The training and development of academic librarians in Ghana

Effah, Paul

doi:10.1108/01435129810198611

Cited by 5 publications

(4 citation statements)

References 3 publications

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“…Some studies (Adanu, 2007;Alemna, 2001: 44-47, Asiagodo, 1999Effah, 1998; Lamptey and Agyen-Gyasi, 2010; Pan and Hovde, 2010: 2-4) are closely related to this study. According to Adanu (2007: 1-5) the majority of librarians working in the state-owned university libraries in Ghana are aware of continuous professional development programmes.…”

Section: Literature Reviewsupporting

confidence: 62%

Staff training and development programmes and work performance in the university libraries in Ghana

Cobblah

Walt

2016

Information Development

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This paper investigated the relationship between staff development and job performance of the library staff of five selected universities in Ghana. The paper examined the effectiveness of staff training and development policies, programmes, methods, training needs analysis and the monitoring and evaluation methods of the university libraries in order to establish the effectiveness of staff development initiatives in library and information services. The study adopted survey design and mixed methods approach combining qualitative and quantitative approaches in a single study. Data was largely collected with a questionnaire, while interviews were used to collect data from head librarians and heads of departments. The observation instrument was also used to confirm some information provided by the respondents. The findings of the study established that there is a positive relationship between staff training and development and work performance of library staff in the selected university libraries in Ghana. The results also revealed that even though staff development contributes greatly to effective provision of library and information services, staff training alone did not contribute to staff effectiveness. Staff development must be complemented with other human resource management strategies such as reward, promotion, retooling, etc. The paper makes recommendations on how staff development can help improve upon library staff effectiveness.

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Section: Literature Reviewsupporting

confidence: 62%

Staff training and development programmes and work performance in the university libraries in Ghana

Cobblah

Walt

2016

Information Development

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“…The literature has revealed viewpoints in respect of differentiating, relating and combining the concepts of “assessment” and “analysis”. Moreover, it further reveals that the simultaneous use of assessment and analysis of training needs helps identify the unique developmental requirements of employees working at different levels in the organisation with the objective of ensuring that their training needs are appropriately met (Effah, 1998). Dingle (1995) emphasises that instead of focusing on concept of “assessment/identification” and/or “analysis” practitioners should avoid threatening expressions like “training needs analysis” or “training needs assessment” and more accurate designation “competence requirements/enhancement analysis” should preferably be used.…”

Section: What Does Tna Stand For?mentioning

confidence: 99%

The growing concept and uses of training needs assessment

Iqbal

Khan

2011

Journal of European Industrial Training

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PurposeThis paper aims to review the relevant literature on training needs assessment (TNA) with an objective to provide users/beneficiaries of TNA with the understanding of its growing concept, multiple uses (outcomes), and valuing these uses (antecedents).Design/methodology/approachTo conduct the literature review on uses of TNA, the authors used the systematic search comprising four stages: selection of appropriate search terms such as training, needs assessment, needs analysis, training needs assessment, and training needs analysis; carrying out search in established databases such as EBSCOhost, Emerald, JSTOR, SpringerLink, and Wiley‐Blackwell; initial sample filtering (relevance‐based); and further sample filtering (access‐based). Based on this review, a conceptual framework for examining the forward and backward linkages between TNA and nine human resource management and development areas is proposed for further examination.FindingsThis paper highlights training plans, goal setting, employee development, managing change, career development, knowledge, skills, and attitude, learning motivation, cost effectiveness, and performance appraisal as nine major human resource management and development areas revealing different uses of TNA. This gives an appropriate place to the expanding view of TNA.Practical implicationsThis paper offers important implications for human resource professionals. Their learning about multiple uses of TNA can help them attain comprehensive solutions of varied organisational problems.Originality/valueThis paper attempts to make a significant contribution towards understanding the growing concept of TNA by expanding the long‐established way of looking at it through increasing its potential effects and subsequently enhancing its purposes and uses for both training and non‐training initiatives.

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“…Management was featured as another significant new skill "not traditionally associated with librarianship" (Effah, 1998). Morgan (1996) identified emerging aspects such as:…”

Section: Comparing Polarized Perspectivesmentioning

confidence: 99%

Comparing polarized perspectives: librarians' professional skills and development

Gosine-Boodoo

McNish

2005

New Library World

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Purpose -The main aim of the research conducted was to identify whether the particular country environment of today's professional librarian impacts upon his/her skills capabilities as well as upon his/her access to opportunities for continued development. Design/methodology/approach -Data was sourced by means of a survey administered to professional librarians mainly from the developing Caribbean Region and the developed North American countries. Firstly, the satisfaction level of librarians with regard to six recommended skills and characteristics was measured. These areas are detailed as follows: communication; training; information technology (IT); managerial; commitment and subject knowledge/profiling. Secondly, professional development opportunities were measured via skills, services and attitudes, key areas also recommended for staff development and training. Findings -Findings demonstrated that librarians' perceptions showed noteworthy similarities and fewer differences than expected between the respective country categories. Both perspectives reflected similar zones of "skills insecurity". Research limitations/implications -The greatest challenge faced by the researchers was to source a sample size that could yield meaningful results in relation to the hypotheses. Originality/value -A comparison of librarians from a geo-economic position (i.e. in relation to geographic location and world economic order) appears to have been largely unexplored. The study is intended as well to encourage key players from both country contexts to unite for the enhancement of librarians' professional development.

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The training and development of academic librarians in Ghana

Cited by 5 publications

References 3 publications

Staff training and development programmes and work performance in the university libraries in Ghana

Staff training and development programmes and work performance in the university libraries in Ghana

The growing concept and uses of training needs assessment

Comparing polarized perspectives: librarians' professional skills and development

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