Vol.20 No.2 2017 AJPSSI AFRICAN JOURNAL FOR THE PSYCHOLOGICAL STUDY OF SOCIAL ISSUES pg. 177 INFLUENCE OF TRAINING AND DEVELOPMENT ON JOB PERFORMANCE AMONG NON-ACADEMIC STAFF OF DELTA STATE POLYTECHNIC, OGWASHI-UKU, NIGERIA. Chiyem Lucky NWANZU Department of Psychology, Delta State University, Abraka, Nigeria. & Onome Claudette UCHE - OKOLO Department of Business Administration, National Open University of Nigeria, Abuja, Nigeria. Correspondence: Chiyem Lucky Nwanzu Department of Psychology, Delta State University, Abraka, Nigeria. E-mail: nwanzuchiyem@gmail.com ABSTRACT This study examines the influence of training and development on job performance of non- academic staff of Delta State polytechnic, Ogwashi-uku, Nigeria. The design of this study was ex post facto and data collection tool was questionnaire. Ninety-eighty participants drawn with convenience sampling techniques were used for data analysis. The participants consist of 51 (52%) males and 47 (48%) female. Data analysis revealed that among non-academic staff of the polytechnic training and development make significant difference on job performance, t(df; 96)=.1.94 < 0.05, two tailed, eta 2 0.01), degree of exposure to training and development make no significant difference on job performance, t(df; 79 )= .22 > 0.05, two tailed,eta 2 0.0006), and type of training and development make no significant difference on job performance, t(df; 60.4)=. 1.13, > 0.05, two tailed, eta 2 0.004). It was concluded that training and development has small effect on job performance. Further study should adopt mixed method and examine intervening variables in the relationship. Keywords: Training and development, on-the-job training, off-the-job training, job performance, and non-academic staff INTRODUCTION Training refers to a planned effort by an organization to facilitate employees’ learning of job related competencies, such as knowledge, skills, or behaviors that are critical for successful job performance (Noe, 2010). It comprises the formal procedures that a company utilizes to facilitate learning so that the resultant behavior contributes to the attainment of the company’s goals and objectives (Levy, 2010). The basic foundation for training programs is learning, which refers to a relatively permanent change in behavior and human capabilities that is produced by experience and practice. Learning outcomes could be cognitive, skill-based, and affective (Kraiger, Ford, & Salas, 1993). Training and development is among the few products of .human resource practitioners that have received much acceptance from owners, management and members of organizations.