table of contents - ITF Nigeria

FEDERAL REPUBLIC OF NIGERIA
INDUSTRIAL TRAINING FUND
REPORT OF RESEARCH FINDINGS ON
SKILLS GAP IN THE FOOD,
BEVERAGES AND TOBACCO SECTOR
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TABLE OF CONTENTS
CONTENTS
PAGE
Title Page … … … ... … … … … …
Declaration … … … … … … … … … i
Acknowledgement … … … … … … … … ii
Dedication … … … … … … … … … iv
Table of Contents … … … … … … … … … … v
List of Appendices … … … … … … … … viii
List of Tables … … … … … … … … ix
Abstract … … … … … … … … x
CHAPTER ONE: INTRODUCTION
1.1 Background of The Study … … … … … 1
1.2 Statement of Problem… … … … … … … 3
1.3 Purpose of Study … … … … … … … 4
1.4 Research Questions … … … … … … 5
1.5 Significance of Study … … … … … … 6
1.6 Scope and Delimitation of The Study … … … … 7
1.7 Operational Definition of Terms… … … … … 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 The Concepts of Skill and Skills-Gap … … … … 9
2.2 The Place of Skilled Manpower in the
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Manufacturing Industry … … … … … … 14
2.3 Causes of Skills-Gap in the
Manufacturing Industry … … … … … 16
2.3.1 Insufficient Capital ... … … … … … 16
2.3.2 Lack of Appropriate Education … … … … … 20
2.3.3 Dearth of Adequately Qualified Education Personnel … 21
2.3. 4 Inadequate Infrastructural Facilities in the institutions … 23
2.3.5 Changes in the Man-Power Needs in the
Manufacturing Industry … … … … … … … 25
2.3.6 Inadequate Employee Training … … … … … 27
2.4 Empirical Studies on Skills-Gap … … … … … 29
2.5 Summary of Review of Related Literature … … … 31
CHAPTER THREE: METHODS AND PROCEDURE
3.1 Research Design … … … … … … … 37
3.2 Population of the Study … … … … … … 38
3.2.1 Sample of the Study … … … … … … 39
3.2.2 Sampling Technique … … … … … … 39
3.3 Instruments for Data Collection … … … … 41
3.3.1 Description of Instruments … … … … … 41
3.4 Development of Instruments … … … … … 42
3.4.1 Validation of Research Instruments … … … … 42
3.4.2 Reliability of Research Instruments … … … … 43
3.5 Procedure for Data Collection … … … … … 44
3.6 Methods of Data Analysis … … … … … 45
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CHAPTER FOUR: BACKGROUND CHARACTERISTICS OF RESPONDENT
4.0 Introduction … … … … … … … … 47
4.1 The Ownership Structure… … … … … … … 47
4.2 Capital Base … … … … … … … … 48
4.3 Ownership Category … … … … … … … … 49
4.4 Areas of Operation … … … … … … … 50
CHAPTER FIVE: BASIC OPERATIONAL AND PRODUCTION SKILLS POSSESSED IN
FB & T SECTOR
5.0 Introduction … … … … … … … … 52
5.1 Basic Operational Skills of Senior Staff … … … … … 52
5.2 Basic Operational Skills of Senior Staff… … … … … 53
5.3 Production Skills of the Staff of FB & T Sector… … … … 54
5.4 Major Finding on Basic Operational Skills… … … … … 59
5.5 Production Skills … … … … … … … … 59
CHAPTER SIX: REQUIRED SKILLS IN FB & T SECTOR
6.1 Introduction … … … … … … … … 60
6.2 Required Skills in the Production Department … … … 60
CHAPTER SEVEN: CAUSES OF SKILLS GAP IN FB & T SECTOR
7.1 Introduction … … … … … … … … 62
7.2 Causes of Skills Gap in FB & T Sector … … … … … 62
7.3 Major findings on Causes of Skills Gap … … … … … 63
CHAPTER EIGHT: MEASURES TO BRIDGE THE EXISTING SKILL GAP IN FB & T
SECTOR
8.1 Measures Utilized to Improve the Skills of Existing Work Force … 64
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8.3 Major findings on Measures taken to improve Skill level … 65
CHAPTER NINE: TRAINING POLICIES OF ORGANISATIONS IN FB & T SECTOR
9.1 Introduction … … … … … … … … 67
9.2 Availability of Training Policy… … … … … … 67
9.3 Training Plans and Programmes… … … … … … 68
9.4 Agencies of Training in FB & T Sector … … … … … 69
9.5 Major Findings on Availability of Training Policy … … … 70
CHAPTER TEN: PRODUCTIVITY IMPROVEMENT STRATEGY IN FB & T SECTOR
10.1 Introduction … … … … … … … … 71
10.2 Suggested Strategies to meet Future Challenges … … … 71
10.3 Strategies to Improve Productivity in the Industry … … … 72
CHAPTER ELEVEN: SUMMARY, CONCLUSION AND RECOMMENDATION
11.1 Summary of Study … … … … … … … 73
11.2 Conclusion… … … … … … … … 75
11.3 Recommendation … … … … … … … 77
References … … … … … … … … … 81
Appendices … … … … … … … … … 79
Appendix A1: Questionnaire for the Production Managers… … 83
Appendix A2: Questionnaire for the Human Resource Personnel … 93
LIST OF TABLES
Table: 3.1
Distribution of Population by Sub-sectors in the FB&T,
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Number of Companies and Categories of Respondents – - 38
Table: 3.2 Distribution of Sample by Sub-sector of FB&T and
Category of Respondents - - - - - - 40
Table:3.3 Score Scale and its Interpretation - - - - 45
Table: 4.1 Distribution of Companies by Ownership Structure - 47
Table:4.2 Distribution of Companies by Capital Base - - - 48
Table: 4.3 Ownership Category - - - - - - 49
Table: 4.4 Areas of Operation - - - - - - - 50
Table: 5.1 Basic Operational Skills of Senior Staff - - - - 52
Table: 5.2 Basic Operational Skills of Junior Staff - - - - 53
Table: 5.3 Production Skills of the Staff of FB&T Sector- - - 54
Table: 6.1 Required Skills in the Production Department- - - 64
Table: 7.1 Causes of Skills Gap in the Sector- - - - - 62
Table: 8.1 Measures Utilized to improve the Skills of Existing Work Force 64
Table: 9.1 Availability of Training Policy- - - - - - 67
Table: 9.2 Training Plans and Programmes- - - - - 68
Table: 9.3 Agencies of Training in the FB&T Sector- - - - 69
Table: 10.1 Suggested Strategies to Meet Future Challenges
in the FB & T Sector- - - - - - - 71
ABSTRACT
The main purpose of this study was to discover through research based data, the
level of existence of Skills-Gap in the Nigerian Food, Beverages and Textile (FB&T)
Sector in the Manufacturing Industry. The accumulated literature and findings on
the low level of production and poor quality of manufactured goods and services
in the Sector added to paucity of research work on Skills-Gap motivated the study.
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The population of study consisted of all cadres of staff in FB&T Sub-Sector who are
registered with ITF. Proportional samples were drawn using Stratified Random
Sampling technique. To achieve the purpose of the study, seven research
questions were posed and subsequently answered. The research design adopted
was descriptive survey. Two sets of questionnaire named SGQHRPM and SGQPM
were employed for the study. These instruments were designed, developed,
validated and tested for reliability by the researchers. The data gathered were
analysed using frequency counts, percentages and mean scores. One of the major
findings was that Skills-Gap indeed is a critical factor for the low level of
productivity and poor quality of products in FB&T Sub-Sector. It was also
ascertained that most production staff irrespective of cadres did not possess high
levels of basic operational and production skills. In fact, in most critical areas like
ability to operate computer, interpret and apply basic concepts of material
science, it was discovered that most staff possessed the skills at low level. This low
level of course is not sufficient to enhance optimum performance required to bring
about higher productivity and improved quality of products in the Sector. Major
causal factors of Skills-Gap were also identified; these include low quality of
graduates from the tertiary institutions, lack of infrastructure in the education
system, high cost of training and retraining of employees of FB&T sector and
inadequate number of specialists in the Nigerian system as a whole. In the light of
the findings, it was recommended that a well-planned and structured programme
of intervention be pursued by relevant organizations, NGOs, Professional and
educational bodies and Associations such as ITF, NECA, ASUU, NCEC, ETF,PTF,
UNESCO,NALT,STAN, NERDC,CASSON to mention but a few. It is clearly evident
that the education system and the manufacturing industry need to enter into a
more serious collaboration. The education system should liaise with industries to
identify their skills’ needs and subsequently communicate these to relevant
authorities charged with curriculum development. These needs will now form the
basis for curriculum design and development for prospective students. The
Government must be helped to be more responsive to education system’s needs
by making available more funds to Institutions to purchase relevant equipment,
tools, and materials needed to carry out more practical work as obtained in the
industries. Experienced artisans and craftsmen should be engaged by educational
Institutions for practical sessions. Besides, it was suggested that the education
focus must be made to move from mere access to education to provision of
appropriate education for all which includes imbuing in students relevant skills
needed in industries. It was finally recommended that the aforementioned bodies
should synergize to pull their resources together in providing not only
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enlightenment and awareness programmes but even the machinery to bridge the
existing Skills-Gap in all Sectors of the Nigerian economy. With these inputs, it is
expected that bridging Skills-Gap will be speedily accomplished thus, enhancing
the productivity levels and standard of products and services in FB&T Sector and
by extension achievement of the 7 Point Agenda of President Yar’Adua.
CHAPTER ONE
1.1 BACKGROUND OF STUDY
For quite some time, there have been complaints that key economic indicators
revealed that industrial development in Nigeria is on the decline rather than
improving. Predictably, Nigeria’s economic rating has remained poor. Daily Sun
(2009) for instance, reports that Nigeria rates 99 th out of 133 countries assessed
in the Global Competitiveness Report for the period 2009-2010 by the World
Economic Forum.
Furthermore, researchers and the mass media have expressed concern that
Nigeria’s Manufacturing Industry especially the Food, Beverages and Tobacco
(FB&T) sector is not contributing adequately to National Development through
increase in production of goods and services and provision of employment
opportunities. It has also been observed that the Manufacturing Industry
generally, has a low level of productivity while quality and standards of end
products most often do not meet global standards and so cannot compete
internationally. Consequently, Nigerian markets have become dumping grounds
for assorted foreign food items such as canned, bottled food and fruit drinks while
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stocks of Nigerian finished goods pile up in warehouses.
In view of the poor performance in the Manufacturing Industry, stakeholders
have sought to identify the actual causes of these situations. A number of studies
have been carried out to discover the causal factors of these events (Omu (2008),
(Nweke(2006) and Bassey & Eket (2005)). Findings of these studies have
consistently pointed out acute shortages of relevant skilled manpower to meet
the skills’ need of manufacturing industry among other major factors.
Nweke(2006) in support of the findings, submits that for nearly five decades of
political independence of Nigeria, relevant skills needed by her manpower to
drive a great National Economy is still lacking. Omu (2008) also notes that the
skills of Nigeria’s vast Human Resources are yet to be appreciably developed to
meet the yearnings and socio-economic development of its people. From their
findings, one can infer that there is Skills-Gap.
Skills-Gap refers to a situation where there is a difference between what is and
what should be in terms of knowledge, skills, attitude and experience of a worker
for a particular job. Skills-Gap in the manufacturing industry has implications for
national economic development. This is because manufacturing industry plays
significant role in the economic development and accounts for a substantial
proportion of total economic Gross Domestic Product (GNP) of every nation.
Affirming this notion, Omu (2008) points out that the manufacturing industry is
one of the most critical factors for adequate socio- economic development.
For a country that is in urgent need of being highly industrialized and with a vision
of being one of the 20 most developed economies in the world by 2020, there is
serious need for skilled manpower. This is because skilled manpower constitutes
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the bedrock for increased productivity in the manufacturing industry. It is the
essential factor needed to achieve a strong economy and sustainable national
development.
Interestingly, Nigeria is not the only nation that has encountered the challenge of
Skills-Gap. In a study in the United States of America, Reese (2001) noted that
today’s skill shortages are extremely broad, cutting across industry sectors and
affecting more than 80 percent of the companies. This fact is quite revealing as
one would have thought that Skills-Gap is an issue in developing nations alone
and would not affect a country like the United State of America. However, Homer
(2001) noted that organizations will always have Skills-Gaps as they are growing
and moving into new and different areas. The key is to be able to strategically
adapt to changes in technology.
Presently, a lot of sophisticated equipment and tools are being manufactured
which are aimed at increasing productivity in the manufacturing industry to
improve equality of products. When these machines and equipment are deployed
to facilitate production, skilled manpower will definitely, be required to operate,
maintain and repair them. Similarly, as production becomes more specialized and
more reliant on precision machining, the challenge of widening Skills -Gap
between skills currently possessed by workers and skills required for quality
product that can compete favorably with similar products in international market
will have to be addressed. This will be compounded by greater competition for
skilled individuals in a rapidly globalised world.
The urgent need, therefore, to examine more in-depth issues of Skills-Gap in the
FB&T sector becomes inevitable. The major concern of the study therefore, is to
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investigate the level of Skills-Gap in the FB&T sector of the manufacturing
industry.
1.2 STATEMENT OF PROBLEM
It has become obvious that in spite of the various economic reforms that
successive Governments in Nigeria have embarked upon, the pace and level of
socio-economic development of the nation still leaves much to be desired.
Expectedly, activities in FB&T sector cover a broad spectrum in operational areas,
therefore, skills’ requirement for optimum and efficient performance would cover
a broad range of operational areas. Any shortage, deficiency or gaps in any of
these areas will have serious impact on the manufacturing sector and by
extension the national economy.
Issue of Skills-Gap is a major concern for the national economy and invariably for
the citizenry. For a developing nation, that desires to be one of the 20 strongest
economies in the world, the need for adequately skilled workers must be
addressed. This is probably why the following questions have been agitating the
minds of both the Nigerian Government and Stakeholders in FB&T sector; Is the
existence of Skills Gap in FB&T sector leading to low productivity and poor quality
of products Is the work force in the sector averse to training These questions
and the various positions warrant a study to ascertain the level of Skills-Gap
affecting productivity and quality of products in the FB&T sector. It is in the light
of these, that a broad appraisal of the available skills on ground is being carried
out to ascertain the existing and the required skills in the Food, Beverage and
Tobacco sector of the manufacturing industry. The urgent need, therefore, to
examine more in-depth issues of Skills-Gap in the FB&T sector becomes
inevitable. The major concern of the study therefore, is to investigate the level of
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Skills-Gap in the FB&T sector of the manufacturing industry.
1.3 PURPOSE OF STUDY
The aim of the study was to identify Skills-Gap in the FB&T sector of
manufacturing industry in Nigeria. The specific objectives of the study, therefore,
were to:
i) Identify the basic operational and production skills possessed by staff in the
FB&T sector of manufacturing industry.
ii) Identify required skills in the FB&T sector.
iii) Identify causes of Skills-Gap in the FB & T sector of manufacturing industry.
iv) Identify measures that will help bridge identified Skills-Gap in the FB&T
sector.
v) Examine the training policies and programmes in use in the FB&T sector.
vi) Identify preferred agencies used for Training by operators in FB&T sector.
vii) Identify strategies that will help bridge existing gaps in the FB&T sector.
1.4 RESEARCH QUESTIONS
The following research questions were formulated to facilitate the study:
i) What basic operational and production skills do workers in FB&T sector
currently possess
ii) What are the required skills in the FB&T sector for adequate qualitative and
quantitative production
iii) What are the causes of Skills-Gaps in the FB & T sector of the manufacturing
