i

ONOYOVWI, DONALD AIJENE

PG/MED/99/27134

PG/M. Sc/09/51723

OFFICE WORK SKILLS REQUIRED OF NCE OFFICE

EDUCATION GRADUATES IN A MODERN OFFICE AS

PERCIEVED BY EMPLOYERS IN SELECTED

ORGANISATIONS IN DELTA STATE

BUSINESS EDUCATION

A THESIS SUBMITTED TO THE DEPARTMENT OF BUSINESS EDUCATION, FACULTY

OF EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA

Webmaster

Digitally Signed by Webmaster’s Name

DN : CN = Webmaster’s name O= University of Nigeria, Nsukka

OU = Innovation Centre

SEPTEMBER,2009

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TITLE PAGE

OFFICE WORK SKILLS REQUIRED OF NCE OFFICE

EDUCATION GRADUATES IN A MODERN OFFICE AS

PERCIEVED BY EMPLOYERS IN SELECTED

ORGANISATIONS IN DELTA STATE

A THESIS PRESENTED TO THE DEPARTMENT OF VOCATIONAL

TEACHER EDUCATION (BUSINESS EDUCATION)

UNIVERSITY OF NIGERIA, NSUKKA

IN PARTIAL FULFILMENT OF THE REQUIREMENTS

FOR THE AWARD OF MASTERS DEGREE IN

BUSINESS EDUCATION

BY

ONOYOVWI, DONALD AIJENE

PG/MED/99/27134

SEPTEMBER, 2009

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CERTIFICATION

ONOYOVWI, DONALD AIJENE, a Postgraduate student in the

Department of Vocational Teacher Education with Registration Number

PG/MED/99/27134 has satisfactorily completed the requirements for course and

research work for the degree of Masters in Business Education. This work

embodied in this thesis is original and has not been submitted in part or full for any

other degree of this or any other University.

__________________ ____________________

Prof. R.N. Oranu Dr. E.E. Agomuo

Supervisor Head of Department

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APPROVAL PAGE

THIS THESIS HAS BEEN APPROVED FOR THE

DEPARTMENT OF VOCATIONAL TEACHER EDUCATION

(BUSINESS EDUCATION)

UNIVERSITY OF NIGERIA, NSUKKA

BY

__________________

Prof. R.N. Oranu

Thesis Supervisor

__________________ ____________________

External Examiner Dr. E.E. Agomuo

Head of Department

____________________

Prof. G.C. Offorma

Dean of Faculty

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DEDICATION

This research work is dedicated to God Almighty for the grace given to me

to complete this programme in-spite of all odds and to the memory of

Engr. Chris Onoyovwi.

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ACKNOWLEDGEMENTS

To God be the glory for making it possible to complete this work. My

profound gratitude goes to my supervisor, Prof. R.N. Oranu, a father, a mentor, and

indeed an educator, for all the pains he took to ensure the success of this work. My

sincere appreciation goes to Dr. Ben Ogwo whose inspirational wealth of

experience and intellectual guidance sharpened the focus of this work and

facilitated its completion. I am equally grateful to the Head of Department – Dr.

E.E. Agomuo and the PG Coordinator in the Department – Dr. Osinem for their

unalloyed support to ensure the completion of the programme. The same

appreciation goes to Dr. R.A. Esene and Dr. Okoro for helping out in the validation

of the instrument.

I also thank my family – my wife Chinyere, my children – Prominent,

Precious, Chioma, Favour and Ejiro for their sacrifice, understanding and prayers.

I appreciate my pastor Rev. Chinedum Ibekwe and his family for his concern and

prayers. To my course mates Joesph Olorumolu, and Philip Agada and my

colleagues/friends – Mrs Agbamu, Messrs Okoduwa C.A., Ukor L.O. Onoriode

Francis and Deacon Ottah A.P.

Finally, to the employers who spared their time to respondent to the

questionnaire instrument, I say I am grateful.

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TABLE OF CONTENTS

PAGE

TITLE PAGE i

CERTIFICATION ii

APPROVAL PAGE iii

DEDICATION iv

ACKNOWLEDGEMENTS v

TABLE OF CONTENTS vi

LIST OF TABLES x

ABSTRACT xi

CHAPTER I

INTRODUCTION 1

Background of the Study 1

Statement of the Problem 6

Purpose of the Study 7

Significance of the Study 8

Research Questions 9

Hypotheses 10

Delimitation of the Study 11

Definition of Terms 11

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CHAPTER II

LITERATURE REVIEW 12

The Conceptual and theoretical framework 12

Office Work Skills 20

Word processing office work skills 24

Communication office work skills 30

Human/Interpersonal office work skills 33

Management/supervisory office work skills 39

Bookkeeping/Accounting office work skills 41

Empirical Studies 44

Summary of Related Studies 47

CHAPTER III

RESEARCH METHODOLGY AND PROCEDURE 50

Design of the Study 50

Area of the Study 50

Population of the Study 51

Sample and Sampling Technique 52

Instrument for Data Collection 52

Validation of the Instrument 52

Reliability of the Instrument 53

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Method of Data Collection 53

Methods of Data Analysis 53

CHAPTER IV

DATA PRESENTATION AND ANALYSIS 54

Research Question 1 55

Research Question 2 57

Research Question 3 59

Research Question 4 60

Research Question 5 62

Hypothesis 1 63

Hypothesis 2 65

Hypothesis 3 66

Hypothesis 4 67

Hypothesis 5 68

Findings of the Study 69

Discussion of the Findings 71

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CHAPTER V

SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS 76

Restatement of the Problem 76

Summary of the Procedure Used 78

Summary of major findings 79

Conclusions 81

Implications of the Study 83

Recommendations 84

Suggestions for further Study 85

References 86

Appendices

A Letter to the employers 93

B Introductory letter to the respondents 94

C Survey instrument 95

D SPSS 15 Analysis Extract 101

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LIST OF TABLES

Tables Page

1. Population distribution of the organizations 51

2. Percentage distribution of the personal data of the respondents 54

3. Mean responses on the word processing office work skills 55

perceived as required by employers.

4 Mean responses on the communication office work skills 58

perceived as required by employers.

5 Mean responses on the human/interpersonal office work 59

skills perceived as required by employers.

6. Mean responses on the management/supervisory office work 61

skills perceived as required by employers.

7. Mean responses on the bookkeeping/accounting office work 62

skills perceived as required by employers.

8. Comparison of the z-test difference between the mean 64

responses of the employers in the private and public

organisations on the word processing office work skills.

9. Comparison of the z-test difference between the mean 65

responses of the employers in the private and public

organisations on the communication office work skills.

10. Comparison of the z-test difference between the mean 66

responses of the employers in the private and public

organisations on the management/supervisory office work skills.

11. Comparison of the z-test difference between the mean 67

responses of the employers in the private and public

organisations on the interpersonal/human relation office

work skills.

12. Comparison of the z-test difference between the mean 68

responses of the employers in the private and public

organisations on the Bookkeeping/accounting office work skills.

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Abstract

It is imperative to conduct regular analysis in designing and implementing any functional

curriculum. Therefore, educational processes must consider the needs of the society and

the individuals in its service delivery. The business world in recent times has witnessed a

lot of changes especially with advent of information technology leading to newer

methods of doing things. The office of any business organization is at the centre of these

changes. Hence, the major purpose of the study was to identify the office work skills

required of NCE office education graduates in the modern office as perceived by the

employers. A structured questionnaire validated by experts in business education was

used as an instrument for data collection. The population of the study consisted of 240

respondents made up of 143 and 97 respondents from the public and private sectors. Five

research questions and five hypotheses were answered and tested at 0.05 level of

significance. Among other things, the study revealed that the various skills identified by

the study in cluster of word processing office work skills, communication office work

skills, interpersonal/human relation office work skills, management/supervisory office

work skills and bookkeeping/accounting office work skills were all required office work

skills by NCE office education graduates in the modern office. Based on the findings, it

was recommended that the curriculum of the office education programme be reviewed to

accommodate these identified skills. Training and retraining, workshops, seminars, were

also recommended for the trainers especially in the areas of information technology.

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CHAPTER I

INTRODUCTION

Background of the Study

In Nigeria work setting, most adults are mainly from the private and public

organizations while the remaining are in self employment. The private

organizations range from the very small scale/one man business to the multi-

national companies whose ultimate goal is to make profit, provide employment and

contribute to social economic development of the nation. Some public

organizations still fall into this category, while majority are established to render

some categories of services to the society. For example, a public academic

institution is not a profit driven organization but has a goal to ensure that the

service of producing graduates is efficiently done with minimal waste.

Therefore, organisations’ production, service and profit depend largely on

the workers’ performance and productivity because no investor would invest in an

organization/company where work culture is poor (Abiola 1992). Organisations,

therefore, combine effectiveness and efficiency of its employees to achieve its

goals of profit making, growth and survival amongst competitors in a dynamic

business environment. To the employer, effectiveness means producing the desired

result and efficiency means producing the result with minimum efforts, expense

and waste. The customers waiting chairs in our banks have disappeared with a

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drive towards efficiency of ensuring that no customer is unnecessarily delayed in

the banks. Employers frown at such work habits that will impede the effectiveness

and efficiency of its services to the extent that they can fire, stagnate, and demote

such erring employees.

An office is a place where the administrative functions of an organization

are carried out. The word administrative is derived from the word administer. To

administer means to oversee, to manage, to control, to supervise in order to ensure

that the goals of the office are achieved. The office also renders clerical, executive

and all other office functions for which the office was set up. Primarily, the

functions of an office entail receiving information, processing information, giving

information, recording information, and safe-guarding the asset of the

organization.

Office activities may vary like the works department office, the Bursar’s

office, the personnel office but the functions are closely related, that they at one

time or the other receive information, process the information, record the

information, and give out information when required and above all to protect the

asset of the organization. A road construction company that spend so much of its

time on road sites constructing road projects, still set aside a place where the

activities of the company are coordinated. Therefore, working in the office requires

some basic skills.

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Skill means the ability to do something well. It is also referred to as a type

of ability or a particular ability to do something. Office work skills can, therefore,

be referred to mean those abilities required for carrying out the office functions

very well. These office work skills are as varied as the office activities vary too.

The various activities in an organization are grouped together or clustered and

assigned specific job description like Sales unit, Purchases unit, Technical unit,

Medical unit, Transport unit etc. Each of these units is involved in the functions of

an office. Therefore, the office work skills are as varied as the office activities

vary too. These office activities form the training of business education

programme. Business education is an academic programme obtainable in higher

institutions of learning including colleges of education. Osuala (1981) defined

business education as a programme of instruction which consists of two parts –

office education; a vocational education programme for office careers and general

business education, a programme which provides students with information and

competencies needed by all managing, personal business affairs, and using the

services of the business world. One of the objectives of the NCE business

education is to equip students with the right skills that will enable them to engage

in a life of work in the office as well as for self employment. The business

education programme involves three broad areas of office education, accounting

education and marketing education.

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Office education which is a specialized phase of business education

prepares students to enter teaching and office occupations as capable and

intelligent member of the labour force. On graduation the NCE Office Education

graduate is capable of being self employed, take up a teaching job; teaching

business subjects or taking up office jobs which form the main focus of this

research work. Office education work skills form part of the total office work

skills required for the day to day administrative activities of an office in terms of

document creation, copying, editing, recording, transmitting etc. Specifically the

office work skills involve the type of work done in the office and it includes

receiving and dispatching mails, receiving and making calls, receiving visitors,

holding meetings, typing of documents, copying of documents, duplicating, filing,

storing, retrieving receiving cash and issuing receipt, paying cash, bank lodgement,

making travel arrangement, bookkeeping etc. Secretarial and clerical workers are

in high demand in both developed and developing economies (Garrison 1997).

There is hardly any aspect of political, social, economic, and even cultural life

activity that does not require the functions of an office. These offices are manned

by clerical and secretarial employees (office education graduates) who receive,

record and process information required for carrying on the business of such

organization. Office skills comprehensively used to cover a variety of routine and

non routine activities in an office.

