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TRAINING APPROACHES AND ENTERPRENEURSHIP DEVELOPMENT OF BAKERIES: A FOCUS OF NATIONAL DIRECTORATE OF EMPLOYMENT

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ABSTRACT

 

The study ascertained the effect of training approaches and entrepreneurship development of bakeries: A focus of National Directorate of Employment (NDE) in Abia state. The objectives of the study were to; examine the effect of coaching (practical application of skills) on the growth of bakeries in Abia State, ascertain the effect of mentoring (attitudes, norms, behaviours) on the innovativeness of bakeries in Abia State and equally to investigate the effect of classroom instruction (principles, rules and theories) on venture creation of bakeries in Abia State. The survey research design was adopted in the study and a sample of 120 was purposively drawn from the staff of twelve (12) bakeries that have participated in the NDE scheme in selected Local Government Areas of Abia State. However, a well-structured five-point-rating-scale questionnaire was used for data collection. Data obtained from the field were collated and coded into computer system, which were subjected to descriptive and inferential statistics using Statistical Package for the Social Sciences (SPSS, 21). Meanwhile, the descriptive statistics used were mean, percentages and frequency scores while the inferential statistical test used was the Spearman Rank Order Correlation for the analysis of the hypotheses formulated for the study. Empirical findings revealed that there is a significant positive correlation between coaching (practical application of skills) and the growth of bakeries. Mentoring (attitudes, norms, behaviours) was found to have positive significant effect on innovativeness of bakeries in Abia State. Also, classroom instruction (principles, rules and theories) has a significant effect on the venture creation of bakeries in Abia State. The study therefore recommends the provision of more classroom instructional materials to enhance skills development of the trainees, and an upgrade in the mentoring (attitudes, norms and behavior) followed by strict monitoring plan.







TABLE OF CONTENTS


Title Page                                                                                                                                i 

Declaration                                                                                                                             ii

Dedication                                                                                                                              iii

Certification                                                                                                                           iv

Acknowledgments                                                                                                                  v

Table of Contents                                                                                                                   vi

List of Tables                                                                                                                         ix    

List of Figure                                                                                                                          x     

Abstract                                                                                                                                  xi                                                                                                                                                   

 CHAPTER 1: INTRODUCTION                                                                                                                                                               

1.1.     Background of the study                                                                                                1

1.2.     Statement of the problem                                                                                               3

1.3.     Aims and Objectives of the study                                                                                  5

1.4.     Research questions                                                                                                         5

1.5.     Research hypothesis                                                                                                       6

1.6.     Significance of the study                                                                                                6

1.7     Scope and limitation of the study                                                                                  7                                                    

1.8     Operational definition of terms                                                                                     8           

                  

CHAPTER 2:  REVIEW OF RELATED LITERATURE                                                                                                             

2.1       Conceptual Review                                                                                                    9                                                                                                                  

2.1.1    Training                                                                                                                     9                                                                                                                   

2.1.2    Approaches of training                                                                                              11                                                                                                                                                                                      

2.1.3    Coaching (Practical application of skills)                                                                 12                                                                                                   

2.1.4    Mentoring (attitudes, norms and behaviours)                                                             13                                                                                                       

2.1.5    Classroom instruction (Principles, rules and theories)                                               16                                                                                             

2 .1.6   The problems of training agencies in Nigeria                                                            18                                                                                                                         

2.1.7    Skills acquisition                                                                                                       19

2.1.8.    Entrepreneurship development                                                                           21                                                                                                       

2.1.9     Elements of Entrepreneurship development                                                                    27                                                                                                                  

2.1.10   Training and development                                                                                             29                                                                                                   

2.1.11   Skills performance                                                                                                        32                                                                                                   

2.1.12   Self- development                                                                                                         33                                                                                                              

2.2 Theoretical Framework                                                                                                    36

2.2.1 The choice of transformational theory                                                                          36

2.2.2 Social learning theory                                                                                                    36                                                                                        

2.2.3 Cognitive theory                                                                                                                        37

2.2.4 Application of the cognitive theory                                                                               39

2.3 Empirical Review                                                                                                             40

2.4 Summary of Review of Related Literature                                                                      45

2.4.1 Gap in Literature                                                                                                           46                                                                                                                   

CHAPTER 3: RESEARCH METHODOLOGY                                                                                                     

3.1 Research design                                                                                                                47

