CHAPTER ONE INTRODUCTION 1.1 Background to the study Bolger(2000) defined capacity as the abilities, skills understanding, attitudes, values, relationships, behaviours, motivations, resources and conditions that enable individuals, organizations, network/sectors and broader social system to carry out functions and achieve their development objectives over time. According to Umar (2004), a number of professional development activities have been created; however, nearly all these activities and programmes revolve around continuing professional education. Continuing education plays an important part in professional development. Training and retraining, staff exchanges, links with similar and related professions, etc are other activities professionals undertake to develop themselves. The concept of capacity has been defined as the power of something to perform or to produce. From the UNDP perspectives, it is the ability of individuals and organizations or units to perform functions effectively, efficiently, or sustainably. Alternatively, it can refer to the people, institutions, and practices that enable a country to achieve its development objectives. Capacity has both human and institutional dimensions with the following components: skilled human resources 1
114
Embed
CAPACITY BUILDING OF LIBRARY STAFF OF SELECTED SPECIAL LIBRARIES IN OYO-STATE, NIGERIA.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Bolger(2000) defined capacity as the abilities, skills understanding, attitudes,
values, relationships, behaviours, motivations, resources and conditions that enable
individuals, organizations, network/sectors and broader social system to carry out
functions and achieve their development objectives over time. According to Umar
(2004), a number of professional development activities have been created; however,
nearly all these activities and programmes revolve around continuing professional
education. Continuing education plays an important part in professional development.
Training and retraining, staff exchanges, links with similar and related professions, etc
are other activities professionals undertake to develop themselves.
The concept of capacity has been defined as the power of something to perform or
to produce. From the UNDP perspectives, it is the ability of individuals and organizations
or units to perform functions effectively, efficiently, or sustainably. Alternatively, it can
refer to the people, institutions, and practices that enable a country to achieve its
development objectives. Capacity has both human and institutional dimensions with the
following components:
skilled human resources
leadership and vision
viable institutions
financial and material resources and
effective work practices, including systems, procedures and appropriate
incentives.
Capacity building according to Ballantyne et. al (2000) is the process by which
individuals, groups, organisations, institutions and societies develop abilities
(individually and collectively) to perform functions, solve problems, set and achieve
objectives. It involves acquiring skills and knowledge. Capacity building also enables one
to be aware of new possibilities and empowered by gaining new skills upgrading their old
skills. (Mabawonku, 2001)
Special libraries are libraries maintained by individual corporations, associations,
1
government agencies, international organisations or any other groups within the society.
These types of libraries are primarily designed to serve limited number of experts,
scientists, researchers with specialised needs, hence the need for competent hands to man
the affairs of these libraries to make the objective of making information resources
available to achieve the overall goals and objectives of the organisation (Bender, 1998).
Special libraries are special because they vary so widely in their organizational structure,
purpose, function, level of support and size that it is difficult to generalize about them.
Special libraries may include those with collections devoted to materials on a single
subject or related group of subjects (art libraries, business libraries, law and medical
libraries); others may be described by the form of material collected (map libraries and
picture libraries). Many can be described in terms of their parent organizations (museum
libraries and government libraries). Furthermore, special libraries may be either publicly
or privately supported. The most significant characteristic which distinguishes the special
library from other types of libraries, however, is that it is established to obtain and exploit
specialised information for the private advantage of the organisation which provides its
financial support whether the parent organization is a government agency, business or
industrial company or group of companies, a nonprofit organisation, private society or
institution, a research association, or a hospital.
There are other important differences which distinguish the special library from
the academic or public library. Typically, the special library tends to be comparatively
small in the size of its collection, in the space occupied and in the size of staff. At the
same time, its clientele forms a more clearly-defined community in terms of its
objectives, in relation to the parent organization and its products and services. Many
special libraries provide services exclusively to their own organizations and are not open
to the public except through special arrangement. There may be, in fact, situations in
which information or a certain part of the collection is regarded as proprietary or
confidential and accessible only to designated individuals on a need-to-know basis.
Above all, it is the users who are the raison d’etre for the existence of the special library,
all their information needs related to the organization’s mission and development must be
met. Larson (1983).
The following are the services rendered in modern special libraries:
2
Internet/ database searches and retrieval;
electronic deliver of documents regardless of the location;
maintaining library’s catalog on the web;
inter- library loan;
reference services either electronically, phone, or at the circulation desk;
lending of books and journal;
selective dissemination of information (SDI);
indexing and abstracting services;
publishing and alerting services; and
records management and archival functions.