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The growth in technology in business has changed the manpower needs of

many businesses as well as the functions in the offices. Many office functions are

automated and this leaves the clerical and secretarial employees with non-technical

skills to deal with. Therefore, the office employees must be versatile with multi-

technical and people-related (psycho-social) skills in order to be relevant in today’s

business and the future.

Modern office jobs now require complex and greater skills and knowledge

thereby making it imperative for curriculum specialist and vocational education

programme developers to adjust their training programmes to meet the challenges

of a changing work environment (Aghenta 1982, and Castaldi 1992). Furthermore,

the advancement in technology has revolutionalised office functions and

obsolescence occurs so quickly affecting occupational structure and specific

jobs skills and knowledge. With the office becoming so revolutionized as a result

of the advances in information technology where an average executive officer can

play with the keyboard, and with the speculation that the advances in information

technology will make redundant certain office workers, one wonder if clerical and

secretarial employees are still needed in the modern office.

Statement of the Problem

One of the objectives of the National Commission for Colleges of

Education (NCCE) business education programme is to equip graduates with the

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right skills that will enable them to engage in a life of work in the office as well as

for self employment. The work place is such a dynamic environment that is

changing with time. The office skills are also not left out of the changes. Often

times there are new orders of doing things. Today most registration exercises in

our higher institutions are done online. Sooner or later lectures and examinations

will be taken online.

Some years ago the need for modern office machines and equipment did

not arise. This is because office functions could be performed using manual

typewriters, electric typewriters, manually operated photocopying, duplicating

machines and other office equipment operated manually to carry out the office

functions. These manual office machines and equipment make the office work

then a little easier but where characterized with monotonous operation, time

consuming, work output dirty, illegible and corrections on such work often

difficult and sometimes involves re-typing.

But now, today’s office functions and activities have risen beyond the

manual processing of office functions. It is assumed that those office employees

trained with manual/crude office machine and equipment does not properly fit into

the modern offices/establishment. The NCCE makes a minimum standard

requirement for the equipment and facilities to be provided for the training of the

students for example an average of 5 students to one computer, one student to a

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typewriter, a model office lab with modern office equipment/facilities for a proper

understanding of the office situation so as to produce graduates who are up to date

and useful to both employers and the society at large. Furthermore, the curriculum

content especially emerging technologies of training institutions is yet to match

with today’s developments as it takes some period of time for the review of the

curriculum. As new businesses and job opportunities are generated every day,

there comes the need to identify the skills needed by the office education graduates

to match with the new challenges in the modern office so as to be employable on

graduation.

Purpose of the study

The purpose of the study is to identify the office work skills required of

NCE Office Education graduates as perceived by employers in selected

organisations in Delta States. Specifically, the study will seek to:

1 identify the word processing office works skills perceived as required by

employers of NCE office education graduates in a modern office.

2 identify the office works communication skills perceived as required by

employers of NCE office education graduates in a modern office.

3 identify the interpersonal/human relation office work skills perceived as

required by employers of NCE office education graduates in a modern

office.

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4 identify the management/supervisory office works skills perceived as

required by employers of NCE office education graduates in a modern

office.

5. Identify the Bookkeeping/Accounting office work skills perceived as

required by employers of NCE office education graduates in a modern

office.

Significance of the Study

It has been said that change is a constant and worldwide phenomena. This

change stems from globalization, information revolution, changing customer’s

preferences and tastes, rapid product obsolescence, changing labour force,

technological transformation in products and production. These changes take

place in every country, culture and organization. The corporate bodies

continuously react to the speed of change. The office which coordinates the

activities of the organization is directly affected by the various levels of changes,

that the office activities require intelligent, creative, hard-working and skill

oriented employees.

This study on the office work skills needed by office education graduates in

a modern office will be significant as it will reveal the office skills perceived as

required by employers of labour for a successful transition from school to the

world of work. Furthermore, curriculum planners and the National Commission

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for Colleges of Education (NCCE) will through the findings review the curriculum

(minimum standard) to include current issues as they relates to office education

training especially in the provision of modern office equipment for the training of

the students. Added to these, may be the need to recommend re-training of office

employees on modern technology application and usage.

Research Questions

1. What are the word processing office work skills perceived as required by

employers of office education graduates in a modern office?

2. What are the communication office work skills perceived as required by

employers of office graduates in a modern office?

3. What are the management/supervisory office work skills perceived as

required by employers of office graduates in a modern office?

4. What are the human/interpersonal office work skills perceived as required

by employers of office education graduates in a modern office?

5. What are the Bookkeeping/Accounting office work skills perceived as

required by and employers of NCE office education graduates in a modern

office?

Hypotheses

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1. There will be no significant difference in the mean responses of employers

in private and public organisations on the word processing office work skills

perceived as required.

2. There will be no significant difference in the mean responses of employers

in private and public organisations on communication office work skills

perceived as required.

3. There will be no significant difference in the mean responses of employers

in private and public organisations on the management/supervisory office

work skills perceived as required.

4. There will be no significant difference in the mean responses of employers

in private and public organisations on the interpersonal/human relation

office work skills perceived as required.

5. There will be no significant difference in the mean responses of employers

in private and public organisations on the bookkeeping/accounting office

work skills perceived as required.

Delimitation of the Study

This study will be delimited to private and public organisations in Delta

State and the respondents shall be executives/managers of the organisations.

Definition of Terms

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Office education is an aspect of business education programme which

focused on office careers like secretaryship, stenographers, typists, clerks, accounts

officers depending on the level of education. Therefore, for the purpose of this

work, office education graduates shall be used interchangeably with office

secretarial staff, secretary etc. depending on context.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a review of related literatures which are related to the

study. The related literatures reviewed are from journals, abstracts, government

xxiv

publications, textbooks, and dissertations and discussed under the following

headings:

The Conceptual and theoretical framework

Office Work Skills

Word processing office work skills

Communication office work skills

Management/supervisory office work skills

Human/Interpersonal office work skills

Bookkeeping/Accounting office work skills

Review of Related Empirical Studies

Summary of literature review

The Conceptual and theoretical framework

Business Education like some other disciplines do not have a single

universally accepted definition. As a result, scholars have attempted various

definitions according to what they believe education in business should set out to

achieve. Shield (1930) defines business education as economic education not of

the academic sort, long in theory and short on fact, but that which give the student

knowledge of basic realities of business life and relationship. According to Dane

and Brinkman (1961), Business education consists of that group of related,

occupationally focused and general education subjects, systematically arranged,

xxv

which are prescribed for possible clarification in a field. Osuala (1981) posited

business education as a programme of instruction which consists of two parts –

office education; a vocational education programme for office careers and general

business education; a programme which provides students with information and

competencies needed by all managing, personal business affairs, and using the

services of the business world. Lomax (1964) refers to business education as that

field of education which deals with business experience both for specialized

occupational uses and for general use. The National Committee of Education in

United State (1963) defined business education as “that part of educational process

which concerns itself with vocational preparation for a career in teaching business

and also with business information important for every citizen and consumer in

order that he may better understand and use his business and economic

surroundings. Anao (1986) assert that business education produces manpower that

possesses the requisite knowledge, skills and attitude for harnassing other

resources and bringing them into cooperative relationship to yield the goods and

services demanded by the society for the satisfaction of their wants and needs.

Anyaduba (1986) defined business education as education for and about business.

The National Policy on Education (1981) revised (2002) did not attempt any

definition of business education for obvious reasons. In the first place, business

education is considered as aspects of technical education; hence, the definition of

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technical education in the policy also applies to business education. According to

the policy technical and vocational education is used as a comprehensive term

referring to those aspects of the educational processes involving in addition to

general education, the study of technologies and related sciences and the

acquisition of practical skills, attitudes, understanding and knowledge relating to

occupations in various sectors of economic and social life.

Furthermore, Azuka (2000) sees business education as a programme of

studies, which aims at creating awareness in business occupations, preparing

youths for work in business occupation, preparing people to become better citizens

and consumers of goods and services, and preparing business teachers. From the

foregoing, business education therefore prepared youth for vocation and also

furnishes them with relevant information concerning their lives both as citizens and

as individuals. In the first instance, it develops in them skills, attitudes and ability

that are relevant to securing jobs in the business world. Secondly, it gives them

insight into general business information that will make them efficient and rational

purchasers and consumers of business products. Implicit in these definitions are

the facts that business education is not necessarily restrictive. The principles and

techniques of business education are needed by all in all walks of life for use both

for vocational and non-vocational reasons. Business education can therefore be

xxvii

departmentalized into general business education (education about business) and

vocational business education, (education for business).

The general business education is an aspect of the business education

program, which prepares the citizenry for basic or general knowledge about

business activities. There is need for such knowledge because consumers need it

in other that they may select wisely from the vast quantities of goods and services

available. Consider the massive enlightenment by NAFDAC on drugs intake.

Many people have become knowledgeable and conscious of the kinds of drugs

they take and far the most important being conscious of the expiring dates. There

is also an increase in investment in securities in the recent time resulting from

indigenization policy of 1973 and recapitalization in the banking and insurance

industries. In order to make these reforms successful and to make Nigerians

participate actively, they need to acquire enough business knowledge to guide

them. General or basic business knowledge is made accessible to all citizens in the

society to make them better consumers of goods and services.

- Commenting further on the general business education Osuala (2004)

noted that the complexities of modern societies demand a type of

education that can equip the individual in the society with knowledge that

can make him highly functional in the society. He further stated that the

colonial systems of education in Nigeria had either or no regard for

xxviii

general business knowledge of citizenry. General business is

fundamentally education for the development of the economic

understanding and as such general business knowledge is very essential

for every Nigeria citizen.

Secondly, vocational business education is a more specialized aspect of

business education aimed at preparing youths for jobs in bookkeeping and

accounting occupations; office occupation, general and clerical occupations and

marketing occupations. Vocational business education is therefore designed to

develop special competencies in marketable business skills and techniques

(Roberts 1957).

Objectives of the NCE Business Education

The philosophy and general objectives of Nigerian teacher education form

the basis for the aims and objectives of Business Education Programme. For

instance, the National Commission for Colleges of Education (NCCE) 1990,

Revised (2002) minimum Standards states that the philosophy of NCE business

education is to make business educator understand the concepts and philosophy of

the National Policy on Education as it relates to business education and the

importance of business education in national development. Based on this

philosophy, the objectives of Business Teacher Education at the NCE level are to:

xxix

(a) Produce well qualified and competent NCE graduates in business

education who will be able to teach business subjects in our junior

secondary school. The business subjects are Commerce, Bookkeeping,

Office Practice, Shorthand and Typewriting, (integrated as business

studies.)

(b) Produce NCE business teachers who will be able to inculcate the

vocational aspects of business education into the society.

(c) Produce NCE business teachers who will start the much desired

revolution of vocational development right from the primary and

secondary schools.

(d) Produce students in business education with necessary competencies so

as to qualify them, for post NCE degree programme in business

education.

(e) To equip graduates with the right skills that will enable them to engage in

a life of work in the office as well as for self-employment.

Areas of Business Education

Given the above objectives, the business education programme at this level

prepares its graduates for three manifold areas as teachers, to teach the business

subjects – commerce, bookkeeping, office practice, shorthand and typewriting at

the junior secondary school; secondly, as office employees either in the private or

xxx

public sectors of the economy and thirdly to be self employed. Nzerem (1990)

noted that the skills acquired in any area of business education are office

education, distributive education and accounting education. Specifically the

business education programme has the following areas which form the areas of

specialization.

- Accounting education: which aims to train accounting officers, accounts

clerks etc.

- Marketing or distributive education: which aim to train marketing

executives, sales executives, sales officers, general office clerks etc.

- Office education: trains secretaries, stenographers, typists, shorthand

typist, clerical officers, reprographers etc.

