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TRAINING NEEDS ASSESSMENT FOR LIBRARY PROFESSIONALS
AND PARA PROFESSIONALS WORKING IN HEC RECOGNIZED
PUBLIC/PRIVATE SECTOR UNIVERSITIES/ DAI,s IN ISLAMABAD
CAPITAL TERRITORY
SUBMITTED BY:
Mahmood-ul-Hassan
M. Phil Scholar, Roll No. 5
Registration No: PLIF11E005
SESSION: 2011-13
Research Supervisor: Dr. Fazil Khan
THESIS SUBMITTED TO DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE
THE ISLAMIA UNIVERSITY OF SARGODHA IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTER OF PHILOSOPHY IN
LIBRARY AND INFORMATION SCIENCE
Department of Library and Information Science
The University of Sargodha, Pakistan
2013
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TRAINING NEEDS ASSESSMENT FOR LIBRARY PROFESSIONALS
AND PARA PROFESSIONALS WORKING IN HEC RECOGNIZED
PUBLIC/PRIVATE SECTOR UNIVERSITIES/ DAI, s IN ISLAMABAD
CAPITAL TERRITORY
SUBMITTED BY:
Mahmood-ul-Hassan
M. Phil Scholar
Research Supervisor: Dr. Fazil Khan
THESIS SUBMITTED TO DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE
THE UNIVERSITY OF SARGODHA IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTER OF PHILOSOPHY IN
LIBRARY AND INFORMATION SCIENCE
2013
2
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APPLICATION FORM FOR M PHIL SYNOPSIS APPROVAL
University of Sargodha
Application Form for M.Phil Synopsis Approval
Department:
Registration No:
Name of the Student:
Library & Information Science,
PLIF11E005
MAHMOOD-UL-HASSAN
Name of the Supervisor:
(Recommended by the
BOS)
Topic of research
(Maximum of 30 words)
Training needs assessment for library professionals
and para professionals working in HEC recognized
public/private sector universities/DAIs in Islamabad
Capital Territory
Synopsis:
1. Objectives of the Study
The aims and objectives of this study is :

To
analyze
the
training
needs
of
LIS
professionals and Para professional staff in public
and private sector universities of ICT.

To assess and Checks out the status of On-the-job
training ,Informal training , formal training that
have been caries out in last Five year in ICT.

To find out the barriers for training programs in
universities libraries professionals in Pakistan in
general and ICT in particular.
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
To investigate the level of satisfaction of library
staff
towards
library
trainings
held
for
professional staff and para professional staff of
university libraries in ICT

To explore preferences of universities libraries
professionals
and
para
professional
staff
regarding methods of continuing education,
incentives,
suitable
days/time,
methods
of
announcement, payment, and language?

To assess attitudes of LIS professionals and para
professional staff in public and private sector
universities
in
ICT
towards
continuing
professional development CPD

To suggest constructive recommendations to
address the training needs of the library staff
2. Research Questions
The following research questions have been generated to
guide the study.
1. What is the status of On-the-job training,
Informal training, formal training that have been
caries out in last Five year in ICT.
2. Can
the
twenty
two
University
Libraries
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recognized by HEC in ICT provide all that is
needed to train its staff?
3. What is the Role of various Institutions and
university libraries in continuing education
program in ICT .in last five years
4. Which area of Library and information focused in
these trainings
5. What impact does the training program have on
the recipients?
6. What are the preferences of LIS professionals for
ICT training including methods of CE, providers,
incentives, suitable days/time, and methods of
announcement, payment, and language?
7. Which of the cadre of staff need the training
needs most?
8. Who
received
training
and
has
training
opportunities be made available for all the
workers in the university libraries in ICT?
9. What is the educational background, as well as
other personal characteristics, of LIS practitioners
in ICT in universities libraries
10. What are the major constraints, barriers and
challenges for trainings held for professional staff
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and para professional staff of universities libraries
in Pakistan in general and ICT in particular?
11. What should be done in order to encourage and
sustain CPE for LIS professionals in Pakistan in
general and ICT in particular?
3. Methodology
The study is based on comprehensive review of
related literature. A structured questionnaire and review
of literature will be used to gather data. Available
material on the Internet will also be explored. The closed
questions will be about demographic information, their
skills
of
computer
hardware,
word
processing,
troubleshooting knowledge, internet expertise and ILS
(Integrated library systems). In some open-ended
questions participants will be asked to brief about
training needs related knowledge. Data will be collected
through a e-mail group and postal survey. The researcher
will also personally administer the copies of the
questionnaire to university library employees. Email and
cell phones will also be used to maximize the response.
The administration of the questionnaire will take two
month to complete including follow-ups. This led to
complete retrieval of all the copies of the questionnaire
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from the respondents. Data collected will be analyzed
using descriptive statistics: frequency counts and
percentage
4. Significance of the Study
This study will explore the needs of university
librarians in ICT and the ways and means to meet the
continuing education needs of these librarians. It is
expected that the results of this study will be of practical
importance to design continuing education programs for
the university librarians. The study will also contribute to
the general knowledge of university librarians with
special reference to professional development.
