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Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln

5-1-2018

Training and Development of Library Staff: A Case

of Two University Libraries in Ghana
Samuel Abban
Presbyterian University College, Ghana, [email protected]

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Abban, Samuel, "Training and Development of Library Staff: A Case of Two University Libraries in Ghana" (2018). Library Philosophy
and Practice (e-journal). 1794.
https://digitalcommons.unl.edu/libphilprac/1794
Training and Development of Library Staff: A Case of Two University Libraries in Ghana

Keywords: Library Staff, Training and Development, Continuing Training, Academic

Libraries,

Introduction

Staff training and development constitutes one aspect of the human resource management

processes in any organization. It is the most powerful tool of any organization's success. The

Concise Oxford Dictionary (2006) defines training as “bringing a person to a desired state of

efficiency by instruction and practice”. Development is also defined by the Longman Dictionary

of Contemporary English (2005) as “change that makes a product, plan, idea etc. better”.

Training and development of an employee is therefore regarded as one of the most important

functions of effective resource management and service delivery. According to Rowley (1995)

training and development is necessary for the maintenance of the human resource base of the

organization and must be viewed as an integral part of the core organizational strategy. Casteleyn

(1992) Opined that all libraries aim to have efficient staff in order to provide a good library

service to the public they hope to serve, whether that readership is using a Public, University,

School or Private library. To Adeniji, Babalola, & Adeniji (2012) library buildings and large

collections without skilled professionals can be described as glorified warehouses. Training,

therefore, is of the utmost importance in the library field, although each library organization must

decide for itself what it means by a desired state of efficiency, as requirements will differ from

library to library and country to country. However, the training should be designed to ensure

efficient performance to the dual benefit of the library system and the users. To further

emphasize the need for training, Nzotta (1983) postulates that librarianship is indeed a labour

intensive profession, to be able to provide effective and efficient service requires a lot of skills

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and well trained staff. According to him the library building may represent 5% of the success of

its services. the collections that is books, journals, CD ROMs, microfilms, electronic resources

etc. 20%, but the staff represents 75% of what it takes to make a good library. All types of

libraries, whether academic, school, public or special, organize collections of published and

unpublished books, print and electronic books, and other reading and audiovisual materials with

the aim of serving their users. Thus the library as a service institution provides information for

information seekers who may be actual or potential users. The library’s environment is changing

greatly as time passes, technology and the electronic information explosion are having a major

impact on society as a whole and libraries in particular. These changes call for continuous

training and development of library staff, people need new skills to cope with the expanding

information in their lives, it is therefore important for heads of institutions to take education and

continuing professional training and development of its library staff serious in other to ensure

quality service delivery. Nwali (1990) affirmed library users want efficient and effective service

delivery. They do not want to read complicated manuals, study the complexities of databases, or

know about complicated search mechanisms or strategies. To deal with this situation, librarians

or information professionals have a strong culture of responding to the new opportunities in

professional development to ensure that their skills meet the continuing changing environment in

which they work. Being able to keep up with today’s constant changes and innovative world is a

challenging task. Information professionals must be trained to be able to operate successfully.

Some reasons that call for the need for constant training and development of libraries are:

• The introduction of Information Communication Technology (ICT) in libraries

• The sophisticated and complex nature of the library user

• The vast increase and growth of knowledge

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• The era of information overload

• Challenging trends in library services

The impact of electronic information environment and the constantly changing technology are

forcing librarians to deal with major changes. Effah (1998) points out that libraries have been

part of a major information revolution for more than a decade and must now rethink all their

functions, services and their organizational structure. Librarians therefore have to remain in a

continuous learning mode to keep up with new trends. A well trained staff able to exploit the

books and other materials means a more satisfied readership at all levels.

