Assessment of leadership skill on human capacity development. Examination of Nasarawa Broadcasting Service Keffi (NBS)

Table of contents

CHAPTER ONE
INTRODUCTION
1.1 Background to the study
1.2 Statement of the problem
1.3 Research question
1.4 Research objective
1.5 Scope of the study
1.6 Significance of the Study
1.7 Definition of key terms

CHAPTER TWO
LITERATURE REVIEW
2.0 Overview
2.1 conceptual Review
2.2 THEORETICAL FRAMEWORK
2.3 Empirical review

CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research design
3.2 POPULATION, SAMPLE SIZE AND SAMPLING TECHNIQUE
3.3 METHODS OF DATA COLLECTION
3.4 PROCEDURE FOR DATA ANALYSIS
3.5 JUSTIFICATION OF METHOD

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 DATA PRESENTATION
4.2 Data Analysis
4.3 DISCUSSION OF FINDINGS

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 SUMMARY
5.2 CONCLUSION
5.3 RECOMMENDATIONS
5.4 LIMITATION OF THE STUDY

References

CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Leadership is a vital instrument for development, the historical perspective of leadership indicated that recently leadership is used as an effective management approach to manage large size organizations (Iqbal, Anwar & Haidar,2015). Leadership has been a very controversial concept and it has more than 350 definitions (Burke1985). That is why Kuchler (2008) highlighted that leadership persist to be one of the most extensively discussed topic by the researchers from all over the world. The term leadership means different things to different people. Although no ultimate definition of leadership exists (Yukl, 2001), the majority of definitions of leadership reflect some basic elements, including “group” “influence” and “goal” (Bryman, 1992).

Today, new definitions are added to the list as well by different scholars. Despite the fact that there have been very different definitions of leadership, concept of ‘influence’ has been used in almost all of them (Çokluk & Yılmaz, 2010). One of the most important reasons for this difference in leadership definitions is the difference and leadership theories in positioning leadership. Moreover, leadership also is a process of interaction between leaders and followers where Northouse (2010) was highlighted the leader attempts to influence followers to achieve a common goal which according in a popular textbook on leadership, Yukl (2010) defined leadership as the process of influencing others to recognize and agree about what needs to be done and how to do it, and the process of facilitating individual and collective efforts to accomplish shared objectives. Yet, Yukl’s states that leadership includes efforts to influence and facilitate the current work of the group, and it also ensures that the group is ready to meet future challenges. By referring Daft (2008), considerate leaders are sociable, provide open communication, and develop teamwork.

When we talk about leadership skills; what exactly do we mean? Leadership skills are the tools, behaviors, and capabilities that a person needs in order to be successful at motivating and direction others. Yet true leadership skills involve something more; the ability to help people grow in their own abilities. Sean McPheat (2010). It can be said that the most successful leaders are those that drive others to achieve their own success. Leadership skills are skills you use when organizing other people to reach a shared goal. Whether you’re in a management position or leading a project, leadership skills require you to motivate others to complete a series of tasks, often according to a schedule. Leadership is not just one skill but rather a combination of several different skills working together, such as patience, empathy, active listening, reliability, dependability, creativity, positivity, effective feedback, timely communication, team building, flexibility, risk-taking, and ability to teach and mentor.

Human capital development increase the creativity in the organizations (Sousa & Coelho, 2011). However, human capital development is one of strong determinant of success towards employees for the better performance of the organization, which is highlighted various times in many literature (Chew & Chan, 2008; Das, 2002). It is important for a company to know what are the aspects that plays important role or have big impact in boosting the capital development of the employees. Blau (1985), Demir, Sahin, Teke, Ucar, and Kursun (2009), and Dick, Carey.

Carey (2009) stated that, the effects of leadership skills on human capital development could be considered in a large scale which includes organizational commitment of employees. Furthermore, leadership skills that encourage human capital development is essential in order for an organization to successfully develop strategies, in achieving their goals, gain competitive advantage and optimizing human capital (Erasmus, Swanepoel, & Wyk, 2003). Human capital development is greatly influence by leadership skill, the manner at which leadership authority is excises determine the nature of relationship in an organization, it also create organizational culture, and develop status quo. However, the behavior, strength and weakness of staffs is largely attribute to human capital development, whereas the zeal and willingness to engage staffs in human capital development is the responsibility of the leadership in an organization whom possess leadership skills at all time. Strong relationship exist between leadership skill and human capital development. As such, this study seek to asses leadership skills on human capital development by identifying nature, and the factors of the relationship between leadership skill and human capital development.

1.2 Statement of the problem.

Kehinde and Banjo (2014) emphasized on the importance of leaders in an organization “In today’s competitive environment, organizations expand globally and face a lot of challenges in meeting their objectives and chase to be more successful from others”. Leadership skills affect everyone in the organization from senior management to temporary/ interns/contract employees’ especially on human capital development.

Human capacity development which is perceived as: improving staff intellectual and moral capacities in executing defined duties, meeting deadlines, team input, and the cohesion of both leadership and performance should be evident through skills and approach used by managers in the attempt to cause efficiency which requires specific leadership approaches to unique performance challenges in achieving departmental goals which lead to efficiency, specialization, effective feedback and good organizational relations Armstrong (2005).

Organizations have recorded decrease in output due to leadership inability to strategically harmonize human and material resource in achieving organizational goal, as influenced by inadequate technical skill, building team spirit, motivation, ineffective communication and inclusive participation within an organization, these in replication affect staff in discharging their responsibility as expected thereby reducing their performance and in turn affect the entire organization performance.

