Administration and Human Resource. He is supported by two Assistant Commissioners
that is Assistant Commissioner Administration and Human Resource and Assistant
Commissioner Training a clear indication that the organization has a recognized training
section.
4.1.5
Quality Policy Statement
It is the policy of the Customs, Excise, and Preventive Service to:
•
Provide service that is efficient, fair and transparent
•
Provide sufficient resources to ensure we are effective in the performance
of our duties
•
Recruit, train and maintain a highly qualified and motivated workforce
•
Ensure the public is aware of our contribution to the nation.
46
4.2
Training and Development Policy of CEPS
The first objective and the related research questions relate to T &D policy of
CEPS. This was examined with data gathered from questionnaire given to CEPS staff,
Interview granted by two management personnel and from existing literature.
4.2.1 The Training and Development Policy
The training policy of CEPS was obtained and examined. It has an objective of
equipping staff with the needed skills, knowledge and core competences required for
effective performance of current jobs and for career development of staff. It also makes
provisions for:
 Responsibility for training and development
 Training need identification
 Training procedure
 Training evaluation system etc
A careful study of the CEPS T&D policy indicates that the policy captures
essential elements of best practices regarding training and development. That is, the
policy is not different from what is the norm as it has all the major requirement the T&D
policy should have. This makes the policy adequate for attainment of organizational
objectives.
The Assistant Commissioner (AC) Training explained in an interview that the
policy seeks to develop capacity of CEPS officers especially in the core operational
areas; and also to develop the capacity of senior officers to manage the affairs of the
institution, to equip officers with skills that they may require to do their work and to
prepare officers for higher responsibilities.
47
In response to whether the training and development policy was related to the
organizational objectives, the AC-Training answered positively and added that officers
were trained to be efficient in what they do; a core theme reflected in the mission and
quality policy statement of the institution. The AC-Training, also emphasized that
training programmes were geared towards meeting certain objectives. He said, "Training
programmes are normally planned to enhance the capacity of staff to deliver in areas
where there is short fall".
The Chief Collector Administration and Human Resource (CCA&H) also
affirmed that CEPS had training a development policy. He indicated that the policy has
been in place since 1986. Explaining the focus of the policy, the CCA&H explained that
the policy aim at providing a continuous functional training and development to broaden
the knowledge and skills of officers in the core and non-core business units of the
service. He went on to say that “the policy involves the planning and improvement of a
systematic training and development of all categories of staff to ensure that the
institution has adequate and well qualified staff at any time".
Surprisingly, when asked how often the policy was updated, the CCA&H
indicated that the policy has never been updated since it was instituted over two decades
due to lack of funds. He was, however, quick to add that it was currently being reviewed.
4.2.2 Training Trends in CEPS
Based on the T & D policy, CEPS has been training its staff and sponsoring some
others for further studies in various fields of endeavour over the past half decade. The
trend of numbers trained over the period 2004 -2008 is as presented in figures 4.2 and
4.3 overleaf:
48
Fig. 4.2 Number of trained staff for the period 2004-2008
It can be observed that the number of trained staff increased steadily from 380 in
the year 2004 to 943 in the year 2006 and increased sharply to 2154 by the year 2008.
The annual rate of increased in the number of trained staff was approximately 361.
Generally, there was a marked increase in the number of trained staff over the period
under review.
So also, regarding staff development activities, the graph below captures
the trends of sponsorship for further studies over the same period.
49
Fig. 4.3 Number of staff sponsored for further studies (2004-2008)
The figures presented are in support of the fact that CEPS has a T&D policy which
guides vigorous training and development activities and supports the assertion that CEPS
has training and development policy.
It can be observed that whilst staff on part-time study leave increased
considerably from 25 in the year 2005 to 43 in the year 2008, the number of staff on
study leave only increased marginally from 10 in the year 2005 to 19 in the year 2008.
Generally, though the number of staff sponsored for further studies has risen marginally
over the period under review, the number of sponsorships for part-time study leave was
in excess of those on full time study leave with pay.
In response to the questions as to whether CEPS sponsors officers for further
studies abroad, the CCA&H answered in the affirmative but added that the sponsorships
were mostly for short courses of 2-6weeks durations. The CCA&H could, however, not
provide data on the number of sponsorship for further studies abroad for the period under
review.
50
4.3
Awareness of Training and Development Policy among CEPS Staff
This discussion relates to the second research objective and its related
research question which sought to know the level of awareness of T & D policy among
CEPS staff. Data for this was obtained from questionnaire administered to staff.
4.3.1
Background of the Staff
The respondents were made up of 46 (28.2%) junior staff and 117 (71.8%) senior
staff.
A larger proportion of the respondents were surprisingly found to be senior
officers though that was not the intention of the researcher. This has however, enhanced
the richness of the data since they have worked for longer durations at CEPS and have
been exposed to more training and development activities, and will be in a better position
to provide detailed information on human resource training and development activities at
CEPS.
Out of the 163 respondents 26 (16.0%) were females and 137 (84.0 %) were
males. The ages of the respondents ranged between 22years and 57years, with an average
age of 44.08 years, a modal age of 47.0 years and a median age 46.0 years.