The readers must be able to feel confidence in the member of staff who may be dealing with

them. This confidence means that readers will return again and ask for information from the

library staff. Here the knowledge of the individual staff member plays an important part, for the

staff, even if they have only basic education, must be knowledgeable about the tasks they

perform on a daily basis and must have a sound understanding of the organization in which they

are working. Training will enable them to participate more intelligently in the work of the

Library. They must know why they are asked to operate certain procedures and what will happen

if they make mistakes. Libraries must continually strive to improve usage and readership levels

and this will not occur when staff themselves are disinterested or uninformed. In effect the staff,

by their attitudes, can be a critical feature in either encouraging or discouraging library users.

Good, well-trained staff, at whatever level, will serve to enhance the reputation of the library

service. Training and development, therefore, must be an integral part of the library

management's plans. It is no good to have a well-stocked library that remains underexploited

because of poorly trained staff.

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Statement of the Problem

Every staff in an organization need professional training and development. It is however the

responsibility of the University management to train and develop the library staff to deliver

existing and future services to users. In the quest to develop the library staff, there should be

regular training programmes to help them understand, improve on their skills and perform their

work better. However it appears that there is a lack of training and development of staff in

libraries and if there are, they are not enough and also do not address the specific needs of staff.

The research therefore is intended to examine staff needs for training and development and

whether the two Universities provide regular training for its staff. It will also examine other areas

where staff development may be necessary.

Historical Background of the Two Universities

The University of Education, Winneba (UEW) was established in September, 1992 as a

University College under PNDC Law 322. On 14th May, 2004 the University of Education Act,

Act 672 was enacted to upgrade the status of the University College of Education of Winneba to

the status of a full University. The University College of Education of Winneba brought together

seven diploma awarding colleges located in different towns under one umbrella institution.

These Colleges were the Advanced Teacher Training College, the Specialist Training College

and the National Academy of Music, all at Winneba; the School of Ghana Languages, Ajumako;

the College of Special Education, Akwapim-Mampong; the Advanced Technical Training

College, Kumasi; and the St. Andrews Agricultural Training College, Mampong-Ashanti. The

mission of the University is to train competent professional teachers for all levels of education as

well as conduct research, disseminate knowledge and contribute to educational policy and

development. The University of Education, Winneba operates four (4) campuses:- the Colleges

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of Technical Education located at Kumasi, the College of Agriculture Education, Located at

Mampong, the College of Languages Education, Located at Ajumako and the Winneba Campus

where the main administration is also located. (University of Education, Winneba, 2017).

The Presbyterian University College Ghana (PUCG) was established in 2003 by the Presbyterian

church of Ghana (PCG). According to the church history, in 1843, the PCG established the first

primary school in the country. This sparked off a series of bold, visionary and pioneering

initiatives in the development of education in the country. Five years later, it established the

Presbyterian Training College (PTC) at Akropong, the second higher educational institution in

West Africa after Fourah Bay College in Sierra Leone. Since those early beginnings, the PCG

has established and managed, in partnership with the Government of Ghana, hundreds of primary

schools, many high schools and colleges of education. These schools and colleges, guided by the

proverbial Presbyterian discipline, set very high moral as well as educational standards, which

have characterized the Presbyterian Education tradition. Also in partnership with government,

the church has provided and managed Professional, Technical and Vocational Institutions in a

wide range of fields including Agriculture and Health. Specifically, the church has established

1,886 schools comprising 490 Nurseries, 973 Primary Schools, 388 Junior High Schools, five (5)

Vocational Institutes, five (5) Colleges of Education and 25 Senior High Schools. In 1996 the

Synod of PCG at that time took the bold decision to initiate steps into establishing a university.

The body charged with pushing forward this initiative, the Presbyterian University

Implementation Committee, was formally established in 1998. It is through these efforts and the

determination of the Church that the PUCG has come into being. The mission of the University

is “to design and implement relevant academic and Professional programmes of teaching,

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research and outreach for a global population within the context of Christian ethics that produce

holistic human development.” (Presbyterian University College Ghana 2018)

The PUCG is a private multi-campus Christian faith based, fee paying and co-educational

University. (PUCG Annual report 2017) it operates five (5) campuses: school of business and

economics Okwahu Abetifi, faculty of Development Studies and Education, Akropng, faculty of

Health and Medical Sciences, Asante Akyem Campus, Tema Campus which runs two

programmes: business administration and business economics, and Kumasi Campus.

