TITLE PAGE EMPLOYABILITY SKILLS ... - University of Nigeria

1TITLE PAGE

EMPLOYABILITY SKILLS REQUIRED BY POLYTECHNIC GRAGUATES BUILDING TECHNOLOGY IN NIGERIA

by

GIMBA, DOGARA PG/M.ED/07/42816

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF VOCATIONAL TEACHER

EDUCATION (VTE), FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA. NSUKKA

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF

MASTER OF EDUCATION DEGREE (M.ED) IN INDUSTRIAL TECHNICAL EDUCATION

FEBRUARY. 2011

APPROVAL PAGE

2

THIS RESEARCH PROJECT HAS BEEN APPROVED FOR THE DEPARTMENT OF VOCATIONAL TEACHER EDUCATION.

UNIVERSITY OF NIGERIA. NSUKKA

by

--------------------------------- -------------------------------- SIR, PROF. S.C.O.A.EZEJI PROF. (Mrs) C.A. OBI SUPERVISOR HEAD OF DEPARTMENT

--------------------------------- ------------------------------------ EXTERNAL EXAMINER INTERNAL EXAMINER

------------------------------------------ DEAN, FACULTY OF EDUCATION

3CERTIFICATION

It is hereby certified that GIMBA, DOGARA, a postgraduate student in

the Department of Vocational Teacher Education with the Registration

Number PG/M.Ed/07/42816 has satisfactorily completed the requirements for

the course and research work for the degree of Master of Education in

Industrial Technical Education. The work embodied in this project is original

and has not been submitted in part or full for any other degree or diploma of

this or any other university.

------------------------------------- ------------------------------ SIR, PROF. S.C.O.A. EZEJI PRO. (Mrs) C.A. OBI SUPERVISOR HEAD OF DEPARTMENT

4DEDICATION

This research work is Dedicated to the Almighty God

and my biological father, Mr. kham, Gimba Katep

of Blessed Memory.

5ACKNOWLEDGEMENTS

A research work of this nature cannot be successfully carried out

without the assistance of numerous academically-well-groomed individuals.

In the light of this, therefore, I am grateful to my project supervisor, my

departmental father and above all my academic adviser, Sir, Prof. S. C. O. A

Ezeji. He practically guided me throughout my stay at the University of

Nigeria, Nsukka and his constructive criticisms and directives helped me

through this research project. I am highly indebted to him, as well as my

reader, Dr. E.O. Anaele. He helped to sharpen my thought for and about

Building Technology.

I wish to thank many people who rendered me assistance in one way or

the other while the programme lasted. They include Dr. (Mrs) T. C.

Ogbuanya Dr E. A. Ede, who are lecturers in V.T.E. Department. They

showed interest in my academic plight and contributed immeasurably to the

logical conclusion of this work.

I thank the almighty God for making it possible for me to attain this

height in academics. In fact, I lack suitable words to express my deep

gratitude to Him for the Special love He has for me.

Finally, I will forever remain indebted to the members of my nuclear

family for understanding and cooperating with me when I deprived them of

my usual fatherly comfort; especially my darling wife, Mrs. Anna D. Gimba,

6who, whole-heartedly encouraged me to go for the programme and assured

me of proper care of our family.

My special appreciation goes to the management of Kaduna state

college of education Gidan Waya, Kafanchan foir granting me the opportunity

to go for the degree of Master of Education in Industrial Technical Education

To Miss Celestina Ugwuoke for typing this work and other things,

thank you very much. May God bless all of us abundantly. Amen

Gimba Dogara

7Abstract

This research project re-validated employability skills required of Polytechnic Building Technology Graduates in Nigeria. As a guide to effective study, four research questions and four hypotheses were formulated. The survey research design was employed. The study population consisted of 216 respondents, made up of 36 lecturers of Building Technology in six Polytechnics that award higher National Diploma in Kaduna, Zamfara and Jigawa states of Nigeria, 24 managers and 156 graduate employers in Building organization in the three states. The entire population was used because they were small. The instrument used was questionnaire, which consisted of 50 items and the respondents responded to. It was face validated by three experts in the department of vocational teacher education, University of Nigeria Nsukka. Test- retest method was employed to test the reliability of the instrument. The researcher was assisted by three research assistants in collecting data for the study. The collected data were analyzed using mean for the research questions. Hypothesis 1-3 were analyzed using t-test, while hypothesis 4 was analyzed using ANOVA. All the hypotheses were tested at 0.05 level of significance. Interestingly, it was found that 49 of the 50 items used for the study are important to Polytechnic Building Technology Graduates for successful job performance, Conclusively, employability skills are important for securing, retaining and progressing on the job, as well as having success in the world of work. Again, effective work habits are essential to the satisfactory job performance, irrespective of one’s chosen career or occupation. The study recommended among others that the Nigerian child, youths and adults should be exposed to more and better technological and non-technological education for them to acquire the needful skills for entrance into the world of work. Also, the Polytechnic Building Technology curriculum should be reviewed to include new courses that shall enable them acquire the required skills for immediate employment

8TABLE OF CONTENTS

TITLE PAGE i

APPROVAL PAGE ii

CERTIFICATION iii

DEDICATION iv

ACKNOWLEDGEMENTS v

ABSTRACT vii

TABLE OF CONTENT viii

CHAPTER I 1

INTRODUCTION 1

Background of the Study 1

Statement of Problem 6

Purpose of Study 8

Significance of the Study 8

Research Question 10

Hypotheses 11

Delimitations of the Study 11

CHAPTER II 13

REVIEW OF RELATED LITERATURE 13

Conceptual of Framework 13

Skill Acquisition in Building Technology in Polytechnics 14

Employability Skill Required By Building Technology Graduates. 26

9Building Technology Graduates Perceptions of the Importance of

Employability Skills 38

Building Technology Employers/Lecturers Perceptions of the

Importance of Employability Skills 42

Theoretical Framework 47

Theories of Psycho-Production Skill Acquisition 48

Related Empirical Studies 53

Summary of Review of Related Literature 57

CHAPTER III 59

METHODOLOGY 59

Design of the study 59

Area of the study 59

Population of the Study 59

Instrument of Data Collection 60

Validation of Instrument 61

Reliability of the Instrument 61

Method for Data Collection 61

Method of Data Analysis 62

10CHAPTER IV 63

PRESENTATION AND ANALYSIS OF DATA 63

Research Question 1 63




Hypothesis 1 84

Hypothesis 2 89

Hypothesis 3 94

Hypotheses 4 99

Findings of the Study 101

Discussion of Findings 109

CHAPTER FIVE 114

SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS 114

Re-statement of the Problem 114

Summary of Procedures Used 115

Summary of Findings 116

Implications of the Findings 116

Conclusions 119

11Recommendations 120

Suggestions for the Research 121

REFERENCES 122

APPENDICES

APPENDIX A : Population Distribution of Respondents 128

APPENDIX B : Transmitall Letter for Lecturers, Employers

and Employees of Building Technology 129

APPENDIX C: Employability Skills Research Instrument 130

APPENDIX D: Responses of Respondents on the

employability Skills Required of Polytechnic

Building Technology Graduates 133

List of Tables

12Tables

Pages

1 Academic Skills Identified as Important by Lecturers, Employers and Employees for Polytechnic Building Technology Graduates. 64

2 Personal Management Skills Identified as Important by Lecturers, Employment and Employees for Polytechnic Building Technology Graduates 65 3 Responsibility Skills identified as important by Lecturers, Employers and Employees for Polytechnic Building

Technology Graduates 66 4 Team work Skills identified as important by Lecturers, Employers and Employees for Polytechnic Building

Technology Graduates 67 5 Work ethics Skills identified as important by Lecturers, Employers and Employees for Polytechnic Building

Technology Graduates 68 6 Entrepreneurship development Skills identified as important

by Lecturers, Employers and Employees for Polytechnic Building Technology Graduates 69

7 Academic Skills perceived as important by Employees for Polytechnic Building Technology Graduates 71

8 Personal Management Skills Perceived as Important by Employees for Polytechnic Building Technology Graduates 72 9 Responsibility Skills Perceived as Important by Employees for Polytechnic Building Technology Graduates 72 10 Team work Skills Perceived as Important by Employees for Polytechnic Building Technology Graduates 73 11 Work Ethics Skills Perceived as Important by Employees for

Polytechnic Building Technology Graduates 74 12 Entrepreneurship Development Skills Perceived as Important

by Employees for Polytechnic Building Technology Graduates 75 13 Academic Skills Perceived as Important by Employers for

Polytechnic Building Technology Graduates 76 14 Personal Management Skills Perceived as Important by

Employers for Polytechnic Building Technology Graduates 77 15 Responsibility Skills Perceived as Important by Employers

for Polytechnic Building Technology Graduates 77 16 Team Work Skills Perceived as Important by Employers for

Polytechnic Building Technology Graduates 78 17 Work Ethics Skills Perceived as Important by Employers for

Polytechnic Building Technology Graduates 79 18 Entrepreneurship Development Skills Perceived as Important

by Employers for Polytechnic Building Technology Graduates 79

1319 Academic Skills Perceived by Lecturers as Important for

Polytechnic Building Technology Graduates 80 20 Personal Management Perceived by Lecturers as Important

for Polytechnic Building Technology Graduates 81 21 Responsibility Skills Perceived by Lecturers as Important for

Polytechnic Building Technology Graduates 82 22 Team Work Perceived by Lecturers as Important for

Polytechnic Building Technology Graduates 82 23 Work Ethics Perceived by Lecturers as Important for

Polytechnic Building Technology Graduates 83 24 Entrepreneurship Development Perceived by Lecturers as

Important for Polytechnic Building Technology Graduates 84 25 The t-test Result of the Mean Responses of Employees and

Lecturers on the Academic Skills Required by Polytechnic Building Technology Graduates 85

26 The t-test Result of the Mean Responses of Employees and Lecturers on the Personal Management Skills Required by Polytechnic Building Technology Graduates 86

27 The t-test Result of the Mean Responses of Employees and Lecturers on the Responsibility Skills Required by Polytechnic Building Technology Graduates 87

28 The t-test Result of the Mean Responses of Employees and Lecturers on the Team Work Skills Required by Polytechnic Building Technology Graduates 87

29 The t-test Result of the Mean Responses of Employees and Lecturers on the Work Ethics Skills Required by Polytechnic Building Technology Graduates 88

30 The t-test Result of the Mean Responses of Employees and Lecturers on the Entrepreneurship Development Skills Required by Polytechnic Building Technology Graduates 89

31 The t-test Result of the Mean Responses of Employees and Employers on the Academic Skills Required by Polytechnic Building Technology Graduates 90

32 The t-test Result of the Mean Responses of Employees and Employers on the Personal Management Skills Required by Polytechnic Building Technology Graduates 91

33 The t-test Result of the Mean Responses of Employees and Employers on the Responsibility Skills Required by Polytechnic Building Technology Graduates 92

34 The t-test Result of the Mean Responses of Employees and

Employers on the Team Work Skills Required by Polytechnic Building Technology Graduates 92

35 The t-test Result of the Mean Responses of Employees and Employers on the Work Ethics Skills Required by Polytechnic Building Technology Graduate 93

1436 The t-test Result of the Mean Responses of Employees and Employers

on the Entrepreneurship Development Skills Required by Polytechnic Building Technology Graduates 94

37 The t-test Result of the Mean Responses of Lecturers and Employers on the Academic Skills Required by Polytechnic Building Technology Graduates 95

38 The t-test Result of the Mean Responses of Lecturers and Employers on the Personal Management Skills Required by Polytechnic Building Technology Graduates 96

39 The t-test Result of the Mean Responses of Lecturers and Employers on the Responsibility Skills Required by Polytechnic Building Technology Graduates 96

40 The t-test Result of the Mean Responses of Lecturers and Employers on the Team Work Skills Required by Polytechnic Building Technology Graduates 97

41 The t-test Result of the Mean Responses of Lecturers and Employers on the Work Ethics Skills Required by Polytechnic Building Technology Graduates 98

42 The t-test Result of the Mean Responses of Lecturers and Employers on the Entrepreneurship Development Skills Required by Polytechnic Building Technology Graduates 98

43 Results of ANOVA test of Polytechnic Technology Graduate Employees, Lecturers and Employers on the Employability

skills Required by Polytechnic Building Technology Graduates. 100

15CHAPTER I

INTRODUCTION

Background of the Study

Building Technology is one of the academic programmes in Polytechnics

and Universities in Nigeria. Building Technology, as a vocational programme is

aimed at producing technicians who will be able to perform basic functions in

Building Technology practice both in the private and public sectors, (National

Board for Technical Education - NBTE, 2001).

According to the Federal Republic of Nigeria (FRN, 2004) Technical

Education is that aspect of Education which leads to the acquisition of practical and

applied skills as well as basic scientific knowledge. The Federal Government of

Nigeria is aware of the need for Technical Education in the country as a means of

attaining the much desired technological growth. This awareness is clearly

reflected in the goals set for Technical Education as highlighted in the National

Policy on Education (FRN, 2004).The policy also stated that the quality of

instruction at all levels has to be oriented towards inculcating values for the

common good of the society; promotion of physical, emotional, and psychological

development of all children and acquisition of competencies necessary for self-

reliance. Vocational Education equips learners with appropriate skills, abilities and

competencies that contribute to the development of the society (FRN, 2004).

Polytechnic education is a form of Vocational and Technical Education as

enshrined in the National Policy on Education (FRN, 2004) to give training and

impart the necessary skills for the production of technicians, technologists and other

1

16skilled personnel who shall be enterprising and self-reliant. They offer courses

leading to the award of National Diploma(ND), Higher National Diploma (HND),

and post Higher National Diploma (P-HND) and are governed by the National

Board for Technical Education (NBTC). The specific goals of the Polytechnics

according to the Federal Republic of Nigeria (FRN 2004) are:

i. To provide full-time or part-time courses where instruction and training in

engineering, other technologies, applied science, business and management,

leading to the production of trained manpower.

ii. Provide the technical knowledge ands skills necessary for agricultural,

industrial, commercial, and economic development

iii. Give training and impart the necessary skills for the production of technician,

technologists and Oilier sing and self reliant.

iv. Train people who can apply scientific knowledge to solve environmental

problems for the convenience of man; and

v. Give exposure on professional studies in the technologies

Ebita (2006) stated that Polytechnic equip one with necessary skills for the world of

work. They offer technical education programmes such as mechanical engineering

technology, chemical engineering technology, electrical and electronics engineering

technology and a host of other Technical education programmes. Okoro (1993) and

Olaitan (1996), agreed that technical and vocational education (TVE) is the

essential preparation that will enable the individual to meet the developmental

needs and aspirations which to many will be immediate entry into the world of

work.

17 To further encourage Technical Education, the National Board for

Technical Education (FRN, 1997) was set up with the following responsibilities:

a. to advise the Federal Government on and coordinate all aspects of Technical

Education;

b. to determine, after consultation with other relevant bodies, the skilled and

middle level personnel needs of the country for the purposes of planning,

training facilities and to prepare periodic master plans for balanced and

coordinated development of Polytechnics;

c. to inquire into and advise the Federal Government on the financial needs of

Polytechnics and other technical institutions;

d. to act as an agency for channeling all external aid to Polytechnics in Nigeria;

e. To receive block grants from the Federal Government and allocate them to

Polytechnics;

f. To advise on, and take steps to harmonize entry requirements and duration of

courses in technical institutions.

Vocational Education does not fall short of character training/development

and the development of occupational skills needed for work and which makes the

worker more adaptive to societal challenges (FRN, 1998). Olaitan (1996) described

Vocational Education as a form of education, which emphasizes the development of

occupational skills needed as preparation for work, which makes the worker more

adaptive to challenges of the society. The need for employability skills has become

more obvious as a result of automation, advances in science and technology,

18increasing specialization of functions, human resources shortages and the

changing nature of jobs (Ezeji, 2001).

Okorie (2001) stated that skill refers to manual dexterity that is acquired

through repetitive performance of an operation. He further described skill as

expertness, practical ability, dexterity and tact.

Skill is, therefore, a well established habit of doing something. It involves

the acquisition of performance capability. Thomson (1995) defined employability

skills as skills required not only to gain employment but also to progress within an

enterprise so as to achieve one’s potentials and contribute successfully to the

enterprise strategic directions. This is to say employability skills enable a person

who acquired them to secure related employment easily and to retain and progress

on the job. Denga (2002) opined that with vocational skills, youth can easily be

employed or be self-employed, thus reducing the present high rate of

unemployment and its social vices.

In a dynamic society such as Nigeria, things change fast, techniques and

technology easily become obsolete, making fresh demands on new skills and

procedures. This view was expressed by Ubale (1997), when he stated that, the

impact of technology in business generally and industry in particular means that

there is need for restructuring of the workforce. The restructuring must start from

school which is the training ground for producing workers.

According to Olaitan (1996), Vocational and Technical Education is the

essential preparation that will enable the individual to meet his/her developmental

needs and aspirations which, for many, will constitute an immediate entry into the

19world of work. The observations by experts in vocational education call for

programme that will enhance employees employability and sustain their productive

working skills. This is because majority of vocational education programmes lack

emphasis on equalities that will promote productivity in a workplace (Olaitan,

1996). These qualities according to experts include habits, attitudes, interest, values

and beliefs.

Therefore the requirements for a school curriculum should be more

responsive to the needs of the employers (FRN, 1998).Vocational Technical

Education programmes in Nigeria have many problems relating to their contents

and nature of courses offered. Okorie (2001), noted that, this state of affairs has

been blamed on the educational system. It is generally believed that Nigerian

graduates lack appropriate skills and practical knowledge needed for the production

of goods and services in the industry (Olaitan, 1996).

Ahmed (1993), observed that the formal education and training system is not

sufficiently linked with the world of work, which makes it difficult for graduates

particularly those who study vocational or professional courses to secure

employment in areas related to their fields of study. Okoro (1993) in his

contribution stated that, Vocational Education has remained uncoordinated,

unplanned, inadequate and to a considerable extent irrelevant to providing skills,

knowledge and attitudes needed for gainful employment, productivity and effective

management in various occupations. The ability of the employees to meet the needs

of their employers in achieving the goals of their establishment is determined by the

effectiveness of the employees education and training.

20Fortunately, training programmes exist for technical/vocational lecturers

for improvement and updating of their knowledge and skills. The Technical

Teachers Training Programme (TTTP) is a programme principally designed for

improvement of technical/vocational teachers’ knowledge and skills. In the

programme there is Technical Teachers Certificate (TTC) and Post-Graduate

Diploma in Technical Education (PGDTE) for those without teaching qualification.

Unfortunately, these programmes are often provided without first

identifying the needs of the students/teachers (Sowande, 2001). According to Mama

(1991), the process of identification of training/re-training needs of

students/teachers is called needs assessment. This is a systematic way of identifying

educational deficiencies or problems. Unlike traditional programme planning, it

focuses not only on solutions for a specific problem or a way to solve a problem but

also to identify educational problem areas. The importance of employability skills

required by graduates of Building Technology derive from the felt needs of

students, teachers and employers will bring about curriculum change, advances in

substansive knowledge and skills and improved techniques for teaching and

development of new instructional hardwares. Thus, for an effective Building

Technology programme, there is need to identify the employability skills required

by polytechnic graduates of Building Technology to prepare them for employment

after graduation.

