Özet:

The study examined the extent of value orientation programmes on the performance of lecturers in public Universities in North-central, Nigeria. The study was precipitated by perpetually observed problems of weak University culture and the constant poor job effectiveness of most teaching staff in public Universities in North-Central Nigeria. Most of them are unhappy and uninspired with the unconducive working environment. The lack of good working condition has no doubt, translated into poor pedagogy, lack of commitment and dedication to duty, poor feedback to students, reduced levels of research outcomes and community service with resultant effect on students’ performance and University’s goals attainment. The conduct of induction training is often justified for its purpose to help new employees to fit smoothly into an organization. The research design adopted for this study was the descriptive survey method. The population of this study consists of all the seven thousand seven hundred and forty seven (7747) academic staff members and two hundred and fifty three thousand eight hundred and seventy two (253872) students working and studying in the thirteen public Universities and the Federal Capital Territory in North-central Nigeria   The sample of 501 lecturers and 2363 students from six public Universities was used. This was based on the Yamene (1967) formula for sampling. Data was collected using the ‘Value Orientation Programmes and Job Effectiveness of New Academic Staff’ Questionnaire (VOPJENASQ) for lecturers and Academic Staff Effectiveness Questionnaire (ASEQ) for students. Mean, Standard Deviation were used to answer the research questions while Pearson Correlation was used to test the hypothesis at 0.05 level of significance. The result showed that there is significant relationship between job effectiveness of lecturers and value orientation programmes in public Universities in North-central Nigeria. The findings also revealed that value orientation programmes for new academic staff members have a positive influence on job effectiveness of lecturers. Thus, in order for new academics to be effective in their job duties, administrators should encourage value orientation programmes for new academic staff to stabilize them in their new job challenges by designing induction programmes and guidelines for job effectiveness and University goal achievement. Senior academics should not only be concerned with administrative, teaching and supervisor/supervisee relationship, they should be made by policy and insist they share time, skills, knowledge and competences to new staff members as a necessary means of handing over professionalism.

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