Purpose of study

The purpose of the study was to establish the need for and importance of continuous training and

development of library staff for efficient and effective service delivery.

Objective of the study

1. To demonstrate clearly the benefits or of training and development

2. To ascertain the specific training and development needs of the library staff

3. To examine whether training programmes will improve staff competence, job satisfaction

and quality of management of the library

4. Recommendations on measures for improving training and development of library staff

Significance of the study

It is absolutely important to find out the role the library play in the university in other to meet the

informational needs of its users. The research will draw attention of management to the

importance of continuous training in improving library services and also specific areas training is

needed. It is hoped that stakeholders will take note of the benefits of training and rollout regular

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training programmes for its members of staff. Other libraries can undertake the same research to

see whether their library workers are benefiting from training and development programmes.

Research Questions

▪ What specific training and development programmes are available for staff?
▪ Will training programmes improve staff competence, job satisfaction and quality of
management of the library?
▪ How does staff view training and development programmes available?
▪ What are the benefits of training and development?

Literature Review

Importance of Staff Training and Development in Academic Libraries

According to Rowley (1995) training should be an integral part of the work and development of

any company or an organization, large or small, because a company’s human resource is

amongst its most important assets and the skills and motivation of its workers can be crucial to

success. We all need to recognize that training is not a luxury, but a necessity. (Khan, Khan, &

Khan (2011) contends training and development is the most important factor in the business

world because training and development increases the efficiency and effectiveness of both

employees and organization. To them training and development has significant effect on

organizational performance and enhances the capabilities of employees. Stredwick (2005) cited

in Mpofu & Hlatywayo (2015) notes that the most important role in human resources is to help

employees improve their performance through employee training and development, and by doing

so improve the performance or growth of the organization. Also Nassazi (2013) agrees training is

the only way of developing organizational intellectual property through building employees

competencies to succeed. The effectiveness and success of an organization therefore lies on the

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people who form and work within the organization. It follows therefore that the employees in

academic libraries to be able to perform their duties and make meaningful contributions to the

success of the institutions goals, need to acquire the relevant skills and knowledge. In

appreciation of this fact, educational institutions conduct training and development programmes

for the different levels of their manpower.

From the above we can deduce that the success of academic libraries depends highly on its staff.

Staff development is vital, and will go a long way to improve the efficiency and effectiveness of

the library services that are provided by librarians. Excellence in quality delivery in any library

cannot be achieved if the library staff are not of high professional standard. Continuing

professional education is critical to renewing the expertise and skills needed to teach and assist

library users in the new information age. Today’s academic librarians are involved in a variety of

challenging activities. They may:

• Consult with individuals in analyzing, identifying, and fulfilling their information needs

• Create campus-wide information literacy programs and deliver classroom instruction to

strengthen information literacy skills

• Select, organize, and facilitate access to information in a variety of formats

• Keep abreast of technological advancements and develop strategies to take advantage of

them

• Plan, implement, and administer computer-based systems, electronic databases design

and manage Websites.

• Collaborate with classroom faculty, computer specialists, and in structional developers

• Contribute to effective teamwork among colleagues

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Financial Challenges faced by Academic Libraries in Ghana

For about three decades now, libraries in Africa have not been in good shape, they are seriously

struggling with funding. For example a study by Alemna (1988) & Korsh (1994) showed that in

Ghana, Government owned libraries are crippled by financial constraints as a result of declining

budgetary allocation from Government. Ahenkora-Marfo & Osei-Bonsu (2013) in a recent study

asserted that funds allocated to libraries in Ghana have been dwindling over the years. Other

libraries in Africa face similar challenge, Ishola (2014) alluded to the fact that Universities in