It will define the current practices about
continuing education activities in Pakistan in general and
ICT in particular. It will determine the librarians’ needs
and preferences for continuing education activities. It
will identify the obstacles to the continuing education
programs as well as different methods to motivate
librarians toward continuing education programs. The
findings will be important for university administration
to take necessary steps for the promotion of training
programs among LIS professional
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5. Delimitation
This study includes twenty two (22) main campus of
public and private sector university/DAI libraries
(including 16 Public sectors and 6 private sectors)
recognize by HEC in Islamabad Capital Territory (ICT)
to find out their prevailing status of training needs of
professional librarians and para-professionals staff.
Mahmood-ul-Hassan
Signature of Candidate
Supervisor`s Certificate: I recommended the synopsis for the M.Phil research
work.
Date: _____________________
Signature of Proposed Supervisor
The case has been discussed in the meeting of Board of Studies on --------------------and recommended for approval of the title and name of the supervisor.
Date: ____________________
Chairman of the Department
Date: _____________________
Dean of the Faculty
Submitted to Advanced Studies & Research Board
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ACCEPTANCE CERTIFICATE
The University of Sargodha
Department of Library & Information Science
The thesis entitled “Training Needs Assessment of LIS professionals in University
Libraries of Punjab and Islamabad” written by Mr. Mahmood-ul-Hassan is hereby
approved in the partial fulfillment for the degree of Master of Philosophy in Library and
Information Science.
Research Supervisor
-------------------------
External Examiner
---------------------------
Chairman
___________________________
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DECLARATION
I, Mahmood-ul-Hassan, M.Phil Scholar, Roll. No. 5, Department of Library &
Information Science, The University of Sargodha, hereby solemnly declare that this thesis
titled “Training Needs Assessment for Library professionals and para professionals
working in HEC recognized public/private sector Universities/DAIs in Islamabad Capital
territory” submitted by me in partial fulfillment of the requirements for the award of degree
“Master of Philosophy in Library & Information Science, is my own original research work
and has not been published or submitted to any other institution for any degree earlier. It is
further declared that this work, in future, will never be submitted to any other University in
Pakistan or outside for acquiring any degree.
Mahmood-ul-Hassan
M.Phil Scholar
Roll. No. 5
Department of Library & Information Science
The University of Sargodha.
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SUPERVISION CERTIFICATE
It is certified that the research work contained in this thesis titled “Training Needs
Assessment for Library professionals and para professionals working in HEC recognized
public/private sector Universities/DAIs in Islamabad Capital Territory ”written by Mr.
Mahmood-ul-Hassan Nadeem, Roll. No. 5 M.Phil Scholar, Department of Library &
Information Science, The University of Sargodha, has been carried out under my
Supervision. The data presented in this thesis is genuine and fairly collected from the
field.This thesis is submitted to the Department of Library & Information Science, The
University of Sargodha as a partial fulfillment of the requirements for the award of degree
“Master of Philosophy in Library & Information Science” to Mr. Mahmood-ul-Hassan
Dr. Fazil Khan
Chairman & Associate Professor
Department of Library & Information Science
The University of Sargodha
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DEDICATION
To my father,
MUHAMMAD JAVAID IQBAL
For his endless love, support and encouragement
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ABSTRACT
Due to rapid change of ICTs in Librarianship, LIS professionals need to upgrade their
knowledge for accomplishment of desired results. Relevant and continues education and
training is needed to fit in the constantly changing environment. This study aims to identify
the training needs of LIS professionals and paraprofessional staff working in university
libraries of Islamabad capital area. Survey questionnaire was distributed among 130 LIS
professionals in 22 HEC recognized Public and Private Sector Universities / Degree
Awarding Institutes. The response rate was 80%, Data was analyzed using SPSS version 20.
The findings show that LIS professionals desperately needed training in development
of digital library, the use of electronic databases and library specific computer. They consider
workshops, seminars, web-based training tutorials effective. Majority of the library
professionals were agreed that inadequate fund allocations for training program, nonavailability of a training policy and lack of encouragement for training in the existing
promotional scheme are the main obstacles in getting training faced by LIS professional and
paraprofessional staff in ICT. Most of the respondents were agreed that we can overcome
these problems by the development of training policy for the Universities libraries and
provision of adequate fund allocations for training program.
This study show that majority of the respondents were agreed that training program
should conduct full day training or evening/after office hours (19%). HEC, PLA, library
schools and library management should be responsible for this and should also provide
online tutorials
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The study suggests that workshops, seminars should be conducted and authorities
should provide funding, trained resource persons and written training policy for developing
digital skills and train how to manage with change.