industry
iv) What measures should be employed by organizations to bridge the Skills-
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Gaps in the FB&T sector
v) Do organizations in FB&T sector have training policies
vi) What are the Agencies that organize Training programmes in FB&T sector
vii) What strategies should be employed by management organizations in the FB
& T sector to increase productivity level
1.5 SIGNIFICANCE OF THE STUDY
Considering the vital role of Skilled Manpower in the Manufacturing Industry and
the negative impacts of Skills-Gap on the Nation’s Economy, it is expected that
the findings of this study will be of benefit to all stakeholders in the nation.
In view of the central position of manufacturing sector to the economic
development of any nation, it is necessary to have deeper and clearer
understanding of issues and challenges associated with Human Capital
Development in the sector. The findings of the study are expected to yield
relevant data required for strengthening, sustaining and expanding the scope of
operations in the FB&T sector.
Besides, the results will also aid and guide Human Capital Development Agencies
to intervene in FB&T sector by designing tailor made training programmes to
address identified Skills Gap. The outcome of this study would highlight the need
for the Manufacturers Association of Nigeria (MAN) and the educational
institutions to work together on a sustainable basis to tackle the problem of Skills-
Gap. Thus, the findings of this study will aid the Association in collecting usable
and reliable data required to support advocacy by various interest groups for a
better and practical education system that will meet the technological and
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development needs of the nation’s economy.
It is obvious that Nigeria is blessed with abundant human resources and there is
high demand by youths for training and development. It is therefore, necessary to
identify skills areas where there are gaps, so that youths with relevant aptitude
and interest can be trained towards meeting these gaps in the sector. The
outcome of this study will facilitate the achievement of the nation’s
developmental objective in manpower training.
The findings will assist educational planners and administrators plan in
collaboration with Employers of Labour in the designing of curriculum that will
meet the skill needs of industry. The findings will also provide necessary evidence
for the need for adequately funding of tertiary institutions to facilitate
procurement and installation of up-to- date equipment, material and tools for
laboratories and workshops.
Human Resource Managers will also find the results helpful in preparing their
training plans and programme. They will have relevant information to support
what they have obviously known all along and may have made suggestions to the
management to no avail.
The heads of the various companies in the sector will also find the results
beneficial. This is because the challenge of skills-Gap will alert them of the need
to train and retrain their staff. The training will assist to narrow existing gaps in
skills, knowledge, attitude and experience of production personnel in the sector.
The Government of the day will be furnished with information on skills-Gap to
facilitate attainment of Vision 20-2020. They will also understand that until issues
of Skills acquisition and utilization is dealt with, the nation’s dream for
technological advancement will remain a mirage.
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1.6 Scope and Delimitation of the Study
The scope of the study was to appraise basic operational and production skills of
manpower in the Food, Beverage and Tobacco sector of Manufacturing Industry
in Nigeria. The study also identified the available and required skills possessed by
operational and production staff of organizations in FB&T sector. However, to
ensure and guarantee effectiveness of control and management, the study was
confined to only FB&T companies registered with ITF in all the States of Nigeria.
The sample was supposed to include all employees of the various companies but
was rather limited to Production Managers and Human
Resource/Administrative/Personnel Managers in the sector. This was because this
group of respondents is in better position to provide accurate and factual
information about issues under investigation. However, certain issues were left
out to prevent the study from digressing from its major objective.
1.7 OPERATIONAL DEFINITION OF TERMS
An attempt was made here to define some key terms used in the study. The
definitions used here however, are operational and utilized for the sake of this
study only as the researchers are aware that other definitions of the terms exist.
Skill- This describes the basic production abilities possessed by employees of
FB&T sector to carry out specific tasks required of them.
Skilled Manpower –This denotes the work force in the FB & T sector that has the
required abilities to perform expected tasks.
Skills-Gap –This describes the difference between available and required skills
needed to perform tasks in the FB & T sector.
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FB&T Sector - This refers to all the companies that are involved in the processing
of Food, Beverages and Tobacco.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The review of related literature was carried out under the following sub-headings
for more vivid and convenient discussions: the concepts of Skill and Skills-Gap, the
place of adequately skilled manpower in the manufacturing industry, causes of
Skills-Gap in Nigeria. Other sub-headings include; empirical studies on Skills-Gap
and summary of the review of literature.
2.1 THE CONCEPTS OF SKILL AND SKILLS-GAP
There have been several attempts by various writers to provide a clear definition
of the term “Skill”. This is because definition of a term has an effect on the
application and interpretation of the term by man.
According to the Chambers Dictionary, skill is cleverness in doing something
resulting either from practice or from natural ability. From this definition, it
follows that skill can be obtained through two means namely practice or natural
ability. Although the definition has tried to capture the major essence of
possessing a skill, yet the definition appears to have a limitation since it did not
take into its stride, the fact that most often practice takes place after one has
been taught or given some kind of training.
Perhaps, it is this limitation that informed Nweke (2006) to define skill as the
natural endowment of an individual or an endowment thrust on man through
adequate training followed by frequent practice. This definition seems all
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encompassing since it has brought to fore the fact that even though an individual
does not have natural potentials in a particular area, yet he can obtain it through
training and then practice. From all indications, just obtaining adequate training is
not the only key factor in acquiring skill as practice is also emphasized. This means
that training without practice may still not allow an individual retain a skill. This is
no doubt evident in many practical ways. For instance, a person who acquires
driving skills but fails to practice after sometime will discover he cannot drive and
may require further help to be able to drive again. The same is true of a computer
trained individual who does not practice the skill obtained. In due course, he will
discover that he can no longer perform the tasks he had earlier learnt.
Gregory (1987) defines skill as a term which denotes expertise or ability
developed in the course of training and experience. According to him still, it
includes not only trade and craft skills acquired by apprenticeship but high-grade
performance in many fields such as professional practice, the arts, games and
athletics. His definition also has buttressed the fact that training and experience
gotten definitely through practice are vital for skill’s acquisition. But, his definition
is limited in that it failed to capture the fact that skills must not only be obtained
through training as some have been naturally endowed in some specific areas.
The common factor, however, in all these definitions of the term ‘skill’ is that an
individual has to match the demands of a task with performance. Another point
deciphered from the definitions is that practice is necessary for continuous
performance in a task. However, the definitions have been limited in that they
are silent on how one possessing adequate skill is differentiated from one who
does not have. They did not explain that a skilled individual is expected to
accomplish tasks by applying what may be called a "strategy" of performance.
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This means for example that a skilled craft person must be able to select tools and
manipulate them to meet the requirements of a particular task speedily and
adequately. It is worthy to note too that strategies employed in performing a task
may not necessarily be limited to or concerned with a single response. They may
in fact involve chains or programme of actions but all geared to achieving a
particular result. Since some strategies are more efficient than others, possessing
a particular skill then consists of being able to choose and implement the most
efficient strategies to achieve expected results. No wonder, a writer has posited
that a skill cannot be explained in words, but can only be demonstrated and thus,
the only way to learn a skill is through apprenticeship and experience.
Many writers in this area of knowledge agree that there are three main parts to a
skill:
* Perception of object or events - perceiving all relevant factors.
* Choice of response - making a decision.
* Execution of the choice made - This normally requires motor
coordination and timing.
The concept of Skills-Gap on the other hand is the shortage in performance of the
manpower. It is the difference between what is required or expected and what
actually obtains. Put in another way, Skills-Gap is the required performance minus
the present performance. Hence, it is sometimes referred to as the Performance
Gap.
In order to determine Skills-Gap, researchers have designed a scientific quotient
for measuring this negative performance. This is called the Skills-Gap Analysis.
What the instrument does is to compare the performer’s skills with the skills
required for the job in order to determine the deficiency and to identify future
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performance improvement opportunities. Skills-Gap is therefore calculated using
the following formula:
Skills-Gap = The Present Behavior (B) subtracted from the Desired Standard (S) to
measure the Performance Gap (G). The measurement, S - B = G, becomes the Gap
that must be bridged in order to reach set objective.
To plan for future requirements (Visioning), therefore, one must determine where
he/she is now i.e. (The Present Behavior (B)) and where he/she wants to go (the
Future Standard (S)). Again, the difference between B and S is the Performance
Gap (G).
Although the second measurement is on a larger and more vague scale, both
cases require that it must be clearly determined where one is, where he/she
wants to go (Analysis and Planning), create the framework (Design or Blueprint)
what one wants, and then build the structure (Development) to bridge existing
Gap.
Skills -Gap is different from Skill shortages, and latent Skill Shortages. While Skills-
Gap refers to the deficiencies of employees, internal to a firm working within the
workplace, Skills shortages are defined as “a shortage of suitably skilled people
available in the labour market”. Latent Skills shortages are unrecognized Skills-
Gap because the organization concerned has adapted to cope without the
necessary skills (Skills Insight, Annual Skill Review, 2001).
An organization is said to have a Skills-Gap problem if it shows any of the
following signs:
A mismatch between the skills the organization needs (current and future)
and the capabilities of the workforce.
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If the organization did not train employees during hard times and is
struggling to catch up.
If the number of high skilled, specialized jobs needed to take the
organization forward is increasing and
If there is a high percentage of baby boomers in the workforce that are or
will be leaving soon.
From the fore-going discussions, it is obvious that the need for Skills-Gap study
in the FB&T sector cannot be over emphasized. This is especially true as it has
been variously stated that gaps are showing up in four areas: Basic skills like
reading, writing and arithmetic; technical and professional skills; management
and leadership skills and emotional skills like persistence; self-discipline and selfawareness.
Nigerian FB&T sector must be helped to critically examine its organizational
needs, vision and mission statements and goals. It must be helped to identify
what the present performance level of its manpower is and the specific areas of
Skills-Gap, if its level of productivity must be stimulated and the standard of its
products up-graded to a more competitive global level. Finally, a process must be
put in place with some criteria streamlined which must be met in order to show
that identified gaps have been bridged.
2.2 THE PLACE OF SKILLED MANPOWER IN THE MANUFACTURING INDUSTRY
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Manufacturing industry as part of the fastest means of achieving National
Economic Development is one of the surest and direct route to a nation’s
industrialization bid. Accounting for a substantial proportion of total industrial
activities of every nation, it is one of the engines that drive National Economic
Development and the fulcrum upon which accelerated growth in all facets of the
economy is hinged. Affirming this notion, Omu (2008) points out that the
manufacturing industry is one of the most critical factors for adequate socioeconomic
development. That is why the inability of Nigeria’s manufacturing
industry to meet required levels of productivity and standards has continued to
buttress suboptimal socio-economic development with its gross negative impacts
on the Gross Domestic Product (GDP) of the nation. Yahaya (2008) affirms this
fact, when he submits that the GND per capita income is about USD $700 and
poverty pervasive as majority of Nigerian people lived below the world’s poverty
level.
Manufacturing industry includes all firms that are involved in the transformation
of raw materials into finished goods. The goods produced at this stage may
include both consumer and producer goods. Food, Beverage and Tobacco (FB&T
sector) thus, consists of all companies that manufacture edible consumer goods.
Skilled manpower is very critical and the bedrock of genuine high level
productivity in the manufacturing industry. It is the essential material needed to
achieve a strong economy and adequate national development.
Although economic development is hinged on the presence of various factors of
production namely capital, land, raw material and labour, yet, the role of
adequately skilled manpower is critical in the development drive of the nation
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and the performances of all other sectors of the economy. This is because the
skills required for the coordination of other factors of production are resident in
the manpower. Besides, the benefits of Science and Technology which transverse
every conceivable sphere of human endeavours, are driven basically by
adequately skilled manpower.
Indeed, the place of skilled-manpower in every sphere of human endeavour
cannot be over-emphasized. It is worthy to note however, that there will always
be a point in time when there will be a Skills-Gap in a manufacturing industry. But,
the emphasis is whether it is a continuous event or it is quickly bridged when it
obtains. Homer (2001) rightly notes therefore, that in reality, organizations will
always have Skills-Gaps as they are growing and moving into new and different
areas. The key is to be able to strategically adapt and change speedily with the
times to obtain the needed skills.
Nigerian Government, overtly aware of the need for adequately skilled manpower
to catalyse the economic sector established Industrial Training Fund (ITF) in 1971.
ITF is expected to stimulate a National industrial growth and development
through systematic Human Capital Development. It is supposed to provide
successful intervention and facilitation of skills’ acquisition in Industry and
Commerce.
Presently, a lot of sophisticated equipment and tools are being manufactured
aimed at increasing productivity in the manufacturing industry and improving
standards of products. When these machines and equipment have been put
together to facilitate production process, definitely, skilled manpower is needed
to exploit, maintain and repair the equipment and machinery. Similarly, as
production becomes more specialized and more reliant on precision machining,
22