Katz (1955) identify technical, human and conceptual skills as major leadership skills. Moreover, many leaders are yet to be identify with such leadership skills, as a result affect organization from developing staff capability and efficiency. Staff at lower cadre in an organization are poorly manage when it comes to human capital development, its notwithstanding that only senior staff goes for conference and seminars annually, by so doing the behavior and the moral of the lower cadre staff goes down every day, the nature and the leadership skills toward human capital development is very poor, organizations recorded no intellectual engagement such as seminars, conference, training and sensitization.

The independent variable (IV) in this study was leadership skill and indeed Richard et al (2010) states that leadership is the ability to influence people towards attainment of goals. This captures the idea that leaders are involved with other people in achievement of goals. This is an area of concern that promoted the researcher to carry out a study on the subject. Assessment of leadership skills on human capital development, and to determine the level of relationship of leadership skills and human capital development. And to understand the nature of leadership skill that is practiced and obtainable in the Nasarawa Broadcasting Service Keffi.

1.3 Research question

I. What is the effect of leadership skill on human capacity development in Nasarawa Broadcasting Service keffi?
II. What is the level of relationship of leadership skill on human capital development in Nasarawa Broadcasting Service keffi?
III. What are the challenges of leadership skill on human capital development in Nasarawa Broadcasting Service keffi?

1.4 Research objective

I. To examine the effect of leadership skill on human capital development in Nasarawa Broadcasting Service keffi.
II. To examine the relationship of leadership skills on human capital development in Nasarawa Broadcasting Service keffi.
III. To examine the challenges of leadership skills on human capital development in Nasarawa Broadcasting Service keffi.

1.5 Scope of the study.

Assessment of leadership skill on human capacity development particular focus on Nasarawa Broadcasting Service Keffi (NBS). It is targeted toward identifying leadership skill as a determinant to human capital development. The study encompassed all the staff in the organization.

1.6 Significance of the Study

This research would be a useful instrument to Nasarawa Broadcasting Service (NBS) as it will expose the relevance of leadership skills in addressing the problem of human capital development. More so, the findings and recommendation of this research will be of utmost importance to Nasarawa Broadcasting Service (NBS) Keffi, policy makers, society and potential researchers especially as it relates to addressing leadership skills and human capital development in Nigerian media stations, creating virile economy through improved and a well-motivated workforce and strategic employment generation to enhancing efficiency and effectiveness, to expose different kind of leadership skills and suggest measures for improving human capital development in Nasarawa Broadcasting Service (NBS) Keffi.

1.7 Definition of key terms

Leadership: Yukl (2010) defined leadership as the process of influencing others to recognize and agree about what needs to be done and how to do it, and the process of facilitating individual and collective efforts to accomplish shared objectives

Leadership skills: The adaptation of a particular techniques, strategy or approach in managing staff by the leader is leadership skills. (Ojo 2011)

Human capital development: Is the processes of improving an organizations employee’s performance, capabilities and resources for the purpose of development.

Nasarawa Broadcasting Service, NBS: Is a radio media station owned and manage by Nasarawa state government which is responsible for services delivery in the dissemination of information in the state.

CHAPTER TWO

LITERATURE REVIEW

2.0 Overview

The chapter presents a review of the literature related to the study. Past studies are important as they guide the researcher on other studies done on the same topic. From this review, a conceptual framework using the dependent and the independent variables in the survey is developed, which lays a framework for the study.

2.1 conceptual Review

2.1.1 Leadership

Although leadership has been well researched over the years, there is still lack of a definition that is universally accepted. Just like Stogdill (1974) puts it, “There are almost as many definitions of leadership as there are persons who have attempted to define the concept”. The following are a few examples of such definitions Talat et al (2015) asserts that leadership is wide spread process, which calls for authority, responsibility and delegation of power.

Leaders help to direct, guide and persuade their followers (employees) towards achieving their personal and organizational goals and objectives. Thus, leadership skills cover all aspects of dealing within and outside of an organization, handling or dealing with conflicts, helping and guiding the workforce to achieve and accomplish their tasks and appearing as a role model for all. According to Kumar (2014) “leadership is defined as a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent” (p. 441). These are accomplished through the application of leadership attributes, such as beliefs, values, ethics, character, knowledge, and skills. Leadership is the integrated sharing of vision, resources, and value to induce positive change. It is the ability to build up confidence and zeal among people and to create an urge in them to be led. Wammy & Swammy (2014) see leadership as a social influence process in which the leader seeks the voluntary participation of subordinates in an effort to reach organization goals and therefore a leader is a person who delegates or influences others to act so as to carry out specified objectives. Memon (2014) defines leadership as process by which an individual influences the thoughts, attitudes and behaviors of others by taking responsibility for setting direction for the firm, others to see and visualize what lies ahead and figure out how to archive it.

Leslie et al (2013) asserts that leadership is the ability to influence people to willingly follow one’s guidance or adhere to one’s decisions. On the other hand who a leader is; one who obtains followers and influence them in setting and achieving objectives. In Sundi (2013), “Leadership is the ability to convince and mobilize others to work together as a team under his leadership to achieve a certain goal” (p. 50). Leadership is the influencing process of leaders and followers to achieve organizational objectives through change Lussier and Achua (2009).