The programmes of colleges of education in the nation are regulated by

National Commission for Colleges of Education (NCCE) which was established by

an Act in 1989 as the third leg of the tripod of excellence in the supervision of

tertiary education in Nigeria. Its mandate includes, inter alia, the “laying down of

standards (minimum standards) for all programmes of Teachers Education,

accreditation of certificates and academic awards”, and approved guidelines for

accreditation. The origin of the minimum standards in Nigeria dates back to the

period the establishment of the NCCE when various Universities, through their

instruments of affiliation, catered for the academic standards and certification

xxxi

needs of Colleges of Education. Though the Universities carried out the

assignments commendably through their Institutes and Faculties of Education,

there was no parity in standards and practices. Consequently, Universities had

more confidence in products of their affiliate Colleges of Education and reflected

same in their admission policies. For example, it was common to find Universities

admitting NCE graduates from their affiliate colleges for a two-year degree

programme, while providing a three-year programme for products of the same

NCE programme affiliated to other sisters universities. According to the minimum

standards (NCCE 2002) the philosophy of the NCE Business Education, is to make

the business educators understand the concept and philosophy of the National

Policy on Education as regards Business Education in national development.

Specifically, it has five objectives to fulfill as;

(a) Produce well qualified and competent NCE graduates in business

education who will be able to teach business subjects in our junior

secondary schools. The business subjects are Commerce,

Bookkeeping, Office Practice, Shorthand and Typewriting, (integrated

as business studies.)

(b) Produce NCE business teachers who will be able to inculcate the

vocational aspects of business education into the society.

xxxii

(c) Produce NCE business teachers who will start the much desired

revolution of vocational development right from the primary and

secondary schools.

(d) Produce students in business education with necessary competencies

so as to qualify them, for post NCE degree programme in business

education.

(e) To equip graduates with the right skills that will enable them to

engage in a life of work in the office as well as for self-employment.

Office Work Skills

An office is a place of work. It is defined as a place where business is carried

on. One would want to ask what kind of business? The offices, shops and railway

premises act (1963) defined an office as a building or a part of a building the sole

or principal use of which is an office or for office purposes. Michael (1987) stated

that an office is primarily an information processing centre, linking all the various

sections within an organization together and linking outside world to the

organization. Similarly, the office can be described as any place where clerical

work is normally carried on i.e. processing information from the point of receiving

to the point of dissemination. While Shaw (1978) defined an office as any place

where procedures concerned with the receipt, transmittal, production, reproduction,

processing, storage and retrieval of information are carried out. It is the nerve

xxxiii

centre of any organisation where actions are initiated, inflow of information to the

organisation and outflow passes through the office; hence even road construction

companies still set aside a building called office whereas their major activities are

always on the road site where they are running contracts. Among the personnel

required in an office is a secretary, which is primarily responsible for the typing of

the documents in the office in addition to other office routine.

The concept of skills has been explained by many authors. Hornby (1992)

defined skill as the dexterity in doing things or in performance or in application to

practical purpose, an ingenuity, wisdom and knowledge in carrying out a function.

Osuala (1995) referred to skill as an activity that requires controlled physical

movements to be made under the guidance of the mind, which receives its stimulus

through sensory input. Therefore skill is acquired attitudes and behaviours after an

exposure to theories and practices in the field of study. Skill is the ability to do

something with a degree of proficiency resulting from certain behaviour pattern in

respect to smoothness, speed and accuracy. Okorie and Ezeji (1998) explained that

possession of skill is to demonstrate the habit of acting, thinking or behaving in a

specific activity which has become so natural to the individual through repetition

or practice such that it becomes automatic. The Webster Encyclopedic Dictionary

(1994) defined skill as the ability coming from ones knowledge, practice, and

aptitude etc. to do something well. Central among these definitions is the idea that

xxxiv

skill could be regarded as ability, which is an outcome of learning and practice to

the point of perfection, which could be applied subsequently by the learner. The

result is accuracy in carrying out a task through organized learning and repetitive

practice. Acquisition of skills exposes the learner to the specific skills or relevant

activities embodying the skills.

Okorie (1998) stated that skills are required when procedural instructions are

matched with performance activities. Repetition is the watchword. For skills to be

acquired and developed there must be opportunity for participation and practice of

such skills under real life condition. To acquire and develop skills, Okorie and

Ezeji (1998) further stated that 3 factors are involved namely imitation, repetition

and participation. Similarly, Hauston (1970) listed among others processes of skill

acquisition – (a) observation – students watch the skill operation performed by the

teacher I real life to enable them form concept. Observation is invaluable in the

development of skills; (b) imitation – students follow example of what the teacher

has done through demonstration and learning by doing; (c) manipulation – this

means to operate, handle for example the act of receiving or attending to visitors

and clients. This is demonstration practices; (d) performing – carry out the

activities taught and would be guided on what to do; (e) perfecting – this is the

highest form of skill acquisition process. After much practices, the students

xxxv

become conversant with the demands and tasks of the operation. They become

expert and saleable.

Olaitan (1994) opined that instructions are not completed until students have

used the abilities and skills being taught. Okorie (1998) stated that if education is

preparation for life and if practically every ones life and opportunities for self

expression and fulfillment include work and skills possessed, then only the

successfully employable are successfully educated and skilled.

Thus acquisition and development of work skills would help the learner

among others to cultivate a right attitude to work, have a good sense of duty and

respect for the dignity of labour, be self-sufficient and self-reliant, that is, prepare

the learner to be worthwhile business owner, acquire saleable skills, prepare the

learners to be effective employees in the business world. A skill is a learnt

response in actions, words or deeds to objects, situations and issues. Once learned,

the skills are relatively permanent and people become efficient in performing these

skills in everyday living.

Office work skills can therefore be referred to mean those abilities to carry

out the office functions very well. These office work skills are as varied as the

office activities vary too. According to Foster (1984) BEC, (1976) office skills

maybe used comprehensively to cover a variety of routine and non routine

activities in a business office, office activities are clustered as word processing

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skills, communication office skills, management/supervisory office skills,

interpersonal/human relation office skills and bookkeeping office skills.

Word Processing Office Skills

Word Processing is the handling of alphabetical and alphanumeric

information electronically. According to Kantos (1981), the term was coined to

emphasize the manipulation of certain types of data, characters combined to form

words, sentences, paragraphs, memos, letters and reports. A word processing

system comprises equipment, procedures, and people whereby thought and ideas

are expressed and distributed in hard copy (paper) and/or soft copy (CRT screen)

form. The equipment itself (the word processor) consists of a keyboard, an

electronic memory, a display screen and a printer. Text is typed on the keyboard,

but instead of being printed, it is entered into the machines electronic memory.

The secretary/typist can see the material on the screen and check it as she types it

in. She can also use the keyboard to display the text on the screen and to enter

corrections and amendments. Once the document is entered and corrected, it can

be printed out on the printer. Text can be held in the machine’s memory and

printed out later with or without amendments.

Azuka (1997) lists word processing functions as standard editing functions

(insert, delete, amend) text enhancement (centering, bold, fonts) block operations

(copy, re-copy, move, deletion) text manipulation (search and replace, arithmetical

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functions, word counts, auto-referencing) text formatting (tabs, margin, arithmetic

tabs), graphics (diagram, photograph, desk-top publishing and mail merged

(keyboarding, file). Speaking on the importance of Word Processing/Modern office

machines, Nwogwugwu (2002) noted that many years ago, the need for modern

office machines, and equipment did not arise. This was mainly because, the

secretaries then could make do with the manual typewriters, manually operated

photocopying and duplicating machines and other office equipment operated

manually to do their work irrespective of the length of time and energy they exert

in doing so, especially if they are engaged in narrow and non-competitive business.

The inaccuracies, inefficiencies and non-standardization of these machines

notwithstanding, once these traditional secretaries were able to take down dictation

in shorthand and transcribe same on the manual typewriter, they would be satisfied

that they have done their work.

But now, the role of the secretarial staff in today’s office has risen beyond

the traditional role of taking dictation in shorthand and transcribing on the

typewriter. According to Marshall (1988), the secretary possesses mastery of

office skills and ability to assume responsibility; the secretary displays initiative,

exercise judgment and makes decisions in today’s office. The secretarial

profession has become more vast and highly demanding than it use to be in the

past, hence the need to change from the use of archaic and slow manual office

xxxviii

equipment and machines to highly sophisticated ones which include information

technology resources and internet development and enhance their productivity and

efficiency in the office. There are new ways of doing office work, which would

become too cumbersome without the use of these modern machines.

As new business and job opportunities are generated every day, there is the

need for secretaries to match the new challenges by acquiring new skills and

competencies for the operation of these new technologies. Secretaries who are not

well equipped in terms of new skills and competencies, knowledge and abilities

required for today and tomorrow’s office are sure to be embarrassed as their

inadequate skills will render them redundant or even throw them out of job.

In a society that is in a state of technological flux such as ours, it is

compelling to monitor from time to time skills that employers of labour want so as

to achieve maximum productivity. To achieve this, every work or production

process requires specialized skills and competencies. Secretarial skills are those

abilities that enable the secretary perform office duties most effectively. In a

dynamic society such as ours, things change fast. Techniques and technology

easily become obsolete, making fresh demands on new skills and procedures. This

calls for constant monitoring so as to bring about necessary retraining towards the

acquisition of match skills. Therefore, skills required of secretaries need regular

evaluation for currency and update to meet the change of time technologically.

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The need for computer and word processing skills to be posses by secretaries

have been over flogged by business educators for obvious reasons. Of course to be

relevant in today’s office, computer literacy is a must for all secretaries and

business educators because computer has simplified, through mechanization, all

aspects of office functions and secretarial procedures. Even the much talked about

paperless office of today is possible through the use of computer.

The acquisition of computer and word processing skills will lead to the

following benefits.

- Reduce the length of time required to do work

- Ensure accuracy and efficiency

- Eliminate drudgery

- Ensure standardization of work

- Accelerate the speed and capacity of office work done.

Furthermore, Owen (1982) emphasizing the need for new skills stated that

the modern business office has gone through great metamorphosis, and that

automation and the changes it brought to the business office are greatly altering the

skills required by employers. Nwosu (1987), quoting (Invarie, 1980; Stilt, 1982;

Kanu, 1987 and Michael, 1987) stated that knowledge of the new technologies is

considered indispensable for the modern secretary. Idih (1998) noted that Nigeria

is fast moving into the 21st Century with its constantly changing technology.

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Youth would be able to face the challenges of the electronic era and the future

demands of employers are highly needed.

Agomuo (1997) stated that due to the dynamic nature of the office, the role

of the secretary has continued to assume added dimensions. He observed that for

large organizations today, the secretary can lend administrative support to the

executive by handling many time-consuming duties and tasks such as compiling

and organizing information for reports and long memorandums, maintaining

confidentialities, disseminating information relating to administrative policies,

researching data for presentation to be given by the executive, composing and

dictating certain letters, and performing any other duties delegated by

management. Osuala (1998) added that most of the activities of the office such as

accounting, mail handling, filing, telephone switching systems, reprographics etc.

are now performed by self-regulating machines. The secretary however, controls

most of these machines.

Ditaranti (1983) pointed out that the role of secretaries in modern offices has

begun to splinter. They now include:

* The word processing secretary who keyboards;

* Correspondence and other business papers

* The correspondence secretary who originates out materials

* The financial secretary using microcomputers to;

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* Handle payments, petty cash funds, etc.

* The data processing secretary who handles inventory of office equipment

and attendant repair service and contract.

Still, Obijole (1998) commented on the current state of secretarial

training stressing the need for a change. Obijole stated the work of the

professional secretary has changed from the traditional office routine of

handling mails manually to the application of modern office techniques and

the use of sophisticated office equipment in the processing of information.

Communication Office Work Skills

The term communication is derived from a Latin word “Communicatee”

meaning to make common, to share, to impact or to transmit. Combs (1980)

defined communication as the transfer of information from the sender to the

receiver by the information being received and understood by the receiver.

Communication pervades in every organisation because most organizational

processes require communication to solve problems and accomplish goals. In order

to persuade, instruct, direct, request, present, inform, stimulate or develop

understanding, the office manager, administrator and other office workers must

communicate. Lesikar (1991) defined communication is the ingredient, which

makes organisation possible. It is the vehicle through which the basic

managing/administrative functions are carried out. Commenting on the importance

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of communications, Drucker (1955) said that one basic skill that everyone in an

organisation must bother to learn is the ability to organize and express ideas in

writing and in speaking.