there is need for more technological and scientific skills for staff of the
companies. More so, competition in the market place in the area of human
capital, goods and services is becoming fiercer in a rapidly globalised economy.
The place of skilled manpower, therefore, in the FB&T Sector cannot be overemphasized.
2.3 CAUSES OF SKILLS-GAP IN THE NIGERIAN MANUFACTURING INDUSTRY
There is a need to examine some causal factors of Skills-Gap in the manufacturing
industry. In discussing these factors, it is pertinent to mention that the nature of
obstacles differ from one nation to another since Nigeria is not the only nation
with Skills-Gap challenges. Confirming this position, American Society of Training
and Development (2006), submits that several factors contribute to Skills-Gap in
America. No doubt, many reasons can be advanced for the issue of Skills-Gap in
Nigeria’s manufacturing industry. Among these are the following:
2.3.1. Insufficient Capital
Agoumu (2002) submits that the distinguishing feature of the developing
countries is poverty as many third world countries are stricken by it. Expectedly,
there is a low percentage per capita income. It is such an economy that has
become unable to adequately provide the enabling environment that will
23

stimulate the generation of the huge capital required for appropriate
industrialization. Resultantly, Nigerian economy is the worse off as the kind of input
it receives from the manufacturing industry is not adequate to stimulate
growth. Bassey&Eket (2005) acknowledged this fact, when they note that
insufficient capital has been a major threat to the anticipated growth and survival
of the Nigerian industrial sector. Indeed, Arinze (2006) in a separate work submits
that all other problems in every area of endeavour in Nigeria can be seen to be an
off-shoot of the economic crunch that Nigeria is bedeviled with.
The non-availability of sufficient capital largely makes training votes highly
reduced especially when organizations are cutting down on expenses. This has
contributed in no small way to the low ebb of training activities and as such, skills
acquisition in organizations especially in FB&T sector, where the bulk of the
companies are small and medium scale firms.
Fortunately, insufficient capital has been noted and a seemingly serious
consideration given to it by different Nigeria Governments. Thus, the first
Industrial Development Bank was established with a mandate to provide medium
and long-term finance to privately owned enterprises in Nigeria. Over 40 years
later, funding still remains a major obstacle to industrial development. This can be
attributed to Government’s inability to separate the affairs of the bank from
24

politics, (Ezeoha, 2007). Additionally, Bobone (2000) remarks that the Federal
Government of Nigeria in a bid to stimulate the industrial sector promulgated a
Decree in 1972 named the Nigerian Enterprises Promotion Decree. He also
explained that by 1977, there was a revision of the Decree aimed at correcting the
shortcomings of the first one. Expectedly, many other Economic Reforms have
been initiated since then, but it would appear that not much has changed in
addressing the issue of insufficient capital in the manufacturing industry. In fact,
it would seem that the industrial sector as a whole is having more problems
especially with the economic melt-down of the world economy as many industries
shut down or ‘down-size and right-size’ their workforce. Moreover, with the
recent cry of zero allocations by State Governors, the negative impact of
inadequate funding has increased and worsened especially in some of the
Government owned enterprises in Nigeria. These obviously have implications for
the prevalence of low socio-economic development in Nigeria.
The fact that Decrees alone may not be able to boost the capital base in Nigeria’s
manufacturing sector and indeed other sectors becomes more apparent. This
implies therefore, that some other ways must be sought through which goodwill
of the society at large can be gotten. This could come through good patronage of
Nigerian made goods and services and other types of contributions from the
25

general public.
Good resource generation and management are other means of improving and
boosting the capital base of the sector and are also important ingredients for
obtaining qualitative goods and services. Yet, these cannot be effective, if the
attitude of equalizing economic opportunities for the Nigerian citizens as a legal
right is not brought to bear in this area. Granted, the task for proper economic
development and providing appropriate social amenities for Nigeria’s teeming
citizens is no mean one particularly at this time of a depressed economy,
nevertheless, the only way to come out of the doldrums is for Governments at all
levels to provide enabling environment that will boost capital base of the
industrial sector. Basic amenities like electricity, good water supply, good roads,
well-equipped schools and hospitals should be provided. When the enabling
environment is provided, there is no doubt that it will impact positively on not
only the quality of end products of the manufacturing industry but on the national
economy. It is clear that when quality of goods is improved, Nigerian goods and
services will begin to compete favorably in the global market and more patronage
will be derived from the Nigerian citizens too.
2.3.2Lack of Appropriate Education
26

The potentials of children of any nation in this age of rapid scientific and
technological development ought to be tapped and harnessed for significant
positive contributions and spectacular achievements in all sectors of the
economy. Omu (2008) affirms that today’s youths are the ones who will change
the world for the better and are the society’s best hope for better achievement in
all fields of human endeavour. They have tremendous ability and so adequate
education must be provided for them to enable them obtain the relevant skills
they need to move Nigeria to greater heights.
Unfortunately, Government’s ambivalent attitude to provision of appropriate
education that meets not only the needs of individuals but also national needs
has been well noted and documented. Nweke (2006) remarks that although
there is legislation in Nigeria establishing children’s fundamental right to
appropriate education, this is not taken into much consideration. Many of the
Government owned schools lack relevant infrastructural facilities and equipment
and so many of the students come out not having acquired relevant skills needed
to find a good job and perform well in it or to be self-employed.
The success of any system of education is hinged upon proper planning, efficient
administration and adequate financing without which not much progress would
be made. Appropriate education should be consciously pursued as it is expected
27

to produce required and more skilled manpower necessary in stimulating and
increasing the level of productivity in the manufacturing industry. Although the
task of providing appropriate education for the teeming Nigerian citizens could be
a Herculean one, yet, development of strong positive will and determination can
go a long way in reducing or eliminating many of the ambivalent attitude and
administrative bottlenecks. This is especially needful if the Nigerian Government
at all levels would realize the adverse effect of Skills-Gap in the manufacturing
industry and invariably on the socio-economic development of the nation.
2.3.3 Dearth Of Adequately Qualified Education Personnel
Successful outcome of the magnitude and quality of education envisaged for the
Nigerian child to help him acquire relevant scientific and technological skills,
demands availability of a well-trained professional force. Among the major
professionals needed are teachers and other support staff like guidance
counselors, psychologists and sociologists. These personnel are engaged in many
aspects of education ranging from developing, procuring, adapting, standardizing,
reforming revalidating some instruments to teaching and counseling.
But the scarcity of such qualified personnel well versed in their areas of
specialization has hit the mind of many academics and researchers. Obot, (2000)
notes that many materials appearing in workshops, seminars, newspapers and
28

periodicals have all identified this problem. The need for well-trained personnel
especially the teachers in the education system cannot be over-emphasized. This
is because the effectiveness of education at any level is dependent in large
measure on the quality of its teachers and their teaching. The dearth of
adequately qualified teachers and indeed all other personnel, therefore,
negatively affect the education of children. It is no wonder that graduates of
tertiary institutions come out not having relevant skills in their areas of
specialization. They do not possess relevant skills required by employers of labour
nor can they subsist on their own. This is why majority of graduates are
unemployed and roam the streets looking for non-existent jobs. These have
implications for the socio-economic development of the nation which continues
to depreciate. There is truly a glaring need for re-orientation of teachers’ and
counsellors’ education in Nigeria to prepare a professional force that can make
education of the youths more meaningful and relevant. The curricular of such
training programmes must be made to develop superior behavioural potentials in
academics and provide enough exposure and stimulation to learners in every
sphere. The programmes must assist the teachers and counsellors to grow and
develop well providing them with the necessary skills they need to teach students
well.
29

2.3.4 Inadequate Infrastructural Facilities in the Institutions
Appropriate educational provision demands huge and enormous resources,
materials and facilities. The National Policy on Education (NPE) affirms that the
principle behind the education and nurturance of children is to be experimental
and exploratory and in challenging them to the utmost.
Adequate facilities in the educational system of children are very vital
components of resource inputs as researches portray strong direct relationship
between facilities and education quality. Evans (2000) brought out the import of
this in a review of resource allocations in China education. He notes that although
there was a scarcity of senior scientists in the research institutes, yet the young
scientists recorded excellent scientific and technological performances having
been trained with the best pieces of equipment available in the world.
However, in Nigeria the reverse is the case because our youths are educated
under very harsh conditions and environment. There are no basic infrastructures
to support the emphasis placed on education. Some students receive lecture
under trees, those that have classes are most often over-crowded and there are
no laboratories in some schools while some have but do not have qualified
teachers to teach the subjects. No wonder, the graduates of secondary and postsecondary
schools, most often do not acquire the relevant skills needed to
30

perform required tasks in industries or elsewhere. Resultantly, issues of Skills-Gap
keep enlarging its scope in Nigeria’s labour market.
It becomes obvious that well-articulated objectives of education would only
remain on the pages of NPE if adequate infrastructural facilities are not provided.
Since qualitative education provides the necessary indices for national greatness,
all financial, administrative and statistical provisions should be put in place to
ensure the achievement of goals in the system.
The researchers are of the opinion that the huge financial involvement of
acquiring needed facilities should not be the reason for not providing them. After
all, a school of thought has maintained that Nigeria is not poor as her leaders
portray her to be and her economic problems are more of wasteful spending,
mismanagement and morbid priorities. The researchers are of the opinion that
Government should see the provision of adequate facilities as of utmost
importance in the bid to imbue our youths with technological and scientific skills
needed to stimulate our economy. They therefore recommend that Government
should source alternative ways to get more funds needed to complement what it
has. It is also advised that locally produced materials should be obtained or
improvised ones made where possible.
31

2.3.5 Changes in the Manpower Needs in the Manufacturing Industry
Changes in the nature of business are leading to changes in the skills required of
employees. Global competition, technology, and other forces have placed a
premium on speed, innovation, and the ability to adapt rapidly to change.
According to the 2003 reports of the American Business-Higher Education forum,
“even if employees are equipped for today’s jobs, they need to be ready to learn,
re-learn, and in some cases unlearn to respond to corporate downsizing,
workplace modifications, and other realities”.
Indeed, today’s employees also need a higher level of technical and professional
skills than their counterparts in decades past. For instance, in the 1970’s, jobs in
Nigeria generally consisted of large numbers of low-skilled, semi-skilled, and
fewer high-skilled jobs. By the 1990s, however, technology, with its high degree of
reliability and lower cost, had taken over many routine low-skilled jobs, some of
which had paid high wages. This shift in the labour market will continue as more
semi-skilled jobs are automated, saving employers’ expensive salaries and fringe
benefits.
In a complete reversal therefore, a larger proportion of jobs today are classified as
“skilled” meaning they require some education beyond high school. The increased
32

demand for higher level skills in the economy is related to broader shifts in the
economy, including declines in low skill manufacturing, the growth of the service
sector, and the advent of new technology. Besides, the dynamic nature of the
Information Technology industry creates a set of circumstances that make it
difficult for individuals to obtain the level of experience before the technology
becomes outdated.
Thus, the number of jobs for the unskilled has steadily declined over the past
several decades. Today, one witnesses unprecedented increase in skilled jobs.
Expectantly, by the next few years, there will be a huge growth in highly skilled
jobs. In addition, a shift has occurred from large to small companies. Employees in
small firms often need to do a variety of tasks requiring a range of skills.
The need for each employee to be skillful in specific areas is quite apparent.
Schools have a lot to do in equipping individuals to be able to play their roles
effectively. Training has been defined by Manpower Service commission (1981) as
a planned process to modify attitude, knowledge or skill behavior through
learning experience to achieve effective performance in an activity or range of
activities. Its purpose, in the work situation is to develop the abilities of the
individual and to satisfy the current and future manpower needs of the
organisation. That is why it is advocated that schools be well equipped in order to
33

prepare its graduates for the world of work.
2.3.6 Inadequate Employee Training
The value and importance of training to individuals in organizations have been
emphasized. Lynch (1996) for instance has established that there is a positive link
between training and productivity. Indeed, training is one of the fundamental
ways of adding value to employees in organizations to enable them acquire
required skills for improved performances. Training has been variously conceived
and according to Wikipedia (2010), it refers to the acquisition of knowledge, skills
and competencies as a result of the teaching of vocational or practical skills and
knowledge that relate to specific useful competencies. It goes further to explain
that training has the specific goals of improving one’s capability, capacity and
performance. This no doubt is to develop the abilities of the individuals to satisfy
the current and future manpower needs in the work situation. Armstrong (1998)
also highlights the many benefits of effective training to include improving
corporate performance in terms of output, quality, speed and overall
productivity, enhancing multi -skilling, providing people with the knowledge and
skills they need to adjust to new situations, improving positive culture in the
organizations and providing higher levels of service to customers.
34

