Staff development and training in academic libraries: case studies in the UK

This dissertation is based on a literature review and three case studies of staff development and training in academic libraries in the United Kingdom. The study is not a comparative one but aims at establishing the approaches to staff development and training in academic libraries of different sizes and stages of growth. It considers the significance and reasons why staff development and training is a necessity in academic libraries. It also shows how every level of library staff needs training as it does not only include job training, but also development and attitude training. The study also identifies the staff who needs it, the different stages of staff development and training and discusses appropriate and cost effective methods used in these three libraries. It looks at and examines the positive features that contribute to the successful implementation and practice of a staff development and training programme in an academic library, the main and potential problem areas of staff development and training and reveals how these libraries overcome them. The study concludes with recommendations for the improvement and advancement of staff development and training in academic libraries in South Africa which it is hoped will be considered for implementation as appropriate

Vocational training and knowledge development:a deeper understanding

Construction management research literature has identified the importance of understanding the practical realities of skills and training provision and the role of reflective practice in the development of knowledge. This paper examines vocational training of experienced site staff in the development of their knowledge through SVQ training to investigate the primary factors for successful learning in site-based construction staff with a supervisory/management role. Using semi-structured interviews the impact of vocational training on individual candidates and other sitebased staff are investigated. The paper explores, through the reflections of 26 SVQ candidates (20 SVQ3 and 6 SVQ4), a deeper understanding of how site supervisors and site managers learn through the SVQ process and develop tacit knowledge through formal reflection. Reflective practice develops practical wisdom (Phronesis). The investigation explains aspects of practical wisdom and how knowledge, practice and skills are developed through vocational training. There is a clear perception by those completing the qualification that it has enabled them to perform their job better identifying numerous examples relating to problem solving, critical thinking, making decisions and leadership. It has been found that Phronesis is evident on a day-to-day basis on site activities developed through reflective practice in personal development. The reflective practice in developing knowledge also builds, within individuals, a better understanding of themselves and their capabilities through the learning achieved in the SVQ. Future work is identified around analysing the role of the assessor in facilitating Phronesis in the SVQ context

The provision of distance education within the HE sector - some areas for concern

This paper presents a summary of the findings of a recent survey of the way in which UK higher education institutions (HEIs) are offering distance education (DE) courses, the types of courses being offered, and their modes of delivery. From analysis of the findings of this survey, it is apparent that the emphasis of HEIs is very much on the exploitation of available teaching technology in the delivery of DE courses. However, teaching at a distance is quite different from face-toface teaching, and the evidence suggests that many HEIs fail to implement any meaningful academic staff training for the new role of DE tutor. The authors consider the difficulties this presents to academic staff who are required to move from face-to-face teaching to online facilitating. The paper concludes with an examination of the current provision of staff development and training within UK HEIs and suggests the type of academic staff training required if DE courses are to become truly core activities

The drivers of motivation

This project has been completed for a medium-sized supermarket located on the southern side of Hamilton. They currently have 83 people employed to work there. The reason for researching the drivers of motivation is so employers can begin to understand the best ways to motivate their individual employees The aim of the project was to analyse what drives motivation in the workplace and to provide recommendations for the supermarket. Both a questionnaire and interview were used, the questionnaire with the purpose of gathering a large amount of quantitative data in a short period of time and the interview to build on the results received from the questionnaires and provide qualitative data. Only employees in the grocery and checkout departments were asked to participate. Results from the questionnaire and interview showed that when it came to store culture, most staff felt that it could improve, that the store’s values were not being displayed, and that if store culture improved they would be better motivated. The store culture was also identified as an important motivator, especially for the staff over 26 years of age. When data concerning training and development was analysed, it was found that both training and career development were important motivators, with most staff wishing to undertake training and/or career development opportunities if they arose. From the analyses of the results for the reward and recognition questions, the staff indicated they felt they were not valued as employees and would prefer to receive more feedback to help increase their motivation. Pay was the last motivator to be analysed. The respondents indicated that they felt an increase in their pay rate would improve their motivation. However, upon further analysis through the interview, it was found although initially they would be motivated whether this would permanently improve their motivation was questionable. There were three recommendations for the organisation. These were, to implement a reward and recognition programme that addressed meeting the three motivational needs of the staff mentioned above, rewards and recognition, pay, and training and development. The second was to improve store culture, which would involve taking existing store values and establishing them into everyday life at the supermarket, so they become a shared set of values by them team. The third was to undertake further research to investigate how the motivational needs for the supermarket industry, a typical low skill, entry level job may differ to that of a higher skill job

Training and Development of Library Staff: A Case of Two University Libraries in Ghana

The research was about the importance of training and development of the library staff. It looked at the types of training and development programmes that would be suitable for library staff in the present dispensation. The study explored the benefits of training and development programmes and why such programmes must focus on specific skill development of staff. The research identified specific areas which more training should be delivered. The study was based on two case studies of Academic Libraries in Ghana. A descriptive survey research approach of data collection was adopted using a questionnaire distributed to 65 respondents. The findings of this study revealed that continuous training and development through education help to develop the potential of the individual and leads to better service delivery. The findings showed again that consistently exposing staff to relevant training and development interventions should not be underestimated. Majority of respondents requested that due to the enormous benefits derived from training and development programmes, it should be organized more frequently.

