WELCOME TO KENTERPRO:
IN-SERVICE TRAINING; ASSESSMENT OF THE IMPACT OF STAFF TRAINING ON DIRECT ENTRY LIBRARY AND INFORMATION SCIENCE STUDENT

 CHAPTER ONE

INTRODUCTION

• Background to the study

The 21st century academic library arena with its innovative services and ever-changing technologies presents a challenge to library administrators and senior supervisory staff to address the training needs and skills-upgrading of professional librarians. According to Abubakar, (2016) Library and Information Science (LIS) is today characterized by ‘fast-pace change, new and emerging sets of skills’ and if these requirements are not addressed there is a strong likelihood that mid-career stagnation will occur, even within as short a period as two years. This is reiterated by Abdulsalami, Okezie and Agbo, (2013) who emphasised the challenge to library managers presented by shifts in job types and career paths and the need for upgrading of skills and knowledge.

In Human Resource Management field, training and development is linked with organizational activity with an aim of improving the individual performance and also the performance of groups.  A decent organisation ought to have a very much planned programme for the systematic administration, training and development of employees to enhance the transformation of policies and programmes relevant to such organisation. Training and development play a very significant role in wake of the technological advancement, effectiveness of organizations and to the experiences of people in their job.  Training has come to be generally acknowledged as a crucial contribution to improving the yield of any institution both subjectively and quantitatively (Iboma, 2008). It is the capacity of helping other people get and apply information, abilities, capacity and mentality that is vital for the accomplishment of the organisational objectives. Training and Development has direct associations for productivity, efficiency, accuracy and personal development. All employees of the organizations need to train and develop their staff with an objective of improving their productivity and performance but it can never be achieved it without the effective performance of its employees. The same is applicable to the teaching sector too (Isaac, 2009).

According to Iwat (2014), 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. A well-trained worker knows the scope and expectations of their jobs and will be able to add building blocks to his/her expertise as he/she progresses. Everybody needs self-development professionally. By attending seminars and conferences, the managerial staff can improve professionally. Training is a public or private education programmes directly applicable to work situation. When there are lapses or loopholes in work efficiency and expected productivity, it means that the workers involved need more and better skills and knowledge to be gained through training. According to Nkebem (2009), libraries need a staff that is well versed in all facets of work in order to provide their users with excellent services.

Inservice training could be regarded as a lifelong endeavour involving continuous learning on the part of the staff, with regards to updating of their contemporary knowledge, skills and experiences for self and all-round development.  In-service training as Nda and Fard (2013) said is an important programme that promotes the worker in an industrial set up. Considering the fact that information provision to every user is the mission of libraries, the need for training in this regard cannot be over emphasized. Just as Nkebem  (2009) said that libraries are local centres for information, a library worker whose work is to provide information for users in any way needs to be competent enough in any area he finds himself in the library. Nwokike and Unegbu (2019) asserted that training is an essential strategy for motivating workers in the library as a service organization. For the librarians or information professionals as well as other workers develop themselves to serve the public efficiently, there is dire need for them to acquire the needed skills suitable for the work at hand. For library staff to efficiently perform their daily tasks, they should be up-to-date with the current knowledge of the profession, with which they are to run the organisation or institution where they work. Library staffs are to support teaching, learning and research in general as it concerns the university; as well as ensure that the visions and goals of such institutions and organisations are actualized (Obi-Anike & Ekwe, 2014).

Inservice training plays a crucial role in the professional development of individuals in various fields, including Library and Information Science. Direct entry library and information science students, who enter the profession without prior work experience, often rely heavily on inservice training programs to gain the necessary knowledge and skills required for their roles. However, despite the widespread implementation of staff training programs, there is a need to assess the impact of these programs specifically on direct entry library and information science students. The problem lies in the lack of comprehensive research evaluating the effectiveness and outcomes of inservice training programs for direct entry library and information science students. While in-service training is assumed to enhance the students’ professional competencies and improve their performance, there is a dearth of empirical evidence to support these assumptions. Without a thorough understanding of the impact of staff training on direct entry library and information science students, it becomes difficult for educational institutions and professional organizations to design and implement effective and targeted training program. It is based on this background that the study seeks to investigate on Inservice training: An Assessment of the impact of staff training on Direct entry library and information science student of University of Jos.

1.2       Statement of the problem

In the field of Library and Information Science (LIS), in-service training programs play a crucial role in updating the knowledge and skills of professionals. These programs are designed to enhance the competency and expertise of library staff members, ensuring that they are equipped to meet the evolving demands of the information landscape. However, the impact of in-service training on Direct Entry Library and Information Science students of University of Jos, who are pursuing their education while working in library settings, remains understudied. The problem at hand revolves around understanding the effectiveness and impact of in-service training on Direct Entry Library and Information Science students of University of Jos. While these students are exposed to practical experiences in libraries, their learning and development could greatly benefit from structured training programs where there is no innovation and quality services . Therefore, it is imperative to evaluate the influence of in-service training initiatives on the skill acquisition, professional growth, and overall educational experience of these students and a brief history of Library and Information Studies (LIS) programme  and University of Jos.

• Purpose of the study

The purpose of this study is to investigate on Inservice training: An Assessment of the impact of staff training on Direct entry library and information science student. The specific objectives of the study are:

1. To explain the meaning of In-service training
2. To examine the impact of in-service training to Direct Entry Library and Information Science students.