Unfortunately and inspite of the many benefits that can accrue from effective
training, issues of training and retraining for employees in Nigerian work settings
have not been given enough considerations. To lend credence to this view, Omu
(2008) opines that it is a pity that frequently, organizations in Nigeria cut down on
training budgets whenever there is need to cut down on expenditure. Spiff (2009)
laments that, “those who cut back on training are not thinking well about future
needs”. This is in consonance with the position of Galagan (2006) who also
observes that one of the factors responsible for Skills-Gap is cuts in training
investments.
The researchers believe that one way to resolve the issue of Skills-Gap is to carry
out training and retraining of employees in the FB&T sector. To this end, Malone
(2004)also opines that for Skills-Gap to be brought to the barest minimum in the
FB&T sector, companies need to invest more in employees’ training and make
workforce skills a top priority because those who stay in manufacturing need
higher knowledge, skill sets and a larger vision of what the sector is all about.
2.4 EMPIRICAL STUDIES ON SKILLS- GAP
Society, as a stakeholder in the manufacturing industry, has always had a special
interest in issues of Skills-Gap both as individuals and as potential contributors to
35

its well-being. It is therefore not surprising that literature is replete with
researches, which have been carried out on Skills-Gap. Evans (2000) posits that a
large body of research and literature developed in this century around one key
concept, most usually labeled ‘Skills-Gap’ with all its related issues.
Nweke (2006) carried out an evaluative study of the implementation practices of
the economic policy of the manufacturing industry in Nigeria. His findings indicate
that although proper implementation of economic policy helped a lot in
improving performances in the manufacturing industry, the implementation of
the policy was problematic. He discovered that one of the major obstacles was
misunderstanding of economic ideals and its provisions. He also found that there
is still a subtle resistance to issues of indigenization provisions for the
manufacturing industry. Insufficient capital and non-availability of social
amenities were other problems besetting proper implementation of economic
policy. His findings underline the need for more evaluative studies of the current
economic policy provisions and implementation procedure in the Nigeria’s
manufacturing sector.
Empirical studies such as Nweke’s demonstrate the obvious need for continuous
evaluation of the implementation of the economic policy and the adverse effects
of improper implementation of the policy. It is this fact that has given justification
36

to a study such as this.
Evans (2000) carried out a Skills-Gap Analysis in the manufacturing industry in
United States of America. He conducted a study of some Food manufacturing
industry. He found that issues linked to Skills-Gap do exist in the sector. Although,
his study was carried out in a different social milieu with variations in culture and
styles of life, yet the study lends justification to the need for the present study in
Nigeria. His study buttresses the point that there is a need to go back to the
drawing board to determine how issues of Skills -Gap could be redressed in
Nigeria.
Some studies have also been carried out on the FB&T Sector in Nigeria. One such
study is Omu’s (2008) case study of the FB&T Sector. The researcher employed
the survey design using a sample selected from junior, intermediate and senior
employees of the FB&T sector in the South East zone of Nigeria. He analyzed his
data using simple percentages. The results he obtained showed that insufficient
capital, inadequate equipment, facilities, dearth of adequately qualified and
skilled employees and ignorance of economic policy provisions of some
employees are the major problems limiting productivity of the FB&T Sector. On
issue of Skills-Gap, he recommended that employers of labour and educational
administrators should come together to plan the curriculum of the tertiary
37

institutions, schools should have adequately qualified staff and sufficient
instructional materials provided for students. While his study is interesting and
significant, it has many limitations:
(1) He explains that he drew his sample of FB&T Sector from the South East zone
of Nigeria, but the truth is that FB&T Sectors are not only situated in that zone.
His sample therefore is obviously biased. (2) His questionnaires had only ten items
each for the different categories of respondents. These clearly are not adequate
to generate an extensive data for the study. This obviously made his study not
seem in-depth in out- look. There is need for more extensive and definitive
research to discover the Skills-Gap in FB&T sector in Nigeria. These are gaps the
present study has attempted to narrow.
2.5 SUMMARY OF REVIEW OF LITERATURE
The literature review has exposed the fact that the issue of Skills-Gap is a
problem in all nations of the world.
After-all, it has been noted, that
organizations will always have Skills -Gaps as they are growing and moving into
new and different areas. The challenge then, is how fast a nation is able to
respond and bridge emerging gaps as they arise.
The issue of Skills-Gap becomes a global one which takes on a special meaning
38

and urgency for a developing country like Nigeria where unlocking the vast
potentials of her human resources and equipping them with technological skills is
possibly the only means out of the circle and culture of poverty. No wonder, Omu
(2008) observes that the mandate we must seek in this decade is the creation of a
new outcome in Nigerian education that is technologically driven and a new
image of the learner as a global thinker.
The reviewed literature has shown that in developed nations, there are rich
literatures and researches on Skills-Gap that inform planners and policy makers
about the potential effects and possible pitfalls associated with the issue. Much of
the researches there are also highly context specific unlike what obtains in
developing nations where most of the researches on the manufacturing industry
have remained philosophical and descriptive. This is a gap that this research work
intends to fill for it will not only appraise the Skills-Gap in FB&T Sector but will
identify strategies that can help effect a better level of productivity and standard
in the quality of the products from the sector.
The literature review has also shown that one great concern of employers today is
finding workers who are adequately skilled to perform expected tasks. The review
makes evident the fact that the difference between the skills needed on the job
and those possessed by the applicants, called Skills-Gap, is of real concern to
39

human resource managers and business owners looking to hire competent
employees. While employers would prefer to hire people who are trained and
ready to go to work, they are usually willing to provide the specialized, jobspecific
training necessary for those lacking such skills. Yet, it would appear that in
some instances the training given to employees do not still help them imbibe the
required skills.
Nigeria as an integral part of the Global village has to urgently deal with issue of
Skills-Gap in FB&T Sector and all other sectors of Nigerian economy. Nigeria is
richly endowed with abundant human and mineral resources and so it would
appear that what she requires to drive a thriving economy is the strong will to
succeed and well skilled manpower in technology and science.
Nevertheless, a number of studies have indicated that the governments and
peoples of all nations need to be made more critically aware of Skills-Gap issue in
our societies and indeed our generation. They need to understand the gravity of
not imbuing in our students, acquisition of relevant skills through adequate
education.
Another area that should be critically examined and urgent action taken about it
is in the planning and implementation of the Policy on Education. Our education
system needs to be restructured and facilities provided, if the education our
40

youths receive will be relevant to what is required in the labour market of today
and tomorrow. Nigeria’s Minister of Labour and Productivity, Adetokunbo Kayode
affirms in a paper presented at the 24 th Conference of the Association of Vice
Chancellors of Nigerian Universities (June, 2009), that the gap that exists between
what is taught at school and the skills required to perform on a job is so wide that
a high percentage of young graduates are said to be unemployable and lacking
needed skills that would make them profitable for any employer.
Although in reality, organizations will always have Skills-Gaps as they are growing
and moving into new and different areas, yet Nigeria should be able at this stage
of her existence, set in motion, workable strategies that are flexible and able to
imbue in the citizens the relevant and required skills in the FB&T Sector. Nigeria
cannot afford to keep relegating the issue of Skills-Gap to the background.
Manufacturing enterprises are part of the pillars upon which the economy is
hinged. They serve as drivers of the economic activities with strong linkages with
other sectors of the economy. They create jobs, produce goods and utilize raw
materials.
But, from the review of literature, it has also been established that negative and
ambivalent attitude underlie most of the obstacles that impede the level of
productivity and standard in the manufacturing sector. Nweke (2006)
41

corroborates this view when he submits that while resources could appear to be
the immediate problem in the sector, yet the real threat in Nigeria may well be
lack of good management and production skills, inept societal goodwill and
Government’s ambivalence regarding the actual value of the sector in the
economy. It is expected, therefore, that with better exposition through appraisal
of Skills-Gap, it would be better appreciated the ways through which
performances in the FB&T Sector could be drastically improved upon.
Finally, these have great implications for ITF’s role in Human Resource
Development in Nigeria. There is therefore, a need for training agencies like the
ITF to intensify collection of all useful and valid information about Skills-Gap,
disseminate such information to all stakeholders in the society and carry out
enlightenment and training programmes which are tailor–made to redress issues
of Skills-Gap.
CHAPTER THREE
METHODS AND PROCEDURES
This chapter deals with methods employed in carrying out the study. It is
discussed under the following sub-headings: research design, population and
42

sample, sampling techniques, instruments for data collection and development of
instruments. Other sub-headings include validity and reliability of the
instruments, procedure for data collection and methods of data analysis.
3.1 RESEARCH DESIGN
For the purpose of the study, a descriptive survey design was adopted. The
descriptive survey design is a process of carrying out a study by collecting and
analyzing data gathered from a sample considered to be representative of the
population and generalizing findings from these to the population.
The design requires that data be collected at a particular time from the sample.
The design was employed because it constituted the most convenient way to
obtain real facts and figures needed to study a large population and answer the
research questions posed.
The variables for the study included determining the available and required skills
in the FB & T sector. The study also sought to discover the factors that contribute
to Skills-Gap in FB&T, the measures that Management can apply in bridging the
gap, the availability of training policies, utilization of training plans and
programmes by industries in the Sector. The study went further to identify
strategies through which the Skills-Gap could be remedied.
3.2 POPULATION OF THE STUDY
The target population of the study comprised two categories of workers in the
FB&T sector. It included Production Managers and Human Resource
Managers/Personnel in fifteen (15) identified sub-sectors of FB&T. The population
43

consisted of five hundred and thirty two (532) respondents derived from two
hundred and sixty six companies that are registered with ITF. Two respondents
each i.e. one Production Manager and one Human Resource/Personnel Manager
were drawn from the 266 registered companies.
The distribution of population of the study is as shown in Table3. 1.
Table 3.1: Distribution of Population by Areas of Operation in FB&T, Number of
Companies and Categories of Respondents
Areas of Operation (Sub-sectors) Number of
Companies
Production
Managers
Human Resource
/Personnel
Managers
Flour and Grain Milling 33 33 33
Fruit & Juice 23 23 23
Starch & related Food Products 26 26 26
Meat and Fish 17 17 17
Tobacco 3 3 3
Brewery, Distilling& Blending of Spirit 18 18 18
Flavoring 10 10 10
Tea, Coffee & other Beverages 8 8 8
Biscuits& Bakery Products 25 25 25
Cocoa, Chocolate & Sugar
11 11 11
Confectionary
Soft Drink& Carbonated Water 32 32 32
Dairy Product 18 18 18
Animal Feeds 10 10 10
Vegetable &Edible Oil 22 22 22
Poultry Products 10 10 10
Total 266 266 266
3.2.1 Sample of Study
The sample was selected from 15 sub-sectors of the FB&T. The sample in this
study is discrete elements drawn from available population frame which stood at
five hundred and thirty two (532). This is based on the assumption that each of
44

the two hundred and sixty six companies has one Production Manager and
Human Resource/ Personnel Manager. The researchers decided to use eighty
percent (80%) of the total population as sample for the study. Thus, four hundred
and twenty six (426) respondents spread across the fifteen sub-sectors were
drawn.
The Production Managers formed part of the sample because they are closest to
production efforts of the manufacturing industry and so are aware of the needs of
the industry. Moreover, they are at the helm of affairs at the production points
and understand the issue of Skills-Gap more than other management staff. Also,
they supervise the production team and ensure compliance with set standards
since they have understanding of policy guidelines.
The Human Resource/Personnel Managers were included as sample because they
assign staff to various arms of the organization, carry out identification of training
needs, design and develop training programmes for staff in order to upgrade their
skills and ensure that quality of personnel in the FB&T is adequate.
3.2.2 Sampling Technique
Stratified Random Sampling technique was adopted for the study. Stratified
Random Sampling is a process by which sample is procured by dividing the
population into sampling units with non-overlapping categories and then
intensifying the selection from the categories using simple random sampling. The
rationale for its use was to ascertain purposeful representation of each stratum.
To get an adequate representative sample, the number of registered FB&T
companies in each of the Fund’s Area Offices was obtained and classified by subsectors.
Each sub-sector was used as a stratum. The researchers, based on the
proposed use of 80% sample frame, then employed random selection to get the
45

particular companies whose Production Managers and Human Resource
/Personnel Managers eventually participated in the study. The distribution of
sample is shown in Table 3. 2.
Table 3.2: Distribution of Sample by Sub-sector of FB&T and Category of
Respondents
Sub-sector
No. Production
Manager
No. of
Personnel/Human
Resource Manager
Total for each
sub-sector
Flour and Grain Milling 26 26 52
Fruit & Juice 18 18 36
Starch & related Food
20 20 40
Products
Meat and Fish 14 14 28
Tobacco 3 3 6
Brewery, Distilling&
14 14 28
Blending of Spirit
Flavoring 8 8 16
Tea, Coffee & other
6 6 12
Beverages
Biscuits& Bakery Products 20 20 40
Cocoa, Chocolate & Sugar
9 9 18
Confectionary
Soft Drink& Carbonated
26 26 52
Water
Dairy Product 14 14 28
Animal Feeds 8 8 16
Vegetable &Edible Oil 18 18 36
Poultry Products 8 8 16
Total 212 212 424
3.3 Instruments for Data Collection
The main instrument used in gathering data for this study was questionnaire. Two
sets of questionnaires were developed for the respondents which are titled and
described as follows:
i) Skills-Gap Questionnaire for Human Resource/Personnel Managers
46