Special librarians and other library staff need some level of skills and competence to be
able to render these services effectively. Canadian Association of Research Libraries
(2010) identified some skills which librarians in the 21st century must possess which are;
interpersonal skills, leadership and management skills, collection development skills,
information literacy skills, information technology skills, and must embark on research
and contribute to the development of the profession.
The management and staffing of special libraries are more varied and distinct than
that found in other types of libraries. Often the administrator responsible for the library is
not a librarian but a director or officer of a major department or division. In business and
industrial libraries, the director of research and development or the vice presidents of
marketing may be given responsibility for administering the library or information center.
These administrators usually hire library and information staff that supports their own
conceptions of library services. Thus if a research and development (R&D) director
considers library services important, then that person will provide a sufficient number of
well-trained staff members to support the R&D function. Such a library might have a
staff of information professionals supported by technicians and clerks.
The personnel working is special libraries and information centers usually have
more varied backgrounds than those working in other types of libraries. Ideally,
personnel should have both library and subject expertise. The special librarians or
information specialist may have a degree in a subject specialty as well as in library
science, and the staff may also include subject and language specialist. This subject
3
expertise may be so important to companies and businesses that they may prefer a
technician with subject specialization to a professional with a master’s degree in library
or information science. Large libraries often include professional librarians or
information scientist backed up subject specialist, technicians, programmers and clerks.
In some cases, the only staff member in a special library may be a secretary who
has been put in charge of collection of books and magazines. While in some special
libraries, someone who is a librarian or information specialist in name only may
supervise several clerks and technicians. This manager may have a degree in the subject
specialty of the parent’s corporation or institution but may not have any knowledge of
library or information science. Sometimes library services may be outsourced, some
organisations may hire a professional library consultant to set up a library that is then
turned over to lower-paid personnel who are charged with the responsibilities of carrying
out daily operations (Fourier and Dowell, 2002).
1.2 Statement of the problem
Libraries in the twenty first century engage in complex activities .The users most
especially in special libraries have diverse information needs in different formats.
Application of information and communication technology into library activities is daily
posing new challenges to librarians, there is need for librarians who want to remain
relevant and keep their jobs to rise up to the challenge and get equipped through capacity
building programmes that would afford acquisition of skills needed to remain functional
in the modern library environment.
The need for capacity building becomes imperative because the main focus of
courses and training in Nigerian tertiary institutions where librarians are trained are
theoretical based with little opportunity for skills development. Librarians are quick at
jumping at training as a means of capacity building without critically analyzing the skill
requirement of the organisations and what employee will practically contribute to the
organisation after the training programme. Capacity building is the only way
professionals and supporting staff of special libraries could possess abilities, skills,
understandings, attitudes, values, relationships, behaviors, motivations, resources and
4
conditions that enable individuals and organizations, to carry out functions that could
help in achieving goals and objectives of the parent organisation.
1.3 Objectives of the study
The objectives of the study are to:
1. identify types of capacity building programmes of the selected special libraries in
Oyo state;
2. find out the benefits of the capacity building programmes to the libraries and to
the library staff;
3. identify staff perception of capacity building programmes in these special
libraries;
4. investigate the level of management commitment to staff capacity building in the
selected special libraries in Oyo-state;
5. recommend ways of promoting capacity building of library staff for the benefit of
these libraries.
1.4 Research question
The following questions are raised for the study:
1. What are the types of capacity building programmes employed by the management of
the special libraries?
2. What are the benefits of capacity building activities to the libraries and to the library
staff?
3. What is the perception of staff about the capacity building programmes of the
special libraries?
4. What is the level of the commitment of the management to staff capacity building?
5. How can staff capacity building be promoted in special libraries?
1.5 Scope of the Study
The focus of this study is ten special libraries in Ibadan Oyo state. Sample comprises
library and information science professionals and supportive staff at Nigerian Institute of
Social and Economic Research (NISER) Library, E. Latunde Odeku Medical Library,
Cocoa Research Institute of Nigeria (CRIN) Library, Forest Research Institute of Nigeria
5
(FRIN) Library, Nigerian Horticultural Research Institute (NIHORT) Library and
Institute of Agricultural Research and Training(IAR&T) Library, Dominican Institute
Library, Immanuel College of Theology and Christian Education Library, Nigerian
Institute of Science Laboratory Technology(NIST) Library and 2 Division Library of the
Nigerian Army.
