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ASSESSMENT OF STAFF DEVELOPMENT PROGRAMMES IN COLLEGE AND POLYTECHNIC LIBRARIES IN ANAMBRA AND ENUGU STATES BY EZE, CELESTINE ONYEBUCHI PG/MLS/00/28230 DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE, UNIVERSITY OF NIGERIA, NSUKKA

JUNE 2009

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CHAPTER ONE

INTRODUCTION

Background of the Study

College and polytechnic libraries are those libraries maintained at the colleges of

education and polytechnics. The two institutions are characterized by study, teaching and

research and concerned with the production of middle/high level manpower. Specifically,

colleges of education, which are the parent institutions of college libraries, are those tertiary

institutions, which have the mandate for the training of middle level manpower for the

Nigerian education system. The objectives of the colleges are:

To produce highly motivated, conscientious and efficient classroom teachers for

the primary and secondary levels of education.

To encourage further spirit of enquiry and creativity in teachers.

To help teachers to fit into the social life of the community and society and to

enhance their commitment to national objectives.

To provide teachers with intellectual and professional background adequate for

their assignment.

To enhance teachers commitment to the teaching profession (National

Commission for Colleges of Education, NCCE 1994)

In order to achieve the above objectives, the college libraries were mandated to ensure

that their collections and services are designed to meet the objectives and information

requirements of colleges of education; that the resources and facilities provided are

maximally used through proper organization and dissemination. Furthermore, college

libraries are required to give qualitative reference and information services for study,

teaching and research needs in the college community and to evaluate from time to time the

success of the library in meeting the library and information needs of its users (NCCE

1994).

Polytechnic education in Nigeria was formally established following the promulgation

of Decree 33 of 1979, which states among others that the main purpose of polytechnic

education is to produce middle/high level manpower to man the nation’s economy (Attama

2005). The main objectives of polytechnic education in Nigeria include: the production of

trained manpower in science, technology and commerce, particularly at sub professional

grades; the provision of technical knowledge and vocational skills necessary for

agricultural, industrial, commercial and economic development; to produce people who can

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apply scientific knowledge to the improvement and solution of environmental problems for

the use and convenience of man. Furthermore, polytechnic education is established to give

an introduction to professional studies in engineering and technologies; to give training and

impart the necessary skills leading to the production of craftsmen, technicians, and other

skilled personnel who will be enterprising and self reliant; and to enable our young men

and women to have an intelligent understanding of the increasing complexity of

technology. (NPE, 1998). These objectives are pursued through teaching, research and the

dissemination of existing and new information. As observed by Attama (2005),

the polytechnics would be incapable of fully realizing these objectives without the availability of the heritage of mankind’s documented knowledge. The library is a reservoir of this knowledge and wisdom. It provides the podium for the development of human capital for technological advancement (p.11).

As academic libraries, college and polytechnic libraries share the following responsibilities:

dissemination of information, promotion of teaching and research, promotion of intellectual

leadership, manpower development and, socio-economic and political modernization

(Ifidon, 1985).

Two resources – human and material resources- characterize every type of library.

These two resources are employed proportionately for the library to achieve its primary

objective of acquisition, organization, preservation and dissemination of information to its

numerous clientele. The human resources consist of the various levels of library staff, while

material resources comprise the building, equipment, collection and furniture.

The human resources of the library are akin to those of business entrepreneur who

employs his skills and managerial ability to see that his business succeeds. His ability to

adequately plan on how to combine the other three factors of production – land, labour and

capital, determine the success or failure of his business. According to Arua (2001), “the

library by whatever definition or explanation given to it must include four basic elements,

namely: stock, personnel, accommodation and accessibility or availability for use. All these

elements must be present for a library to function properly”. Like the business enterprise,

the human resource of the library (personnel) combines three other elements – stock,

accommodation, availability/accessibility to make for maximum usability of the library

materials. As Umeji (1997) notes,

the achievement of every library’s objectives is largely dependent on the effective development and use of its human

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resources. One major way of developing the human resources of the library is through well-coordinated staff development programmes designed for every category of staff (p.1).

Staff development, otherwise referred to as human resources development (HRD),

employee development or personnel development in business management, “is intended to

strengthen the capability of an organization to perform its mission more effectively and

more efficiently by encouraging and providing for the growth of its human resources”.

(Synder and Sanders, 1991).

The selection process is designed to find people who have the skills and ability

necessary to carry out required job duties. But to become an asset to an organization, new

employees generally need some additional training. They need to learn about their work

environment and about their specific job responsibilities. Also, they need to become

familiar with the organization’s policies and procedures and learn how they themselves fit

into the work group. Staff development is a veritable tool, which an organization employs

to keep its staff abreast of new changes in job roles.

Corroborating the above view, Ifidon (1985) notes that “the whole purpose of staff

recruitment and evaluation is defeated if recruitment and evaluation are not complemented

by staff development”. He further summarizes the objectives of staff development

programmes thus:

To enable the staff make contributions that are more effective to the library’s

total effort in service mission.

To make the individual look for satisfactions that go beyond economic i.e., for

self-pride, self-respect and achievement.

To prepare the staff for the challenge of complex modern technology which

requires an integration of activities and persons of diverse and specialized

competence.

To enable the library worker to develop a life of his own outside the library.

To make the staff receptive to change and innovation rather than resistant to

them.

To create climate where the dignity of employees as human beings, not just as

factors contributing to the library’s efficiency is respected.

To qualify an individual for a new different and higher responsibility.

Training and development of an organization’s employees is becoming an

increasingly important and necessary activity of personnel and human resource

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management. As Noe (1996) opined, staff development is a necessary component of a

company’s effort to improve quality, to meet the challenges of global competition and

social change, and to incorporate technological advances and changes in work design.

Rapidly changing technologies increase the potential obsolescence of employees more

quickly today than ever before. Elliot (1983) recommended staff development programmes

for all levels of staff in an academic library. Supporting the above assertion, Akpokurerie

(2006) suggests that training of employees is ultimately necessary so that they can be

acquainted with the changes in the world. According to him, this is particularly necessary

especially in the present computer age which makes it imperative for both managers and

old/new staff to undergo training so as to remain relevant. In recent years, there have been a

series of developments in science and technology; it therefore behoves every librarian (or

library staff) to strive to become relevant in this vast changing world, now regarded as a

global village. Matarazoo in Eze (2004) notes that,

Librarians bear a heavy responsibility to master and make available massive body of specialized scientific literature and information to a variety of clientele. If the scientifically uninformed citizen is an anomaly in the modern world, the scientifically illiterate librarian is a positive menace (p.74).

A librarian does not become scientifically literate from the programme of studies

undertaken in the university but through training and development, which can be obtained

on-the-job or off-the-job. Precisely speaking, with the development of Information and

Communication Technology (ICT) in the information industry, the library staff as

custodians of knowledge need additional training in this area to cope with this development

and to become relevant in the current trend in information generation and dissemination.

Staff development programmes are needed in every type of library and meant for

every member of staff. However, evidence of staff development programmes exist more in

academic and research libraries where library staff undertake continuing education

programmes, attend seminars, workshops and conferences.

If there is any enterprise that deserves the development of skills of its staff, it is the

library. This is even more important with the current transformation in information

industry. The library staff therefore, require adequate training and development to cope

with the trend in information industry and thereby ensure effective and efficient library

services. From the foregoing, it is evident that the library staff need to update their

knowledge to fit into present and future changes in the global information business. Varlejs

(1987) suggests that, “while change may be, in turn, more or less evident, it is perpetual.

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That is staff development may seem requisite only when the profession is most conscious

of change, but the basic need for it is on going”.

Hewton (1980) noted that despite the visionaries and the considerable thought and

effort that is put into planning staff development (globally), activity remains generally on a

small scale, outcomes are intangible and benefits uncertain. He outlined five broad aims of

staff development to include; the improvement of current performance, preparing staff for

changing duties, and for advancement, enhancing job satisfaction and encouraging personal

development. Perhaps Hewton’s observation prompted the convening of the first world

conference on continuing education for the library and information science professions held

under the auspices of the International Federation of Library Association and Institutions

(IFLA) and the American Library Association (ALA) which was held from 13 through 16

August, 1985 in Palos Hills, Illinois, South Chicago. The conference, reports Stone (1986)

had 150 participants from six continents representing 30 countries and 31 US States. Within

the continent of Africa, five countries including Uganda, Malawi, Zimbabwe, Tanzania and

Nigeria were at the conference and presented papers. This conference served as an eye-

opener following which many librarians and information science professionals became

more interested and put in more vigour in staff development and continuing education for

the professionals. Staff development was identified as an instrument for improving

productivity in any well run organization and takes the form of on- the-job and off-the-job

programmes designed to harness the activities of an organization to the mutual benefit of

both the organization and the staff.

In the Nigerian scene, irrespective of the fact that she participated in the first world

conference on continuing education in 1986, there has not been a serious commitment to its

development. Nok (2006) observed that most staff in academic libraries in Nigeria were

trained in traditional librarianship hence, find it difficult to cope with the requirements of

the electronic age. According to her, staff training and retraining have not been given a

pride of place. She recommended a proper, frequent and regular information technology

training if maximum benefit is to be gained from the automation of library services.

Statement of the Problem

Change persists as one of the major concerns and motivators to professional

development in librarianship. With the increasing variety of formats in which information

is available, the expanding dependence on automated systems, the shifting nature of library

clientele and the demand for librarians with the skills to cope with the growing size and

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complexities of libraries and library networks, the profession has begun to assume a greater

responsibility for the provision of adequate programmes of continuing education for its

members. Continuing education or staff development has gained prominence because

employees need to learn how to work with new equipment and processes, especially in the

area of ICT.

Irrespective of the importance of staff development programmes in libraries with

regards to service delivery and personal professional growth, it is yet doubtful if staff

development programmes exist in Nigerian institutions of higher learning, especially in

college and polytechnic libraries. For example, experience gathered as a librarian in Federal

College of Education, Eha-Amufu library has shown some level of deterioration in the

services offered by library staff in areas of reference services, binding services, charging

and discharging services, current awareness services, and application of modern

information seeking techniques. As a result some library users seem to prefer alternative

sources such as the Internet in search of information. It is appalling that these library staff

still use obsolete equipment and methods in library services delivery. This situation prevails

irrespective of the fact that in 2001 ETF donated some sets of computer to the library.

These computers have remained unutilized, probably because the library has not developed

strategy for the staff to undergo training in computer application. This situation affects the

type, quality and quantity of services offered to the library users.

Observations have shown that many library staff are willing to improve on their

services to their clientele but are handicapped by lack of training and development

opportunities. The questions are; Do college and polytechnic libraries staff get staff

development opportunities needed in their job roles? What factors hinder staff development

opportunities in these libraries? And, what differences are there in staff development

opportunities in college and polytechnic libraries in Anambra and Enugu states?

Purpose of the Study

The general purpose of this study is to determine the effectiveness of staff

development programmes in college and polytechnic libraries.

The specific objectives are;

1. To identify the training and development needs of library staff.

2. To ascertain the types of staff development programmes provided in college and

polytechnic libraries.

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3. To identify the extent to which these programmes meet training and

development needs.

4. To identify the barriers to effective implementation of staff development

programmes in college and polytechnic libraries.

5. To determine strategies for improving staff development programmes.

Significance of the Study

Library human resources (personnel) seem to be the most important resource

needed to drive other resources (material resources) of any modern library. The

development of library human resources therefore, becomes imperative to harness the

activities of the library. This work, on completion, would bring into limelight the role of

human resource development in ensuring greater productivity and increased job role in

libraries.

The total dependence on annual performance appraisal of staff in determining their

promotability without adequate staff development policies and programmes would be de-

emphasized. Annual performance appraisal simply allows the employee to appraise his

performances for the year and suggest ways of improving on his capabilities and

potentialities. Staff development and training should as a matter of fact complement

performance appraisal and the promotability of an employee hinged on both. The

successful completion of this study will therefore, highlight staff development as a

prerequisite for improved job performance. Further, it will assist college and polytechnic

libraries administrators/staff to ascertain the imperativeness of staff training/development in

ensuring quality output and improved job role. It will further highlight the role expectations

of both the library administrators and staff in mapping out an effective structure for staff

development policies and programmes for the mutual benefit of both the staff and the

library.

Finally, the work promises to be a veritable tool/reference point in personnel

administration in libraries as it enlists into the literature on the subject.

Scope of the Study

The study seeks to compare the staff development programmes in college and

polytechnic libraries. The research shall be limited to the college and polytechnic libraries

in Anambra and Enugu states only. The college and polytechnic libraries include libraries

of Federal College of Education, Eha-Amufu, Federal College of Education (Technical),

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Umunze, Nwafor Orizu College of Education, Nsugbe, Federal Polytechnic, Oko and

Institute of Management and Technology (IMT), Enugu.

Research Questions

1. What are the training and development needs of library staff?

2. What staff development programmes are available in college and polytechnic

libraries?

3. To what extent do staff development programmes meet training and development

needs of college and polytechnic libraries?

4. What are the perceived hindrances for effective implementation of staff

development programmes in college and polytechnic libraries?

5. What are the strategies for improving staff development programmes in college and

polytechnic libraries?

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CHAPTER TWO

LITERATURE REVIEW

A review of related literature for the study is based on the following headings:

Conceptual Framework

Content of Staff Development/Training Needs

Barriers of Staff Development Programmes

Empirical Studies

Summary of Literature Review

Conceptual Framework

As the needs of a society grow and change, it is crucial that institutions and

organizations that serve the society provide for its ongoing development and advancement

(Canon 1995). Staff development is a veritable tool available to institutions to enable them

make the best of their staff potentials. Every institution seeks to attain optimum

productivity using the available human and material resources. Optimum productivity can

scarcely be achieved devoid of well planned and implemented staff development

programmes geared towards improving the status and capabilities of employees.

Development deals with the activities undertaken to prepare an employee to

perform additional duties and assume higher positions in the organizational hierarchy.

Employee productivity is a function of ability, will and situational factors. An organization

may have employees of ability and determination, with appropriate equipment and

managerial support, yet productivity falls below standards. According to Nwachukwu

(1988), the missing factor is the lack of adequate skills and knowledge, which are obtained

through training and development.