The position of secretaries in an organisation makes it very imperative that it

is one skill that they must not play with. The office is the nerve centre of any

organisation. Information flows in and out of the organisation through the office.

The secretary is at the centre stage to receive or give; both oral and written

information.

The manner, in which the secretarial staff does so, goes a long way to affect

the goodwill of the organisation. Hence the secretary is also seen as a public

relation officer. She is the first person that callers to the office will meet.

Communication is dynamic especially as it has to do with human beings. No two

people can easily communicate the same idea the same way. The important thing

being that the idea communicated is able to attract a correct feedback.

The unprecedented technological innovation in offices has recently

advanced new competencies for office functions. Improved relationships which

demands effective communication in the business world is not less affected thus

the need for necessary competencies to be acquired by the secretaries who appear

to be seriously involved with inter- relationships of different kinds in the

organisation. Anumihe (1997) and Anyachonkeya (2003) stated that the

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individuals involved in communication in the office; whether employer, employee

or customers/visitors have diverse ways to relate with one another and must clearly

affect understanding in the process in order to attract correct feedback. Obi (2001)

viewed the abilities to communicate not only as indicator of good foundation in

education but also as an ensuring tool necessary for jobs acquisition/maintenance.

Roberts (1989) and Nwankwo (2001) noted that the competencies of

communication are very essential to the efficiency of performance in the

automated office. The communication skills include public relation which has the

ability to hold civilized values, pass information with pleasantries, project a good

image, link up organisation with beneficial publics, resolve conflicts; interpersonal

which has the ability to disseminate information, while interprets and discriminate

sources of information, manage crisis, prepare for emergency, display good

grooming and maturity on the job, acquire good vocabulary and diction and

express clearly; verbal communication which has the ability to relate information

accurately to receivers, choose the right media for sending information, word

information appropriately, address callers with appropriate politeness, display good

listening skill on the job, proof read and apply good spelling skill, write good

English, effect correction on paper/machine, interpret messages correctly etc.

Information when properly and timely communicated reduces doubt, places

confidence, but where information are not properly and timely given out it breed

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rummour. However, rummour cannot be completely eradicated in the eye of an

organisation. Onoyovwi (2007) sees rummour as a piece of purportedly true

information that circulates without substantiating evidence. It is a general talk,

hearsay, flying reports that may be current state of an organization.

Interpersonal /Human Relation Skill

The importance of Interpersonal/human relation in any work environment

cannot be over emphasized; as such work place environment is a collection of

different kinds of people who interact on daily basis. These groups of people

include the employers, employees, visitors, contractors etc. How a staff is

perceived by the employer and co-workers and even visitors to the office plays a

large role as minor as your day to day happiness at the office and as major as the

future of your career. No matter how hard you work or how many brilliant ideas

you may have, if you can’t connect with the people who work around you, your

personal life will suffer. The secretarial staff personal appearance is very

important. She must put on a friendly smile, tidy, smartly dressed, well manicured,

and polished with light fragrance. She must be dependable; exercise good

judgment, no gossiping, knows how to tactfully and respectfully dismiss callers

who the boss does not want to see. The views of Adeniran (1996) and Onasanya

(1990) do not differ in the appearance of a secretary and good character traits. She

must be smartly dressed as her personal appearance makes a favorable impression

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upon her employer, her associates, clients and office workers. She maintains good

health, feed well, and look good with carriage of self – esteem and good

comportment. They emphasized that physical appearance is very important, facial

expressions, gestures, hesitations and eye contact. Every individual has several

selves such as the self esteem, the arrogant self, the modest self, the lazy self, the

gentle and meek self, irritable self and so on. The secretary should display the

modest self with self-confidence. They noted that from time immemorial, a woman

much more than a man has been judged by her personal appearance, which must be

pleasing. Oyemode (1993) agreed with the authors that a secretary needs to be

skilled, intelligent, honest, smart and fluent in communication.

Ogbechie (1991) expressed concern that there is a gap between students’

actual performance and the performance required to succeed in occupations of their

choice. He stated that the area which is lacking is students’ willingness to perform

on the job and his inability to get along with fellow men both at work and in his

every day life. The inability to get along with other people as a result of tension or

conflict in the office between co-workers/ superiors is expensive because it cuts

down on productivity and adds to operating costs. The inability to interact with

clients can make the organisation loose business amounting to millions of naira. He

opined that any deficiency in technical skills can be remedied but an employee

who lacks affective work skills and sensitivity is a liability rather than asset to the

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organisation. Nwosu (1998) stated that an ideal secretary needs to have among

others certain character and personal traits dependability, loyalty, vigour, initiative,

courtesy, judgment, honesty, resourcefulness, adaptability, tact and common sense.

Fasusi (1991) maintained that the secretary’s role is both technical and

psycho-social in nature and that the psycho-social skill has assumed significant

height in recent times. The technical can be learnt in school while the psycho-

social skills are acquired from working experience and innate abilities. For

example a girl who is an introvert and does not like meeting people would not be a

successful sales girl or public relations officer. Also if a girl is inhuman or does not

have feelings for people or has no milk of kindness in her, she would not be a good

nurse – no matter the technical training. These psycho skills are affective work

skills, which would help the secretary, function efficiently and effectively. She

believed the duties might extend beyond the office to the homes, families and

friends of the boss. For example, sending Christmas, birthday, invitation and

anniversary cards to family members, friends, colleagues and acquaintances. The

secretarial staff needs to keep the list of names, addresses and dates of such

persons to constantly remind the boss. Choosing, buying and wrapping presents for

these people, arranging social gatherings, cocktails, send-forth and dinner. Fasusi

(1991) emphasized that the most distinctive element of a secretary is the

ATTITUDE. She suggested that secretarial trainers need to develop psychological

xlvii

modules of affective work skills, which will help the secretaries for job success.

Jaffe (1991) strongly emphasized that the secretary needs to have a good sense of

humour, which makes things happen positively in the office. He further stated that

the people with sense of humour embrace new ideas, and they can cope with the

stress of work – which results in productivity.

Ogunniyi (1990) pointed out that for any secretary to cope effectively with

today’s business environment would depend greatly on the type of education and

training, secondly the utilization of the secretary, thirdly the secretary as a social

being, her motivational needs and the whole gamut of her relationship with people

with different background. He affirmed that the last point is the most important as

the secretary must understand the nature of human behaviour and people-related

problems. Similarly, Onuk (1992) noted that secretary’s basic academic training is

insufficient to enable them cope with the job because organizational performance

exceed their competence. He stated that a secretary should be a function and a

product of the highly competitive and volatile business environment. She must be

result oriented; people oriented who identifies with the organization’s mission,

goal and objectives. He concluded that secretaries lacked managerial skills to

enable her become a member of management team. Managerial skills require

planning, organizing and controlling-ability to delegate, inspire and guide

subordinates to get the best out of them. The secretary in addition to managerial

xlviii

skills needs strategic planning skills and communication skills, which must be

consciously developed and acquired (Nnebe 1997). Organisation environment can

become turbulent and this demands action and result-oriented leaders who can

transform the task of the environment under such turbulent times. A secretary

is expected to keep the secrets of the organisation secret; she is the custodian and

conveyor of all confidential information which must be handled judiciously.

In view of the above, Onoyovwi (2006) proposed the following 10 tips to

improve interpersonal/human relation skills in the office.

1. Smile. Few people want to be around someone who is always down. Do

your best to be friendly with your coworkers. Maintain a positive, cheerful

attitude about work and about life. Smile often. The positive energy you

radiate will draw others to you.

2. Be appreciative. Find one positive thing about the people you work with

and let them hear it. Be generous with praise and kind words of

encouragement. Say thank you when someone helps you. Make colleagues

feel welcome when they call or stop by your office. If you let others know

that they are appreciated, they’ll want to give you their best.

3. Pay attention to others. Observe what’s going on in other people’s lives.

Acknowledge their successes, and express concern and sympathy for

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difficult situations such as an illness. Make eye contact and address people

by their first names. Ask others for their opinions.

4. Practice active listening. To actively listen is to demonstrate that you

intend to hear and understand another’s point of view. It means restating, in

your own words, what the other person has said. In this way, you know that

you understood their meaning and they know that your responses are more

than lip service. Your coworkers will appreciate knowing that you really do

listen to what they have to say.

5. Bring people together. Create an environment that encourages others to

work together. Treat everyone equally, and don’t play favorites. Avoid

talking about others behind their backs. Follow up on other people’s

suggestions or requests. When you make a statement or announcement,

check to see that you have been understood. If your coworkers see you as

someone solid and fair, they will grow to trust you.

6. Resolve conflicts. Take a step beyond simply bringing people together, and

become someone who resolves conflicts when they arise. Learn how to be an

effective mediator. If coworkers bicker over personal or professional

disagreements, arrange to sit down with both parties and help sort out their

differences. By taking on such leadership role, you will garner respect and

admiration from those around you.

l

7. Communicate clearly. Pay close attention to both what you say and how

you say it. A clear and effective communicator avoids misunderstanding

with coworkers, colleagues, and associates. Verbal eloquence projects an

image of intelligence and maturity, no matter what your age.

8. Humour them. Don’t be afraid to be funny or clever. Most people are

drawn to a person that can make them laugh. Use your sense of humor as an

effective tool to lower barriers and gain people’s affection.

9. See it from their side. Empathy means being able also to put yourself in

someone else’s shoes and understand how they feel. Try to view situations

and responses from another person’s perspective. This can be accomplished

through staying in touch with your own emotions; those who are cut off

from their own feelings are often unable to empathize with others.

10. Don’t complain. There is nothing worse than a chronic complainer. If you

must complain try to limit in the office.

Management/Supervisory Office Work Skills

The role of the secretary in the office is gradually moving from that of mere

taking dictation and transcribing on the machine to problem solving and assuming

more responsibilities. She is now seen as executive assistant to the boss. According

to Esene (1990) the secretary is “an assistant to the chief executive, possessing

mastery of office skills and ability to assume responsibilities without direct

li

supervision, displays initiatives, exercises judgments and makes decisions within

the scope of her authority”. Similarly, the New Age Encyclopedia (1991) stating

the functions of a secretary stated among others coordinating office procedures,

keeping the secrets of the organisation in confidence, supervision of junior

colleagues, performing delegated managerial functions; like replying to

engagements and applications. For a secretary to be able to supervise the junior

colleagues means she must possess such skills that will enable her exert that

supervisory capacity. Performing managerial delegated functions means she must

demonstrate some level of maturity on the job that will enable her assume such

responsibility. Obazele (1993) in his explanation stated that the functions of a

secretary include amongst, provision of administrative support and secretarial help

in the entire office; supervision of secretarial staff, maintenance of the boss

calendar, organizing the boss in terms of meeting, filing and typing; handling

income and out going correspondence in proper manner. Bukar (1996) highlights

the functions of a secretary in cluster title as production function, preservation

function, organizing function, involving people, materials, task, planning etc.

Bookkeeping/Accounting office work skills

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In every business establishment, be it government offices, parastatals,

private companies, banks and other financial institutions, the importance of

accounting work cannot be over emphasized. Accounting education is viewed as

an area of study needed to equip the youths with knowledge, skills and attitudes

necessary for efficient financial calculation required for occupational competence

and economic self-reliance. Many scholars have recognized the contributions of

all aspects of office education to the economic development of any nation. Anao

(1986) noted that there is a positive and significant relationship between the level

of education and the state of national development. The focus of education

specifically office education, is the social and economic welfare of the individual

and the society at large. Nolan et al (1967) commenting on the personal use of

accounting information stressed that the keeping of proper financial records serves

as an important guide to the financial planning and welfare of an individual or

organization. Accounting education, like any other aspects of business education

furnishes the individual with the abilities to establish their businesses or seek

employment in organizations.

The American Institute of Certified and Public Accountants (1961) defines

accounting as the “art of recording, classifying in a significant manner and in terms

of money, transactions and events which are, in part at least, of financial character

and interpreting the results thereof”. This definition portrays the role of accounting

liii

activities in the operation of business enterprises. The activities of the business or

organization are represented in monetary terms. Every organization needs money

to function in order to make more money. This role entails recording, classifying

and summarizing the enterprise monetary transactions and interpreting the results

for both the internal and external end users of such information.