21Statement of the Problem

There have been numerous complaints about the quality of graduates

produced in most tertiary technical institutions in Nigeria. Tudunwada (1981),

observed that most graduates are not properly prepared for work especially for the

industries and commerce. Dikko (1978) also observed that there is a growing

concern among industrialists that graduates of technical institutions do not possess

adequate work skills necessary for employment in industries. Since the industries

and the world of work are among the employers of Technical Education graduates,

technical education programmes should be geared toward satisfying the needs of

these industries. Dikko further stated that this problem of inadequate skills among

technical school graduates led to the expensive venture of opening training schools

in many industries where fresh graduates are being re-trained. There is an alarming

rate of unskilled graduates produced by educational institution (Olaitan, 1999).This

problem of unskilled graduates lead to low productivity, poor quality product and

high cost of production. It also affects the employers, employees and the economy

of the nation in general. Thus, the need to investigate into ways of improving on the

skill acquisition by graduates of Building Technology in Polytechnics becomes very

obvious. Therefore, this study is designed to identify the employability skills

required of Polytechnic graduates of Building Technology in North Western States

of Nigeria.

22Purpose of the Study

The purpose of this study is to determine the employability skills required by

Building Technology Graduates of Polytechnics. Specifically, the study sought to:

1. Identify the employability skills required by Polytechnic Graduates of Building

Technology;

2. Ascertain the Building Technology Graduates perceptions of the importance of

the employability skills required by Polytechnic Graduates.

3. Determine lecturers’ perceptions of importance of employability skills required

of Polytechnic Graduate of Building Technology.

4. Determine employers’ perceptions of the importance of employability skills

required of Polytechnic Graduates of Building Technology.

Significance of the Study

The findings on employability skills required by Building Technology

Graduates of Polytechnics will be useful to Lecturers/Instructors of Building

Technology in the Polytechnics. The study will encourage Lecturers/Instructors to

focus their attention during pre-service and in-service training on neglected areas of

employability skills. This study will also, acquaint the Lecturers/Instructors with a

wide range of employability skills in Building Technology which could in turn

cause them to embark on more private studies on the areas they are lagging behind.

As a result the quality of instruction will be enhanced.

The findings of the study will be beneficial to the Polytechnic graduates of

Building Technology. The employed, the unemployed would evaluate themselves

and become aware of the expectations of employers and the demands of their

23potential jobs. The result will provide Building Technology graduates with

information that will help them know their areas of incompetence and thereby

encourage them to go for in-service education. Moreover, the information that

would emanate from this study will enhance the teaching of the basic elements of

employability skills to students. This will result to the production of sound and

qualitative graduates of Building Technology.

Employers of Building Technology graduates would also benefit from the

finding of this study as it will help them to device strategies for improving the

quality of training in Building Technology. This will also improve their economic

development and that of the country in general.

The outcome of this study would be useful to the National Board for

Technical Education (NBTE). Through the findings of this study, the board will be

better equipped to restructure their curriculum programmes by emphasizing basic

areas of employability skills in Building Technology. This will better equip both the

Lecturers and the Students thereby boosting their output capabilities.

Technical education as a programme would benefit from the findings of this

study. The success of this programme depends on how effective its graduates are

effectively or immediately employed after graduation. This will earn credit for the

programme thereby convincing government to allocate good grant for the

programme.

Students undergoing training would also benefit from the findings of this

study. It will help them to be taught of the necessary or neglected areas of skills

acquisition in Building Technology in order to make them effective graduates. This

24would help them learn skills and be able to work effectively in industries or be

self employed.

Parents of Building Technology students would immensely benefit from the

findings of this study. When the necessary, neglected and relevant employability

skills are revealed and taught to the students they will graduate to be employable.

Hence the efforts of the parents will not be a waste.

The society will stand to benefit from the study as most Polytechnic

graduates of Building Technology could be engaged daily in jobs. This would assist

in reducing some social vices and other criminal activities, which results from

graduates’ unemployment and idleness.

Research Questions

The following research questions are designed to elicit information that will

proffer solutions to the research problem:

1. What are the employability skills required by polytechnic graduates of

Building technology

2. What employability skills do Polytechnic Building Technology graduates

perceive as important?

3. What are the employability skills employers of Polytechnic Building

Technology graduates perceive as important?

4. What employability skills are perceived as important by Polytechnics’

Building Technology Lecturers/Instructors?

25Hypotheses

The following null hypotheses have been formulated to guide the study and

will be tested at 0.05 level of significance:

Ho1: There is no significant difference between the Mean responses of

Polytechnic Building Technology graduates and Lecturers/Instructors on the

employability skills required by Polytechnic Building Technology graduates.


Polytechnic Building Technology graduates and employers on the



Polytechnic Building Technology Lecturers and employers on the



Polytechnic Building Technology graduates, Lecturers/Instructors and

employers on the employability skills required by Polytechnic Building

Technology graduates.

Delimitations of the Study

The study covered technical and non-technical skills of Building Technology

graduates and will be restricted only to Government-owned Polytechnics in three

North Western States of Nigeria.

26CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, literatures pertinent to this study were reviewed under the following

sub-headings.

1. Conceptual Framework.

Skills Acquisition in Building Technology in Polytechnics.

Employability Skills Required by Building Technology Graduates.

Building Technology Graduates Perceptions of the Importance of

Employability Skills

Employers/Lecturers Perceptions of the Importance of Employability

Skills.

2. Theoretical Framework.

3. Related Empirical Studies

4. Summary of Review of Related Literature.

Conceptual Framework

The concept of skill had been defined by various authors. Firstly, Hornby,

Gatenby and Wakefield (1973) defined skill as the ability to expertly carryout an

operation, dexterity or task. According to Hull in Okorie (2000), skill is defined as

manual dexterity through repetitive performance of an operation. He further

explained that skill is expertness, practiced ability, dexterity and tact. Okorie and

Ezeji (1988) remarked that the possession of a 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

12

27new standard encyclopedia (1986), considered the concept of skill as the ability

coming from one’s knowledge, practice and aptitude etc. to do something well.

This, therefore, implies that Building Technology graduates of Polytechnics

should be made to do everything humanly possible to acquired and possess high

level of technical and non-technical skills in order to secure related employment

easily, retain and progress on the job. To Schermershorn (1986), a skill is an ability

to translate knowledge into action that results in the desired performance. Most

importantly skills for Polytechnic graduates of Building Technology are those that

help them to easily secure employment, retain and progress on the job as well as

help others to become productive in their work.

Katz (1994), classified skills into three categories technical, human and

conceptual. A technical skill is an ability to use a special proficiency or expertise

relating to a method, process or procedure. Engineers, technologist, accountants,

computer operators, typists, for example, possess technical skills acquired through

formal education. Human skill or non-technical skill, is the ability to work well in

cooperation with other persons. It emerges as a spirit of trust, enthusiasm, and

genuine involvement in interpersonal relationship. A person with good human skills

will have a high degree of self awareness and a capacity to understand or empathize

with the feelings of others. Given a highly interpersonal nature of managerial work,

human skills are critical for all Polytechnics graduates of Building Technology.

For conceptual skill, all things being equal, Polytechnic graduates of

Building Technology should ultimately have the ability to view a situation as a

whole and solve problems to the benefit of every one concerned. Cratty continued

28that conceptual skill that draws heavily on one’s analytical and diagnostic

capabilities to identify problems and opportunities, gather and interpret relevant

information, and make good problem solving decisions. Although all the three skills

are essential in every human endeavour, their relative importance tends to vary

according to the level of application. Technical skills are relatively more important

to deal with concrete problems.

The focus of these definitions is the idea that skills could be required as

ability, which is an outcome of learning and practice to the point of almost

perfection which could be applied subsequently by the learner. Thus, skill is

expertise or accuracy in carrying out a task through organized learning and

repetitive practice. For skills to be acquired therefore, the learner should be exposed

to the specific skills or relevant activities embodying the skill. In the area of

Building Technology, skill acquisition by students and learners emphasize the

students’ exposure to the relevant skills to enable them develop and become

proficient in the application of the skill.

Skills Acquisition in Building Technology Programme in Polytechnics

In line with the provision of the National Policy on Education, the

curriculum is drawn in units, skill acquisition being a unique aspect of technology

programme, the board recommended that the teaching of theory and practical work

should as much as possible be integrated with practical exercises, especially those

in professional courses and laboratory work should not be taught in isolation from

the theory. For each course, National Board for Technical Education (1989)

29emphasized the need for a balance of theory to practical in the ratio of 50:50% or

60:40 or the reverse.

In order to ensure the quality of graduates produced by the curriculum in

meeting the stated objectives and the needs of the National economy, decree 16 of

1985 on national minimum education standard mandated National Board for

Technical Education to accredit all programmes offered at the polytechnics,

National Commission for Colleges of Education for Colleges of Education and

National Universities Commission for all Universities.

The award of certificates are based on the successful completion of the

course prescribed in the curriculum. The final graduating grade is based on the

continuous process of assessing the students activities from the time of entering the

programme. This process of evaluation is based on the principle of evaluating

vocational skills. According to Okeke (1988), evaluation of vocational skills

component is a continuous process of assessing the ability of students to produce,

maintain, assemble and service something, and the determination of the amount of

work habits or knowledge possessed by the students.

The curriculum of Higher National Diploma in Building Technology

programme, in an attempt to give it a broad base has been designed to cover three

components as follows:

1. General Studies: Meant to give the diplomat general knowledge of himself

and the society. These include courses in art and humanities which shall

account for not more than 15 percent of the total contact hours of the

programme.

302. Foundation courses: Meant to give students background knowledge

which are applied in professional courses in the programme to aid easy

understanding. Courses shall include: Mathematics, Principles of

Architecture, Management and Law, they shall not account for more than 15

percent of the total works covered in the syllabus.

3. Professional Courses: They give the student the theory and practical skills

needed to practice. These include: construction technology; structures,

estimating and price analysis, these account for between 60-70 percent of the

total contact hours. The professional courses are grouped under the following

areas:

Courses in Building Technology include construction technology I to IV.

At the end of these courses competencies or skills expected of the graduates of

Building Technology programme include:

The student should understand how to organize a site and be familiar with

earth work and formwork in the construction industry

Student should be familiar with the techniques involved in solving sub-

structural problems and erection of frames.

The student should understand statutory regulation, preliminary works,

concrete work, pre-fabrication and plan requirements

The student should understand the construction of transformation and

drainage facilities.

31Building services and maintenance courses in Building Technology include

building service I and II, maintenance technology and maintenance management. At

the end of these courses the competencies or skills expected of the graduate include:

The student should be familiar with the techniques of water supply, waste

water and refuse disposal and gas supply to buildings.

The students should be familiar with the electrical, fire prevention and

ventilation services in building. They should be familiar with mechanical

plants in construction.

The students should be familiar with causes of building materials failure and

the technology of maintenance of buildings and infrastructures.

The students should be familiar with management of maintenance works and

essentials of estate management.

Civil Engineering courses in Building Technology include structural design and

detailing I to IV, theory of structures I to III and computer applications in project

management. At the end of these courses, the competencies or skills expected of the

graduates include:

The students should be familiar with relevant codes of practice and be able

to carry out design and detailing the beams and slaps

The students should be able to carry out design of reinforced columns,

reinforced concrete pad or isolated footing and Reinforce Concrete

retaining wall.

The students should have adequate knowledge of designing safe structures

using professional codes and classical analytical methods.

32 The students should be able to carry out design and structural detailing of

storey buildings, simple steel and timber structures.

The students should understand nature of joints and be able to analyze

simple determinate structure.

The students should be able to analyze indeterminate structures using

moment distribution, three moment equation and slope deflection methods.

The students should be able to solve problems involving deflection of

structures and carry out plastic analysis of structures.

The students should be able to use computer for project management.

Surveying and Quantity Surveying courses in Building Technology include

engineering surveying I, measurement of civil engineering works I, advance

measurement of construction works I and II, estimation and price analysis I and II.

At the end of these courses, the competencies or skills expected of the graduates

include:

The students should be able to undertake minor engineering survey and

complete all necessary calculations.

The students should be bale to measure special civil engineering works

and understand preparation method related to changes in civil engineering

bills of quantities.

The students should be able to prepare measurement from drawings in a

standard form.

Another very important aspect of the programme is the project work which

has two parts; the technical report writing and the practical production work of the

33project. It is expected that at the end of this two aspects, the students should be

able to write a good technical report. They should also be able to use the knowledge

and skills acquired in the various courses to present a project report.

The ultimate aim of vocational technical education programme is the acquisition of

skills. A skill is an activity involving knowledge, judgement, accuracy and usually

manual dexterity, all of which are acquired as a result of training and practice.

Nneladim (1987), while stating the objectives of Vocational Education stated

that vocational education must provide adequate trained personnel that will make

the century’s industry much effective. He further stressed that adequately trained

personnel means the production of personnel that will make industry more

productive by increasing both the volume and the quality of goods that are

produced.

Odu (1982) opined that for a nation to maintain a balanced production of

human resources at all its engineering and technological fields proper attention must

be paid to the type of curriculum being imparted in the youths at every level of its

Technological Education programmes. He further recommended that human

resources from the level of tradesmen through the ranks of technicians and foremen

to the level of an engineer must be produced to maintain a balance. Under

production at any level will create a vacuum and such vacuum would not make for a

sound economy of a nation.

He, therefore, proposed that any technological programmes with the aim of

skill development for personnel/manpower resources in the country must:

34i. Be flexible and dynamic, able to fulfill the pressing needs of the nation at

present and in future;

ii. Aim at producing the students with the necessary intellectual orientation in

liberal studies to develop his creative ability, equip him with necessary skill

and manipulative dexterity and thoroughly prepare him for the world of work

and many other professional responsibility;

iii. Aim at producing technologists who will be able to meet up with the diverse

nature in the various areas of the national economy;

iv. Aim at producing enough human labour at all level of engineering and

technological fields;

v. Maintain continuous and dynamic curriculum which should at no point reach

a blind alley; and

vi. Maintain a link between the various institutions responsible for producing

and utilizing its products.

Yabani (1990) agreed with Odu (1982) and said that the combination of practical

work experience and theoretical knowledge at technical institutes of higher learning

required that several continuous period of work in factories/industries and

workshops form an essential part of the course.

The comments above are in agreement with the statement that acquisition of

practical skills is one of the tenants of technical institutions of which Building

Technology programme is one. Ogbini (1992), also in support of this statement,

said that all three phases that are sine-qua-non to the acquisition of Relevant

Productive Skill (RPS) include the acquisition of theoretical and practical skills and

35exposure to challenges. He stressed that the possession of relevant skill otherwise,

the combination of theoretical and practical skills in solving problems depends on

the level achieved in both types of skills. Too little of any of theory or practical skill

creates mediocrity. Exposure to challenges concretizes the efforts to acquires

theoretical and practical skills.

Ogbimi (1992) also emphasized that the application of theory and practical

skills done is a blow approach to development while challenges bring about rapid

technological development. Abelega (1996) also emphasized that there is a world

of difference between abstract theory and logic based on practical experience. This

therefore, called for curriculum that maintained a balanced between theory and

practical skills.

According to Ezewu (1984), the learning of Vocational Technical courses is

made of two components. The components are: (i) the theoretical component which

serves as pre-learning; and (ii) the practical component which is the terminal

behaviour. He further agued that the behaviours to be learned are sequentially and

logically linked in the form of chaining process. Okorie (2000) also described

vocational skill development as a well established habit of doing something

involving the acquisition of performance capabilities in the most economy way. He

further identified three major categories of skill that a Vocational Technical

education programme should provide for its product. The skills are:

i. Technical skill, which involves understanding and proficiency in a specific

activity or technique;

ii. Human skill, involving ability to relate effectively in a group situation; and

36iii. Conceptual skill, involving capability of the management personnel to

prepare the organization as an integral unit.

Technical skill is one of the vocational skills necessary for an individual to succeed

in his job. According to Okonbiah and Nwaogu (1995) vocational skills can be

classified to be technical and non-technical skills. They further stressed that these

skills should be taught to individuals so as to ensure that workers in training or in

the labour force possess them.

During training the purpose of Vocational Education is to equip individual with

skills which are immediately relevant to a particular occupation or group of

occupations. Vocational Education is concerned mainly with the development of

skills, which the individual needs in order to be established and successful in an

occupation.

According to Gambo (1982), Technical Education is the question of skills,

techniques and knowledge of doing things as it is one attitude and chain of attitudes.

Without the right attitude to work, acquisition of more technical know-how would

not contribute to rapid development. Okorie (2000) subscribed to the above and

said that skill development can be accomplished through work experience or

through education in the workshop and laboratories.

According to Olaitan (1996), emphasizing performance based teaching and

learning process whereby students acquire sufficient manipulative skills to perform

in the real job situations. He believed that vocational courses thrive on the

capability of students to perform the learned skills after completing the course of

37study. Furthermore, Mogaji (1998), identified the stages involved in teaching and

learning of skills as follows:

1. Define the objective in terms of what is required to be done and what must

be known in behavioural terms;

2. Analyze the skill in detail and record the operations and the sequences,

using either whole method or progressive part method of introduction;

3. Practically demonstrate the skill with essentially information at suitable

pace, paying specific attention to the key points and the more difficult parts;

4. Have the learner try out the operation for himself or herself practically,

either in part or in whole under guidance until the learner achieves an

acceptable standard of speed;

5. Assess the efforts of the learner, praising and correcting errors as they

occur; and

6. Test progress and let the learner know the result.

Evaluating the development of technical skill, Okorie and Ezeji (1988)

recommended that the following evaluation process should be adopted to:

1. Involve muscular dexterity;

2. Require that work should be done with competencies; and

3. Require maintenance of correct positions and movements particularly at the

early stages and must have intellectual content; and

4. Emphasize accuracy.

Non-technical skills according to Okobiah and Nwaogu are skills that provide

conducive work environment which enable individuals to work efficiently ad

38effectively. These skills include interpersonal, relationships, appearance,

commitment, devotedness and obeying work rules or regulations.

The National Board for Technical Education (1989) identified the laboratory

experiment, workshop practice, Student Industrial Work Experience Scheme and

field trip/excursion as sources of skill acquisition.

These sources have been used extensively in building technology

programme. Project making has also been identified as a unique technique in

acquiring technical skills. That is, the combination of students/worker knowledge,

skill, work attitude and equipment are acquired through the making or building of

project which will be put to use (Igwe, 1992). He further recommended that the

following guidelines should be followed when students in Technical Education

programme are making projects.

i. All projects must be put to use;

ii. Selection of projects is important from the stand point of both the teachers

and students;

iii. The instructor should evaluate each project submitted to him to make sure

that it offers an opportunity for accomplishing one or more objectives of

the curse;

iv. Projects of trivial nature, providing little opportunity for accomplishment

should be discouraged;

v. Project whenever possible should be written student’s ability yet offer

some challenges; and

39vi. Each successive project should contribute something new to the

students’ knowledge, skills and thus help to develop appreciation of skill

learning.

Giachino and Gallington (1977) in identifying the activities which provide the

opportunities for the students to apply the things they have learnt indicated that

project symbolizes the application of many production, operations and technical

understanding. They further described the project technique as an important

motivating factor in vocational technical courses where mastery of skill plays an

essential role. They recommended the following criteria to be considered when

selecting projects or any instructional programme:

1. The project must incorporate operations to be taught.

2. The project must be of interest to the students.

3. The project must possess utility, that is, to be practical and have some

useful purpose.

4. Each project should introduce new instructional materials.

5. The project must be within the students’ ability to make. It must offer a

challenge if interest is to be maintained.

6. A project must be well designed.

7. The project must permit completion within a reasonable time limit.

8. The project must be reasonable in cost.

9. The materials for the project should be available within the school shop or

store.

4010. The project should provide opportunities for planning, designing and

problem solving.

Akubuilo (1998) on students’ projects in technical institutions, recommended that

students’ projects in technical training institutions should be well adapted to the

occupation for which Vocational Education prepare the students.

