Non-Teaching Staff Development and Institutional Efficiency: A Focus of University of Benin

This research investigates the impact of non-teaching staff development and institutional efficiency. University of Benin was the focus. Population sample of 900 employees were taken into consideration. 900 questionnaires were distributed to five different departments in the institution in question while 850 questionnaires were collected at retrieval level. The study employed convenience sampling in arriving at the population selection. Staff development plays importance roles in enhancing staff performance, motivation, and organizational effectiveness. The study employs Vroom’s Valence Expectancy Theory and the Human Resource-Based Theory as theoretical frameworks to explore how training, skill development, and career advancement opportunities influence the attitudes and behaviors of non-teaching staff. Vroom’s Valence Expectancy Theory highlights the relationship between effort, performance, and outcomes. The theory is used to assess how staff expectations about training outcome affect their motivation to engage in developmental programs. Meanwhile, the Human Resource-Based Theory provides a lens to understand how organizational investments in human capital contribute to overall institutional success by improving employee capabilities and job satisfaction. The study adopted a mixed-methods approach, combining quantitative survey and qualitative interviews to collect data on the effectiveness of staff development programs. Findings from the study suggested a positive correlation between staff development initiatives and employee job satisfaction, motivation, and performance. This study contributed to the understanding of how staff development strategies can be utilized to optimize the workforce in higher education institutions, particularly in the context of non-teaching staff, and provided recommendations for policy improvements at the University of Benin.