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ACKNOWLEDGMENTS
Words are bound and knowledge is limited to praise Allah, The most Beneficent,
TheMerciful, Gracious and the Compassionate whose overflowing blessing and exaltation
flourished my thoughts and bloomed my ambition to have the cherish fruit of my humble
efforts in the form of his manuscript from the blooming spring of blossoming knowledge. My
special praise for the Holy Prophet Hazrat Muhammad (Peace be upon him), the greatest
educator, the everlasting source of guidance and knowledge for humanity. He taught the
principles of morality and eternal values.
First of all I would like to thank Dr .Fazil Khan Associate Professor /Chairman,
Department of Library & Information Science, The University of Sargodha, so I would like
to thank for her kind and able guidance, valuable comments, inspiring and encouraging
attitude throughout the course of my studies. I have never seen a supervisor as passionate
about research as Dr. Fazil khan
Specially thanks to Dr. Haroon Idrees for her help and support in my research work
and my studies. He is no doubt very hard working, sincere and devoted teacher.
I must acknowledge as well the many friends, and university librarians Nasir Guggar,
who cooperated, assisted, advised, and supported my research during data collections.
This thesis would not have been possible without the help, support and patience of
my Dr Amir Raza, Dir Technology and Dy Dir Col Shamas-ul-Hassan, Their cooperation
and constant support, made it possible to complete the task successfully.
I would like to thank Mr. Muhammad Asim Khan , Imran Siddque, Habib u Rehman and
,Thair Jan who as a good friends, were always willing to help and give their best suggestions.
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Sincere thanks to all my other class fellows, Imtiaz khan ,Aisha Shafi, Rehim Jan,Gulnaz,and
Umer Farooq for their kindness and moral support during my study. Thanks for the
friendship and memories.
I would like to thank my wife for her personal support and great patience at all times. , I
would also like to thank my two little angels, Hassan and Hasseb ul Hassan for being the
light of my life. My brothers Saeed ul Hassan, my colleagues, Mgr Mr. Maskoor , Mgr Tariq
Javaid Satti, my Snr Assistant librarian Asim Khan, Fazal and Nishad Ahmad have given me
their undeniable support throughout my work.
Finally, my very sincere and special thanks and appreciation go to my father Mr. Javaid
Iqbal , whose continuous prayers, encouragement, and support helped me to accomplish my
goals. Thank you Abu Gee.
Mahmood-Ul-Hassan
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TABLE OF CONTENTS
Serial
Contents
Page
No:
ABSTRACT
13
ACKNOWLEDGEMENT
15
TABLE OF CONTENTS
17
LIST OF TABLES
21
LIST OF FIGURES
23
CHAPTER NO: 1
24
1. INTRODUCTION
1.1 Training Needs Assessment: Overview
24
1.2 Training
26
1.3 Needs Assessment
27
1.3.1 Basic Needs Assessment Techniques
29
1.4 Training Needs Assessment
30
1.5 Statement of the Problem
31
1.6 Objectives of the Study
33
1.7 Research Questions
34
1.8 De-limitations and Limitations of the study
35
1.9 Research Methodology
36
1.10 Significance of the Study
37
1.11 Organization of Study
38
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1.12 Definitions of Terms
39
41
CHAPTER NO: 2
2. LITERATURE REVIEW
2.1
Introduction
41
2.2
Related Studies in International Context
42
2.3
Related Studies in National Context
54
58
CHAPTER NO: 3
3. RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
58
3.2 Literature Review
58
3.3 Research Methodology
59
3.3.1
Population of the Study
59
3.3.2
Development of Instrument
60
3.3.3
Evaluating the Research Instrument
61
3.4 Data Collection Procedure
61
3.5 Response Rate
61
3.6 Data Analysis
62
3.7 Summary of Findings, Conclusion and Recommendations
62
CHAPTER NO: 4
59
4. DATA ANALYSIS AND INTERPRETATION
4.1 Introduction
63
4.2 Demographic Information
63
4.3 Core question
75
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4.3.1 Institution/University playing important role in training needs for LIS
75
Professional and paraprofessional Staff.
4.3.2 Institution/University in house training facilities needs for LIS
76
Professional.
