The effects of lack of adequate training facilities on the production secretaries

 

Table Of Contents

  • <p> </p><p><em>Title page &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; i</em></p><p><em>Approval page &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ii</em></p><p><em>Dedication &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; iii</em></p><p><em>Acknowledgement &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;iv</em></p><p><em>Abstract &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; vi</em></p><p><em>Table of content &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; viii</em></p><p>

Chapter ONE

INTRODUCTION

  • </p><p>
  • 1.0&nbsp; &nbsp; INTRODUCTION &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;1</p><p>
  • 1.1&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Background to the study &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 1</p><p>
  • 1.2&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Statement of the problem &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;4</p><p>
  • 1.3&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Purpose of study &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 6</p><p>
  • 1.4&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Scope of the study &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 8</p><p>
  • 1.5&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Limitation of the study &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 9</p><p>
  • 1.6&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Definition of terms &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;9</p><p>
  • 1.7&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Research hypothesis &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;11</p><p>
  • 1.8&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Research question &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 12</p><p>
  • 1.9&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Significance of the study &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 12</p><p>

Chapter TWO

LITERATURE REVIEW

  • </p><p>
  • 2.0&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;LITERATURE REVIEW &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;14</p><p>
  • 2.1&nbsp; &nbsp; Duties of A Secretary &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;22</p><p>
  • 2.2&nbsp; &nbsp; Facilities for secretaries word and training &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;24</p><p>
  • 2.3&nbsp; &nbsp; Effects of lack of adequate secretary training facilities 50</p><p>
  • 2.4&nbsp; &nbsp; The concept of adequacy with respect of</p><p>practical secretarial training. &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;55</p><p>

Chapter THREE

RESEARCH METHODOLOGY

  • </p><p>
  • 3.0&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;DESIGN OF THE STUDY &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;60</p><p>
  • 3.1&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;General features of the Research &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;60</p><p>
  • 3.2&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Selection of Population &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;60</p><p>
  • 3.3&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Sample size &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;60</p><p>
  • 3.4&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Development of Research Materials &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;61</p><p>
  • 3.5&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Research Procedure &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 61</p><p>
  • 3.6&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Treatment of Data &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 62</p><p>

Chapter FOUR

DATA PRESENTATION AND ANALYSIS

  • </p><p>
  • 4.0&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Presentation, Analysis and Interpretation of Data &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;64</p><p>

Chapter FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

  • </p><p>
  • 5.0&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Summary, conclusion, recommendation,</p><p>area for further study &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 86</p><p>
  • 5.1&nbsp; &nbsp; Summary of findings &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 86</p><p>
  • 5.2&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Conclusions &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 88</p><p>
  • 5.3&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Recommendations &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 89</p><p>
  • 5.4&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Areas for further study &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;91</p><p>Appendices &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;92</p><p>References &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;98</p> <br><p></p>

Project Abstract

<p> </p><p>This seminar was carries out to find out effect of lack of adequate secretarial training facilities on the production of secretaries and it was written in five chapters.</p><p>Chapter one introduced the topic with an overview of contemporary historical facts, about the effects of lack of adequate secretarial training facilities on the production of secretaries. It also features a statement of the problem, which discussed the effects of this lack satisfactorily. Other sub-headings leading considered here scope, limitation of the study, research questions statement of hypothesis and definition of terms.</p><p>A systematic and expository literature search, research review and documentation formed chapter two.</p><p>Chapter three dealt with the design of the study, the methods used in collection relevant data, the way, questionnaires were distributed, how many returned and the systematic way the project was carried out.</p><p>The research went further to present, analyze and interpret data obtained from the research survey.</p><p>Finally, the researcher summarized the finding, drew conclusion, tested the hypothesis, made recommendations and suggested areas for further study in chapter five.</p> <br><p></p>

Project Overview

<p> </p><p>1.0 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;INTRODUCTION</p><p>1.1 &nbsp; &nbsp; BACKGROUND OF THE STUDY</p><p>Recently, there have been some resentment shown by some organizations as a result of the disappointment that they encountered while interviewing people who are supposed to have been trained as secretaries. It is also an experience that is becoming common or rather already common with students dispatched for their industrial training scheme. But we know that a large part of this problem can be traced back to the lack of adequate secretarial training facilities in our higher institutions. It is not a hidden truth that most of our higher institutions are not what they ought to be in the sense that they lack the variety of equipment they need to up to – date models of the equipment they need.</p><p>No doubt, this lack has affected the production of secretaries that is why this project work wants to look at these shortcomings their effects and people reaction to them. Now, when we talk about producing a secretary, a is different from a typist. If we are going to produce a secretary, the facilities or equipment required will be very much different and advanced than that required to produce a typist. It is, however unfortunate today that if one goes to some of our institutions of higher learning, he will discover that the totality of the facilities left to the disposal of the or the students look more like than it looks likes that of secretaries. A secretary is an executive assistant who possess a mastery of office skills, who demonstrate the ability to assume responsibilities without direct supervision, who exercises initiative and judgement and who make decision within the scope of assigned authority –NATIONAL SECRETARIES ASSOCIATION INTERNATIONAL.</p><p>It when we have a knowledge of who the secretary is that we can assess the type of training. The secretary needs a good knowledge of general education, good knowledge of short hand, typewriting, office practice and administration, business law, law and practice of meeting, human resources management, accounting, data processing, industrial psychology, human relations, economies and a foreign language.</p><p><strong>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; For shorthand, the students need good shorthand laboratories equipped with ear phones cassette players and recorder etc. for typewriting, they need good and modern typewriters ranging horn manual typewriters, electron/electronic typewriters to computers. This is to mention but a few looking at all the facilities needed for effective secretarial training without which you cannot produce a secretary. The students don’t need to hear about office equipment with their ears only but need to know how to operate them practically in view of the fact that the secretarial profession is a practical one. For more emphasis, if we re</strong></p> <br><p></p>
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