1.6 Significance of the Study
The significance of this study first and foremost lies in its contribution to the existing
body of knowledge on capacity building of library staff. The study would therefore help
library managers, information professionals, employees of special libraries and other
types of libraries to adopt capacity building of staff as a strategy that can aid the
achievement of both corporate and individual goals and objectives. The study will also
serve as a useful resource material for students of library, archival and information
studies and those already in the field most especially those who want to research on
capacity building in terms of training and development and serve as a source of
encouragement for students and researchers who want to conduct their researches on
special libraries because majority of the students are only emphasizing academic libraries
without thinking much on this most important type of library that can accelerate our
technological and industrial development.
1.7 Operational definition of Terms
In this study the following terms are briefly defined:
Capacity building: Capacity building is the process of equipping individuals
with the understanding, skills, access to information, knowledge and training that enables
them to perform effectively.
Competency: can be seen as the underlying behaviours that are regarded as
necessary to achieve a desired outcome. It is something that can be demonstrated.
Continuing education can be referred to as a career-long process of improving
and updating skills, abilities and competencies of staff by regular in –service training and
education, supported by external courses.
Continuing professional education refers to education that takes place once
professional qualification is achieved, with the intent of maintaining competence and/or
learning new skills.
6
Development: This is defined as an “act or instance of developing; the process of
being developed, a stage of growth and advancement”. Development can also refer to
staff development and organizational development.
Special library: Special libraries are libraries maintained by individual,
corporations, associations, government agencies, international organisations or any other
groups within the society. This type of library is primarily designed to serve a limited
number of experts, scientist, researchers with specialized needs hence the need for a
competent personnel to man the affairs of the library so that the goal of making
information available to the users for the attainment of the vision and mission of the
parent body would be attainable.
Training: Training is the act or process of teaching or learning a skill or
discipline. It is also noticed that the human resources management/ development
definition of training does not differ significantly. This is a planned and systematic effort
to modify or develop knowledge, skills and attitudes through learning experiences to
achieve effective performance in an activity or range of activities
7
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
Relevant literature shall be reviewed under the following headings:
Concept of training and development
Concept of Capacity building
Levels and types of capacity building
Library capacity building
Benefits of training
Various methods of training in library and information centres
Characteristics and types of special libraries in Nigeria
Categories of staff in special libraries
2.2 Concepts of training and development
Jones, George and Hill, (2000) viewed training as primarily focused on teaching
organisational members how to perform their current jobs and helping them acquire the
knowledge and skills they need to be effective performers. Goldstein & Ford (2002) see
training as a systematic approach to learning and development to improve individual,
team, and organizational effectiveness. According to Abiodun (1999) training is a
systematic development of the knowledge, skills and attitudes required by employees to
perform adequately on a given task or job. It can take place in a number of ways, on the
job or off the job; in the organization or outside organization. Adeniyi (1995) observed
that staff training is a work activity that can make a very significant contribution to the
overall effectiveness and profitability of an organization. He therefore, provides a
systematic approach to training which encases the main elements of training. According
to him, the effectiveness and success of an organization lies on the people who form and
work within the organization. It follows therefore that the employees in an organization
to be able to perform their duties and make meaningful contributions to the success of the
organizational goals need to acquire the relevant skills and knowledge.
The purpose of training is to improve knowledge and skills and to change attitude,
Mullins (1999) argued that training is capable of producing the following benefits:
8
• Increase the confidence, motivation and commitment of staff;
• Provide recognition, enhanced responsibility, and the possibility of increased pay and
promotion;
• Give feeling of personal satisfaction and achievement, and broaden opportunities for
career progression; and
• Help to improve the availability and quality of staff.
Laird (1985) defined training as an experience, a discipline or a regimen, which
causes people to acquire new, predetermined behaviours. The effectiveness and success
of an organization therefore lies on the people who form and work within the
organization. It follows therefore that the employees in an organization to be able to
perform their duties and make meaningful contributions need to acquire the relevant
skills and knowledge. In appreciation of this fact, libraries conduct training programmes
so that the employee could acquire requisite knowledge and skill in modern day library
working environment.
Training according to Udoh-Ilomechine (2009) is a process of acquiring specific
skills. It is a continuous process after basic education. Antai (2002) defines training as the
systematic development of employees' knowledge, skills, and attitudes that are required
for an organization to meet its goals. Training gives employees inspiration and guidance
to perform their jobs effectively. Cowling and Mailer (1992) see training as the
development of knowledge required to perform adequately a given task or job
(Schermerhorn 1989). Udoh-Ilomechine (2009) lists nine reasons for training. They are:
Increase in productivity;
Improvement in the quality of work and morale;
Development of new skills, knowledge, understanding, and attitude;
Correct use of new tools, machines, process methods, or modification thereof;
Reduction of waste, accident, turnover, and other overhead costs;
Fighting of obsolescence in skills, technologies, methods, products, markets, and
capital management;
Bringing incumbents to a level of performance for the job;
Development of replacements, preparing people for advancement, improving;
manpower development, and ensuring continuity of leadership and
9
The survival and growth of organization.