According to National Board for Technical Education (FGN, 1989), the project

should be constructional, yielding an item that can be tested and used. In the

curriculum, project is in the last semester of the programme. It is the test of students

readiness for the world of work.

Employability Skills Required by Building Technology Graduates

According to the Test Sites Application for state employment (2001), the

Department of Employment Relations, State of Wisconsin, the knowledge and skills

required are:

i. Ability to follow modern office practices and procedures;

ii. Basic computer skills;

iii. Keyboard skills, well developed interpersonal and written communication

skills;

iv. Basic mathematics;

v. Records maintenance; and

vi. File management skills.

Employability skills of prospective Building Technology graduates can be

viewed as an important dimension reflecting the degree to which an individual will

be successful in his or her chosen occupation. One important aspect of an

41individual’s employability is his or her own possession of certain work-related

skills which are primarily neither cognitive nor psychomotor in nature but seem to

be comprised mainly of affective factors. These skills have been differently labeled

by different researchers (Leach and Nelson, 1988); Walter, 1990 and Wilson, 1990).

However, they appear to compromise a loosely knit set of generic, transferable non-

technical competencies. In our culture, they are considered necessary for long-term

survival in the world of work.

Ugeh (1997) stressed the following employability skills if Building

Technology industry is expected to succeed now and in future.

i. Positive attitude towards work;

ii. Understanding the value and importance of work.

iii. Knowledge of safe working procedures;

iv. Understanding of the country’s economic system (Supply and demand,

inflation, research);

v. Willingness to learn new skills, the ability to learn new skills quickly;

vi. Knowledge of Building Technology operations and what is required on the

job;

vii. Motivation to seek full time employment;

viii. Concern for quality of work, output of satisfactory amount;

ix. Basic skills, including mathematics (trigonometry and calculus) reading and

writing (technical during, punctuation, and capitalization);

x. Communication skills (Listening, speaking, and leading group discussions);

xi. Problem solving skills.

42Gainer (1998) summarized a group of these employability skills as follows:

i. Individual competence: Communication skills, comprehension, computation

and culture;

ii. Personal reliability skills: Personal management skills, ethics and vocational

maturity;

iii. Economic adaptability skill: Problem solving, learning employability and

career development.

iv. Group and organizational effectiveness skills: Interpersonal skills,

organizational skills and skills in negotiation, creativity and leadership.

Osuala (1998) referred to these skills as “Work Maturity Skills” and

identified them as follows:

i. Present a positive image: Follow good grooming practices, practice good

health habits, dress appropriately for the job, exhibit self confidence;

ii. Exhibit positive work attitudes: Use basic social skills, be creative and

willing to learn, take pride in your work;

iii. Practice good work habits: Maintain good and regular attendance, be

through and deligent, follow safety practices;

iv. Practice ethical behavior: Exercise integrity and good judgement, respect

property follow company rules;

v. Communicate effectively: Demonstrate speech, writing and non-verbal

communication skills, demonstrate good listening habits.

vi. Accept responsibility: Use initiatives, use problem solving techniques,

manage personal responsibilities;

43vii. Cooperate with others: Work as a member of a team, work under

supervision.

Good human relations will be important as long are people remain the heart

of the workings in the Building industry. Good-Pastor (1984) Observed that

positive attitude on the part of the employees contributes much to the field of

Building Technology; therefore, the ability to get along with fellow employees and

the ability to project a favourable image to visitors are essential.

Employability skills and the socio-psychological characteristics such as work

values, habits and attitudes have become primary considerations for workers in all

of their employments. Ugeh (1997) reported several research studies that revealed

that, of all the persons losing their jobs or failing to be promoted, nearly 87% of

them had improper work habits and attitudes rather than sufficient job skills or

knowledge.

Reacting on the skills Building Technology graduates should posses for

employment, Iredia (2000) listed them as follows:

i. Organizational skills;

ii. Display of initiatives;

iii. Exercising judgement;

iv. Discretional decision-making ability;

v. Keeping simple book-keeping and account;

vi. Ability to help to provide information backup that will enable executive to

manage and communicate easily;

vii. Handle correspondence effectively.

44Accounting is one of the good areas of Building Technology that prepares

students for a job or employment within a wide range of Building Technology

career. According to Umunna (1993), accounting is the process of identifying,

measuring and communicating financial information to permit informed judgements

and decision of users of the information. She added that the role of accounting

activities in the operation of any organization entails recording, classifying and

summarizing the enterprise’s monetary transactions and interpretations of the

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

Odo (1990) stated that accounting occupies an important position in any

organization because it records the financial happenings from which the general

public is informed of the financial events that took place in an organization.

According to Odo (1990), accounting skills involve the recording of transactions in

a regular or systematic way to show the financial position of the organization.

Both large and small organizations contain people with very different

responsibilities, outlooks and personalities. This pushed Evans (1989) to say that

“since the manager has to maintain an extensive network of relationships with

supervisors, subordinates, peers and customers, it is essential that he has to first rate

people skills.” Such skills include the ability to make someone feel at ease, to be a

good listener, to be able to interpret the body language signals people display and to

grasp quickly the mood or views of colleagues or clients and modify his own

responses accordingly.

45National Board for Technical Education (1998) outlined the following

interpersonal relationship skills as enhancing teaching-learning situation and good

working habits;

i. Ability to listen to others in an understanding way;

ii. Awareness of the feelings of others;

iii. Tolerance of difference in others;

iv. Tendency to trust others;

v. Tendency to seek close personal relationships with others;

vi. Tendency to build on the previous ideas of others;

vii. Ability to influence others;

viii. Reaction to expression of affection and warmth from others;

ix. Reaction to the opposing opinion of others;

x. Reaction to conflict and antagonism from others;

xi. Reaction to others’ comments about your behavior.

Work ethics and corporate performance is another important skill necessary

for successful job performance of the Polytechnic Building Technology graduate.

Obodo (2001) pointed out that, world-wide, there is a broad agreement that as a

matter of corporate policy, every organization should be committed to operating in

an ethical and transparent manner. He added that ethical behavior by organizations

will inturn help to create a society that is honest and fair, which ultimately benefit

the society.

The American Heritage Dictionary in Obodo (2002), defines ethics as a

“principle of right or good conduct.” It is the study of the general nature of morals

46and the specific moral choices to be made by the individuals in his relationship

with others. Therefore, ethics deal with the rules or standards governing the

conduct of the members of a profession.

Every organization or profession has its own set of ethics, that is, a set of

rules, which guide the behavior of employees and practitioners in the field. The

consultancy Service Division of the Industrial Training Fund (ITF, 2003) posited

that such set of rules are largely conventional and that strict adherence to them is

known to have guided many successful workers to the very top in their chosen

profession, while some of the best hands in the field have failed to makeup to the

peak due to a breach of the ethics. It went further to say that theoretically, the

power of organizational culture/ethics resides in the fact that it is not just another

management “technique” which can be applied at will but an influence upon

behaviour which is not recognized as overt “management”.

The division went further to outline the following as the benefits of ethical

behaviour in an organization or workplace.

i. Brings about an improved society;

ii. Helps to maintain a moral course in turbulent times;

iii. Cultivate strong team work and productivity;

iv. Supports employee growth;

v. Helps ensure that policies are legal;

vi. Helps avoid criminal acts;

vii. Help manage values associated with quality management;

viii. Promotes strong public image.

47Another very important skill the Polytechnic Building Technology

graduates require for employment is time management and self-organization skills.

There is no survey of the Polytechnic Building Technology graduates’ range of

activities that would be complete without considering an aspect which underpins all

his routine activities-how the Building Technology graduate may organize himself

to make best use of time, equipment and resources available to him.

Self organization and time management in any field or area is very

important, yet it is relatively a new phenomenon in the study of management. This

is because most classical authors of texts in Theory and Practice of Management or

even in office management paid little or no attention to the concept of self-

organization and time management, which are the major influencing factors of the

output and growth of any organization (Obodo and Ogbu, 1999). They further

opined that time is not only a unique resource, but also a limiting factor. We have

to work within the space time allow.

On the concept of management, it means to control, plan, direct, coordinate

and organize human and material resources skillfully with the sole aim of achieving

positive results that will assist in the attainment of the objectives of the organization

being managed. The word “management” refers to the skillful control or ordering

of a phenomenon, (Udeagha, 1995). He went further to say that management

involves the careful selection and use of materials to achieve intended outcome.

Management of time therefore implies planning, organizing, directing and

controlling activities in order to achieve the objectives of the programme.

48Another important skill the Polytechnic Building Technology graduates

require for self employment is the entrepreneurship development skill. Nwana

(1995) defined an entrepreneur as an individual who is willing and able to take

business risks for gainful employment purposes. The Building Technology

curriculum is defective in the area of entrepreneurship training (Odo, 1990). To

address the above defect, a lot can be done, he said, the most important and urgent

thing to do is to reform, review and redefine the Building Technology curriculum to

include entrepreneurial development skills among others. Entrepreneurship is

associated with different types of activities that have to do with the establishment

and operation of business enterprises. Odo (1990) defined “entrepreneurship” as

the willingness and ability of an individual to seek out investment opportunities,

establish and run enterprise successfully. He went further to say that, the

entrepreneur is innovative, he creates, he perceives genuine business opportunities,

and takes advantage of the limited resources within his control to transform the

opportunities into profitable ventures. He finally stated that the entrepreneur plays

a vital role in the process of economic development.

Ojukwu (2000) said that entrepreneurship development is a programme of

human capital development. It is a requirement for instilling and preserving

entrepreneurial climate in the economy. He finally described entrepreneurship

development as a programme of integrating development inputs aimed at increasing

the supply of adequately trained entrepreneurs who are motivated to make a success

out of their business ventures.

49Ojukwu (2000) stated that it has been observed that education, training and

experience can increase the supply of entrepreneurs by making available more

skills, which are suitable for entrepreneurial endeavours. Building Technology in

Nigeria should stress and create entrepreneurship awareness for it to be relevant in

achieving the national educational objectives of inculcating the right type of values

and attitudes for the survival of the individual and the Nigerian society.

Today’s Polytechnic Building Technology graduates are not adequately

trained to manipulate and operate the modern equipment and machines prevalent in

the modern Building industry. A few who are abreast with these machines got the

opportunity through private arrangement with firms and organizations.

Another needful skill for the Polytechnic Building Technology graduates is

computer literacy. Polytechnic Building Technology students should be well trained

in both word processing and computer literacy and operations’ skill such that they

will be able to use computer for project management and thereby be ready for

immediate employment in the current electronic world.

As expressed by Ohakwe (2000), presently, record can be managed using

electronic filing techniques and electronic document interchange, civil engineering

designs are done using the computer, even accounting functions can be carried out

in a spread sheet such as Excel or Lotus Smart Suit for Win 95/98 etc. He went

further to say that the mundane roles of these graduates are being challenged by the

“Wonders” of technology.

Another skill needed by Polytechnic Building Technology graduates is

communication Skill. Communication according to Uzozie, Ilechukwu and

50Anyachonkeya (1996) simply means a systematic way of formulating

information, knowledge, ideas, opinions, feelings, etc, and passing it over to an

audience who successfully interprets (decodes) it and reacts to it. Language, with

its accompanying body movements and gestures, is the most developed and most

efficient system of communication. They posited that communication in a language

might be in the oral (spoken), drawing or written form.

Today, modern technology such as the “internet” has aided communication

in all facets of human endeavours in the last millennium. Ohakwe (2000) described

the internet as a major break through in technology, a revolution, the wonders of the

Millenium and indeed, the most flexible medium currently available in the

technological era.

Every person requires communication skills at any stage to catch up with his

or her needs. The internet is a lot of computers connected to each other and allows

world-wide community to communicate over any distance to access information

from any where in the world including publishing texts, graphics and pictures

instantly. According to Osuagwu (1999), all that a person need to do to be on line

is to have a telephone line, a modem, a computer and an account with an internet

Service Provider. It is the newest communications technology and can be put to a

large number of users such as finding people articles, business, job, services,

research, fax over the net, exchanging view etc (Osuagwu, 1999). Nwogwugwu

(2002) posited that the internet is an indispensable tool for communication,

commerce, technology, public relations, education, banking etc. hence today we

51talk of e-mail, e-commerce, e-banking, e-education and so on (e-stands for

electronic).

Most common deficiencies noted by employers as reported by Allen (1979)

are closely related to poor communication skills. He reported that employers

identified the following faults in employees’ written communication; misspelling,

lack of sentence variety, poor writing, little knowledge of grammatical

classification, that is, ability to recognize the four basic sentence types, namely;

simple, compound, complex and compound-complex. Hullbert (1991) nailed it all

by noting that employers are becoming increasingly concerned about employees’

deficiency in communication.

In today’s world, challenges are rapidly taking place in Building technology,

communication value systems and so on. Resulting from the above, Ohakwe (2000)

stated that the Mundane roles of these graduates are being challenged by the

“wonders” of technology. Today’s Polytechnic Building Technology graduates

must possess the right technical and non technical skills in order to be successful in

their fields of endeavours or they seek employment elsewhere.

Of all the desired employability skills, some of them are evident to the

employers as early as the job interview. The employers expect new employees to

be competent in performing these skills. Employability skills are important for

gaining and retaining a job as well as having success in the world of work.

Effective work performance are essential for satisfactory job performance, no

matter what one’s career or occupation is. Until a worker has developed good work

52habits in applying his or her generally useful and occupational specific skills, his

or her career and occupational development remains incomplete and of no effect.

Building Technology Graduates Perceptions of the Importance of Employability

Skills

Skill acquisition may be regarded as the process by which an individual is

exposed to the learning and continuous practice in a particular task till the learner

becomes proficient in the operation and can perform them when required, while

skill development is the act of building upon the skills acquired to a more advanced

and effective stage (Mgbeahurike, 2000).

Skills are, therefore, acquired first and developed subsequently, through

utilization and practice. According to Okorie (2000), skills are acquired 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 in real life condition. Phipps and Cook in

Mgbahurike (2000) stated that the development of abilities and skills in technology

fields depends upon individuals having real situation on the work as a basis of

developing sound judgement and clear cut modes of action, relative to standards of

good training. To acquired and develop skills, Okorie and Ezeji (1988) said that

three factors are involved; they include imitation, repetition and participation.

Imitation: To imitate implies to mimic or copy the behaviour or acts of the teacher

by students. As they watch the teacher perform certain acts, they consciously or

unconsciously follow and practice the examples of the teacher.

53Repetition: This involves the performance of an act many times to master the

act. Okorie and Ezeji (1988) highlighted that after acquiring a skill, the learner must

repeat the action many times before he attains any useful degree of readiness.

Participation: In vocational education, this involves the learner practicing under

the actual production conditions or situations. Okorie and Ezeji (1988) adduced that

both the imitator or a master without frequent practice may fall short of complete

preparation for skilled vocational practice, hence the need for practice by the learner

in the actual production conditions.

The process of skill acquisition involves the following as outlined by Huston in

Mgbeahurike (2000):

b. Observation: In observation, students watch the skill operation performed

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

in the development of skills.

c. Imitation: Students follow example of what the teacher has done through

demonstration and learning by doing.

d. Manipulation: This means to operate, handle, for example, in the chucking

of mortar while laying bricks, students after the appropriate learning and

demonstration practices are allowed to handle the hand trowel and the

jointing board.

e. Performing: The students carry out the activities they have been taught and

have been guided on what to do.

f. Perfecting: This is the highest form of skill acquisition process. The students

after much practice become conversant with the demands and task of the

54operation. They become experts and saleable. Olaitan (1996) explained

that in the course of developing skills in an occupation knowledge and ability

required for success in that occupation should be taught.

This is because skills consist of habits, which must ensure adaptation. The

acquisition and development of skills is important in Vocational Education since it

is occupationally oriented. The relevance of skill acquisition in Building

Technology can not be over emphasized. Okorie (2001) said that if education is

preparation for life and if practically every one’s 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 skills in Vocational Education could help the learner to:

i. Cultivate a right attitude to work.

ii. Have a good sense of duty and respect for the dignity of labour.

iii. Be self-sufficient, that is, prepare the learner to be worthwhile in Vocational

Education activities.

iv. Prepare the learners to be effective employees in Vocational Education and

allied field, as well as other industries.

Olaitan (1996) observed that the acquisition of skills prepare students for vocational

occupation and progressive development in it. Hence the need for development of

acquired skills in vocational occupation is necessary, as one may possess a skill yet

the skill is not developed. The nature of skills and the conditions required for their

development should always be given consideration. Skills are built through

repetition and participation. Okorie (2000) again observed that repetition and

55participation should always be provided else it would result in production of half-

baked rather than skill performance. Olaitan (1996) submitted that instruction is not

completed until students have used the abilities and competencies being taught.

The relevance of development of skills on the part of Vocational Education

graduates or her teachers is that it equips the teachers as well as those who acquired

them well enough to be able to apply the relevant skills acquired and developed in

the management of their laboratories and classrooms, as well as their establishment

and other members of staff (Okorie, 2001). It is worthy of noting that only

developed skills can be effectively applied. Undeveloped skills leave the practioners

at unproductive level.

Therefore, the Higher National Diploma course in Building Technology is designed

to develop diplomats for an active role in the building industry, with emphasis on

production. According to National Board for Technical Education (NBTE, 2003),

on completion of all prescribed courses, the diplomat should be able to:

i. Supervise and manage efficiently the construction of Buildings of all sizes

from setting out to final completion.

ii. Understand and interpret all kinds of project drawings, architectural,

structural, services, to be able to implement them on site.

iii. Design and prepare working structural drawings for medium size buildings

structures

iv. Prepare realistic estimates in terms of cost, material and labour for all

building works including maintenance works.

56v. Appreciate and determine quality of materials to be used for construction

through appropriate test in line with relevant codes of practice.

vi. Carry out surveys of various kinds on existing buildings and prepare a

schedule of dilapidation and repairs.

vii. Prepare a cost effective post-tender report for all sizes of Building contracts

for competitive Building.

With all the relevance of skill acquisition and development in Building Technology

the state of affairs is that the polytechnic students of Building Technology seem not

to be exposed to the right conditions under which skills in Building Technology can

be acquired and developed. This could be attributed to the Building Technology

Lecturers being unable to possess the required skills so as to be able to impart them

on their students, the equipment and facilities for teaching are either not available or

the are obsolete, the curricula of Building Technology could be defective, among

other attributes. Again, the few willing and qualified teachers of Building

Technology have not also availed themselves of the opportunities of developing the

skills which they might have acquired during their training. Thus there is inadequate

practice and participation. The result would be the production of Building

Technology graduates with little or no practical skills that would enable them to

secure gainful employment, retain the employment and progress on the job.

Building Technology Employers/Lecturers Perceptions of the Importance of

Employability Skills

That vocational education is conceived of as a tool for achieving self-reliance

and/or, self-realization should not be a controversial issue. The importance of

57vocational/technical education of which Building Technology is a component

necessitated the establishment of Polytechnics, Technical Colleges and more

recently, Colleges of Education (Technical) in almost all the states of the federation

for national development and for Nigeria to be abreast with the World acclaimed

technological innovations and re-engineering. It is assumed that Polytechnics

graduates of Building Technology will always be either self-employed or find jobs

as soon as they complete their national service. Unfortunately, this is not always the

case since Building Technology graduates of Polytechnics are among the

unemployed youths roaming about the streets of the nation, and self-reliance

remained the mirage and dream for many of our Polytechnic Building Technologist,

despite the specialized nature of their programmes.