Accounting can also be defined broadly as the process of identifying, measuring

and communicating financial information to permit informed judgments and

decisions by users of the information. American Accounting Association (1996)

also defined accounting as the process of identifying, measuring, and

communicating the economic information to permit informal judgement and

decisions by users of such information.

Users of accounting information are: the management of the organization -

the information helps in planning, coordinating and control, performance

evaluation, credit dealings, determination of profit or loss and determination of tax

liabilities; creditors of the business are also interested in the accounting

information as it helps them determine the liquidity position of the business, the

determination of profit of the business – the viability of the business; shareholders

and investors are also interested in the accounting information of the business as it

helps in determining security of investment, determination of profit, dividend

policy, and performance measurement; similarly, the employees are also interested

liv

in the accounting information in determining their job security, provision of social

safety and welfare measures and finally, the government is also interested in the

accounting information in determining the tax liability of the business, measure the

effect of government policies on business and measure of compliance with

regulations.

Commenting on the uses of bookkeeping/accounting information Douglas et

al (1962) emphasized that it helps:

- to develop the ability and desire to keep records for both the organization

and for personal use.

- to develop the ability to interpret and analyse business papers and records in

the capacity of a customers

At the NCE level secretarial courses and accounting courses are taken as

compulsory courses in 100 and 200 levels hence a secretarial graduate has basic

knowledge of bookkeeping and accounting while an accounting graduate also

possesses some basic knowledge of secretarial knowledge.

Review of Related Empirical Studies

Quite some research work have been carried out on the office work skills

required of office education graduates as meeting the needs of their employers

especially with the advent of information technology which has revolutionized the

office activities from manual processing to electronic processing. Agbamu (2007)

lv

carried out a study on ICT competencies need for NCE business education

graduates. The main purpose of the study was to find out the necessary and specific

ICT competencies needed for NCE business graduates to secure employment in

modern organizations. The population of the study comprised of 225 employers

both from public and private organization in Delta State.

The findings of the study reveal that computer operation competencies are

generally required for employment in both the public and private section. Among

these competencies is the ability to start up and shut down a computer system and

its peripherals, start an application and create a document use part option, use a

word processing package etc. It is also revealed media communication

competencies were generally not required for employment of NCE business

education graduates, in particular they were not required by employers in the

private sector. The competence regard were essentially those rated by public sector

employers and they include apply media in effective communication; create simple

animation, ability to communicate orally as in written form.

The present study in related to Agbamu’s study in that it seeks to identify the

office work skills required in a modern office. While Agbamu’s study is on ICT

competencies only, this study looks beyond the ICT competencies in the modern

office to include other skills required of an office education graduate like human

relation skills, communication skills and management/supervisory skills.

lvi

Egwu (2003) conducted a study on Affective work skills needed by

secretaries for performance in the private sector. The main purpose of the study

was to identify affective work skills perceived as important by secretaries and their

executives and to determine the level of affective work skills possessed in business

organization as expressed by the secretaries and their executives. The population of

the study was made of 320 secretaries and 171 executives drawn-out of 100 large

business organizations.

The study revealed 52 skills identified as very important by secretaries for

performing secretarial functions in the private sector. These skills the researcher

clustered into ambition, appearance, dependability and loyalty initiative and self-

control, work without supervision, responsibility and productivity, team spirit,

remembering and reasoning skills, leadership skills managerial and supervisory

skills, absenteeism, interpersonal relation skills and communication skills.

On the Affective work skills possessed by secretaries in business

organizations, the study revealed that the secretaries possessed 31 out of 58

affective work skills for job performance in the private sector. The present study is

also related to Egwu’s study in that Egwu’s work focused on the affective work

skills required or needed by secretaries in business organizations, while the present

work focused on the cognitive, psychomotor and the affective skills. Therefore,

lvii

this study is broader as it covered the three domain of learning while Egwu’s study

is only on the affective domain.

Also reviewed was the work of Idih (2004) on the word processing skills

required of today’s business education curriculum. The purpose of the study was to

find out the working knowledge skills and keyboard operating skills required by

secretaries. The population of the study consisted of 140 respondents made of

secretaries, executives and business education lecturers. The study reveals the

word processing working knowledge skills and word processing keyboard

operating skills which secretaries needs.

The present study is related to Idih’s study because Idih’s study focused on

word processing skills required of the office personnel – secretarial staff in the

modern office/organization. However the present work is broader to include other

office skills like office communication skills, management/supervisory skills and

interpersonal human relation skills.

Summary of literature review

The researcher reviewed some textbooks, journals, past theses, magazines

and government publications as they relate to the topic under investigation – office

work skills required by NCE office education graduates in selected organizations

in Delta State. The office is the nerve centre of any organization. The various

activities in an organization are controlled, coordinated and directed in the office.

lviii

No matter how technical an organization is or appears to be, there is always an

office, and once an office has been established it become imperative that some

level of personnel are required to manage the office activities on daily basis. The

secretary is one of the personnel needed to run the office activities. No matter how

small an organization is at least a typist/secretary is required. The way and manner

in which businesses were transacted some years back are not exactly the way they

are being transacted now. The introduction of GSM, electronic mail, ATM cards,

online banking and registration in higher institutions, etc are new developments

that have direct implications on the activities of the office. Office work skills are

used comprehensively to cover a variety of routine and non routine activities in a

business office. The office skills identified in this study are grouped under word

processing skills, communication office skills, management/supervisory office

skills and interpersonal/human relation office skills etc. The office activities have

witnessed tremendous innovation in information technology especially with the

introduction of word processors/computers that now replaced the traditional

typewriters which dominated the office operations previously. The acquisition of

word processing/computer skills will lead to reduction in the length of time

required to do a work, ensure accuracy, and efficiency ensure standardization of

work done etc.

lix

Furthermore, research literature (Egwu 2003) revealed that

interpersonal/human relation skills are very vital because different kinds of people

connect each other in the office on daily basis. These skills are not technical as

word processing and therefore cannot be replaced by machines.

Interpersonal/human relation skills are essential for employment, job success and

gaining office promotions. Studies revealed that the secretary needs managerial

skills such that will assist them in supervising the junior workers in the office,

execute the other office functions without direct supervision and maintain

judicious use of stationery among others while maintaining good communication

etiquette in the office, being polite, use simple and brief sentences etc. It was

emphasized that the economy of any nation depends on the quality of its workers

with developed relevant skills, interests and positive attitudes which would meet

the needs of every member of the society either as a producer or as a consumer of

goods and services

lx

CHAPTER III

RESEARCH METHODOLOGY

Introduction

This chapter describes the methodology adopted for this study under the

following headings: design of the study, area of the study, population, sample of

the study, description of the instrument used, validation and reliability of the

instrument, questionnaire administration and techniques for data analysis.

Design of the study

lxi

The design for the study was a survey research. According to Ali (1996) it

is preferable to use survey research design when the objective of a described

investigation centered on opinions, attitudes and perceptions of individuals. The

reason for choosing this design is that the study centered on opinions and

perceptions of the respondents on what should be the office work skills required by

NCE business (office education) graduates in the modern office.

Area of the study

The study was carried out in Delta State of Nigeria. Delta State is chosen

for this study because it has higher institutions where business (office) education

programmes are offered; secondly the state has the characteristics of an

economically viable economy that is open to job seekers especially in the oil

companies and because of the presence of the oil companies, other related/service

industries and commercial businesses have been established in the State.

Therefore, the State has both large and small scale business organizations and

public organizations for prospective employees.

Population

The population of the study consists of 264 employers (Directors of

Personnel, Chief Executives, and Managers/Owners of private and public

organizations). The private and public organizations are cited in 12 selected towns

in the Delta State, as shown in the table 1 below.

lxii

Table 1

Population Distribution of business and public organizations by Senatorial

Zones Senatorial

Zones

Towns No. of

Ministries

No. of

Parastatals

Private

Organizations

Total No. of

Organisations

Population

Delta

North

Asaba

Ogwashi-uku

Agbor

Kwale

20

48

1

2

1

14

5

1

82

1

7

2

155

2

9

4

Delta

Central

Sapele

Ughelli

Effurun

Abraka

1

3

2

1

7

6

10

8

9

12

1

11

13

16

1

Delta

South

Warri

Patani

Ozoro

Koko

8

2

2

2

20

3

28

2

5

2

40

3

8

2

TOTAL 20 73 66 159 264

Source: (1) Delta State Govt. Industrial Directory 2006

Sample

There was no sample as the population is relatively small.

Description of the Instrument used

A structured questionnaire was used for data collection. The questionnaire

was developed to reflect the research questions. The questionnaire was divided

into six sections. Section one sought to obtain background information about the

respondents. The section contains options and blank spaces to enable the

respondents to tick and fill as appropriate while sections two to six consist of 107

lxiii

questionnaire items which cover the five research questions. Research questions 1-

5 with questionnaire items numbered 1-107 was designed to elicit information

from the respondents using a five point Likert type scale of “Highly required”,

“Required ”, “Fairly Required”, “Not Very Required” and “Not Required”.

Validation of Instrument

The questionnaire was subjected to face validation using the expertise of

three business educators from Delta State Polytechnic, Ozoro, Delta State

University, Abraka and University of Nigeria, Nsukka. Their suggestions and

comments about the wordings and relevance of the various questionnaire items

were incorporated in the final copy of the questionnaire.

Reliability of the Instrument

The instrument after the face validation was subjected to a one time reliability test

to further evaluate the internal consistency of the questionnaire items. To this end the

questionnaire was administered to twenty employers in Edo State and using Cronbach

Alpha formula to compute the coefficient of the internal consistency (stability) of the

instrument. The coefficient computed yielded 0.68 which was quite high. This was in line

with Anastasi (1988) that an internal consistency is the most appropriate form of

reliability where aggregate scores are to be used.

Method of Data Collection

lxiv

The questionnaire was administered on the Chief Executive/Managers, Director of

personnel, owners/managers of business and public organizations in Delta State. The

instrument was administered and retrieved through personal contact employing the

services of three research assistants. A total of 264 copies of the questionnaire were

administered while 240 copies retrieved.

Method of Data Analysis

Research questions 1,2,3,4 and 5 was analysed using frequency tables, and mean

scores for each response category. For the decision rule, any item that has a mean score

that is equal to or greater than (>) 3.00 was considered as required, while any that is equal

or less than (>) 2.99 was deemed not to be required. The z-score statistic was used to test

hypotheses at .05 alpha level.

CHAPTER IV

DATA PRESENTATION AND ANALYSIS

This chapter is concerned with the presentation and analysis of data

collected from the respondents. Findings are shown in the tables and z-test

statistics was used to test the stated hypothesis. The last part of this chapter

outlines the findings drawn from the data analysed.

Personal Data of Respondents

Table 2

lxv

Percentage Distribution of the Personal Data of the respondents

Sex Organisation Size

Male Female Private Public Small Large

No 182 58 97 143 113 46

% 76 24 40 60 71 29

The numbers of questionnaire administered were 264, but only 240 were

duly completed and returned. The demographic data collected in the study

revealed that of the 240 employers 24% (58) were females, while 76% (182) were

males. It was also discovered that 40% (97) of the employers that constitute the

population are in private organizations and 60% (143) are in public organizations.

With respect to size there were 29 % (46) large organizations and 71% (113) small

organizations.

RESEARCH QUESTION 1

What are the word processing office work skills as required by employers

of office education graduates in a modern office?

To seek answer to this research question, a list of 44 statements on word

processing office work skills were provided in the questionnaire. The respondents

were asked to rate each of the skills in relation to the degree of importance as

required in the modern office.

Decisions indicated are based on the decision rule.

lxvi

Table 3

Mean responses on the word processing office work skills as required by

employers of office education graduates in a modern office.