4.3.3 Institution/University held training for LIS Professional
76
4.3.4 Training Method for LIS Professional
77
4.3.5 Time frame for training
78
4.3.6 Assign Job/Duties of Respondent 79
79
4.3.7 Responsibility For training in ICT
80
4.3.8 Funds for training Program.81
81
4.3.9 Best time for training
82
4.3.10 How LIS staff encourage in getting Training
4.3.11 Main Obstacles/problems in getting Training
4.3.12 How to overcome on Obstacles/problems in getting Training.
CHAPTER NO: 5
99
5. SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
5.1 Introduction
99
5.2 Research Design of the Study
99
5.3 Conclusion Related to the Research Questions
100
5.4 Converged Findings
104
5.5 Recommendations
109
5.6 Topics for further research
112
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REFERENCES
113
APPENDICES
121
Appendix “A”
QUESTIONNAIRE:
122
Training Needs Assessment of LIS professionals and
Para professional staff
Appendix “B”
Covering Letter
127
Appendix “C”
List of Experts
128
Appendix “D”
HEC Recognized Public and Private Sector
129
Universities / Degree Awarding Institutes
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LIST OF TABLES
SERIAL
TITLE OF TABLE
Table 1 Summary of Pub & Private Sector Universities / DAI of Pak
Table 2
General Universities Situated at ICT
PAGE NO
56
56
Table 3 Respondents’ Gender
64
Table 4 Respondents’ Age
65
Table 5 Respondents’ Designation
66
Table 6 Respondents’ Status
67
Table 7 Respondents’ Institution
68
Table 8 Respondents’ Sector
70
Table 9 Respondents’ Experience
71
Table 10 Respondents’ Job Status
72
Table 11 Respondents’ Qualification
73
Table 12
74
Table 13 Cataloguing/Classification Confidence * Need/Interest
86
Table 14 Circulation Confidence * Circulation Need/Interest
88
Table 15 Collection develop Confidence * Need/Interest
89
Table 16 Digitization Confidence * Digitization Need/Interest
91
Table 17 Library-specific com skills Confidence * Need/Confidence
92
Table 18 Library Processing Confidence *Need/Interest
94
Table 19 Preservation Confidence * Preservation Need/Interest
95
Table 20 Refer and Information Services Confidence * Need/Interest
96
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LIST OF FIGURES
SERIAL
TITLE OF FIGURE
Figure 1 Respondents’ Gender
PAGE NO
6
Figure 2 Respondents’ Age
63
Figure 3 Respondents’ Designation
65
Figure 4 Respondents’ Status
66
Figure 5 Respondents’ Institution
75
Figure 6 Respondents’ Sector
79
Figure 7 Respondents’ Experience
6
Figure 8 Respondents’ Job Status
63
Figure 9 Respondents’ Qualification
65
Figure 10
66
Figure 11 Institution/University playing important role in
Training needs for LIS Professional and
paraprofessional Staff.
75
Figure 12 Institution/University in house training facilities
76
Figure 13 Institution/University held training for LIS
Professional
76
Figure 14 Training Method for LIS Professional
77
Figure 15 Time frame for training
78
Figure 16 Assign Job/Duties of Respondent
79
Figure 17 Responsibility For training in ICT
80
Figure 18 Funds for training Program
81
Figure 19 Best time for training
82
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Figure 20 How LIS staff encourage in getting Training
83
Figure 21 Main Obstacles/problems in getting Training
84
Figure 22 How to overcome on Obstacles/problems in getting
85
Training.
Figure 23 Cataloging and classification.
87
Figure 24 Circulation
88
Figure 25 Collection Development
90
Figure 26 Digitization
91
Figure 27 Library specific skill
93
Figure 28 Library Process
94
Figure 29 Library Preservation
96
Figure 30 Reference and Information Service.
97
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CHAPTER NO: 1
INTRODUCTION
1.1 Training Needs Assessment: Overview
Information is a term describing something, or giving general comments or extra data on
a subject. Information provides an explanation of something's properties or how it works.
(http://answers.ask)
In present era, information has become important and distinctive attribute of this digital
world. ICT (information and communication technology) is the most significant feature that
has changed the Library environment, during this century. (.The use of computer and Internet
has brought many changes in Library and Information profession. It has been observed that
in libraries system the major changes were the advent of the digital information storage &
retrieval technology, use of different library software and introduction of networking that
enable to move the information from one place to another place. Now internet has become
the life blood of library and information science environment. (Orenstein, 2005)
It has also mentioned that information technologies (IT) have brought many changes in the
format of information generating, processing, storage and retrieval in libraries and
information centres. Most of the libraries have been converted into digital libraries and many
libraries are building home pages on the World Wide Web with the collaboration of
computer and ICT(information communication and technology)mostly libraries are users
have access information without physical boundaries (Halder, 2009).
In past, traditionally librarian was a person who perform different task in libraries like
acquiring, organizing and preserving printed materials for helping the users to providing the
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required information in time. But today, Library and Information Service profession has
become the most challenging professions in the information society. Librarians face various
challenges posed by new development in Information and Communication Technology
(ICT). The tools that librarian used in their daily work have changed in 21 st century. The role
of the Library professional has become more dynamic in the modern environment. Today
librarians are known as researcher, information manager, facilitator, multimedia librarians
and end-user trainer. In the digital environment, training has become ever more important for
developing skills in managing, creating and providing services (Philips, 2003).
“Universities are the top institutions of higher education. Universities have collected the most
brilliant minds and the great intellectual leaders in the world. University library is considered
the “heart of university” .One of the main goals of university libraries is to support education
and research. The main users of university libraries are professors and students, and it is their
mission to provide them information necessary for the development of teaching, research,
and the extension and preservation of knowledge.” (Poul, 2004).
Due to the rapid growth rate and ever-growing demand of information application of IT and
use of web-2 is necessary to supply to the user a right information at the right time is
possible when librarian of Universities upgrade themselves on continuous basis at par with
ongoing changes (Nimai, 2007).