Development refers to the acquisition of requisite knowledge, skills and behaviours

that improve employees’ ability to meet changes in job requirements and in client and

customer demands. It involves learning that is not necessarily related to the employee’s

current job. Whereas training usually focuses on employee’s current jobs, development

helps prepare them for variety of jobs in the company and increases their ability to move

into jobs that may not yet exist (Noe 1996). Training focuses on short term skills whereas

development focuses on long term abilities. Saturday champion (Sept. 9 2006).

Onuoha (1991) refers to training as “the teaching of lower level or technical

employees how to perform in their present jobs while development is the teaching of

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managers and professionals the skills needed for both present and future jobs”. This means

that it is very essential for lower level staff to be trained so that they can be exposed to new

ideas. Secondly, there is the need for professionals in the library, irrespective of the

position, to be trained as developmental step for new ideas that can build up the library. In

addition, all library managers and professionals should always note that an academic library

is the seat of knowledge in all institutions; hence, when novel ideas are missing in the

library, that makes the head librarian a failure in terms of training and development of its

staff.

Banjoko (2002) sees training as “an organized procedure by which people learn

knowledge or skills for a definite purpose”. According to him, it is a process of equipping

the employees, particularly the non-managerial employees, with specific skills whereas

development is the process of helping managerial employees who perform non-routine jobs

improve their managerial, administrative and decision-making abilities and competence.

There have however been differences in opinion as to whether staff training and

development differ. Some conceive of training as dealing primarily with operative

personnel and development as relating to managers and executives. Other authors like Laus

(1990), Moffitt (1991), and Katcher (1994) see a considerable overlap between the two

concepts in operational terms. Stessin (1994) applied the term behaviour change to

illuminate the essence of both training and development in library administration. In his

view, central to the occurrence of this behaviour change is the learning process aimed at

behaviour change to the extent that there is an overlap between them. Zonana (1996) is of

the opinion that “behaviour modeling is a relative new method that has proved quite

successful for both technical training and employee and management development”. But

Holley (1993) draws a somewhat subtle distinction between staff training and development.

According to him, “as we progress from the shop floor to the boardroom, the importance of

intellectual capacity, the object of training becomes essentially and fundamentally the

development of sound judgment”. The above statement by Holley implies that training in

the sense of teaching and learning of skills, pertains more to operative library personnel,

while development is associated with those at the management level.

Akpan (1982) in his own contention is of the view that staff training and

development occur simultaneously or complementarily, but the two concepts do not

necessarily have to have direct relationship to each other. They should in fact, be separated

in concept because, according to him, training on the job and some form of in-service

training are examples of training being designed or intended to develop the knowledge or

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expertise, greater confidence, a higher degree of performance. The principal intention of

training is to qualify them for a particular position of employment, or to improve their skills

and efficiency in the position they already hold. Staff development, on the other hand,

implies growth and the acquisition of wide experience for future strategic advantage of the

organization. But Onah (2003) is of the view that since the two concepts produce the same

effect on the staff, that is, improvement of effectiveness and efficiency on the staff, the two

concepts (staff training and development) should be treated together. He further opined that

any organization that has no plans for the training and development of its staff is less than

dynamic, for learning is a continuous process and acquired skills get obsolete when the

environment changes.

In his own view, Mahapatra (2002) suggests that there can be increased productivity

through staff development and training. He further gives an apt description of the

differences and similarities between staff training and development. According to him,

work environment can be redesigned for increased productivity through staff development. It is similar to training and some of the characteristics are almost identical. Staff development differs from training in the sense that it does not have to deal with specific tasks of the job description. It involves developing the employees understanding of themselves and the library so that they can be better employees regardless to their specific positions… Staff development meets the requirement to attain the professional goals of the library personnel (p.63).

But both training and development programmes include three steps: assessing the needs of

the organization and the skills of the employees to determine training needs, designing

training activities to meet the identified needs, and evaluating the effectiveness of the

training. Saturday Champion (Sept. 9, 2006).

By and large staff training and development are mutually inclusive concepts that

result in efficiency and effectiveness of staff. They are important aspects of library

management and administration, which underscore the need for optimum productivity in

service delivery. Ejimofor (2003) points out that for effective information resources

management, information managers must address themselves to the need of properly

trained personnel and where necessary, organize a continuing education for older

personnel. He laments that most librarians especially the older ones, had their professional

training at the time when IT had not developed enough impact on the library world.

According to him, most of them were trained in the basic rudiment of traditional

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librarianship without any preparation or training to cope with the demands of information

technology (IT). He maintains that, the only way out for these older librarians who are now

managing information resources, is to introduce a continuing education and retraining

programme in IT to enable them cope with current development in the field.

It is evident, from Ejimofor’s view that in the present electronic age, the “older”

librarians who were not privileged to learn information technology applications in schools

should utilize the training and development opportunities to cope with current trend in

information management. It is also imperative that “new” librarians should be conversant

with IT applications in order to enrich their potentials and capabilities.

It was in a bid to close this gap between the “old” and “new” librarians that

prompted the launching of a staff development programme in African libraries in 1998 by

the International Federation of Library Association (IFLA). The programme was called the

Bart Nwafor Staff Development Programme and was funded by NORAD and the

Norwegian Library Association. The training was designed to:

1. Expose mid-career professional staff to professional experience in a library

environment, which has well developed infrastructural facilities and/or services.

2. Encourage practical experience.

3. Foster individually motivated professional growth through exposure to centers of

excellence.

4. Foster professionally rewarding relationships among peers through professional

practice.

The above programme undertaken by IFLA was a step in the right direction and

underscores the importance of staff development programmes in libraries.

At this juncture, it is considered necessary to see the views of some authors on the

conceptual definitions of staff training and development and its closely related concept,

continuing education. Many authors and writers seem to use the two concepts

interchangeably. However, Conroy in Synder and Sanders (1991) gave a clear-cut

distinction between staff development and continuing education. According to them,

Staff development is intended to strengthen the capability of an organization to perform its mission more effectively and more efficiently by encouraging and providing for the growth of its human resources. Staff development affirms the ability of the individual and the organization to grow and for each to contribute to the growth of the other. Staff development makes the most of the present potential and prepares the individual and the organization for the future (p.145).

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They see continuing education as “learning opportunities utilized by individuals in

fulfilling their need to learn and grow personally and professionally, following their

preparatory education and work experience”.

Judging from the above definitions, it is evident that staff development and

continuing education are geared towards individual and organizational effectiveness and

efficiency and consider the organization and its human resources as important partners in

achieving the objectives of the organization. As a result, they are viewed as being

complementary.

Stone in Neal (1989) sees continuing education as,

all activities and efforts by librarians to upgrade their knowledge, abilities, competencies and understanding in their field of work and specializations so that they can become more effective professionals and be able to handle responsibilities of greater scope and accountability (p.12).

The above definition emphasizes several points:

- The notion of lifelong learning as a means of keeping an individual up-to-date

with new knowledge and preventing obsolescence.

- The updating of a person’s education.

- The allowance for diversification to a new area within the field.

- The assumption that the individual carries the basic responsibility for his or her own

development.

- Educational activities that are beyond those considered necessary for entrance into

the field.

Stone (1986) defined continuing education as,

all learning activities and efforts formal and informal, by which individuals seek to upgrade their knowledge, attitudes, competencies, and understanding in their special field of work (or role) in order to (1) deliver quality performance in the work setting, and (2) enrich their library careers (p.489).

The National Council on Quality Continuing Education for Information, Library

and Media Personnel gives a somewhat more specific definition of Continuing Education.

According to the council;

continuing education is a learning process which builds on and updates previously acquired knowledge, skills and attitudes of individual. Continuing education comes after the

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preparatory education necessary for involvement in or with information, library media services. It is usually self-initiated learning in which individuals assume responsibility for their own development and for fulfilling their need to learn. It is broader than staff development which is usually initiated by an organization for the growth of its own human resources (Stone 1986, p.490).

This more specific definition is helpful as it reveals that continuing education is a generic

term which includes staff development and training as two elements. It also indicates that

continuing education is considered the basic responsibility of each professional. Smith

(2002) agrees with the above assertion when he sees staff development as covering the

broad areas of staff training, staff development and continuing professional education.

According to him, staff development has the potential of increasing the skill and knowledge

base of a country’s workforce.

Organizations change in structure with time, hence, employees’ potential, abilities

and skill need to be continually developed. Umeji (1997) concurs with this assertion and

states that;

the growth of organizations including libraries into large complex operations whose structures are continually changing makes it imperative for many employees to prepare themselves for new assignments and challenges. For these reasons, formal training and development programmes are found in most organizations (p.15).

. The imperative for employees to prepare themselves for new assignment and challenges

underscores the aims and objectives of mapping out training and development programmes

for members of library staff.

Synder and Sanders (1991) outlined several objectives of staff development

programmes as follows:

To provide greater organizational effectiveness through increased individual

competency.

To develop a staff whose skills and knowledge keep pace with and/or anticipate

user needs and promote greater user satisfaction.

To aid the library staff in upgrading or securing skills required to perform present

job responsibilities and to prepare for possible promotion to higher level positions.

To encourage the provision of a favourable environment for self motivation toward

continuing education.

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To support and guide the efforts of the individual pursuing an organized programme

of continuing education/self development.

To encourage supervisors to counsel their staff concerning establishment of goals

and systematic participation in continuing education/self-development.

To encourage the investigation of means by which library introductory orientation

and on-the-job training might be improved.

Ifidon (1985) opines that the whole purpose of staff recruitment and evaluation is

defeated if recruitment and evaluation are not complemented by staff development. He sets

out seven definable objectives of staff development programmes to include:

To enable the staff make a more effective contribution to the library’s total effort in

service mission.

Make the individual look for satisfaction that go beyond economic: i.e., for self-

pride, self-respect and achievement;

Prepare the staff for the challenge of complex modern technology which requires an

integration of activities and persons of diverse and specialized competence;

Enable the library worker develop a life of his own outside the library;

Make the staff receptive to change and innovation rather than resistant to them;

Create a climate where the dignity of employees as human beings, not just as factors

contributing to the library’s efficiency, is respected;

Qualify an individual for a new different and higher responsibility.

“The primary purpose of staff training and development activities is to develop staff

members of libraries who will contribute more effectively to the goals of the organization

and to enable them to gain a greater sense of satisfaction from their work” (Meyer 1996).

The process of training and development is one that assists employees in attaining a level of

social behaviour that meets both their needs and those of the library. Thus, it is essential

that employees of libraries be given opportunities for participation in activities that will

further their development. This would in no small measure improve the ability of the staff

members to render effective and efficient services. For example, Canon (1995) asserts that

it is necessary for libraries to offer information access to the public through the use of

computers and that making computer resource accessible is not enough, staff training must

be conducted. And according to Morgan (1998) one must be able to take control of the

computer and not have the computer take control of him.

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Content of Staff Development/Training Needs

Libraries are becoming more and more involved in seeking and taking advantage of

opportunities to improve their professional skills and increase their effectiveness. Joyce and

Showers (1982) identify four levels of impact for staff development programmes, in terms

of the response of the participants: The first level is awareness, where participants realize

the importance of new information and begin to focus on it. At the second level of concepts

and organized knowledge, concepts are understood and organized. At the third level,

principles and skills, participants understand principles and can think effectively about

them; they also have the skills needed to act to apply them. Finally, at the level of

application and problem solving, participants transfer new information in problem-solving

fashion in real-life professional situations. At the application level of impact, continued

Joyce and Showers, participants in development programmes have internalized the new

content and use it.

Gall and Renchler (1985) advanced four reasons for effective staff development in

an organization. These include; personal professional development – a self directed

approach based on individual needs and choice; credentialing- successful completion of a

programme as a requirement for licensing or certification; induction – supplementing skills

and knowledge for the newly hired; school improvement – staff development to improve

student performance by improving staff skills and knowledge.

Lanier and Little (1986) note that staff development programmes serve teachers

(library staff) as individual members of a profession, adding knowledge, skills and

intellectual vigour to professional life, satisfy bureaucratic and career advancement

purposes and, involve teachers (library staff) as responsible members of an institution.

Sparks and Loucks – Horsley (1990) identify five types of staff development

models used for teachers. These five models, which are applicable in the libraries include:

Individually guided staff development: individuals identify, plan and pursue

activities they believe will support their own learning.

Observation/Assessment: Teachers (library staff) are observed directly and given

objective data and feedback about their classroom performance (library duties).

Involvement in a development/improvement process: Teachers (library staff)

develop curriculum (activities) design programmes, or become involved in a school

(library) improvement process to solve general or specific problems.

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Training: Teachers (library staff) engage in individual or group instruction in which

they acquire knowledge or skills.

Inquiry: Teachers (library staff) identify and collect data in an area of interest,

analyze and interpret the data, and apply their findings to their own practice.

Of these five models, reports Sparks and Loucks – Horsley, the most widely used and

researched is training. They cite a number of studies in which training programmes have

been tied to improvements in particular types of performance underscoring the

appropriateness of this approach to staff development. Gage (1984) reported that in eight of

nine experimental studies, in-service education improved achievement, or attitudes or

behaviour.

A more comprehensive effective structure for staff development programmes was

outlined by Butler (2001). According to him, designs are based on principles of adult

learning and a full understanding of the process of change and, programmes are conducted

in school (library) setting; development takes place in more than one incident and incidents

are spaced over time: they are conducted long enough and often enough to assure that

participants progressively gain knowledge, skills and confidence; training is conveniently

scheduled to avoid interfering with ongoing job requirements of participants and,

development activities takes place at convenient location. Also, trainers have credibility

with the participants while they (participants) are involved in the planning, development

and presentation of the training programme.

Arguments have raged over who benefits more from staff development programmes

– the organization or the individual staff. In other words, should the structure be designed

with the organization or individual staff at the back of the mind? Gall and Renchler (1985)

reviewed research and found out that those designed for institutional improvement were

more effective than those designed for staff personal professional improvement.

