ASSESSMENT OF STAFF TRAINING AND DEVELOPMENT FOR NON-PROFESSIONAL STAFF IN UNIVERSITY LIBRARIES IN NIGERIA

ABSTRACT

The study identified Training and Development for non-professional staff in Nigerian University Libraries as practiced and the type of training available to them. The categories of staff that are enjoying the training programme, the relevance of the course contents, the effect of the training programme for non-professional and job performance. The method adopted for the study was survey research method. It was used to assess Training and Development for non-professional staff in six (6) Nigerian University Libraries. These include Ahmadu Bello University, Zaria, University of Benin, Benin City, University of Ibadan, University of Ilorin, University of Maiduguri and University of Nigeria Nsukka. The data collected were analyzed and presented in frequency table and percentages. The study found that staff training and development is a necessary tonic for effective and efficient services by the library staff, because with training, it enables the employees to acquire and possess the necessary skills, capabilities, and attitude needed for efficient performance of their job. The type of training available to them include job orientation, formal in-service training, job rotation, typewriting, computer training, Factors like lack of finance, poor remuneration for teachers, delay in releasing the results, lack of basic teaching facilities, lukewarm attitude of staff militate against effective establishment of training programmes

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The establishment and development of academic libraries in all parts of the world is very necessary for the development of their parent institutions – the Universities. According to

Olanlokun and Salisu (1993), this type of library started in the 16^th and 17^th centuries in Europe and America with the founding of universities in those continents. The far Eastern University Libraries followed much later. According to Salisu (2002), academic libraries are recent phenomena in the developing countries of Africa. For instance, Aguolu (1989) stated that Nigeria had the first academic library with the founding of the University of Ibadan in 1948. No other university came into existence until the independence year when the University of Nigeria Nsukka (UNN) was established in 1960.This was followed by University of Ife in 1961 and both Ahmadu Bello and Lagos Universities in 1962. New Universities sprang up in the seventies in response to the yearning of the people for higher education. This trend has continued up till today.

The National Universities Commission (2010) indicated that there are 113 approved universities in the country by this; it means that there are no less than 112 university libraries. It must be realized that University Libraries being an integral academic parts of the University generally emerged simultaneously with their parent institutions. Hence, there are as many university libraries as there are universities in Nigeria.

1.2 STATEMENT OF THE PROBLEM

The importance of staff training and development has since been realized by most Nigerian libraries, particularly, academic libraries. This led to most of the libraries to establish in-house training and development programmes to train and ensure the development of their staff particularly the non-professionals. While the professional and Para-professionals obtain their

degrees and diplomas respectively before joining the library and are made to attend seminars, conferences and workshops outside the library as continuing education, the non-professionals are left with no option. Therefore, the in-house training programme is essentially created to cater for this category of staff According to Reevely (1976), the need for such training is obvious. The professionals and paraprofessionals staffs have little time for training staff in the variety of skills needed in a particular area and are then reluctant to rotate their staff to give them wider experience. This limits the usefulness and the awareness of the non-professional staff. They feel there is no interest in their future so they often move to other jobs.

The only standards available for promotion are formal education and the supervisor’s assessment. Studying privately for the General Certificate of Education may just not be possible for some junior staff but an internal training programme gives another means of evaluation for promotion and encourages staff to learn about the total operation of the library.

For this reason, Ocheibi(1979) noted that Kashim Ibrahim Library Complex, Ahmadu Bello University, Zaria has since 1975 established a staff training and development programme that is serving not only the university but the tertiary institutions libraries in Zaria. Similarly, University of Benin and Maiduguri followed suit as well as others.

It is also noted that the existing literature on staff training and development, no study was conducted on assessment of training and development programme in Nigerian university libraries.

Grodzin (1989) stated that assessment of training and development programme is often not clear whether the training has made any difference in efficiency or effectiveness. A successful library training programme operates with the conviction that activities which contribute to the effective performance of each individual will strengthen the entire organization and that training

and development are part of a continuous process because what is accomplished carries over from year to year.

1.3 RESEARCH QUESTIONS

What types of training programmes are available for non-professional staff in Nigerian university libraries?
What categories of non-professional staff enjoy training programmes in Nigerian university libraries?
What are the course contents of the training programmes for non-professional staff in Nigerian university libraries?
How relevant are the course contents of the training programmes to non-professional staff in Nigerian university libraries?
What are the challenges of the training programmes in Nigerian university libraries?

1.4 OBJECTIVES OF THE STUDY

To find out the types of training programme available for non-professional staff in Nigerian university libraries.
To find out the categories of non-professional staff that enjoy training programmes in Nigerian libraries.
To examine the course contents of the training programmes in Nigerian universities libraries.
To find out the relevance of the course contents of the training programmes for non-professional staff in Nigerian university libraries.

To find out the challenges of the training programmes in Nigerian university libraries.

1.5 Significance of the Study

It is hope that this study would help the university librarians in Nigerian University libraries to fashion out ways of training its library staff because of the accruing benefits derivable from training. The findings would assist Nigerian university library management to pay more attention to the training of their Non-Professional staff in order to enhance their professional capacities.

The result of this study would also suggest better ways of re-orientating employees, expose them to different library assignments and modern library equipment as well as improved relations with the people they serve. Staff training programme shortcomings would improve and the services in the libraries would be revolutionized, as identified impendiments militating against training programmes would be removed.

1.6 Scope of the Study

The study covers only staff training programme for non-professional staff in Nigerian University

Libraries. The University Libraries are Ahmadu Bello University Zaria, University of Ilorin,

University of Maiduguri, University of Ibadan, University of Benin, and University of Nigeria

Nsukka. Therefore, the study does not cover the training programmes run by other Nigerian University libraries; neither does it cover training programmes conducted by other types of libraries, such as public, special etc.

1.7 Limitation of the Study

The study is restricted to only those issues relating to “staff training and development for non- professional staff in Nigerian university libraries.

Some constrains which include the spread and distance of the university libraries; shortage of funds required to tour the study area; time within which to complete the project; delay caused by respondents and some of the respondents did not return their completed questionnaires in good time while others did not return them at all.

1.8 Operational Definitions of Terms

ASSESSMENT

Systematic process used to identity needs including both gathering and analyzing the information.

EVALUATION

A plan process used to assemble and utilize information necessary for effective, on-going decision making and for accountability.

NON-PROFESSIONAL

The educational qualification of this cadre of staff is Primary School Certificate or equivalent qualifications. They do not possess any qualifications in library and information science.

PARA-PROFESSIONAL STAFF

One who has obtained Diploma in Library Science and is working in the library.

PROFESSIONAL LIBRARIAN

One who obtained either first degree or Masters Degree in Library Science or both.

PROGRAMME

A coordinated variety of learning activities that is sequentially planned over a substantial time span and is directed toward definite objectives

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