“In Pakistan, there are 135 fully recognized universities that offer PHD level awards. In
islamabad, there are 22 universities in the private and public sectors offering education in all
kinds of disciplines with attached centralized and decentralized library systems”
(www.hec.gov.pk).
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In university libraries, LIS professionals should perform their role effectively and develop
their communication and management skills with a competency in ICT use. There will
continue to be a need for regular training for LIS professionals in the electronic information
environment (Mahmood, 2006).
1.2 Training:
“Training is a means of communicating new knowledge and skills and changing attitudes. It
can raise awareness and provide people with the opportunity to explore their existing
knowledge and skills. There are many different kinds of training for many different
audiences, including service providers and service users” (Miller, 2002).
Usually, training is an activity that changes people’s behavior. Training engages the
improvement of three basic characteristics: knowledge, skills and attitudes. Generally these
three features have to be taken together. Training is not only helps the people in improving
the quality of work and work-life, health and safety of institute but also creating the learning
environment within the institute (Mahmood, 2002).
“Training is an educational process. People can learn new information, re-learn and reinforce
existing knowledge and skills, and most importantly have time to think and consider what
new options can help them improve their effectiveness at work. Effective trainings convey
relevant and useful information that inform participants and develop skills and behaviors that
can be transferred back to the workplace” (Salvi, 2009).
Training refers to instruct the specific skills’ ability and knowledge to staff. A prescribed
definition of training and development is:
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“It is an effort to develop existing or potential staff performance by increasing staff’s skill to
perform through learning, usually by changing the employee’s attitudes or increasing his or
her skills and knowledge” (Parkas, 2011)
1.3 Needs Assessment:
“Needs assessment is a systematic process for determining and addressing needs, or "gaps"
between current conditions and desired conditions or "wants". The discrepancy between the
the current condition and wanted condition must be measured to appropriately identify the
need. (wikipedia.org)”
“All effective training begins with needs assessment. The training needs survey measures
what skills employees have, what they need, and how to deliver the right training at the
right time.” American Society of Training and Development
“A Needs Assessment is a systematic exploration of the way things are and the way they
should be. These “things” are usually associated with organizational and/or individual
performance.” D. Stout, Performance Analysis for Training, 1995
“Needs analysis is an examination of the existing need for training within an organization. It
is a gathering of data that enables you to make an informed estimate of the changes desired
or demanded by those organizations.” Stuart Dalziel, Planning and Managing Training and
Development.
Needs assessment is performed to determine what training will successfully address any skill
deficits.” Cornell, Technology Training Service
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“Needs Assessment is a process used anytime someone carefully asks the question How can I
find out what is really happening (or needed; at the root of the problem; missing; etc.)?”
Cornell, Needs Assessment Tips and Techniques
“A need assessment can be described as a process for identifying the knowledge and skills
necessary for achieving organizational goals (Gill, 1994).”
“A need assessment is a process for pinpointing reasons for gaps in performance or method
for identifying new and future performance needs (Gupta, 1999).”
“In general, a needs assessment is a systematic approach to identifying social problem,
determining their extent, and accurately defining the target population to be served and the
nature of their service needs (Rossi, 1998)
“It is a learning process that involves the acquisition of knowledge, sharpening of skills,
concepts, rules, or changing of attitudes and behaviors to enhance the performance of
employees. Training is about the acquisition of knowledge, skills, and abilities (KSA)
through professional development (Coilen, 2007)”
For a decision making process, needs assessment is used for identifying gaps and to provide
information whether the gaps could be overcome through training. Focusing on identifying
and solving performance problems, the assessment is part of a planning process. These
concert problems may be related to knowledge, skills and attitudes. Training Needs
Assessment (TNA) is usually related to managerial and individual presentation.
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“There are three levels of needs assessment: organizational assessment, task assessment
and individual assessment. All three levels of needs assessment are interrelated and the data
collected from each level is critical to a thorough and effective needs assessment.
1. Organizational assessment looks at the effectiveness of the organization and
determines where training is needed and under what conditions it will be conduct
2. Task assessment provides data about a job or a group of jobs and the knowledge,
skills, attitudes and abilities needed to achieve optimum performance.
3. Individual assessment analyzes how well the individual employee is doing the job and
determines which employees need training and what kind” (Miller, 2002).
1.3.1 Basic Needs Assessment Techniques:
There are several basic Needs Assessment techniques. Use a combination of some of these,
as appropriate:
• Direct observation
• Questionnaires
• Consultation with persons in key positions, and/or with specific knowledge
• Review of relevant literature
• Interviews
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• Focus groups
• Tests
• Records & report studies
• Work samples (Rouda, 2001).
1.4 Training Needs Assessment
“Training Needs Assessment (TNA) is an umbrella term for the analysis activities trainers
use to examine and understand performance problems or new technologies” (Allisen, 2002).