Butler (1992) also reports a review carried out on the characteristics of effective

content for staff development programmes. He found out that programmes are planned in

response to assessed needs of the participants and content matches the current

developmental level of participants (Wood, et al 1981; Griffin 1982); the focus should be

school (library) improvement rather than personal professional development (Gall and

Renchler 1985); the content should be concrete and aimed at developing specific skills

rather than introducing new concepts and that the theoretical basis or rationale is part of the

content about new skills (Berman and McLaughlin 1975; Joyce and Showers 1980). He

19

further reports that professional development focuses on job – or programme – related tasks

faced by teachers (Librarians) (Fullan 1982; Purkey and Smith 1983); that there are clear,

specific goals and objectives related to implementation (Wood et al 1981; Griffin 1982;

Orlich 1984); that content is research based and is tied to student performance (Sparks

1983; Gall and Renchler 1985); the use of new behaviour is made very clear and

applicability to individuals’ home situation is understood (Sparks 1983; Orlich 1984) and

finally; that between – workshop content, such as observation, visitation and discussion, is

included to facilitate implementation (Fullan 1982; Sparks 1983; Gall and Renchler 1985).

Overall, content of effective staff development programmes reflect clear programme

goals and operational objectives defining what participants will learn and how they will be

able to use the new learning. Content builds on their prior experience, clearly relates to

their home situations and prepares them to apply what they have learned.

Analyzing the content of staff development, Schuler, Beutell and Youngblood

(1989) outline three phases of training and development programmes. According to them,

for any training and development programme to be effective, the organization must first

assess her needs and identify areas where training and development could improve the

present situation. The second stage of implementation involves the actual training or

development process and finally the organization evaluates the trainees to determine the

effectiveness of the training/development programme.

Schuler, Beutell and Youngblood (1989) ask several questions relating to the

effectiveness of training and development programmes. The following questions according

to them are pertinent considerations.

- Who participates in the programme?

- Who teaches the programme?

- What media are used in teaching?

- What should be the level of learning?

- What learning principles are needed?

- Where is the programme conducted?

They provide answers to the above questions as follows: - concerning who

participates, they proffer that training and development programmes are designed to teach

particular skills because; in most instances only one target audience is in attendance. At

times, however, having two or more target audiences together may be helpful. With regard

to teachers, training and development programmes may be taught by one of several people

including the following: immediate supervisors, co-workers as in buddy system; members

20

of the personnel staff; specialists in other parts of the organization; outside consultants;

industrial associations; and faculty members at universities. On the appropriate media to be

used, they suggest the following: lecturers, lecture discussion combinations, case

discussions, and some self–programmed materials. Other media include; role-playing;

behaviour modeling, group participation exercise, one-on-one counseling, demonstrations,

video tape recording and playback.

On the question of what level of learning, they recommended the following

categories of skills – basic skills, basic job skills, interpersonal skills and broader – based

conceptual skills. Three basic levels at which these skills can be learned include; at the

lowest level, the employee or potential employee must develop fundamental knowledge.

This means developing a basic understanding of a field and becoming acquainted with

language, concepts, and relationships involved in it. The goal of the next-highest level is

skills development, or acquiring the ability to perform in a particular skill area. The highest

level aims for increased operational proficiency. This involves obtaining additional

experience and improving skills that have already been developed.

Schuler, Beutell and Youngblood (1989) maintain that training and development

programmes are much more likely to be effective when they incorporate the following

critical learning principles: - employee motivation, recognition of individual differences,

practice opportunities, reinforcement, knowledge of results (feedback), goals, transfers of

learning and, follow up. They further contend that if employees are motivated to change

and acquire different behaviour certainly, training is easier and more successful. They

(Schuler, et al) also suggest that, training will not be effective if employees have high

motivation and no ability. Since ability is a crucial component in determining training

effectiveness, the ability level of each individual must be considered.

By and large, there is a growing concern for the institutionalization of staff

development in academic libraries. Professional staff development comes in many forms. It

can take place in the work place (on-the-job training) or in some other environment (off-

the-job training), it can be required or voluntary, and it can be offered by an organization or

sought independently by an individual. Two-hour lectures, three day conferences and year

long courses can all be considered staff development.

It is imperative, at this juncture, to review the various components of staff

development programmes as is obtained in organizations. Elliot (1993) Weber

(1974),Martell (1978) and Varlejs (1987) in a somewhat independent studies, identify the

following as components of staff development programmes: - on-the-job training (specific

21

task), orientation, in-service workshops, outside workshops, courses, institute, guest

lectures, outside consultants, professional conferences, library/university committee work

performance appraisal, self-assessment, counseling/mentoring, research and publication,

study leaves, job exchanges, visits (other libraries, agencies, etc), professional collection,

teaching. These avalanche of staff development components can be summed up into three –

on-the-job training, off-the-job training, and, simulation techniques (Azino 2006).

On-the-job training is the simplest and cheapest method of training and

development and involves training of a staff while doing the particular job he/she was

employed for. The various types of on-the-job training method include, job rotation,

internship, apprenticeship, special or study assignment and coaching (Azino, p.44).

Programmes included in off-the-job training method (OJM2) are vestibule training;

computer assisted instruction; lecture or classroom method, organizational development;

programme instruction; extension or correspondence course while those on the simulation

techniques are: case study method; business games and role playing; critical incidents, in-

basket techniques, sensitivity training and; increased trust and support (Azino p.44).

Schuler et al (1989) agree that a multitude of training and development programmes

exist for both managers and non-managers. According to them,

although other characteristics may be used these programmes are most often distinguished by who participates (for example, managers or non-managers); where the programmes are conducted (on-the-job or off-the-job); and what employee ability is being changed (technical skills and knowledge, inter-personal skills and attitudes, or conceptual skills and knowledge). The abilities gained by the employee in any of these programmes can be used to reduce current or future performance deficiencies (p.401).

They (Schuler, Beutell and Youngblood (1989) further identify the following as

components of on-the-job, off-the-job training programmes. On-the-job training

programme (OJT) include: - job instruction, apprenticeships, internships and assistantships,

job rotation, multiple management and supervisory assistance.

While off-the-job training programmes (OFFJT), include:

Formal courses managerial and

Simulation non-managerial employees.

Assessment center primarily for role-playing

Sensitivity training managerial employees.

22

Apart from the flexibility, cost effectiveness and convenience often experienced in

on-the-job training programme, Banjoko (2002) fears that errors or mistakes committed

while learning on-the-job can be very costly. According to him, there is no special school

required in this process of learning and there is maximum output to be contributed by all

participants on this training. The greatest problem with this method is that errors or

mistakes committed while learning can be very costly. However, Wexley (?) seems to

disagree with the above assertion when he notes that, on-the-job training programmes are

used by organizations because they provide “hands on” learning experience that facilitates

learning transfer and because they can fit into organization’s normal flow of activities.

In order to strike a balance therefore, library administrators should be very wary

while using on-the-job training programme in order to achieve effectiveness in the training

and at the same time maintain staff productivity. It is obvious that staff training and

development are veritable tools for increasing productivity and motivation, and hence

beneficial to both the organization and the individual staff. The pertinent question at this

juncture is, who is responsible for staff training and development (the organization or the

individual staff)?

Hewton (1980) asserts that,

the major responsibility for staff development must lie fairly and squarely at departmental level. It is from the department that the bulk of initiatives on staff training must necessarily come. That is not to argue against centrally organized agencies for staff training development; it means only that the greater part of their effort must be directed towards helping departments realize and pursue their own staff development responsibilities as normal part of their everyday activities (p.211).

Elliot (1983) in his study of staff development in academic libraries made some far-

reaching recommendations some of which border on the responsibility for staff

development. He recommended a systematic planning and evaluation to ensure maximum

effectiveness of staff development programmes and for a senior member of staff, preferably

the chief librarian to take responsibility for staff development while other supervisory staff

should be encouraged to participate in its organization and implementation. He equally

recommended staff development programmes for all levels of staff and that library schools

should consider their role in the organization of in-house staff development within

academic libraries and finally, local co-operation should be investigated by libraries

planning staff development programmes. Such co-operation according to him would result

23

in the pooling of resources and would enable staff to compare experience of different

system.

In the view of Bryson (1996), the responsibility for training lies solely on the library

management. According to him, library and information center managers must recognize

that the primary responsibility for training is theirs. Though the task may be delegated to a

qualified and experienced training officer if such a position is available, management still

needs to be involved. Valejs (1987) agrees with the above statement in its entirety and sums

it up thus; “the responsibility for staff development rests with the organization”.

Since the responsibility for staff training and development have been placed on the

organization, it is necessary for the organization to set up machinery in motion to determine

when an employee needs to be trained for optimum performance. The need for training is

therefore, a necessary step toward solving some organizational problems. According to

Nwachukwu (1988), indications that employees in any organization require training are

manifested when an employee displays some or all of the following tendencies; lack of

interest in his/her job, negative attitude to work, low productivity, tardiness, excessive

absenteeism rate, excessive complaints, high rejects or low quality output, high incidence

of accidents and, insubordination. Whenever these conditions are experienced among staff,

Nwachukwu contends that the organization should consider organizing training. He

concluded that since these situations are frequent occurrences in organizations, the

implication is that training has to be regular. This is in line with Dooley’s (1946) opinion

that training should be a continuous process in any well-run establishment. According to

him, “every time you get someone to do work the way you want it done, you are training,

every time you give instructions or discuss a procedure, you are training”. Beach (1975) is

of the opinion that identifying the symptoms for training needs is not just enough but to

determine which area training is needed. According to him, training could be a waste of

time and resources if the area of emphasis in training is not precisely isolated. He lists the

following practical steps for identifying troubled spots where training may help; identifying

organizational and production problems, analyzing jobs and employees, collecting

employee and managerial opinion and, anticipating impending and future problems.

Onah (2003) identified some training needs for different categories of staff in the

university system. For the academic staff, he recommended the appreciation of computer

and computer programming, the knowledge of how databases are established in the

computer and, online research skills. He also identified the need for post-doctoral

researches outside one’s institution for the cross-fertilization of ideas. For the core library

24

staff, he identified the following areas of training needs, application of the computer to

library services, management information system, public and interpersonal relations and,

modern audiovisual techniques as training for the core library staff. He discerned from his

survey that those areas constituted urgent training needs of the university among the

academic and core library staff. He stressed that, though staff already possessed skills and

experience, training was needed (in those areas mentioned) in the light of technological

changes. Nwachukwu (1988) supports the above assertion and opines that,

before any training programme is undertaken, the need for training has to be identified. The need for training increases as a result of new technology, new products, variety of new customers and other factors such as competitive strategy of competitors. To mount a training programme requires systems analysis. The manager tries to identify the problems encountered by different employees… Analysis could reveal that low productivity in the operations department is due to work scheduling. Training in techniques of scheduling would be ideal (p.123).

Gilbert (1967) in Nwachukwu (1988) sets out a formular that can be used to identify

areas of training in an organization. According to him, the formular D = M-I where,

D = inefficiency in the employee

M = complete list of behaviour necessary for mastery of the job

I = for all the knowledge of behaviour necessary for the job which the

employee already possesses, can be used to identify areas of training needs

after which training can then be concentrated in areas of deficiency.

Barriers of Staff Development Programmes

Over the years, staff development programmes have not received the much needed

impetus in different categories of libraries especially in academic libraries. Varlejs (1987)

regrets the neglect of staff development in academic libraries and queries; “given the

persistent recognition of the need for greater attention to staff development, why has there

been so little institutionalization of the function in academic libraries?”. According to her,

the barriers mentioned in literature include:

Insufficient administrative commitment,

Financial, policy and organizational constraint,

Conflict between institutional and individual benefits,

Inadequate training of trainers,

25

Unrealistic expectations in relation to quality and quantity of staff development

efforts and,

Lack of opportunity to apply new learning on the job.

It is evident that the barriers to effective planning, coordination and implementation

of effective staff development programmes is an age-long issue and cut across the globe.

Stone (1986) examined the papers printed and questionnaires filled by non-USA

participants in the first world conference on continuing education for the library and

information professions and made the following findings on the barriers to the development

of continuing education. In Africa, she noted that the chief barriers included funding,

adequate leadership to carry on courses – especially in information science and the new

technologies; coordination in the array of offerings that is, hit and miss offerings mounted

without concern for needs of practitioners at the local level; national policy on continuing

education; concern and leadership by international library and information association;

materials, facilities and equipment. Other problems included disruptive political conditions;

lack of publicity for the programmes developed; ‘don’t care’ attitude of administrators;

poor support of library schools; too heavy reliance on foreign published texts and

technology, and the problems inherent in obtaining education abroad and the subsequent

difficulty in adjustment to local conditions.

In Japan, Stone (1986) noted that the two chief barriers were that library and

information science were not firmly established in the nation as a profession and the

permanent employment system gives no incentive for continuing education and lifelong

learning. In the Philippines, she noted three major barriers which include, a low priority for

continuing education in the profession due to the permanent employment system and

promotion policies which give no recognition for continuing education; lack of strong

leadership in the Korean library association for the development of continuing education

programmes and; irregularity in continuing education offerings and lack of provision for

progression in level of opportunities while in Singapore, she noted that inadequate teachers

was the chief barrier.

In Great Britain, Stone (1986) identified lack of funding as the chief barrier to the

development of continuing education programmes while in the Netherlands, a good

definition of continuing education needs, adequate financial means for the development of

quality courses and the need for improved learning/teaching methods constituted major

obstacles to the development of continuing education programmes. In Poland, the chief

26

barriers included lack of financial support and the perception that employers have an

attitude of little interest in staff development. Also, in Sweden, the chief barriers were lack

of funds, leadership personnel, innovative ideas and the fact that there was only single

library school and no one was formally in charge of continuing education. While in Latin

America, social stratification, imbalance between urban and rural areas, lack of money,

curricular irrelevance and teaching performance all constitute obstacles to the development

of continuing education.

A serious problem for developing countries is the expense of getting access to the

information sources (especially in science and technology), over 90% of which are

produced in first world industrialized countries. Libraries and information centers have to

use a high percentage of their budgets if they want to acquire or have access to these prints

and database sources (Stone, 1986). However, this problem has been ameliorated with the

emergence of internet facilities. The major problem that impinges on the development of

staff development programmes that cut across different countries is the lack of fund.