Nigeria are poorly funded which is affecting the effective development of libraries. It is

important to note that Private University Libraries which are not funded by government are

facing more difficult financial constraints. These funding challenges have made the academic

libraries ill-equipped for serious academic work, it has led to poor infrastructure, limited Internet

access, unreliable electricity supply, limited qualified personnel, inadequate ICT facilities, and

lack of technical support for ICT. Describing the state of internet connectivity (Aluoch 2006)

cited in (Echezona & Ugwuanyi, 2010) intimated that internet connectivity in Africa is poor,

unreliable, scarce and very expensive, where it is available it is almost never dedicated and users

have to contend with frequent service outages and slow speed. This has come about as a result

lack of funds to purchase enough bandwidth and infrastructure used in the connectivity which

determines the efficiency of internet connection. These financial constraints sometimes makes it

difficult for libraries to organize regular training and development programmes for its staff.

However, Ajidahun (2007) propose that each Academic library should initiate its own staff

development process with set out goals and objectives, an assessment of staff strength and

weaknesses, a development of long and short-term training programmes, and the implementation

and evaluation of the effectiveness of the programme. He further emphasized that if staff

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development process is well implemented, the issue of lack of funds to sponsor staff training and

development programmes may no longer arise. This is because priority will be put on the

development of human resources and therefore funds will be provided.

Need for Continuing Training and Development Programmes

Education and Continuous Learning is one of five key action areas adopted by the American

Library Association to fulfill its mission of promoting the highest quality library and information

services for all people. (American Library Association, 1971). Providing librarians, library staff

and trustees with opportunities for professional development and promoting continuous, lifelong

learning for all people is integral to that mission. Continuing education has never been as

important as it is today. The ongoing revolution in information technology demands changes not

only in what we learn, but also in how we learn in the classroom and beyond. To succeed in this

new environment means knowing how to access information, but also how to analyze and use it

efficiently and effectively. Keeping up with the explosion in information and technology

challenges requires those in the workforce to continually renew their skills and expand their

knowledge. Williamson (1998) reiterated that many library staff need additional training in the

area of information technology. According to her, this is one example where library staff falls

short because they lack training to be able to cope with helping users in many aspect of

information work. She stressed that training and continuing education are necessary because

every library looks at the performance of its library staff to see if it comes up to the desired

expectation and whether the organizational goals are being met. To Alemna, (1998) the rapid rate

of development, both within and outside the library profession, continues to make it difficult, if

not impossible, for a librarian to rely on his basic training for any appreciable length of time

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during his professional career. Factors such as the impact of new technology, the “information

explosion” and new policies and methods for the organization and provision of information, have

made it absolutely essential for librarians to engage actively in continuing education programmes

if they are to remain professionally up-to-date and, more importantly, if they are to provide

services that meet the challenge imposed on them by these new developments. Olaniyan & Ojo

(2008) contends absence of these programmes often manifest problems including incompetence,

inefficiency and ineffectiveness. For that reason Gabcanova (2012) advocate for continuous

monitoring and evaluation of such training and development programmes to see if they are

achieving its purpose. For people of all ages, lifelong learning is the key to longer, healthier,

more satisfying and productive lives. For librarians, continuous learning is critical to renewing

the expertise and skills needed to teach and assist members of the public in the new information

age.

Categories of Staff who can be trained

Training is important for all library staff from senior management to the newest junior. It is

essential to remember that in a good library system, training of one form or another will never

stop. It should be a continual process in order to keep workers up to date and aware of

innovations and changes in the library profession. Amoah & Akussah (2017) advocate training

and development of human capital as a key to addressing the information needs of clients,

especially in this era of information overload and technological advancement. Library systems

are not static, new ideas and policy changes are debated and adopted. Training, therefore, should

be aimed at keeping all staff aware of whatever is happening in the library. According to

(Jennerich, 2006) such training and development programmes are gradual and will only happen

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with sustained efforts and consistent attention because a library may just be interested in training

that is aimed at a specific problem or target a group of employees. However patience, persistence

and repetition are the keys to bring about change and unlocking the potential of library staff.

