Competency Gaps between the 2004 Office Technology and Management Curriculum and Contemporary Workplace Requirements

Abstract

The Office Technology and Management (OTM) curriculum is constantly evolving to meet the changing needs of the modern office, and the question remains whether the curriculum is still relevant to the demands of the job. This study looked at the competency deficit between the 2004 OTM curriculum and current work demands in Nigeria. A descriptive survey design was employed in the study with analysis of relevant secondary data and existing OTM curriculum supporting the design. Questionnaires were sent to office workers in companies, and 96 of 100 questionnaires were returned and usable (96.0%). Frequencies, percentages, means and standard deviations were used to analyse data. The results indicated that modern workplaces demand traditional managerial skills as well as new skills in the areas of digital skills, analysis and adaptation. The highest mean score (M = 4.46) was obtained for learning and adapting to new technologies, followed by written and verbal communication (M = 4.41), problem solving and critical thinking (M = 4.38), and administrative and organisational skills (M = 4.35). Digital communication and collaboration were also considered very important (M = 4.32). The results also revealed that 69.8% of respondents believed that the competencies that employees bring to the new workplace were not met, and 95.8% reported that at least some competency requirements had changed. The most common areas that needed more preparation were technology adaptability, digital communication and collaboration, problem solving and critical thinking, and data management and analysis. The study results indicate that the problems of the 2004 OTM curriculum are not a result of the fact that it has been abandoned, but that it has not sufficiently changed its technological and organisational context. It suggests revisions to the curriculum that emphasise  the relevant foundation skills and improve digital, analytical, problem- solving and adaptation capacities. The findings provide an empirical foundation for developing a competency-based framework for the contemporary OTM curriculum in Nigeria.