CHAPTER ONE

1.1

BACKGROUND OF THE STUDY

Manpower development has been one of the fundamental issues that have consistently
attracted the interest and concern of succeeding government in Nigeria since
independence. The Federal Government of Nigeria (1981) realised that if independence
was to have meaningful impact on the general well being of its citizen, it must be
complemented promptly and definitely by a rapid transformation of the economy to
achieve self-reliance. The initial effort of achieving rapid national development were
concentrated on the expansion of formal education institution at all levels, and the
product were expected to have acquired the skills, knowledge attitude to meet the needs
of the vital sector of the economy. It has been established that the greatest assets of a
nation are its human resources (men and women, old and young) who are capable of
participating in productive labour, capable, natural resources, international trade etc. It
become increasingly clear, in government, industry and commerce that economic growth
and economic advancement of the country required the services of trained workers and
professionals who possesses technological skills and or executive capacity to provide
specialized services of all sorts. Most nations today are development conscious. The less
developed countries are in a state of war against poverty, ill health, ignorance and
dominance by stronger nations. They are no longer willing to entrust their future
exclusively to the forces of colonial masters. Even the advance nations are committed to
growth, and the more rapid the better. These advance nations are reaching the greater
achievement like exploring the outer space and other plants. This universal quest for
growth is motivated by rising aspirations for economic, social and political progress and
it is based upon the optimistic conviction than man, in this age science can move
forward by leaps instead of steps. In essence, the difference in levels of economic
development of countries is largely a reflection of the difference in the quality of human
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resource. The key element in this proposition is that the values, attitudes, general
orientation and quality of the people of a country determine its economic development.
The shift from manufacturing to service and the increasing pace of technological change
are making human resources the crucial ingredient top the nations well being and
growth. And in service-oriented industries like banks and railways, the quality, quantity
and utilization of human resource become more important. A nation with abundance of
physical resources will not benefit unless human resources make use of them. Hence,
human resources are solely responsible of making use of natural resources and for the
Transformation of traditional economies into the modern and industrial economies. Lack
of organization of human resources is largely responsible in the backwardness of a
nation.
Countries are underdeveloped because their people are underdeveloped. Doubtlessly, the
most significant resource of any organization is often said to be the people. Such claims
appear in organizational annual report mission statement.
1.2

STATEMENT OF PROBLEM

The cruel nature of Nigerian entrepreneurs have over the years reflected on their
emphasis on high profitability without due consideration of the training of the employee
that will make this possible. This is readily noticed in the Nigeria banking industry
where the employees private lives are jeopardized in the course of trying to meet the
high demands and targets of the management. Young university graduates who are
ignorant of what is happening in the industry often fall in this trap and the economy is
not helping matters in any way. This study is designed to evaluate the activities of the
trade union as an alternative avenue for manpower development in the country. Its high

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time the problem of poor manpower development is visited and a lasting solution
provided.
1.3

OBJECTIVES OF THE STUDY

The objective of this study can be stated as follows:

1. To highlight and justify the efficacy of the role of Nigeria Labour Congress (NLC) in
manpower development in Nigeria.
2. To evaluate the contribution of Nigeria Labour Congress to Nigeria Economy.
3. To identify the problems associated with Manpower Development in Nigeria.
4. To justify the need for an active Manpower Policy in Nigeria.

1.4

RESEARCH QUESTIONS

The questions for this research are

(i) What impact does active unionism has on the working condition of workers in
Nigeria?
(ii) What role does the operation of the trade union play in the national development of
Nigeria?
(iii) Does the operation of trade union affect the political stability of Nigeria?
(iv) How does economic recession affect the survival of industries vis--vis vibrant
unionism in Nigeria?