S/N Word processing office work skills Mean

X

SD Decision

1. Typing using appropriate finger skills 4.59 .49 Required

2. Taking shorthand dictation 4.40 .49 Required

3. Transcribing the shorthand dictation on computer 3.91 .78 Required

4. Sort text 3.95 .70 Required

5. Merge text 3.79 .40 Required

6. Insert text 4.23 .64 Required

7. Delete text 4.22 .62 Required

8 Search for words/characters as appropriate 4.77 .42 Required

9. Replace words/characters as appropriate 4.55 .56 Required

10. Spell check for errors 4.69 .62 Required

11. Correct the errors 4.62 .62 Required

12. Move text 4.34 .69 Required

13. Recall/retrieve documents 4.40 .68 Required

14. Store documents 4.59 .49 Required

15. Erase documents 4.47 .63 Required

16. Use different word processing packages like Ms word,

word perfect, wordstar.

4.42 .66 Required

17. Use communication packages like e-mail 4.36 .71 Required

18. Use communication packages like fax, 4.18 .72 Required

19. Use communication packages like web browser 4.13 .86 Required

20. Control system against errors, virus and theft etc 4.39 .62 Required

21. Set margins/tabs 4.57 .51 Required

22. Centre text 4.57 .51 Required

23. Align text 4.57 .51 Required

lxvii

24. Justify text 4.58 .50 Required

25. Underscore text 4.51 .66 Required

26. Italize text (formatting displaying) 4.05 .63 Required

27. Embodden text (formatting displaying) 4.17 .75 Required

28. Rename documents 4.37 .64 Required

29. Creating columns 4.37 .64 Required

30. Pagination 4.38 .51 Required

31. Font selection 4.20 .40 Required

32. Font size selection 4.01 .63 Required

33. Select group of words in a text 4.03 .86 Required

34. Copy the selected text 4.04 .86 Required

35. Cut the selected text 3.80 1.15 Required

36. Paste the selected text 4.05 1.06 Required

37 Undo the selected text 4.15 .95 Required

38. Print text 4.66 .47 Required

39. Operate Photocopy machines easily 4.58 .49 Required

40. Able to enlarge documents when photocopying 4.20 .74 Required

41. Able to reduce documents when photocopying 4.29 .76 Required

42. Able to manually file documents. 4.41 .77 Required

43. Able to retrieve documents filed 4.30 .64 Required

44. Able to duplicate documents using duplicating

machines like the scanner

4.67 .52 Required

N=240

The above table shows the mean responses of the respondents. The 44 item

skills had their mean scores ranging from 3.79 to 4.77 while the cut off mean is

3.00. Therefore, the 44 item skills were all considered by the respondents as

lxviii

required word processing office work skills for NCE office education graduates in

the modern office.

RESEARCH QUESTION 2

What are the communication office work skills as required by employers

of office education graduates in a modern office?

To seek answer to this research question, a list of 15 statements on

Communication office work skills were provided in the questionnaire. The

respondents were asked to rate each of the skills in relation to the degree of

importance as required in the modern office.

Table 4

Mean responses on the communication office work skills as required by

employers of office education graduates in a modern office.

S/N Communication office work skills Mean

X

SD Decision

45. Compose routine correspondence 4.79 .41 Required

46. Make telephone calls politely 4.78 .41 Required

47. Receive telephone calls politely 4.60 .61 Required

48. Edit typed materials by other junior workers before the 4.62 .57 Required

lxix

executive signature.

49. Edit drafts of executive’ write ups 4.70 .45 Required

50. Show courtesy to communicators 4.64 .56 Required

51. Being concise in internal communication 4.67 .51 Required

52. Being concise in external communication 4.69 .50 Required

53. Replying to routine office request correspondence 4.77 .44 Required

54. Ensuring effective flow of communication through

established channels within the office/the organization.

4.72 .48 Required

55. Being economical in planning and sending messages. 4.59 .62 Required

56. Be a good listener 4.92 .27 Required

57. Identify the mode of communication to be used in a

given business situation.

4.76 .42 Required

58. Be able to convey to her Boss the essential facts

contained in reports, newspapers, magazines etc.

4.65 .57 Required

59. Address people courteously: Mr. …, Mrs. .., Miss. ..,

Ms…. etc.

4.97 .16 Required

N=240

The above table shows the mean responses of the respondents. The 15 item

skills had their mean scores ranging from 4.59 to 4.97 while the cut off mean is

3.00. To this effect the 15 item skills were all considered by the respondents as

required communication office work skills for NCE office education graduates in

the modern office. Addressing people courteously was rated highest amongst the

items with a mean score of 4.97, followed by listening ability rated 4.92.

RESEARCH QUESTION 3

What are the human/interpersonal office work skills as required by

employers of office education graduates in a modern office?

To seek answer to this research question, a list of 16 items on

lxx

human/interpersonal office work skills were provided in the questionnaire. The

respondents were asked to rate each of the skills in relation to the degree of

importance as required in the modern office.

Table 5

Mean responses on the human/interpersonal office work skills as required

by employers of office education graduates in a modern office.

S/N Human/interpersonal office work skills Mean

X

SD Decision

60. Accept responsibility for mistakes 4.97 .16 Required

61 Exhibit moral integrity 4.95 .20 Required

62. Obey authorities 4.98 .11 Required

63. Display flexibility in pursuit of knowledge 4.39 .48 Required

64 Show sensitivity to others 4.59 .53 Required

65. Trust people 4.58 .49 Required

66. Being trusted by people 4.61 .48 Required

67. Provide assurance 4.47 .50 Required

68. Compliment people 4.60 .49 Required

69. Handle criticism/disagreement with maturity 4.60 .48 Required

70. Be able to stay late if there are urgent jobs to be done 4.65 .47 Required

71. Good public relation with the boss 4.78 .41 Required

72. Good public relation with the superiors 4.78 .41 Required

73. Good public relation with the juniors 4.70 .45 Required

74. Good public relation with the public. 4.78 .41 Required

75. Being neatly dressed and polite 4.72 .44 Required

N=240

The above table shows the mean responses of the respondents. The 16 item

skills had their mean scores ranging from 4.39 to 4.98 while the cut mean is 3.00.

lxxi

To this effect the 16 item skills were all considered by the respondents as required

interpersonal/human relation office work skills for NCE office education graduates

in the modern office. Obeying authorities had the highest mean score of 4.98,

followed by accepting responsibilities with a mean score of 4.97.

RESEARCH QUESTION 4

What are the management/supervisory office work skills as required by

employers of office education graduates in a modern office?

To seek answer to this research question, a list of 18 statements on

Management/supervisory office work skills were provided in the questionnaire.

The respondents were asked to rate each of the skills in relation to the degree of

importance as required in the modern office.

Table 6

Mean responses on the management/supervisory office work skills as

required by employers of office education graduates in a modern office.

S/N Management/Supervisory office work skills Mean

X

SD Decision

76. Allocate jobs/duties to the various office workers 4.35 .55 Required

77. Supervise jobs/duties assigned to the various office

workers

4.39 .48 Required

78. Co-ordinate the various jobs/duties assigned to the

other office workers

4.45 .49 Required

79. Write reports on other office workers 4.39 .48 Required

80. Control the use of office stationeries 4.25 .73 Required

81. Attending meetings 4.30 .45 Required

lxxii

82. Take minutes of meetings 4.31 .62 Required

83. Display initiative in the absence of supervision 4.39 .49 Required

84. Organize meetings 4.01 .64 Required

85. Exhibit qualities of a role model 4.37 .51 Required

86. Motivating others 4.02 .64 Required

87. Keeping the Boss diary of appointment/engagements 4.58 .49 Required

88. Working with others 4.59 .49 Required

89. Working for results 4.62 .48 Required

90. Play the role of a team leader 4.39 .79 Required

91. Accessibility and availability to work 4.78 .41 Required

92. Provide immediate feedback 4.78 .40 Required

93. Getting along with others 4.68 .48 Required

N=240

The above table shows the mean responses of the respondents. The 18 item

skills had their mean scores ranging from 4.01 to 4.78 while the cut off mean is

3.00. To this effect The 18 item skills were all considered by the respondents as

required management/supervisory office work skills for NCE office education

graduates in the modern office. Accessibility and availability to work and provide

immediate feedback were rated highest with a mean score of 4.78, while

organizing meeting ability is rated lowest amongst the skills with a mean score of

4.01.

RESEARCH QUESTION 5

What are the bookkeeping/accounting office work skills as required by

employers of office education graduates in a modern office?

lxxiii

To seek answer to this research question, a list of 14 statements on

Bookkeeping/accounting office work skills were provided in the questionnaire.

The respondents were asked to rate each of the skills in relation to the degree of

importance as required in the modern office.

Table 7

Mean responses on the bookkeeping/accounting office work skills as

required by employers of office education graduates in a modern office.

S/N Bookkeeping/ Accounting office work skills Mean

X

SD Decision

94 Receive payments by issuing receipts 4.00 .64 Required

95 Carry out banking transactions 3.64 .74 Required

96 Able to post transactions in the ledger account 3.95 .68 Required

97 Able to maintain office imprest account 4.01 .67 Required

98 Prepare vouchers for payments 3.88 .80 Required

99 Maintain debtors account 3.55 .89 Required

100 Maintain creditors account 3.55 .84 Required

101 Maintain office cash register 4.17 .57 Required

102 Be able to pay/settle office bills like Nitel bills, Nepa

bills

3.93 .78 Required

103 Understand the basic concept of double entry system of

book keeping

3.73 .70 Required

104 Reconcile office cash book with monthly bank

statement

3.89 .71 Required

105 Prepare mini financial statements 3.36 .68 Required

106 Making use of original books 3.57 .76 Required

107 Keeping duplicate cheque leaves for future use 3.80 .74 Required

N=240

lxxiv

The above table shows the mean responses of the respondents. The 14 item

skills had their mean scores ranging from 3.55 to 4.17 while the cut off mean is

3.00. To this effect the 14 item skills were all considered by the respondents as

required bookkeeping/accounting office work skills for NCE office education

graduates in the modern office. Maintaining debtors and creditors account were

rated lowest with a mean score of 3.55, while maintaining office cash register was

rated highest with a mean rating of 4.17.

HYPOTHESIS 1

There is no significant difference in the mean responses of employers in the

private and public organisations on the word processing office work skills required

of NCE office education graduates in a modern office.

Table 8

Comparison of the z-test difference between the mean responses of the

employers in the private and public organisations on the word processing

office work skills required of NCE office education graduates in a modern

office.

Variables

Groups

Word Processing office work skills

X

SD N Df z-cal. Critical

z-value

lxxv

Private organizations 4.35 .55 97

238

0.38

1.96 Public organizations 4.32 .58 143

Alpha level = P<0.05

The table above reveals the z test statistical procedure for the private and

public organizations responses with respect to the word processing office works

skills required of NCE office education graduates in a modern office. The

calculated z-value is 0.38 while the critical value is 1.96. The critical z-value is

greater than the calculated z-value. The null hypothesis as stated is therefore

retained that there is no significant difference in the mean responses of the two

groups on the word processing office work skills required of NCE office education

graduates in the modern office.

HYPOTHESIS 2

There is no significant difference in the mean responses of employers in the

private and public organisations on the communication office work skills required

of NCE office education graduates in a modern office.

Table 9

Comparison of the z-test difference between the mean responses of the

employers in the private and public organizations on the communication

lxxvi

office work skills required of NCE office education graduates in a modern

office.

Variables

Groups

Communication office work skills

X

SD N Df z-cal. Critical

z-value

Private organizations 4.79 .39 97

238

1.81

1.96 Public organizations 4.69 .44 143

Alpha level = P<0.05

The table above reveals the z test statistical procedure for the private and

public organizations responses with respect to the communication office works

skills required of NCE office education graduates in a modern office. The

calculated z-value is 1.81 while the critical value is 1.96. The critical z-value is

greater than the calculated z-value. The null hypothesis as stated is therefore

retained that there is no significant difference in the mean responses of the two

groups on the communication office work skills required of NCE office education

graduates in the modern office.

HYPOTHESIS 3

There is no significant difference in the mean responses of employers in the

private and public organizations on the management/supervisory office work skills

required of NCE office education graduates in a modern office.

lxxvii

Table 10

Comparison of the z-test difference between the mean responses of the

employers in the private and public organizations on the

management/supervisory office work skills required of NCE office education

graduates in a modern office.