According to Hill (2008). Leadership is the process of motivating, influencing and directing others in the organization to work productively in the pursuit of organization goals. Armstrong (2003), leadership is simply the ability to persuade others willingly to behave differently for achieving the task set for them with the help of the group. Leadership, according to Levine and Crom (1994), “is about listening to people, supporting and encouraging them and involving them in the decision-making and problem-solving processing. It is about building teams and developing their ability to make skillful decisions”.

2.1.2 Leadership skills

Conger (1992) define leadership as “individuals who establish direction for a working group of individuals who gain commitment from these group of members to this direction and who then motivate these members to achieve the direction’s outcome”.

Basically every leader has a different behavior in leading his followers. It is called leadership skills. Cuadrado et al (2007) described leadership skills as consistent set of behaviors /patterns, proposing two dimensions in leaders behavior, structure initiation which includes task oriented leaders and consideration which includes relation oriented leaders. Memon (2014) defines leadership skills as a leader’s style of providing direction, motivating people and implementing plans. Leadership skills are seen as approaches that leaders use when leading organizations, departments, or groups (Mehmood & Arif, 2011) Leaders who search for the most effective leadership skill may find that a combination of skill is effective because no one leadership skill is best (Darling & Leffel, 2010). Based on the above, this study adopts the definition of leadership by Hill (2008). A well-directed employee is a focused employee in terms of expectations and organizational goals, such individual tend to understand product knowledge, procedures and processes, any time we develop our employees we give them the power and the ability to produce and give their best to the organization hence increased productivity.

Leadership skill application is determined by leaders themselves. If leadership skill applied is good and can give a good direction to subordinates, then it create confidence and work motivation to employees, thus increasing employee morale which also effects on better employee performance. Leaders must work together with subordinates/employees to achieve better performance. Sudi (2013) in his research, employee performance is very influenced by leadership style.

House and Mitchell (as reported in Oyetunyi, 2006) suggest that a leader can behave in different ways in different situations. The following are the four kinds of leaders’ skills:

a) Directive leadership skill, similar to the task oriented skill. The leader who uses this type of leadership skill provides teachers with specific guidelines, rules and regulations with regard to planning, organizing and performing activities. This skill is deemed to be appropriate when the subordinates’ ability is low and or the task to be performed is complex or ambiguous. Job satisfaction is increased when the leader gives more directives (Hoy & Miskel, 2001:408).
b) Supportive leadership skill. Is more of a relationship oriented skills. It requires the leader to be approachable and friendly. He/she displays concern for the wellbeing and personal needs of the subordinates. He/she creates an emotionally supportive climate. This skill is effective when subordinates lack self-confidence; work on dissatisfying or stressful tasks and when work does not provide job satisfaction (Hoy & Miskel, 2001:408).
c) Participative leadership skill. Where the leader who employs this skill consults with subordinates for ideas and takes their ideas seriously when making decisions. This style is effective when subordinates are well motivated and competent (Lussier & Achua, 2001:175).
d) Achievement-oriented skill which requires the leader to set challenging but achievable goals for the subordinates. He/she pushes work improvement sets high expectations for subordinates and rewards them when the expectations are met. That is, the leader provides both high directive (structure) and high supportive (consideration) behavior. This skill works well with achievement-oriented subordinates (Lussier & Achua, 2001:175). Under the Vroom-Yetton-Jago model, Vroom and Jago postulate that there is no leadership skill that is appropriate for all situations. It therefore follows that a leader should develop a series of responses ranging from autocratic to consultative and apply the leadership style that is appropriate to the situation.

2.1.3 Developing Leadership Skills

Everyone can develop leadership skills and everyone can benefit from using them.

- First, take time to honestly analyze yourself.

Learn to understand yourself. It’s the first step to understanding others.

Consider these important questions:

1. What kind of leader am I? One who helps solve problems? A leader who helps people get along? How do others see me as a leader?
2. What are my goals, purposes, and expectations in working with this particular group?

- Then--after analyzing your strengths and weaknesses--take action.

Devise a strategy for upgrading your skills. Here are a few strategies to consider:

1) Communicate effectively. Effective communication is dialogue. Barriers are created by speaking down to people, asking closed questions that elicit yes or no answers, using excessive authority, and promoting a culture that depends on unanimity. If your focus is winning the argument or if you react defensively to criticism, you’ll create fear of openness and hinder the organization’s growth.

Try these steps to effective communication:

a. Listen actively-ask open questions. Be genuinely interested in what other’s say.
b. Thank people for their openness--stress how much you value it--even if you don’t like specifically what is being said.
c. Point to areas of agreement before jumping on areas of disagreement-this reduces defensiveness; members won’t fear being “attacked.”
d. Set aside your authority to create an atmosphere of partnership to reduce fear in group members.
e. Promote a culture of constructive dissent-though not to the point of paralysis.
f. Portray disagreement as simply a difference of opinion. Get rid of the “I’m right, you’re wrong” attitude.

2) Encourage enthusiasm and a sense of belonging. Show:

a. Friendliness: others will be more willing to share ideas if you’re interested in them as people too.
b. Understanding: everyone makes mistakes. Try to be constructive, tolerant and tactful when offering criticism.
c. Fairness: equal treatment and equal opportunity lead to an equally good effort from all group members.
d. Integrity: members will take tasks more seriously if you show that you’re more interested in group goals than your own personal gain.

3) Keep everyone working toward agreed upon goals:

a. Remind everyone of the group’s purposes from time to time. It’s easy to become too narrowly focused and lose sight of the larger goals.
b. Provide encouragement and motivation, by showing your appreciation for good ideas and extra effort.
c. Harmonize differences and disagreements between group members by stressing compromise and cooperation.
d. Involve everyone in discussions and decisions, even if asking for opinions and ideas means a longer discussion.