Varlejs (1987) posits,

lack of funding continues to be cited in the failure of libraries to implement staff development programmes that go beyond the bandaid approach. And, to complicate the matter, there is no evidence to support or refute the argument that steady investment in library staff development is ultimately worth the cost (p.360).

The problem of funding inherent in implementing effective staff development

programmes was allayed by Onah (1993) when he suggested that,

library directors should have realized that it is their responsibility to organize and train their staff and encourage general professional development. Staff development does not only entail the elaborate ways of off-the-job training, but can be systematically organized in the way of on-the-job training, such as apprentice system, under-study methods, observation hours and excursion. These methods do not involve much money which library directors are afraid training programmes will engulf (p.66).

But Glogoff and Flynn (1993) place library administrators in a tight corner as they

opine that on-the-job training programmes have some shortcomings that may adversely

affect the realization of the objectives of staff development programmes. According to

them, on-the-job training is among the most expensive and least effective training methods

27

used. They argue that in cases when staff are not well trained, a self training process, which

frequently results in incorrect information and poor performance, may occur.

However, Arua (2002) and Asogwa (1998) in their different studies did not agree

with Glogoff and Flynn as they support periodic in-house training to cope with the

economic hardship experienced by many libraries. According to them,

in the face of the present economic hardship, which makes it difficult for authorities to sponsor librarians to training programmes, conferences, and workshops and restriction in awarding research grants, library authorities should organize periodic in-house seminars to keep the library staff intellectually up-to-date.

Elliot (1983) agrees that lack of fund constitute a major obstacle to effective staff

development programmes in academic libraries but goes on to support that staff

development is even more necessary in times of economic constraint. He further states that,

one of the major problems in the operation of staff development policies is the staff time involved. There will inevitably be conflict between the individual’s need for development and the task requirement, especially where libraries operate on minimum staffing: can staff be spared from service points to attend courses or meetings?

Certainly, any organization that is genuinely interested in developing the skills,

abilities and potentials of its staff through coordinated staff development programmes

cannot hide under the pretence of lack of fund. Most times, library administrators/ directors

are blamed in this regard. Supporting the above assertion, Uchendu (1994) opines that, “we

cannot relegate to the background the fact that the realization of the aims and objectives of

a staff training programme greatly depends on the leadership or administrative style of the

manager”.

It is against this backdrop that Stessin (1994) suggests the adoption of democratic

principles in leadership. In this principles, he maintains, the process of defining style

training strategy and objectives move from the top of an organization downwards. If

Stessin’s idea is put in place, the lower levels of staff members would be controlled to

ensure their adherence to higher plans for their skill acquisition, increased knowledge/

experience and improved services to the library. With this, suggests Umeji (1997) the

objectives of staff training programmes would be achieved and the problems associated

with the implementation of effective staff development programmes significantly allayed.

28

Notwithstanding the problems associated with training and development, Onah

(2003) opines that an untrained member of staff is a liability to a dynamic organization as

he not only applies the wrong skill but also impacts the wrong knowledge to others coming

after him and those he happens to be supervising. Supporting the above view, Ubeku (1975)

notes that,

there are many organizations in this country that regard training and development as expensive ventures and avoid them like the vague. What such organizations are interested in are the immediate returns. But in a changing world, of which Nigeria is a part, this attitude can no longer hold good.

In another contention, Onah (2003) laments that,

even in organizations where the need for employee training is recognized and a lot of time and money is committed to staff training and development, the exercise is often either inappropriate, haphazard or premised on a faulty diagnosis of organizational training needs. In other situations, where training happens to occur, deployment of staff so trained may be without regard to the skill the staff acquired, leading to frustration of personnel so trained and general inefficiency in the system.

In the light of the above problems associated with training and development of

employees of an organization, the pertinent question is, should an organization be content

with the staff it has? Put in other words, should an organization continue to recruit new

members of staff each time it has a new job role? Akpan in Onah (2003) provides us with a

clue to the above questions and emphasizes that,

an untrained man in the modern world may be a menace to the society. He is a quack; he knows only the laws of things; he has no idea of (their) why. Hence if there is any trouble any where – breakdown in a machine or a mistake in a ledger – all he can do is to fumble and punch up trouble anyhow, leading to a more serious breakdown or greater confusion. Really, there is no place for the untrained worker, or even the intelligent amateur, in these days of specialized work.

Judging from the above statement, it therefore becomes imperative irrespective of time and

money, for employees to receive training before being assigned with responsibilities for

lack of training and development invariably lead to lack of the necessary confidence with

which to carry out the job. An employee should be helped to grow into more responsibility

by systematic training and development, for it is only then that he will feel confident to

carry out the responsibilities of the job.

29

Empirical Studies

Quite a number of studies on staff development programmes had been carried out

throughout the world. As a result, the concepts of staff development and continuing

education had gained unprecedented prominence. Neal (1996) in his survey research

entitled “Continuing Education: Attitudes and Experiences of the Academic Librarian”

made far-reaching findings/revelations on the attitudes and experiences of the academic

librarians at the City University of New York. According to him, the librarians maintained

a largely equivocal attitude towards continuing education. For a more detailed analysis, his

work investigated the following:

- The attitudes of academic librarians towards continuing education in both

librarianship and a subject specialization.

- The continuing education activities of academic librarians.

- The relationship between attitudes towards continuing education and continuing

education activities experience.

- The impact age, sex, years since completion of library degree, job security, type of

college library, career goals, and additional academic degrees have upon these

attitudes and experiences.

- The areas in which librarians feel the need to update knowledge and/or improve

skills.

- The factors academic librarians view as encouraging and discouraging their

participation in continuing education activities.

- The models of continuing education academic librarians view as being best suited to

their needs, objectives and capabilities.

Using a sample of ninety (25%) academic librarians out of the 360 librarians

working at twenty individual units of the university, he made the following findings on the

attitudes and experiences of the academic libraries. Some of his findings include:

The librarians devoted equal energies to continuing education activities in

librarianship and in a subject area.

The experience index value for librarians planning to move into more

administratively responsible position was significantly higher than that

registered by the rest of the sample in both library and subject area activities.

30

The librarians ranked exposure to new ideas, the opportunity to update skills and

knowledge, and assistance in providing better service as the top three factors

motivating participation in continuing education activities.

Promotion and tenure and encouragement from colleagues and supervisors were

factors ranked significantly lower.

Lack of time was indicated as the prime deterrent, followed by prohibitive costs.

Library automation database operations, non-book materials, and systems design

and analysis were the four areas the librarians viewed as demanding their

greatest attention in library continuing education.

Librarians seeking to advance administratively indicated a higher level of needs

to update knowledge and/or improve skills than the total sample in all but one

area, bibliographic instruction, with very significant differences in library

administration, human relations, personnel administration, and systems design

and analysis – all directly related to their career goals.

Neal (1996) concluded that automation, non-book materials, system design and

analysis, database operations were the areas identified most frequently and forcefully as

requiring greatest attention in continuing education. Faced with new trends, technologies,

and patron expectations that are unfamiliar and for which many have had neither training

nor work experience, the academic librarian feels the need to seek out opportunities for

update and instruction. From the study on City University of New York, the librarians

viewed continuing education as a source of more effective job performance, challenge,

creativity, and satisfaction. The librarians also believed that interaction and self study

modes are best suited to their needs, objectives and job demands and that continuing

education opportunity must be broad, with freedom of choice and individualized

programme ensured.

Neal’s findings support Stone’s (1986) conclusion that librarians are motivated most

by activities that provide “a feeling of growth in job competence” and Virgo’s (1975) study

on “Continuing Library Education” which similarly demonstrated the importance of

continuing education opportunities that provide information about new approaches and

innovative services.

Umeji (1997) in her study on “The Problems and Prospects of Staff Development

Programmes in Nigerian Public Libraries” made some pathetic revelations about the state

of staff development programmes in Nigerian public libraries. She used a sample size of

31

329 out of 470 library staff of Enugu and Anambra States Library Boards using a self

designed questionnaire and interview. She observes that Nigerian public libraries adopt the

traditional methods of staff development and identified lack of fund as the major

impediment to effective planning and implementation of staff development programmes in

public libraries. Her findings include:

There are no effective staff development/training programmes organized by

library directors for their employees.

If any staff development programmes were ever organized, they were not

planned and executed to suit the needs/demands of both the library and the

individual employees.

The objectives of staff development programmes were to improve staff

knowledge and skills on the job, as well as personal growth. They also aimed

to improve service to the clientele, ensure continuity of the objectives, policies

and services of the library, stimulate morale and reduce turnover among more

capable members of library staff.

Library directors adopt the traditional types of staff development programmes

of instruction/orientation, on-the-job and off-the-job training and

seminar/workshop. No special training programme is adopted for library staff.

The pattern of appraisal adopted by the library is the once-a-year pattern,

which does not allow for a proper and objective assessment of a library staff;

neither does it encourage a free flow of information between supervisors and

subordinates.

The factors militating against the planning and execution of library staff

development programmes, among others include inadequacy of resource

persons, equipment, books and other information materials. Others include

lack of priority attention and support by the government, inadequate funding

and high rate of staff turnover.

Based on these findings, she recommended that library directors should evolve a

systematic, in-house training based on the tenets of on-the-job training and that staff

training programmes when planned for and executed should be comprehensively made to

satisfy the interest of employees and the goals of the library. She also recommended that

library directors should be dedicated and committed to the realization of the ideals of staff

development programmes by themselves being creative in thinking out the type of

32

programme to evolve for library at minimal costs. Also, training programmes should be

organized for library employees on a regular basis. And finally that library schools should

introduce/mount new courses that will accommodate the new challenges brought about by

the use of computers and internet in information handling and dissemination by libraries.

In a study on “Job Satisfaction among Library Support Staff in Colleges of

Education Libraries in Anambra and Enugu States”, Arua (2002) identified lack of staff

development programmes among the factors that cause job dissatisfaction. According to

him, “employees would be very ready to put in their best if their needs are reasonably

satisfied and their motives accomplished”. Using a sample of all the library support staff in

three chosen colleges of education in Anambra and Enugu States making a population of 72

support staff, and the Job Satisfaction Survey (JSS) instrument developed by Paul Spector

(1985), he made several findings among which is that the support staff within his area of

study complained of no organized staff development programme in their colleges. He

therefore, recommended inter alia, a well organized staff development for library support

staff. He maintains that college library administrations, in view of the present economic

hardship which makes it difficult to sponsor staff to training programmes, conferences and

workshops should organize in-house (internal) seminars to keep library support staff

intellectually up-to-date.

Obijiofor (1988) in a survey of manpower needs for effective libraries in Anambra

and Enugu States found among other things that library assistants in academic libraries

have some training needs for effective job performance. Using a population of 48 librarians

and library assistants through the instrumentality of questionnaire, interview and

observation, her findings centred on the need for library administration to organize training

programmes for the development of library assistants’ skills and finally recommended that

the library administration should make provision for library assistants’ training programmes

in academic libraries. The skills identified by the study are computer literacy skill,

communicative skill, search/retrieved skills, filing and shelving skills, recording and ability

to differentiate between author/title and subject catalogue, ability to identify bibliography

tools, ability to give a detailed physical description of a book, ability to distinguish between

accession number and a class mark and ability to observe students’ behaviour. She

concluded that for library assistants to perform effectively in their jobs, these skills must

have to be developed through in-service training programmes within and outside

the library world. Various training opportunities/programmes such as attendance to

seminars and workshops, computer literacy classes, on-the-job training, job rotation,

33

orientation courses, proficiency classes, industrial attachment, sandwich and regular

programmes are recommended. Library administrators should therefore make provision for

library staff training programmes in academic libraries.

These periodic in-house seminars/workshops are staff developmental activities

which have the capability of keeping librarians intellectually alive and moreover go a long

way in helping librarians to assert their position and worth in the society.

Summary of Literature Review

The literature on staff development agrees on the definition and components of staff

development programmes. There also is a consensus on staff development being a tool for

the development of the skills and potential of individual members of staff of an

organization for the mutual benefit of both the individual staff and the organization in

which he works.

On the types of staff development programmes, most of the authors include the

following: on-the-job training, opportunity to attend workshops and institutes, opportunity

to prepare for individual enrichment (e.g. attending courses or pursuing a degree

programme), brief re-assignment to other jobs (e.g. job rotation), assignment to library

committees, and membership in professional associations. These components can be

classified into two major components: on-the-job training which includes all the

programmes undertaken by staff while he is still performing his official duties, and off-the-

job training, which takes place outside the work environment/place.

Training has been identified to be at the very core of most staff development

programmes. Indeed, it remains a key organizational mechanism for reconciling the

abilities of the individual with the needs of the organization. The prime position of training

in staff developmental strategy/effort is scarcely indubitable irrespective of cost. As a

result, most of the literatures that deal on cost/benefit analysis of staff development

programmes seem to agree that staff development activities are worth the effort irrespective

of the cost.

Most of the literature reviewed gave responsibility for staff development to the

organization. This implies that the organization should identify areas of training needs and

prepares the staff for the training.

The review of literature was based largely on sources published overseas, with very

few books and journals of African or Nigerian origin. A few Nigerian unpublished

students’ projects/theses on staff development and related topics were reviewed.

34

It is therefore evident that there is a dearth of literature of Nigerian origin on staff

training and development. This may reflect low interest in staff training and development in

organizations and the resultant negative effects often observed in Nigerian libraries. Such

negative effects as the preference of alternative sources such as the internet in search of

information may spell doom for libraries and librarians especially now that most

professions are striving to remain relevant in the present information age. In order to

remedy the situation therefore, an investigation into staff training and development in

Nigerian libraries especially in college and polytechnic libraries becomes imperative.

35

CHAPTER THREE

RESEARCH METHOD

In this chapter, the design and procedure used for the study are discussed.

Research Design

This study is a descriptive survey of staff development programmes in college and

polytechnic libraries in Anambra and Enugu States using questionnaire. It is a descriptive

survey research because it is based principally on the views of the respondents in the

population of study. Moreover, survey design is extensive in nature and gives every

element in the population of study a chance to be represented. It seems, also, to be the most

suitable method by which data can be collected for the study.

Area of Study

The area of study is Anambra and Enugu States of South Eastern Nigeria. The

college and polytechnic libraries used for the study are located in the two states.