The respondents were from different departments including Accounts,
Operations, Preventive, Research and Monitoring, Administration, among others and
occupied various positions ranging from Junior Staff to those in management positions.
The results in Table 4.1 show the educational level of the respondents.
51
Table 4.1 Educational level of the respondents
Educational background
Frequency
Percent
MSLC
6
3.7
G.C.E 'O' Level
17
10.4
S.S.S.C.E
18
11.0
G.C.E. 'A' Level
39
23.9
Diploma
15
9.2
HND
6
3.7
First Degree
42
25.8
Second Degree
13
8.0
Chartered Accountancy
3
1.8
NVTI
4
2.5
Total
163
100.0
It can be observed that about a fourth, 42 (25.8%) of the respondents had first
degree, 39 (23.9%) had GCE A’ level certificates, 13 (8.0%) had second degrees, whilst
4 (2.5%) had NVTI certification. Generally, most of the staff had attained considerably
high levels of education. The data for the study also revealed that respondents had
worked at CEPS for between 1year and 37 years. The average length of service by the
respondents was 17.54 years; the mode was 20 and 24 years (bi-modal) with the median
being 19 years. Thus, the respondents had worked at CEPS for a considerable number of
years.
4.3.2
Staff Awareness of Training and Development Policy
When the respondents were asked if CEPS have training and development policy,
146 (89.6%) answered in the affirmative whilst 17 (10.4%) stated otherwise. The study
showed that the majority of the respondents were aware of the training and development
policy and also had appreciable knowledge of it. However, the fact that not all the staffs
were aware of the policy leaves much to be desired.
In response to the question as to whether the policy has been communicated to
them, 104 (71.7%) of the respondents who were aware of the policy affirmed that the
52
policy has been communicated to them. Only 41 (28.3%) of those who were aware of the
policy answered indicated that the policy has not been communicated to them.
The results in Table 4.2 show the medium used in communicating the policy to staff.
Table 4.2 Medium of communicating training policy
Medium of communication
During recruitment
Formal briefing
During promotion
Seminar
By hear say
Notice board
Memo
Total Count
Count
40
32
45
15
26
5
18
173
Percent
23.1
18.5
26.0
8.7
15.0
2.9
5.
100.00
It can be observed that the common means by which the training and
development policy was communicated to staff was during promotion (26.0%), during
recruitment (23.1%) and formal briefings (18.5%). Thus, CEPS used diversified means
to communicate information on training and development policy to the staff. Citing the
example of Wainwright industries, Evans and Lindsay (1999), indicated that training
begins right from the first day on the job and senior managers explain the company’s
approaches to continuous improvement to new recruits. In addition, follow ups were held
24 and 72 hours after the start of employment. The awareness initiatives and
communication of training policy to staff at CEPS, if indeed there was any such thing,
was a far cry from what prevails at Wainwright industries. Also, Asare-Bediako (2002)
believes that training and development must not be thought of as an after recruitment
programme, but rather it must be incorporated into orientation programmes for newly
recruited staff. According to him, the training and development (T&D) unit should
explain to new employees what T&D means and what programmes and facilities are
available to employees.
53
4.3.3
Understanding of Training and Development Policy
On the level of respondents understanding of the training and development
policy, the results in Table 4.3 were obtained.
Table 4.3 Respondents level of understanding of training policy
Level of understanding
Excellent
Very good
Good
Average
Poor
Total
Frequency
4
19
67
45
21
156
Percent
2.6
12.2
42.9
28.8
13.5
100.0
It can be observed that with the exception of 21 (13.5%) of the staff who rated
their understanding of the human resource training and development (HRTD) policy
as poor, the majority of the respondents rated their understanding between average and
excellent, with 67 (42.9%) stating that they had a good understanding of the HRTD
policy at CEPS. Thus, the majority of the respondents had a good knowledge of the
HRTD policy at CEPS, perhaps due to the awareness initiatives as well as the
effectiveness of the medium used in communicating the policy to the staff.
4.4
Training and Development (T&D) Practices at CEPS
The researcher sought the opinions of the respondents and CCA&H on various
T&D practices at CEPS including training needs identifications, staff involvement in
training and development activities, frequency, nature and quality of training
programmes at CEPS. This data was required to investigate the research objective and
related research question regarding the actual training and development practices,
methods, and procedures.
54
4.4.1 Training Needs Identification (Criteria for Selecting Trainees)
In response to the question as to whether performance appraisal is the basic
criterion guiding their selection for training, only 38 (25.8%) responded affirmatively.
The majority, that is 121 (74.2%) of the respondents indicated that the performance
appraisals were not used in selecting staff rather the use of years of service (17.2%),
promotion (14.1%) and an unknown criteria (11.7%), in selecting staff for training
(Table 4.4).