3.2 Population of the study                                                                                                     47

3.3 Sources of data                                                                                                                 48

3.4 Sample size determination                                                                                               48

3.4.1 Sample and sampling procedure                                                                                   48                                                                                                                                                                 

3.5 Validity of the instrument                                                                                                49 

3.6 Reliability of the instrument                                                                                             49                                                                                    3.7 Methods of data analysis                                                                                                        50

 

CHAPTER 4: DATA PRESENTATION AND ANALYSIS                                                     

4.1 Demographic distribution of respondents                                                               52

4.2 Answering of Research Questions                                                                           53

4.5 Test of hypotheses                                                                                                               58

4.4 Discussion of findings                                                                                             62                                                             

 

 

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary                                                                                                                 64

5.1.1 Summary of findings                                                                                            65

5.2 Conclusion                                                                                                               66

5.3 Recommendations                                                                                                   66

5.4 Contributions to Knowledge                                                                            66

5.5 Suggestions for Further Studies                                                                                       67

REFERENCES                                                                                                             

APPENDICES

 

 

 

 

 

LIST OF TABLES

 

Table                                                                                 Page               

2.1 Number of people trained in the area of catering/bread

      baking enterprise in the year 2011- 2018.                                                                        30                    

3.1 Population distribution (Bakeries and staff of the study)                                                 47

4.1 Questionnaire Distribution and Return Rate                                                                    51

4.2 Demographic distribution of the respondents                                                                  52

4.3: Extent to which coaching (practical application of skills) influence the growth of

       bakeries in Abia State (N = 118)                                                                                     53

4.4: Extent to which mentoring (attitudes, norms, behaviours) influence the

        innovativeness of bakeries in Abia State (N = 118)                                                       55

4.5: Extent to which classroom instruction (principles, rules and theories) influence

        venture creation of bakeries in Abia State (N = 118)                                                     57

4.6: Effect of coaching (practical application of skills) on the growth of bakeries                       59

4.7: Effect of mentoring (attitudes, norms, behaviours) on the innovativeness of

        bakeries in Abia State                                                                                                     60

4.8: Effect of classroom instruction (principles, rules and theories) on the

        venture creation of bakeries in Abia State                                                                     61

 

 

 

 

 

 

 

 

 

 

LIST OF FIGURES

 

Figure                                                            Page

 

4.1: Questionnaire distribution and return rate                                                             51

 

 

 

 

 

 

 

 

 CHAPTER 1

INTRODUCTION


1.1  BACKGROUND OF THE STUDY

Training has evoked an outstanding deal of interest over the years. Organizations keep innovating making it vital schooling and gaining knowledge. Training objective is to enhance abilities inclusive of technical, human, and managerial for the furtherance of individual and organizational boom. (Oribabor, 2000). Training constitutes a basic concept in human resource development. It is concerned with developing a particular skill to a desired standard by instruction and practice. Training is a highly useful tool that can bring an employee into a position where they can do their job correctly, effectively, and conscientiously. Training is the act of increasing the knowledge and skill of an employee for doing a particular job. The effective training improves the culture of quality in business, employees and ultimately the final product. (Echard and Berge, 2008).

 Following the economic recession of the 1980s, the Federal Government established National Directorate of Employment (NDE) to partly assist in ameliorating the escalating rate of unemployment. National Directorate of Employment was statutorily mandated to; design and implement programmes to reduce mass unemployment; articulate policies aimed at developing work programmes with labour intensive potentials; obtain and maintain a data bank on employment and vacancies in the country with a view to acting as a clearing house to link job seekers. Therefore, implement any other policies as may be laid down from time to time by the Board established under sections of the enabling ACT, CAP250.  In order to actualize its mandate, the Directorate launched four well- articulated programmes. These are: Small Scale Enterprises (SSE), Rural Employment Promotion Programme (REP), Special Public Works Programme (SPW) and Vocational Skills Development Programme (VSD)

In every training programmme, there is always the trainee, the trainer and job being trained for.  Vocational skills development (VSD) department is one of the core programmes department in National Directorate of Employment. It has the responsibility of training or equipping unemployed persons with vocational skills. These skills in the VSD department includes: Computer operations, catering/baking, hair dressing and others. Upon graduation, the graduated trainees establish micro businesses of their own and become self-employed as well as employers of labour. However, in order to achieve this noble practice, the vocational skills development objectives were stated to guide the successful implementation. According to NDE, annual report (2000) the objectives are: job creation and employment generation for unemployed youths through skills acquisition; reduction of poverty in the society through setting up income generating activities; increasing the number of artisans and entrepreneur’s necessary for economic and technological development of the country; curbing crime, anti- social behaviours through skills acquisition and stemming rural-urban drift. However, the researcher’s area of interest is on baking enterprise as one the skills in vocational skills development programme of NDE, Abia State.