Population of Study

The population comprised all the professional librarians, para-professional and non-

professional library staff in college and polytechnic libraries within the area of study. These

institutions and their libraries include: Federal College of Education, Eha-Amufu library,

Federal College of Education (Technical), Umunze library, Nwafor Orizu College of

Education, Nsugbe library, Federal Polytechnic, Oko library, Institute of Management and

Technology (IMT), Enugu library.

36

Table 1: Population of study by institution library

Institution

library

Professional

librarians

Para-professional

librarians

Non-professional

librarians

Total

FCEE 6 1 13 20

FCE, UMUNZE 4 3 23 30

NSUGBE 4 2 15 21

OKO 8 4 25 37

IMT 7 4 23 34

TOTAL 29 14 99 142

Sample and Sampling Technique

The population studied in this research work comprised all the professional

librarians/para-professionals and non-professional library staff within the area of study as

the number is manageable. Hence, all the elements in the population were sampled.

Instrument for Data Collection

The instrument used for data collection was primarily questionnaire developed by

the researcher. The questionnaire, entitled survey of staff development programmes in

college and polytechnic libraries questionnaire (SSDPQ) was meant to elicit information

from professional and para-professional librarians and non-professional library staff.

The questionnaire which was a self-designed one consisted of three parts, one, two

and three. Part one had questions on the background information of the respondents while

parts two and three consisted of questions on the general aspects of staff development

programmes of the libraries. Part two of the questionnaire had thirteen questions all

designed to elicit information on the survey while part three had only three questions and

meant for library administrators only.

Of immense use in the design of the instrument were insights from the literature of

previous works in the area of staff development programmes research such as Smith

(2002), Umeji (1997) and Synder and Sanders (1978).

37

Validation of the Instrument

The instrument for data collection was subjected to face validation by my project

supervisor who reviewed the suitability of the items with respect to eliciting the correct and

exact information from the respondents with reference to the research questions earlier

formulated. My supervisor equally saw that the instrument was well designed, its items

well refined and its length appropriate.

Further to determine the potency of the instrument, two experts in the field of

librarianship at the Federal College of Education, Eha-Amufu library affirmed to its

capability of eliciting correct and accurate information from the respondents.

Administration of instrument

The distribution and collection of the SDPQ was done by the researcher himself. A

total of two weeks was used for the administration and collection of the questionnaire in the

five institution libraries. The administration and collection were done on the spot to avoid

complaint of misplacement by the respondents. Table 2 shows a tabular representation of

the distribution and return of SDPQ.

Table 2: Distribution and return of SDPQ

FCEE UMUNZE NSUGBE OKO IMT TOTAL

Item No

Item description No % No % No % No % No % No %

1 Distribution 20 100 30 100 21 100 37 100 34 100 142 100

2 Return 20 100 27 90 18 86 33 89 31 91 129 91

Method of Data Analysis

Data collected for the research work were presented in tables and analyzed using

frequencies and means. The mean ratings for each item numbers 3, 4, 6, 7, 8, 9, 10, 11, and

16 shall be analyzed using the 4-point Likert scale with Very Great Extent assigned 4

points and Very Low Extent assigned 1 as follows:

38

Very Great Extent (VGE) - 4

Great Extent (GE) - 3

Low Extent (LE) - 2

Very Low Extent (VLE) - 1

For the other items 1, 2, 5, 12, 13, 14 and 15 frequencies and percentages were used to

analyze data obtained from them.

39

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

This chapter presents the analysis of the data in tables, showing the frequencies,

percentages and mean scores, according to each research question. The results of the

analysis examine the extent of availability and practice of staff development opportunities

in college and polytechnic libraries highlighting succinctly, a comparative analysis of staff

development opportunities in these two types of libraries.

Research Question 1

What are the training and development needs of library staff?

Table 3: The perceived training and development needs of library staff:

FCEE UMUNZE NSUGBE OKO IMT AVG Training needs No % No % No % No % No % % Cat & class 12 60 20 74 12 67 28 85 27 87 75 Ordering & acquisition 10 50 10 37 7 39 18 55 22 71 50 Serials control 14 70 23 85 14 78 26 79 27 87 80 Ref. services 12 60 24 89 16 89 28 85 28 90 83 Circulation control 18 90 25 93 15 83 31 94 28 90 90 ICT 20 100 26 96 16 89 32 97 30 97 96 MIS 10 50 9 33 6 33 12 36 13 42 39 Public & interpersonal skills 10 50 8 30 5 28 9 27 9 29 33

Online research skills 14 70 15 56 14 78 21 64 24 77 69 Modern audiovisual skills 8 40 11 41 5 28 10 30 7 23 32

Inf. Literacy skills 1 5 0 0 0 0 0 0 0 0 1 Inf. Repackaging skills 1 5 0 0 0 0 0 0 0 0 1

Table 3 presents the training and development needs of library staff in the five

institution libraries being studied. The table contains the analysis of data collected from the

responses of the library staff. From the table, it is indicative how the library staff in each

institution library rate their training and development needs. All the institutions value

training in ICT more than other areas except Nsugbe that values training in ICT as much as

it values training in reference services. Training and development in circulation control

scored second in FCEE, Umunze, Oko, and IMT. IMT values training and development in

circulation control and reference services equal (90%). One respondent in FCEE added

40

training and development in information literacy and repackaging which scored lowest in

all the libraries studied.

Cataloguing and classification, a seemingly interesting and important aspect of

library service scored 60%, 74%, 67%, 85% and 87% in FCEE, Umunze, Nsugbe, Oko and

IMT respectively. Library staff in these institutions seem to be less interested in public and

interpersonal relations which scored less than 40% in all the institutions except FCEE

where it scored 50%. Serials control and on-line research skills also ranked high in all the

institutions scoring 80 and 69 respectively on the average.

How do you determine when an employee needs training?

Table 4: Training needs of staff from the point of view of library administrators.

Items No %

When he shows lack of interest in his/her job 3 60

When he shows negative attitude to work 2 40

Low productivity 5 100

Excessive complaints 4 80

Low quality output 5 100

High incidence of accidents 4 80

Insubordination 1 20

From table 4 above, it can be deduced that library administrators consider low

productivity and low quality output as major indicators when staff need training. Following

closely are excessive complaints and high incidence of accidents both scoring 80%. The

least indicator is insubordination. This implies that insubordination can scarcely be a reason

for sending a member of staff to training and development programmes. Also, negative

attitude to work scored 40% showing a lesser reason for training needs.

41

To what extent do you use each of these indicators to determine when your staff need

training?

Table 5: Extent of use of some indicators to determine training needs

FCEE UMUNZE NSUGBE OKO IMT AVG DECISION

INDICATORS X X X X X X Lack of interest 4.0 3.0 4.0 4.0 3.0 3.6 Accept Negative attitude to work

2.0 4.0 2.0 3.0 4.0 3.0 Accept

Low productivity

4.0 4.0 4.0 4.0 4.0 4.0 Accept

Tardiness 3.0 2.0 1.0 3.0 3.0 2.4 Reject

Excessive absenteeism

3.0 3..0 4.0 2.0 2.0 2.8 Accept

Excessive complaints

4.0 4.0 3.0 3.0 4.0 3.6 Accept

Low quality output

4.0 4.0 4.0 4.0 4.0 4.0 Accept

High incidence of accidents

3.0 4.0 3.0 3.0 4.0 3.4 Accept

Insubordination 1.0 2.0 2.0 1.0 2.0 1.6 Reject

In order to determine how library administrators use each of the above indicators in

determining when each member of staff need training, responses were obtained from these

library administrators in the five institution libraries as shown in table 5 above. The table

presents the individual and average means for each of the libraries under study. From the

table, FCEE, Nsugbe and Oko have the highest mean scores of 4.0 to accept that when a

member of staff shows lack of interest in his/her job, training is recommended. Both

Umunze and IMT each has mean score of 3.0 to accept that indication of lack of interest is

enough reason to send a staff to training and development programmes. With the average

mean score of 3.0, it shows the level of acceptance of negative attitude to work as an

indicator for training. Also, with the average mean score of 4.0, low productivity is

generally accepted as a strong indicator for training and development. With the mean scores

of 3.0 for FCEE, 2.0 for Umunze, 1.0 for Nsugbe, 3.0 for Oko and IMT, and an average

mean score of 2.4; tardiness is rejected as a good indicator for sending a member of staff to

training and development programmes.

With an average mean score of 2.8, excessive absenteeism is accepted as an

indicator for training especially in colleges of education libraries since FCEE, Umunze and

Nsugbe have mean scores of 3.0, 3.0 and 4.0 respectively whereas Oko and IMT have the

42

lowest mean scores of 2.0 each. Excessive complaints, low quality output and high

incidence of accidents with average mean scores of 3.6, 4.0 and 3.4 respectively were all

accepted as indicators for training. But, with an average mean score of 1.6, insubordination

is rejected as an indicator for training.

Research question 2:

What staff development programmes are available in college and polytechnic libraries?

Table 6: Staff development programmes available in college and polytechnic libraries.

Training programmes FCEE UMUNZE NSUGBE OKO IMT AVG NO % NO % NO % NO % NO % % Induction/ orientation of new staff 19 95 25 93 18 100 33 100 30 97 97

In-service workshop 0 0 0 0 1 6 3 9 5 16 6 Outside workshop 0 0 0 0 2 11 5 15 0 0 5 Courses 0 0 0 0 1 6 0 0 2 6 2 Seminars 9 45 6 22 8 44 12 36 11 35 36 Guest lectures 0 0 0 0 0 0 0 0 1 3 1 Outside consultants 0 0 0 0 0 0 1 3 1 3 1 Professional conferences 5 25 6 22 5 28 6 18 7 23 23

Committee work 7 35 15 56 11 61 18 55 16 52 52 Performance appraisal 20 100 27 100 18 100 33 100 31 100 100 Counseling/ mentoring 12 60 14 52 11 61 15 45 13 42 52 Research & publication 16 80 18 67 16 89 16 48 17 55 68

Study leaves: part time 3 15 2 7 1 6 2 6 3 10 9

Sandwich 10 50 15 56 13 72 15 45 18 58 56 Regular 0 0 0 0 0 0 0 0 0 0 0 Job exchanges 0 0 0 0 0 0 1 3 2 6 2 Visits 0 0 0 0 0 0 0 0 1 3 1 Teaching 16 80 17 63 16 89 26 79 16 52 73 Job rotation 19 95 24 89 17 94 31 94 29 94 93 Correspondence courses 0 0 0 0 0 0 0 0 0 0 0

Computer assisted instruction 0 0 0 0 0 0 0 0 0 0 0

From table 6 above, it is indicated that performance appraisal is the most popular

training and development opportunities available in all the libraries under study. This is

reflected in the 100% it scored in all the libraries under study. The reason is not far fetched.

Performance appraisal is mostly used to determine an employee’s promotability. This is

closely followed by induction/orientation with an average score of 97% and job rotation

with 93%. With a percentage average of 73 and 68 respectively for teaching and, research

43

and publications, it simply suggests that librarians are allowed to teach courses in their

institutions. This is in line with NCCE guideline, which stipulates that a qualified librarian

should teach the course, The Use of the Library. Also, with the academic status of

librarians, they are equally engaged in research and publications as a criteria for promotion.

It is obvious that most library staff who want to update their knowledge do so by

enrolling in sandwich programmes as against part-time and regular programmes with

percentage average of 9 and 0 respectively.

With an average percentage of 1, guest lectures, outside consultants and visits are

not available in both college and polytechnic libraries. Also not available are

correspondence courses, computer assisted instruction, job exchanges, courses, outside

workshops and professional conferences.

Research question 3:

To what extent do staff development programmes meet training and development needs of

college and polytechnic libraries?

Table 7: Objectives of staff development programmes

S/No Objectives of SDP No %

1 To enable staff make more effective contribution to the library 5 100

2 to make the individual look for satisfaction that go beyond economic 3 60

3 to enable staff cope with the challenge of complex modern technology

5 100

4 To enable the staff develop a life of his outside the library 2 40

5 To make the staff receptive to change and innovation 5 100

6 To respect the dignity of employees 4 80

The library administrators were asked to indicate their library staff development

programme objectives. They were given six objectives as outlined by Ifidon (1985) and

also requested to suggest more objectives. None of them suggested other objectives. 100%

indicated that part of their objectives were to enable staff make more effective contribution

to the library; to enable the staff cope with the challenge of complex modern technology

and; to make staff receptive to change and innovation. 80% agreed that their SDP

objectives was to respect the dignity of employees whereas 60% agreed that their library

SDP objectives was to make the individual look for satisfaction that go beyond economic.

Lastly, 40% admitted that their SDP objectives included enabling the staff to develop life of

his outside the library.

44

Table 8: The extent to which SDP are available to different categories of library

staff:

S/N ITEMS FCEE UMUNZE NSUGBE OKO IMT AVG DECISION X X X X X X

1 Mgt staff 3.4 2.8 3.8 2.7 2.9 3.1 Accept

2 Chief librarians 2.7 2.6 2.8 2.6 3.0 2.7 Accept

3 Senior librarians 2.6 3.0 2.6 2.9 2.7 2.8 Accept

4 Librarian I 2.5 2.4 2.6 2.8 2.3 2.5 Accept

5 Lib. II 2.5 2.7 2.8 2.4 2.7 2.6 Accept

6 Lib. Officers 2.3 2.7 3.1 2.5 2.8 2.7 Accept

7 Lib. Assts 1.7 1.9 2.3 1.8 2.4 2.0 Reject

8 Lib. Attendants 1.5 1.8 2.1 2.3 2.0 1.9 Reject

9 Tech. staff 1.7 2.5 2.6 1.9 2.2 2.2 Reject

Table 8 presents the individual and average mean ratings of the extent of

availability of staff development opportunities to different categories of library staff. From

the table, it is noted that management staff (with average mean of 3.1) ranks highest among

the nine categories of library staff identified in the table above. With individual mean

scores of 2.6 for FCEE, 3.0 for Umunze, 2.6 for Nsugbe, 2.9 for Oko and 2.7 for IMT,

senior librarians follow closely (with average mean of 2.8). Also accepted are the average

means of 2.7 for chief librarians, 2.5 for librarian I, 2.6 for librarian II, and 2.7 for library

officers.