Table 4.4 Criteria used in selecting staff for training
Criteria
Selection is done at headquarters
Discretion of superiors
Based on qualification/rank
Based on specific training needs
Based on schedule of work
Unknown criteria
Based on years of service
When due for promotion
Whom you know/bias
Random
Total
Frequency
8
6
5
6
1
19
28
23
14
11
121
Percent
4.9
3.7
3.1
3.7
0.6
11.7
17.2
14.1
8.6
6.7
74.2
Generally, the majority of the respondents had negative perceptions about CEPS
using the performance appraisals in selecting staff for training. The study revealed that
the majority of the respondents expressed dissatisfaction with the selection practices in
place at CEPS. When quizzed about the mode of selection of staff for training, the ACTraining explained that selection for training was normally done by Sector Commanders
who know the officers more in co-operation with their supervisors. This response seems
to emphasize the earlier opinion of the majority of the respondents who complained
about discrimination and the improper method in selecting staff for training. The ACTraining was, however, quick to add that the selection of staff for training was preceded
by training needs survey.
55
The data for the study indicated that the situation where employees would be
selected for training based on appraisals and training needs identification was nonexistent at CEPS. The fact that quite a number of respondents called for transparency in
the selection of staff for training, one devoid of favouritism means that the management
of CEPS would have to enhance its efforts at adhering strictly to it selection policy and
at large its training and development procedures.
4.4.2 Performance Appraisal of Respondents (Frequency of performance appraisal)
When the staffs were asked about how often their performances were appraised,
the results appear to indicate that performance appraisals were carried out frequently at
CEPS (Table 4.5).
Table 4.5 Frequency of conducting performance appraisals
Conduct of appraisals
Quarterly
Every six months
Once a year
Never
Once a while
Total
Frequency
88
3
65
4
3
163
Percent
54.0
1.8
39.9
2.5
1.8
100.0
It can be observed that most of the respondents, that is 88 (54.0%) respondents
stated that their performances were appraised quarterly, whilst 3 (1.8%) indicated that
they were appraised every six months. It must, however, be noted that 65 (39.9%) of the
respondents said their performances were appraised once in a year, 4 (2.5%) had never
been appraised and 3 (1.8%) indicated that their performances were appraised
occasionally. Generally, there is performance appraisal at CEPS and performance
appraisal is a good base of training needs identification for staff. However, the earlier
56
responses in 4.4.1 indicate that the basic criterion for selecting staff for training is not
performance appraisal. This may be a fundamental error in training practice at CEPS.
4.4.3 Participation in Training Programme
The study sought to know how often respondents participate in training
programmes. The results in Table 4.6 show the responses of the staff to the question on
how often they undergo training.
Table 4.6 Participation in Training programmes
Participation in Training
Quarterly
Every six months
Once a year
Every two years
When due for promotion
Every four years
Occasionally
Total
Frequency
6
6
11
19
63
48
10
163
Percent
3.7
3.7
6.7
11.7
38.7
29.4
6.1
100.0
Most of the respondents indicated that they undergo training either when they are
due for promotion (38.7%) or every four years (29.4%). Generally, the results indicated
that even though the entire respondents have ever participated in a training programme,
majority indicated that the training programmes were not regular.
4.4.4 Nature of Training Undertaken at CEPS
The staff also responded to a question on the nature of the training they undergo.
They variously indicated the training types they have experienced as including In-house
training, Formal training from the CEPS academy, special assignments, relieving duties,
and career counselling
57
On the implementation of the training programmes, the AC-Training also
indicated that the training takes the form of in-house, orientation and on-the job training
and the methods used included lectures, presentations and group discussions. He also
added that the resources persons for the training programmes come from both within and
outside the service.
. There are various types of training which are mainly categorized as (a) on the
job training, and (b) off the job training. Clearly, CEPS has being using both types of
training to enhance the skills, knowledge, attitudes and competences of staff. However, it
has been noted that there was no mention of some key types like mentoring, coaching,
behaviour modelling among others.
4.4.5 Quality of Training at CEPS
On the quality of the training programmes the respondents have participated in,
the results in Table 4.7 were obtained.
Table 4.7 Quality of training programmes attended by respondents
Quality of training
Very poor
Poor
Average
Good
Very good
Excellent
Total
Frequency
5
6
22
83
44
3
163
Percent
3.1
3.7
13.5
50.9
27.0
1.8
100
With the exception of 11(6.8%) of the respondents who were not impressed with
the quality of the training programme they have participate in and therefore described
them as either poor (3.7%) or very poor (3.1%), the majority of the respondents were
impressed with the quality of the trainings they have participated in and rated them
between average and excellent. Specifically, 83 (58.9%) of the respondents rated the
58
quality of the training they have participated in as good, 44 (27.0%) described them as
very good and 3 (1.8%) stated that they were excellent. Thus, the majority of the
respondents had positive perceptions about the quality of the training programmes they
have participated in at CEPS.
Consequently, when the respondents were asked whether the methods used in the
training programmes they have participated in had any impact on their skills, 141
(89.8%) as against 18 (11.2%) affirmed that indeed the methods in the training
programmes had an impact on their skills. Regarding some of the specific skills acquired
through training, respondents’ lists include mainly the following:
Table 4.8 Skills Acquired through Training
ICT
Customer care
ICT & Management
Intelligence & investigations
Customs regimes
Special assignments
Policy & records management
Human resources management
Leadership/management
Also the AC-Training response affirmed the response of the majority of the staff
indicating that the training methods used have achieved the desired results. He explained
that officers reported being more confident after the training. He went on to say that
"over the last 3 years we have always exceeded our revenue targets, a proof that training
is achieving results".