Vocational education is defined by National policy on Education (NPE, 1998)

as that form of education which is obtainable at the technical colleges. This is

equivalent to the senior secondary education but designed to prepare individuals to

acquire practical skills, basic and scientific knowledge and attitude required as

craftsmen and technicians at sub-professional level. The New Standard

Encyclopedia (1986) defines Vocational education as the training of persons for

specific occupations. This include the learning of any kind of profitable and useful

work. Vocational education trains youths and unemployed persons for jobs, and

helps workers update or extend their jobs skills (Nzerem, 1998). Building

Technology which is a component of vocational education, is described as a set of

instructions meant to prepare students for jobs in the building industry. It is worthy

of emphasizing that the above definitions are in line with the goals of vocational

58education as outlined by the (NPE, 1998). The goal of vocational education shall

be to:

i. Provide trained manpower in the applied science, technology and

business, particularly at craft, advanced craft at technician levels .

ii. Provide the technical knowledge and vocational skills for agricultural,

commercial and economic development

iii. Give training and impact the necessary skills to individuals who shall be

self-reliant economically

One of the objectives of technical education as stated by the same policy is “to give

training and impact the necessary skills leading t0 the production of craftsmen,

technicians and other skilled personnel who will be enterprising and self-reliant”.

But Nzerem (1998) pointed out that it was an unfortunate situation that Polytechnic

Building Technology graduates, like their counterparts in other field or disciplines,

queue up on labour market for paid employment in the civil service, public

corporations and private building enterprises. The major reason for this could be

that the educational and training policies followed in this country had not been

properly geared towards the needs of the economy hence they have produced

“Misfits” who look for public jobs which are not available in their large

numbers(Oladebo,1990). One would quickly agree with Oladepo hence the too-

much –lip services paid to educational policies, with the result that laudable projects

are well planned, but implemented only on paper and over the electronic media.

The needed Building Technology skills for employment or what employers are

looking for in a Polytechnic Building Technologist graduates for immediate

59employment are various and definite. Infact, both employers and educators

should always voice out the same concerns and look for ways of working together

in order for schools to produce graduates who shall work to meet the goals of

organizations.

In an attempt to address the changing skills needed to be successful in

today’s workforce, the Canadian Conference Board development and employability

profile, based on input from employers and validated by a wide range of

stakeholders. Today, employability skills have become a bench-mark which

educators, counselors, and different field use to identify the fundamental skills

necessary for successful living. In fact, Mclaughlin (1992) summarized the

employability skills profile thus:

i. Academic skills: These are those skills, which provides the basic foundation

to get, keep and on a job to achieve the best results.

ii. Personal management Skills: This is a combination of skills, attitudes, and

behaviours required to get, keep and progress on a job to achieve the best

results.

iii. Team-Work Skills: they are the skills needed to work with others on a job

and to achieve best result.

Mclaughin (1992) advanced further to say that Canadian employers need a

person who can:

a. Communicate:

i. Understand and speak the languages in which Building Technology is

conducted;

60ii. Listen to understand and learn;

iii. Read, comprehend and use written material including graphics, charts and

displays.

iv. Write effectively in languages in which Building Technology is conducted.

b. Think:

i. Think critically and logically to evaluate situations, solve problems and

make decisions.

ii. Understand and solve problem involving mathematics and use the results;

iii. Use technology, instruments, tools, and information systems effectively;

iv. Access and apply specialized knowledge from various field, example, skill

trades technology, physical sciences, arts and social sciences.

c. Learn:

i. Continue to learn for life.

Canadian employers needed a person who can demonstrate (McLaughlin,

1992):

a. Positive Attitudes and Behaviours:

i. Self-esteem and Confidence;

ii. honesty, integrity and personal ethics;

iii. a positive attitude toward learning, growth and personal health;

iv. initiative, energy and persistence to get job done.

b. Responsibility:

i. the ability to get goals and priorities in work and personal life;

61ii. the ability to plan and manage time, money and other resources to achieve

goals;

iii. accountability for actions taken.

c. Adaptability:

i. a positive attitude toward change;

ii. recognition of and respect for people’s diversity and individual differences;

iii. the ability to identify and suggest new ideas to get the job done-creativity.

Canadian employers need a person who can:

i. work with others;

ii. understand and work within the culture of the group;

iii. understand and work within the culture of the group;

iv plan and make decisions with others and support the outcomes;

v. respect the thoughts and opinions of others in the group;

vi. exercise “give and take” to achieve group results;

vii. lead a team appropriate, mobilizing the group for high performance.

Theoretical Framework

According to Hornby (2001) theory are principles on which the subject of a

study is based. This implies that a theory provides needed data about a given

subject matter. In the view of Nwachukwu (2001) when a theory is applied in

teaching and learning, it provides the principles, which directly governs it. He

added that for a theory to be useful, it should play two important roles, namely:

1. It should serve as a process of systematizing information in an area of

knowledge thereby leading to the discovery of unknown facts; and

622. It should summarize information in such a manner that is easily used to

explain a given concept.

Cratty (1973) stated that, skills are essential in all technical occupations or

professions, sports or athletics. The level of performance depends on information,

application of knowledge, training, practice and experience. Application of skills

depends on the ability to understand and interpret the various components involved

in the occupation or profession, coupled the accuracy and the force of work

involved. The skill theory emphasized that the level of performance in an

occupation depend on the skills possessed or acquired. This implies that the

minimizing of accidents through safety practices in the building industry depends

on the improvement of safety practice skill of the trainees and employees. This

may be achieved through training and retraining. So theory is an attempt at

synthesizing the integrating empirical data for maximum clarification and

unification (Osuala, 2001). Every individual has a member of personnel theories

based on assumptions of varying degrees and adequacy and truth from which he

makes deductions under various degrees of criticality. The school teacher for

instance has many theories about education.

Theories of Psycho- Production Skill Acquisitions

Fitts (1984) developed three “learning phases” that humans undergo as we

develop new skills. The first phase is called the “cognitive phase”. The cognitive

phase occurs when individuals create a mental image of the skill they want to learn,

divide the skill into smaller parts and identify each part. The second phase is the

“associative phase”, which involves practicing the different parts of the skill and

63then joining them together. This is also the phase where individuals may value

feedback as they learn a skill. The final phase, the “autonomous” phase, occurs

when the individual has repeated the skill often enough that he dose not need to

think about it too deeply. Reaching this autonomous phase requires significant and

sustained practice of the new skill, but can be very rewarding.

Studies into the process of psycho-productive skill acquisition recognizes

two fundamental factors, instruction and practice. Practice provides the opportunity

for a uniform slow, incremental and essentially automatic learning process, while

instruction achieves its effect through cognitive processes which may include rapid

changes in knowledge of relevant information, in perceptual organization, or in

response strategy. Fitts (1984) characterized psycho-productive skill acquisition as a

progressive shift of performance from cognitive to non-cognitive process. In his

three phase theory of skill acquisition, Fitts (1984) said that the initial cognitive

phase is dominated by learning rules, and procedures and other items of factual

knowledge by means of instruction or trial and error.

The second and the third phases are dominated by practice during which

stimuli become connected with responses, the associative and performance become

increasingly independent of cognitive control (the autonomous phase). The Fitts

sequence, which has been echoed by many writers (Rumelhart and Norman, 1985;

Annet, 1986; and Anderson, 1987) implies that not only are different training

techniques appropriate at different stages in learning but also different processes

underlie the learning that does occur

64 Fitts and Posner (1997) said that the cognitive phase which is dominated

by verbal instruction and demonstration is seen as a first step in the development of

an effective programme. The two principal classes of cognitive methods are verbal

instruction and demonstration. The central theoretical problem is how information

received passively by these two methods get translated into the capacity for actions.

In particular, verbal instructions can be translate into actions, a similar instructional

paradigm, but perceive actions can also be translated into words.

Bandura’s theory (1977) was based on the view that skilled observers

monitor movement features, particularly encoding ‘break points’ where a particular

feature undergoes a significant transformation. A complete theory of observational

learning must, however, account for the mechanism by which perceived action is

coded in such a way as to be capable of generating action. Sheffield (1971) in a

systematic review of teaching by demonstration drew attention to the importance of

breaking down the demonstration of complex skills into smaller units.

Practice can be considered as the most import aspect of skill acquisition, but

the mechanism by which repetition is effective is still a matter of speculation.

Theories of skill acquisition according to Bandura (1977) are traditionally divided

into two camps namely, those who suggest that repetition or exercise per se is

effective and those who emphasize the selective possibilities offered by repeated

trails. Exercise theories propose that each learning trial offers an opportunity to

acquire some new information or to strengthen associations between stimuli or

between stimuli and responses, while selection theories propose that trials offer the

65opportunity to strengthen some aspect of behaviour and/or weaken others

(Annet,1991).

Feltz and landers’ theory (1983) states that mental practice permits the

rehearsed of cognitive processes associated with basic performance. A substantial

number of studies (Corbin, 1972; Richardson, 1977, and Annet, 1991) have shown

that rehearsing a skill in imagination can result in improvement in performance

which although usually less important than those achieved by practical practice, and

are nonetheless greater than those found after no practice.

The development of skill is also characterized in the Fitt’s (1984) sequence

as a progressive change in the way in which task information is processed, or more

precisely in the nature of the control processes involved, such that early in skill

acquisition, responses are produced under direct conscious control while after a

great deal of practice performance becomes automatic, being run off with little

conscious attention or mental effort. Again, it is tempting to adopt as a general

hypothesis that most, if not all. of what it means by skill acquisition is the process

by which controlled processing becomes automatic.

Logan (1985) has however, drawn attention to a number of important

differences between skilled performance and automatic behaviour. Highly skilled

performance can still be very flexible, thus, a skilled craftsman may make errors but

typically correct them very quickly (Rabbit, 1978). Much has been made of the

difficulty some skilled performance find it explaining just how they achieve their

results (Anett, 1986 and Berry, 1984), but it would be wrong according to Annett

66(1991) to assume that this ability was present at some earlier stage of the practice

and then has somehow been lost along the way towards high levels of skill.

The process of automatization is still poorly understood. In the first place,

the criteria for automatization according to Annett (1991) is debatable but are often

said to include speed, that is, being faster than controlled process, being

involuntary; being from interference by other concurrent tasks and being

independent of load as measured by stimulus or response information.

However, of all the theories of skills reviewed employability skills of

Building Technology graduates could therefore be taken with Fitts theory of

psycho- productive skill acquisition.

Fitts’ (1984) three phase theory of skill acquisition stated that:

1. Initial cognitive phase is dominated by lea ringing rules and procedure

2. The second phase is dominated by practice

3. The third phase is dominated by stimuli in connection with responses

Polytechnic Building technology graduates required the necessary skills that will

enable them to gain employment or to be self –employed after graduation. The

areas of skills i.e. academic skills, personal management skills, responsibility

skills, team work skills, work ethics skill, and entrepreneurship development

skills are appropriate at different stages in learning. Fitts’ three phase theory of

skill acquisition, “cognitive phase” which occurs when individuals create a

mental image of the skill they want to learn, divide the skill into smaller parts

and identify each part. The second phase is the “associative phase” which

involves practicing the different parts of the skill and then joining them together.

67The final phase, the “autonomous” phase occurs when the individual has

repeated the skill often enough that he does not need to think about it too deeply.

Reaching this autonomous phase acquires significant and sustained practice of

the new skill, but can be very rewarding. This is in consonance with Olaitan

(1996) who submitted that instruction is not completed until students have used

the abilities and competencies being taught.

Related Empirical Studies

This section contains studies that were conducted in the past which are

empirically related to the researcher’s topic. Georgia State Department of

Education, Atlanta (1983) conducted an Analysis of skills up-date Needs of

Teachers in High Technology Programmes in Georgia State University, Atlanta

Department of Vocational and Career Development. The study was undertaken to

assess the needs for skills and knowledge among Georgia’s high technology

teachers, and to develop a model for meeting those needs. During the project, 52

teachers involved in teaching electronics, electro-mechanical and mechanical

courses at six pilot high technology schools were assessed. Included among the

processes used to gather information on teachers’ deficiencies in high technology

subject areas were a review of existing programme information, a review of the

state of art programmes, a review of literature, a consultation with industries and

series of meetings with the 52 teachers themselves. While these data sources

indicated that Georgia’s technical school teachers involved in high technology

programmes are educationally qualified for their jobs, a considerable need exist to

provide teachers with experiences and support services to maintain their level of

68expertise and to stay up to date in their field. In response to this need, it was

recommended that the Georgia State Department of Education conducts routine

skill assessments and staff development activities for high technology teachers, and

that the state adopts a students to teacher ratio formula and class schedule that will

permit at least one high technology teacher per quarter per development to be free

for research study and or update activities such as:

1. identification of business method competencies needed by the subject

teachers in secondary schools.

2. determination of the extent to which the teachers can perform the

competencies and

3. the determination of the competencies in which the teachers need help.

Data analysis reviewed are as follows:

Business method teachers needed all the 98 competencies; a need for in-service

education existed for business method teachers in all the clusters of competencies;

there were significant difference between scores of perceived importance and those

of expressed performance by the teaches with the scores; and there were no

significant difference in the perceived importance level of the competencies

between four categories of teachers based on educational qualification.

In a study carried out by Thomson (1994) on pre-service skill needs for

increasing employability of technical college graduates. The purpose was to

identify and determine relevant entry level employment skills acquired by serving

graduates having participated in technical college curriculum and also to examine

other curriculum factors associated with the acquisition of entry level employment

69skills in metal/Automobile and electrical/electronics technology occupations.

The study adopted the survey method. The population comprised 572 graduates of

technical colleges and 339 supervisors. The 50 items instrument was administered

to a sample of 552 technical college graduates and 319 supervisors drawn from 31

industries and 29 government establishments in Kogi, Nassarawa, Plateau and

Benue States.

Data collected were analyzed using Mean, One-way Analysis of Variance

(ANOVA), Correlation ratios, Scheffe’s test of multiple comparism and pearson

product moment correlation coefficient. Results of data analyses revealed that

technical college graduates in industries and government establishments were not

equip with basic academic skills, technical skills, and job search skills essential for

entry level employment in the trader areas under study. It was recommended that

workshop equipment, tools and raw materials used for students workshop practice

in technical colleges should be updated or replaced with appropriate types.

In a study carried out by Anaele (1997) on entrepreneurial competencies

needed by technical college students for self employment. The study was a survey

that covered five Eastern States of Abia, Anambra, Ebonyi, Enugu and Imo.

Entrepreneurial Competencies Questionnaire (ECQ) was used for data collection.

The population comprised 514 entrepreneurs in technical occupation and 338

technical teachers in the states covered by the study. No sampling was carried out.

Mean scores, t-test, analysis of variance (ANOVA) were used for data analysis.

The findings revealed 90 entrepreneurial competencies needed by technical

college students for self-employment, factors that could hinder as well as techniques

70that could enhance teaching and learning of the entrepreneurial competencies. It

was recommended that the entrepreneurial competencies identified be incorporated

into the technical college programme so that they can be used to prepare the

students for self-employment on graduation.

In another study by Mogaji (1998) on improvement needs of

Electrical/Electronics Technology National Diploma Curriculum in Nigeria

Polytechnics. A total population of 287 respondents comprised 47

lecturers/instructors, 103 supervisors and 137 National Diploma graduates in the

services of the two Polytechnics and industrial/related establishments in Ekiti and

Ondo States. An improvement Needs survey Questionnaire was developed and

used for data collection. No sampling was carried out. Mean scores, percentages,

standard deviation, t-test and analysis of variance were used for data analysis.

The findings revealed seven (7) occupational areas for improvement of the

curriculum, 16 new professional skills required to function effectively in related

occupations. It was recommended that equipment relevant to the world of work be

supplied to the schools to equip the students with skills necessary to function

effectively in any particular occupation.

In the study of Aliozor (2005) on the employability skills required by

university business graduates in Enugu State. Four research question and four

hypotheses were involved in the study. The questionnaire was used as instrument to

collect data from 202 respondents.

The data collected for the study were analyzed using mean and standard

deviation for answering the research questions, and t-test at 0.05 level of

71significance to test Null hypotheses 1-3 while null hypotheses four (4) was tested

and analyzed using the ANOVA. The findings of from the study showed that 37 of

the 40 employability skills listed as being important to university business

education graduates in Enugu State. The result of the null hypotheses tested

showed that there was no significant difference in the mean ratings of graduates,

their lecturers and their employers on the employability skills required by university

business education graduates in Enugu State. The study recommended among other

things that the university business education curriculum should be reviewed to

include courses in communication and individual competence building, adaptability

responsibility, interpersonal/human relations, work ethics and entrepreneurship

development skills among others.

Summary of Review of Related Literature

Experts agreed that employability skill are the skills acquired through

education and training which enable the person who acquired them to secure related

employment easily, retain and progress on the job. These skills are needed by all,

particularly the Polytechnic Building Technology students if they are to be effective

in looking for, security, retaining and progressing on the jobs or in employments.

They reflect the degree to which an individual will be successful in a chosen career.

The review revealed that Building Technology skills needed for employment

include but not limited to:

Academic skills;

Personal management skills;

Team work skills;

Economic and adaptability skills;

72 Work ethics and corporate performance.

The review also revealed that Building Technology lecturers are in dire need

of re-training. They should also be involved in professional seminars and workshop,

conferences etc as these would assist them in being up-to-date professionally.

It was also revealed that vocational technical graduates are not skillful

enough to gain employment in the factory or industries. This can be seen from the

daily increase of graduates unemployment. Suffice to say that provision of skilled

personnel is inevitable if industries are to have a poll of indigenous human

resources enough to meet the Nigeria economy. It has been stressed that Technical

Education programmes should reflect the needs of the industries and the society at

large. This can be achieved by proffering solution to the identified educational

difficulties or problems.

However, most of the competencies/employability skills identified by these

researchers, although appeared useful for this study, is not completely possessed by

lecturers and graduates of Building Technology in the Polytechnics. This is because

the review failed to identify specifically the employability skills required of

Polytechnic graduates of Building Technology which is the focus of the study.

From the above review, there is a clear evidence that gap exist in the area of

employability skills required of building technology graduates of Polytechnics.

There is little or no work on how to identity the employability skills required by

Polytechnic graduates of Building Technology, ascertain the importance of

employability skills of Building Technology as perceived by graduates, employers

and lecturers/instructors. These gaps are what the study intends to fill.

73CHAPTER III

METHODOLOGY

This chapter describes the methodology employed in carrying out the study.

The chapter, therefore, focuses on: design of the study, area of the study, population

for the study, instrument for data collection, validation of the instrument, reliability

of the instrument, method of data collection and method of data analysis.

Design of the Study

This study is a survey because it elicited opinions of employers of

Polytechnic graduates of Building Technology, Building Technology

Lecturers/Instructors in Polytechnics and employers of Polytechnic graduates of

Building Technology. This is consistent with Ezeji (2001), who stated that survey

research design is one which involves the assessment of public opinions through

collection of detailed descriptions of existing phenomena with the intent of using

the data to justify current conditions and practices or to make better plans for

improved phenomena.

Area of the Study

The study was carried out in three North-Western States of Nigeria namely:

Kaduna, Jigawa and Zamfara States. These States have viable Building

organizations and establishments that engage in employment at one time or the

other.

Population for the Study

The population for this study comprised 216 respondents, consisting of 156

graduates, 36 lecturers and 24 site managers drawn from 12 organizations that

59

74employ Polytechnic graduates of Building Technology and the six Polytechnics

that award Higher National Diploma in Building Technology. Sampling was not

carried out because the population is small. This is in consonance with Nwana

(1985), who stated that the entire population should be studied when the population

is small. The population distribution of the respondents is shown in Appendix G

Instrument for Data Collection

A structured questionnaire was used to collect data for this study. The

questionnaire was developed through review of literature on Building Technology

and curriculum studies. The questionnaire was used to elicit relevant information

from graduates, lecturers/instructors and employers of Polytechnic Graduates of

Building Technology.