Healthlink (2003) defined training as ‘the process of bringing a person to an
agreed standard of skill by practice and instruction’. Another definition is ‘a trainer and
participant working together to transfer information from the trainer to the participant, to
develop the participant’s knowledge, attitudes or skills so they can perform work tasks
better’. Taken together these definitions say two things: Training is directed towards
agreed standards or objectives. These are sometimes called learning outcomes — what
you want people to learn from training and the person being trained participates with the
trainer in the training activity, rather than simply receiving instruction.
Training usually involves participation. This means that a person being trained
has an active role in the training process, rather than a passive role. Also it often takes
place in the workplace or community where the skills and knowledge being
communicated will be used. Training and development focus on “providing knowledge,
skills, and abilities (KSAs) specific to a particular task or job.”
According to SHRM (2002b), training is focused on the short-term and seeks to
teach skills that can be applied immediately. Examples of training activities include
learning a specific job task or procedures, learning how to operate a piece of equipment,
or mastering a piece of software. Developmental activities are broader in focus and are
aimed at increasing the long-term capacities of employees to perform their current jobs
and future jobs. Examples of developmental activities include formal education,
mentoring, and special assignments.
Development on the other hand focuses on building the knowledge and skills of
organisational members so that they will be prepared to take on new responsibilities and
challenges. In the view of Adamolekun (1983), staff development involves the training,
education and career development of staff members. The purpose of training and
development has been identified to include: creating a pool of readily available and
adequate replacements for personnel who may leave or move up in the organization;
enhancing the company’s ability to adopt and use advances in technology because of a
sufficiently knowledgeable staff; building a more efficient, effective and highly
motivated team, which enhances the company’s competitive position and improves
10
employee morale; and ensuring adequate human resources for expansion into new
programs.
Oribabor (2000) submitted that training and development aim at developing
competences such as technical, human, conceptual and managerial for the furtherance of
individual and organization growth. Isyaku (2000) postulated that the process of training
and development is a continuous one. Man is dynamic in nature, the need to be current
and relevant in all spheres of human endeavor’s make staff development a necessity, to
keep track with current event and methods. Ajibade, (1993) and Adeniyi, (1995) drew
attention to the inestimable value of training and development. It is an avenue to acquire
more and new knowledge and develop further the skills and techniques to function
effectively. Fareed (2009) viewed training as encompassing everything that is expected
for the enhancement of organizational development and competencies. In order that the
total performance may be improved, organizations need to have trained and experienced
people. Sound organizations move along and administer training and development
programs for the employees. These programs are purposive and meant to equip the
employees with the necessary skills that are required for particular jobs. Besides, failing
to reach an expected or required level of performance of the employees or declines in the
productivity or changes due to technological breakthroughs also necessitate training and
development programs to be administered in the organizations. Also, the complexities of
various jobs emerge the importance of training and development programs.
Training is a process of learning as well as the application of acquired knowledge
aiming at better performance of the employees, while development involves not only the
related process but also helps the employees in building up their personalities, at the same
time as, improving their progress towards the actualization of their full potentials. It is
training and development programs that bring about tremendous change in terms of
knowledge, attitudes and behavior of the employees. Owing to these programs, the
employees are not only well acquainted with what is expected of them and how they need
to enhance their skills and competencies but also it is a way to achieve overall
organizational development, effectiveness and efficiency in a desired manner.
Management appoints leaders, the managers, who influence the employees so that they
can make goal directed efforts to produce the desired results. They inspire the employees
11
for the accomplishment of organizational goals. They build up competencies and ethical
standards. They direct the employees towards defined objectives of the organization
while providing effective training and development programs. They enthuse and motivate
them so that the tasks can be carried out effectively and efficiently.