4) Get to know the people around you

Everyone has different abilities, wants, needs, and purpose in life. To get along with others and get results, you need to get to know them.

a. Interact with group members as often as possible. The only way to get to know someone is through direct personal contact.
b. Become familiar with every member of your group. Take note of each person’s unique qualities and characteristics.

5) Treat others as individuals

Put your knowledge and understanding of each group member to work!

a. Be aware of expectations. Everyone expects something different: recognition, a chance to learn, a chance to work with other people, etc.
b. Be creative. A repetitious routine can cause boredom. A successful leader thinks of new and better approaches to old ways of doing things.
c. Provide rewards. Recognition by the group is a source of personal satisfaction and positive reinforcement for a job well done.
d. Delegate responsibilities. If everyone shares the work, everyone can share pride in the group’s accomplishments. Let each member know what’s expected of him/her, available resources, deadlines, etc.

6) Accept responsibility for getting things done

a. Take the initiative. Why stand around and wait for someone else to get things started? Set an example.
b. Offer help and information. Your unique knowledge and skills may be just what’s needed.
c. Seek help and information. Ask for advice if you need it. This will encourage group involvement and help accomplish group goals.
d. Make things happen. By being decisive, energetic, and enthusiastic, you can and will help get things done!
e. Know when and how to say “no.” If your time and resources are already committed, turn down extra tasks, but do it nicely.

7) Problem solve in a step-by-step way

Whether you are faced with a decision to make or a conflict to resolve, following a logical approach will help.

a. State the problem as simply and clearly as possible.
b. Gather all relevant information and available resources.
c. Brainstorm as many ideas or solutions as you can think of (with others if possible).
d. Evaluate each idea or solution and choose the best one.
e. Design a plan for using your idea or solution. Include a timetable, assigned roles, and resources to be used.
f. Follow up on your plan by asking if your idea worked and why or why not.

2.1.4 Human capital development:

Human capital development is the process of improving an organization's employee performance, capabilities and resources. If a manager or human resources department were to ask, "What can be done to make employees more productive?" the answer would be considered to fall within the scope of development. Being diverse and comprehensive, human capital development can range from on-the-job training to tuition assistance to team-building activities-not only along any given spectrum (in terms of quantitative and qualitative commitments), but also along multiple spectrums, such as skill development, project management, training, motivation, effective environment, and morale building. Leaders should see that the human resources department is devoting adequate attention to the development of employees (Abah 2010). They should also be sure that employees are aware of the development opportunities that are available and are utilizing them.

Human resources departments should constantly create opportunities for staff to grow in their career paths to increase organizational productivity and service delivery (Ojo 2010). Human capital development is vital to the growth and productivity of the organization. The people that make an organization run are an asset to be invested in. If they can become more productive on an individual level through development, the organization in turn will begin seeing productivity gains. In addition, it is sometimes much more cost-effective to develop the people already employed by the organization than it is to recruit and train new people. Further, employees feel more empowered when their organization invests in them, and they feel better about staying with an organization that shows a promising career path and concern for maximizing employee potential and satisfaction in an organization. Development can take many forms. It can be done through coaching, continuing education, job training, leadership training, mentoring, personality assessments, psychometric training, workshops and other means (Bass, 1985, 1996 as cited by Murphy & Drodge, 2004).

In an economy in which technology plays a leading and dominant role, the rapid evolution and deployment of innovative technologies means that to keep up, employees are going to co-evolve, i.e., develop the skills, values and perspectives mastery of these technologies requires. In an age of increasing automation of less skilled jobs and increasing dependency of high-skill careers on rapidly changing technology, workplace niches for static, non-developing employees are all but certain to shrink.

Hence, in the management of human capital (or of employees considered as human resources), Chan (2005) it is of paramount importance to make sure that:

1. Human capital changes to keep abreast of other changes, e.g., technological, skills and creativity.
2. Human capital changes in accordance with principles and trajectories of talent evolution.
3. Static careers designed to be such, e.g., repetitive, routine work, benefit from whatever developmental gains can be afforded them-for example, employee heal gains and lifestyle Improvement *
4. Careers that are static should be reviewed to determine whether they should remain so that changes in human capital are in fact developmental and not cosmetic "change for change's sake".

2.2 THEORETICAL FRAMEWORK

2.2.1 Situational and Contingency Theory

Contingency theory is an approach to leadership in which leadership effectiveness is determined by the interaction between the leader’s personal characteristics and aspects of the situation. Contingency theories are based on the assumption that the relationship between leadership and organizational outcomes is moderated by situational factors related to the environment, and therefore the outcomes cannot be predicted by leadership, unless the situational variables are known (Cheng and Chan, 2002).

Three models exist in this leadership approach: Fiedler’s (1967) co-worker theory. House’s (1971) path-goal theory, and Heresy and Blanchard (1969) situational leadership theory. From this approach and the three models no leadership style is best in all situations. Success depends upon a number of variables, including the leader’s preferred style, the capabilities and behaviours of the followers, and aspects of the situation. Effective leadership requires adapting one’s style of leadership to situational factors, and control is contingent on three factors namely the relationship between the leader and followers, the degree of the task structure and the leaders’ authority, position or power.