The questionnaire contains five sections of A-G. Section A is on personal

data of the respondents, section B sought information on academic skills, section C

sought information on personal management skills, section D sought information on

responsibility skills, section E sought information on team work skills, section F

sought information on work ethics skills while section G sought information on

entrepreneurship development skills. The instrument was structured on a five-point

Likert Scale format, which consists of the following responses.

Very Important (VI) – 5

Important (I) – 4

Averagely Important (AI) – 3

Little Important (LI) – 2

Not Important (NI)-1

75

Validation of the Instrument

To ensure the validity of the instrument, it was face validated by three

lecturers from the Department of Vocational Teacher Education, University of

Nigeria, Nsukka. They were requested to read through the instrument items and

criticize, suggest and recommend ways that will help ensure that the instrument

actually measures what it is out to measure. The critiques, suggestions and

recommendations of the validators was used to make final corrections on the

instrument before it will be administered to the respondents.

Reliability of the Instrument

In order to determine the reliability of the instrument, the test re-test

reliability method was employed. It was administered on 20 site Managers and

Lecturers in Building organizations and Polytechnics, respectively in Nassarawa

State. This is to ensure that subjects used for the reliability test are excluded from

the study sample. The instrument was administered twice on the same people. This

was done after two weeks interval. Pearson Product Moment Correlation was used

to determine the reliability co-efficient of the instrument, a reliability coefficient of

0.86 was obtained.

Method of Data Collection

The researcher administered the instrument personally and with the help of

three trained research assistants. The research assistants were properly trained on

how the instrument was administered. The direct administration and retrieval of the

completed copies of the questionnaire will be done by the researcher and the

76assistants after three days to help maximize the return rate of the completed

copies of the questionnaire. The 216 questionnaire distributed were all retrieved.

Method of Data Analysis

Data collected from the respondents was analyzed using mean and standard

deviation. For decision, items with mean of 3.50 and above was considered

important. Any item with a mean less than 3.50 was considered not important.

All the four null hypotheses were tested at 0.05 level of significance. The t-

test was used to test hypotheses 1, 2, and 3. Analysis of variance (ANOVA) was

used to test Null hypothesis four at 0.05 level of significance. If the critical value is

higher than the calculated t - value, the null hypothesis was upheld, and if critical

value is less than the calculated t-value, the null hypothesis is rejected.

77CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

This chapter presents the data generated from the respondents. The chapter

also presents the analysis of the data according to the four research questions and

the four hypotheses formulated for the study. The responses to the research

questions are as follows:

Research Question One

What employability skills are required by Building Technology Graduates?

Polytechnic Building Technology Lecturers, Employers of Polytechnics

Building Technology Graduates and Polytechnics Building Technology Graduate

employees were required to respond to this question.

The responses obtained from them are presented in Table 1. The above

question was answered using questionnaire items 1-6.

66

63

78Table 1

Academic Skills Identified as Important by Lecturers, Employers and Employees for Polytechnic Building Technology Graduates

S/N Academic Skills Lecturers (N=36)

Employers (N=24)

Employees (N=156)

Rmks Rmks Rmks Ability to: 1 Understand and use terms

in which Building Technology is conducted.

4.23 Imp 4.38 Imp 4.34 Imp

2 Exhibit knowledge of the process of communication in organizations.

4.62 V. Imp 4.38 Imp 4.34 Imp

3 Read Building plans and comprehend written materials.

4.34 Imp 4.45 Imp 4.43 Imp

4 Access and apply specialized knowledge from various fields to solve problems in Building Technology.

4.62 V. Imp 4.46 Imp 4.38 Imp

5 Exhibit creativity in Building Technology drawing.

4.81 V. Imp 4.46 Imp 4.42 Imp

6 Observe to understand and learn how building technology is practiced.

3.53 Imp 2.97 A.I 4.10 Imp

7 Speak on points of mutual interest and concern

2.64 A.I 4.26 Imp 4.47 Imp

8 Acquire facts and ideas while listening.

4.47 Imp 4.43 Imp 4.23 Imp

9 Comprehend and attend to oral request appropriately.

4.26 Imp 4.07 Imp 4.31 Imp

10 Capture and retain the attention of audience.

4.62 V.Imp 4.33 Imp 4.20 Imp

Grand mean 4.26 Imp 4.17 Imp 4.26 Imp

The data presented in Table 1 revealed that item 5 had the highest Mean of 4.81.

This is closely followed by items 2, 4, and 10 that had Mean responses of 4.62 each

by the Lecturers in the same Table; while item 7, had the lowest Mean response of

2.64.

79The data presented in Table 1 also revealed that items 4 and 5 had the

highest Mean responses of 4.46 each in Table 1; while item 6 had the lowest Mean

response of 2.97 from the employers in the same Table.

The data presented in Table 1 revealed that item 7 had the highest Mean

response of 4.47 in Table 1, as well as the overall from Employees; while item 6

had the lowest Mean rating of 4.10 in the same Table from Employees. Data

presented in the Table therefore revealed that all the academic skills had their mean

responses above the cut-off point of 3.50, indicating that all the items were

perceived as important except for item 6 with mean response of 2.97.

Table 2

Personal Management Skills Identified as Important by Lecturers, Employers and

Employees for Polytechnic Building Technology Graduates

S/N Personal Management Skills

Lecturers (N=36)

Employers (N=24)

Employees (N=156)

Ability to: Rmks Rmks Rmks 11 Show positive attribute

and behaviour. 4.61 V.Imp 4.33 Imp 4.34 Imp

12 Display self-esteem and confidence

4.42 Imp 4.24 Imp 4.27 Imp

13 Exhibit honesty. 4.65 V.Imp 4.38 Imp 4.48 Imp 14 Display initiative,

energy and persistence to get the job done.

4.25 Imp 4.02 Imp 4.27 Imp

15 Make sound decisions (judgement)

4.36 Imp 4.45 Imp 4.37 Imp

16 Show punctuality. 4.64 V.Imp 4.38 Imp 4.27 Imp 17 Dress appropriately. 4.61 V.Imp 4.24 Imp 4.31 Imp 18 Show politeness and

faithfulness. 4.42 Imp 4.31 Imp 4.47 Imp

19 Show faithfulness. 4.42 Imp 4.33 Imp 4.28 Imp 20 Exhibit friendliness. 4.67 V.Imp 4.45 Imp 4.31 Imp Grand Mean 4.42 Imp 4.29 Imp 4.34 Imp

Item 19 in Table 2 had the highest Mean response of 4.67 from the lecturers.

This followed by item 13 that had Mean response of 4.65; while “display initiative,

80energy and persistence to get the job done (item 14) has the lowest Mean

response of 4.25 in the same Table.

Items 15 and 20 had the highest Mean responses of 4.45 each; while item 14

had the lowest Mean rating of 4.02 in Table 2 from employers. Item 13 has the

highest Mean rating of 4.48 and closely followed by item 18 with Mean response of

4.47 in Table 3; while items 12, 14 and 16 had the lowest Mean rating of 4.27 each

in the same Table from employees. The data presented in the Table revealed that all

the personal management skills had their mean value ranged from 4.02 to 4.67.

This shows that the mean value of each item was above the cut-off point of 3.50,

indicating that all the skills were important.

Table 3 Responsibility skills identified as important by Lecturers, Employers and Employees for Polytechnic Building Technology Graduates S/N Responsibility Skills Lecturers

(N=36) Employers (N=24)

Employees (N=156)

Ability to: Rmks Rmks Rmks 21 Use problems-solving

techniques 4.42 Imp 3.93 Imp 4.41 Imp

22 Display accountability for actions taken.

4.26 Imp 4.26 Imp 4.46 Imp

23 Identify new ideas to get the job done (creativity)

4.20 Imp 4.36 Imp 3.85 Imp

24 Suggest new ways to get job done.

4.46 Imp 4.26 Imp 4.20 Imp

25 Adapt easily to new situations 4.23 Imp 4.17 Imp 4.47 Imp 26 Recognize peoples diversity

and individual difference. 4.31 Imp 4.39 Imp 3.65 Imp

Grand Mean 4.24 Imp 4.19 Imp 4.27 Imp

The data presented in Table 3 revealed that item 24 had the highest Mean response

of 4.46 from Lecturers while item 23 had the lowest Mean response of 4.20. Item 23

had the highest Mean response of 4.36, while item 21 had the lowest Mean response

81of 3.93 from the employers. Item 25 had the highest Mean response of 4.47,

closely followed by item 22 that had the lowest Mean rating of 3.85 from

employees. The data in the Table shows that all the skills had their mean value

ranged from 3.65 to 4.46, this indicates that all the skills were important since the

mean value of each item was above the cut-off point of 3.50.

Table 4

Team work skills identified as important by Lecturers, Employers and Employees for Polytechnic Building Technology Graduates

S/N Team Work Skills Lecturers (N=36)

Employers (N=24)

Employees (N=156)

Ability to: Rmks Rmks Rmks 27 Show tendency to

seek close personal relationship with others

4.24 Imp 4.24 Imp 4.31 Imp

28 Exhibit tolerance of differences in others.

4.43 Imp 4.26 Imp 4.37 Imp

29 Get cooperation through mutual understanding.

4.43 Imp 4.17 Imp 4.45 Imp

30 Display desire to help others.

4.62 V.Imp 4.19 Imp 4.05 Imp

31 Listen to others in an understanding way.

3.87 Imp 4.24 Imp 4.42 Imp

32 Dialogue on critical development issues.

4.26 Imp 4.25 Imp 4.36 Imp

33 Assist others to work rightly.

4.84 V.Imp 4.05 Imp 4.45 Imp

Grand Mean 4.44 Imp 4.22 Imp 4.32 Imp

Table 4 revealed that item 33 had the highest Mean response of 4.84 by

lecturers. This is closely followed by item 30 that had Mean response of 4.62 by the

Lecturers in the same Table. The data revealed that items 28 and 29 had Mean

responses of 4.43 each in same table from Lecturers; while item 31 had the lowest

82Mean response of 3.87 by the Lecturers. Item 28 had the highest Mean response

of 4.26, while item 29 had the lowest Mean response of 4.17 from employers.

Items 29 and 33 had the highest Mean responses of 4.45 each, while item 30 had the

lowest Mean response of 4.05 from Employees. Data presented in the Table

revealed that each of the employability skill items had their mean value ranged from

3.87 to 4.84. This shows that the mean value of each item was above the cut-off

point of 3.50, indicating that all the skills were important.

Table 5 Work ethic skills identified as important by Lecturers, Employers and Employees for Polytechnic Building Technology Graduates S/N

Section F: Work Ethics Skills Lecturers (N=36)

Employers (N=24)

Employees (N=156)

Ability to: Rmks Rmks Rmks 34 Support employee growth 4.22 Imp 4.52 V.Imp 4.49 Imp 35 Cultivate strong teamwork and

productivity 4.31 Imp 4.55 V.Imp 4.25 Imp

36 Standard of performance. 4.42 Imp 4.55 V.Imp 3.92 Imp 37 Maintain a moral course in turbulent

times 4.25 Imp 4.50 V.Imp 4.25 Imp

38 Bring about an improved society. 3.67 Imp 4.05 Imp 4.08 Imp 39 Promote strong public image. 4.68 Imp 3.64 Imp 4.32 Imp 40 Avoid criminal acts. 4.41 Imp 4.50 V.Imp 4.49 Imp 41 Manage the available resources. 4.63 V.Imp 4.52 V.Imp 4.53 Imp 42 Dedication to work. 4.39 Imp 4.36 Imp 4.25 Imp Grand Mean 4.13 Imp 4.30 Imp 4.06 Imp

The data presented in Table 5 revealed that “promote strong public image

(item 39) had the highest Mean response of 4.68 by the Lecturers; while “bringing

about an improved society (item 38) had the lowest Mean response of 3.68 in the

same Table.

Items 35, 39 and 42 had the highest Mean responses of 4.55 each in Table 5

as well as the overall from employers, while item 36 had the lowest Mean rating of

3.64 from the employers. Item 36 had the lowest mean response of 3.41from

83employees; while item 41 had the highest Mean response of 4.53. Data presented

in the Table shows that all the employability skills items had their mean value

ranged from 3.64 to 4.68. This therefore indicates that the mean value of each item

was above the cut-off point of 3.50, signifying that all the skills were perceived as

important by the respondents for Polytechnic Building Technology Graduates.

Table 6

Entrepreneurship development skills identified as important by Lecturers, Employers and Employees for Polytechnic Building Technology Graduates S/N Section G:

Entrepreneurship Development Skills

Lecturers (N=36)

Employers (N=24)

Employees (N=156)

Ability to: Rmks Rmks Rmks 43 Take business risks 4.28 Imp 4.19 Imp 4.26 Imp 44 Display creativity in

business. 3.52 Imp 3.83 Imp 4.38 Imp

45 Establish and operate business enterprises.

4.47 Imp 3.98 Imp 4.43 Imp

46 Identify investment opportunities.

4.62 V.Imp 4.50 V.Imp 4.32 Imp

47 Encourage subordinates to perform business functions.

4.23 Imp 3.52 Imp 3.91 Imp

48 Show eagerness to learn new business skills.

4.45 Imp 4.07 Imp 4.25 Imp

49 Accountability to responsibilities.

4.31 Imp 4.20 Imp 4.43 Imp

50 Evaluate performance in business.

4.53 V.Imp 4.38 Imp 4.35 Imp

Grand Mean 4.10 4.01 4.25

The data in Table 6 revealed that “identify investment opportunities” (item

46) had the highest Mean responses of 4.62; while “Display creativity in business”

(item 44) had the lowest Mean response of 3.52 from Lecturers. Item 46 had the

highest Mean response of 4.62 while item 44 had the lowest Mean response of 3.52

in Table 5 from Employers. Item 45 and 49 had the highest response of 4.43 each

84in Table 6 by the Employees; while item 47 had the lowest Mean response of

3.91 in the same Table.

The data presented in Table 1-6 shows that Table 4 had the highest Grand

Mean of 4.44 from Lecturers; while Table 5 had the lowest Grand Mean of 4.13.

Table 5 had the highest Grand Mean of 4.30 from Employers while Table 6 had the

lowest Grand Mean of 4.01 from Employers and Table 2 had the highest Grand

Mean response of 4.34 from employees; while Table 5 had the lowest Grand Mean

response of 4.06 from the Employees.

Research Question Two

What employability skills do Polytechnic Building Technology Graduates

perceived as important?

Polytechnic Building Technology Graduate employees were required to

respond to this question. The responses obtained from them are presented in Table

7-12. The above question was answered using questionnaire items 1-50.

85Table 7 Academic Skills Perceived as Important by Employees for Polytechnic Building Technology Graduates

S/N Academic Skills Employees (N=156) Rmks Ability to: 1 Understand and use terms in which Building

Technology is conducted. 4.34 Imp


4.34 Imp


4.43 Imp


4.38 Imp

5 Exhibit creativity in Building Technology drawing. 4.42 Imp 6 Listen to understand and learn how Building

Technology is practice 4 10 Imp

7 Speak on points of mutual interest and concern 4.47 Imp 8 Acquire facts and ideas while listening. 4.23 Imp 9 Comprehend and attend to oral request

appropriately. 4.31 Imp

10 Capture and retain the attention of audience. 4.20 Imp Grand Mean 4.26 Imp

The data presented in Table 7 revealed that item 7 had the highest Mean

rating of 4.47 from employees; while item 8 had the lowest Mean response of 4.23.

However, it shows that all the academic skill items in the Table had their mean

value ranged from 4.10-4.43. This indicates that the mean value of each item was

above the cut-off point of 3.50, therefore all the academic skills as perceived by

Employees were important for Polytechnic Building Technology Graduates.

86Table 8

Personal Management Skills Perceived as Important by Employees for Polytechnic Building Technology Graduates

S/N Personal Management Skills Employees (N=156) Ability to: Rmks 11 Show positive attribute and behaviour. 4.34 Imp 12 Display self-esteem and confidence 4.27 Imp 13 Exhibit honesty. 4.48 Imp 14 Display initiative, energy and persistence to get the

job done. 4.27 Imp

15 Make sound decisions (judgment) 4.37 Imp 16 Show punctuality. 4.27 Imp 17 Dress appropriately. 4.31 Imp 18 Show politeness and faithfulness. 4.47 Imp 19 Show faithfulness. 4.28 Imp 20 Exhibit friendliness. 4.31 Imp Grand Mean 4.34 Imp

In Table 8, item 13 had the highest Mean response of 4.48; while items 12,

14 and 16 had the lowest Mean responses of 4.27 each in the same Table. This

indicates that all the personal management skills items in the Table had their mean

values above 3.50, therefore, the skills were important.

Table 9

Responsibility Skills Perceived as Important by Employers for Polytechnic Building Technology Graduates

S/N Responsibility Skills Employees (N=156) Ability to: Rmks 21 Use problems-solving techniques 4.41 Imp 22 Display accountability for actions taken. 4.46 Imp 23 Identify new ideas to get the job done (creativity) 3.85 Imp 24 Suggest new ways to get job done. 4.20 Imp 25 Adapt easily to new situations 4.47 Imp 26 Recognize peoples diversity and individual difference. 3.65 Imp Grand Mean 4.27 Imp

87Item 25 in Table 9 had the highest Mean response of 4.47 followed by

item 22 that had a Mean response of 4.46; while item 36 had the lowest Mean

response of 3.65 from Employees. Data presented in the Table therefore revealed

that the responsibility skill items had their mean values above the cut-off point of

3.50, indicating that the items in the table are important as perceived by Employees

for Polytechnic Building Technology Graduates.

Table 10

Team Work Skills Perceived as Important by Employees for Polytechnic Building Technology Graduates

S/N Team Work Skills Employees (N=156) Ability to: Rmks 27 Show tendency to seek close personal relationship

with others 4.31 Imp

28 Exhibit tolerance of differences in others. 4.37 Imp 29 Get cooperation through mutual understanding. 4.45 Imp 30 Display desire to help others. 4.05 Imp 31 Listen to others in an understanding way. 4.42 Imp 32 Dialogue on critical development issues. 4.36 Imp 33 Assist others to work rightly. 4.45 Imp Grand Mean 4.32 Imp

Data presented in Table 10 revealed that all the team work skills item had

their mean value ranged from 4.05 to 4.45. This indicates that all the items had

their mean values above 3.50, therefore all the skills were important.

88

Table 11

Work Ethics Skills Perceived as Important by Employees for Polytechnic Building Technology Graduates

S/N Work Ethics Skills Employees (N=156)

Ability to: Rmks

34 Support employee growth 4.49 Imp

35 Cultivate strong teamwork and productivity 4.25 Imp

36 Standard of performance. 3.92 Imp

37 Maintain a moral course in turbulent times 4.27 Imp

38 Bring about an improved society. 4.08 Imp

39 Promote strong public image. 4.32 Imp

40 Avoid criminal acts. 4.49 Imp

41 Manage the available resources. 4.53 Imp

42 Dedication to work. 4.25 Imp

Grand Mean 4.06 Imp

The data presented in Table 11 revealed that item 37 had the highest Mean response

of 4.25, while item 38 had the lowest mean response of 4.28. The Table reveals that

all the items had their mean values above the cut-off point of 3.50, signifying that

the work ethics skills were important.