Before the implementation of the training programs, there is need to carry out
proper training needs assessment to ensure whether training can serve the desired
purpose. Depending upon the needs of various jobs, different methods of training
programs are conducted, such as, on-and-off the job methods, special lectures,
conferences and seminars. The purpose of on-the-job method is to involve the employees
in learning while they are at work, whereas through off-the-job training program, the
employees need to leave the work place so as to spend the required duration in the
learning process. Special lectures are meant to create the awareness of fundamental
knowledge. By way of arranging conferences, various discussions are held on the points
of common interest, in regard to the organization and various issues, ideas are collected
and experience is shared in order to deal with the problems. With critical discussions, the
participants of seminars study the various aspects and the complexities of particular jobs.
The sole purpose of training and development programs is to build the necessary skills of
the employees and to create positive feelings among them. It’s a fact and apposed to the
supposition that man can do things what he believes he can. Thus, a true leader is the
most influential person to build self-confidence of the employees. He is a source of
inspiration to his subordinates. He strives to instill the team spirit by making his members
believe that they are capable of doing challenging tasks. This is how the employees learn
many things and develop their personalities while improving organizational competence
under the healthy environment of an organization.
A trained and skilled employee is far better than those untrained and unskilled. He
becomes competent and performs his assigned task independently. As an illustration,
once an untrained employee asked his friend who was trained, “After all what you learn
by training program? I don’t think it’s of any worth.” He replied jokingly, “We are
trained even how to ask questions and the art of effective communication which you
seem to be lacking.” In fact, it’s funny instance but it reveals the fact that training is all
encompassing - it covers all necessary skills of the employees required in the workplace
12
while motivating them to work in a desired and capable manner. The major benefits of
training and development programs are that the employees who are trained need lesser
supervision than those who are not. A trainee acquires new knowledge, skills and
attitudes and applies them in job situations. Training is a way to create the confidence
among the employees so that they can operate the tasks without any obstruction with all
efficiency and effectiveness. To conduct such programs is to save money because a
company is likely to bear heavy expenditure on hiring new employees. It is also one of
the best ways to expand the span of management. (Fareed 2009)
According to Diejomah (1982) employee training and development is the process,
which leads to the formation of values and attitudes, the development of the skill and the
knowledge of a people, thereby contributing to the enhancement of an improvement in
the quality of a nation’s personnel of which a nation ultimately depends. Pattern defined
employee training and development as the process of increasing the knowledge, skills
and the capability of all people in a society. Bantai (2008) sees development as that range
of activities an organization put in place with a view to helping its members of staff
acquire the skills and knowledge necessary for efficient and effective performance of
their roles and responsibilities within the organisation. These activities may include
among others orientation, meetings, supervisory, counseling, workshop etc.
2.3 The Concept of capacity building
Capacity Building involves human resource development, the development of
organizations and promoting the emergence of an overall policy environment, conducive
to the generation of appropriate responses to emerging needs. The concept of Capacity
Building includes the following:
Human capacity building is the process of equipping individuals with the understanding,
skills and access to information, knowledge and training that enables them to perform
effectively. Organizational development, the elaboration of management structures,
processes and procedures, not only within organizations but also the management of
relationships between the different organizations and sectors (public, private and
community).Institutional and legal framework development, making legal and regulatory
changes to enable organizations, institutions and agencies at all levels and in all sectors to
enhance their capacities. Urban Capacity Building Network (1992)
13
The United Nations Development Programme (UNDP) defined capacity building
as the creation of an enabling environment with appropriate policy and legal frameworks,
institutional development, including community participation (of women in particular),
human resources development and strengthening of managerial systems, adding that,
UNDP recognizes that capacity building is a long-term, continuing process, in which all
stakeholders participate (ministries, local authorities, non-governmental organizations
and water user groups, professional associations, academics and others".( UNDP,1998 ).
“Capacity building” is sometimes used interchangeably with “institution building”,
“institutional and organizational development” and “institutional capacity building”
(Jones and Blunt, 1999; Tadele and Manyena, 2009).
Capacity building, according to Ballantyne, Lebelle and Rugard (2000) is “the
process by which individuals, groups, organization, institutions and society developed
abilities (individually and collectively), to perform functions, solve problems, set and
achieve objectives. Capacity building involves acquiring skill and knowledge. Capacity
building also enables one to be “aware of new possibilities and empowered by gaining
new skills upgrading their old skills” (Mabawonku 2001). Mabawonku(2005) sees
capacity building for LIS professionals as involving training and retraining of library and
information department to increase their capacity on equipment management, information
handling, packaging and repackaging, system design and managing, developing and
maintaining good web site, digitization of records building and updating joint catalogues,
e-resources use and disseminating consortia report .