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1.5

SIGNIFANCE OF THE STUDY

The significance of this research work is to evaluate and analysis the contribution of
Trade Union to Manpower Development in Nigeria. It is hoped that it would contribute
to the promotion of the existing frontier or boundary between human knowledge and the
role of trade unions in the development of manpower.
1.6

STATEMENT OF HYPOTHESES

Ho : That active Unionism could not lead to better conditions of service among workers
Hi : That active Unionism could lead to better condition of service among workers
Ho : That provision of training programme does not contribute to good quality
Manpower in the economy.
Hi : That provision of Training programmes contribute to good quality Manpower in the
economy.
Ho : Voluntary membership by workers could not affect the effectiveness of Unionism.
Hi : Voluntary membership by workers affect the effectiveness of Unionism.
Ho : That economic recession does not affect survival of industries vis--vis vibrant
Unionism in Nigeria.
Hi : That economic recession affect the survival of industries vis--vis vibrant Unionism
in Nigeria.
1.7

SCOPE OF THE STUDY

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The scope of this study will be limited to the role, which the Labour union plays in
manpower development in Nigeria. The research work will be so limited because of the
limited availability of data and time. It will also cover some of the publications of the
Nigerian Labour Congress.
1.9

DEFINATIONS OF TERM USED

Development:
Trade Union:

CHAPTER TWO
LITERATURE REVIEW
2.0

INTRODUCTION

This paper is about the capacity of trade unions to intervene in a context of political and
economic reform in the interests of their own members and in support of wider popular
interests in society, including those of the poor. It focuses on the formation of a unionbased labour regime as a key area of institutional reform, creating the conditions for
such intervention. It begins by recalling the case against trade unions, why they are seen
as an obstacle to reform and why they are expected to be marginalised in global
developments anyway. In developing its case for seeing unions as important institutions
of popular representation the paper offers an alternative reading of global tendencies,
suggesting that unions are in fact on the rise. In turning to Africa, where this is assumed
to be the least likely to happen, the paper points to great variations in union
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performance, including exceptional achievements in South Africa and repression and

marginalisation in Uganda. These two contrasting experiences are briefly summarised.
The main empirical illustrations, however, are from Nigeria, our prime area of study,
where the paper looks at the national union centre, the Nigeria Labour Congress, and, in
particular, the textile workers' union. The deregulation of labour markets is for some
liberalisers a critical institutional reform which they claim will achieve many things for
progress, not the least a reduction in poverty. Unions need to be rolled back because they
stand in the way of labour mobility, flexibility, entrepreneurship and other desirable
things which are good for development. Unemployment, for instance, can be radically
reduced if the price of labour is allowed to be determined by individual contracts in a
free market rather than throughe*Jtive bargaining, which they see as a set of
oligopolistic practices that prices. The rights and freedoms of markets and individuals
stand ** 5ed to the collectivistic, state regulated labour regimes that have tidied
themselves inboth rich andpoor countries. Apart from theoretical ideological arguments,
there seem to be strong pragmatic reasons for e^ulation where regulation has already
struck roots and for resisting Nation where it has not. Otherwise, increasingly mobile
capital and rfepreneurship will run away. Existing labour market regulations, ^g laws
protecting union rights, make major national firms as well Potential foreign investors
look elsewhere and discourage small local **epreneurs on whom poor people depend
for employment and income. e logic of development seems therefore to be firmly on the
side of the eiralisers and the deregulators. Even fainthearted governments, the captives
of entrenched, recalcitrant union interests, find that in aCtice labour markets liberalise
themselves even within the framework of * Sting pro-union regulation, as noted with
satisfaction by Ulf Jakobsson ^DO), a prominent Swedish economist. The latter are
bypassed or diluted rtmgh the' spontaneous liberalisation of the labour market', which, in
his \v, helps explaining the unexpected capacity of the Swedish economy to se
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employment levels from the rock bottom levels of the early 1990s, liberalisers have
more reasons for disliking unions. They want to shift !surces from the public sector to
more productive uses in the private :<ctor which presumably is in the interest of
everyone but in particular of poor who will benefit from economic efficiency and
growth generally, poor are also expected to benefit from a shift in spending within the
sector itself, from low priority to high priority areas, targeting those 'fciere markets are
the least capable of offering effective solutions, for fistance, public health and education
for groups with special disadvantages, s distinct from generalised subsidies benefiting
everybody, even those vlio could afford to pay the market costs. Public sector unions are
seen as L particular obstacle to such public sector reforms with their assumed tested
interests in existing employment patterns and pay packages but **lions generally are
expected to be opposed to the reforms, representing :h. wage earners and the assumed
beneficiaries of current patterns of state spending.
2.1