The table also indicates that certain categories of lower cadre library staff are

neglected in training and development opportunities. These categories include library

attendants with the lowest average mean of 1.9 and library assistants and technical staff

with average means of 2.0 and 2.2 respectively. With individual mean scores of 1.5 for

FCEE, 1.8 for Umunze, 2.1 for Nsugbe, 2.3 for Oko and 2.0 for IMT and an average mean

of 1.9, it indicates that library attendants suffer the same fate of neglect in college and

polytechnic libraries.

45

Table 9: The extent to which certain criteria are used in selecting staff for staff

development programmes are:

S/N ITEMS FCEE UMUNZE NSUGBE OKO IMT AVG DECISION X X X X X X

1 Rotational acc. To seniority 3.6 3.0 3.2 2.9 2.7 3.1 Accept

2 By lot 2.3 1.7 1.9 2.4 2.3 2.1 Reject

3

At the whims & caprices of lib administrator

2.1 2.6 2.3 3.0 2.0 2.4 Reject

4 Based on area of interest 3.1 3.4 3.1 2.4 3.0 3.0 Accept

5 Relevance with regard to service area

3.4 3.5 3.2 3.0 2.9 3.2 Accept

6 Favouritism 2.0 1.8 2.1 2.7 1.6 2.0 Reject

From the table above, it is indicated that all the libraries under study use to rotate

staff developmental opportunities among staff according to seniority. This is shown in

individual mean ratings of 3.6 for FCEE, 3.0 for Umunze, 3.2 for Nsugbe, 2.9 for Oko and

2.7 for IMT giving a high average mean rating of 3.1. With this rotation, it becomes

surprising that certain categories of staff (library assistants and attendants) still suffer

deprivation from staff development programmes as indicated in table 9 above.

None of the libraries under study use lot to determine who benefits from staff

development programmes. With an average mean rating of 2.1, this criterion is rejected.

Also rejected is that consideration is at the whims and caprices of library administrators.

Apart from Umunze where it has an individual mean rating of 2.6, the other libraries rated

it very low resulting in its rejection. Though with individual mean of 2.7 for 0ko,

favouritism scored very low in all other libraries getting an average mean rating of 2.0

resulting also in its rejection.

From the table, relevance to service area (with an average mean of 3.2) and based

on area of interest (with an average mean of 3.0) are accepted. This simply suggests that

considerations for benefiting on a staff development programme are based on area of

interest with regard to service area.

46

Table 10: Responsibility for preparing /updating staff development policies.

ITEMS FCEE UMUNZE NSUGBE OKO IMT No % No % No % No % No %

Library staff dev. Committee 4 20 3 11 6 33 18 55 15 48

College /polytechnic staff dev committee

13 65 17 63 9 50 10 30 8 26

College /polytechnic librarian

3 15 5 19 2 11 3 9 7 23

Responsibility of all staff 0 0 2 7 1 6 2 6 1 3

The respondents were asked to indicate whose responsibility it was to prepare

/update their library staff development policies. In FCEE, 13 or 65% of the respondents

indicated that it was the responsibility of college staff development committee whereas 4 or

20% accepted it was the responsibility of library staff development committee. 3

respondents representing 15% of the respondents indicated it was exclusively the

responsibility of the college librarian. No respondent indicated that it was the responsibility

of all staff hence it scored 0%. In FCE, Umunze 17 or 63% responded to the fact that

college staff development committee was responsible for the preparation /updating of the

policy whereas 5 or 19% affirmed to the fact that it was the responsibility of the college

librarian whereas 3 or 11% maintained that the library staff development committee

prepares and updates the policy. 2 respondents representing 7% of the respondents

indicated it was the responsibility of all staff.In Nsugbe, 9 or 50% of the respondents

indicated that it was the responsibility of the college staff development committee whereas

6 or 33% responded that it was the responsibility of the library staff development

committee. 2 or 11% of the respondents said it was the responsibility of the college

librarian whereas 1 or 6% of the respondents said it was the responsibility of all staff.

In Oko and IMT, the trend changed as the highest rating went to library staff

development committee. Specifically, in Oko, 18 or 55% of the respondents indicated that

it was the responsibility of library staff development committee. However, 10 or 30% and 8

or 26% indicated it was the responsibility of polytechnic staff development committee in

Oko and IMT respectively. 2 or 6% and 1 or 3% in Oko and IMT respectively responded

that it was the responsibility of all staff.

47

Table 11: The extent to which the objectives of SDP suit organizational aims and

objectives:

Extent of suitability

Institutions VGE GE LE VLE X

FCEE 9 (45%) 6 (30%) 3 (15%) 2 (10%) 3.1

UMUNZE 15 (56%) 6 (22%) 4 (15%) 2 (7%) 3.3

NSUGBE 8 (44%) 3 (17%) 3 (17%) 4 (22%) 2.8

OKO 20 (61%) 7 (21%) 3 (9%) 3 (9%) 3.3

IMT 16 (52%) 9 (29%) 5 (16%) 1 (3%) 3.3

Average X 3.16

The table above presents in percentages the extent to which the objectives of SDP

suit organizational aims and objectives. The mean scores for each institution library was

calculated and presented in the table. The mean scores of 3.1 for FCEE, 3.3 for Umunze,

2.8 for Nsugbe and 3.3 each for Oko and IMT, which gives an average mean score of 3.16,

is an indicative of the fact that SDP objectives suit organizational aims and objectives.

Table 12: The extent to which some perceived benefits of SDP is applicable to

individual staff.

ITEMS FCEE UMUNZE NSUGBE OKO IMT AVG

DECISION X X X X X X

Increased productivity 3.8 3.5 3.4 3.2 3.6 3.5 Accept

Improvement in quality of work

3.5 3.6 3.5 2.8 3.0 3.3 Accept

Greater confidence in self

3.5 3.0 3.7 3.3 2.7 3.3 Accept

Ability to take higher responsibility

3.1 2.9 3.0 3.4 2.9 3.1 Accept

The respondents were required to indicate the extent to which some perceived

benefits of SDP are applicable to them. From the table above, increased productivity scored

48

highest on the average having scored an average mean of 3.5. It was closely followed by

improvement in quality of work and greater confidence in self both of which scored

average mean of 3.3. Ability to take higher responsibilities scored 3.1. All items listed were

accepted each having scored higher than the criterion mean of 2.5.

Table 13: The level of satisfaction with the implementation of SDP

LEVEL OF SATISFACTION MEAN

Institutions HS S LS US X

FCEE 2(10%) 5(25%) 7(35%) 6(30%) 2.15

UNUNZE 6(22) 8(30%) 9(33%) 4(15%) 2.59

NSUGBE 3(17%) 4(22%) 6(33%) 5(28%) 2.61

OKO 4(12%) 5(15%) 20(61%) 4(12%) 2.27

IMT 3(10%) 5(16%) 15(48%) 8(26%) 2.10

AVERAGE 2.34

The table above is an indicative of the level of satisfaction of the respondents on the

implementation of SDP in their individual libraries. From the table, Umunze and Nsugbe

scored means of 2.59 and 2.61 respectively indicating that they are satisfied with the

implementation of SDP in their libraries. The other libraries scored means of 2.15 for

FCEE, 2.27 for Oko and 2.10 for IMT indicating low satisfaction. From the table, IMT

seems to be the least satisfied followed by FCEE and then Oko. The average mean of 2.34

indicates that majority of the respondents in all the libraries under study were not satisfied

with the implementation of SDP in their libraries.

49

Table 14: The extent of application of training /developmental benefits to job role

EXTENT OF APPLICATION MEAN

LIBRARIES VGE GE LE VLE X

FCEE 5(25%) 11(55%) 3(15%) 1(5%) 3.0

UMUNZE 8(30%) 13(48%) 3(11%) 3(11%) 2.96

NSUGBE 9(50%) 6(33%) 1(6%) 2(11%) 3.22

OKO 5(15%) 11(33%) 12(36%) 6(18%) 2.52

IMT 15(48%) 12(39%) 3(10%) 1(3%) 3.32

AVERAGE X 3.00

The researcher sought to identify the extent of application of training benefits to job

roles. There is a relatively high application of training benefits to job roles. This is

indicated from the means of individual libraries. IMT scored a mean of 3.32 to rank

highest. Following closely was Nsugbe with a mean score of 3.22. Others, FCEE, Umunze

and Oko scored means of 3.0 2.96 and 2.52 respectively. The average mean of 3.00

indicated high levels of application.

Research Question 4

What are the perceived hindrances for effective implementation of SDP in college and

polytechnic libraries?

50

Table 15: The perceived hindrances for effective implementation of SDP in college

and polytechnic libraries:

ITEMS FCEE UMUNZE NSUGBE OKO IMT AVG

DECISION X X X X X X

Lack of fund 3.6 3.4 3.5 3.8 3.6 3.58 Accept

Bureaucratic bottleneck 2.6 2.8 3.0 3.5 2.6 2.90 Accept Apathetic attitude of benefiting staff 1.8 2.1 2.5 1.8 2.2 2.08 Reject

Lack of cooperation from members of staff 2.1 2.3 2.0 2.7 2.2 2.26 Reject

Insufficient administrative commitment

3.0 2.6 3.2 3.5 2.9 3.04 Accept

Policy & organizational constraint 1.9 2.3 2.1 2.7 1.8 2.16 Reject

Conflict b/w institutional & ind. Benefit

2.1 2.0 1.8 2.2 2.4 2.10 Reject

Inadequate training of trainers 1.6 2.3 1.8 1.7 2.0 1.88 Reject

Lack of opportunity to apply new learning 2.7 2.8 2.6 3.2 2.7 2.80 Accept

Unrealistic expectations 2.2 2.4 2.1 1.8 2.3 2.16 Reject

Staff time involved 2.6 3.1 2.7 3.3 2.7 2.88 Accept

To ascertain the perceived hindrances for effective implementation of SDP, the

researcher listed eleven possible items from which the respondents were required to

indicate the extent each item poses a problem. The result obtained (as shown in the table

above) indicated that out of the eleven items, lack of fund is the greatest problem that cuts

across both college and polytechnic libraries. It scored average mean of 3.58 with

individual means of 3.6 for FCEE, 3.4 for Umunze, 3.5 for Nsugbe, 3.8 Oko and 3.6 for

IMT. The problem of lack of fund was followed by insufficient administrative commitment

that scored 3.04 on the average. Other problems accepted were bureaucratic bottlenecks

(2.90), staff time involved (2.88) and lack opportunity to apply new learning on the job

(2.80). It appears college and polytechnic libraries have similar problems in this regard.

Other items were rejected since they scored less than the criterion mean of 2.5. Apathetic

attitude of benefiting staff scored less than 2.5 in both college and polytechnic libraries

except in Nsugbe where it scored 2.5 hence it was rejected based on the average score. Also

51

rejected was lack of cooperation from members of staff. Even though it scored it scored 2.7

in Oko, it could only score 2.1 in FCEE, 2.3 in Umunze, 2.0 in Nsugbe and 2.2 in IMT

giving it an average mean of 2.26. Since IMT scored 2.2 and Oko 2.7, it becomes difficult

to conclude that it is a problem in polytechnic libraries as against college libraries. The

same is applicable to policy and organizational constraint that scored less than 2.5 in all the

colleges studied but scored 2.7 in Oko and 1.8 in IMT. It was thus rejected having scored

average mean of 2.16. Also rejected were conflict between institutional and individual

benefits, inadequate training of trainers and unrealistic expectations in relation to quality

and quantity of staff development efforts.

Table 16: The effect of exclusion from staff development opportunities on library

staff

EXTENT OF EFFECT OF EXCLUSION MEAN

LIBRARIES VGE GE LE VLE X

FCEE 8(40%) 10(50%) 2(10%) 0(0%) 3.3

UMUNZE 17(63%) 5(19%) 3(11%) 2(7%) 3.4

NSUGBE 6(33%) 9(50%) 2(11%) 1(6%) 3.1

OKO 24(73%) 9(27%) 0(0%) 0(0%) 3.7

IMT 21(68%) 6(19%) 1(3%) 3(10%) 3.5

AVERAGE X 3.4

The respondents were also asked to indicate the extent their exclusion from staff

development opportunities had affected their job roles. The table above shows that such

exclusion had affected the respondents greatly. This is from the fact that the mean for all

the libraries were greater than 3.0. However, the effect appears to be felt more in

polytechnic libraries since Oko and IMT scored as high as 3.7 and 3.5 respectively. Among

the college libraries studied, Umunze scored 3.4, FCEE 3.3 and Nsugbe 3.1 implying also

that exclusion from staff development opportunities had had serious negative effects on

their job roles.

52

Research Question 5

What are the strategies for improving staff development programmes in college and

polytechnic libraries?

Table 17: Ways of surmounting the hindrances for effective implementation of

staff development programmes.

SOLUTIONS FCEE UMUNZE NSUGBE OKO IMT NO % NO % NO % NO % NO %

Including all staff in SDP committee 10 50 8 30 5 28 7 21 8 26

Allocating more fund for SDP 15 75 20 74 12 67 24 73 26 84

Ensuring transparency 20 100 26 96 18 100 30 91 31 100

Dissolving the committee and allowing the lib. admin. take control

8 40 11 41 9 50 11 33 3 10

Appointing you in the committee 3 15 2 7 6 33 5 15 4 13

In a bid to find solutions to the problems of implementing staff development

programmes, the respondents were given several possible options to indicate possible

solutions. Out of the five options, ensuring transparency in implementation of SDP ranked

highest in both the college and polytechnic libraries. In FCEE, it scored 100%, 96% in

Umunze, 100% in Nsugbe, 91% in Oko and 100% in IMT. This is an indication that the

respondents felt that the way and manner SDP are implemented was not transparent. This is

a possible reason why the effect of exclusion was very high in all the libraries studied. The

next solution was the need to allocate more fund for SDP. This item ranked second in all

the libraries having scored 75% in FCEE, 74% in Umunze, 67% in Nsugbe, 73% in Oko

and 84% in IMT. In this case, also, both college and polytechnic libraries answered in the

same direction.