There are three categories of library workers (Borteye & Ahenkorah-Marfo, 2013). The first

comprises professional staff; they possess professional qualifications in library and information

studies. The second group is the Para professionals; they hold the non-professional qualification

like certificate and diploma. The third are auxiliary staff who provides support services like

information technology (I T) and secretaries to the above mentioned groups. In fact no matter the

professional training that the above groups have there must still be regular or continuous training

and development of all of them. Frost (2018) affirmed training programme allows to strengthen

those skills that each employee needs to improve, and development programme brings all

employees to a higher level so they all have similar skills and knowledge to enable them perform

their duties. At the circulation desk and reference department of any library, staff communicate

with users every now and then, training in the form of seminars, workshops and short courses

could improve their communication skills both verbally and non-verbally to ensure smooth

information provision (Aliu & Eneh, 2011). This is important because the frequency of a patron

to the library largely depends on the way staff are able to help them to locate information. Today

the information professional is enjoying greater attention and respect due to the vast information

available. There is therefore the need to strengthen the staff with the modern techniques in the

face of rapid technological changes. For example studies done by Aiyebelehin (2012), Eguavoen

(2011) and Seena & Sudhier (2014) showed that application of ICT has caused significant

changes in library services. In the early seventies Library automation processes were started to

automate and make easier the work of libraries. In the late nineties, the internet changed this

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automation process with the emergence of web based services and in the last 8 to 10 years the

web 2.0 has revolutionized ICT by faster information sharing, networking. These applications

have made it possible to have Automated Cataloguing, Circulation, Information Retrieval,

Electronic Document Delivery and CD ROM Databases. Again through the use of ICT access to

information has been enhanced and databases such as HINARI, AGORA, JSTOR,

EBSCOHOST, BIOMED, AJOL and many others are accessed. There is need for short courses

to be run to train staff in various techniques to augment the traditional skills so as to develop

competency and confidence in ICT use. New library staff will need some kind of induction

training, its length and content should depend on the level of new staff recruited, Staff involved

in on-the-job training of new recruits will also need training in how to explain routine tasks to

their staff. Newly qualified Library Assistant will need to be trained in the house style of the

library for which they work. They may have learnt all the new library techniques at library

school but in most cases will have had very little experience or opportunity to put theory into

practice. Bamidele, Omeluzor, Imam, & Amadi (2013) outline the typical daily activities of a

library assistant which include issue of library cards to library patrons, work at the circulation

desk, lending and receiving library materials, inspect returned material for damage, repair

damaged books and magazines, sort and shelve materials. They also respond to enquiries and

provide advice and assistance to library users, work as part of a team in a library or information

service environment, identify and correct minor faults with multimedia equipment, shelve library

resources, direct customers to use information services, for example, electronic catalogs,

electronic information resources, and other library resources. Considering these stated duties that

are carried out daily by Library Assistants, there is no doubt they should undergo adequate

training to increase quality services to the library patrons. Junior Library Assistants will also

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need to be drawn into the training net. They are in close contact with the public and their

dealings can make or break the reputation of the service. Training is also needed for pre-library

school trainees who may be sponsored by the library during their time at library school. It is

more advantageous to give them a good basic grounding in the practicalities of librarianship

prior to going to library school, as this will enable them to perform better as students, and to

derive more benefit from their course of study. Training should also be made available to

professional librarians or senior members who may need refresher courses; these can be of

enormous value in cleaning some of the ideas that might have been accumulated over the years.

Finally, the training officer will need to go on training courses too, In order to keep up to date

with changes in the profession and to learn about training methods and personnel work.

Methodology

A descriptive survey research design was adopted for the study. The objectives of the study

represented by the research questions guided the use of questionnaire as the only data collection

instrument for the study. The target audience was all library staff. They constitute the study

group because they are responsible in fulfilling the informational needs of users, besides they

will be in the position to express their actual and specific need of training. 45 staff from

University of Education, Winneba (UEW) library were chosen for the study. While all the staff

members of Presbyterian University College, Ghana (PUCG) libraries totaling 20 were used for

the study due to their limited number making a total population of 65. The researcher

administered the instrument personally. 56 questionnaires were returned and found usable. This

represents 87% response rate. The completed results were analyzed using Statistical Package for

the Social Sciences (SPSS).