2.2.2 Traits and Behavioral Theory

The trait perspective was one of the earliest theories of leadership in the 1940’s which assumes that great leaders are born with distinguished personality traits that make them better suited for leadership and make them different from other people or their followers. Stogdill’s (1948) survey of the leadership literature came up with the most comprehensive list of traits. Stogdill’s observation that leadership situations vary significantly and place different demands on leaders, destroyed trait theory, leading to the emergence of situational and behavioral approaches. Natural skills of some leaders positively affect human relationship in an organization which in turn encourage human capacity development.

Behavioral theories of leadership state that it is the behavior of leaders that distinguishes them from their followers. It focuses on the actions of leaders rather than on mental qualities or internal states with the belief that great leaders are made, not born. According to this theory, people can learn to become leaders through teaching and observation. Behavior theories examine whether the leader is task oriented, people oriented, or both. Studies conducted at the University of Michigan and Ohio State University in 1945, established two major forms of leader behavior namely: employee-centered and production-centered (Hersey and Blanchard, 1988).

The skills theory grew from the obvious flaw in the trait approach; traits are relatively fixed. This meant that trait theory was not particularly useful for developing new leaders who laced those traits. Skills theorists sought to discover the skills and abilities that made leaders effective. Similar to trait theory, skills theories are leader-centric, and focused on what characteristics about leaders make them effective. The two primary theories to develop from a skills approach were Katz’s three-skill approach and Mumford’s skills model of leadership. This theory is therefore adopted for the study based on the fact that leadership skills is a behavioral factor inspire influence all around the frame of a particular leader,

2.3 Empirical review.

Leadership Skills Fundamental in Leading to Effective Functioning of the Organizations Dr. Radhika Kapur. In all types of organizations, the leaders need to focus upon up-gradation of leadership skills. These are regarded as fundamental in leading to effective functioning of the organizations. The main objective of this research is to focus upon the importance of leadership skills. In addition, the leaders are well-aware of the fact that in leading to effective functioning of the organization, they need to focus upon up-gradation of these skills throughout their jobs. The different types of leadership skills are, communication, motivation, creativity, positivity, feedback, delegating, trustworthiness, work ethics, conscientiousness and dispute settlement. The implementation of leadership skills in an effective and satisfactory manner depends upon various factors. These are the types of job duties, situations, goals and objectives and customer demands. When the leaders are putting into operation one or more types of skills, they need to ensure that they prove to be beneficial to the individuals, internal and external to the organization as well as the organization as a whole. Therefore, the leaders need to focus upon honing of these skills throughout their jobs. The main areas that are taken into account in this research are, traits needed by leaders to attain success, differentiating between management skills and leadership skills, leadership skills and measures to up-grade leadership skills. This study has proven to the ongoing research that many factors are responsible for the effective implementation of leadership skills.

Research on the leadership skills and organizational commitment were conducted by Lo, Ramayah, Min and Songan (2010) referred that a mediating role of leader member exchange and provide direction for further study; conflict can be reduced between the leader and subordinate when culture reflect the employee values.

Leadership skills as tool for organizational productivity as study by Akin Olu (2003), the study focus on private organization, the study goes further to examine the relationship of leadership skills on productivity in an organization, the researcher adopted descriptive method and purposive sample technique for collection of data, the study concluded that strong correlation exist between leadership skills and organizational productivity and it also recommend that there’s need for leaders to possess leadership skill and apply all the necessary skill in communicating, supervision, authorization and in discharging the organizational responsibility so as to in prove productivity.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research design

Research design is a plan, mode or conceptual structure of the research and type of approach adopted in the study. It can also be explain as the blue print for the measurement of variables, collection and analysis of data. The choice of research design depends on the objectives of the research in order to be able to answer the research questions (Crotty, 144). The study used survey design for data collection and data analysis. The research design helped in examining relationships among the variables as argued by Fowler (1993). Cross sectional survey design refers to the selection of a relatively large sample of people from a predetermined population.

3.2 POPULATION, SAMPLE SIZE AND SAMPLING TECHNIQUE

Malhotra and Birks (2006), defined population as the group of elements that possess the information sought and about which inferences will be made, also Sampling is the process of selecting observations (Babbie, 2008). The simple random sampling technique under the probability sampling was used to select respondents from various departments both the Human Resource Department, Audit, finance, and Editing department. This is because the population will have an equal chance of being selected. Using simple random sampling tiny portion of the staff were studied, 124 is the total population and with the application of Taro Yamane with (0.5) margin error, 94 staff are fit for the study.

Taro Yemane formula and workings

N= population

K= constant (1)

e= degree of error expected

n = sample size

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3.3 METHODS OF DATA COLLECTION

The research tool used for data collection was questionnaires. The questionnaire covered all the necessary information needed for the study. The developed questionnaires were distributed and to be retrieve from the respondents in person. This process of distribution and retrieving of the questionnaires in person was adopted for two reasons as suggested by Ahadzie (2007) and cited in Danso (2010), first, to make sure that the questionnaires get to the intended recipients and secondly, to help improve the response rate. In all, some of the questionnaires were collected back on the same day while others were collected later from the respondent. Questionnaire was generally designed in the following pattern:

Part I: Personal data – gender, academic qualification and experience in the field of study.

Part II: human capacity development, the research questions were incorporated into the questionnaire and other issues of human capacity development were also highlighted and responses derived from NBS. The researcher used both primary and secondary sources of data for the study.