LABOUR UNIONS

Labor unions are considered the organizations only struggling to secure benefits for their
members, such as financial gains like rise of wages, bonuses, various allowances
insurance benefits, overtime payment and non financial benefits such as job security,
comfortable work place recreational facilities and decreasing fear of employer through
collective bargaining (Khan and Khan, 2011). The Australian Bureau of Statistics has
defined unions as: An organization, consisting predominantly of employees, the
principle activities of which include the negotiation of pay and conditions of
employment for its members (ILO, World Labor Report 1997-1998) and Knowles and
Eade (n.d.) wrote that the core business of labor unions is to organize press for fair terms
and conditions of work, negotiate on behalf of the work force, provide services for
members, network, and mobilize them. But several studies have shown that unions also
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have rendered services beyond collective bargaining (Khan, 2010). Livingstone and
Raykov (2005) has squeezed many studies and expressed that both formal and informal
learning are deeply embedded in many union cultures. By making a comparative case
study of five different union locals they also clearly showed that unions with the most
concentrated memberships and strongest bargaining power tend to have the highest
incidence of both training courses and involvement in job-related informal learning
2.2

NEED OF TRAINING

The only thing permanent in the world is change. Technology, systems, laws, trends,
attitudes, and business situations are continuously changing which stress the need of
training. Livingstone and Raykov (2005) by quoting some studies analyzed that with the
current expansion of the global economy and the fast-changing evolution of technology
and innovation, organizations are facing an ongoing need for employee learning and
development. As knowledge increasingly becomes a key factor for productivity, it has
also become a currency for competitive success. Understanding factors that contribute to
organizational learning and the transfer of knowledge to the workplace environment are
essential to human resource development (HRD).

Bloom and Campbell (2002)

expressed that technology and telecommunications sector has been experiencing

significant bouts of downsizing in recent years, at the same time as the nature of the jobs
in the sector has been changing rapidly. This has created a major demand for training
that can prepare workers for new or changed jobs in their company, and also prepare
them for finding new employment outside their company, when necessary. Ok and
Tergeist (2003) are of the view that there is a wide consensus that workforce skills are an
important determinant for economic growth. Alongside initial education, continuous
education and training (hereafter referred to as CET) play a key role in meeting these
skill needs. Farooq and Khan (2011) quoted with reference to Becci, (2006) that
knowledge workers could easily accomplish their tasks successfully with high autonomy
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level. Different level of training is required for the people with high qualification and
those with low qualification. Extensive training and high motivation is required for those
with low qualification and that is truly necessary to make them able to work with other
highly qualified people. According to Hussain (2011) organizations in current era are
compelled to focus on training and development to accomplish their organizational
strategies, mission, and vision. Training is one of the critical Human Resource function.
In current globally competitive age, to survive organizations have to constantly update
and enhance the knowledge, skill and abilities of their employees. Because of this
importance of training billion of dollars are spend on training as Hussain (2011) quoted
with reference to some researchers (Seyler et al, 1998; Yamnill and McLean, 2001 &
Saks and Belcourt, 2006) that organizations spend billions of dollars every year on
training and development of the employees. This investment is made with the
expectation to increase the performance of the employees and in result enhance the
productivity of the organization
2.3

WHAT IS TRAINING

According to Armstrong, (2000) training is a formal & systematic modification of

behavior through learning, which occurs as a result of education, instruction,
development, and planned experience. Haslinda (2009) has quoted two definitions of
training. One is a lengthy definition by The Manpower Services Commission as: A
planned process to modify attitude, knowledge or skills through learning experiences 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 needs of the organization. The other is a shorter and simpler by, Nadler and
Nadler as: Learning provided by employers related to the present job

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2.4

BENEFIT OF TRAINING

According to Bloom and Campbell (2002) employers, workers, and unions gain higher
profits, increased income, higher membership, and a host of other benefits from a broad
range of workplace education programs. They further quoted that more skilful
employees save employers time and money, and improve performance and productivity.
Other benefits include reduced error rates, a better health and safety record, reduced
waste in production of goods and services, and increased customer and employee
retention. These benefits translate into financial savings, productivity gains, and higher
profits. On top of all that, employees with better basic skills tend to learn more, and
faster, when they take job-specific and technical training. According to Hussain (2011)
training is a reciprocal activity, which benefits both organization and employee.
Organization is benefited through increase performance and productivity and employees
are benefited through personal development, career advancement and reward and
compensations.
2.5