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Data Analysis, Interpretation and Discussion

Table 1. Frequency distribution of Age of respondents

Age Frequency Percent

20-30 years 15 27

31-40 years 20 36

41-50 years 13 23

51-60 years 8 14

Total 56 100.0

As indicated in table one, 15 or (27%) of respondents fall within the 20 to 30 age bracket,

majority which is 20 of the respondents representing (36%) fall within the ages of 31 and 40.

Again 13 or (23%) of respondents are between the ages of 41 and 50, whereas 8 staff members

representing (14%) are between 51and 60 years. Clearly majority of staff are young and fall

within the productive age bracket which is 20 to 50 years. They are in a better position to offer

more effective and efficient service at the library if adequately trained.

Table 2. Educational Level of Respondents

Educational level Frequency Percent

Second Cycle 14 25
Diploma 6 11
Bachelor’s degree 16 28

Master’s degree 20 36

Total 56 100.0

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Table 2 spells out the educational background of the respondents. It shows that out of the 56

respondents 20 (36%) have acquired master’s degree, indicating majority of staff have received

adequate professional training. These category of staff must be given further training to eliminate

some of the ideas that might have been accumulated over the years and keep them up to date in

the library field. 16 (28%) are bachelor’s degree holders, which means they have the expertise

needed to perform their duties creditably. Organizing periodic training and development

programmes for them will improve on their job performance. 14 (25%) and 6 (11%) are

secondary education and diploma holders. These category of staff must also be frequently trained

to enhance their efficiency.

Table 3. Category of staff that need training most

Staff category Frequency Percent

Junior staff 11 20

Senior staff 9 16

Senior members 8 14

All categories 28 50

Total 56 100

Source: Field Data, 2017

In table 3 the respondents were of the opinion that training and development programmes will be

needed by certain category of staff than others. For example 9 respondents representing (16%)

preferred training programmes for senior staff, 8 or (14%) were of the view that senior members

should be given more training, and 11 or (20%) thought that junior staff should be given more

training. Meanwhile 28 representing (50%) expected that all categories of staff should be

provided with some form of development and training programmes. These training programmes

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offered should target the specific skills that are lacking in the personnel and the resources that are

available to provide the skills. This will enable all staff be able to deal appropriately with work

related challenges that are faced with. These programmes should be organized at least once in a

year.

Table 4. What specific training and development programmes are available for staff?

Training and Development Programmes Available Yes % No %

Formal education to acquire Degrees Eg. BA, MA, M.phil, P.H.D in 42 75 14 25

Information Studies

Workshops, Seminars Conferences 40 71 16 29

Training Organized Internally for Staff 53 95 3 5

Regular ICT Training 16 29 40 71

Source: Field Data, 2017

In table 4 it is observed that 42 (75%) of staff had the opportunity to pursue formal education to

upgrade themselves by enrolling in colleges and universities to acquire various degrees in

librarianship. The knowledge acquired resulted in their ability to improve on their skills and were

therefore promoted and earned higher income. The14 (25%) who did not pursue formal

education attributed it to their inability to get study leave from work, inertia, and financial

challenges. 40 respondents representing (71%) were able to attend workshops, seminars and

conferences which provided training in areas like marketing and promoting of library services

and products, customer care, effective communication skills, management and labour

relationship. (95%) or 53 respondents participated in training programmes organized internally

for staff. However ICT training were not regularly organized for staff therefore only 16 , (29%)

respondents benefited from such training programmes. The majority 40, (71%) did not receive

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ICT training which have resulted in lack of knowledge in the use of Microsoft office, systems

analysis, networking and some basic computing application skills.

Table 5. How often do you receive training?