3.3.1 PRIMARY DATA

The primary data was obtained using the survey method. These include the distribution of questionnaires and collection of data from key respondents and professionals pertaining to leadership skill on human capital development in an organization. In order to achieve the aim and objectives of the study, well-designed questionnaire with both close-ended questions were formulated to gather information from appropriate respondents. The wordings were without bias and the questions provided multiple-choice options, which gave the respondents the opportunity to present their ideas by way of selecting from the options, provided.

3.3.2 SECONDARY DATA

Secondary data is data collected by someone other than the user. A clear benefit of using secondary data is that much of the background work needed has already been carried out or analyzed (Funsho, 2012). Because the data already exist, you can evaluate them prior before using it. These include desk review of both published and unpublished material including policy documents, newspapers, internet, journals, articles, reports, bulletins, newsletters. The secondary source was to get a deeper understanding of published information on communication barriers in an organization and how it affects performance.

3.4 PROCEDURE FOR DATA ANALYSIS

The research based on assessing leadership skills on human capital development in NBS. The study used questionnaires to extract data and such data been analysed using cumulative frequency distribution table and simple percentage (%) These approaches were satisfactory tools for collecting data for the sample population to investigate the topic under study (Ritchie and Lewis, 2003).

3.5 JUSTIFICATION OF METHOD

The research methods adopted helps the researcher in the findings, survey, observation using questionnaire is reliable and information gotten through the above methods can be easy analysed for proper research findings. It is suffice to say that no perfect methods can best explain the objectives of the study; hence the researcher uses methods understandable and easy for the study.

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 DATA PRESENTATION

This chapter presents the results, analysis interpretation and discussion of the data collected. The results are displayed with regards to the order of arrangement of the questionnaires. The major findings are briefly presented and discussed consequently. The different sections are: questionnaire responses presented in tabular form and the discussion of findings. It is important to state here that 94 respondents were design for the study, which questionnaire were subsequently distributed to, out the 120 questionnaire distributed, only 94 were collected and valid for the study and their responses shall be analyze below.

4.2 Data Analysis

SECTION A

Table 4.2.1 1. Sex

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Table 4. indicated that male responses is 63.8% that is they are 60, while female are 34 with 36.2%, one can conclude by saying that male gander are the most populated in the context of this research study.

Table. 4.2.2 Marital status of respondents

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Source: Field Survey, 2021

From the table above, it indicated that married staff are 57.4%, single 39.3% and 3.3% of the respondents are divorce, the marital status, shows that reasonable number of the respondents are the married staff.

Table. 4.2.3 Age distribution of respondents

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Source: Field Survey, 2021

Table 4.2.3 indicated that 57% of the respondents are within (31-45) age bracket with constituted the larger population of the respondents, however, 26% are within 18-30 age bracket, and 16% within the age bracket of 46 above.

Table 4.2.4. Academic qualification

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Source: Field Survey, 2021 table 4.2.4 affirmed that 4.2% goes for respondents that their highest academic qualification is secondary school, while 17% of the respondents acquired National diploma, 68.2% have HND, and 68.2% have degree and above, this table indicated that the major portion of respondents are the staff with degree and above,

Table. 4.2.5 Distribution of respondents according to department

Abbildung in dieser Leseprobe nicht enthalten

Source: Field Survey, 2021. The table above shows that 15.04% of the respondents are from the Finance department, 15.04% from Administrative, 25.28%, Audit 11.28%, human resources 10.34% and edit department with 26.32%. from the nature of responses one can affirm to the facts that reasonable number of the respondents were within Edit department and Administration.

SECTION B

Table 4.2.6. Effective communication follows fluently and hierarchical in nature which improve relationship and human capital development

Abbildung in dieser Leseprobe nicht enthalten

Source: Field Survey, 2021

From the table above the responses shows that effective communication follows fluently and hierarchical, this is supported by the percentage of respondents with yes which are 55.3% and have the highest responses, however, 14.8% partially yes, 21.2% Undecided, 8.7 Partially No, and none of the respondent tick No.

Table 4.2.7 Leadership of the organization keep everyone working toward agreed goals and objective of the organization.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field Survey, 2021

The table above Shows that 12.8% Partially yes, 63.8% Yes, 16% Undecided, 6.3% Partially No, and 1.1% No, from the percentage partially agreed with id the highest of all frequencies we can now say that the leadership of the organization keep everyone working toward agreed goal and objective of the organization.

Table 4.2.8 Motivation is skill that improve human capital development

Abbildung in dieser Leseprobe nicht enthalten

Source: Field Survey, 2021

Motivation has been agreed as one of the most important strategy in improving human capital development based on the nature of the responses from the respondents, which are 12.7% partially yes, 70% Yes, 9.5% Undecided, 4.4% Partially No and 3.4% No. therefore, we can now conclude that motivation of staff improve their ability to work in a strategic manner that increases organizational strength.

Table 4.2.9 Those leadership skills affect human capital development?

Abbildung in dieser Leseprobe nicht enthalten

Source: Field Survey, 2021.

From the responses above by the respondents we can now conclude that leadership skills affect human capital development looking at 70% 0f the respondents said yes, and

Table 4.2.10 There is strong relation between leadership skill and human capital development.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field Survey, 2021

Table 11.

Abbildung in dieser Leseprobe nicht enthalten

Source: Field Survey, 2021.

Table 12

Abbildung in dieser Leseprobe nicht enthalten

Source: Field Survey, 2021.

4.3 DISCUSSION OF FINDINGS

Effective human capability on work can be achieved in practice, however, this often does not happen. Individuals who are genuinely inspirational and can build trust, integrity and fairness with their people tend to be the exception. Admittedly, many have not been adequately trained, coached or mentored but there are managers who have been on many a course yet still fail to improve. As expressed in table 4.2.7.