2.4 Levels and types of capacity building
The previous section defined the broad concept of capacity building. However
capacity building is a much more complex activity than defined above. It can be viewed
at different levels, the broader system/ societal level, the entity/ organisational level and
the group of people/individual level. With these levels including different dimensions
according to UNDP (1998) capacity is the power/ability of something – a system, an
organisation or a person to perform and produce properly. Capacity issues can then be
addressed at these three levels. These levels relate to their application of capacity in
society and have been identified as follows:
14
1. The broader system/societal level.
The highest level within which capacity initiatives may be considered is the system or
enabling environment level. For development initiatives that are national in context, the
system would cover the entire country or society and all subcomponents that are
involved. For initiatives at a sectoral level, the system would include only those
components that are relevant. The dimensions of capacity at a systems level may include
areas such as policies, legal / regulatory framework, management and accountability
perspectives, and the resources available.
2. The entity/organisational level.
An entity may be a formal organisation such as government or one of its departments or
agencies, a private sector operation, or an informal organisation such as a community
based or volunteer organisation. At this level, successful approaches to capacity building
include the role of the entity within the system, and the interaction with other entities,
stakeholders and clients. The dimensions of capacity at the entity level may include areas
such as mission and strategy, culture and competencies, processes, resources (human,
financial and information resources), and infrastructure.
3. The group of people/individual level.
This level addresses the need for individuals to function efficiently and effectively within
the entity and within the broader system. Human Resource Development (HRD) is about
assessing the capacity needs of people and addressing the gaps through adequate
measures of education and training. Capacity assessment and development at this third
level is considered the most critical. The dimension of capacity at the individual level
should include the design of educational and training programs and courses to meet the
identified gaps within the skills base and to provide the appropriate number of qualified
staff to operate the systems.
Adetoro, et .al (2010) divide capacity building into human/technical capacity and
institutional capacity building.
Technical or human capacity building
Technical or human capacity building refers to the development and the improvement in
the human resources capabilities through the acquisition of general and technical
knowledge, skill and effectiveness required for the realisation of goals. Human capacity
15
therefore includes general education, on the job training and professional deepening in
crosscutting skills.
Institutional capacity building
Institutional capacity building deals with the development of capabilities of organizations
and institutions, such that their set goals are realized. Institutional capacity has to do with
reinforcement of institutions capability to use available resources and staff more
effectively; developing new structures and reorganization of structures and processes for
efficiency.
2.5 Library capacity building
Library capacity consists of the people in the library, its culture, attitude,
environment and appearance. It requires commitment to training to develop people skills.
It requires libraries to identify and take advantage of opportunities and strengths. How
does one recognize that capacity is being built? The Community Development Handbook
identifies factors that confirm capacity is being built. “People are active, interested and
participating in what is going on. People may also be questioning, challenging and
debating but they will be debating what should be done, not complaining that nothing
will ever change. More people are getting involved, helping to identify key issues, and
taking action. Results are becoming obvious and the abilities, esteem and resources of
many communities are growing as capacity grows.” These factors may also be used to
indicate when library capacity is being built (Ashu and Clandening, 2007). Library
capacity is basically focused on community building since it offers community meeting
space, facilitate access to computers and the internet, provide public access to desired set
of information needed for community building, Therefore, libraries can bring experience
in restructuring and reorganizing information sources for the community’s development.
2.6 The benefits of training
According to Chandan (2000), training is “a short term process utilizing a systematic and
Organized procedure by which non–managerial personnel learn technical knowledge and
Skills for a definite process.” The weakness of this definition is that training is limited to
the non–managerial personnel, whereas human resource development embraces both the
managerial and non–managerial staff. All of them in librarianship and information
systems need some kind of training and education in the new areas of their profession.
16
Training is an integral part of vocational or career development and it is fast becoming a
global and pervasive phenomenon in any establishment, the absence of which spells
doom for such an institution and the presence of which determines the success of any
enterprise. Fielden (1987) noted this pervasiveness when he said that training is among
the series of variables that serves as a checklist for buying software. Also, training has
also been identified as one of the characteristics that make a software package worthy of
purchase; others are cost, responsiveness of dealers, and support.
Obviously, the role that training can play in human resource development
especially in libraries and information systems is inestimable and unquantifiable. It is a
truism, of course, that training of staff enhances productivity. The library system in
Nigeria cannot afford to allow its staff to degenerate in the acquisition of knowledge and
the knowledge already acquired cannot be allowed to diminish because society cannot
afford to jettison the roles of libraries and librarians in the socio–cultural and educational
development of a nation. That is why Billings (1995) remarked that the library, librarians,
and library education will all be needed tomorrow. He therefore called for the production
of quality graduates and relevant and adequate programme services. Also, Ojiambo
(1992) has attributed the lack of training in human resources to the low or non–existence
of industrial and information technology development in the developing countries like
Nigeria.