“A need is not a want or a desire. It is a gap between “what is” and “what have to be. Needs
assessment is used for identifying gaps and to provide information for a decision on whether
the gaps could be addressed through training. The assessment is part of a planning process
focusing on identifying and solving performance problems. These performance problems
may be related to knowledge, skills and attitudes”(Ocheibi, 2002).
“The Training Needs Assessment is a critical activity for the training and development
function. The needs assessment is the first step in the establishment of a training and
development Program. It is used as the foundation for determining instructional objectives,
the selection and design of instructional programs, the implementation of the programs and
the evaluation of the training provided. These processes form a continuous cycle which
always begins with a needs assessment” (Miller, 2002).
A Training Needs Assessment is the procedure by which we can conclude what kind of
information, skills, and/or abilities someone (maybe a worker) has that can be skilled via
some type of learning means. It’s a way of building out what requirements the worker has
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that can be met with training. Training Needs Assessment is usually done by one of several
association or persons supporting the association (Klane, 2005).
The main purpose of the Training Needs Assessment is to make sure that there is a need for
training and to identify the nature of what a training programmed should contain. For the
developing a training plan that is based on the learning needs of the participants, a Training
Needs Assessment provides the information. It increases the significance of the training and
the commitment of the learners, as they are involved in the research of the training design
that reveals their expressed needs (Miller, 2002).
The library environment has shifted from the traditional library to hybrid library, automated
library then digital library and then virtual library and presently it is shifted to Library
2.0with the development and application of information and communication technologies
(ICTs), With such changes,LIS profession has also changed in a dynamic way. Training and
development is an important tool for successful application of information technology in the
libraries.Now the LIS professionals in this present situation are playing all-round multimodal
roles to satisfy the different approaches of the end users. (Mehmood, 2003).
1.5 Statement of the Problem
In information age, information has become the vital obligation of every human being
and it is as important as water and air. Today LIS professionals face challenges due to
advances in information and communication technologies the libraries are now changing
from traditional to virtual or digital libraries. The conventional concepts of institute,
bibliographic description and giving out of information are to be modified to the new
environment by the library and information professionals
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University is the crown institution of higher education. Again, development of any society /
nation has largely depends upon its quality of education and Research & Developmental
activities. The user community of University Library includes undergraduate and
postgraduate students of different subjects; faculty members, technical and non-teaching
staff; research students working for M. Phil. or Ph.D. degree; post-doctoral research scholar
working under different schemes. Due to the rapid growth rate and ever-growing demand of
information application of IT and Web-2 now libraries do not function that well under
manual systems
A comprehensive review of the literature reveals that training need assessment play
vital role in the promotion of librarianship. They provide management and guideline for the
improvement, endorsement and development of library services, to encourage excellence
through continuing educational program, publications, communications and awards, and to
undertake other such innovative programs. To improve the traditional skills knowledge, it is
a need for additional training to base with a competency in ICT use. To incorporate the
requirements of technological advances, LIS professionals must be flexible and get used to
traditional skills. Given the current situation, Now traditional formats are being replaced or
supplemented due to the continuously updated ICTs and by digital formats (such as ejournals and e-books), it seems likely that there will be a need to continue regular training for
library information science professionals.
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1.6 Objectives of the Study
This study aims to provide an overall picture of the usage and applications of training
need assessment in University libraries of Pakistan and ICT in particular. The main objectives
of this research are as follows:

To analyze the training needs of LIS professionals and para professional
staff in public and private sector universities of ICT.

To assess and Checks out the status of On-the-job training ,Informal training
, formal training that have been caries out in last Five year in ICT.

To find out the barriers for training programmes in universities libraries
professionals in Pakistan in general and ICT in particular.

To investigate the level of satisfaction of library staff towards library
trainings held for professional staff and Para professional staff of university
libraries in ICT.

To explore preferences of universities libraries professionals and para
professional staff regarding methods of continuing education, incentives,
suitable days/time, methods of announcement, payment, and language?
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
To assess attitudes of LIS professionals and para professional staff in public
and private sector universities in ICT towards
continuing professional
development CPD

To suggest constructive recommendations to address the training needs of
the library staff
1.7 Research Questions
The following research questions have been generated to guide the study.
12. What is the status of On-the-job training, Informal training, formal training
that have been caries out in last Five year in ICT?
13. Can the twenty two University Libraries recognized by HEC in ICT provide
all that is needed to train its staff?
14. What is the Role of various Institutions and university libraries in continuing
education program in ICT in last five years?
15. Which area of Library and information focused in these trainings?
16. What impact does the training programs have on the recipients?
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17. What are the preferences of LIS professionals for ICT training including
methods of CE, providers, incentives, suitable days/time, and methods of
announcement, payment, and language?
18. Which of the cadre of staff need the training needs most?
19. Who received training and has training opportunities be made available for
all the workers in the university libraries in ICT?
20. What is the educational background, as well as other personal characteristics, of
LIS practitioners in ICT in universities libraries?