Variables

Groups

Management/supervisory office work skills

X

SD N df z-cal. Critical

z-value

Private organizations 4.49 .34 97

238

1.81

1.96 Public organizations 4.39 .42 143

Alpha level = P<0.05

The table above reveals the z test statistical procedure for the private and

public organizations responses with respect to the word processing office works

skills required of NCE office education graduates in a modern office. The

calculated z-value is 1.81 while the critical value is 1.96. The critical z-value is

greater than the calculated z-value. The null hypothesis as stated is therefore

retained that there is no significant difference in the mean responses of the two

groups on the management/supervisory office work skills required of NCE office

education graduates in the modern office.

HYPOTHESIS 4

lxxviii

There is no significant difference in the mean responses of employers in the

private and public organisations on the Interpersonal/human relation office work

skills required of NCE office education graduates in a modern office.

Table 11

Comparison of the z-test difference between the mean responses of the

employers in the private and public organizations on the interpersonal/human

relation office work skills required of NCE office education graduates in a

modern office.

Variables

Groups

Interpersonal/human relation office work skills

X

SD N Df z-cal. Critical

z-value

Private organizations 4.38 .47 97

238

-1.37

1.96 Public organizations 4.46 .45 143

Alpha level = P<0.05

The table above reveals the z test statistical procedure for the private and

public organizations responses with respect to the word processing office works

skills required of NCE office education graduates in a modern office. The

calculated z-value is -1.37 while the critical value is 1.96. The critical z-value is

greater than the calculated z-value. The null hypothesis as stated is therefore

retained that there is no significant difference in the mean responses of the two

lxxix

groups on the word processing office work skills required of NCE office education

graduates in the modern office.

HYPOTHESIS 5

There is no significant difference in the mean responses of employers in the

private and public organizations on the bookkeeping/accounting office work skills

required of NCE office education graduates in a modern office.

Table 12

Comparison of the z-test difference between the mean responses of the

employers in the private and public organizations on the

bookkeeping/accounting office work skills required of NCE office education

graduates in a modern office.

Variables

Groups

Bookkeeping/accounting office work skills

X

SD

N

df

z-cal.

Critical

z-value

Private organizations 3.82 .60 97

238

0.51

1.96 Public organizations 3.78 .71 143

Alpha level = P<0.05

The table above reveals the z test statistical procedure for the private and

public organizations responses with respect to the word processing office works

skills required of NCE office education graduates in a modern office. The

calculated z-value is 0.51 while the critical value is 1.96. The critical z-value is

lxxx

greater than the calculated z-value. The null hypothesis as stated is therefore

retained that there is no significant difference in the mean responses of the two

groups on the bookkeeping/accounting office work skills required of NCE office

education graduates in the modern office.

Findings of the study

This study on office work skills required of NCE office education graduates

in the modern office yielded some findings. The following are some of the

findings of the study arising from the analysis of data.

1. Typing using the appropriate finger skills

2. Take shorthand dictation and transcribe on the computer

3. Edit, format and print documents typed documents

4. Check and correct errors

5. Store and retrieve documents

6. Operate photocopy and duplicate documents using machines like the scanner

7. Able to compose routine correspondence

8. Make and receive calls politely

9. Be a good listener

10. Able to address people/callers to the office courteously.

11. Accept responsibility for mistakes

12. Obey authorities

lxxxi

13. Handle criticism/disagreement with maturity

14. Being neatly dressed and polite

15. Allocate and supervise job/duties to other junior office staff

16. Control the use of office stationeries

17. Take minutes of meeting

18. Working for results

19. Motivating others

20. Receive payments by issuing receipts

21. Carry out banking transactions

22. Maintain office imprest account

23. Maintain cash register

24. Understand the concept of double entry system of bookkeeping

25. Reconcile office cash book with monthly bank statement.

Discussion of findings

The findings of this study revealed that majority of the respondents agreed

that the identified 44 items word processing office work skills are required of NCE

office education graduates in the modern office. This result finding is related to

the finding of Ohakwe and Okwuanaso (2006) that computer skills (word

lxxxii

processing skills) are highly required of business education graduates. Similarly,

Chukwumezie and Ndinechi (2006) revealed that computer skills such as word

processing have brought about a lot of improvement and efficiency over the

previous manual operations. This finding is also supported by the findings of

Nwosu (2001) who identified a high percentage of word processing skills and other

computer competencies needed by graduates of business education. One major

area that the computer has been applied almost on daily basis is in the area of word

processing for typing of documents, letters, memos, reports etc. It is preferred to

the manual word processing hence most organizations now employs its services in

the typing of documents, letters, memos, reports etc. and it required competent

hands to operate it.

Similarly, the identified 15 items communication office work skills for this

study are considered required office skills of NCE office education graduates in the

modern office. The result of this finding is related to the finding of Roberts (1987)

and Nwankwo (2001) that the competencies of communication are very essential to

the efficiency of performance in the automated offices. The skill of

communication is one skill that an office staff must be able to exhibit because the

every life of an organization is tied to one form of communication or the other.

Similarly (Obi 2001, Little 1979, and Okunna 2000) emphasized the skills of

listening, speaking, writing, and reading to the technical skills as today’s office is

lxxxiii

assuming people oriented rather than machine oriented. Greenspan (2000) also

indicated that employers require workers who are equipped not simply with

technical know-how but also with the ability to create, analyze and transform

information and to interact effectively with others. A communicatively competent

person knows what to speak and how to do it in order to optimize the conditions of

dialogue. To this end there is the requirement of communicative competence,

emphasizing the abilities to adapt messages appropriately to the interaction

context, identify preferred communication channels for example telephone hotlines

radio announcements, news conferences, and faxes to communicate with the

organization publics.

Ability to speak orally and in written form is highly required of the

graduates. This assertion was made by Achilike (2005) when he listed a series of

verbal skills of communication thus

- ability to relate information appropriately to receivers

- ability to choose the right media for sending information

- ability to word information appropriately

- ability to address callers with appropriate politeness

- ability to display good listening skills on the job

- ability to proof read and apply good spelling skills

- ability to write good English

lxxxiv

- ability to effect corrections on papers/ machine

- ability to interpret message correctly and

- ability to formulate points of view.

Furthermore, the employers do not differ in their opinion on the identified 18

item management/supervisory office work skills as required of NCE office

education graduates in the modern office. The result of this finding reveals that the

graduates should posses some level of management skills so as to be able to

organize the office. In most cases especially with small organizations these

category of employees are mostly left in the office while the chief

executive/manage goes out sourcing for business and attending to appointments.

To this end, it expected to ensure that the daily office routines are carried out with

less supervision. Ensure that the junior office staffs are properly assigned

responsibilities and coordinate them. Similarly, it also expected that the graduates

exhibit qualities of a role model, motivating the junior workers and control of

office stationeries and equipment. The finding of this study is also related to the

finding of Akume (2006) on the managerial competencies needed of NCE business

education graduates. The managerial competencies covered the areas of expected

job requirements of the graduates.

Working in the office requires relating with both other office staff and

callers/visitors to the office. The identified 16 items interpersonal/human relation

lxxxv

office work skills are required of NCE office education graduates in the modern

office. The result of this finding is related to the finding of Miller and Usoro

(1981) that employees lose their jobs because of poor interpersonal/human relation

skills, poor attitudes and inability to adapt to changes brought about by

technological changes. The findings further reveals that employers or business

executives used to request for potential employees who are honest, reliable,

punctual, dedicated, pleasant, responsive and free from all vices. This shows that

employers place high premium on employees’ interpersonal/human relation skills.

Van Scotter and Motowildo (1996) similarly maintained that there are behaviours

that are essential to organizational survival and success, that reduce

interdepartmental friction, aid in coordinating work and help workers cope with

problems affecting performance. The quality of interaction in an organization

affects productivity, job satisfaction and office morale. The finding is also in

agreement with Aghenta (1989) that inculcation of interpersonal/human relation

skills produce disciplined, hardworking, broadminded, selfless and patriotic

citizens who would help build a strong and virile nation.

Finally, the employers of labour in both public and private organization

agreed that the identified 14 items bookkeeping/accounting office work skills are

required of NCE office education graduates in the modern office. The result of this

finding reveals that accounting skills are necessary skills required to function

lxxxvi

effectively and efficiently in the modern office. Basic accounting principles are

needed as the office function of today is no longer rigid but flexible such that an

office employee could be able to function on any assigned aspect of the office

routine for example most banks employees today do not possess

degrees/certificates in banking. To this end an office education graduate is

expected to maintain basic accounting books like the cash register, imprest system

of bookkeeping, issuing of receipts, bank lodgments and bank reconciliation of

bank statements and office cash book etc. The finding of this study is also related

to the finding of Okpan (2006) on bookkeeping skills required for entrepreneurship

development in which the bookkeeping skills identified where all required

entrepreneurship development.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presented the summary, conclusions and recommendations.

Restatement of the Problem

One of the objectives of the National Commission for Colleges of Education

(NCCE) business education programme is to equip graduates with the right skills

lxxxvii

that will enable them to engage in a life of work in the office as well as for self

employment. The work place is such a dynamic environment that is changing with

time due to the changing nature of the business environment. The office skills are

also not left out of the changes. Often times there are new orders of doing things.

Today most registration exercises in our higher institutions are done online.

Sooner or later lectures and examinations will be taken online.

Some years ago the need for modern office machines and equipment did

not arise. This is because office functions could be performed using manual

typewriters, electric typewriters, manually operated photocopying, duplicating

machines and other office equipment operated manually to carry out the office

functions.

But now, today’s office functions and activities have risen beyond the

manual processing of office functions. New concepts like e-banking, e-payment,

e-commerce, e-mail, ATM, GSM etc. are some innovations to business. It is

assumed that those office employees trained with manual/crude office machines

and equipment does not properly fit into the modern offices/establishment. The

NCCE makes a minimum standard requirement for the equipment and facilities to

be provided for the training of the students for example an average of 5 students to

one computer, one student to a typewriter, a model office lab with modern office

equipment/facilities for a proper understanding of the office situation so as to

lxxxviii

produce graduates who are up to date and useful to both employers and the society

at large. The curriculum content especially of the emerging technologies of

training institutions is yet to match with today’s developments since it takes some

period of time to effect curriculum review. As new businesses and job

opportunities are generated every day, there comes the need to identify the skills

needed by the office education graduates to match with the new challenges in the

modern office so as to be employable on graduation.

This study was therefore undertaken to achieve the following:

1 identify the word processing office works skills;

2 identify the office works communication skills;

3 identify the interpersonal/human relation office work skills;

4 identify the management/supervisory office works skills and

5. Identify the Bookkeeping/Accounting office work skills perceived as

required by employers of NCE office education graduates in a modern

office.

Summary of Procedure Used

Relevant literatures were reviewed on major concepts of the topic. To guide

data collection, five research questions and five hypotheses were answered and

tested respectively. The population of the study consisted of 240 respondents

lxxxix

made up of 143 respondents from the public sector and 97 respondents from the

private sector actually participated in the study.

The instrument for data collection was a structured questionnaire. It was

face validated by experts from Delta State University, Abraka; Delta State

Polytechnic, Ogwashi-Uku and University of Nigeria, Nsukka. The questionnaire

was used to elicit responses from the respondents. Two Hundred and sixty-four

were administered and two hundred and forty were duly completed and retrieved

for data analysis.

The data obtained were obtained were analysed using descriptive and

inferential statistics. The descriptive statistics (mean and standard deviation) were

used to answer the research questions while z-test statistics was used to test the

five hypotheses.

The decision rule on the research questions were based on the cut-off point

of 3.5 on the five point rating scale. The significant level for the tests of the

hypotheses was +1.96 to -1.96 the table for z for the degree of freedom 238.

Summary of findings

From the data collected and analysed, the major findings of the study are

as follows:

1. The employers in their judgements of the word processing office skills

viewed the 44 items skills as required of NCE office education graduates in

xc

the modern office as most businesses/organisations today have embraced

information technology in their daily operations. Typing using the

appropriate finger skills, storing, retrieving, editing and printing of typed

documents are some of the basic skills required of the graduates.