What gets in the way of good leadership? The easiest way of categorizing the obstacles is by dividing them into personal and organizational, although they are heavily influenced by one another. And the organization have to carefully define organizational leadership role and function that is bestowed on the leaders.

Table 4.2.8 People have ingrained modes of thought and feeling which prevent them from becoming good leaders and lack motivational strategy for effective organization of task. Often, the individual in question has no idea these exist and can only find out and alter his or her behaviour through constant and honest feedback.

Although there can be many personal barriers, the most common one seems to be low self-esteem. Such individuals strive either for self-aggrandisement or try too hard to be liked. They are either the office tyrants or the sycophants.

In either case, they command little respect because they are inconsistent and fail to hold themselves or their team accountable. This eventually creates a climate of perverse incentives and mistrust. Organisational barriers It can, however, work the other way round, where weak organisational culture seeps through to individual level.

The company ‘way of doing things’ can have a profound effect on its leadership. For example, it could be the structure of an organisation that prevents good leadership from developing. Rigid hierarchies, in which employees do not have a voice and feel disempowered, are unlikely to produce successful leaders simply because staff are not given the opportunity or the belief.

Authority, role or status does not confer leadership. Companies with poor communication and internal conflict will find it difficult to unite behind a common goal. For example, downsizing under the label of creating shareholder value and appraisal schemes that do not allow proper feedback breed cynicism rather than inspire loyalty. All this adds up to a widespread culture so entrenched that it becomes impossible for any individual to combat it.

Nature versus nurture

There are those who favour the nature versus nurture debate and maintain that some people simply were not born to lead. This, and not the lack of training or support, is the main barrier to successful leadership. Although, there may be an element of truth in this, it is essentially a poor excuse for poor organisational behaviour.

Admittedly, some people may never become great leaders but the majority of employees can become inspirational and trustworthy. It is not about possessing exceptional personality traits but simply about good management. Leadership exists in a relationship between leaders and followers and as such can be acquired and learnt. Effective mentoring and self-development on various levels can support the nurturing process. Networking should also be recognised as an opportunity to learn from other leaders.

The Nature of Inspiration (taken from a presentation by Richard Olivier, recorded 22-26 March 2000 for a course delivered by the Industrial Society) is detailed opposite.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 SUMMARY

People in an organisation need to believe that they can give it a competitive edge by creating an environment where people can continually contribute to an organisation’s success. The ability to be regarded as a leader exists at all levels and is not restricted to those in a management role.

What a person says and does (which is influenced by their beliefs) enables others to perceive that person as a leader and choose to follow. Leadership behaviours can be developed and beliefs can be changed over time. Many leadership behaviours have failed to harness the full potential of people at work and have resulted in compliance rather than commitment.

5.2 CONCLUSION

5.3 RECOMMENDATIONS

The importance of imagination, i.e. the perquisite of bringing the new into being, has probably never been so eloquently captured than by Einstein who said that imagination is more important than knowledge, for while knowledge points towards what there is, imagination points to what there will be. In today’s world, in which the pace of change in the macro environment is so fast, being adaptable requires imagination.

And imagination means looking beyond the meetings and action points. Imagination enables the flexibility and adaptability required to survive effectively as a leader.

2. The need to think beyond oneself and to consider others. To consider others is to think with them and to ask oneself, ‘how can I serve us better?’
3. leadership need a sense of meaning and purpose of why they are in the organization. The root of the personal inspiration in leadership is recognizing your individual connection to the organization and purpose within it and this will be something that you recognize yourself i.e. not the party line.

Finding this purpose is a prerequisite to finding inspiration. Future possibilities and your own potential are limited without it.

5. With a purpose in place, there is then the space to develop vision. The mantle of leadership depends on
6. the extent that you are able to carry a vision and this depends on the extent to which you are follow able. Vision adds meaning to peoples’ working lives. Vision is seeing what life could be like while dealing with life as it is. A vision must always deal with life’s qualities rather than just quantities. A mission statement, for example, should be based on something that adds value to the people of your organisation rather than just a numerical target. A qualitative statement is just as important as a quantitative one.
5. Building a consensus around the vision requires political skills. There is a need to learn how to talk to people, to identify who you need to talk to and what they want to hear. Getting influential supporters on your side is critical to carrying out your vision. Building relationships with key people to build trust is critical to gaining support for your vision.
6. Gaining commitment and engaging your colleagues requires face-to-face contact. Inspiration can only be moved across face-to-face rather than in electronic form or by telephone.

Securing commitment from others requires:

— an energy so that others can believe in the vision too;
— the vision to be in alignment with the organisation’s vision;
— a balance between reason and action
– a leader needs to think about how much planning is required;
— empowerment – a vision needs to be shared and you need to be prepared lose ownership to get things done.

5.4 LIMITATION OF THE STUDY

The study on assessment of leadership skills on human capital development of Nasarawa broadcasting service keffi, has depict vital information on the nature of relationship that exist in the organization when it comes to leadership and staff relationship in pursuing the organizational development, the researcher faced the problem of enough material, access to relevant material was difficult at a time, resources was a major challenge faced in the course of carrying the research, but physical and non-physical resources where serious necktie to the researcher.

SUGGESTION FOR FURTHER STUDY

Further research can be taken in smellier area of interest, on same vain research can also be feature the role of leadership on developing effective organizational relationship, because it was observed from the research that establishing good relationship and team work is a material tool in ensuring leadership skill in improving staff capacity.