This indicates that perhaps the methods used in training programmes at CEPS
were very effective and made expected impact on the skills of the staff. The rationale for
an effect of extensive training on organizational performance is further strengthened by
work on learning organizations (Harvey & Denton, 1999; Power & Waddell, 2004;
59
Senge, 1990). The argument is that by upgrading employees' skills and knowledge, they
are in a better position to produce high-quality products and services in the most costeffective way, adapt to change, and contribute to company competitiveness through
product or process innovation (Kamal, et al., 2008).
When the CCA&H was also asked if CEPS had a career development plan for
each employee, his response was in the negative and explained that individual career
development planning was done on ad-hoc basis. He gave a similar response to the
question as to whether CEPS had T&D projections for each employee. The CCA&H said
that the strengths and weaknesses of all employees were documented in their
performance appraisal. Perhaps this only confirms the assertions of the junior/senior staff
that no proper criteria are used in selecting staff for training.
4.4.6 Expected Frequency of Training
The respondents were also asked how often they would like to undergo training
on the skills they needed to improve their work.
Table 4.9 Expected Frequency of training
Expected training
Monthly
Quarterly
Every six months
Once a year
Never
Every two years
Every five years
Total
Frequency
4
13
43
90
3
6
4
163
Percent
2.5
8.0
26.4
55.2
1.8
3.7
2.5
100.0
The results in table 4.9 show that, 90 (55.2%) of the respondents indicated that
they would like to undergo training once a year whilst some want it frequently, that is
every six months (26.4%), quarterly (8.0%) or monthly 1.4%).
60
In addition, other respondents wanted to be trained every two years (3.7%) or every five
years (2.5%). Surprisingly, 3 (1.8%) stated that they never want to undergo any training
on the skills they need to improve their work.
4.4.7 Competence of CEPS Staff
When the opinion of the respondents were sought as to whether the staff at CEPS
had the requisite skills for their daily activities, 117 (71.8%) answered positively as
against 46 (28.2%) who answered in the negative. The results in table 4.10 show how the
respondents rated the competency of the staff of CEPS in service delivery.
Table 4.10 Competency of CEPS staff for service delivery
Competency of staff
Poor
Average
Very good
Excellent
Total
Frequency
4
58
86
15
163
Percent
2.5
35.6
52.8
9.2
100.0
It can be observed that 85 (52.8%) of the respondents rated the competency of the
staff of CEPS in terms of service delivery as good, whilst 15 (9.2%) rated them as
excellent, only 4 (2.5%) of the respondents rated the service delivery as poor. Thus, the
majority of the respondents were impressed with the staff of CEPS in relation to their
competence in service delivery.
4.4.8
Effectiveness of Training and Development at CEPS
The researcher sought the opinions of the respondents on the effectiveness,
relevance and the effect of training and development on the operations of CEPS. In
response to the question 96 (58.9%) of the respondents affirmed that the trainings were
effective (Table 4.11).
61
Table 4.11 Effectiveness of training and development programmes
Effectiveness of training
Not effective at all
Not effective
Not sure
Effective
Very effective
Total
Frequency
4
27
19
96
17
163
Percent
2.5
16.6
11.7
58.9
10.4
100.0
Thus, generally the majority of the respondents affirmed the effectiveness of the
training programmes in successfully equipping them with the intended skills.On the
relevance of the trainings received to work activities; the responses in Table 4.12 were
obtained.
Table 4.12 Relevance of training and development programmes
Relevance of training
Not at all relevant
Not relevant
Not sure
Relevant
Very relevant
Total
Frequency
4
7
13
102
37
163
Percent
2.5
4.3
8.0
62.6
22.7
100.0
It can be observed that apart from a few respondents who indicated that the
trainings they have received were somewhat irrelevant to their work (6.8%), the majority
described the trainings as relevant (62.6%) or very relevant (22.7%) to their work. Thus,
the majority of the respondents affirmed the relevance of the trainings they have received
to their work.
4.4.9 Training Evaluation
The A/C Training was asked how CEPS evaluates its training programmes, he
indicated that tests, interview and participants evaluations of resource persons were some
of the methods used in evaluating training programmes. He added that supervisors of
staff who have participated in training programmes were at times asked to submit reports
62
on the performance of staff after training programmes. This he said helps them to know
whether they are achieving results.
4.4.10 Respondents Overall Assessment of Training and Development Activities of
CEPS
When the respondents were asked whether they thought human resource T&D at
CEPS affects its operations positively, 142 (87.2%) answered in the affirmative. They
explained that T&D impacts positively on the operations of CEPS through equipping
staff with skills to meet challenges despite inadequate logistics. According to them, T&D
activities make them time conscious, effective and efficient at their work, and enhances
service delivery to customers and improved organizational performance. In addition,
training helps staff to be abreast with current customs operation resulting in increased
revenue generation. Few respondents, 21 (12.9%), however, stated that the T&D at
CEPS affects its operations negatively because of lack of logistics or resources, lack of
proper planning and training for staff, poor developmental programmes implementation,
non-adherence to training policies and lack of coordination. Other reasons cited include
lack of exposure of officers to the things learnt at the training programmes and lack of
proper job description.