89 Table 12

Entrepreneurship Development Skills Perceived as Important by Employees for Polytechnic Building Technology Graduates

S/N Entrepreneurship Development Skills Employees (N=156) Ability to: Rmks 43 Take business risks 4.26 Imp 44 Display creativity in business. 4.38 Imp 45 Establish and operate business enterprises. 4.43 Imp 46 Identify investment opportunities. 4.32 Imp 47 Encourage subordinates to perform business

functions. 3.91 Imp

48 Show eagerness to learn new business skills. 4.25 Imp 49 Accountability to responsibilities. 4.43 Imp 50 Evaluate performance in business. 4.35 Imp Grand Mean 4.25 Imp

In Table 12, item 50 had the highest Mean response of 4.45; while item 47

had the lowest Mean response of 3.91. Table 8 had the highest Grand Mean

response of 4.34; while Table 11 had the lowest Grand Mean response of 4.06 from

Employees. This shows that the mean value of each item was above the cut-off

point of 3.50, indicating that all the entrepreneurship development skills were

perceived as important by employees for Polytechnic Building Technology

Graduates.

Research Question Three

What are the employability skills employers of Polytechnic building

Technology Graduates perceived as important?

Employers of Polytechnic Building Technology Graduates were required to

response to this question. The responses obtained form employers are presented in

Table 13-18. Research question 3 was also answered using questionnaire items 1-50

90 Table 13 Academic Skills Perceived as important by Employers for Polytechnic Building Technology Graduates

S/N Academic Skills Employers (N=24) Rmks Ability to: 1 Understand and use terms in which Building



4.29 Imp


4.45 Imp


4.46 Imp

5 Exhibit creativity in Building Technology drawing. 4.46 Imp 6 Listen to understand and learn. 2.97 Imp 7 Speak on points of mutual interest and concern 4.26 Imp 8 Acquire facts and ideas while listening. 4.43 Imp 9 Comprehend and attend to oral request appropriately. 4.07 Imp 10 Capture and retain the attention of audience. 4.33 Imp Grand Mean 4.17 Imp

The data presented in Table 13 revealed that items 3 and 5 had the highest

Mean responses of 4.45 each and item 6 had the lowest Mean response of 2.97 in

the same Table from Employers. This shows that the mean value of each item was

above the cut-off point of 3.50, indicating that all the academic skills were

perceived by employers as important for Polytechnic Building Technology

Graduates.

91Table 14

Personal Management Skills Perceived as important by Employers for Polytechnic Building Technology Graduates S/N Personal Management Skills Employers (N=24) Ability to: Rmks 11 Show positive attribute and behaviour. 4.33 Imp 12 Display self-esteem and confidence 4.24 Imp 13 Exhibit honesty. 4.38 Imp 14 Display initiative, energy and persistence to get the

job done. 4.02 Imp

15 Make sound decisions (judgement) 4.45 Imp 16 Show punctuality. 4.38 Imp 17 Dress appropriately. 4.24 Imp 18 Show politeness and faithfulness. 4.31 Imp 19 Show faithfulness. 4.33 Imp 20 Exhibit friendliness. 4.45 Imp Grand Mean 4.29 Imp

In Table 14, item 15 and 20 had the highest Mean responses of 4.45 each;

while item 14 had the lowest Mean response of 4.02 from the Employers. This

shows that the mean value of each item was above the cut-off point of 3.50,

indicating that all the personal management skills were perceived by Employers as

important for Polytechnic Building Technology Graduates.

Table 15

Responsibility Skills Perceived as important by Employers for Polytechnic Building Technology Graduates S/N Responsibility Skills Employers (N=24) Ability to: Rmks 21 Use problems-solving techniques 3.93 Imp 22 Display accountability for actions taken. 4.26 Imp 23 Identify new ideas to get the job done (creativity) 4.36 Imp 24 Suggest new ways to get job done. 4.26 Imp 25 Adapt easily to new situations 4.17 Imp 26 Recognize peoples diversity and individual

difference. 4.39 Imp

Grand Mean 4.19 Imp

92The data presented in Table 15 revealed that all the responsibility skills

had their mean values

ranged from 3.93 to 4.39. This shows that the mean value of each item was

above the cut-off point of 3.50, indicating that all the responsibility skills were

perceived by Employers as important for Polytechnic Building Technology

Graduates.

Table 16

Team Work Skills Perceived as important by Employers for Polytechnic Building Technology Graduates

S/N Team Work Skills Employers (N=24) Ability to: Rmks 27 Show tendency to seek close personal relationship

with others 4.24 Imp

28 Exhibit tolerance of differences in others. 4.26 Imp 29 Get cooperation through mutual understanding. 4.17 Imp 30 Display desire to help others. 4.19 Imp 31 Listen to others in an understanding way. 4.24 Imp 32 Dialogue on critical development issues. 4.26 Imp 33 Assist others to work rightly. 4.05 Imp Grand Mean 4.22 Imp

In Table 16, item 28 and 32 had the highest Mean responses of 4.26 each;

while item 29 had the lowest Mean response of 4.17 from Employers. This shows

that the mean value of each item was above the cut-off point of 3.50, indicating that

all the team work skills were perceived by Employers as important for Polytechnic

Building Technology Graduates.

93Table 17

Work Ethics Skills Perceived as important by Employers for Polytechnic Building Technology Graduates S/N Work Ethics Skills Employers (N=24) Ability to: Rmks 34 Support employee growth 4.52 Imp 35 Cultivate strong teamwork and productivity 4.55 Imp 36 Standard of performance. 4.55 Imp 37 Maintain a moral course in turbulent times 4.50 Imp 38 Bring about an improved society. 4.05 Imp 39 Promote strong public image. 3.64 Imp 40 Avoid criminal acts. 4.50 Imp 41 Manage the available resources. 4.52 Imp 42 Dedication to work. 4.36 Imp Grand Mean 4.30 Imp

Data presented in Table 17 revealed that all the work ethic skills had their mean

value ranged from 3.64 to 4.45. This shows that the mean value of each item was

above the cut-off point of 3.50, indicating that all the work ethics skills were

perceived by employers as important for Polytechnic Building Technology

Graduates.

Table 18

Entrepreneurship Development Skills Perceived as important by Employers for Polytechnic Building Technology Graduates S/N Entrepreneurship Development Skills Employers (N=24) Ability to: Rmks 43 Take business risks 4.19 Imp 44 Display creativity in business. 4.83 Imp 45 Establish and operate business enterprises. 4.98 Imp 46 Identify investment opportunities. 4.50 Imp 47 Encourage subordinates to perform business

functions. 3.52 Imp

48 Show eagerness to learn new business skills. 4.07 Imp 49 Accountability to responsibilities. 4.20 Imp 50 Evaluate performance in business. 4.38 Imp Grand Mean 4.01 Imp

94 In Table 18 item 45 had the highest Mean response of 4.98; while item 46

had the lowest Mean response of 4.07 from Employers. This shows that all the

entrepreneurship development skills items had their mean values ranged from 4.07

to 4.98, indicating that all the entrepreneurship development skills were perceived

by Employers as important since the mean value of each item was above 3.50.

Research Question 4

What are the employability skills perceived as important by Polytechnic

Building Technology Lecturers?

Polytechnic Building Technology Lecturers were required to respond to this

question. The responses obtained form the lecturers are presented in table 19-24.

Research question 4 was also answered using questionnaire item 1-50

Table 19 Academic Skills Perceived by Lecturers as Important for Polytechnic Building Technology Graduates S/N Academic Skills Lecturers (N=36) Rmks Ability to: 1 Understand and use terms in which Building



4.64 V.Imp


4.34 Imp


4.62 Imp


4.81 V.Imp

6 Listen to understand and learn. 3.53 Imp 7 Speak on points of mutual interest and concern 2.64 A.Imp 8 Acquire facts and ideas while listening. 4.47 Imp 9 Comprehend and attend to oral request

appropriately. 4.26 Imp

10 Capture and retain the attention of audience. 4.62 V.Imp Grand Mean 4.26 Imp

95The data presented in Table 19 above revealed that item 5 had the highest

Mean response of 4.81; while item 7 had the lowest Mean response of 2.64 in the

same Table from Lecturers. Data presented in the Table therefore, revealed that all

the academic skills had their mean responses above the cut-off point of 3.50,

indicating that all items were perceived as important by lecturers for Polytechnic

Building Technology Graduates except for item 7 with mean response of 2.64.

Table 20

Personal Management Skills Perceived by Lecturers as Important for Polytechnic Building Technology Graduates

S/N Personal Management Skills Lecturers (N=36) Ability to: Rmks 11 Show positive attribute and behaviour. 4.61 V.Imp 12 Display self-esteem and confidence 4.42 Imp 13 Exhibit honesty. 4.65 V.Imp 14 Display initiative, energy and persistence to get

the job done. 4.25 Imp

15 Make sound decisions (judgment) 4.36 Imp 16 Show punctuality. 4.64 V.Imp 17 Dress appropriately. 4.61 V.Imp 18 Show politeness and faithfulness. 4.42 Imp 19 Show faithfulness. 4.42 Imp 20 Exhibit friendliness. 4.67 V.Imp Grand Mean 4.42 Imp

In Table 20, item 19 had the highest Mean response of 4.67; while item 14

had the lowest mean response of 4.25 from Lecturers. This shows that the mean

value of each item was above the cut-off point of 3.50, indicating that all the

personal management skills were perceived by lecturers as important for

Polytechnic Building Technology Graduates.

96Table 21

Responsibility Skills Perceived by Lecturers as Important for Polytechnic Building Technology Graduates.

S/N Responsibility Skills Lecturers (N=36) Ability to: Rmks 21 Use problems-solving techniques 4.42 Imp 22 Display accountability for actions taken. 4.26 Imp 23 Identify new ideas to get the job done (creativity) 4.20 Imp 24 Suggest new ways to get job done. 4.46 Imp 25 Adapt easily to new situations 4.23 Imp 26 Recognize peoples diversity and individual

difference. 4.31 Imp

Grand Mean 4.24 Imp

Data presented in Table 21 revealed that all the responsibility skills items

had their mean values ranged from 4.20 to 4.46. This shows that the mean value of

each item was above the cut-off point of 3.50, indicating that all the items were

perceived by lecturers as important for Polytechnic Building Technology Graduates.

Table 22

Team Work Skills Perceived by Lecturers as Important for Polytechnic Building Technology Graduates.

S/N Team Work Skills Lecturers (N=36) Ability to: Rmks 27 Show tendency to seek close personal

relationship with others 4.24 Imp

28 Exhibit tolerance of differences in others. 4.43 Imp 29 Get cooperation through mutual understanding. 4.43 Imp 30 Display desire to help others. 4.62 V.Imp 31 Listen to others in an understanding way. 3.87 Imp 32 Dialogue on critical development issues. 4.26 Imp 33 Assist others to work rightly. 4.84 V.Imp Grand Mean 4.44 Imp

97In Table 22, item 33 had the highest Mean response of 4.84; while item 31

had the lowest Mean response of 3.87 from the Lecturers. This reveals that all the

items had their mean values above the cut-off point of 3.50, indicating that the team

work skills were perceived as important for Polytechnic Building Technology

Graduates.

Table 23

Work Ethics Skills Perceived by Lecturers as Important for Polytechnic Building Technology Graduates.

S/N Work Ethics Skills Lecturers (N=36) Ability to: Rmks 34 Support employee growth 4.22 Imp 35 Cultivate strong teamwork and productivity 4.31 Imp 36 Standard of performance. 4.42 Imp 37 Maintain a moral course in turbulent times 4.25 Imp 38 Bring about an improved society. 3.67 V.Imp 39 Promote strong public image. 4.68 V.Imp 40 Avoid criminal acts. 4.41 Imp 41 Manage the available resources. 4.63 V.Imp 42 Dedication to work. 4.39 Imp Grand Mean 4.13 Imp

Item 39 in Table 23 had the highest Mean response of 4.68 from lecturers;

while item 38 had the lowest Mean response of 3.67. This shows that the mean

value of each item was above the cut-off point of 3.50, indicating that all the work

ethics skills items were perceived as important for Polytechnic Building

Technology Graduates.

98Table 24

Entrepreneurship Development Skills Perceived by Lecturers as Important for Polytechnic Building Technology Graduates.

S/N Entrepreneurship Development Skills Lecturers (N=36) Ability to: Rmks 43 Take business risks 4.28 Imp 44 Display creativity in business. 3.52 Imp 45 Establish and operate business enterprises. 4.47 Imp 46 Identify investment opportunities. 4.62 V.Imp 47 Encourage subordinates to perform business

functions. 4.23 Imp

48 Show eagerness to learn new business skills. 4.45 Imp 49 Accountability to responsibilities. 4.31

Imp

50 Evaluate performance in business. 4.53 V.Imp Grand Mean 4.10 Imp

Item 46 had the highest Mean response of 4.62; while item 44 had the lowest

Mean response of 3.52 from the Lecturers in Table 24. Data presented in the Table

revealed that all the entrepreneurship development skill items had their mean values

ranged from 3.52 to 4.62. This shows that the mean value of each item was above

the cut-off point of 3.50, indicating that all the items were perceived as important by

lecturers for Polytechnic Building Technology Graduates.

Hypotheses

Ho1: There is no significant difference between the Mean rating of Polytechnic

Building Technology Graduates and Lecturers on the employability skills

required by Polytechnic Building Technology Graduates.

99Table 25 The t-test Result of the Mean Responses of Employees and Lecturers on the Academic Skills Required by Polytechnic Building Technology Graduates

S/N Academic Skills Employees (N=156)

Lecturers (N=36)

t-cal t-tab Rmks

Ability to: 1 Understand and use terms in

which Building Technology is conducted.

4.34 4.23 0.361 1.96 Accept


4.34 4.62 0.180 1.96 Accept


4.43 4.34 0.362 1.96 Accept


4.38 4.62 0.217 1.96 Accept


4.42 4.81 0.000 1.96 Accept

6 Listen to understand and learn how Building Technology is practiced

4.10 3.53 0.266 1.96 Accept


4.47 2.64 0.089 1.96 Accept


4.23 4.47 0.267 1.96 Accept


4.31 4.26 0.308 1.96 Accept


4.00 4.62 0.233 1.96 Accept

The data presented in Table 25 revealed that Polytechnic Building Technology

Graduates and Lecturers did not differ significantly in their Mean ratings of the

academic skills required by Polytechnic Building Technology Graduates. The t-test

calculated values at 0.05 level of significance were less than their Table t-value of

1.96 for all the skills.

100Table 26

The t-test Result of the Mean Responses of Employees and Lecturers on the Personal Management Skills Required by Polytechnic Building Technology Graduates S/N Personal Management Skills Employees

(N=156) Lecturers (N=36)

t-cal t-tab Rmks

Ability to: 11 Show positive attribute and

behaviour. 4.34 4.61 0.181 1.96 Accept


4.27 4.42 0.383 1.96 Accept

13 Exhibit honesty. 4.48 4.61 0.327 1.96 Accept 14 Display initiative, energy and

persistence to get the job done. 4.27 4.25 0.327 1.96 Accept

15 Make sound decisions (judgment)

4.37 4.36 0.264 1.96 Accept

16 Show punctuality. 4.27 4.61 0.127 1.96 Accept 17 Dress appropriately. 4.31 4.61 0.156 1.96 Accept 18 Show politeness and

faithfulness. 4.47 4.42 0.393 1.96 Accept

19 Show faithfulness. 4.28 4.42 0.154 1.96 Accept 20 Exhibit friendliness. 4.31 4.61 0.132 1.96 Accept



personal management skills required by Polytechnic Building Technology

Graduates. The t-test calculated values at 0.05 level of significance were less than

their Table t-value of 1.96 for all the skills.

101Table 27

The t-test Result of the Mean Responses of Employees and Lecturers on the Responsibility Skills Required by Polytechnic Building Technology Graduates

S/N Responsibility Skills Employees (N=156)

Lecturers (N=36)

t-cal t-tab Rmks

Ability to: 21 Use problems-solving

techniques 4.41 4.42 0.488 1.96 Accept


4.46 4.26 0.261 1.96 Accept


3.85 4.20 0.261 1.96 Accept


4.20 4.46 0.235 1.96 Accept

25 Adapt easily to new situations 4.47 4.23 0.255 1.96 Accept 26 Recognize peoples diversity and

individual difference. 4.45 4.31 0.223 1.96 Accept



responsibility skills required by Polytechnic Building Technology Graduates. The t-

test calculated values at 0.05 level of significance were less than their Table t-value

of 1.96 for all the skills.

Table 28

The t-test Result of the Mean Responses of Employees and Lecturers on the Team Work Skills Required by Polytechnic Building Technology Graduates

S/N Team Work Skills Employees (N=156)

Lecturers (N=36)

t-cal t-tab Rmks

Ability to: 27 Show tendency to seek close

personal relationship with others

4.31 4.24 0.432 1.96 Accept


4.37 4.43 0.452 1.96 Accept


4.45 4.43 0.428 1.96 Accept

30 Display desire to help others. 4.05 4.62 0.044 1.96 Accept 31 Listen to others in an

understanding way. 4.42 3.87 0.017 1.96 Accept


4.45 4.26 0.421 1.96 Accept

33 Assist others to work rightly. 4.45 4.84 0.432 1.96 Accept

102



team work skills required by Polytechnic Building Technology Graduates. The t-

test calculated values at 0.05 level of significance were less than their Table t-value

of 1.96 for all the skills Table by Table.

Table 29

The t-test Result of the Mean Responses of Employees and Lecturers on the Work Ethics Skills Required by Polytechnic Building Technology Graduates


Lecturers (N=36)

t-cal t-tab Rmks

Ability to: 34 Support employee growth 4.42 4.22 0.292 1.96 Accept 35 Cultivate strong teamwork and

productivity 4.25 4.31 0.207 1.96 Accept

36 Standard of performance. 3.41 4.42 0.006 1.96 Accept 37 Maintain a moral course in

turbulent times 4.25 4.25 0.141 1.96 Accept

38 Bring about an improved society.

4.08 3.67 0.391 1.96 Accept

39 Promote strong public image. 4.32 4.68 0.132 1.96 Accept 40 Avoid criminal acts. 4.9 4.41 0.362 1.96 Accept 41 Manage the available resources. 4.53 4.63 0.271 1.96 Accept 42 Dedication to work. 4.25 4.39 0.237 1.96 Accept

The data presented in Table 29 revealed that Polytechnic Building

Technology Graduates and Lecturers did not differ significantly in their Mean

ratings of the work ethics skills required by Polytechnic Building Technology

Graduates. The t-test calculated values at 0.05 level of significance were less than

their Table t-value of 1.96 for all the skills.

103Table 30

The t-test Result of the Mean Responses of Employees and Lecturers on the Entrepreneurship Development Skills Required by Polytechnic Building Technology Graduates

S/N Entrepreneurship Development Skills

Employees (N=156)

Lecturers (N=36)

t-cal t-tab Rmks

Ability to:

43 Take business risks 4.26 4.28 0.234 1.96 Accept 44 Display creativity in

business. 4.38 3.52 0.006 1.96 Accept


4.43 4.47 0.472 1.96 Accept


4.32 4.62 0.162 1.96 Accept


3.91 4.23 0.244 1.96 Accept


4.25 4.45 0.288 1.96 Accept


4.43 4.31 0.173 1.96 Accept


4.35 4.53 0.243 1.96 Accept

The data presented in Table 30 revealed that Polytechnic Building

Technology Graduates and Lecturers did not differ significantly in their Mean

ratings of the entrepreneurship development skills required by Polytechnic Building

Technology Graduates. The t-test calculated values at 0.05 level of significance

were less than their Table t-value of 1.96 for all the skills.

Therefore, the null hypothesis of no significant difference between the mean

responses of Polytechnic Building Technology Graduates and Lecturers on the

Employability skills required by Polytechnic Building Technology Graduates was

upheld. .


Polytechnic Building Technology Graduates and employers on the

104employability skills required by Polytechnic Building Technology

Graduates.

Table 31 The t-test Result of the Mean Responses of Employees and Employers on the Academic Skills Required by Polytechnic Building Technology Graduates.