Another research can also take another dimension in response to another institution and considering unique methodology aside the one used in the course of this research work.

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Questionnaire

SECTION A

1. Sex

a) Male [ ]
b) Female [ ]

2. Marital status of respondents

a) Married [ ]
b) Single [ ]
c) Divorced [ ]

3. Age distribution of respondents

a) 18 – 30 years [ ]
b) 31 – 45 years [ ]
c) 46 and above [ ]

4. Academic qualification

a) WASC/GCE/SSCE [ ]
b) OND/NCE [ ]
c) HND/B.Sc and above [ ]

5. Distribution of Respondents According to department

a) Audit [ ]
b) Finance [ ]
c) Administrative [ ]
d) Human resource department [ ]
e) Edit department [ ]

SECTION B

6. Effective communication follows fluently and hierarchical in nature which improve relationship and human capital development

a) Partially Yes [ ]
b) Yes [ ]
c) Un-decided [ ]
d) Partially No [ ]
d) No [ ]

7. Leadership of the organization keep everyone working toward agreed goals and objective of the organization.

a) Partially Yes [ ]
b) Yes [ ]
c) Un-decided [ ]
d) Partially No [ ]
d) No [ ]

8. Motivation is skill that improve human capital development

a) Partially Yes [ ]
b) Yes [ ]
c) Un-decided [ ]
d) Partially No [ ]
d) No [ ]

9. Staff attend training, and seminars annually within and outside the organization.

a) Partially Yes [ ]
b) Yes [ ]
c) Un-decided [ ]
d) Partially No [ ]
d) No [ ]

10. The leadership support and encourage the staff to be effective in service delivery.

a) Partially Yes [ ]
b) Yes [ ]
c) Un-decided [ ]
d) Partially No [ ]
d) No [ ]

11. Participative Leadership skill has an impact on human capital development

a) Partially Yes [ ]
b) Yes [ ]
c) Un-decided [ ]
d) Partially No [ ]
d) No [ ]

12. Seminars and conference contribute toward improving human capital development in Nasarawa Broadcasting Station.

a) Partially Yes [ ]
b) Yes [ ]
c) Un-decided [ ]
d) Partially No [ ]
d) No [ ]

13. Training of staff improve their efficiency and effectiveness.

a) Partially Yes [ ]
b) Yes [ ]
c) Un-decided [ ]
d) Partially No [ ]
d) No [ ]

14. Taking initiative and advices is welcome from the staff.

a) Partially Yes [ ]
b) Yes [ ]
c) Un-decided [ ]
d) Partially No [ ]
d) No [ ]

15. Leadership Integrity influence staff compliance to rules and working in respect to goals of the organization

a) Partially Yes [ ]
b) Yes [ ]
c) Un-decided [ ]
d) Partially No [ ]
d) No [ ]

16. Strong relationship exist between leadership skills with staff attitude and performance

a) Partially Yes [ ]
b) Yes [ ]
c) Un-decided [ ]
d) Partially No [ ]
d) No [ ]

Frequently Asked Questions about the Leadership Skills and Human Capital Development Language Preview

What is this document about?

This document is a language preview for an academic study analyzing the relationship between leadership skills and human capital development. It includes the title, table of contents, objectives, key themes, chapter summaries, and key words from the study.

What is the main research question explored in the study?

The study aims to assess the impact of leadership skills on human capital development, determine the level of their relationship, and understand the challenges associated with leadership skills in the context of Nasarawa Broadcasting Service Keffi.

What are the main research objectives?

The research objectives are to:

• Examine the effect of leadership skills on human capital development.
• Examine the relationship between leadership skills and human capital development.
• Examine the challenges of leadership skills on human capital development.

What is human capital development as defined in this study?

Human capital development is defined as the process of improving an organization's employee performance, capabilities, and resources for the purpose of development.

What are leadership skills, according to the document?

Leadership skills are the tools, behaviors, and capabilities that a person needs in order to be successful at motivating and directing others. They involve the ability to help people grow in their own abilities and work towards shared goals.

What is Nasarawa Broadcasting Service (NBS) in the context of this study?

Nasarawa Broadcasting Service (NBS) is a radio media station owned and managed by the Nasarawa State government, responsible for providing information dissemination services in the state. It serves as the subject of this study.

What is the scope of the study?

The scope of the study focuses on assessing leadership skills' impact on human capital development specifically within Nasarawa Broadcasting Service Keffi (NBS). It encompasses all staff within the organization.

What research design was used for the study?

The study used a survey design for data collection and analysis, with a cross-sectional approach involving a sample of people from a predetermined population.

What data collection methods were used?

The primary method of data collection was questionnaires, with both primary and secondary data sources utilized. Primary data was collected through the questionnaires, and secondary data from published and unpublished materials.

What is the theoretical framework used in the study?

The study adopts the skills theory and also discusses the situational and contingency theory, and Traits and Behavioral Theory.

What are the key findings discussed in the data presentation and analysis chapter?

The findings discuss aspects such as communication, motivation, and organizational goals, while also addressing the role of leadership in keeping everyone working towards agreed goals and objectives. The data explores the link between leadership skill and human capital development.

What recommendations are made based on the study's findings?

Recommendations include fostering imagination and adaptability, thinking beyond oneself, recognizing personal connections to the organization's purpose, and developing vision and political skills to gain commitment and engage colleagues.