Frequency of training Frequency Percent

Once a year 32 57
Every two years 15 27
Every three years 9 16
Total 56 100.0
Source: Field Data, 2017

When respondents were asked about how often training programmes were organized for them,

32 (57%) indicated once every year. This is in the right direction because it will help enhance

their knowledge and skills and have positive effect on the job they perform. 15 (27%) said they

received training at least every two years which is equally not bad because staff can benefit

enormously if they are organized to meet their specific needs. The remaining 9 (16%) of

respondents received training once every three years. The effect of this is limited knowledge in I

C T, communication skills, marketing of library resources and other services provided by library

staff.

Table 6. Whether training programmes will improve staff competence, job satisfaction and

quality of management of the library

Respondents View Yes % No %

Does training provided seek to address specific skills? 40 71 16 29
Have training and development programmes impacted on work output 53 95 3 5
of staff?

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Do you think training provided is sufficient to help improve on your 40 71 16 29
work?
Source: Field Data, 2017

Table 6 above clearly shows that majority of staff believed training and development

programmes positively impacted their work performance. For example 53, (95%) of respondents

agreed that training and development programmes impacted on work output, sharpen their skills,

therefore able to better perform their duties than those who could not participate. This

corresponds with a study done by (Alemna, 2001) which only 4% responded that training

programmes have not been helpful to their work. Again, 40, (71%) of respondents believed

training provided targeted specific skills required to help address their need. Moreover 40 or

(71%) of respondents asserted that training programmes were sufficient enough to help them

improve on their work. This implies that staff who participated in the various programmes are in

a better position to perform their duties better than those who did not attend. It also shows that

staff are satisfied with the content of specific training programmes offered.

Table 7. How does staff view the various training programmes available?

Training Programmes Very Adequate Not

Adequate Frequency Adequate
Frequency Percent Percent Frequency Percent

Workshop 8 14 43 77 5 9
Seminars 0 0 20 36 36 64
Conferences 0 0 12 21 44 79
Formal training (Diploma, 10 18 20 36 26 46
B A, M A, PHD)
ICT Training 5 9 20 36 31 55

Source: Field Data, 2017

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From the table above 43 or (77%) of respondents said workshops that provided training were

adequate, 8 (14%) of them stated it was very adequate which implies that they were very

satisfied with the frequency of workshops organized. However 5 or (9%) were of the view that

workshops were not adequate. Majority 36 (64%) of staff said seminars organized were not

adequate but the remaining 20 (36%) opined that seminars were adequate, none of the

respondents said seminars were very adequate. Conferences attended did not meet the

satisfaction of staff, since 44, (79%) indicated they were not adequate. A meager 12 or (21%)

thought it was adequate, here also none of the respondents indicated conferences were very

adequate. Concerning ICT training 31 (55%) of respondents said it was inadequate, whereas 20,

(36%) and 5, (9%) of respondents thinks that it was adequate and very adequate respectively. 10,

20, 26, (18%, 36%, 46%) Respondents saw the opportunity to acquire Diploma, BA, MA, and

PHD to be very adequate, adequate and not adequate respectively. It was generally observed that

conferences were usually organized by external organizations and they set a limit to the number

of staff who could attend, as a result most staff did not get the opportunity to attend. Workshops,

seminars and ICT training were usually organized internally by the university therefore most

staff had the chance to attend, whereas seminars and ICT training were seen to be inadequate by

staff. On the contrary majority of staff had the opportunity to attend workshops which usually

provided training in marketing and promoting of library services and products, customer care,

effective communication skills, management and labour relationship.