Yesufu (2000) also agrees that training of personnel enhances productivity.
According to him, “education and training are generally indicated as the most important
direct means of upgrading the human intellect and skills for productive employment.”
Productivity, which is enhanced by training, is not only limited to the establishment; the
librarians and other staff of the library can also become more productive. Another
advantage of staff training is that it improves job performance and therefore promotes
management efficiency. Writing from a vendor’s perspective, Hyman (1991) opines that
without training, consumers may not be efficient in the use of computers. They may not
therefore derive maximum benefits from their systems. Both Ojiambo (1992) and Stoner
(2002) agree that training programmes should be directed towards improving efficiency
and job performance. There is no doubt that staff trained in information technologies will
17
be more efficient in the use of information and computer facilities than those who never
had such training experience.
Other advantages of training include reduction in cost, reduced staff turnover,
human resources reserve, faster decision, continuity of effort, improvement in employee
morale, availability for future personnel needs of the organization, improvement in health
and safety, reduced supervision, personal growth and organizational stability (Silver,
1981; Chandan, 2000). The benefits of personnel development cannot therefore be easily
over– emphasized. Several studies conducted in European countries have documented the
impact of training on organizational performance. Arag ´ on-S´anchez et al. (2003)
investigated the relationship between training and organizational performance by
distributing a survey to 457 small and medium-size businesses in the United Kingdom,
the Netherlands, Portugal, Finland, and Spain. Organizational performance was
operationalized as (a) effectiveness (i.e., employee involvement, human resource
indicators, and quality), and (b) profitability (i.e., sales volume, benefits before interest
and taxes, and a ratio of benefit before taxes/sales). Results indicated that some types of
training activities, including on-the-job training and training inside the organization using
in-house trainers, were positively related to most dimensions of effectiveness and
profitability.
Ubeda Garc´ıa (2005) conducted a study including 78 Spanish firms with more
than 100 employees. This study related organizations’ training policies (e.g., functions
assumed by the training unit, goals of the training unit, nature of training, and how
training is evaluated) with four types of organizational-level benefits: employee
satisfaction, customer satisfaction, owner/shareholder satisfaction, and workforce
productivity (i.e., sales per employee). Results suggested that training programs oriented
toward human capital development were directly related to employee, customer, and
owner/shareholder satisfaction as well as an objective measure of business performance
(i.e., sales per employee). Guerrero & Barraud- Didier (2004) administered a
questionnaire to 1530 human resource directors working in large companies in France
and collected financial information from the companies’ financial directors or through
databases approximately one year later. Five questions in the survey addressed the extent
to which the company implemented training practices. The survey also included
18
questions about social and organizational performance including work climate, employee
attendance, quality of products and services, and employee productivity. Results showed
that 4.6% of the variance in financial performance was explained by training (via the
mediating role of social and organizational performance).
Mabey & Ramirez (2005) conducted a study including 179 firms in the United
Kingdom, Denmark, France, Germany, Norway, and Spain. Human resource managers
or equivalent and line managers completed a survey on training practices. Financial data
were gathered from the Amadeus database; a two factor measure of financial
performance was computed based on (a) operating revenue per employee and (b) cost of
employees as a percentage of operating revenues. Results indicated that the manner in
which management development was implemented accounted for substantive variance in
the financial performance measure. Specifically, firms with line managers reporting that
management development programs are valued were more likely to have a positive
relationship between management development and financial performance. Because of
the paucity of primary-level studies examining the benefits of training at the
organizational level, the meta-analytic reviews published to date include only a small
number of studies.
In the meta-analysis by Arthur et al. (2003), the researchers also examined the
impact of training on organizational-level results. Only 26 studies (N = 1748) examined
the benefits of training at the organizational level. Results showed that the benefits of
training vary depending on the type of training delivery method, the skill or task being
trained, and the measure used to assess effectiveness. However, the mean d for
organizational results was 0.62, precisely the same effect size found for the impact of
training on job-related behaviors and performance at the individual level of analysis.
Similarly, the Collins and Holton (2004) meta-analysis of managerial leadership
development programs included only seven studies (of 83) that included information
regarding the relationship between training and tangible organizational-level benefits
(e.g. reduced costs, improved quality and quantity). The total sample size in these seven
studies was 418 and the overall mean d was 0.39, favoring training compared to control
groups.