The researcher also sought the opinions of the respondents on what they like and
dislike about the training programmes at CEPS. The exposure to new trends, confidence
building, and results oriented programmes, quality facilitators, good course content all of
which help staff to refresh and upgrade their knowledge for and enhanced customs
service delivery made them to develop likeness for such programmes. On the other hand,
what the respondents dislikes included poor facilities at the training school, the short
duration of some to the courses, the ad-hoc and discriminatory criteria for selecting staff
63
for training, inadequacy of the training programmes, late notification of participants
about training programmes, and poor scheduling of training programmes among others.
On ways to improve human resource training and development at CEPS, the
respondents suggested that staff involvement in training activities, strict adherence to
training and development policy, increased funding for training and development,
fairness in selection of staff for training, regular and constant review of the training
content and methods. In addition, facilities and logistics at the training school should be
improved, the duration of training should be increased, ICT based courses should be
incorporated in the training and training department should be resourced.
4.5 Challenges of Training and Development Policy Implementation at CEPS
Organizations and individuals alike face many problems with regard to training
and development. This section seeks to examine the challenges CEPS face in the
implementation of its training and development activities include inadequate budgetary
allocation. On the challenges CEPS face in implementing its human resource training
and development plans, the AC-Training stated budgetary and logistical constraints as
the main challenge.
4.5.1 Budgetary Challenges
Consequently, when the AC-Training was asked if the resources available for
training were adequate, the answer was a big "NO". When asked about the sources of
funds for training programmes, the AC-Training indicated that they relied on various
sources of funds in implementing their training plans. These included internal funds from
CEPS (own sources/government), and external funds such as support from the US
government, destination inspection companies like Gateway Services Limited (GSL) and
64
occasional support from other government institutions like the Police, National Security
and the Army.
The results in Fig 4.4 show the budgetary allocation for human resource training
programs at CEPS for the past five years (2004-2008). The picture that emerged was that
both the budgeted and the actual amount spent on training increased over the period
under reviews with annual average increases of about GH¢ 16,425 and GH¢14,999
respectively. However, the actual amount spent on training lags behind the budgeted
amount for almost all the five years by about 1% (GH¢7,699.37) in the year 2007, to as
much as about 33.1% (GH¢262,813.23) in year 2006. The only period that actual amount
spent on training exceeded the budgeted amount in the year 2004 (by 29.4%, that is
GH¢78,676.63). This clearly indicates that budgetary allocation for training had not been
adequate over the last half decade and is a key challenge to training activities. The
CCA&H indicated that a percentage increase of the actual amount spent on training by
about 40% would be adequate to implement training plans.
Fig. 4.4 Budgetary allocations/actual amount spent on training at CEPS (20042008)
65
According to Evans and Lindsay (1999) companies committed to quality invest
heavily in training and education and cited the example of Wainwright industries which
invests up to 7% of its payroll in training and education. Noe et al. (2000) also indicated
that General Electric and Federal Express now make substantial investments of between
3 and 5% of their payroll in training after the realization of the important role that
training plays in improving productivity, quality and competitiveness. Perhaps CEPS
was yet to come to this realization and follow in the footpath of the above listed
companies.
4.5.2 Other Challenges
The AC-Training also mentioned other challenges of training at CEPS as;
•
Lack of suitable accommodation for trainees
•
The poor state of facilities at the training academy,
•
General lack of commitment to training.
When respondents were asked what in their view were the major challenges CEPS
faces in the implementation of its T&D activities, the list in table 4.13 summarizes
the various challenges identified.
Table 4.13 Training challenges faced by respondents at CEPS
Problems
Lack or inadequate funds
Inadequate facilities
Discrimination and biases in staff selection
Insufficient duration and poor timing
Poor conditions at training school
Lack of management commitment
No clearly defined policy/plan
Lack of staff involvement
Trained personnel not utilized and ad-hoc posting
66
4.6 Conclusion
This chapter presents the primary data collected by use of questionnaire and
interview granted by two management personnel and discussed it side by side the
research objectives and its related research questions.
67
CHAPTER FIVE
SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.0
Introduction
This chapter discusses the findings of the study and draws conclusion based on
the findings that emerged. Recommendations for improving the training and
development activities at CEPS for an improved customs services delivery in Ghana
have also been included in this chapter.
5.1 General Summary
The general aim of the study was to investigate the training and development
practices at CEPS and to suggest ways of enhancing the HRTD for efficient and effective
service delivery.
The study was guided by five objectives and five research questions.
Chapter one provided background to the study and stated the problem outlining
the key concerns in the research questions. It also stated that even though CEPS has a
training and development policy, it appears its implementation has not been properly
carried out due to factors like budgetary allocation.