2. Another major finding of the study was that the employers equally valued

the 15 items office communication skills as required of NCE office

education graduates in the modern office. Precisely, able to compose routine

correspondence, making and receiving calls politely, able to address

people/callers to the office courteously and be a good listener are some of

the communication qualities/attributes required of the graduates.

3. Furthermore, it is also the finding of this work that the interpersonal/human

relation office work skills identified for this study were judged by the

employers as required skills of NCE office education graduates in the

modern office. Basically, accepting responsibilities for mistakes, obeying

authorities and handling criticism/disagreement with maturity are some

qualities expected of the graduates in the modern office.

4. The employers in their judgements of the management/supervisory office

work skills do not differ in their opinions as the 16 items skills were rated as

required office work skills of NCE office education graduates in the modern

office. The expectations are that the graduates should be able to allocate and

xci

supervise the jobs/duties assigned to other junior officers, control the use of

the office stationery, ensure good working relationship with others,

motivating others, taking minutes of meetings etc.

5. Finally on this section, the employers also sees the bookkeeping office work

skills identified for this study also as required office work skills of NCE

office education graduates in the modern office. Skills like receiving

payments and issuing receipts, maintaining office imprest system, office

cash register, and be able to carry out bank transactions without direct

supervision are some attributes expected of the graduates.

Conclusion

The following conclusions were drawn based on the findings of the study.

The study revealed that the employers in their opinions rated the identified cluster

skills of word processing office work skills, communication office work skills,

interpersonal/human relation skills, management/supervisory office work skills and

bookkeeping/accounting skills as required office work skills required of NCE

office education graduates in the modern office. The office of today is witnessing

a lot of changes technologically that only graduates with modern office

requirements will fit into the office.

xcii

Computer skills (word processing skills) are highly required of office

education graduates for working in modern offices. Skills like typing using the

appropriate finger skills, taking shorthand dictation and transcribe on the computer,

editing, formatting and printing typed documents, checking and correcting errors,

storing and retrieving documents, and operating photocopy and duplicating

machines like the scanner are some basic areas of word processing that a

typist/secretary must be abreast. Computer skills such as word processing have

brought about a lot of improvement and efficiency over the previous manual

operations. Also of note is the ability to communicate.

The office activities is centered on communication of one form or the other

either orally or written. A communicatively competent person knows what to say

and how to do it in order to optimize the conditions of a dialogue. To this end

there is the requirement of communicative competence, emphasizing the abilities

to adapt messages appropriately to the interaction context, identify preferred

communication channels for example telephone hotlines, radio announcements,

news conferences, and faxes to communicate with the organization publics. Ability

to relate information appropriately to receivers, choose the right media for sending

information, word information appropriately, address callers with appropriate

politeness, display good listening skills on the job, interpret messages correctly.

xciii

Equally of note is that many employees looses their jobs because of poor

interpersonal/human relation skills, poor attitudes and inability to adapt to changes

brought about by technological changes, that employers or business executives

used to request for potential employees who are honest, reliable, punctual,

dedicated, pleasant, responsive and free from all vices. Knowledge of basic

accounting/bookkeeping skills is also required for the day to administering of the

office. Most office functions of today are no longer rigid as they were before but

now flexible such that an office employee could be able to function on any

assigned aspect of the office routine for example most banks employees today do

not possess degrees/certificates in banking. To this end an office education

graduate is expected to maintain basic accounting books like the cash register,

imprest system of bookkeeping, issuing of receipts, bank lodgements and bank

reconciliation of bank statements and office cash book account etc. Hence training

people who will occupy the office, the need of the present office must be put into

consideration.

Implications of the Study

The aim of a research work in education is to provide relevant data for the

purpose of solving a particular problem existing prior to investigation. This study,

therefore, have provided necessary evidence that will enhance students

employability on graduation. Consequently, the implications of the findings for

xciv

practicing business teachers/educators, curriculum planners, employers,

government and institutions of learning are discussed in this section.

The study has implications for training and retraining of trainers and

trainees. A teacher cannot give what he does not have therefore, it is imperative to

retain the trainers in skills that employers constantly look for – technical skills and

people related skills. The classroom and the industry need to work cooperatively

to reduce the gap between the industry and the classroom. Current and continuous

education for both trainers and the trainees is very important as most trainers today

were never exposed to the modern technologies during their days in training hence

retaining is a sure must. The institutions should liaise with government to finance

in-service training and retraining of serving teachers.

The curricula need to be reviewed to reflect and meet the needs of

graduating students and the demands of the business world. The skills identified

should be integrated into the office education programmes of institutions of higher

learning so as to ensure that the graduates of the programme are able to fit into the

world of work. The institutions in conjunction with the government should ensure

that the necessary facilities in terms of information technology are provided for the

proper training of the students to be able to fit into the labour market on

graduation.

Recommendations

xcv

From the findings of this research, it is recommended that:

1. The curricula of the office education programmes in tertiary institutions be

reviewed to include the identified skills which represent the needs of the

employers.

2. The ministry of Education and the National Commission for Colleges of

Education may use the findings of this research to organize seminars,

conferences and workshops for retaining of teachers in office education

field.

3. Facilities provided in the various institutions should also embrace the

present state of information technology such that the transition from school

to work place by the graduates will be easy. This supports one of the

theories of vocational education that effective training will take place only

where the training jobs are carried out in the same way, with the same

operations, the same tools and the same machines as in the occupation itself.

Suggestions for further Research

1. A similar study is suggested in other states of the federation for a

generalized conclusion of findings – this would help curricula planner.

2. A similar study is also suggested of office education university graduates.

3. A study on the office work skills possessed by NCE office education

graduates.

xcvi

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ciii

APPENDIX A

School of Postgraduate Studies

University of Nigeria

Department of Vocational Teacher Education

Nsukka.

Dear Sir/Madam,

This questionnaire is designed to elicit responses on office work skills required of

NCE office education graduates in a modern office as required by employers.

Please tick () the skills you consider required of NCE office education graduates

in the modern office.

The information collected from you shall be treated confidentially and used for the

purpose of this study only. Your cooperation and assistance are needed to make this

research work a success by supplying the information required.

Thank you very much for your cooperation.

Yours faithfully,

Onoyovwi, D.A.

civ

APPENDIX B

Introductory Letter to Respondents

Dept. of Vocational Teacher Education,

University of Nigeria,

Nsukka.

23rd

July, 2009.

Dear Respondent,

Office Work Skills required of NCE Office Education (business

Education) graduates in a modern office as perceived by employers in selected

organizations in Delta State

This research is being conducted on the Office Work Skills required of NCE

Office Education (business Education) graduates in a modern office as required by

employers in selected organizations in Delta State.

You are please required to complete the attached questionnaire. The

information given will be treated with the utmost confidence and the findings will

assist the researcher in making recommendations to the appropriate authorities.

cv

Thank you for your cooperation.

Yours Sincerely,

Onoyovwi, D.A.

APPENDIX C

SURVEY INSTRUMENT

This instrument is designed to solicit your response on the office work skills

required of NCE office education graduates in a modern office by employers in

selected organizations in Delta State. The information will be used for research

purposes only.

Each of the skills is rated 5 4 3 2 1 point according to the level of your agreement.

Please ( ) in the spaces provided against each skill.

QUESTIONNAIRE

SECTION A: Please supply the following information as they relate to you.

Indicate your response by ticking () in the appropriate box.

1. Name of business organization: ………………………………………..

……………………………………………………………………………………

2. Size of your organization: Large ( ) Small ( )

cvi

3. Sex of respondent: male ( ) Female ( )

Location

a. Asaba ( ) Agbor ( ) Ogwashi-Uku ( ) Kwale ( )

b. Ughelli ( ) Effurun ( ) Sapele ( ) Abraka ( )

c. Warri ( ) Ozoro ( ) Koko ( ) Patani ( )

SECTION B: Please check and tick () on any column under the following rating

scale which best indicates the extent of your opinion on office work skills expected

of NCE business (office) education graduates in the modern office.

KEYS:

Highly Required (HR)

Required (R)

Fairly Required (FR)

Not Very Required (NVR)

Not Required (NR)

S/N

Word processing office work skills

Perceived Required

office work skills

Hig

hly

req

uir

ed

Req

uir

ed

Fai

rly r

equir

ed

reqre

quir

ed

Not

ver

y r

equir

ed

Not

requir

ed

5 4 3 2 1

1 Typing using appropriate finger skills

2 Taking shorthand dictation

cvii

3 Transcribing the shorthand dictation on computer

4 Sort text

5 Merge text

6 Insert text

7 Delete text

8 Search for words/characters as appropriate

9 Replace words/characters as appropriate

10 Spell check for errors

11 Correct the errors

12 Move text

13 Recall/retrieve documents

14 Store documents

15 Erase documents

16 Use different word processing packages like Ms word,

wordperfert, wordstar.

17 Use communication packages like e-mail

18 Use communication packages like fax,

19 Use communication packages like web browser

20 Control system against errors, virus and theft etc

21 Set margins/tabs

22 Centre text

23 Align text

24 Justify text

25 Underscore text

26 Italize text (formatting displaying)

27 Embodden text (formatting displaying)

28 Rename documents

cviii

29 Creating columns

30 Pagination

31 Font selection

32 Font size selection

33 Select group of words in a text

34 Copy the selected text

35 Cut the selected text

36 Paste the selected text

37 Undo the selected text

38 Print text

39 Operate Photocopy machines easily

40 Able to enlarge documents when photocopying

41 Able to reduce documents when photocopying

42 Able to manually file documents.

43 Able to retrieve documents filed

44 Able to duplicate documents using duplicating machines

like the scanner

Communication office work skills

45 Compose routine correspondence

46 Make telephone calls politely

47 Receive telephone calls politely

48 Edit typed materials by other junior workers before the

executive signature.

49 Edit drafts of executive’ write ups

50 Show courtesy to communicators

51 Being concise in internal communication

52 Being concise in external communication

cix

53 Replying to routine office request correspondence

54 Ensuring effective flow of communication through

established channels within the office/the organization.

55 Being economical in planning and sending messages.

56 Be a good listener

57 Identify the mode of communication to be used in a given

business situation.

58 Be able to convey to her Boss the essential facts contained

in reports, newspapers, magazines etc.

59 Address people courteously: Mr. …, Mrs. .., Miss. .., Ms….

etc.

Human/interpersonal office work skills

60 Accept responsibility for mistakes

61 Exhibit moral integrity

62 Obey authorities

63 Display flexibility in pursuit of knowledge

64 Show sensitivity to others

65 Trust people

66 Being trusted by people

67 Provide assurance

68 Compliment people

69 Handle criticism/disagreement with maturity

70 Be able to stay late if there are urgent jobs to be done

71 Good public relation with the boss

72 Good public relation with the superiors

73 Good public relation with the juniors

74 Good public relation with the public.

75 Being neatly dressed and polite

Management/Supervisory office work skills

cx

76 Allocate jobs/duties to the various office workers

77 Supervise jobs/duties assigned to the various office workers

78 Co-ordinate the various jobs/duties assigned to the other

office workers

79 Write reports on other office workers

80 Control the use of office stationeries

81 Attending meetings

82 Take minutes of meetings

83 Display initiative in the absence of supervision

84 Organize meetings

85 Exhibit qualities of a role model

86 Motivating others

87 Keeping the Boss diary of appointment/engagements

88 Working with others

89 Working for results

90 Play the role of a team leader

91 Accessibility and availability to work

92 Provide immediate feedback

93 Getting along with others

Bookkeeping/ Accounting office work skills

94 Receive payments by issuing receipts

95 Carry out banking transactions

96 Able to post transactions in the ledger account

97 Able to maintain office imprest account

98 Prepare vouchers for payments

99 Maintain debtors account

100 Maintain creditors account

cxi

101 Maintain office cash register

102 Be able to pay/settle office bills like Nitel bills, Nepa bills

103 Understand the basic concept of double entry system of

book keeping

104 Reconcile office cash book with monthly bank statement

105 Prepare mini financial statements

106 Making use of original books

107 Keeping duplicate cheque leaves for future use