Table 8. Benefits of Training and Development Programmes

Various Benefits Respondents View

Yes % No %
Help improved on customer service delivery by workers 46 82 10 18

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Provided the library with the vision of improving the skills needed to 19 34 37 66
market the library effectively
Has enabled the university community especially management to 12 21 44 79
acknowledge the importance of the library
Had improved the performance of management and administrative 38 68 18 32
duties by the staff
Enhanced daily routine library services 48 86 8 14
Has ensured good relationship between the library and the university 20 36 36 64
management to attain the goal of the university
Source: Field Data, 2017

From the above table 46 (82%) of respondents said training helped improve customer service

delivery by workers. Again 37 (66% respondents were of the view that training and development

programmes did not provide staff the skills needed to market the library effectively which means

patronage of library services did not improve. The university management acknowledging the

importance of the library is vital to the success and sustainability of the library, however the

majority 44 (79%) of respondents are of the opinion that the university management did not see

the library to be that important. Another 30 (68%) of respondents reported that due to training

programmes offered, management and administrative skills of staff became better. Again 48

(86%) of the respondents said that skill acquired from training has enhanced library routine

services therefore staff have become more knowledgeable, resourceful and efficient in

performing duties, meanwhile 8 (14%) pointed out it did not. Although 20 (36%) of respondents

agreed training and development programmes has ensured good relationship between the library

and the university management to attain the goals of the university, and involves the library in

achieving its objective of research, teaching and learning, 36 (64%) of respondents were of the

opinion that was not the case.

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Table 9. Would you like to have more training opportunities than what you have received?

Respondents view Frequency Percent

Yes 52 93
No 4 7
Total 56 100.0
Source: Field Data, 2017

The above table clearly shows that all categories of staff are happy they are given training. 52

(93%) wished they receive more training in order to make them relevant and up to date to face

the new challenges technology has brought about in the library profession. Only 4 (7%) indicated

that they were satisfied with the regularity of training and development programmes offered to

them currently.

Conclusion

Staff training and development has been identified by various scholars and anchors to be very

crucial to an organization and its effectiveness (Olaniyan & Ojo, 2008). In the light of the above,

Libraries are therefore encouraged to train and develop their staff to the fullest, in order to

enhance their effectiveness. The research conducted revealed the following: Training and

development has been an integral part of the two libraries, and both universities have the

capacity to organize training and development programmes, and all staff of the two institutions

have had equal opportunity to attend such programmes. Contents of the training programmes

have generally addressed specific skills needed by the staff to perform their everyday duties, and

were organized at least once in a year. For the two universities the study revealed ICT,

Marketing of library materials, management and labour relations, library collections

management, cataloging and classification, website creation, information retrieval and

management, use of electronic resources, and database management are specific areas which

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respondents want to be giving more training in addition to what they already receive. Training

programmes included on-the job instructions, formal education, workshops, seminars,

conferences and orientation for newly recruited. Again it came to light from the research that

great benefits are derived from training and development programmes which included job

satisfaction, improved service to users, enhances productivity, boosts confidence of staff in

carrying out their duties, it reduces their need to ask other staff for advice or information, and

thus increased their independence and decreased the drain on other staff members. It also

increases their knowledge of the field. Yesufu (2000) cited in Ajidahun (2007) also agrees that

training of personnel enhances productivity. According to him, education and training are

generally indicated as the most important direct means of upgrading the human intellect and

skills for productive employment. Productivity, which is enhanced by training, is not only

limited to the establishment; the librarians and other staff of the library can also become more

productive.

Recommendations

• For any organization to succeed, training and re-training of all staff in form of

workshops, conferences, seminars ICT etc. should be vigorously pursued and made

compulsory.

• Library management and the university management must assess the continuing

education needs of its staff; coordinate programmes to meet those needs; communicate

their availability; and deliver training where appropriate.

• As a priority for the institution, continuing education of staff should be sponsored and

delivered by the institution.

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• Due to the constant changes in information technology, training and development

programmes in libraries should be organized twice in the year to ensure efficiency.

• The university management and the head of the library should bear in mind that the

library holds the key to intellectual development; therefore they should sponsor training

and development programmes.

• As a way of keeping their professionals in top form, institutions could require that

membership be categorized into some level and members could move from a level to

another level after achieving some level of accomplishment e.g. published two or more

researched articles.

• Few of the priority areas such as personnel and financial management are not strictly in

mainstream librarianship. Non-librarians who are experts in these areas should therefore

be invited as resource persons. The librarian can then relate these issues to library theory

and practice.

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