S/N Section B : Academic Skills

Employees (N=156)

Employers (N=24)

t-cal t-tab Rmks

SD SD Ability to: 1 Understand and use terms

in which Building Technology is conducted.

3.34 0.48 4.38 0.60 0.363 1.96 Accept


4.34 0.48 4.29 0.60 0.292 1.96 Accept


4.43 0.58 4.45 0.50 0.007 1.96 Accept


4.38 0.61 4.46 0.59 0.261 1.96 Accept


4.42 0.50 4.46 0.59 0.376 1.96 Accept

6 Listen to understand and learn.

4.10 0.86 2.97 1.12 0.046 1.96 Accept


4.47 0.50 4.26 0.54 0.015 1.96 Accept


4.23 0.49 4.43 0.50 0.015 1.96 Accept


4.31 0.65 4.07 0.87 0.079 1.96 Accept


4.20 0.64 4.33 0.53 0.251 1.96 Accept

Table 31 above shows that Polytechnic Building Technology Graduates and

Employers did not significantly differ in their Mean responses of the academic

skills required by Polytechnic Building Technology Graduates. The t-test calculated

105values at 0.05 level of significance were found to be less than their table t-values

of 1.96 for all the skills in each table.

Table 32

The t-test Result of the Mean Responses of Employees and Employers on the Personal Management Skills Required by Polytechnic Building Technology Graduates

S/N Personal Management Skills Employees (N=156)

Employers (N=24)

t-cal t-tab Rmks




4.27 4.24 0.387 1.96 Accept

13 Exhibit honesty. 4.48 4.38 0.164 1.96 Accept 14 Display initiative, energy and


15 Make sound decisions (judgment)

4.37 4.45 0.220 1.96 Accept

16 Show punctuality. 4.27 4.38 0.147 1.96 Accept 17 Dress appropriately. 4.31 4.24 0.247 1.96 Accept 18 Show politeness and

faithfulness. 4.47 4.31 0.036 1.96 Accept

19 Show faithfulness. 4.28 4.33 0.003 1.96 Accept

20 Exhibit friendliness. 4.31 4.45 0.077 1.96 Accept

Table 32 shows that Polytechnic Building Technology graduates and employers did

not significantly differ in their Mean responses of the personal management skills

required by Polytechnic Building Technology Graduates. The t-test calculated

values at 0.05 level of significance were found to be less than their table t-values of

1.96 for all the skills in the table.

106Table 33

The t-test Result of the Mean Responses of Employees and Employers on the Responsibility Skills Required by Polytechnic Building Technology Graduates.

S/N Responsibility Skills Employees (N=156)

Employers N=24)

t-cal t-tab Rmks

Ability to: 21 Use problems-solving techniques 4.41 3.93 0.000 1.96 Accept 22 Display accountability for

actions taken. 4.46 4.26 0.309 1.96 Accept


3.85 4.36 0.000 1.96 Accept


4.20 4.26 0.264 1.96 Accept

25 Adapt easily to new situations 4.47 4.17 0.161 1.96 Accept

26 Recognize peoples diversity and individual difference.

3.65 4.39 0.004 1.96 Accept

Table 33 shows that Polytechnic Building Technology graduates and

employers did not significantly differ in their Mean responses of the responsibility

skills required by Polytechnic Building Technology Graduates. The t-test calculated

values at 0.05 level of significance were found to be less than their table t-values of

1.96 for all the skills.

Table 34

The t-test Result of the Mean Responses of Employees and Employers on the Team Work Skills Required by Polytechnic Building Technology Graduates.

S/N Team Work Skills Employees (N=156)

Employers (N=24)

t-cal t-tab Rmks


personal relationship with others 4.31 4.24 0.103 1.96 Accept


4.37 4.26 0.066 1.96 Accept


4.45 4.17 0.178 1.96 Accept




3.36 4.26 0.007 1.96 Accept


107


not significantly differ in their Mean responses of the team work skills required by

Polytechnic Building Technology Graduates. The t-test calculated values at 0.05

level of significance were found to be less than their table t-values of 1.96 for all the

skills.

Table 35

The t-test Result of the Mean Responses of Employees and Employers on the Work Ethics Skills Required by Polytechnic Building Technology Graduates


Employers (N=24)

t-cal t-tab Rmks

Ability to: 34 Support employee growth 4.49 4.52 0.000 1.96 Accept 35 Cultivate strong teamwork and

productivity 4.25 4.55 0.282 1.96 Accept



38 Bring about an improved society. 4.08 4.05 0.041 1.96 Accept 39 Promote strong public image. 3.32 3.64 0.003 1.96 Accept 40 Avoid criminal acts. 4.49 4.50 0.115 1.96 Accept 41 Manage the available resources. 4.53 4.52 0.008 1.96 Accept

42 Dedication to work. 4.25 4.36 0.045 1.96 Accept


not significantly differ in their Mean responses of the work ethics skills required by

Polytechnic Building Technology Graduates. The t-test calculated values at 0.05

level of significance were found to be less than their table t-values of 1.96 for all the

skills.

108Table 36

The t-test Result of the Mean Responses of Employees and Employers on the Entrepreneurship Development Skills Required by Polytechnic Building Technology Graduates.

S/N Entrepreneurship Development Skills

Employees (N=156)

Employers (N=24)

t-cal t-tab Rmks

Ability to: 43 Take business risks 4.26 4.19 0.004 1.96 Accept 44 Display creativity in business. 4.38 3.83 0.077 1.96 Accept 45 Establish and operate business

enterprises. 4.43 3.98 0.213 1.96 Accept

46 Identify investment opportunities. 4.32 4.50 0.015 1.96 Accept 47 Encourage subordinates to perform

business functions. 3.91 3.52 0.161 1.96 Accept


4.25 4.07 0.104 1.96 Accept

49 Accountability to responsibilities. 4.43 4.20 0.079 1.96 Accept

50 Evaluate performance in business. 4.35 4.38 0.103 1.96 Accept

Table 36 indicated that Polytechnic Building Technology graduates and employers

did not significantly differ in their Mean responses of the entrepreneurship

development skills required by Polytechnic Building Technology Graduates. The t-

test calculated values at 0.05 level of significance were found to be less than their

table t-values of 1.96 for all the skills.


responses of Building Technology Graduates and employers on the employability

skills required by Polytechnic Building Technology Graduates was upheld.

Ho3: There is no significant difference between the Mean ratings of Polytechnic

Building Technology Lecturers and employers on the employability skills

required by Polytechnic Building Technology graduates.

109Table 37 Responses of Lecturers and Employers on the Academic Skills Required by Polytechnic Building Technology Graduates S/N Academic Skills Lecturers

(N=36) Employers (N=24)

t-cal t-tab Rmks

SD SD Ability to: 1 Understand and use terms in which

Building Technology is conducted. 4.23 0.84 4.38 0.60 0.331 1.96 Accept


4.62 0.55 4.29 0.60 0.141 1.96 Accept


4.34 0.65 4.45 0.50 0.298 1.96 Accept


4.62 0.55 4.46 0.59 0.298 1.96 Accept


4.81 0.45 4.46 0.59 0.000 1.96 Accept

6 Listen to understand and learn. 3.53 0.58 2.98 1.12 0.405 1.96 Accept 7 Speak on points of mutual interest

and concern 2.64 1.22 4.26 0.54 0.026 1.96 Accept


4.47 0.55 4.43 0.50 0.458 1.96 Accept


4.26 0.45 4.07 0.87 0.312 1.96 Accept


4.62 0.55 4.33 0.53 0.175 1.96 Accept

From the analysis in Table 37, it is observed that no significant difference existed in

the Mean rating of Polytechnic Building Technology Lecturers and Employers on

their perceptions of the academic skills required by Polytechnic Building

Technology Graduates at 0.05 level of significance. The t-test calculated values

were less than their table t-value of 1.96 for all the skills.

110Table 38

The t-test Result of the Mean Responses of lecturers and Employers on the Personal Management Skills Required by Polytechnic Building Technology Graduates S/N Personal Management Skills Lecturers(N

=36) Employers (N=24)

t-cal t-tab Rmks



12 Display self-esteem and confidence 4.42 4.24 0.357 1.96 Accept 13 Exhibit honesty. 4.61 4.38 0.219 1.96 Accept 14 Display initiative, energy and


15 Make sound decisions (judgment) 4.36 4.45 0.000 1.96 Accept 16 Show punctuality. 4.61 4.38 0.219 1.96 Accept 17 Dress appropriately. 4.61 4.24 0.110 1.96 Accept 18 Show politeness and faithfulness. 4.42 4.31 0.369 1.96 Accept 19 Show faithfulness. 4.42 4.33 0.072 1.96 Accept

20 Exhibit friendliness. 4.61 4.45 0.441 1.96 Accept

Table 38 revealed that no significant difference existed in the Mean rating of

Polytechnic Building Technology Lecturers and Employers on their perceptions of

the personal management skills required by Polytechnic Building Technology

Graduates at 0.05 level of significance. The t-test calculated values were less than

their table t-value of 1.96 for all the skills.

Table 39

The t-test Result of the Mean Responses of lecturers and Employers on the Responsibility Skills Required by Polytechnic Building Technology Graduates

S/N Responsibility Skills Lecturers (N=36)

Employers (N=24)

t-cal t-tab Rmks

Ability to: 21 Use problems-solving techniques 4.42 3.93 0.000 1.96 Accept 22 Display accountability for

actions taken. 4.26 4.26 0.312 1.96 Accept


4.20 4.36 0.467 1.96 Accept


4.46 4.26 0.000 1.96 Accept

25 Adapt easily to new situations 4.23 4.17 0.311 1.96 Accept 26 Recognize peoples diversity and

individual difference. 4.31 4.39 0.205 1.96 Accept

111

It is revealed in Table 39 that no significant difference existed in the Mean rating of


the responsibility skills required by Polytechnic Building Technology Graduates at

0.05 level of significance. The t-test calculated values were also less than their table

t-value of 1.96 for all the skills.

Table 40

The t-test Result of the Mean Responses of lecturers and Employers on the Team Work Skills Required by Polytechnic Building Technology Graduates.

S/N Team Work Skills Lecturers (N=36)

Employers (N=24)

t-cal t-tab Rmks


personal relationship with others

4.24 4.24 0.090 1.96 Accept


4.43 4.26 0.049 1.96 Accept


4.43 4.17 0.222 1.96 Accept




4.26 4.26 0.000 1.96 Accept


From the analysis in Table 40, it reveled that there was no significant difference in

the Mean rating of Polytechnic Building Technology Lecturers and Employers on

their perceptions of the team work skills required by Polytechnic Building

Technology Graduates at 0.05 level of significance. The t-test calculated values

were less than their table t-value of 1.96 for all the skills.

112Table 41

The t-test Result of the Mean Responses of lecturers and Employers on the Work Ethics Skills Required by Polytechnic Building Technology Graduates S/N Work Ethics Skills Lecturers

(N=36) Employers(N=24)

t-cal t-tab Rmks

Ability to:

34 Support employee growth 4.22 4.52 0.452 1.96 Accept

35 Cultivate strong teamwork and productivity

4.31 4.55 0.295 1.96 Accept



38 Bring about an improved society. 3.67 4.05 0.357 1.96 Accept 39 Promote strong public image. 4.68 3.64 0.074 1.96 Accept 40 Avoid criminal acts. 4.41 4.50 0.140 1.96 Accept 41 Manage the available resources. 4.63 4.52 0.222 1.96 Accept 42 Dedication to work. 4.39 4.36 0.219 1.96 Accept

It is observed in Table 41 that no significant difference existed in the Mean rating of


the work ethics skills required by Polytechnic Building Technology Graduates at

0.05 level of significance. The t-test calculated values are also less than their table t-

value of 1.96 for all the skills.

Table 42

Responses of Lecturers and Employers on the Entrepreneurship Development Skills Required by Polytechnic Building Technology Graduates S/N Entrepreneurship

Development Skills Lecturers (N=36)

Employers (N=24)

t-cal t-tab Rmks

Ability to: 43 Take business risks 4.28 4.19 0.183 1.96 Accept 44 Display creativity in business. 3.52 4.38 0.295 1.96 Accept 45 Establish and operate business

enterprises. 4.47 4.98 0.452 1.96 Accept


4.62 4.50 0.219 1.96 Accept


4.23 3.52 0.357 1.96 Accept


4.45 4.07 0.145 1.96 Accept


4.31 4.20 0.183 1.96 Accept


4.53 4.38 0.357 1.96 Accept

113 It is reveled in Table 42 that no significant difference existed in the Mean

rating of Polytechnic Building Technology Lecturers and Employers on their

perceptions of the entrepreneurship development skills required by Polytechnic

Building Technology Graduates at 0.05 level of significance. The t-test calculated

values were also less than their table t-value of 1.96 for all the skills.


responses of Polytechnic Building Technology Lecturers and employers on the

employability skills required by Polytechnic Building Technology Graduates was

upheld.


Polytechnic Building Technology Graduates, Lecturers and Employers on

the employability skills required by Polytechnic Building Technology

Graduates.

114Table 43 Results of ANOVA test of Polytechnic Technology Graduate Employees, Lecturers and Employers on the Employability skills Required by Polytechnic Building Technology Graduates

Item statement Source of

Variation Sum of Squares

Degree of Freedom

Mean Squares

F-Cal F-Critical Remarks

Academic Skills Between groups Within groups

0.80 2.51

2 27

0.041 0.093

0.44 3.33 Accept

Total 2.60 29

Personal Management Skills

Between groups Within groups

0.70 0.53

2 21

0.035 0.025

1.38 3.42 Accept

Total 0.60 23 Responsibilities Skills


0.23 0.44

2 12

0.115 0.037

3.14 3.74 Accept

Total 0.67 14 Team work skills Between

groups Within groups

0.12 0.86

2 12

0.061 0.072

0.85 3.74 Accept

Total 0.98 14 Work Ethics skills


0.19 2.13

2 15

0.096 0.142

0.63 3.59 Accept

Total 2.32 17 Entrepreneurship Development skills


0.18 2.28

2 15

0.092 0.159

0.58 3.59 Accept

Total 2.56 17

115From the analysis in Table 43 above, it can be observed that there is no

significant difference between the Mean responses of the Polytechnic Building

Technology Graduates, Lecturers and Employers on their perceptions of the skills

required by Polytechnic Building Technology Graduates. Null hypothesis four

(Ho4) was accepted.

Findings of the Study

The following findings emerged from the study based on the data collected

and analyzed:

A. Employability Skills Identified as Important by Lecturers

1 Understand and use terms in which Building Technology is conducted.



4 Access and apply specialized knowledge from various fields to solve

problems in Building Technology.

5 Exhibit creativity in which Building Technology drawing.





10 Show positive attribute and behaviour.


12 Exhibit honesty.

13 Display initiative, energy and persistence to get the job done.


15 Show punctuality.

16 Dress appropriately.

17 Show politeness and faithfulness.

18 Show faithfulness.

19 Exhibit friendliness.

20 Use problems-solving techniques




24 Adapt easily to new situations


26 Show tendency to seek close personal relationship with others







33 Support employee growth


35 Standard of performance.

36 Maintain a moral course in turbulent times


38 Promote strong public image.

39 Avoid criminal acts.

40 Manage the available resources.

41 Dedication to work.

42 Take business risks

43 Display creativity in business.







B. Employability Skills Perceived as Important by Polytechnic Building Technology graduates




4 Access and apply specialized knowledge from various fields to solve problems

in Building Technology.


6 Speak on points of mutual interest and concern.






12 Exhibit honesty.


















120C. Employability Skills Perceived as Important by Employers of

Polytechnic Building Technology Graduates 1 Understand and use terms in which Building Technology is conducted.



4 Access and apply specialized knowledge from various fields to solve

problems in Building Technology.


6 Speak on points of mutual interest and concern.






12 Exhibit honesty.















Hypotheses

H01: The t-test analysis (Table 25-30) revealed that there is no significant

difference in the mean responses of Polytechnic Building Technology

Graduates and their Lecturers on the employability skills required by

Polytechnic Building Technology Graduates.


difference in the mean ratings of Polytechnic Building Technology

Graduates and Employers on the employability skills required by

Polytechnics Building Technology Graduates.


difference in the mean responses of Polytechnic Building Technology

Lecturers and Employers on the employability skills required by Polytechnic

Building Technology Graduates.

H04: The Analysis of Variance (ANOVA) result (Table 43) reveals that there is no

significant difference in the mean ratings of Polytechnic Building

Technology Graduates, their Lecturers and their Employers on the


Graduates.

That the four (4) null hypotheses were upheld implies that the 50 identified

employability skills could be required by Polytechnic Building Technology

Graduates irrespective of the state they were employed or were serving.

Discussion of Findings

The findings of this study are discussed according to the research questions

and the hypothesis.

Employability Skills Required by Polytechnic Building Technology Graduates

The findings of this study as shown in table 1-6 highlighted 49 of the 50

employability skills listed as being important to Polytechnic Building Technology

Graduates. The findings revealed that one of the skills was identified by the

respondents as not important. That skill is “speak on points of mutual interest and

concern”. This finding is not in consonance with Nzerem (1998) who stated that

employers and educators should always voice out their concerns and look for ways

of working together in order for schools to produce graduates who shall work to

meet the goals of organizations. The rest items were found to be important by all

the respondents.

The academic skill are important to polytechnic Building Technology

Graduates as the study revealed, is in consonance with the reports of McLaughlin

(1992), who said that Canadian employers need a person with academic skills so as

to have the basic foundation to get keep and progress on job to achieve the best

result.

124The study revealed that personal attributes and positive image are

important. McLaughlin (1992), stressed this when he said that Canadian employers

need a person who can demonstrate positive attitudes and behaviours to include;

self-esteem and confidence, honesty, integrity and personal ethics, a positive

attitude toward learning, growth and personal health, initiative, energy and

persistence to get the job done. Scher Mershown (1986), said that new employees

should exhibit the following personal skills: courtesy and friendliness, pleasant

personal appearances, dependability, responsibility, cooperation, initiative and

judgment.

The study also showed that adaptability and responsibility are among the

employability skills required by Polytechnic Building Technology Graduates. This

supports Osuala (1998), who said among others that economic adaptability skill,

problem solving skills and acceptance of responsibility skills are important

employability skills if Building industry is expected to succeed now and in future.

In fact, these skills according to Osuala (1998) are referred to as “Work Maturity

skills”

The study revealed that team work skills, work ethics and entrepreneurship

development skills are all needed by Polytechnic Building Technology Graduates.

This finding goes ahead to support the findings of McLaughlin (1992), NBTE

(1998), who reported that team work, work ethics and entrepreneurship

development skills among others enhance teaching-learning situations and good

working habits. They are also of the opinion that the goals of human relations

include but not limited to: get cooperation through mutual understanding, ability to

125work under supervision; ability to accept criticism, ability to listen to others in

an understanding way, tolerance of differences in others.

These skills are very essential to new employees or Polytechnic Building

Technology Graduates and if acquired, retained and applied in work situations

would go a long way in making them secure related employments, progress and

retain their jobs and will finally lead to successful job performance. Null hypothesis

one revealed a comparism of the Mean responses of Polytechnic Building

Technology Graduates and Lecturers on the employability skills required by

Polytechnic Building Technology Graduates. The t-test result revealed that there is

no significant difference in their ratings of the employability skills.

Employability Skills Polytechnic Building Technology Graduates Perceived as Important The findings of this study as revealed in Table 7-12 identified 49 of the 50

employability skills listed as important to Polytechnic Building Technology. The

data collected showed that “listen to understand and learn as a skill in Building

Technology is not important.” These finding disagreed with the reports of

McLaughlin (1992), who stated that Canadian employers need a person who can

listen to understand and lean the manner in which Building technology is effectively

practiced.