TRAINING BENEFITS FOR WORKERS

About training Program Bloom and Campbell (2002) expressed that training allows
large numbers of workers to gain skills that yield personal benefits for them in the
workplace. A study of the impacts of a communications-training program, given to
health care workers, concluded that the training contributed to workers personal and
professional well being. The newly learned communications skills improved the
workers ability to cope with stressful situations in their jobs and also gave them
important skills with which to manage their professional relationships. According to Ok
and Tergeist (2003) there is positive and constant impact of continuous education and
training (CET) on wage growth and trained workers have benefit of higher wages and
faster wage growth than non- trained workers. They further expressed that participation
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in training also raises a workers probability of being employed, and improves reemployment chances when a worker has been laid off. The wage-enhancing impact of
CET seems to be strong enough to protect workers from possible wage loss arising from
job change. Lynch (1995) asserted that training could play an important role in
narrowing the wage gap. Training in general increases productivity and, consequently,
the wages of workers who experience an increase in their human capital. What are the
returns to training for those who do receive it? Currently in the United States, companyprovided training programs, apprenticeships, and off-the-job training seem to increase
wages of workers on the order of 4.4 to 11 percent. Booth et al. (2003) reported that
among workers who received training, those with union coverage, enjoyed greater
returns to training and higher wage growth than did those without. According to TUC
(2006) for male union members the post-training wage was 21% higher than the pretraining wage, but the corresponding increase for non-unionized male employees was
only 4 %.
2.6

TRAINING BENEFITS FORNEMPLOYER

Training Benefits for Employers Ok and Tergeist (2003) reported that there is a wide
consensus that workforce skills are an important determinant for economic growth.
Alongside initial education, continuous education and training (hereafter referred to as
CET) plays a key role in meeting these skill needs. According to Bloom and Campbell
(2002) training programs give workers, employers, and unions a wide range of benefits
due to the skills gained through study and training. Worker skill gains translate into
major performance gains for their employers, which, in turn, increase profitability.
About hospitality industry Bloom and Campbell (2002) expressed that from the
employers point of view, a worker who invests his or her own time and effort in training
demonstrates commitment to the hospitality industry, and is more likely to want to make
hospitality a career with an employing organization. Abdul Aziz, Afaf (2010) asserted
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that the strength of a union is reflected in the quality of its members and how devoted
they are in carrying out tasks assigned to them. It has been found out from the data
analyzed that strong unions have members who are very devoted and committed in
handling any tasks set forth by the union. Moreover, unions concentrate on membership
education and training as a source of power. Strong unions concentrate heavily on
providing training to its members to empower them in areas of labor rights, labor law,
collective bargaining, social dialogue, how to be a negotiator, report writing and minutes
writing.
2.7

UNIONS ROLE IN WORKERS EDUCATION

Fahlbeck (1999) reported that in Sweden the extensive training and education programs
conducted by virtually all unions. LO for example, has a wide range of educational
programs and runs several schools. Anyemedu (2002) also reported that in Ghana the
TUC has made the education of its members, one of its priority concerns. The
participants of conference on sustainable development (CSD 2001) evidenced it by
acknowledging that trade unions have developed capacity for workplace centered
education because unions are the foremost providers of adult education in many
countries. According to (CSD 2001) the discussants of Regional Meeting (1999) threw
light on the potentially significant role of unions towards building social cohesion
through establishing institutions for skill development and mobilization of invest-able
resources. Bloom and Campbell (2002) are of the opinion that workplace education
programs, jointly developed and managed by employers and unions, are successful. ILO
(2005) reported that a number of labor unions have undertaken for education, awareness
raising and advocacy. According to ILO (2005) Argentinas Sindicato nico de
Trabajadores de Edificios de Rentay Horizontal (Single Trade Union of Concierges)
(SUTERH) established the Higher Education Institute and currently offers Applied
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Computing Sciences, Security and Hygiene at Work and Technician Degrees in

