Assessing Skill Gaps and Workforce Performance: Empirical Evidence from Achievers University, Owo, Ondo State, Nigeria

Abstract

In today’s knowledge-driven academic environment, higher education institutions must continuously align staff competencies with evolving educational, technological, and administrative demands. This study investigates the nature and implications of skill gaps on workforce performance at Achievers University, Owo, Ondo State, Nigeria. Employing a descriptive design and mixed-methods approach, data were collected from a stratified random sample of 224 academic and non-academic staff drawn from a population of 623. A structured questionnaire with a Cronbach’s Alpha reliability index of 0.85 was used for data collection. Findings indicate significant skill gaps in communication (Mean = 3.96), technical proficiency (Mean = 4.01), time management (Mean = 3.92), adaptability to technology (Mean = 3.89), and continuous learning (Mean = 3.94), with a grand mean of 3.94. Regression analysis revealed that outdated qualifications, limited on-the-job training, and insufficient technological exposure were major predictors of these gaps (R^2 = 0.720; $p < 0.0001). However, institutional strategies such as targeted recruitment, regular training (Mean = 4.36), access to modern tools (Mean = 4.38), mentorship (Mean = 4.27), and structured feedback systems (Mean = 4.23) were identified as effective mitigative measures. The study concludes that existing skill deficits significantly impair staff effectiveness and institutional performance. It recommends systematic, department-specific capacity-building initiatives, regular professional development, and sustained investment in digital infrastructure and training to bridge these gaps. These measures are essential to improve workforce productivity and ensure alignment with the dynamic needs of contemporary higher education.