Including all staff in SDP committee ranked third in FCEE (50%), fourth in

Umunze (30%), fifth in Nsugbe (28%), fourth in Oko (21%) and third in IMT (26%). Also,

there was no distinction as it affects college and polytechnic libraries. Appointing self in

SDP committee ranked lowest in almost all the libraries except Nsugbe and IMT where it

ranked fourth. 8 or 40% in FCEE indicated that the committee should be dissolved and the

library administrator to take total control. Whereas in IMT only 3 or 10% were in support

53

of the library administrator taking total control. In Umunze 11 or 41% supported the

dissolution while 9 or 50%, 11 or 33% in Nsugbe and Oko respectively indicated that the

committee should be dissolved and the library administrator to take full control. This

implies that they do not have confidence in the committee. The respondents were asked to

suggest other possible solutions but none did.

Table 18: Steps to be taken to ensure increased proficiency in the absence of staff

development opportunities

FCEE UMUNZE NSUGBE OKO IMT

STEPS NO % NO % NO % NO % NO %

Self effort 12 60 15 56 11 61 22 67 17 55

Register for evening programme

9 45 11 41 13 72 17 52 21 68

Apply for sandwich 15 75 23 85 16 89 24 73 27 87

Resign from job 0 0 0 0 0 0 0 0 0 0

To determine the alternative steps to be taken to improve oneself in the absence of

staff development opportunities, the respondents were asked to indicate the steps they could

take to enrich their capabilities. They were also required to identify other possible steps

apart from the options listed. The result obtained from all the libraries showed that they

would opt for sandwich programmes in the absence of staff development opportunities.

This option ranked highest in all the libraries indicating also similarity in both college and

polytechnic libraries. 15 or 75% for FCEE, 23 or 85% for Umunze, 16 or 89% for Nsugbe,

24 or 73% for Oko and 27 or 87% for IMT opted for sandwich programme. 12 or 60% for

FCEE, 15 or 56% for Umunze, 11 or 61% for Nsugbe, 22 or 67% for Oko and 17 or 55%

for IMT indicated that they would use self effort to develop themselves in the absence of

staff development opportunities. Some of the respondents 9 or 45% for FCEE, 11 or 41%

for Umunze, 13 or 72% for Nsugbe, 17 or 52% for Oko and 21 or 68% for IMT indicated

that they would register for evening programmes in the absence of staff development

opportunities. None of the respondents indicated resigning from the job as an alternative to

staff development opportunities. This is not surprising in view of the high unemployment

rate in the country. It also indicates that college and polytechnic library staff think in the

same direction.

54

Summary of Major Findings

The study examined the state of staff development opportunities in both college and

polytechnic libraries. The differences and similarities of the extent of availability and

practice of staff development programmes in individual libraries was studied. Firstly, the

study revealed that library staff from all the institution libraries studied accept that training

on information communication technology (ICT) is the most important training need

required of a library staff. The other areas training is required in their order of importance

include circulation control, reference services, serials control, cataloguing and

classification, online research skills and ordering and acquisition. The study also revealed

that performance appraisal is available in all the libraries studied. Also available are:

induction/ orientation of new staff, job rotation, teaching, research and publication,

sandwich programmes and counseling/ mentoring. Members of library staff are not allowed

to engage in regular courses/ programmes and correspondence courses. Computer assisted

instruction, visits, guest lectures and outside consultants are not available in any of the

libraries studied.

The study also revealed that management staff benefit from staff development

opportunities more than every other category of library staff. The next group that benefits

from staff development opportunities in their descending order includes senior librarians,

chief librarians, library officers, librarian II and librarian I. Library assistants, library

attendants and technical officers seldom benefit from staff development programmes. From

the study, the most frequently used criterion in selecting staff for development programmes

is relevance with regard to service area. Another important criterion frequently used by the

libraries is rotational according to seniority. Area of interest is also another criterion used

by most of the libraries studied. The least used criteria are favouritism and lot. All the

college libraries studied accepted that the college the college staff development committee

was responsible for preparing /updating the staff development policies whereas all the

polytechnic libraries that preparing /updating the policy rested on the library staff

development committee. On the extent of the suitability of staff development policy

objectives to the organizational aims and objectives, all the libraries accepted that the

objectives of staff development policy are suitable in the achievement of library objectives.

However, the polytechnic libraries rated it higher indicating greater acceptance.

The study further revealed that all the libraries accepted that increased productivity,

improvement in quality of work, greater confidence in self and ability to take higher

55

responsibilities are perceived benefits staff development opportunities. On the level of

satisfaction on the implementation of staff development programmes, only two college

libraries are satisfied with the implementation. Conversely, all the polytechnic library staff

indicated that they are not satisfied with the implementation of staff development

programmes in their libraries. On the application of training benefits to job roles, IMT

applies training benefits to their job roles more than the other libraries. It is least applied in

Oko.

The study showed that lack of fund is the greatest problem for effective

implementation of staff development programmes. This problem ranked highest in both

college and polytechnic libraries. Following closely the problem of lack of fund is

insufficient administrative commitment and bureaucratic bottleneck. The least, which they

felt do not pose serious problem is inadequate training of trainers and apathetic attitude of

benefiting staff. The study further revealed that exclusion from staff development

programmes /opportunities greatly affect their job roles. In this circumstance, polytechnic

libraries showed greater degree of concern over exclusion more than the college libraries

having topped all the college libraries on the average mean.

On what should be done to remedy the situation, both the college and polytechnic

library staff accept that the whole process should be transparent and that more fund should

be provided for staff development programmes. They rejected their being appointed in the

membership of the committee as a solution. They also rejected resigning from the job as a

possible solution to develop oneself. Rather, they opted for sandwich programmes, sponsor

self to seminars, conferences and workshops or register for evening programmes.

On the objectives of staff development programmes, both college and polytechnic

library staff accept that the objectives of their staff development programmes are; to enable

staff make more effective contribution to the library; to make the individual look for

satisfaction that go beyond economic. Others are, to enable staff cope with the challenge of

complex modern technology; to enable the staff develop a life of his outside the library; to

make staff receptive to change and innovation and; to respect the dignity of employees. The

study further revealed that low productivity, low quality output and evidence of lack of

interest in one’s job are major determinants used by library administrators in selecting a

staff for training programmes. Other important considerations include; excessive

complaints and high incidence of accidents. Insubordination, tardiness and high incidence

of accidents are seldom used determinants.

56

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

This chapter discusses the result of the findings according to each purpose of the

study. The revelations of the study are presented in the conclusion. It also indicates the

implications of the study, recommendations, suggestions for further research and the

problems encountered by the researcher in the course of this study.

Training and development needs of library staff

One important revelation of this study is the need library staff in all the institution

libraries studied had for training in ICT. This is evident in the individual library percentage

need for training in ICT and the average percentage mean of 96%. Scholars such as

Nwachukwu (2007), Ogbonna (2003), Mole (2006) and, Ugwuanyi and Eze (2009) share

with this view of making ICT competencies a priority in the present information age. Also,

Ejimofor (2003) averred that most librarians, especially the older ones, had their

professional training in the basic rudiments of traditional librarianship without any

preparation or training to cope with the demands of information technology. He further

recommended a training programme in ICT to enable them cope with current development

in the field.

Surprisingly however, the library staff prefer training in circulation, reference

services and serials control more than cataloguing and classification which scored 75% on

the average. Another important revelation on training needs is MIS, which scored 39% on

the average irrespective of its relevance in library services delivery.

From the study, library administrators agree that low productivity, low quality

output, excessive complaints, high incidence of accidents, lack of interest in one’s job,

negative attitude to work are all determinants of training needs. Nwachukwu (1988) shares

this view when he contends that indications that employees in any organization require

training are manifested when an employee displays some or all of the following tendencies;

lack of interest in his/her job, negative attitude to work, low productivity, tardiness,

excessive absenteeism rate, high incidence of accidents, low quality output,

insubordination. The average percentage score ranging from 40 - 100% support this

position. There seem to be an agreement between training needs in college and polytechnic

libraries as all the respondents in the two types of institutions shared similar views.

57

Staff development opportunities available in college and polytechnic libraries

One major staff development opportunity available in all the libraries studied was

staff performance appraisal. This item scored 100% in all the libraries (both college and

polytechnic) indicating that every library appraise their staff performance periodically.

Scholars such as Elliot (1993), Weber (1974), Martell (1978) and Varlejs (1987) identified

components of SDP to include performance appraisal.

Following in descending order of importance from the respondents rating included;

induction /orientation of new staff (97%), job rotation (93%), teaching (73%), research and

publication (68%), sandwich programmes (56%) and committee work (52%). It is usual

that every new employee in an organization is given an induction /orientation to enable him

/her familiarize with the work environment hence it scored as high as 97%. Job rotation is

also a common phenomenon in the library given the various sections /divisions of the

library. Each staff is expected to move periodically from one section to the other in order to

familiarize with the activities that go on in the entire sections of the library. Teaching

especially in the use of the library has been a major preoccupation of librarians since

librarians were accorded academic status. Moreover, in colleges of education, NCCE

(1994) specifies that a qualified librarian should teach the use of the library. One major

criterion of an academic staff is research and publication. This requirement emanates from

the academic status of librarians hence, research and publication scored as high as 68%.

The study revealed that library staff undertake sandwich programmes (56%) as

against regular (0%) or part time programmes (9%). Civil service rules forbid regular

programmes for full time employees. The analysis of data also revealed that library staff do

not engage in correspondence courses, in-service workshops, computer-assisted

instructions, visits. They also do not receive guest lectures or outside consultants. The

average percentage scores of these staff development opportunities were abysmally low

irrespective of their relevance in enriching staff potentials as outlined by Varlejs (1987).

The extent staff development programmes meet training and development needs

This study revealed that the library administrators see the following as the

objectives of staff development programmes: to enable staff make more effective

contribution to the library (100%); to enable staff cope with the challenge of complex

modern technology (100%) and, to make staff receptive to change and innovation (100%).

Others are, to respect the dignity of employees (80%); to make the individual look for

satisfaction that go beyond economic (60%); and to enable the staff develop a life of his

58

outside the library (40%). This corroborates the objectives of staff development

programmes as outlined by scholars like Ifidon (1985), Meyer (1996). The study further

revealed that the objectives of staff development programmes are suitable to the

organizational aims and objectives. Both college and polytechnic library staff answered in

the same direction giving an average mean score of 3.16. This indicates that, largely, the

objectives of SDP are suitable to the achievement of the aims and objectives of college and

polytechnic libraries.

The study identified management staff as the highest beneficiaries of training/

developmental opportunities compared with the other categories of library staff. The

analysis of data showed an average mean score of 3.1 for the management staff. The senior

librarians (2.8), chief librarians (2.7), library officers (2.7), librarians 11 (2.6) and librarians

1 (2.5) are among the groups that receive training opportunities. This is the case in both

college and polytechnic libraries even though Obijiofor (1988) in her empirical survey of

manpower development needs for effective job performance in academic libraries in

Anambra and Enugu states found among other things that this category of library staff have

some training needs for effective job performance. Specifically, she recommended that the

library administration should make provision for library assistants’ training programmes in

academic libraries. Onuoha (1991) also identified the need for lower level or technical

employees to undergo training in order to perform in their present job and be exposed to

new ideas. Elliot (1983) recommended staff development opportunities for all levels of

staff in an academic library.

It is disheartening that these categories of library staff still suffer this neglect and

deprivation in training opportunities as evidenced in this study. However, a somewhat

contradicting revelation of this study is the criteria employed in selecting staff for training

opportunities. Relevance with regard to service area, rotational according to seniority and

based on area of interest scored 3.2, 3.1 and 3.0 respectively. This is partly in conflict with

the neglect of junior cadre library staff as indicated above. That is to say, if selection for

training programmes is partly based on area of interest, rotational according to seniority and

relevance to service area, how then are junior cadre library staff neglected? Moreover,

selection is not based on favouritism and lot as indicated in table 6. There seems to be a

contradiction with the way the respondents responded to the availability of training

programmes to different groups of library staff.

On the responsibility for preparing /updating staff development policies, it is

evident from table 8 that whereas the responsibility lies on the college development

59

committee in college libraries, Varlejs(1987), Hewton (1980) and Elliot (1983), it rests on

the library staff development committee in polytechnic libraries in accordance with the

views of Bryson (1996). One very important benefit of SDP as indicated in table 10 was

increased productivity. This is in line with the views of Mahapatra (2002) who averred that

there could be increased productivity through staff development and training. The

respondents generally indicated that SDPs also lead to improvement in quality of work,

greater confidence in self and gives staff ability to take higher responsibilities.

With an average mean of 2.34, the overall level of satisfaction of library staff with

the implementation of staff development programmes in both college and polytechnic

libraries seem to be very low. With individual mean scores of 2.27 and 2.10 for Oko and

IMT respectively, it indicated dissatisfaction with the implementation of SDP in

polytechnic libraries. However, two out of the three college libraries studied (Umunze and

Nsugbe) had mean scores of 2.59 and 2.61 indicating satisfaction with the implementation

of SDP. But, FCEE had individual mean of 2.15 indicating low satisfaction. As a result, it

becomes difficult to conclude that the implementation of SDP is more effective in college

libraries than in polytechnic libraries.

The application of training benefits to job roles was remarkably high with an

average mean score of 3.00. The least in the individual mean scores came from Oko (2.52)

followed by Umunze (2.96) whereas the highest was IMT with individual mean score of

3.32.