Intelligent Buildings. Livingstone and Raykov(2005) confirmed that union status has
had generally positive effects on worker participation in education and training
activities in Canada during the mid-1990s period of economic stagnation. Unionized
non-managerial employees tend to be more highly educated than non-unionized
workers. For example, according to the LFS (Labor Force Survey), in 2002 almost one
quarter of unionized workers had complete university education compared with one fifth
of non-unionized workers. Livingstone and Raykov quoted that in any case, in addition
to higher educational attainment, union members are much more likely than nonunionized employees (49% vs. 27%) to possess professional or trade licenses or
certificates. Further, the certificates that unionized workers hold tend to require a longer
time to obtain. Among unionized workers with professional or trade certificates, 44%
required more than three years, while only 16% of non-unionized workers hold similar
certificates. Other things being equal, unionized workers will be more likely to
participate in education and training programs and more likely to be supported by their
employers in these activities, as a consequence of their greater collective bargaining
power. Livingstone and Raykov further added that unionized workers possess higher
educational attainments. Educational attainment among Canadians has been rapidly
increasing for several decades. By 2003, nearly 60 percent of the 25 to 64 aged
employed labor force had attained post-secondary completion. This is one of the most
highly schooled labor forces in the world. Unionized non-managerial employees tend to
be more highly educated than non- unionized workers. For example, in 2002 almost one
quarter of unionized workers had complete university education compared with one fifth
of non-unionized workers. Jones, (n.d) expressed that within the limits imposed by the
prevailing environment, the task of mobilizing members and obtaining improved
conditions for them depends to a considerable extent on the skills of trade union officers
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and activists in the areas of organization and negotiation. The Ghana TUC has
recognized this and made the education of its members one o f its priority concerns. The
preamble to the TUCs educational policy affirms that: Trade union education has clearly
established itself as one of the most important services that trade union s can provide for
their members. Properly designed and implemented, trade union education plays an
indispensable role in raising awareness among union members and providing them with
skills to meet the challenges that confront the unions.
CHAPTER THREE
3.0

RESEARCH METHODOLOGY
Research methodology shall be adopted in this project, this is because the role of
trade union on manpower development which is the main concept in the project
cannot be qualified nor captured by a single research method.

3.1

METHODS AND SOURCES OF DATA COLLECTION

There is no single procedure that can be followed in a research investigation;
rather than the type of problems to be investigated will determine the particular
steps to be taken.
The sources of data collection used in this research work are;
Primary sources / Data
Secondary sources / Data
Questionnaire
Primary Data: are data developed in a research project as directed by a specific
research objective therefore the purpose of collecting primary data is to answer
the research question or evaluate the research hypothesis. Usually primary data
are obtained from case study, from a survey or through experimental approach.
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Secondary Data: are data that were originally collected for some purpose other
than the current research problem. However, they may be used to solve the current
problem or reduce enormity of the current problem. The search for secondary data
should start from the researchers own firm.
In planning a research project, secondary data facilitate the process by aiding
researchers to know the appropriate methodology for collecting and analysis of
data.
Questionnaire: is a list of questions or statements which require the interview to
make a reply. These replies may be recorded either by the respondent him self or
by the interview. Questionnaire are designed to elicit two types of response these
are:
Open Ended Responses: here the question is constructed so that the format of the
reply is relatively uncontrolled. That is, the respondent is allowed to express his or
her own answer, using her own vocabulary.
Closed Ended Response: in this case the answer is recorded with certain predefined types of the replies. In this situation, the language used and the depth of
the reply is limited.
3.3

POPULATION SIZE
Population: this refers to the entire groups of people, events or things of interest
that the researcher wishes to investigate.
The size of the population is drawn from all employee of the organization. A
careful look is taken in all sectors of the organization e.g the employees and the
directors . In order to get the accurate population size of the organization. For the
purpose of this research work, the researcher will base on 100.

3.4

RESEARCH DESIGN

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The success and failure of this research depends on the degree of facts gather
during the data collection period.
As a result, this data collection was not based only on questionnaire but rather
face-to-face interview with employee and top management of the company was
highly used. Basically both primary and secondary sources of data are also used in
collecting information.
3.5

SAMPLE SIZE
The sample size was chosen as a fair representation of the study population. The
determination of those who falls into the sample size are calculated with the
appropriate formula e.g. SX=s/n
Where:

SX=Standard error
N=Sample size

In this research work, the sample size used is 50 out of the population of 100
3.6

METHOD OF DATA ANALYSIS

For clarity and simplicity, the analysis of data presentation in respect of this
research work is critically selected and analyzed. Hence the analysis of
respondents through questionnaire will be through the use of statistical methods.
The statistical method that would be used to analyzed this data is chi-square
with the formula; X2= (Oij-Eij) 2
Eij
Where:

X2= Chi-quare
Oij= Observed frequencies
Eij= Expected frequencies
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Summation

Expected frequency

RT X CT
OT

Where:

RT= Row Total

CT= Column Total
OT= Overall Total

All hypotheses will be tested based on 5% level of significance

3.7

DATA COLLECTION INSTRUMENT

The data collection instrument used in this research work is through the
application of questionnaire. Because if is found out that the types of information
plays a dominant role in determining the method to be applied.

CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION OF RESULT
4.1

INTRODUCTION
This chapter presents the description of the result of data collection and discussion
of findings. According to the questionnaire administered the table below gives a
clear picture of the view of respondents.

4.2

ANALYSIS OF RESPODENT
Table 4.2.1 Distribution accounting to sex
Sex
Male
Female
Total

Frequency
30
20
50

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Percentage
60
40
100

From the above table 30 respondents are Male and 20 respondents are Female
while the percentages of Male are 60% and Female 40%
Table 4.2.2 Distribution accounting to age
Age
18-30 years
31-35 years
Total

Frequency
40
10
50

Percentage
80
20
100

From the above table 40 respondents are between the age of 18 to 30 years with
80%, 10 respondents fall between the age of 31 to 35 years with 20%
Table 4.2.3 Distribution accounting to marital status
Marital status
Single
Married
Divorced
Total

Frequency
30
20
50

Percentage
60
40
100

From the above table 30 respondents are Single and 2 respondents are married and
0 respondent are Divorced.
Table 4.2.4 Distribution accounting to Educational Qualification
Qualification
ND/NCE
HND/BSC
MBA
Total

Frequency
10
20
20
50

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Percentage
20
40
40
100

From the above table 10 respondents are having ND/NCE, 20 respondents with
HND/BSC, and 20 respondents with MBA.
Table 4.2.5 Do you agree that the role played by trade union affect civil servant
positively?
Respondents
Yes
No
Total

Frequency
45
5
50

Percentage
90
10
100

From the above table 45 respondents went for Yes while 5 went for No.
Table 4.2.6 is there any significant relationship between trade union and public
sector employees?
Respondents
Frequency
Percentage
Yes
45
90
No
5
10
Total
50
100
From the above table 45 respondents went for Yes while 5 went for No.
Table 4.2.7 Can trade union implementation affect our society?
Respondents
Yes
No
Total

Frequency
40
10
50

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Percentage
80
20
100

From the above table 40 respondents went for yes while 10 went for No.
Table 4.2.8 Is it true that trade union bring problems to civil service?
Respondents
Yes
No
Total

Frequency
50
50

Percentage
100
100

From the above table 0 respondents went for Yes while 50 went for No.
Table 4.2.9 Is there any relationship trade union and government?
Respondents
Yes
No
Total

Frequency
50
50

Percentage
100
100

From the above table 50 respondents went for Yes while 0 went for No.
Table 4.2.10 poor leadership and non-availability of working amenities affect
trade union?
Respondents
Yes
No
Total

Frequency
45
5
50

Percentage
90
10
100

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From the above table 45 respondents went for Yes with the 90% , while 5 went for
No with 10%.
4.3

TESTING OF HYPOTHESIS ONE

Ho : That active Unionism could not lead to better conditions of service among
workers
Hi : That active Unionism could lead to better condition of service among workers
The expected frequency (Ei) for each cell was arrived at by dividing the total
number of the observed frequency (Oi) by the number of rows i.e. 50/4 = 12.5
Table 1: observe and expected frequency for hypothesis is one.
Responses

Oi

Ei

Poor

12.5

Fair

12.5

Good

10

12.5

Excellent

40

12.5

Total

50

50

Applying the formular

Responses

Oi

Ei

Oi Ei

(Oi Ei)2

(Oi - Ei)2
Ei

Poor

12.5

Fair

12.5
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Good

10

12.5

Excellent

40

12.5

X2 =
Difference = n-1 = 4-1 = 3
At 5% or 0.05 level of significance with freedom of X2 / 1 = 7.815
The decision rule is to Accept X2 Cal < X2 Tab
Where X2 Cal: Chi-square computed
X2 Tab: Tabulated X2 value
Decision: Since the calculated X2 is greater than tabulated X2, therefore, we reject
the null hypothesis (HO) and accept the alternative hypothesis (Hi).
TESTING OF HYPOTHESIS TWO
Ho : That provision of training programme does not contribute to good quality
Manpower in the economy.
Hi : That provision of Training programmes contribute to good quality Manpower
in the economy.
Question 8: will be used in analyzing the hypothesis. The expected frequency (Ei)
for each cell was arrived at by dividing the total number of the observed
frequency (Oi) by the number of rows i.e. 50/4 = 12.5

Table 2: observe and expected frequency for hypothesis is one.