19
2.7 Various methods of training in library and information
centres
Mabawonku (2005) highlighted some of the training activities and the mode that
could be used in training library professionals would include the under listed:
Meeting of stakeholders like directors and management personnel are useful to
keep participants informed of new electronic information resources. The meeting could
also discuss pricing of electronic materials and relationship with publishers and vendors.
Spending time in libraries in developed countries. International Staff exchanges
training and short visit/attachments to skilled staff in libraries in the consortium or
other libraries in the world have the benefit of providing exposure to the participants.
Staff could do various attachment programmes, update their IT skills and have work
experience placements on individual basis.
Training on new products especially library software packages and application,
internet use e.g. for virtual library.
Library school courses. Consortium could approach library schools to have
courses packaged into modules so that individual professionals could choose the desired
module or part of. The duration could range between one to three months or part of to be
up to 1-3 months and under supervision.
Follow-up coaching/interactive communication after the training. This could be
through email etc.
Continuous use of instructional packages of precious training programmes which
include books, handouts. Power point presentation and other multimedia to be taken away
by the participants.
Newsletters, manuals and documents could be useful methods of disseminating
capacity building information to library professionals.
Short courses that are non-credit are often offered by private organizations and
higher institutions. An example is the Africa Regional Centre for information Science in
Nigeria, which provides short courses on ICT. Staff members could be sponsored to these
courses to these courses by the libraries.
Seminars and conferences are useful for exchanging ideas among participants.
These consortium libraries could organize these on periodic basis.
20
Group trainings for librarians and information professionals in all the libraries in
the consortium are useful as these save costs.
There are various training techniques that special library personnel can be exposed to
on short– and long–term bases. Silver (1981) has identified ten training techniques which
are listed below:
On–the–job training (OJT);
Vestibule training;
Classroom/lecture method;
Case study, in–basket, case history methods;
Self–study;
Electronic teaching media;
T groups, encounter groups, and sensitivity training;
Schools and outside seminars and;
Consultants and special training.
In fact, Burton (1997) had earlier listed the following five long–term training
5. Working experience: 0- 5years ( ) 6- 10 years ( ) 11- 15 years ( ) 16- 20 years ( )
21- 25 years ( ) 26 – 30 years ( ) 31- 35 years ( )
66
SECTION B: TYPES OF CAPACITY BUILDING PROGRAMMES
(1) What are the capacity building programmes employed by the management of your library? S/N Capacity building programmes Tick
1 Conferences2 Seminars/ workshops3 Spending time in libraries of developed countries4 Library school courses5 On-the –job training6 Classroom/ lecture methods7 Consultants and special training8 In-service training9 Non-credit earning short courses10 Others specify
SECTION C: BENEFITS OF THE OF STAFF CAPACITY BUILDING
(2) What are the benefits of the capacity building programme of the library?
S/N Benefits of capacity building Tick1 Efficient staff2 Improved productivity3 Well motivated staff4 Highly skilled staff5 Efficient service delivery 6 Reduced cost of operation
SECTION D: PERCEPTION OF STAFF CAPACITY BUILDING PROGRAMME
(3) How do you perceive staff capacity building programmes of the library? S/N Perception Tick1 Adequate 2 Inadequate3 Should be improved4 Others specify
SECTION E: LEVEL OF COMMITMENT OF MANAGEMENT TO STAFF
67
CAPACITY BUILDING (4) Which of the following is management committed to? S/N Management’s commitment Tick1 Regular training 2 Funds are made available for training 3 Training allowance are paid to staff undergoing training4 Permissions are given to staff to attend training programmes5 Trainees are encouraged to apply knowledge acquired6 Staffs are given permission to take part time/ full time courses7 Study leaves are approved for qualified staffs8 Staffs are sent to oversee for training9 The management is not committed to any10 Others specify
(5) What do you think is the level of management’s commitment to staff capacity building? S/N
Levels of commitment Tick
1 Highly committed 2 Committed 3 Partially committed4 Not committed5 Undecided (6) SECTION F: OPINION ON HOW TO PROMOTE CAPACITY BUILDING IN SPECIAL LIBRARIES S/N How to promote capacity building in special library SA A D SD1 Organising regular training programme 2 Funds should be made available3 Proper training needs assessment before training4 Right training techniques should be employed5 Staffs should be sponsored for oversee training6 Trainee should be encouraged to apply knowledge gained7 Outstanding performance should be adequately rewarded8 Others specify