(SGQHRPM)
ii) Skills- Gap Questionnaire for Production Managers (SGQPM)
3.3.1Description of Instruments
Skills -Gap Questionnaire for Human Resource/Personnel Managers (SGQHRPM)
This instrument consisted of items divided into two sections. Section A, sought
background information on the following areas: Name of company,
Location/Address, Town, E-mail address and Telephone number. Section B
addressed issues on Basic Operational Skills, Production Skills, Factors responsible
for the unavailability of required skills, Items that measured how training was
carried out, Existence of training policy in companies and Strategies to address
Skills-Gap in the sector.
Most items on the instrument for the Human Resource/Personnel Managers were
structured on a 4-point scale of ‘High’, ‘Average’, ‘Low’ and ‘Very Low’, while
some were open and close ended questions. Respondents were then instructed
to respond according to their degree of agreement with the statements contained
in the instrument.
Skills Gap Questionnaire for Production Managers (SGQPM)
This instrument consisted of items divided into two sections. Section A: sought
background information on the following areas: Name of company,
Location/Address, Town, E-mail address and Telephone number. Section B
addressed issues on Basic Operational Skills, Production Skills, Factors responsible
for the unavailability of required skills, Items that measured how training was
47

carried out, Existence of training policy in companies and Strategies to address
Skills-Gap in the sector.
Most items on the instrument for the Production Managers were structured on a
4-point scale of ‘High’, ‘Average’, ‘Low’ and ‘Very Low’, while some were open
and close ended questions. Respondents were then instructed to respond
according to their degree of agreement with the statements contained in the
instrument.
3.4 DEVELOPMENT OF INSTRUMENT FOR DATACOLLECTION
The instrument was researchers’ designed. In developing the instrument, the
researchers had to consult other related, developed and validated instruments.
Items were also generated from books, research reports, journals, consultations
with stakeholders in the industry and write ups on the FB&T Sector. The
information generated from all sources was then collated as questionnaire items.
3.4.1 Validation of Instrument
The questionnaires designed for the study were subjected to validation process
for face validity. McBurney (2006) defines face validity as the idea that a test
should appear superficially to test what it is supposed to test.
To carry out the validation exercise, copies of the questionnaire along with the
objectives and purpose of study were scrutinized by experts in Research
&Development Division of the Industrial Training Fund. The instrument was
examined for appropriateness and adequacy. Useful observations and suggestions
were made and the instrument was modified.
Thereafter, a pilot study of the instrument was conducted among selected
companies in the sub-sector. This was done in order to discover:
48

How the respondents would react to the itemsof the questionnaires.
Whether the items are clear enough and easily understood.
Whether there is need to include more items in certain areas.
Whether there are some personal items which they would not like to
respond to.
To determine the workability of the proposed methods of data
analysis for the study.
Following the pilot survey, the instrument was further refined and made easier
for respondents’ comprehension.
3.4.2 Reliability of the Instrument
The reliability of the instrument was also established. Reliability denotes the
degree of consistency with which the instrument measures that which it purports
to measure. Since the instruments sought factual information, the stability of
opinion was sought by the use of test-retest reliability method. This method
entailed giving a test with the developed instrument to ten randomly selected
respondents of each category and repeating the test within an interval of two
weeks. The first test (T 1 ) scores and the second test (T 2 ) scores were then
correlated and subjected to the Pearson’s Product Moment correlation coefficient
statistic using the equation:
∑
∑ ∑
√ ∑ ∑ ∑ ∑
Where:
x = Test scores at 1 st administration
y = Test scores at 2 nd administration
n = Number of respondents.
49

The Production Managers’ questionnaire yielded a co-efficient of 0.83 while the
Human Resource/Personnel Managers’ yielded a co-efficient of 0.90. The coefficient
for Production Managers’ and Human Resource/Personnel Managers’
Questionnaires were adjudged high and therefore, adequately reliable for
adoption.
3.5 PROCEDURE FOR DATA COLLECTION
The team of researchers from the ITF Headquarters took off in two batches to all
the FB&T companies in the respective States of the Nation that participated in the
study. At the ITF Area offices, all Research Schedule officers were co-opted into
the study as research assistants. They were adequately briefed on the importance
and purpose of the study, how the samples were derived, reason for the selected
areas and how to administer the questionnaires. On the second day, the
researchers and the research assistants armed with letters of introduction went
to the respectively assigned FB&T companies to administer the questionnaires.
The face to face delivery system was employed in the administration of the
instrument.
This method was preferred since it afforded the researchers and their assistants, a
higher percentage return of properly completed questionnaires. A total of Four
hundred and twenty four (424) questionnaires were handed out to Production
and Human Resource/Personnel Managers. However, three hundred and sixtythree(363)
of the instruments were retrieved for both the Human
Resource/Personnel and Production Managers representing 85% of the
administered questionnaires.
50

3.6 METHOD OF DATA ANALYSIS
The analysis of the data was based on the research questions. The quantitative
information in the questionnaires was coded for data capturing using the
Statistical Product Service Solution (SPSS) while qualitative information was
subjected to content analysis.
Simple means, frequencies and percentages were used in answering the research
questions. The response options in the instruments for all categories of
respondents were weighted as shown in Table 3.3:
Table: 3.3Score Scale and its Interpretation
Scale
Interpretation
0.0 - 1.49 Very Low
1.50- 2.49 Low
2.50- 3.49 Average
3.50- 4.49 High
4.50 -5.00 Very High
Acceptance point for the items was 2.50 and any mean score below 2.50 was
regarded as low or very low, while mean score of 2.50 and above were regarded
as average, high or very high respectively.
51

CHAPTER FOUR
BACKGROUND CHARACTERISTICS OF RESPONDENTS
The background characteristics of respondentsare described in this chapter. This
features the Ownership Status,Capital Base, Areas of Operation and Ownership
Category of FB&T Companies.
4.1 The Ownership Structure
Table 4.1:Distribution of Companiesby Ownership Structure
Type of Ownership Frequency Percentage
Public(Limited
22 11.8
Liability Companies)
Private(Limited
154 82.8
Liability Companies)
No response 10 5.4
Total 186 100.0
From the table, it is clear that most of the Companies (82.8%) in the sector are
owned by Private individuals(Limited Liability Companies) while a few of them
(11.8% )are owned by the Public ((Public Liability Companies). However,(5.4%) of
52

espondents did not disclose their structure.
4.2Capital Base
Table 4.2 presents the Capital Base of the selected Companies.
Table 4.2: Distribution of Companies by Capital Base
Capital Base Frequency Percentage
N1.5 – N50M 58 34.7
N51 – N200M 26 15.6
Above N200M 56 33.5
No response 27 16.2
Total 167 100.0
Result from the table shows, that more than half of the respondents (50.3%) have
a capital base of less than N200 Million, with 34.7% of this group in the range of
N1.5 to N50 Million. Also, 33.5% of the Companies have their capital base above
N200m, while a significant percentage (16.25%) did not respond to the question.
These findings show that majority of the Companies in the sector belong to the
Small and Medium Scale Enterprises. However, this may not be categorically true
as one cannot vouch for the truthfulness of their assertions, especially, if one
notes that Nigerians will most often evade issues that concern Capital Base for
53

fear that it may lead to more taxations.
4.3Ownership Category
The Ownership Categories of the selected Companies are presented in Table 4.3.
Table 4.3: Distribution of Companies by Ownership Category
Ownership Frequency Percentage
Indigenous 105 56.5
Foreigners 44 23.7
No response 37 19.9
Total 186 100.0
Evidence from table 4.3 shows that, 56.5% of the Companies in the sector are
owned by Nigerians. This is quite impressive and it is in line with the
Indigenization policy of the Government. It indicates that Nigeria FB&T sector is
not dominated by Foreigners. The table also underscores the fact that there are
Companies owned by Foreigners operating in the sector. However, 19.9% did not
indicate their ownership category.
54

4.4 Areas of Operation
Table 4.4 presents the distribution of companies according to their areas of
operation.
Table 4.4: Areas of Operation
Areas of Operation Frequency Percentage
Flour and Grain Milling 33 12.4
Fruit & Juice 23 8.6
Starch & related Food
Products
26
9.8
Meat and Fish 17 6.4
Tobacco 3 1.1
Brewery, Distilling&
Blending of Spirit
18
6.8
Flavoring 10 3.8
Tea, Coffee & other
Beverages
8
3.0
Biscuits& Bakery
Products
25
9.4
Cocoa, Chocolate & Sugar
Confectionary
11
4.1
Soft Drink& Carbonated
Water
32
12.0
Dairy Product 18 6.8
Animal Feeds 10 3.8
Vegetable &Edible Oil 22 8.3
Poultry Products 10 3.8
From the table, it is clear that majority of Companies (12.4%) that responded are
in Flour and Grain Milling area of operation. This is closely followed by Soft Drink
and Carbonated Water with 12%. Others include Starch and Related Food
55

Products with 9.8%; Biscuits and Bakery with 9.4% and Tobacco with 1.1%. The
rest of the Companies can be observed from the table.
56

CHAPTER 5
BASIC OPERATIONAL AND PRODUCTION SKILLS POSSESSEDD IN FB & T SECTOR
5.0 Introduction
This chapter presents the analysis of data, results and discussions on Basic
Operational and Production Skills possessed in FB & T Sector.
Table 5.1: Basic Operational Skills of Senior Staff
S/N VARIABLE MEAN Level of Possession
1 Ability to pass and receive information 3.15 Average
2 Ability to take decisions 3.08 Average
3 Ability to operate a computer 2.94 Average
4 Ability to cooperate and work with 3.23 Average
colleagues
5 Ability to tackle challenging situations 3.10 Average
6 Ability to assist staff to achieve targets 3.20 Average
7 Ability to analyze situations 3.05 Average
8 Ability to train subordinates 3.04 Average
9 Ability to assign jobs to subordinates 3.26 Average
10 Ability to coordinate the activities of other 3.14 Average
staff.
Source: 2009 Field Work
A critical observation of Table 5.1 shows the rating of the basic operational skills
of senior staff in the Production Department. From the table, it is evident that all
the Basic Operational Skills are possessed by the senior staff although at an
average level. This implies that the senior staff in the Production Department of
F B & T sector may not be functioning at a very high level. This finding is in
consensus with the findings of Omu (2008) who also discovered that most senior
employees in FB&T sector are not operating maximally since they lack relevant
skills. The implication of this therefore, is that optimum productivity level may not
be attained in the sector, since the possession of Basic Operational Skills at a
57

higher level above average is a necessary and sufficient condition for productivity.
Apart from the above, since Basic Skills are supposed to be acquired in schools or
via vocational trainings, the possession of these skills at an average level has
further confirmed that there is a problem in the educational sector of the country.
The implication of this on the operations of the Production Department and
invariably the companies is enormous. As senior Production Officers, who are
responsible for directing and coordinating the job tasks in Production
Department, one would expect they should be functioning on a higher level. This
is especially worrisome when it is considered that FB&T sector produces edible
goods which should not be handled carelessly to avoid any harm it may pose to
human life. Having minimal Basic Skills to operate is not an encouraging
development. It is not surprising then that the companies’ productivity levels
remain at low ebb. Something needs to be done and urgently too.
Table 5.2: Basic Operational Skills of Junior Staff
S/No VARIABLE MEAN LEVEL OF POSSESSION
1 Ability to pass and receive information 2.68 Average
2 Ability to take decisions 2.68 Average
3 Ability to operate a computer 2.37 Low
4 Ability to cooperate and work with 3.01 Average
colleagues
5 Ability to interpret operating
2.37 Low
instructions
6 Ability to assist staff to achieve targets 3.01 Average
7 Ability to analyze situations 2.81 Average
Source: 2009 Field Work
Careful examination of Table 5.2 shows the result of the analysis of the Basic
Operational Skills of Junior Staff in Production Department. From the table, it
isshown that majority of the junior staff possess most of the outlined Basic
58