The other items were proved to be important to Polytechnic Building

Technology Graduates. This perception goes not support the works of Osualam

(1998), who reported that Graduates should demonstrate positive attitudes and

behaviours, self esteem and confidence, honesty, integrity and personal ethics, a

positive attitude toward learning, growth and personal health, initiative, energy and

126persistence to get the job done. He also added that economic adaptability skills,

problem solving and acceptance of responsibility skills are important employability

skills.

The researcher is of the opinion that every Polytechnic Building Technology

Graduates requires all these skills and that employers should offer employment to

only those who manifest the possession of the said skills among others if Building

industry is expected to succeed now and in future. Hypothesis two revealed a

comparism of Mean responses of Employees and employers on the employability

skills required by Polytechnic Building Technology Graduates. The t-test result

revealed that there is no significant difference in their ratings of the employability

skills, identified in the study.

Employability Skills Employers of Polytechnic Building Technology Graduates Perceived as Important The findings of this study as shown in Table 13-18 identified 49 of the 50

employability skills used for the study as important. These findings are in

consonance with the findings of Mclaughlin (1992), as reported on the

employability skills Polytechnic Building Technology graduates perceive as

important. The only skill employers perceived as not important is “listen to

understand and lean”.

This particular finding does not agree with the finding of Osuala (1998), who

found out that Graduates require the ability to communicate effectively in both

written and oral communication. These skills and others not specified in the items

used for the study should be acquired by Polytechnic Building Technology students,

so that the Building industry should succeed now and in future. Hypothesis two

127revealed a comparism of Mean responses of Lecturers and employers on the

employability skills required by Polytechnic Building Technology Graduates. The t-

test result revealed that there is no significant difference in their ratings

Employability Skills Polytechnic Building Technology Lecturers Perceived as Important As presented in Table 19-24 this study finally identified 49 of the 50

employability skills used for the study as important to Polytechnic Building

Technology Graduates. The data collected and displayed in Table 19-24 showed

that “speak on point of mutual interest and concern” as a skill in Building

Technology that is not important to Polytechnic Building Technology Graduates by

Lecturers. These findings disagree with the reports of Osuala (1998), who among

other skills maintained that employers look for a person who can communicate

effectively in both written and oral communication. Nwana (1995), said that the

entrepreneur is innovative, he creates, perceives genuine opportunities and takes

advantage of the limited resources within his control to transform the opportunities

into profitable ventures. Hypothesis four revealed a comparism of the Mean ratings

of Polytechnic Building Technology Graduates, Lecturers and Employers on the

employability skills required by Polytechnic Graduates. The ANOVA test result at

0.05 level of significance shows that Employees, Lecturers and Employers do not

significantly differ in their ratings of the identified employability skills.

Effective work habits are essential to satisfactory job performance, not

minding what one’s career or occupation is. Employers are therefore expecting

Graduates to be competent in using the skills identified as important to Building


128CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Re-Statement of the Problem

The success of any economy is largely dependent on the quality of its

workforce, which the education industry produces. Today’s technological

innovations have actually changed the personnel requirements of employers and the

functions performed in various fields. Many office and industrial functions are now

automated following technological developments in the world and this leaves the

Polytechnic Building Technology Graduates with new technical and human skills to

deal with.

Inadequate skilled and willing personnel, insufficient and obsolete facilities,

inadequate funding, students lack of interest in vocational education, as well as poor

conception of the meaning, scope and content of the vocational education

programme of which Building Technology is a component, among others are the

problems plaguing the Building Industry.

Sequel to the above problems, many of the Polytechnic Building Technology

graduates are not likely to possess the required skills and this could be responsible

for their inability to secure employment on graduation. This goes to support Nwana

(1995), who emphasized that without the possession of these abilities, the applicants

might not be able to secure the jobs.

The present Polytechnic Building Technology programmes may not be

preparing her students for the acquisition of the appropriate technical and non-

technical skills for the appropriate employment. Therefore, it becomes important to

114

129find out the employability skills that will help Building Technology graduates to

get jobs after graduation.

The study was designed specifically to achieve the following purposes:

i. identify the employability skills required by Polytechnic Building

Technology Graduates;

ii. ascertain the employability skills perceived as important by Polytechnic

Building Technology Graduates;

iii. determine the perceptions of importance of the employability skills by

employers of Polytechnic Building Technology Graduates;

iv. establish the perceptions of importance of the employability skills by

Lecturers of Building Technology in the Polytechnics.

Summary of Procedures Used

A survey research design was adapted for this study. The population for this study

consisted of 216 respondents drawn from 12 organizations that employ Polytechnic

Graduates of Building Technology and six Polytechnics that award Higher National

Diploma in Building Technology. The study answered four research questions and

also tested four null hypotheses.

The data collected from the respondents were analyzed using mean for the

four research questions. Null hypotheses 1-3 were tested using t-test, while

hypothesis 4 was tested using the ANOVA at 0.05 level of significance.

130Summary of Major Findings

The following are the major finding of the study:

1. Employability skills required by Polytechnic Building Technology Graduates

were answered in Table 1-6 where the high mean scores were fond to be

significant. Finding revealed that majority of the respondents are generally

in agreement over the employability skills required by Polytechnic Building


2. Employability skills perceived as important by graduates were answered in

Table 7-12 where the high mean scores were found to be significant.

Finding revealed that majority of the respondents are generally in agreement

over the employability skills required by Polytechnic Building Technology

Graduates.

3. Employability skills perceived as important by Employers of Polytechnic

Building Technology Graduates were answered in Table 13-18 where the

high mean scores were found to be significant. Finding revealed that

majority of the respondents are generally in agreement over the

employability skills required by Polytechnic Building Technology

Graduates.

4. Employability skills perceived as important by Lecturers of Polytechnic

Building Technology Graduates were answered in Table 19-24 where the

high mean scores were found to be significant. Findings revealed that

majority of the respondents are generally in agreement over the


Graduates.

Implication of the Findings

The findings of this study have implication for Lecturers, Graduates of

Building Technology, Employers of Polytechnic Building Technology Graduates,

National Board for Technical Education (NBTE), Technical Education Programme,

students undergoing training in Building Technology, Parents and the Society.

The study found out that majority of the respondents are generally in

agreement over the employability skills required by Polytechnic Building

Technology Graduates. This finding will acquaint Lecturers and Graduates of

Building Technology with a wide range of employability skills and also help them

to focus their attention during pre-service and in-service training on neglected areas

of employability skills. The implication of this finding to the employers of Building

Technology Graduates is that it will help them to device strategies for improving

the quality of training in Building Technology, hence improve their economic

development and that of the country in general.

The implication of this finding to the curriculum planners of Polytechnic

Programmes is that, they will be better equipped to restructure their curriculum

programmes by emphasizing basic areas of employability skills in Building

Technology. Students undergoing training, by the implication of this finding will be

taught of the necessary or neglected areas of skills acquisition in Building

Technology in order to become effective Graduates.

132 The implication of this finding to the society is that, social vices and

other criminal activities as a result of Graduates’ unemployment will be reduced

since majority of the Graduates will be engaged daily in jobs because of the

acquired employability skills.

133Conclusion

The following conclusions were drawn based on the findings of this study.

Polytechnic Building Technology graduates are among the unemployed graduates

roaming the streets. This may perhaps, be because they did not acquire the needed

skills, abilities and competencies for employment, which will assist them to

contribute to the development of the society. The inability of these graduates to

acquire these skills and abilities could be from the problem of the Building

Technology curriculum, poor or inadequate trained staff that handles the skill and

other competency-based-courses among other factors.

Building Technology, like any other educational programme is bedeviled by

various problems such as poor funding and management, lack of or poor

instructional facilities for teaching and learning of Building Technology among

others.

It will not be out of place to conclude that single area specialization which

characterizes Building Technology programme in Nigerian Polytechnics limits

students’ knowledge and skill acquisition in Building Technology and as a

consequence, they graduate half-baked graduates who do not possess the needful

skills today’s employers are looking for from the Polytechnic Building Technology

graduates. Today’s Building Technology graduates of Polytechnics must possess

the right technical and non-technical skills for the Industrial work or they seek

employment elsewhere.

Finally, of all the desired employability skills, some of them are evident to

employers as early as the job interview. The employers expect new hires or

134employees to be competent in performing these skills. Employability skills are

important for securing, retaining and progressing on the job, as well as having

success in the world of work. Effective work habits are essential to the satisfactory

job performance, irrespective of one’s career or occupation. Until a worker has

developed good work habits in applying his or her occupational skills, his or her

career and occupational development remains incomplete and of no effect.

Recommendations

The following recommendations were made:

1. Since Nigeria is at the threshold of technological revolution, the Nigerian

child, youth, and adult, particularly Polytechnic Building Technology

students should be exposed to more and better technological and non-

technological education for them to acquire the needful skills for

enhancement into the world of work.

2. The Polytechnic Building Technology curriculum should be reviewed to

include courses in communication and individual competence building,

adaptability/responsibility, interpersonal/human relations, work ethics and

entrepreneurship development skills among others.

3. The present academic staff of the Polytechnics studied and that of other

Polytechnics should under-go immediate re-training so as to be abreast with

the modern office and industrial requirements, and other areas that may need

their attention for subsequent transfer of such knowledge so acquired to their

students.

1354. Building Technology programme should be adequately funded by both

the Federal and State governments, as well as communities, well-established

firms and wealthy individuals.

5. Modern instructional facilities should be supplied to all schools involved in

the training of Building Technology students irrespective of the level, as this

would enhance the teaching and learning of Building Technology

programmes.

6. The idea of single area specialization in Building Technology should be

discouraged since the students were open to greater exposition in acquiring

all embracing skills if they study Building Technology as a whole.

Suggestions for Further Research Studies

Studies should further be conducted to:

i. determine the present status and qualifications of Polytechnic Building

Technology lecturers.

ii. determine the empl9oyability skills required by Polytechnic Building

Technology graduates in another states of the Federation.

iii. evaluate the Polytechnic Building Technology programme toward meeting

the employment needs of employers of Polytechnic Building Technology

graduates.

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142Appendix A

Population Distribution of Respondents S/NO Name of Polytechnic Number

of Lecturers

S/NO Name of Building organizations

Number of managers in the Building

organizations

Number of graduates in

Building organizations

1 Kanduna Polytechnic, Kaduna

7 1 Sanbath Nig. Ltd Kaduna

3 13

2 Nuhu Bamali Polytechnic, Zaria, Kaduna State.

5 2 Jacob Const. Co. Ltd Kaduna

1 13

3 Federal Polytechnic Kawra-Namoda, Zamfara State.

6 3 Zakaro Const. Co. Ltd Kaduna

2 14

4 Zamfara state Polytechnic Talata Mafara.

8 4 Baldup Const. Co. Ltd Kaduna

3 14

5 Hussuni Adamu Polytechnic Kazaure, Jigawa State

6 5 Gorki Const. Co. Ltd zamfara

2 12

6 Jigawa State Polytechnic Dutse

4 6 Karama Const. C. Ltd zamfara

3 15

- 7 Tantali Const. Co. Ltd zamfara

2 13

- 8 Yunka Const. Co. Ltd zamfara

1 13

- 9 Lima Const. Co. Ltd Jigawa

2 12

- 10 Randa Const. Co. Ltd Jigawa

2 13

- 11 Turmu Const. Co. Ltd Jigawa

1 12

- 12 Global Const. Co. Ltd Jigawa

2 13

Total 36 24 156 = 216

143APPENDIX B

DEPARTMENT OF VOCATIONAL TEACHER EDUCATION UNIVERSITY OF NIGERIA NSUKKA 2nd December, 2010

Dear Respondent,

I am a post graduate student of the above Department. I am conducting a research

project titled: Employability Skills Required of Polytechnic Graduates of

Building Technology in Nigeria.

Your opinion is highly valued for the successful completion of this work.

Therefore, you are requested to indicate your responses to the appropriate

statements given in the attached instrument and to return your responses as quickly

as you can, to facilitate the early completion of this work. Be assured that all the

information supplied by you, will be used only for the purpose of this research and

will be treated with the strict confidence it deserves.

Yours faithfully,

Gimba, Dogara

Researcher

144Appendix C

EMPLOYABILITY SKILLS REQUIRED OF BUILDING TECHNOLOGY

GRADUATES

Section A: Personal Data

Please read the following statements carefully and check () as appropriate

in the blank spaces provided.

1. Qualification: ND HND BSC MSC Ph.D

2. Rank: Manager Employee Lecturer

Section B to G:

Instruction: Please, rate your perceptions of the following skills required by

Polytechnic Building Technology Graduates using the response options.

Key: Very Important, Important, Average Importance, Little Important, Not

Important.

S/N Section B : Academic Skills VI AI I LI NI

Ability to:











145S/N Section C: Personal Management Skills VI AI I LI NI

Ability to:

11 Show positive attribute and behaviours.


13 Exhibit honesty.

14 Display initiative, energy and persistence to get the

job done.







S/N Section D: Responsibility Skills VI AI I LI NI

Ability to:







S/N Section E: Team Work Skills VI AI I LI NI

Ability to:








S/N Section F: Work Ethics Skills VI AI I LI NI

Ability to:










S/N Section G: Entrepreneurship Development Skills VI AI I LI NI

Ability to:









147APPENDIX D

RESPONSES OF RESPONDENTS ON THE EMPLOYABILITY SKILLS REQUIRED OF POLYTECHNIC BUILDING TECHNOLOGY

GRADUATES S/N Section B : Academic Skills VI

(5) AI (4)

I (3)

LI (2)

NI (1)

Ability to:


Lecturers (N=36) Employers = (N=24) Employees (N=156)

145 10 320

120 8 324

- 3 -

- - -

- - -



155 20 315

95 12 352

3 - 12

- - 2

- - -



125 35 295

90 16 322

57 9 24

22 2 34

1 - 2



105 20 280

80 8 344

- 3 24

- - -

- - -

5 Draw effectively in which Building Technology is conducted.


95 15 260

62 16 324

- - -

- - -

- - -

148 6 Listen to understand and learn.


0 0 45

64 8 352

155 15 189

46 24 68

- - 1

7 Speak on points of mutual interest and concern Lecturers (N=36)

Employers = (N=24) Employees (N=156)

0 0 55

120 8 324

280 15 315

128 24 52

20 10 5

8 Acquire facts and ideas while listening. Lecturers (N=36)


155 40 315

88 16 244

- - 12

- - -

- - -



145 15 260

96 12 352

- 15 24

- 9 4

- 1 -

10 Capture and retain the attention of audience. Lecturers (N=36)


125 20 280

80 16 329

- - 6

- - 4

- - -

S/N Section C: Personal Management Skills VI (5)

AI (4)

I (3)

LI (2)

NI (1)

Ability to:

11 Show positive attribute and behaviours.


155

20

295

120

12

352

-

9

30

-

-

4

-

-

-

149 12 Display self-esteem and confidence


105

35

320

62

8

322

3

18

18

-

-

-

-

-

-

13 Exhibit honesty.


145

40

280

64

20

344

-

6

-

-

-

-

-

-

-

14 Display initiative, energy and persistence to get the

job done.


145

40

280

116

16

352

-

9

30

-

4

2

-

-

-



110

-

320

68

24

315

-

9

9

-

-

-

-

-

-



95

45

240

124

12

316

-

6

21

-

-

-

-

-

-



105

20

325

120

8

296

-

6

24

-

-

10

-

-

-



135

15

325

128

16

320

-

-

9

-

-

2

-

-

-


150Lecturers (N=36)


145

45

295

222

8

352

-

15

6

-

12

-

-

-

-



110

15

320

72

24

328

3

21

9

-

2

4

-

-

-

S/N Section D: Responsibility Skills VI (5)

AI (4)

I (3)

LI (2)

NI (1)

Ability to:

21 Use problems-solving techniques Lecturers (N=36)


125 - 260

68 16 356

- 15 87

- - 12

- - -

22 Display accountability for actions taken. Lecturers (N=36)


105 20 315

90 20 322

- 15 63

- - 12

- - -

23 Identify new ideas to get the job done (creativity) Lecturers (N=36)


155 25 325

120 24 344

3 - 6

- - -

- - -

24 Suggest new ways to get job done. Lecturers (N=36)


110 35 280

128 - 356

- 18 6

- - -

- - -

25 Adapt easily to new situations Lecturers (N=36)


145 40 320

124 8 352

- 12 -

- - -

- - -

26 Recognize peoples diversity and individual

151difference.


95 45 325

120 16 348

- 12 6

- - -

- - -

S/N Section E: Team Work Skills VI

(5) AI (4)

I (3)

LI (2)

NI (1)

Ability to:



125 15 295

128 20 480

- 12 6

- - -

- - -

28 Exhibit tolerance of differences in others. Lecturers (N=36)


105 20 320

90 12 362

3 6 6

- 2 -

- - -

29 Get cooperation through mutual understanding. Lecturers (N=36)


145 10 285

132 24 356

3 6 9

- - -

- - -

30 Display desire to help others. Lecturers (N=36)


115 40 305

128 16 388

6 - 3

- - 2

- - -

31 Listen to others in an understanding way. Lecturers (N=36)


105 45 320

120 24 364

- 51 57

- - 38

- - 11

32 Dialogue on critical development issues. Lecturers (N=36)


125 45 280

128 8 388

- - 30

- - 9

- - -



145 25 315

128 15 360

3 - 51

- - 2

- - -

S/N Section F: Work Ethics Skills VI

(5) AI (4)

I (3)

LI (2)

NI (1)

Ability to: 34 Support employee growth


145 25 315

128 16 360

3 - 51

- - 2

- - -

35 Cultivate strong teamwork and productivity Lecturers (N=36)


110 55 320

128 12 352

3 15 21

- - 4

- - -

36 Standard of performance. Lecturers (N=36)


130 40 350

62 8 344

9 27 12

2 8 4

- - -

37 Maintain a moral course in turbulent times Lecturers (N=36)


105 25 365

136 16 362

3 9 6

- 12 -

- - -

38 Bring about an improved society. Lecturers (N=36)


140 45 515

132 20 348

- - 9

- - 4

- -2

39 Promote strong public image. Lecturers (N=36)


135 55 325

124 24 356

3 45 45

- 4 20

- 1 -


153Lecturers (N=36)


105 35 370

120 16 388

- 15 24

- 2 4

- 1 -

41 Manage the available resources. Lecturers (N=36)


120 45 385

128 12 352

15 - 3

- - 2

- - -

42 Dedication to work. Lecturers (N=36)


95 55 385

132 24 480

3 - -

- - 10

- - -

S/N Section G: Entrepreneurship Development Skills VI (5)

AI (4)

I (3)

LI (2)

NI (1)

Ability to: 43 Take business risks


115 10 405

120 8 376

9 - -

- - 6

- - -

44 Display creativity in business. Lecturers (N=36)


145 15 375

128 12 398

6 - 3

2 - 2

- - 1

45 Establish and operate business enterprises. Lecturers (N=36)


125 20 395

132 16 406

3 - 6

8 - 2

- 1 -

46 Identify investment opportunities. Lecturers (N=36)


135 35 410

90 20 404

- - 3

4 - 2

- - 1


154Lecturers (N=36)


155 40 365

120 24 408

- 3 -

- - 4

- - -

48 Show eagerness to learn new business skills. Lecturers (N=36)


105 15 385

94 16 380

6 - -

- 8 -

- - -

49 Accountability to responsibilities. Lecturers (N=36)


145 35 355

98 12 398

9 3 -

- - 4

- - -

50 Evaluate performance in business. Lecturers (N=36)


115 40 390

126 20 388

- 3 3

- 2 -

1 - -

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