The perceived hindrances for effective implementation of SDP

The study revealed some hindrances for effective implementation of staff

development programmes in college and polytechnic libraries. With an average mean score

of 3.58, lack of fund was perceived the greatest problem affecting both college and

polytechnic libraries. This is in line with Varlejs (1987), Arua (2002) and Asogwa (1998)

who identified lack of funding as a major problem that impinges on the development of

SDPs in African libraries. Also, Elliot (1983) agrees that lack of funding constitute a major

obstacle to effective SDP in academic libraries. Another major obstacle from the point of

view of respondents was insufficient administrative commitment (3.04). Bureaucratic

bottleneck (2.9), staff time involved (2.88), and lack of opportunity to apply new learning

on the job (2.80) were all accepted as posing serious problems in effective implementation

of SDP in both college and polytechnic libraries. Inadequate training of trainers as a factor

with an average mean score of 1.88 was rejected as a hindrance having scored individual

60

means of 1.6 for FCEE, 2.3 for Umunze, 1.8 for Nsugbe, 1.7 for Oko and 2.0 for IMT

resulting to the average mean of 1.88. In this case, both college and polytechnic libraries

responded along the same line of thought. Also rejected in the order of response were

apathetic attitude of benefiting staff (2.08), conflict between institutional and individual

benefits (2.10) and, unrealistic expectation in relation to quality and quantity of staff

development efforts (2.16). Others were policy and organizational constraint (2.16) and,

lack of cooperation from members of staff (2.26). These barriers as listed by Varlejs (1987)

were rejected since they did not score up to the criterion mean of 2.5. A noteworthy

revelation in the responses from college and polytechnic staff was the similarity in

identifying these problems. For example, some of the items rejected scored individual mean

of less than 2.5 in both institutions.

Another problem area that the researcher sought to identify was the effect of

exclusion from SD opportunities on individual staff job role. With individual mean scores

of 3.7 for Oko and 3.5 for IMT, the effect seemed to be felt more in polytechnic libraries.

Among the college libraries studied, Umunze ranked first with individual mean of 3.4

followed by FCEE (3.3) and Nsugbe (3.1) giving an average mean of 3.4 for both college

and polytechnic libraries indicating a high extent of effect.

The strategies for improvement

On the strategies for improving staff development programmes in college and

polytechnic libraries, the study yielded fruitful results from the responses of library staff.

One of the most important strategies toward improving SDP is ensuring transparency in its

implementation. This is evident in the individual percentage ratings of 100% for FCEE,

96% for Umunze, 100% for Nsugbe, 91% for Oko and 100% for IMT. Ensuring transparent

implementation of SDP ranked highest among all the other solutions suggested for the

respondents in both college and polytechnic libraries. Following closely is allocating more

funds for SDP. In this item also, both college and polytechnic libraries ranked it second as

the individual percentages were 75% for FCEE, 74% for Umunze, 67% for Nsugbe, 73%

for Oko and 84% for IMT. Two college libraries, Umunze and Nsugbe preferred dissolving

the committee as it is presently constituted and allowing the library administrator to take

total control of the programme. FCEE preferred including all staff in SDP committee (50%)

to dissolving the committee and allowing the library administrator take total control (40%).

Oko (21%) and IMT (26%) neither liked including all staff in SDP committee nor

appointing oneself in the committee (15% for Oko and 13% for IMT). Thus leaving us with

61

the conclusion that the respondents prefer ensuring transparency in the implementation of

SDP, allocating more fund for SDP, dissolving the committee and allowing the library

administrator to take total control and, including all staff in SDP committee in their

descending order of priority as the solutions to effective implementation of staff

development programmes in both college and polytechnic libraries.

On the steps the library staff would take in developing oneself in the absence of

staff development opportunities in their libraries, the respondents showed preference to

applying for sandwich programmes as the next best alternative. This is indicated in the

individual percentage scores of 75% for FCEE, 85% for Umunze, 89% for Nsugbe, 73%

for Oko and 87% for IMT. In this case, also, both college and polytechnic libraries towed

the same line of thought. However, 60% from FCEE preferred using self-effort to develop

oneself whereas 45% preferred registering for evening programmes. In Umunze, 56%

preferred seeking self-effort while 41% opted for evening programmes. In the polytechnic

libraries also, 67% in Oko preferred self-effort while 52% were for evening programmes.

Whereas in IMT, 68% preferred registering for evening programmes and 55% went for

self-effort. None of the respondents in both college and polytechnic libraries indicated

resigning from the job to develop oneself hence; it scored 0% in all the five libraries

studied.

Conclusion

The study assessed staff development programmes in college and polytechnic

libraries in Anambra and Enugu states. The study revealed that:

1. There are various forms of staff development opportunities available in college and

polytechnic libraries.

2. Library staff prefer training in ICT to any other aspect of developmental

programmes.

3. The study revealed that management staff in both libraries benefit from staff

development opportunities more than other groups of library staff. The junior cadre

library staff are neglected in developmental opportunities.

4. The most popular criteria used for selecting staff for developmental programmes is

relevance with regard to service area.

5. College and polytechnic libraries have laudable SDP objectives capable of helping

their libraries realize her objectives.

62

6. Staff development opportunities lead to increased productivity, improvement in

quality of work and guarantees greater confidence in oneself.

7. The level of satisfaction with regard to implementation of SDP is generally low in

polytechnic libraries,

8. Lack of fund and insufficient administrative commitment constitute major obstacles

to effective implementation of SDP in college and polytechnic libraries.

9. Ensuring transparency in the implementation of SDP and allocating more fund to

SDP are two major solutions to effective implementation of SDP in college and

polytechnic libraries.

Implications of the study

There is need to take proactive steps in providing enough staff development

opportunities in college and polytechnic libraries. Under the present circumstance, the level

of SDP in college and polytechnic libraries leaves much to be desired. This is happening at

a time when the world is moving from information to knowledge societies. The role of the

library staff in the evolving knowledge societies is enormous. As a result, there is great

need to retrain library staff to cope with the challenges of this present situation. Ugwuanyi

and Eze (2009) in their study found out that there is low level of ICT competencies among

college library staff. The only remedy is to explore developmental opportunities to keep the

library staff up-to-date with the current trend in the information business.

Many problems militate against the provision of adequate developmental

opportunities in college and polytechnic libraries. Parent institutions should allow college

libraries to evolve their own staff developmental programmes committee and provide

enough fund for its implementation.

Recommendations

Based on the findings and conclusion of the study, the following recommendations

are made:

1. College and polytechnic libraries should be well funded by their parent institutions

so that adequate staff development opportunities will be provided for the library

staff.

2. College and polytechnic library administrations should ensure transparencies in the

implementation of staff development programmes.

63

3. College and polytechnic administrations should show more commitment to staff

development programmes.

4. The junior cadre library staff should be given more opportunities in staff

development programmes.

5. Emphasis on staff development should be on information communication

technology.

6. Opportunities should be provided to apply training /development benefits to job

roles.

Suggestions for further research

More research work is needed to further explore the state of SDP in academic

libraries. Suggested areas include:

1. Assessment of staff development programmes in university libraries.

2. The role of staff development opportunities for effective library services

delivery in academic libraries.

Limitations of the study

The researcher experienced some problems in the course of this study. The

administration and collection of the questionnaire in Oko were greeted with some

difficulties including the unwillingness of some of the library staff to fill the questionnaire.

Many of the respondents complained of poor incentives and maladministration and hence

were hesitant at filling any questionnaire since, according to them; those ones earlier filled

had not changed the situation in this country. However, after series of visits and conviction

they obliged to my request. At IMT, the researcher had to visit several times for the

administration and collection of the questionnaire due to tight schedule in their offices.

These problems resulted in less than 100% return of the questionnaire.

Summary

This research work was aimed at assessing the staff development programmes in

some college and polytechnic libraries in Anambra and Enugu states. The specific

objectives included five areas:

Firstly, it identified the training and development needs of library staff in college

and polytechnic libraries. Secondly, it ascertained the availability of SDP in college and

polytechnic libraries. Furthermore, it identified the extent to which these programmes meet

64

training and development needs of the staff and the library. Fourthly, it identified the

barriers to effective implementation of SDP in these college and polytechnic libraries.

Lastly, it determined the strategies for improving SDP.

The research work covered five academic libraries – FCEE, FCE, Umunze,

NOCOE, Nsugbe, FEDPOLY Oko and IMT. Data for the study were collected using

questionnaire. Statistical data collected were presented in tables showing percentages, mean

scores and average mean scores. Textual explanations followed each table.

The findings from the study indicated that library staff are desirous of training in

ICT above other areas of staff development opportunities; some staff development

opportunities are available in college and polytechnic libraries; the lower cadre library staff

are marginalized in staff development opportunities; consideration for selection in SDP are

based on relevance with regard to service area and rotational according to seniority;

polytechnic library staff are not satisfied with the implementation of SDP; lack of fund and

insufficient administrative commitment impinge on effective implementation of SDP;

instead of resigning from the job to develop oneself, college and polytechnic library staff

prefer to apply for sandwich programmes; low productivity and low quality output are

major criteria used in selecting staff for SDP.

The research work concludes that effort should be geared toward improving the

state of SDP in college and polytechnic libraries by providing more fund and more

administrative commitment to enable these categories of library staff cope with the

challenges of the time.

65

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APPENDIX I

Questionnaire for professional, para-professional librarians and non-professional library staff

Title: STAFF DEVELOPMENT PROGRAMMES IN COLLEGE AND POLYTECHNIC LIBRARIES QUESTIONNAIRE (SDPQ).

Dear Sir/Madam, I am a postgraduate student of the Department of Library and Information Science, University of Nigeria, Nsukka carrying out a research on staff development programmes in college and polytechnic libraries. The study is in partial fulfilment for the award of Masters in Library and Information Science of the university. The research is purely for academic exercise; hence your views/opinions shall be treated with utmost confidentiality. Thank you for your anticipated cooperation.

Yours faithfully,

Eze, C. Onyebuchi PG/MLS/00/28230

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PART ONE BACKGROUND INFORMATION Type of library: College library Institute/polytechnic library Name of institution: Position occupied (rank): Service area/unit: Qualifications: Number of years in service (tick as appropriate)

0-5 6-10 11-15 over 15

Gender: male female Job title: Library attendant Library assistant Library officer Professional librarian PART TWO Please tick (√ ) as appropriate. TRAINING NEEDS

1. Which are your training and development needs? (Tick as many as apply.) Cataloguing and classification Ordering and acquisition Serials control Reference services Circulation control Information and Communication Technology (ICT) Management information services (MIS) Public and interpersonal relations Online research skills Modern audio-visual skills Others, please specify

CONTENT

2. What staff development programmes are available in your college/polytechnic library? (Tick as many as apply). Induction/orientation of new staff In-service workshop Outside workshop Courses Seminars Guest lectures Outside consultants Professional conferences Committee work Performance appraisal Counseling/mentoring Research and publication

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Study leaves part- time programmes Sandwich programmes Regular programmes Job exchanges Visits (other libraries, agencies etc) Teaching Job rotation Correspondence courses Computer assisted instruction Others, please specify ADEQUACY

3. To what extent are staff development opportunities available to the following

categories of library staff? VGE (Very Great Extent), GE (Great Extent), LE (Low Extent) VLE (Very Low Extent). VGE GE LE VLE Management staff Chief librarians Senior librarians Librarian I Librarian II Library officers Library assistants Library attendants Technical staff

4. To what extent are the following criteria used in selecting staff for staff development programmes in your library? VGE GE LE VLE Rotational according to seniority By lot At the whims and caprices of library administrator Based on area of interest Relevance with regard to service area Favouritism

5. Where your library has a staff development policy, who was/ is responsible for the preparation/ updating the policy? Library staff development committee College/ polytechnic staff development committee College/ polytechnic librarian Responsibility of all library staff Others, please specify

6. To what extent do the objectives of your library VGE GE LE VLE staff development programmes suit your organizational aims and objectives?

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7. To what extent are the following perceived benefits of staff development programmes applicable to you? VGE GE LE VLE Increased productivity Improvement in quality of work Greater confidence in self Ability to take higher responsibility

Others, please specify 8. What is your level of satisfaction with the way staff development programmes are being implemented in your library?

Highly satisfied

Satisfied Lowly Satisfied

Unsatisfied

9. To what extent have you applied your training/ developmental benefits to your job role/responsibility?

VGE GE LE VLE

PROBLEMS OF STAFF DEVELOPMENT PROGRAMMES

10. To what extent are the following perceived hindrances for effective implementation of staff development programmes applicable in your library?

VGE GE LE VLE

Lack of fund Bureaucratic bottleneck

Apathetic attitude of benefiting staff Lack of cooperation from members of staff Insufficient administrative commitment Policy and organizational constraint Conflict between institutional and individual benefits Inadequate training of trainers Lack of opportunity to apply new learning on the job Unrealistic expectation in relation to quality and quantity of staff development efforts Staff time involved (i.e., leaving one’s duty to attend developmental programmes)

11.To what extent has your exclusion from staff development programmes of your library affected your job role?

VGE GE LE VLE

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SOLUTIONS

12.How do you think the hindrances for effective implementation of staff development programmes in your library can be surmounted? Tick as

many as apply) Including all staff in SDP committee Allocating more fund for SDP Ensuring transparency in the implementation of SDP Dissolving the committee and allowing the library administrator take total control Appointing you in SDP committee Others, please specify

13. In the absence of staff development programmes, what steps would you take to ensure increased proficiency in the discharge of your duties?

Self effort (seeks admission on your own, sponsor self to seminars, workshops, conferences etc). Register for evening programmes. Apply for sandwich/distance education programmes. Resign from the job. Others, please specify.

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PART THREE (for library administrators only)

14. Which of the following are your library staff development programmes objectives? (Tick as many as apply).

To enable staff make more effective contribution to the library To make the individual look for satisfaction that go beyond economic. To enable staff cope with the challenge of complex modern technology. To enable the staff develop a life of his outside the library. To make staff receptive to change and innovation. To respect the dignity of employees. Others, please specify.

15.How do you determine when an employee needs training? (Tick as many as apply)

When he shows lack of interest in his/her job When he shows negative attitude to work Low productivity Excessive complaints Low quality output High incidence of accidents Insubordination Others, please

16. To what extent do you use each of these indicators to determine when your staff need training?

VGE GE LE VLE Lack of interest Negative attitude to work Low productivity Tardiness Excessive absenteeism rate Excessive complaints Low quality output High incidence of accidents

Insubordination

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APPENDIX TWO

Population of study by institution library

Name of institution library

No of professional

librarians

No of para-professional

librarians

No of non-professional library staff

Total

F.C.E., Eha-Amufu 6 1 13 20

F.C.E.,(T), Umunze 4 3 23 30

Nwafor Orizu COE, Nsugbe

4 2 15 21

FEDPOLY, Oko 8 4 25 37 IMT, Enugu 7 4 23 34

Total 29 14 99 142