• To identify the factors affecting the effectiveness of in-service training programs for Direct Entry Library and Information Science students.

1. To proffer strategies for improving in-service training programs for Direct Entry Library and Information Science students?
   • Research questions
2. What is the meaning of In-service training?
3. What is the impact of in-service training to Direct Entry Library and Information Science students?

• What are the factors affecting the effectiveness of in-service training programs for Direct Entry Library and Information Science students?

1. How can in-service training programs be improved to better cater to the specific needs and goals of Direct Entry Library and Information Science students?
   • Research Hypothesis

Ha: There is a significant relationship between in-service training on professional growth and career prospects of Direct Entry Library and Information Science students.

Ho: There is no significant relationship between in-service training on professional growth and career prospects of Direct Entry Library and Information Science students.

• Significance of the study

The study on in-service training and its impact on direct entry library and information science students will be of significance to the University Library, Direct entry Library and information science students, library staff, library administrators, and researchers.

The study’s findings will have implications for the overall functioning and service quality of the library. In-service training programs that effectively enhance the skills and knowledge of library staff can lead to improved user experiences, increased efficiency in library operations, and better utilization of library resources. Consequently, libraries can establish themselves as dynamic institutions that adapt to changing user needs and provide high-quality services, thereby promoting user satisfaction, loyalty, and engagement.

The study will provide direct entry library and information science students with valuable insights into the effectiveness of in-service training programs. Understanding the impact of such training on their professional development can help them make informed decisions about their career paths. They can identify the skills and knowledge gained through in-service training that can enhance their job prospects and contribute to their overall success in the field.

In-service training programs will play a crucial role in enhancing the competencies and professional growth of library staff. The study will offer an assessment of the impact of such training, enabling library staff to recognize the value of continuous learning and its positive effects on their job performance. By highlighting the benefits of in-service training, the study can motivate library staff to actively participate in training programs and continually update their skills to meet evolving user needs.

For library administrators, the study will provide evidence of the benefits of investing in in-service training programs. It demonstrates the impact of training on staff performance, service quality, and user satisfaction. This knowledge can help administrators allocate resources effectively and develop comprehensive training strategies that address specific skill gaps within the library workforce. The findings can also support decision-making processes, encouraging administrators to prioritize professional development initiatives and create a culture of continuous learning within the library.

Researchers in the field of library and information science can benefit from the study by gaining insights into the effectiveness of in-service training programs. The findings will contribute to the existing body of knowledge and inform future research on training methodologies, curriculum design, and professional development strategies for library staff. By understanding the impact of staff training, researchers can identify areas for improvement and propose evidence-based recommendations for enhancing training programs and their outcomes.

• Theoretical/Conceptual Framework

The Study will employ The Kirkpatrick Model Theory to investigate on In-service training: An Assessment of the impact of staff training on Direct entry library and information science student.

The Kirkpatrick Model is a widely used theoretical framework for evaluating the effectiveness and impact of training programs. Developed by Donald L. Kirkpatrick in the late 1950s, the model provides a systematic approach to assess training at four different levels: reaction, learning, behavior, and results. It has become a cornerstone in the field of training and development, helping organizations measure the outcomes and value of their training initiatives. The Kirkpatrick Model is particularly suitable for studying the impact of staff training on direct entry library and information science (LIS) students for several reasons:

1. Reaction: This level focuses on the participants’ immediate reactions to the training program. It helps gauge their satisfaction, engagement, and perception of the training content and delivery. Assessing the reactions of direct entry LIS students to staff training can provide valuable insights into their perceptions of the training and identify any areas for improvement.
2. Learning: The learning level assesses the extent to which participants have acquired knowledge and skills from the training. For direct entry LIS students, it is important to evaluate their learning outcomes and determine if the training has effectively enhanced their understanding of library and information science concepts and practices.

• Behavior: This level examines the extent to which participants apply what they have learned in their actual work environment. For direct entry LIS students, it is crucial to assess whether the training has influenced their behavior, such as adopting new techniques or approaches, applying best practices, or improving their performance in library and information science tasks.

1. Results: The results level measures the overall impact of the training program on organizational outcomes. For direct entry LIS students, this could involve evaluating the effects of the staff training on their performance, productivity, and job satisfaction. It helps determine the return on investment (ROI) of the training program and its contribution to the broader goals of the library or information science institution.
   • Scope and Delimitation of the study

The study will focus on the In-service training: An Assessment of the impact of staff training on students. The study will be confined to Direct entry library and information science students alone.

• Operational definition of Terms

In-service training:  Refers to the training and development programs provided to library and information science professionals who have entered the field directly without prior experience.

Staff training: Staff training refers to the process of enhancing the knowledge, skills, and abilities of employees within an organization. It involves developing the competencies of library and information science professionals who entered the field directly.

Library: A library is a collection of resources, such as books, journals, electronic databases, and other materials, organized and maintained for public or private use.

Assessment: Assessment refers to the process of evaluating or appraising something based on certain criteria or standards.

Impact: Impact refer to the changes or improvements observed in direct entry library and information science students as a result of the staff training they received. This could include improved skills, increased knowledge, enhanced job performance, or other positive outcomes.

Professional development: Professional development refers to activities or programs designed to enhance the skills, knowledge, and capabilities of professionals in their respective fields.