Operational Skills at an average level. However, some skills were possessed at a
low level. For instance, it is apparent that Junior Staff in the Production
Departments in FB&T Sector have little or no Computer Literacy Skills while their
abilities to interpret Operating Instructions are minimal. This finding corresponds
to the finding of Bassey&Eket (2005) who discovered that majority of people in
Nigeria still lack computer literacy. But, ability to operate a computer is a basic
requirement in a production process; therefore, low level possession of this skill
among junior staff indicates a negative trend which no doubt greatly reduces the
production flow. This of course hinders the actualization of set targets in the
industry. Apart from this, their inability to interpret Operating Instruction most
often leads to avoidable mistakes on the part of this category of workers in the
Production line. This reflects on the quality of the products and sometimes rejects
and wastages.
Table 5.3: Production Skills of the Staff of FB&T Sector
S/No PRODUCTION SKILLS MEAN LEVEL OF
POSSESSION
1 Ability to read and apply technical language 2.81 Average
and concepts.
2 Ability to analyze basic electricity principles, 2.63 Average
install and operate industrial robots and similar
systems.
3 Ability to read production manuals such as blue 2.60 Average
prints, technical drawings, productions plans,
tooling plans, quality plan, safety plans and
utilize 2D and 3D computer aided design
system to create drawings and models for
product, machines, fixtures and other electrical
devices used in production.
4 Ability to interpret and apply basic concept of
material science such as strength of structural
properties, conductivity and mechanical
properties to perform destructive and non-
2.41 Low
59

destructive material testing.
5 Ability to read manufacturing manuals such as
blue prints, technical drawings, production
plans, tooling plans, quality plan and safety
plans and monitor production processes.
6 Ability to identify and select appropriate
production processes.
7 Ability to work unit cost and schedule
productions.
8 Ability to maintain and service pneumatic,
hydraulic and electrical components.
9 Ability to recognize, operate and control
mechanical devices and tooling components.
10 Ability to recognize adverse material conditions
and maintain clean and orderly work
environment.
11 Ability to measure quantity of liquid, dry
ingredients and thickness of products.
12 Ability to calculate volume of sugar, syrup or
water and average use of ingredients over
various time periods.
13 Ability to read and interpret laboratory test
results and estimate required material for an 8
hour shift.
14 Ability to interpret list of ingredients, recipe
formula and amend recipes to standard
specification.
15 Ability to read product codes for ingredients
and packaging materials.
16 Ability to record information in tables and
complete bar graphs to indicate the efficiency
of current hourly production listing ingredients
and their weight.
17 Ability to read and interpret assembly drawings
of machines to understand cleaning and
maintenance functions.
18 Ability to read pressure and temperature
gauges on tanks.
19 Ability to read schematic diagrams on the
computer screen to monitor progress of
2.71 Average
2.95 Average
2.72 Average
2.68 Average
2.90 Average
3.01 Average
2.95 Average
2.99 Average
2.84 Average
2.89 Average
3.01 Average
2.75 Average
2.66 Average
2.84 Average
2.50 Average
60

production process.
20 Ability to collect information on syrup mixes 2.44 Low
from a computer database.
21 Ability to use computer production aided 2.44 Low
machinery and ICT to support production
design.
22 Ability to operate steam boiler firing equipment 2.77 Average
such as stokers, automatic feeds and oil lamps.
23 Ability to maintain water levels, steam levels 2.88 Average
and fuel pressure for efficient fuel
consumption.
24 Ability to carry out repair work in mechanical 2.87 Average
trades.
25 Ability to use electronic control systems to 2.71 Average
control and monitor equipment.
26 Ability to read, interpret and apply drawings 2.62 Average
and specifications of production equipment.
27 Ability to identify and rectify problems in 2.79 Average
machine, tools and equipment.
28 Ability to carry out welding jobs. 2.74 Average
29 Ability to lift, stack and unstuck materials 2.71 Average
securely using diesel, electric, gas or petrol
power trucks equipped with fork attachments.
30 Ability to ensure that goods are stacked in the 3.06 Average
correct areas of warehouse for easy location in
filling other forms.
31 Ability to interpret food ingredient, their uses, 3.00 Average
analyze and interpret the process of food
production.
32 Ability to conduct nutrition and nutritional 2.69 Average
analysis.
33 Ability to carry out sensory testing. 2.68 Average
34 Ability to design appropriate packages. 2.73 Average
35 Ability to design processes that conserve 2.50 Average
energy
36 Ability to design oxidation and hydrogenation 2.46 Low
processes.
37 Ability to operate appropriate quality control 3.06 Average
instrument.
38 Ability to monitor and control quality 3.14 Average
61

standards.
39 Ability to apply quality control procedures. 3.08 Average
40 Ability to identify important pathogens and 2.84 Average
spoilage micro-organisms in food and condition
under which they grow.
41 Ability to identify conditions under which 2.81 Average
important pathogens are killed or made
harmless in foods.
Source: 2009 Field Work
Table 5.3 shows the responses of the Production Manager to the possession of
skills listed on the table. It indicates that majority of the skills are possessed at an
average level. However, a closer observation shows that the following skills are
possessed at a low level:
Strength of structural properties, conductivity and mechanical properties to
perform destructive and non-destructive material testing.
Ability to collect information on syrup mixes from a computer database
Ability to use computer production aided machinery and ICT to support
production design.
Ability to design oxidation and hydrogenation processes
The interpretation that could be made of this is that the Production Managers
are not operating at a level, high enough to stimulate increase in the productivity
level of FB&T sector. Since Production Skills are job specific unlike Basic Skills that
are acquired in school, their possession at an average and low levels indicates
that a lot still needs to be done in terms of training and re-training of staff in the
sector. The Skills need to be upgraded to a high level that can stimulate
62

Productivity improvement for optimum contribution of the Sector to the Nation’s
GDP. This calls for a lot of concern by all and demands urgent attention.
5.4 Major Finding on Basic Operational Skills:
Basic Operational Skills are possessed at an average level by both Senior and
Junior Staff in the sector. However, it was discovered, that the following skills are
possessed at a low level by junior staff:
Ability to operate the computer
Ability to tackle challenging situations
5.5 Production Skills:
Production skills are possessed at an average level by staff in the F B & T Sector.
However, the following skills are possessed at a low level:
Ability to interpret and apply basic concept of material science.
Ability to interpret mechanical properties to perform destructive and
non-destructive material testing.
Ability to collect information on syrup mixes from a computer
database.
Ability to use computer production aided machinery and ICT to
support production design.
Ability to design oxidation and hydrogenation processes
63

CHAPTER SIX
REQUIRED SKILLS IN FB & T SECTOR
6.1 Introduction
The chapter presents and discusses the data obtained in the study on Required
Skills in FB&T sector. The analysis of data and discussion of results are presented.
The data for discussing the Required Skills in FB& T sector were analysed using
frequency and percentage scores. The result of the analysis is presented in table
6.1.
Table 6.1: Required Skills in the Production Department
SKILLS FREQUENCY PERCENTAGE
Ability to interpret list of
16 8.47
ingredients
Ability to design appropriate
8 4.23
packages
Ability to interpret production
12 6.35
process
Ability to use electronic
34 17.99
systems and control
Ability to mix liquid product 7 3.70
Ability to preserve food
11 5.82
properly
Ability to apply quality
4 2.12
management in food process
Ability to communicate
3 1.59
properly
Interpersonal 5 2.65
Safety, Health and
17 8.99
Environment
Industrial Chemistry 5 2.65
Laboratory 3 1.59
64

Analytical 6 3.17
Information Technology 43 22.75
Marketing and Sales 15 7.94
Total 189 100.00
Table 6.1shows the responses to the future skills required in the industry. From
the table, one observes that 43 or 22.75% require skills in Information
Technology, 34 or 17.99% require the ability to use electronic systems and
controls while 17 or 8.99% require skills in Safety, Health and Environment. This
shows that there is a gap between the current available skills and the skills
requirement of the sector for optimum performance. The gap is widest in terms
of Information Technology or computer literacy (22.75%) and this is closely
followed by the ability to use electronic systems and control. The least gap is
recorded in terms of communication skills. The wide gap recorded in Information
Technology (IT) or Computer Literacy and Electronic Systems and Control implies
that, the Sector is not measuring up to the global trends in Production
Technology.If its Human Capital does not possess relevant skills, there is
possibility of a gap in expected and actual output since output in the production
processes in the modern world is enhanced by the use of IT and Electronic
Systems.
CHAPTER SEVEN
CAUSES OF SKILLS-GAP IN FB & T SECTOR
7.1 Introduction
65

Chapter 7 presents and discusses the data obtained in the studyon causes of
Skills-Gap in FB&T sector. The analysis of data and discussion of results are
presented. The data for discussing the causes of Skills-Gap in FB& T sector were
analysed using frequency and percentage scores. The result of the analysis is
presented in table 7.1.
Table 7.1: Causes of Skills-Gap in the Manufacturing Industry
REASONS FREQUENCY PERCENTAGE
Low quality of graduates of
59 31.6
tertiary institutions
Non-availability of specialists 55 29.4
High Cost of training 71 38.0
Lack of Training and Retraining 58 31.0
Deliberate neglect of training
20 10.7
by management/policy makers
Ignorance of the role of
22 11.8
training by management/policy
makers
From Table 7.1, one clearly denotes reasons adduced by the operators in the
Industry for unavailability of the required skills in the manufacturing industry. The
table makes it clear that 59 or 31.6% of the respondents attributed reasons for
Skills-Gap to low quality of Graduates of Tertiary Institutions, while 71 or 38.0%
attributed it to high cost of training. However, from the table, it is worthy to note
that 55 or 29.45% of the respondents attributed the unavailability of required
skills to non -availability of specialists in the industry. The finding on lack of
specialists in the manufacturing industry is consistent with that of Omu (2008)
who also found that the number of skilled senior staff was not sufficient for the
sector.
Other reasons adduced for the unavailability of required skills by the respondents
66

include: Deliberate neglect of Training by Management/Policy Makers and non -
adherence to training and safety in organizations.
The conclusion about their responses is that there are many causes of Skills-Gap
in the manufacturing industry. This of course substantiates the fact that Skills-Gap
does exist in Nigeria’s FB&T sector. If the responses are examined critically, it
becomes apparent that something urgent needs to be done because if we persist
in neglecting the issue of Skills-Gap, then the consequences may become
worsened and perhaps lead to more obvious socio-economic problems. Where
then lies the hope of Nigeria becoming an industrialized nation and ever being
one of the 20 strongest economy in the world
7.2 Major Finding on Causes of Skills-Gap
Among reasons for the unavailability of the required manpower in the industry
are:
Low quality of graduates of tertiary institutions.
High cost of training.
Non availability of specialists in the industry.
Deliberate neglect of training by management.
CHAPTER EIGHT
MEASEURES TO BRIDGE THE EXISTING SKILLS-GAP IN FB & T SECTOR
Chapter 8 presents and discusses the data obtained in the study on measures to
bridge the existing Skills-Gap in FB&T sector. The analysis of data and discussion
of results are presented. The data for discussing the causes of Skills-Gap in FB& T
67

sector were analysed using frequency and percentage scores and are presented in
table 8.1.
Table 8.1: Measures Utilized to Improve the Skills of Existing Work Force
MEASURES FREQUENCY PERCENTAGE
Training and Re-Training of Existing 135 72.2
staff
Downsizing and rightsizing of the 22 11.8
workforce
Engaging competent and
60 32.1
experienced staff from other
organization
Requesting Government/Private 39 20.9
financing
Provision of incentives 54 28.7
Improvement in working conditions 76 40.6
Table 8.1 shows the methods being used in the industry to improve the Skills of
their existing workforce. From the table, 135 or 72.2% of the respondents agreed
that Training and Re-training of their work force is the principal measure used in
bridging the existing Skills-Gap in the sector. This is quite revealing especially as it
concerns ITF as an organization whose sole responsibility is to develop the
nation’s Human Resources. It appears that organizations have come to term on
the importance of training to Skills development and improvement in their staff
quality. In spite of the awareness on the need to Train and Re-train, it is
worrisome to note that majority of staff in the sector still possessed skills at an
average level.
In spite of efforts being made, there is still decline being manifested in the level of
possession of required skills. It therefore, appears that Training and Re-Training
efforts in Industry are not yielding much fruits. Could it be that the Training
68

Programmes are not based on Training Needs or that the Training is haphazardly
carried out It is therefore advised that before training is organized, there should
be Training Need Analysis for staff for which it is carried out, to discover the
actual needs, if training efforts are to yield expected results.
From the table, it could also be noted that 76 or 40.69% of the respondents
agreed that improvement in their working conditions could improve the existing
workforce. This is obvious as it is expected to stimulate and encourage more
productivity in the performances of employees. From the table also, 60 or 32.1%
of the respondents accepted that their organizations utilized competent and
experienced staff from other organizations to improve their workforce. These
measures are all good in their own rights and as Omu (2008) observes, effective
combination of all listed measures will go a long way in achieving the aim of
getting adequately skilled manpower needed to drive the industrialization
processes in the manufacturing industry to an optimal level.
8.2 Major Findings on Measures Taken to Improve Skills’ level of Existing
Workforce
Majority of companies in the industry have installed measures to improve the
quality of their work force. Among measures utilized to improve the existing
workforce are:
Training and Re-training
Engaging competent and experienced staff from other organizations.
Improvement in working condition.
CHAPTER NINE
69

TRAINING POLICIES OF ORGANISATIONS IN FB & T SECTOR
9.1 Introduction
The chapter presents and discusses data obtained in the study on Training Policies
of organisations in FB&T sector. The data for discussing the Training Policies of
organisations in FB& T sector were analysed using frequency and percentage
scores. The results of the analyses are presented in table 9.1, 9.2 and 9.3
respectively.
9.2 Availability of Training Policy
The study sought information on availability of Training Policy in FB&T
organizations. This was needful because it has been established that training and
retraining of human resource of an organization are some of the surest ways of
ensuring that organizational goals are achieved. It is obvious that post-modernity
has brought along many advancements and changes which employees need to be
kept abreast of, if they are to remain relevant and competitive in the face of the
globalised market. The data are presented on table 9.1.
Table 9.1: Availability of Training Policy
RESPONSE FREQUENCY PERCENTAGE
Yes 121 64.3
No 46 24.6
No response 20 10.7
Total 187 100.00
From Table 9.1, it is evident that 121 or 64.3% of the companies surveyed have an
existing Training Policy while 46 or 24.6% of the companies do not have Training
70

Policies to guide the selection and training of the workforce. This is encouraging;
however, it is saddening to note that, a significant percentage of respondents
(24.6%) do not have Training Policy. More disheartening is the fact that 10.7% did
not respond which obviously implies either they do not understand what Training
Policy is about or their organizations do not have any.
9.3 Training Plans and Programmes
The study probed further to discover whether those respondents, who said their
companies have Training Policies also have well-structured Training Plans and
Programmes. The following facts were obtained as captured in Table 9.2 below.
Table 9.2: Training Plans and Programmes
RESPONSE FREQUENCY PERCENTAGE
Yes 65 53.7
No 40 33. 1
No response 16 13.2
Total 121 100.00
Table 9.2 shows that 65 or 53.7% of the companies surveyed have structured
Training Plans and Programmes for Training and Re-training of their work force,
while 40 or 33.1% of the companies do not have structured Training Plans and
Programmes. This implies that 33.1% of companies haphazardly carry out
trainings. In other words, such trainings are systematic. Consequently, the level
of possession of Critical Skills by staff in the companies continues to depreciate.
This trend is not good enough. Unfortunately, 16 or 13.2% of the respondents did
not response. By implication, it means that they do not have Training Plans and
Programmes or else they would have said something.
71