Practices in Library Staff Development: A Study of Private Universities Libraries in Nigeria

This research investigated the various staff development practices that lead to capacity building of library staff in private university libraries in Oyo state, Nigeria (Ajayi Crowther University, Lead City University, Precious Cornerstone University, Atiba University, Kola Daisi University and Dominion University). The survey research method was used for the study and the instrument used was the questionnaire comprising of questions drawn up in line with the research objectives. The population of the study comprised of all library staff in the six (6) selected private university libraries (62 in number). Data collected was analysed using percentage and SPSS. The findings of the study revealed that conferences, seminars and workshops were the staff development programmes available in the libraries studied. It was also found that staff request for training formed the major criteria for selecting staff for training with a mean of 3.15, closely followed by the duties assigned to staff with a mean of 3.11. The major challenge facing staff development in the libraries studied was lack of funds with a mean of 3.45 and a lack of clear organisational policy on staff training and development at 3.29. These challenges could be solved through the provision of adequate budgetary allocation for staff training and development. It is recommended that universities should have clear cut policies on staff training and development. Management should have annual budgetary allocation for staff training and development. The Tertiary Education Fund (TETFUND) should also be extended to private universities as corporate bodies and staff of private universities since they also contribute to the economic and manpower development of the country

The current state of staff development and training at a higher educational institution in Namibia

The paper intends to evaluate the current state of staff development and training at tertiary educational institutions, with special emphasis on Namibia. The research adopted a meta-analytical study, which relied on secondary data. A qualitative research approach was utilised and the emic perspective (author’s view point) was employed. An empirical analysis was utilised in the paper. The authors are of the view that all staff development and training activities should be linked to the strategic goals of organisations. This paper is original since it examines staff development and training activities and various factors affecting it in higher educational institutions, which creates an opportunity for further investigation into strategic issues confronting staff development and training activities in higher education in general.

Dual roles and dual identities: enhancing the experience of in-service teacher training in English Further Education

In marked distinction from other sectors of education, around 90 percent of Further Education (FE) staff in England are employed untrained and complete their Initial Teacher Training (ITT) on a part-time in-service basis. By consequence, these staff sustain the dual role of employed teacher and teacher-trainee usually at the beginning of their career. This paper reports on a project funded by ESCalate which researched the dual roles and dual identities of employee and trainee on in-service FE teacher-training courses. It argues that the lack of a culture of pedagogical development in colleges along with the pressure for trainees to quickly cope with teaching can lead to conservative practice as expedience may be prioritised over flair. In response, the paper makes recommendations to enhance the experience and development of in-service teacher trainees

Impact of Training and Development on Business Organization Growth: A Case Study of Okitipupa Oil Palm Industry

The major purpose of this study was to determine the impact of training and development of an organization. A case study of Okitipupa oil mill. Specifically, the study sought to determine impact of training on the productivity of the organization, impact of training on the staff of the organization, impact of development on the productivity of the organization and impact of development four research questions were drawn for the study. A two-part structured questionnaire containing five items in part A and twenty item in part B was developed as the instrument which was administered personally on the sample in the oil mill yielding a 100 percent return findings revealed that the impact of training on the productivity of the oil mill included the staff receiving training in line with the need of the organization. The staff was able to perform jobs requiring higher technical know-how, the staff given training, effectively operate the existing machines for higher productivity, the training acquired by the staff. The impact of training on the staff included enjoying on-the-job training, giving opportunity for outside training giving service as motivation. In the organization, all categories of staff enjoy training programme, the impact of development on the productivity of the oil mill include adequate expansion of the organization, the organization producing large quality of products, the staff work with confidence on the job, staff development has change the behaviour of the staff. High grade oil is eventually produced throughout the year in the organization. The impact of development on staff of the oil mill included influencing more productivity, job satisfaction improved communication in the organization, job mobility and career-long staff development. It was recommended that organization should encourage training of their personnel for higher productivity on the part of the organization and upward mobility of the staff. The outcome of this study should be made available to Okitipupa Oil mill for the improvement of both its production and staff. Keywords: Business, Organization, Organization Growth, Productivity, Training and Developmen

How can we develop an increased awareness of equality & diversity issues amongst our staff

This paper charts a service development initiative, which consisted of a valuing diversity pathway including awareness training days for NHS staff in one Mental Health and Learning Disability Trust. The purpose of the training days was to give staff and service users the opportunity to explore each other’s perspectives, beliefs, values, knowledge and behaviours to better prepare them to tackle inequalities and improve access to services. The main aim of a valuing diversity awareness pathway as stated in this paper is to give staff and service users the opportunity to ensure that staff working in all care services are better prepared to tackle inequalities and to improve access to services for vulnerable groups of people such as those with a learning disability and others with mental health issues requiring treatment. It is recognised that to meet diverse needs both staff and service users need to recognise the value of their differences. The South West Yorkshire Partnership NHS Foundation Trust (SWYPFT) and the University of Huddersfield worked together to produce the pathway. Both of these organisations are committed to valuing diversity and they have a strong history of partnership working. The following paper provides background information, an overview of the innovative approach taken to develop the pathway and a more detailed account of the design, delivery and evaluation of the training days