The concept of training is a combination of coaching (practical application of skills), mentoring (attitudes, norms, behaviors) and classroom instructions under the supervision of a journey level craft person or trades professionals in which trainees/workers learn the practical and theoretical aspects of a highly skilled occupation. (Armstrong, 1995) argues that on the job training may consist of teaching or coaching by more experienced people trainers at desk oral the bench. Fuller and Unwin, (2008) argued that training enables practitioners to gain license to practice in a regulated profession. But this tend to be hampered by non-availability of infrastructures like; poor electricity generation, inadequate funding, high cost of baking materials, inadequate training and others. Most of their training is done while working for an employer who helps the trainees learn their trade in exchange of labour for an agreed period of time after they have achieved measurable competences in baking.    

Hence, this study is anchored on training approaches and entrepreneurship development of Bakeries; with focus on National Directorate of Employment in Abia State.

 

1.2 STATEMENT OF THE PROBLEM

Training is one of the key components in human resource development. Training is a vital tool for helping individual trainees develop skills and earn distinguishable and valuable occupational credentials.

One of the most fundamental problems of development in developing countries is that of unemployment, which is not a desirable phenomenon in any given country’s development priorities, because of its consequences both social, political and economic that ranges from increasing poverty, personal hardships and depression which often result to criminality such as armed robbery, militancy, kidnapping, prostitution, street begging, cybercrimes, proliferation of  baby manufacturing industries and insurgency". Since independence in 1960, unemployment and poverty have been two major challenges in Nigeria; where unemployment rate as at 1960 to 1969 stood at less than 2% and from  1970 to 1979 stood at less than 4%. However, the unemployment rate in Nigeria increased to 33.30 percent in the fourth quarter of 2020 from 27.10 percent in the second quarter of 2020 (World Bank Report, 2020). This record showed that in spite the introduction of National Directorate of Employment (NDE) in the 1980s and strategy underlying its programmes, which is to train and produce self-employed, the rate of unemployment has continue to be on the increase.

 

In furtherance, one thing is to learn a skill or trade and most important is the effect of such knowledge on the recipient and their business establishments. On the contrary, from the researchers’ interaction with most of NDE trainees, there seems to be under-performance of the businesses with some abandoning their start-ups. This could be connected to what appears to be reduced government financial intervention and seemingly inadequate monitoring and coaching. Also, the demand-supply gap of confectionery products in Nigeria and most countries in Sub-Saharan Africa is largely met by importation (Wada, Gbabo, & Ndamba 2006; GAIN, 2008). This is because most of the important inputs used in production such as baking materials, wheat, yeast and other facilities are not always within the reach of the bakers (wayagari, Amosun & Misari 2003) thus, crippling the profits on investment and discouraging the bakers from continued production of these products. Generally, the problem is perhaps that most bakery buildings are substandard, dirty and without any formal design. Most of the buildings were suitable for our needs years ago but now seems inadequate for the present and future needs. Despite the important role of vocational skills development programme department of NDE, Abia State in training, the unemployed youths in baking skills through coaching (practical task demonstration), mentoring (skills) and classroom instructions, the baking enterprise has been seen to have some other hiccups especially in the areas of high cost of raw materials for baking, inadequate capital, poor power supply, and harsh government policy among others.

Agbeze (2012) pointed out that, inadequate infrastructure such as electricity affect both new and existing businesses. Besides, inadequate funding may be one of the major problems affecting the bakery enterprises in Abia State. Thus, in the words of Onwubiko (2011), availability of capital is central to the establishment and continued existence of any enterprise, irrespective of the size, focus, and objectives, but acquiring the relevant skills to manage the business is more important than the capital.

 

In addition, very few or no recent studies has critically evaluated the training approaches and entrepreneurship development of Bakeries; with focus on National Directorate of Employment in Abia State. This is a gap in knowledge which this study intends to fill,

 

1.3 AIM AND OBJECTIVES OF THE STUDY

The main aim of this study is to examine the training approaches and entrepreneurship development of Bakeries; a focus of National Directorate of Employment in Abia State.  