9.4AGENCIES OF TRAINING PROGRAMMES IN FB & T SECTOR
Having established that some organizations actually have well-structured plans
and programme of training, the study sought further for information on the
Agencies that carry out the training. The data yielded are presented on table 9.3.
Table 9.3: Agencies of Training in the FB&T Sector
AGENCIES FREQUENCY PERCENTAGE
Professional 61 32.7
associations
Industrial Training 81 43.3
Fund (ITF)
In –house training 125 66.8
Consultants 87 46.5
Overseas training 27 14.4
Table 9.3 shows the Agencies utilized by operators in the industry to address
issues of capacity building through training. The most popular opinion indicated
that most respondents preferred In-house training with 66.8 % score, followed by
Consultants with 87 or 46.5%, while 81 or 43.3% of respondents only use the
services of ITF. This finding is quite revealing. One wonders why the companies do
not use ITF training machinery even though they are all registered with the Fund.
There arises a need for further investigation into the issue. Other Agencies
utilized are Professional Associations with 61 or 32.6% score and overseas training
with a percentage score of 14.4%.
9.5 Major Finding on Availability of Training Policy:
Majority of the companies have Training Policies.
Majority of the companies surveyed have structured Training Plans and
Programmes for Training and Re-training of their work force.
72

Agencies of training to address issues on Capacity Building in the Industry
include:
Professional Associations
In – House-Training
Training by ITF
Consultants
CHAPTER TEN
PRODUCTIVITY IMPROVEMENT STRATEGY IN FB & T SECTOR
Chapter 10 presents and discusses the data obtained on Productivity
Improvement Strategy in FB&T sector. The data for discussion were analysed
73

using frequency and percentage scores. The result of the analysis is presented in
table 10.1.
Table 10.1: Suggested Strategies to Meet Future Challenges in the FB &T Sector
SUGGESTIONS FREQUENCY PERCENTAGE
Subsidize Training. 23 12.8
Capacity Development. 4 2.2
Accept students on attachment to 8 4.4
produce competent graduate.
Organizations should give priority to 19 10.6
Training.
Equip institutions with modern equipment 14 7.8
Improve power supply. 32 17.8
Government should assist organizations to 4 2.2
source for relevant machines and
equipment.
Multiple taxes should be reduced. 17 9.4
ITF should assist to develop Programmes 18 10.0
relevant to the needs of the industry.
Tertiary institutions should produced 27 15.0
graduates relevant to the industry.
Skills development centers should be 14 7.8
established to enhance skills in the
industry.
Total 180 100.0
From table 10.1, it can be seen, that improvement in power supply is the item
with the highest of 32 or 17.8%. This is not surprising as it is expected that steady
supply of power will reduce expenditure on alternative source of power and
invariably stimulate production level in the Industry. 27 or 15% of the
respondents were of the view that Tertiary Institutions in the country should
produce graduates relevant to the industry training, 23 or 12.8% indicated that
74

training should be subsidized, while 14 or 7.8% suggested that Skills Development
Centers should be established to enhanced skills acquisition of the employees.
No doubt, all these strategies are necessary for improved performances in the
FB&T Sector. It is therefore, expected that all stakeholders play their roles well in
the bid to move the industry forward and strengthen the economy.
10.2 Strategies to Improve Productivity in the Industry
Improvement in power supply
ITF to develop Programmes relevant to the needs of the industry.
Government should establish Skills Development Centers to enhance
skills development in the industry
Tertiary institutions should produce competent graduates relevant to
the needs of the industry.
Government should assist organisations source for relevant machines
and equipment.
CHAPTER ELEVEN
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary, conclusion and recommendations of this
Study. It also presents emerging issues arising from the study.
75

11.1 SUMMARY OF STUDY
The main purpose of the study was the appraisal of Skills-Gap in the FB&T Sector
in Nigeria. To facilitate the collection of vital data for the appraisal, the study
explored the following areas: the current available basic operational and
production skills of the employees of the industry, the required future skills’
challenges, the measures to be used in bridging Skills-Gap in the sector, the
training policies and the training programme and plans available in the companies
and the strategies useful in improving productivity in the FB&T Sector in Nigeria.
From these, seven research questions were posed.
The target population of the study consisted of all production Managers and
Human resource /Personnel Managers working in FB&T Sector that are registered
with ITF Nationwide. Four hundred and twenty – four (424) respondents drawn
from the various categories of the population were used as sample for the study.
The research design adopted was descriptive survey. Two original questionnaires
fashioned along the Likert-type Scale were developed and used by the
researchers to generate data.
These instruments were validated by research officers in R &D Division of ITF and
tested for reliability using the Pearson Product Moment Correlation statistic. The
correlation results showed high reliability scores of 0.83 and 0.90 respectively for
76

the instruments. A pilot study was carried out to further validate the instrument.
Following the pilot study, the instruments were administered by the researchers
and their well-trained schedule officers through the face to face direct delivery
system to the samples selected for the main work. The data obtained from the
instruments were then subjected to descriptive statistics to answer the seven
research questions posed. The analyzed data for the research questions were
respectively presented in tables using frequency, percentages and means.
Discussions of the findings were made and conclusions drawn within the confines
of the obtained data. Limitations of the research were stated so that conclusions
drawn will not be taken at face value but viewed within the context of data
generated and analysed. Finally, recommendations and suggestions for further
study were made.
11.2CONCLUSION
The study attempted, using empirically derived data, to fill a gap in knowledge
concerning the Skills-Gap in the FB&T
Sector in Nigeria. It has also met the
hitherto unmet need of discovering the extent to which Skills-Gap has been a
persistent problem in the sector. Theoretical insights show that the sector is still
not set to take its rightful place in the industrialization bid of the nation due to
77

inadequate number of skilled- workforce. Embedded in this finding also is the
obvious fact that more capital, skilled workforce and careful planning are needed
to attain the required status in the FB&T sector.
The study has also demonstrated that specific objectives of setting up the FB&T
have not yet been achieved suggesting that many of the conditions necessary for
achievement of goals are not yet in place. Evidences from the study indicate that
the methods employed in the work place are still not skilled enough for increased
productivity and improved quality of products. This awareness calls for a better
collaborative and adaptive strategy to be adopted if the manpower skills’
development is to be properly effected and productivity level increased.
In the light of the above challenges, the study emphasized the place of adequately
skilled-manpower in the FB&T Sector. The researchers consider it imperative
therefore, to advise that henceforth the Curriculum Development Division of the
Business Training Department must in collaboration with other training
Departments develop training packages for staff of FB&T sector in Nigeria. It is
also recommended that all education reforms be made more transformational
than transactional in Nigeria, so that graduates will be equipped with relevant
technological skills. The point being emphasized here is that without the
78

systematic identification of Skills Gap with corresponding development of training
package to upgrade the skills of employees in this sector, it is doubtful if FB&T in
Nigeria will be capable of producing the needed in-put required for positive
contributions to Nigeria’s Vision and yearning for scientific, socio-economic and
technological advancement.
11.3 RECOMMENDATIONS
A study of this magnitude must proffer some pertinent recommendations not
only because, current trend in science and technology and the complex societal
needs demand new strategies to harness the potentials of the entire citizenry but
also, in view of the fact that Nigerians cannot continue to treat the issue of Skills-
Gap with careless abandon. Concerted efforts need therefore to be harnessed for
executing a well-planned programme of intervention in the FB&T Sector. The
recommendations are made with the intent that if applied, they will improve the
Skills’ Acquisition and Upgrading level of the workforce in the Manufacturing
Industry. The following recommendations are therefore made:
Industrial Training Fund should collaborate with other training agencies in
providing training interventions to address the problem of Skills Gap in the
FB&T sector.
The Curriculum Development Division (CDD) of the Business Training
Department should collaborate with relevant training Departments of the
79

Industrial Training Fund to develop training packages that will address the
identified Skills-Gap in the Basic Operational and Production Skills. Among
such courses recommended are:
i) Computer appreciation and application.
ii) Basic Material Sciences.
iii) Engineering Materials.
iv) Computer Aided Production Design.
v) Oxidation and Hydrogenation Processes.
vi) Computer Database Syrup Mixes.
vii) Decision Making Processes.
viii) Work Ethics and Interpersonal Skills.
ix) Basic Electricity Principles, Installing and Operation of Industrial
Robots and Similar Systems.
x) Syrup Mixing Technique.
Government policy must address under-investment in Human Capital
Development by Organizations. A percentage of all the contributing
Organizations’ profits should be mandated and ploughed back into Human
Capital Development. Government should encourage the acquisition of
vocational skills by mandating Organizations in the sector to embark on
apprenticeship training to meet their needs.
Government should provide grants to help Organizations plan and
implement adequate training for their employees. Tax relief can also be
given to encourage vocational and other specific trainings that may be
80

needed to bridge Skills- Gap in the sector.
To achieve desired results in F B & T Sector, Federal Government must as a
matter of urgency provide social amenities especially power to this sector
of the economy in other to help them perform at optimal level.
Manufacturing Association of Nigeria (MAN) should collaborate more
closely with Institutions of higher learning and training agencies in
designing curriculum and sponsoring courses aimed at producing the
required skilled manpower. Institutions of learning should be more flexible
and offer short courses that will address Skills-Gap issues.
Human Resource Development Organisations like ITF should be more
dynamic in their training processes. They should integrate and employ best
practices in their training processes. The agencies must play a key role in
identifying the training needs before carrying out any training for clients.
They must ensure that training programmes are planned which will help the
workforce of FB & T sector to acquire the relevant skills needed to operate
at optimal level.
The Training Agencies should organize seminars, conferences, public
lectures, and public enlightenment campaigns for organizations in the
sector on how to “right skill” the workforce with required skills’ training and
education.
Bank of Industry should be better positioned to ensure easier access to
funds by manufacturers.
There is a need to investigate why F B & T Sector does not make use of ITF
training machinery.
81

REFERENCES
Abdullahi, .B. (2008).The Nigerian education system and the imperatives of
reforms. In A.R.Lawal, S. A. Jimoh, S.A.Olorundare, & N. Y.S.Ijaiya( Eds.),
Educational Reforms in Nigeria: Past, Present and Future. JattuUzairue:Stirling-
Horden Publishers Ltd.
AdetokunboKayode (Nigeria Minister of Labour and Productivity) in a paper
presented at 24 th Conference of the Association of Vice Chancellors of Nigerian
Universities (June, 2009).
Agoumu, Z.D. (2002). Problems of identifying the gifted children in
Nigeria.Unpublished master’s thesis, University of Jos, Jos.
Arinze, G. A. (2006). An evaluation of the implementation of gifted education
programme in Nigeria:Implications for counselling. Unpublished doctoral
dissertation, University of Jos, Jos.
Awotunde, P. A., &Ugodulunwa, C. A. (1998).An introduction to statistical
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methods in education.Jos: Fab Anieh (Nig.) Ltd.
Bassey, O.O., &Eket, P.N. (2005).Evaluating the implementation of economic
policy in the manufacturing industry.Unpublished master’s thesis, University of
Nigeria, Nsukka.
Bobone, E. D. (2000). Psychology of attitude towards Nigerian made goods and
services: The Nigerian perspective. Jos : Fab Anieh.
Evans, M.O. (2000). Skills-gap analysis in America’s manufacturing industry.
NewYork: McGraw Hill.
Federal Republic of Nigeria. (1998). National policy on education, (3rd. ed.). Lagos:
Nigerian Educational Research and Development Council (NERDC).
Galagan, P. (2006). Bridging the skills gap: New factors compound the growing
skills shortage. In a paper presented to the American Society for Training and
Development (ASTD).
Kolo, I. A. (1998).Outreach identification scheme for all gifted and talented
persons: An eclectic model for Nigeria. In E. D. Ozoji& I. A. Nwazuoke (Eds.),
Education of the exceptional child in the 21st century: Tasks and strategies (pp.
59-63). Jos: National Council for Exceptional Children.
Lynch, L. M. & Black, S. E. (1996).Employer-provided training in the manufacturing
sector: First results from the United States. EQW Working papers WP34.
Malone, R. (2004). Education, education – managing automation.Web-based
Maintenance Management Track Work Orders, Assets, Reports.
Nweke, S. T. (2006). The attitude of Nigerians to Nigeria made goods: Implications
for counselling.Unpublished master’s thesis, University of Jos, Jos.
Obot, T.N. (2000). The needs and strategies for counselling the gifted in Nigeria’s
gifted education programme. Unpublished master’s thesis, University of Jos, Jos.
Omu, V.C. (2008). Economic practices in the Nigeria manufacturing
industry:Implications for industrial growth. Unpublished master’s thesis,
83