21. What are the major constraints, barriers and challenges for trainings held for
professional staff and para professional staff of universities libraries in
Pakistan in general and ICT in particular?
22. What should be done in order to encourage and sustain CPE for LIS professionals
in Pakistan in general and ICT in particular?
1.8
De-limitation and Limitation of the Study
This study includes twenty two (22) main campus of public and private sector
university/DAI libraries (including 16 Public sectors and 6 private sectors) recognize by HEC
in Islamabad Capital Territory (ICT) to find out their prevailing status of training needs of
professional librarians and para-professionals staff. This study is limited to those LIS
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professionals that perform their duties in the university libraries of ICT. The main intention
of this investigation is to define the status of the application of Training Needs Assessment of
LIS Professional in HEC recognized public and private university libraries of Islamabad. The
researcher Collect data by sending questionnaires with covering letter through e-mail and by
postal
mail
questionnaires
accompanied
by return
envelope. For
some
pending
questionnaires, researcher sent many remainders through email and phone calls to the
respondents. The Researcher also face problems in literature review because there is lack of
research work on the related topics especially in Pakistan
1.9 Research Methodology
The study is based on comprehensive review of related literature. A structured
questionnaire was prepared with the help of review of literature. Available material on the
Internet was also explored. The closed question was about demographic information, their
skills of computer hardware, word processing, troubleshooting knowledge, internet expertise
and ILS (Integrated library systems). In some open-ended questions participants will be
asked to brief about training needs related knowledge. Data was collected through a e-mail
group and postal survey. The researcher has also personally administered the copies of the
questionnaire to university library employees. Email and cell phones was used to maximize
the response. The administration of the questionnaire was complete in five month including
follow-ups. This led to complete retrieval of all the copies of the questionnaire from the
respondents. Data was analyzed using descriptive statistics: frequency counts and percentage
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1.10 Significance of Study
This study will explore the needs of university librarians in ICT and the ways and
means to meet the continuing education needs of these librarians. This study is a significant
effort in promoting good work environment in the libraries and motivations of its librarian.
This study is also being beneficial to assess the training need of LIS professionals in
information management and information access. (Khalid, 2004)
The needs assessment is the first step in the organization of training and upgrading Program.
For determining instructional objectives, it is used as the institution, the design and selection
of training programs, the accomplishment of the programs and the assessment of the training
provided. These procedures form a continuous cycle which always begins with a needs
assessment. (Miller, 2002)
Moreover, this study is helpful to create Co-operation and resource sharing between
university libraries and also support university community for research and reference. After
this study LIS professionals of universities of Punjab are able to assess their training needs in
communication/training skills, IT skills and Managerial skills. This study also Identifying the
difficulties, challenges and problems related to the training need for LIS professionals in
university libraries. (Charya, 2008)
The study stresses the urgent need for managers and library educators to assess the
effectiveness of present day library education in forming the library professionals to meet the
demands of future information work. It is the responsibility of the employers to provide
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opportunities for library and information professionals to update their skills, knowledge and
competencies to keep pace with the rapidly changing environment of academic libraries.
(Dyuthi, 2010)
It is expected that the results of this study will be of practical importance to design
continuing education programs for the university librarians. The study will also contribute to
the general knowledge of university librarians with special reference to professional
development.
1.11 Organization of the Study
The study is designed into five chapters.
Chapter 1: Introduction
First chapter of present research study provides introduction to show the background of the
study, objectives, statement of the problem, significance of the problem, research problems,
delimitation and limitation of the study, definitions of the terms and the outline of the
proposed chapters.
Chapter 2: Literature Review
The second chapter gives the review of the related literatures, concepts and different aspects
of training needs assessment of LIS professional in university libraries.
Chapter 3: Research Methodology
This chapter describes the design of the study and research methodology.
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Chapter 4: Data Analysis & Interpretation
Chapter four discusses the quantitative interpretation of the data.
Chapter 5: Summary of Findings, Conclusions and Recommendations
Chapter five includes the summery of findings, conclusions of the study and also
recommendations and topics for the further research.
1.12 Definitions of Terms:
Training: “A process to share skill and knowledge to extend and develop capabilities for
better job performance” (Miller, 2002).
Need:“A need is not a want or a desire. It is a gap between “what is” and “what have to
be.”(Ocheibi, 2002).
Assessments: “A systematic process to acquire an accurate, thorough picture of a system's
strengths and weaknesses, in order to improve it and meet existing and future challenges”
(Dectionery.com’s).
Training needs assessments: “An umbrella term for the analysis activities trainers uses to
examine and understand performance problems or new technologies” (Allisen, 2002).
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LIS Professionals:“All those individuals who have acquired their undergraduate or
postgraduate qualification in a formal education programme of library and information
science” (Dyuthi, 2010)
Information Communications Technologies (ICT): “The technologies that enable society
to create, collect, consolidate, communicate, manage and process information in multimedia
and various digital formats for different purposes, i.e., computing and telecommunications
technologies like the person”(David, 2001).