The specific objectives are to:

i.               examine the effect of coaching (practical application of skills) on the growth of bakeries in Abia State.

ii.              ascertain the effect of mentoring (attitudes, norms, behaviours) on the innovativeness of bakeries in Abia State.

iii.            investigate the effect of classroom instruction (principles, rules and theories) on venture creation of bakeries in Abia State.

1.4 RESEARCH QUESTIONS

In line with the specific objectives, the following research questions were raised.

 

      i.         To what extent does coaching (practical application of skills) influence the growth of bakeries in Abia State?

      ii.         To what extent does mentoring (attitudes, norms, behaviours) influence the innovativeness of bakeries in Abia State?

 

   iii.         To what extent does classroom instruction (principles, rules and theories) influence

venture creation of bakeries in Abia State?

 1.5 RESEARCH HYPOTHESES

The following research hypotheses were tested in this study.

H01: Coaching (practical application of skills) has no significant effect on the growth of bakeries in Abia State.

H02: Mentoring (attitudes, norms, behaviours) has no significant effect on the innovativeness of bakeries in Abia State.

H03: Classroom instruction (principles, rules and theories) has no significant effect on the venture creation of bakeries in Abia State.

 

1.6 SIGNIFICANCE OF THE STUDY

The significance of this study is divided into empirical and theoretical significance.

Theoretical significance: The findings of the study will strengthen the methods employed by NDE for maximum benefit in such a way that individuals would be properly trained, empowered and ensure continuity of such programmes. This will help to determine the performance status of the trainers and trainees in the study area.

Furthermore, the result of the study will add to future entrepreneurship development efforts and literature for further studies. It will give a vivid insight to the training needs of the actors involved in training and empowering through vocational skills development programme and proffer solution to some of the constraints affecting them.

Practical significance: The research findings will enable the government, NDE trainers, NDE, academic community and others to ascertain if training programmes of NDE, has any significant effect on entrepreneurship development. This knowledge will aid the government to formulate and implement policies as well as to have in-depth understanding of the effect of training practices and entrepreneurship development.

Based on the findings, government will be equipped to support the trainers and trainees by provision of land space for their businesses.

Finally, the result of the study could form the basis for further research development in Nigeria at large.


1.7 SCOPE AND LIMITATION OF THE STUDY

The scope of the study is broken down into content scope, geographical scope and study unit scope.

 Content scope: The study is delimited to the training approaches and entrepreneurship development of Bakeries; a focus of National Directorate of Employment in Abia State. Also, the study will be centered on the Social learning theory and the Cognitive theory.

 Geographical Scope covers the three senatorial zones of Abia State. It covered selected baking enterprises in Abia State (Abia North, Abia South and Abia Central) because we have the highest number of participants/respondents of National Directorate of Employment from these areas.

 Unit scope: The unit scope for this study is respondents (trainers and participants) of NDE.


Limitations of the study

The major limitation encountered by this study was public service bureaucracy which hindered flow of information and co-operation of National Directorate of Employment survey which the researcher was able to get. Another limitation of this study was the difficulty in accessing and administering copies of questionnaire to respondents’ in Abia State: Aba, Umuahia, Isuikwuato and Bende. It took some time for the respondents to complete the questionnaire. Besides, these limitations, the researcher was able to carry on with the study or research.


1.8 OPERATIONAL DEFINITION OF TERMS

Skill: Skill is the knowledge and ability that enables one to do something well.

Coaching: Coaching is defined as the activity of providing training for people or helping to prepare them for something.

Training: It is a continuous assistance or coaching given to people in order to make them have the current knowledge, skills to perform a given trade or task effectively.

Entrepreneur: An entrepreneur is a person who creates wealth by running businesses.

Entrepreneurship: It is defined as the process of transforming initiative to grow a new business or diversify an existing business or enterprise.

Skill Acquisition: Skill acquisition is the ability to be trained on a particular trade and become expert in it.  

Entrepreneurship Development: It refers to the process of enhancing entrepreneurial skills and knowledge through structured training and institution- building programmes.

Baking: Baking is a form of cooking where one cook flour under prolonged heating.

Apprentice: It is a continuous assistance or coaching given to people in order to make them have the current knowledge, skills to perform a given trade or task effectively.

                                                    

 

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