In Chapter two literatures on human resource management, training and career
development were reviewed. It establishes the point that human resources management is
probably the single most important issue affecting the ability of organizations to achieve
its assigned objective effectively and efficiently.
Chapter Three outlined the methodology for the study and stated that survey
research method was adopted for this work.
Chapter Four presented data collected from the primary sources and discussed
them side by side with the research objective and their relate research questions.
68
5.1.2 Summary of Findings
The following were the summary of the findings;
i. The training policy was obtained, examined and found not to be different from
the “norm”. It has all the major requirement of a training and development policy.
Two management personnel who were interviewed also confirmed that it has
been in place since 1986. They also said the policy seeks to ensure that there are
continuous T & D activities to broaden the knowledge and skills of staff. It was
found that the number of trained staff increased from 380 in the year 2004 to
2,154 in 2008. The number of staff sponsored for further studies increased
during the period under review. The above thus confirm that CEPS has a training
and development policy.
ii.
The study revealed that over 80.0% of the respondents were aware of the
existence of T & D policy. It also revealed that over 80.0% of the staff rated the
understanding of the T & D policy between average and excellent. The study
revealed that the awareness of the training and development policy among the
CEPS officials were high.
iii.
Although the policy is adequate in content, it is not being implemented in full.
The study revealed that only 25.80% of the respondents believe that performance
appraisal was the basic criteria guiding selection of staff for training. Whilst
17.2% of the respondents said selection was based on years of service, 14.1% of
respondents think one is selected for training only when due for promotion.
About 40.0% of staff cited unknown criteria, “whom you know” among others
are the basis. The above is a clear indication that though the policy may be
adequate in content it is not being implemented in full.
69
iv.
It was also found out that the current training and development practices,
processes and procedures at CEPS were largely not at variance with the
provisions of the policy and best practices of training and development. It was
found that current training and development practices, processes and procedures
at CEPS were largely not at variance with the provisions in the policy. About
80.0% of staff rated quality of training programmes between average and
excellent. Though the respondents complained about training not being regular
all the 163 respondents have ever participated in a training programme. Over
90.0% of the respondents indicated that their performance were appraised once a
year also about 89.8% of the respondents affirm that the method used in training
programme have impacted on their skills.
v.
The researcher further discovered that budgetary allocation for training was
the key challenge in implementing the training and development policy. The
study also revealed that though the budget for training and development activities
during the period under review increased. It was only in the year 2004 that the
actual amount spent on training and development exceeded the budgeted amount,
nonetheless, for the rest of the years, the actual fell below the budgeted amount
which indicates that budgetary allocation is not adequate for training and
development activities. Other challenges found include:
 Poor state of facilities at the training school.
 Discrimination and bias in the selection of staff for training.
 General lack of commitment to training and development by
management.
70
 Lack of staff involvement in training decisions.
The two management personnel interviewed also confirmed the inadequacy of
resources for training and development.
5.2 Recommendations
The following recommendations are made based on the findings of the study:
i.
There is the need for the management of CEPS to institute measures to
ensure that all staff were made aware of and had adequate knowledge of its
training and development policy. All fora must be used to disseminate the policy
to all staff. At best the training and development policy could be made available to
staff at the time of recruitment and emphasized during annual and union meetings.
ii.
The management of CEPS should as a matter of urgency ensure the total
implementation of the T&D policy to enhance the job skills of the staff for
improved performance.
iii.
Budgetary allocations for training should be increased so that training
programmes could be successfully implemented to enhance the capabilities of
staff towards improving customs services through an efficient and effective
workforce.
iv.
A systematic training programme based on the functional activities and the
career progression of each staff could be planned to meet the training and career
development needs of staffs. This will ensure that throughout the working life of a
staff at CEPS, their training and development needs will be planned in advance
and implemented to enhance their capabilities to provide quality custom services.
The individual training plan of the staff should, however, be reviewed and updated
periodically to meet the challenges of the time.
71
v.
The management of CEPS should improve staff participation in training
and development activities. It is recommended that the management should
involve other staff members in decisions on their training and development.
vi.
CEPS should improve the facilities and logistics at its training school to
provide a congenial atmosphere for training programmes. The training school
should be fitted with the state of the art ICT facilities that befit the status of CEPS
and its staff.
vii.
Since CEPS is running a tight training budget, it should consider
adopting an ICT-based training programme for some of it training modules so that
it can save money on residential training whilst giving staff the advantage of
flexibility of time, space and convenience to be trained (Webb, 1997). This may,
however, come at a cost in terms of the need to acquire more computers (both
desktop and laptops) for staff).
viii.
Management of CEPS should improve its training policies to include
reward or compensation for staff who undertake self advancement to enhance their
skills and improve their performance in order to maintain such staff and reduce
attrition.
5.3
Conclusion
The study, which was aimed at investigating the human resource training and
development at CEPS, revealed dissatisfaction among the respondents about the criteria
for selecting staff for training, and even though respondents were aware of and had
appreciable knowledge of the policy, the fact that the training policy has not been
formally instituted and implemented shows a lack of commitment on the part of the
management of CEPS towards developing its human resource.