University of Jos, Jos.
Yahaya, H. (2008). Foreword. In A.R.Lawal, S. A. Jimoh, S.A.Olorundare, & N.
Y.S.Ijaiya (Eds.), Educational Reforms in Nigeria: Past, Present and Future.
JattuUzairue:Stirling-Horden Publishers Ltd.
Yar’ adua, U.M. (2009, March20) – Insufficient funds threat to varsities’
survivalDaily Trust, p.2
Appendix A1
STUDY ON SKILLS GAP IN THE FOOD, BEVERAGE AND TOBACCO (F,B&T)
SECTOR OF MANUFACTURING INDUSTRY
QUESTIONNAIRE TO BE COMPLETED BY PRODUCTION MANAGER
This study seeks to identify skills gap in the Food, Beverage & Tobacco (F, B&T) sector
of the manufacturing industry. An honest response to these questions will be
appreciated and will be treated with the highest level of confidentiality.
Back ground Information
Name of Company/Organization: …………………………………………
Location/ Address……………………………………………………………
Town…………………………………..State………………………………..
E-mail………………..................Tel/GSM…………………………………
1. Basic Operational Skills
Please, rate the skills and competencies of senior and junior staff in your
Department/Section/Unit on a Scale of 1-4 (1 being the lowest and 4 being the highest)
in tables 1 and 2 below respectively.
2.
Table 1: Basic Operational Skills of Senior Staff
Basic Operational Skills
Rating
Ability to pass and receive
information
1 2 3 4
84

Ability to analyze situations
Ability to take decisions
Ability to operate a computer
Ability to cooperate and work with
colleagues
Ability to tackle challenging
situations
Ability to relate cordially with
colleagues
Ability to train subordinates
Ability to assign jobs to subordinate
Ability to assist staff to achieve
targets
Ability to coordinate the activities of
other staff.
Ability to learn
Table 2: Basic Operational Skills for Junior Staff
Basic Operational Skills
Ability to pass and receive
information verbally
Ability to pass and receive
information in written
Ability to operate a computer
Ability to cooperate and work with
colleagues
Ability to tackle challenging
situations
Ability to relate cordially with
colleagues
Ability to learn on the job
Ability to carry out assigned jobs
successfully
Ability to assist colleagues to
achieve targets
Ability to learn
Rating
1 2 3 4
3. PRODUCTION SKILLS
To what extent do staff in the Production Department exhibit the skills listed in the table below
Rate the extent of the availability of these skills on a scale of 1-4 (1 being the lowest and 4 being
the highest).
Also, rate the extent of currently required skills that are not available.
85

ELECTRICAL/ELECTRONIC ENGINEERING
Ability to read technical language and
concepts
Ability to apply technical language and
concept to solve problems
Ability to analyze basic electricity principles
Ability to install industrial robots, controls
and similar systems
Ability to operate industrial robot, controls
and similar systems
Ability to read electrical manuals such as
blue prints, technical drawings, productions
plans, tooling plans, quality and safety plans.
Ability to utilize 2D and 3D computer aided
design system to create drawings and models
for product, machines, fixtures and other
electrical devices used in manufacturing
environment
MECHANICAL ENGINEERING
Ability to interpret basic concept of material
science such as strength of structural
properties, conductivity and mechanical
properties
Ability to apply basic concept of material
science such as strength of material,
structural properties, conductivity and
mechanical properties
Ability to read manufacturing manuals and
blue prints such as technical drawings,
tooling plans, quality and safety plans
Ability to perform non destructive and
destructive material testing
Ability to utilize 2D and 3D computer aided
design systems to create drawings and
models for product, machines, fixtures and
other mechanical devices used in
manufacturing environment
PRODUCTION ENGINEERING
Currently available
skills
Currently required
skills that are not
available
1 2 3 4 1 2 3 4
Currently available
skills
Currently required
skills that are not
available
1 2 3 4 1 2 3 4
Currently available
skills
Currently required
skills that are not
available
86

Ability to read manufacturing manuals such
as blue prints, technical drawings, production
plans, tooling plans, quality and safety plans
Ability to monitor production processes and
other industrial systems
Ability to identify appropriate production
processes
Ability to select appropriate production
processes
Ability to utilize 2D and 3D computer aided
design systems to create drawings and
models for product, machines, fixtures and
other mechanical devices used in
manufacturing environment
Ability to work unit cost and schedule
productions
Ability to influence workers positively
Ability to delegate assignments successfully
Ability to take decisions
1 2 3 4 1 2 3 4
PRODUCTION MACHINE TECHNICIAN
Ability to maintain and service pneumatic,
hydraulic and electrical components
Understanding the basics of pairs quality
Ability to stand on the feet for long period of
time
Ability to recognize and explain the
functions of mechanical devices and tooling
components
Ability to operate and control mechanical
devices and tooling components
Ability to recognize common equipment
problems
Ability to recognize adverse material
conditions
Ability to maintain clean and orderly work
environment
Basic understanding of machines, scales,
tapes measures and gauges
Currently available
skills
Currently required
skills that are not
available
1 2 3 4 1 2 3 4
87

Ability to start, stop and re-start machines
PROCESS CONTROL AND MACHINE
OPERATOR
Ability to measure quantity of liquid and dry
ingredients
Ability to measure and weigh thickness of
products
Ability to calculate volume of sugar, syrup or
water and average use of ingredients over
various time period
Ability to read laboratory test results
Ability to estimate required material for an
8hour shift
Ability to exchange information with
suppliers, Supervisors, Quality Control
Managers and Engineers
Ability to deal with equipment malfunction
Ability to amend recipes to standard
specification
Ability read company rules/regulation,
production, schedules, changes in operating
procedures, food handling manuals and
machine and safety manuals
Ability to read safety signs and symbols
Ability to read list of ingredients and recipe
formula
Currently available
skills
Currently required
skills that are not
available
1 2 3 4 1 2 3 4
Ability to read product codes for ingredients
and packaging materials
Ability to fill other forms to obtain
ingredients from Suppliers
Ability to record information in tables,
listing ingredients and their weight
Ability to read graphs to determine
acceptable air level in cans
Ability to complete bar graphs to indicate the
efficiency of current hourly production
Ability to read computer charts and print out
Ability to read assembly drawings of
machines to understand cleaning and
maintenance functions
88

Ability to obtain information from pictures
and icons on the computer screen
Ability to read pressure and temperature
gauges on tanks
Ability to read schematic diagram on the
computer screen to monitor progress of
production process
Ability to write reminder notes, memos and
procedures to keep track of steps in
operations
Ability to write notations in reports book to
indicate faults in equipment and machine
Ability to write reports and recipe sheets to
indicate changes in ingredients or quantities
Ability to reject whole or batch of product
when they are contaminated by foreign
objects
Ability to decide when to shut down a
machine that is performing poorly
Ability to coordinate activities with other
workers, who are part of the same production
team
Ability to identify ingredients which might
be harmful to people with allergies
Ability to collect information on syrup mixes
from a computer database
Ability to discuss problems and contact when
using a product with suppliers laboratory
Ability to use computer production aided
machinery
Ability to recall steps of processes in
sequence
Ability to remember production targets for
variety of products or batches
Ability to remember settings and adjustment
to gauges and machinery
STEAM BOILERS OPERATORS
Ability to operate steam boiler firing
equipment such as stokers, automatic feeds
and oil lamps
Ability to maintain water levels, steam levels
and fuel pressure for efficient fuel
Currently available
skills
Currently required
skills that are not
available
1 2 3 4 1 2 3 4
89

consumption
Ability to carry out repair work in
mechanical trades
Ability to use electronic control systems to
control and monitor equipment
FITTERS AND TURNER
Ability to read drawings and specifications
of production equipment
Ability to diagnose problems in machine,
tools and equipments
Ability to carry out welding jobs
Ability to assemble and dismantle machines,
tools and equipment
Ability to remove and replace appropriate
spare parts in machines, tools and equipment
FORK LIFT OPERATORS
Ability to lift, stack and unstuck materials
using diesel, electric, gas or petrol power
trucks equipped with fork attachments
Ability to move raw materials and finished
goods to processing or dispatched areas of
plant
Ability to ensure that goods are stacked in
the correct areas of warehouse for easy
location in filling other forms
Ability to load transport vehicles, by
arranging loads evenly and securely
Ability to service and make minor
adjustments to the fork lift
Ability to keep record of daily operations
Currently available
skills
Currently required
skills that are not
available
1 2 3 4 1 2 3 4
Currently available
skills
Currently required
skills that are not
available
1 2 3 4 1 2 3 4
FOOD TECHNOLOGIST/SCIENTIST
Ability to interpret food ingredient and their uses.
Ability to conduct nutrition and nutritional
analysis
Currently available
skills
Currently required
skills that are not
available
1 2 3 4 1 2 3 4
90

Ability to carry out sensory testing
Ability to analyze and interpret the process of
food production
Ability to use ICT to support production design
Ability to test and evaluate food product
Ability to analyze and interpret a design brief
Ability to apply food science to product
development
Ability to work safely and hygienically
Ability to design package and labels
Ability to design equipment for large scale
production
Ability to design and adapt recipes
Ability to carry out research
Ability to adopt good industrial practices
CHEMICAL ENGINEER
Ability to design processes that conserve energy
Ability to design oxidation and polymerization
processes
Ability to develop products
Ability to design equipment for large scale
production
Ability to plan for and test manufactured
products
Currently available
skills
Currently required
skills that are not
available
1 2 3 4 1 2 3 4
4. In view of global market competitionand emerging technologies, what are the future
skills required in your Department/Section/Unit according to Occupational categories
listed below (Please list as applicable)
s/n Occupational Area
1 Electrical/Electronic
Engineering
Future Skills Required
………………………………........................................
………………………………………………………..
………………………………………………………..
2 Mechanical Engineer ………………………………......................................
……………………………………………………….
……………………………………………………….
3 Production Engineer ………………………………....................................
………………………………………………………
91

………………………………………………………
4 Production Machine
Technician
5 Process Control and
Machine Operator
6 Steam Boiler
Operator
………………………………...................................
………………………………………………………
………………………………………………………
……………………………….....................................
……………………………………………………….
……………………………………………………….
……………………………….....................................
……………………………………………………….
……………………………………………………….
7 Fitters and Turners ………………………………....................................
………………………………………………………
………………………………………………………
8 Fork Lift Operator ……………………………….......................................
………………………………………………………..
………………………………………………………..
9 Chemical Engineer ………………………………………………………..
……………………………………………………….
……………………………………………………….
10 Food Technologist ………………………………………………………..
………………………………………………………..
………………………………………………………..
5. What isresponsible for the unavailability of the required skills and competencies in
your department as rated in question 2 above (Please tick as applicable)
Low quality of graduates of tertiary institutions
Non-availability of specialists
High Cost of training
Lack of Training and Retraining
92

Deliberate neglect of training by management/policy makers
Ignorance of the role of training by management/policy makers
Others (Please Specify)………………………………………………….
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
6. Are there measures to improve on the quality of the existing work force
Yes
No
7. If yes to Q6 above, which of these measuresare utilized( Please tick as applicable)
Training and Re-Training Existing staff
Downsizing and rightsizing the workforce
Engaging competent and experienced staff from other organizations
Requesting Government/Private financing
Provision of incentives
Improvement in working conditions
Please,specify other reasons not stated above……………………………
…………………………………………………………………………………….
…. ………………………………………………………………………………….
8. If No to Q6 above, give
reasons………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………
9. Do you have a training policy to guide Human Resource Development
Yes
No
10. Is training carried out on the basis of a training plan and programme
Yes
No
11. If No to Q10 above, please specify how training is carried out…………………..
93

………………………………………………………………………………………………
……………………………………………………………………………………………….….…
…………………………………………………………………………………………
12. Where do you source training to address issues capacity building(please tick as
applicable)
Professional associaitions
Sponsorship to tertiary institutions
Training by ITF
In –house training
Other consultants
Overseas training
Others (Please Specify)…………………………………………………..,.
………………………………………………………………………………
………………………………………………………………………………
13. Suggest measures to address skills gap in the sector by government and other
non-governmental Agencies
a) Government Agencies…………………………………………………..
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
b)Non – Governmental Agencies
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………
…………………………………………………………………………………………
94

Appendix A2
STUDY OF SKILLS GAP IN THE FOOD, BEVERAGE AND TOBACCO (F,
B&T) SECTOR OF MANUFACTURING INDUSTRY
QUESTIONAIRE
This study seeks to identify Skills Gap in Food, Beverage and Tobacco (F, B & T)
sector of Manufacturing Industry. An response to these questions will be
appreciated and will be treated with the highest level of confidentiality.
Background Information (To be completed by Human Resource, Admin. Or
Personnel Manager)
1. a) Name of Company/Organization
……………………………………………………………………………………...
b)Year of Establishment
………………………………………………………………………………………………
………..
c) Location Address
………………………………………………………………………………………………
………………
Town …………………………………………………………..State
……………………………………………………………….
d) e-mail ………………………………………………………………… Tel/GSM
……………………………………………..
2. Ownership Status: Public Private
3. If Private, Please tick as applicable: Indigenous Multinational
95

4. Please Indicate your Capital base
a) N 1.5 – N 50 M
b) N 51 – N 200 M
c) Above N 200 M
5. Please, tick as applicable your company’s area(s) of operation
Flour & Grain Milling
Fruit & Juice
Starch and other related food Products
Meat & Fish
Brewery, Distillery & Blending of Spirit
Flavouring
Tea, Coffee & other Beverages
Biscuits & Bakery Products
Cocoa, Chocolate & Sugar Confectionary
Soft Drinks & Carbonated Water
Dairy Products
Animal Feeds
Vegetable & Edible Oil
Poultry Products
6. Please, list as applicable all the products manufactured by your company
i) ______________________________________________________
ii)
iii)
iv)
______________________________________________________
______________________________________________________
______________________________________________________
v) ______________________________________________________
vi)
______________________________________________________
96