Training needs of paraprofessional library staff in university libraries in South-East Nigeria

Abstract

Purpose The purpose of this paper is to investigate the training needs of paraprofessional library staff in university libraries in South-East Nigeria with the objective to find out their training needs, the training programmes available to them, their utilization of training opportunities, hindrances to their training and strategies for enhancing training for them. Design/methodology/approach The descriptive survey design and total enumeration technique were used for the study. The instrument for data collection was a questionnaire. The collected data were analysed using frequency counts and percentages and are presented in tables for clarity. The population of the study was comprised of all the paraprofessional staff of the university libraries in South-East Nigeria. Findings Major findings showed that paraprofessional staff had a variety of training needs. The findings also showed that training opportunities available for them were very limited and that staff based their utilization on availability rather than need. Factors such as inadequate training facilities and lack of fund hindered training. Strategies that can enhance training were also indicated. Practical implications This study has practical implication as it is an empirical study conducted among paraprofessional library staff to identify their training needs, training opportunities available, utilization of training opportunities, hindrances to their training and strategies that can effectively enhance training for them. Originality/value Looking at the objectives of the study and the fact that most researches are focussed on librarians not the support staff (paraprofessionals), it will be useful to library administrators, the library professional field and planners of training programmes.

Proposed standard guideline for managing information systems (ISs) in libraries in Africa

“…Lack of adequate skills on the part of library staff to fully use the IS coupled with inadequate management and system support was clearly indicated. Similar findings were recorded by older studies by Ibegbulam and Eze (2016), Makori (2013), Mapulanga (2013), Adeleke and Olorunsola (2010), Adeyoyin (2005), Asogwa (2014) as well as Mutula (2004).…”

“…Adeleke and Olorunsola (2010) conducted a study on the use of online tools for cataloguing and classification in Nigerian university libraries and found that lack of skills on the part of library staff in using the tools is a major challenge. Their findings on ICT skills were also echoed by Adeyoyin (2005) as well as Ibegbulam and Eze (2016) by stating that the rate of ICT literacy among Nigerian library staff is very low. Libraries also encounter subscription challenges dealing with licencing agreement coupled with lack of experience of completing online forms, difficulty with the use of credit cards coupled with the risk of internet fraud.…”

Factors influencing the use of social media by academic librarians in Zimbabwe: a UTAUT model analysis

“…The target population for the study was 93 professional university library personnel from the 13 participating libraries. The term "professional librarian" refers to library staff holding at least a first degree in Library and Information Science (Ibegbulam and Eze, 2016) and occupying professional levels one-three of the Zimbabwe National Qualifications Framework, namely, the positions of university library director, deputy director, sub-librarian, assistant librarian and systems librarian (Ministry of Higher and Tertiary Education, Science and Technology Development, 2018). The target population of the study was 93 participants.…”

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“…Besides, developments in Information Technology also necessitate participation in CPD activities (Imam et al , 2021; Issa, 2021). Moreover, advances in organizational methods and job-related tasks, a desire to exchange ideas and enhance one’s or the library’s reputation, and personal curiosity are other motivating factors that repeatedly occur in previous works (Clapton, 2010; Ibegbulam and Eze, 2016). Similarly, other studies have explored challenges related to LIS CPD.…”