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Responses

Oi

Ei

Poor

12.5

Fair

12.5

Good

12.5

Excellent

45

12.5

Total

50

50

Applying the formular

Responses

Oi

Ei

Oi Ei

(Oi Ei)2

(Oi - Ei)2
Ei

Poor

12.5

Fair

12.5

Good

12.5

Excellent

45

12.5

X2 =
Difference = n-1 = 4-1 = 3
At 5% or 0.05 level of significance with freedom of X2 / 1 = 7.815
The decision rule is to Accept X2 Cal < X2 Tab
Where X2 Cal: Chi-square computed
X2 Tab: Tabulated X2 value

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Decision: Since the calculated X2 is greater than tabulated X2, therefore, we reject
the null hypothesis (HO) and accept the alternative hypothesis (Hi)

TESTING OF HYPOTHESIS THREE

Ho : Voluntary membership by workers could not affect the effectiveness of
Unionism.
Hi : Voluntary membership by workers affect the effectiveness of Unionism.

The expected frequency (Ei) for each cell was arrived at by dividing the total
number of the observed frequency (Oi) by the number of rows i.e. 50/4 = 12.5
Table 3: observe and expected frequency for hypothesis is one.
Responses

Oi

Ei

Poor

12.5

Fair

12.5

Good

15

12.5

Excellent

35

12.5

Total

50

50

Applying the formular

Responses

Oi

Ei

Oi Ei

(Oi Ei)2

(Oi - Ei)2
Ei

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Poor

12.5

Fair

12.5

Good

10

12.5

Excellent

15

12.5

X2 =
Difference = n-1 = 4-1 = 3
At 5% or 0.05 level of significance with freedom of X2 / 1 = 7.815
The decision rule is to Accept X2 Cal < X2 Tab
Where X2 Cal: Chi-square computed
X2 Tab: Tabulated X2 value
Decision: Since the calculated X2 is greater than tabulated X2, therefore, we reject the
null hypothesis (HO) and accept the alternative hypothesis (Hi)

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CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1

SUMMARY OF THE STUDY

In the descriptive data in sections 3 (from 3.1 to 3.8) this study confirms that unions
have been taking active part in education and training activities by stressing employers
for making arrangements for workers training, training and skill building and education
and organizing and making themselves arrangement for training and education.
Therefore it is concluded that unions besides seeking benefits for their members under
collective bargaining also take part in the activities of human resource development by
exerting efforts for training and education of workers.
5.2

CONCLUSION OF THE STUDY

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A major difference between Nigerian and South African unions relates to legal
underpinnings of institutional autonomy. In South Africa unions have played a leading
role in initiating and negotiating the basic labour laws that regulate union rights. This is
not the case in Nigeria where unions operate within a legal framework which is the
result of state intervention and imposition. Althoughpartly successful in defending their
autonomy within a state stipulated order, it makes Nigerian unions vulnerable to further,
hostile state intervention, as demonstrated in 1988 and 1994 when the government
dissolved elected executives and imposed state administrators. Still, there is a difference
with Uganda where unions are too weak to compel state and employers to uphold the
recognition of unions prescribed by the Constitution. In this respect Nigerian unions
have been strong enough to defend the formal rights conceded by the state under the
imposed 'corporatist pact', even if unable to prevent the state from also using the pact as
a platform for intervention. Their capacity to defend themselves against such
interventions depends on the ability of workers to come out in support of their
organisations and leaders, even when risking their employment. Their willingness to
take such risks, however, also depends on the union's past record of protecting their
members against victimisation. It is a mutually reinforcing process that can work both
ways and generate either a positive or negative path dependence. The experience of the
Nigerian textile workers' union seems to suggest that the groundwork has to be laid at
the level of the individual workplace. Its success in this respect created a basis for its
ability to play a leading role in the defence of union rights against state suppression
during the Abacha dictatorship. This again gave it a central role in the reconstruction of
the NLC after the demise of Abacha, and a basis for intervening credibly on a popular
democratic platform in the process of economic and political reform as in the battle over
petrol prices. The differences in the (lack of) consolidation of a union-based labour
regime are reflected in differences in the capacity of the unions to engage in defence of
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wages and working conditions. South African unions may not feel that they have been
able to achieve what they have set out to achieve in this respect. Yet, the level of
recognition has ensured genuine collective bargaining for most categories of workers.
The intervention by the South African government in 1999 to restrict public sector wage
increases was widely rejected by the labour movement as undue interference in
collective bargaining. In contrast, the suppression of unions in Uganda has allowed
private employers to fix wages and working conditions at will, shifting to forms of
casual labour with a minimum of obligations relating to social security, maternity leave,
etc. The Ugandan government has stalled in implementing promised increases in
minimum wages for years without unions feeling able to do anything about it.
5.3