72
The training and
development procedures at CEPS can therefore not be described as conforming to
standard practices. However, the relevance and effectiveness of the methods used were
success in equipping trainees with the intended skills for work indicates that indeed
training can impact on the productivity of CEPS.
The CEPS faced some challenges of inadequate budgetary allocations, lack of
facilities and logistics in implementing its training policy, notwithstanding that, there is
no reason why CEPS should not re-strategize, re-plan and implement a sustainable
training and development policy and programmes capable of enhancing its human
resource. The findings of the study and literature indicate that developing human
resource at least provide some level of guarantee in improving productivity and staying
in business.
In the current world of industry, training and development has been identified as
a strategic tool for competitive positioning. It is therefore not surprising that institutions
are taking strategic decisions on aggressively (in the short term), systematically (in the
long term) and comprehensively developing their human assets in order to remain in
business. In today’s world of work, where employees have attained higher educational
levels and have varied options in terms of job opportunities, the monopoly of CEPS and
its somewhat unique functional activities and skills may not deter most competent staff
from moving on to other jobs for lack of training and development. The management of
CEPS therefore need to come to the realization that the mission and vision and desire to
contribute to the development of Ghana will only be achieved by being more committed
to training and development and making strategic investments in the human capital in
order to enhance the competency of the staff for efficient, effective and improved
customs service delivery.
73
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APPENDIX I
KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY
INSTITUTE OF DISTANCE LEARNING
COMMONWEALTH EXECUTIVE MBA
Dear Respondent,
This is a study on Training and Development of Human Resources at CEPS. It is in
partial fulfilment
of a requirement for the award of an Executive Master of Business
Administration degree. I would be very grateful if you could help answer this
questionnaire for me. This is purely for academic purpose and your response will be
treated with the strictest confidentiality and anonymity. Thank you for your time and cooperation.
Yours faithfully,
………………
Frank Yawson
77
QUESTIONAIRE FOR CEPS STAFF
A:
Background of Staff
1. Sex:
i. Female □
ii. Male □
2. Age: ………………….…
3. Marital status
i. Single □
ii. Married □ iii. Divorced □ iv. Widowed □
v. Separated □
4. Department: ……………………………………….
5. Rank: ………………………………………………
6. Educational background:
i. MSLC □
ii. G.C.E. ‘O’ Level/SSSCE □
iii. G.C.E. ‘A’ Level □
iv. Diploma □ v. HND □ vi. First Degree □ vii. Second Degree □
vii. PH.D □
viii. Other Specify
……………..…………………………………………………….
7. Years of service: ……………………………………………………………
B
Knowledge and awareness of Human Resource Training and Development Policy
8. Does CEPS have Training and Development Policy?
i)
Yes [ ]
ii)
No [ ]
9. If yes, has the policy been communicated to you?
i)
Yes [ ]
ii)
No [ ]
10. What was the medium used in communicating this to you?
i) During recruitment □
ii) Formal briefing □ iii) During promotion □
iv) Seminar □ v) By hear say □
vi) Other (Specify)………………………………………………………………..
11. How would you rate your understanding of the Human Resource Training and
Development policy at CEPS?
i) Excellent □ ii) Very good □
iii) Good □
iv) Average □
v) Poor □
78
C.
Human Resource Training and Development Practices at CEPS
12. How often is your performance appraised?
i. Monthly □
ii. Quarterly □ iii. Every six months □
iv. Once a year □
v. Never □
vi. Other (specify)…………………………………………
13. Do you think performance appraisals are used in selecting staff for training?
Yes { }
ii. No
{ }
13b. If ‘No”, what criteria is used in selecting staff for training?
...................................................................................................................................................
...................................................................................................................................................
14. Are your views sought on Human Resource Training and Development
programmes at CEPS?
i)
Yes [ ]
ii)
No [ ]
15. Are you aware of the existence of any career development plan for individual
members of staff?
i) Yes [ ]
ii)
No [ ]
16. Do you know whether your job strengths and limitations are documented by your
supervisors? i)
Yes [ ]
ii)
No [ ]
17. Are you aware of any service policy that details job progressions for each staff member
with relevant training?
i)
Yes [ ]
ii)
No [ ]
18. Have you been sponsored for further studies during the past five (5) years?
i) Yes [ ]
ii)
No [ ]
19. How often do you undergo training?
i. Quarterly □
ii. Every six months
□
iii. Once a year □
iv. Every two years
□
vi. Other (specify)…………………………………………………………
20. How many times have you participated in any of the following training programs in the
last 5 years?