RECOMMENDATION OF THE STUDY

Our general argument suggests that the consolidation of union-based labour regimes
allows unions to play an active role in the reform process and in defending popular
policy options and access to public services. This has clearly been the case in postapartheid South Africa where unions have been active at all levels, both in developing
the general reform programme and in reforms at the local and community level. The
Municipal Workers Union (SAMWU), for instance, has been involved in local bodies
seeking to reform municipal structures which are based on the administrative and
financial segregation "that was inherited from the apartheid order. Unions in health and
education are engaged in sectoral reforms. There is a widespread resentment within the
unions that the scope for such popular participation has diminished as the post-apartheid
order has consolidated itself, generating its own political and administrative cadres.
While such a shift may be inevitable, unions continue to appear as active stakeholders in
the reform process. In Uganda such participation seems out of reach for the time being.
The decentralisation of control over public services, however, may generate some
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modest scope for activating local unions in monitoring the use of public funds at the
local level, contributing to the expansion of the public space (Sjogren 1999/2000). This
again may be a precondition for the development of autonomous popular organisations
capable of intervening in the reform process. In the Nigerian context some unions which
are directly affected by public sector reforms, as in the case of privatisation of electric
power supply, have been included on public committees. It reflects a government effort
to secure acceptance for reforms which in the past could be expected to meet with strong
union resistance. It remains to be seen if unions will have an effective input in the
process or merely serve as hostages. The effective suppression or neutralisation of the
national leadership during much of the 1990s have led to a discontinuation of earlier
attempts by the NLC to make itself relevant in the context of reform. During much of
the 1980s, the NLC produced its own policy platforms, like the 'Workers' Charter of
Demands' of 1980, in speeches at National Conferences, May Days and seminars, and
commentaries to federal budgets and policy statements (Beckman 1995). Occasionally,
the NLC had backed the demand and strike actions of unions and associations in public
institutions such as hospitals and universities with specific reference to the need to
rescue these institutions from decay in the general interest of the workers and their
children. Unlike in South Africa, there have been few attempts by unions to engage more
directly with the state over public services and welfare policies or participate in
developing institutions for such dialogue. Occasionally, unionists have been admitted
into government policy bodies on an individual basis, like the controversial 'Vision 2010
Committee' set up by Abacha. In attempting to influence government policy, unions have
had the option of resisting or engaging in dialogue. In the experience of the past it has
been more of the former than the latter. The successful general strike over petrol prices
in June 2000 was, of course, a show of resistance but it is likely to oblige the
government to involve unions and other organisations in more serious dialogue over its
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reform programme. It creates a new scope for political bargaining where unions are
likely to press their own demands in alliance with other civil society groups.

REFERENCES

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 Akpala, Agwu (1991): Principles of Management A Nigerian Approach, Fourth

Dimension Publishers Ltd.
Brech, E.F.L. (1975) ed: Principles and Practices of Management, London:
Longman
Publishing Co. Ltd. Drucker, Peter (1975): Management, London:
Heinemann Publishing Co. Ltd. Huber, G.P. (1980): Managerial DecisionMaking, Scott Foresman Glenview.
McFarland, D.E. (1976): Management Principles Co. Inc., New York.
Thierauf, Robert C. Klekamp and David W. Geeding (1977): Principles and
Practices

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