None
•In house – Refresher courses
•In house – conference
•In house – seminars
•Open house – seminars
•Open house – conference
•CEPS training school
•International training
79
Once
Twice
Trice
Other
21. What are the methods of facilitation at the training you have attended?
 Lecture
 Demonstrations
Discussions
Presentation
Group Work
Other
……………………………………………………………………………………………
…………………………...…………………………………………………………………
……………………………………………………………………………………………
…
22. How will you rate the quality of the training programmes you have participated in?
i. Very poor □ ii. Poor □ iii. Average □ iv. Good □ v. Very good □
vi. Excellent □
23. Do the methods used in training have any impact on your skills?
i)
Yes [ ]
ii)
No [ ]
24. What training or skills do you need to improve your work?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………
25. How often do you need this training?
i. Monthly □
ii. Quarterly
□ iii. Every six months □ iv. Once a year □
v. Never □
vi. Other (specify)
……………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………
26. Do you think staff at CEPS has the requisite skills for their daily activities?
i) Yes [ ]
ii) No [ ]
27. How will you rate the competency of staff of CEPS in terms of service delivery?
a. Very poor □
b. Poor □ c. Average □ d. Very good □ e. Excellent □
28. Would lack of training and development be a an influential factor in your
decision to leave CEPS?
i) Very likely □ ii) Likely □ iii) Not likely □ iv) Not sure
80
29. What do you like about the training programmes at CEPS?
………………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………………………………………………………………
30. What do you dislike about the training programmes at CEPS?
……………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………………………………
31. What problems do you face at CEPS with regard to Human Resource Training and
Development?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………
D. Effect of Human Resource Training and Development at CEPS
32. Have the training successfully equipped you with the skills they were intended to
give? i) Not effective at all □ ii) Not Effective □ iii) Not sure □ iv) Effective □
v) Very effective □
33 How relevant were the trainings you received to your work?
i). Not all relevant □ ii) Not relevant □ iii) Not sure □ iv) Relevant □
v). Very relevant
34. Do you think human resource training and development at CEPS affect its operations?
i)
Yes [ ]
ii)
No [ ]
Why?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………
35. In what ways do you think Human Resource Training and Development at
CEPS can be improved.
………………………………………………………………………………………........
………………………………………………………………………………………........
………………………………………………………………………………………........
………………………………………………………………………………………………
…………………………………………………………………………………………
Thank you.
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Appendix II
INTERVIEW GUIDE FOR ASST. COMMISSIONER TRAINING AT CEPS
1. Does CEPS have Human Resource training and development policy?
2. What is the nature of the human resource training and development program at CEPS?
3. What procedures guide the training of staff at CEPS and how is the program
implemented?
4. Is training and development of staff related to organizational objectives? How?
5. Does each training program have specific objective that it tries to achieve?
6. How are employees selected for training?
7. Does training needs survey precede selection for training programs?
8. How does CEPS implement its training programs?
9. What methods are used in training employees for particular programs?
10. Where do resource persons for CEPS training and development program come from?
11. Please specify all the methods of training and the types of training in place in CEPS.
12. Do you think the methods used in the human resource training and development
programs at CEPS have achieved the desired results?
13. How does CEPS evaluate its HR training and development programs?
14. What challenges does CEPS face in implementing its Human Resources training and
development plan?
15. How do you think human resource training and development at CEPS can be improved?
16. Do you consider the resource available for training as adequate?
17. Please specify sources of funds for training programs.
Kindly provide data on the number of staff trained for the past 5 years.
YEAR
TARGETED FOR
TRAINING
ACTUALLY
TRAINED
2004
2005
2006
2007
2008
Thank you.
82
AREA
OPERATION ADMINSTRATION
Appendix III
INTERVIEW GUIDE FOR CHIEF COLLECTOR ADMINISTRATION & HUMAN
RESOURCE AT CEPS
1.
Does CEPS have a human resource training and development policy?
2.
For how long has CEPS have such a policy in place.
3.
If yes, what does the policy entail?
4.
How often do you update this policy and why?
5.
Has there been any change in HR training and development policy in the last 5
years?
6.
Has the policy been communicated to all the staff in the CEPS, and what was the
medium used?
7. Please provide data on budgetary allocation for human resource training programs at
CEPS for the past 5 years.
Year
2004
Budgeted Amount
Actual Amount Spent
2005
2006
2007
2008
8.
Has the budgetary allocations for training been adequate?
If No by what
percentage increases could have been adequate.
9.
Does CEPS have a career development plan for each employee?
10.
Does CEPS have training and development projection for each employee?
11.
Are the strengths and weakness of all employees documented?
12.
Does CEPS sponsor employees for further studies?
83
13.
What criterion determines sponsorship for career development / further studies
efforts?
14.
YEAR
Please provide data on the number of employees sponsored for further studies
over the past 5 years.
NO OF
OFFICERS
SPONSORED
COURSES
HUMANITIES
ACCOUNTS
LAW
HND
1ST
DEGREE
2ND
DEGREE
2004
2005
2006
2007
2008
14. Does CEPS sponsor employees for further studies aboard?
15. How many have, been sponsored during the past 5 years and in what areas?
YEAR NO. OF OFFICER
2004
2005
2006
2007
2008
OPERATION
AREA
ADMINISTRATION
16. How effective are the human resources training and development programs at
CEPS, and how does it impact on the operations of CEPS?
17.
Could you please make available to me the following corporate documents?
•
CEPS Staff training and development policy
•
Staff appraisal forms
•
CEPS annual report for 2006 and 2007.
Thank you.
84