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CHAPTER NO: 2
LITERATURE REVIEW
A review of the literature is an essential part of your academic research project.
Literature review discusses published information in a particular subject area and sometimes
within a certain time period. Literature reviews provide us with a handy guide to a particular
topic. If we have a limited time to conduct research literature reviews act as a stepping stone.
It is generally contains surveys scholarly articles, books and other sources (e.g. dissertations,
conference proceedings) relevant to a particular issue or theory.
2.1 Introduction
A training needs assessment can help determine current performance or knowledge
levels related to a specific activity and indicate the optimal performance or knowledge
needed This process help in finding out the need for the training; identities training needs;
and explain the types and scale of resources needed for training programs. For effective
training needs assessment, its conductor must understand the problem and consider all
solutions, before determining the best solution and findings, (Cekada). A needs analysis is a
wise investment for the organization. It saves time, money and effort by working on the right
problems” (McArdle, 1998, p. 4)
The scholarly literature available on training needs assessments in large quantity
(Moseley and Heaney, 1994). However, limited case study report assessment of Training
needs for LIS professionals in university libraries at international level and few no. of studies
were carried out in Pakistan. Survey of the literature found that most of Training needs for
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LIS professionals studies are reported by Dr. Khalid Mehmood and Dr. Kanwal Ameen in
Pakistan. This chapter presents a survey of the literature available in Pakistan and in a foreign
country. The studies are further divided into international and national group. Mostly studies
are related to training needs of ICT for LIS professionals in university libraries. The
researcher has consulted and used different sources such as books, journals, websites, and
online databases like Emerald, Science Direct, etc.
2.2
Related Studies in International Context
Kirkpatrick (1998) reports on the information technology training of academic library
staff in the libraries of the Minnesota State Colleges and Universities system. The survey
looked at training methods and their differences between the training that professional and
paraprofessional staff received.
Effah (1998) reports research on training and development of academic librarians in
Ghana.” The main purpose of the study was to illustrate the different efforts made in Ghana
to train the academic librarians. That training programs play important role in distributing
information efficiently. The survey method was used in this study. Finding shows that
university library is like heart in research environment and librarian work as research
manager. He explain that unsuitability of courses, lack of opportunities and poor incentive
are main limitations in the training and development of academic librarians, The study
concluded that university librarians require more knowledge and skills to use human as well
as material resources technically and economically. The study recommended that more
training and development programs for LIS professionals should be explored.
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Freese & Brislim (1996) examined Special skills for special librarians. The purpose
of the study was to explore and investigate the training needs for special librarians in the
working environment. The study finds that complexities of information management system
have increased due to information explosion. The study suggested that special librarian
should keep information their continuing education for the development of ICT skills.
Professional bodies should alos play a vital role in providing opportunities for training to LIS
professionals.
The concept of on-the-job training (OJT) programs was explained by Campbell
(1990) He explains the idea that an employee's normal work situation is directly related to
job performance. Jain (1999) reports the findings of the study of OJT in Botswana National
Library Service. The study found out that information technology was one of the main needs
identified. He argues that informal or practical training can be acquired at the job site or
through workshops to provide more efficient services to the customer.
Edwed (1999) give details of a survey to determine The Changing Role of Librarians
in the Digital era. The purpose of the study was to investigate training needs of Web 2.0
technologies in libraries. A questionnaire was sent to library professionals serving in the
university, college, school, special and public libraries. The study explore that majority of the
respondents were serving in the academic libraries. Data analysis of the study shows that mid
career respondents were using Web 2.0 technologies as compare to senior level positions.
The study concluded that internet and latest ICT is being used by young mid career library
professionals and they want to learn Web 2.0 technologies for using in libraries. Main
problems faced by young professional to adopt Web 2.0 technologies are lack of training
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programs and ICT specialist, lack of computer literacy, unavailability of computers and
internet facility.ies. Training of using Web 2.0 technologies in libraries can enable the
librarians to adopt Web 2.0 technologies. The study suggested that training programs of Web
2.0 technologies should be on regular basis and libraries should improve their ICT
infrastructure.
Agaja (1999) reports that continuing education for librarians in Nigerian university
libraries usually takes place through conferences, workshops, seminars, or in-service training.
He further states that seminars provide opportunities to a group of academic libraries who
meet to discuss problems or topical issues on recent developments in the Nigerian library
scene.
IFLA/UNESCO (2001) guidelines for development of the public library service
define training of librarians as a vital element of the activities of a public library. The
guidelines show that every library should make a plan for f training of its staff. Moreover,
large libraries should have a post of training officer responsible for the organization and
implementation of training and it is recommended that 0.5-1 per cent of the library budget
should be allocated to the training.
Febunmi (2001) explains the Challenges and prospects of virtual libraries in
universities in Nigeria. The aim of this study was to examine and explore the viability of
virtual libraries in universities of Nigerian. A survey method was used for data collection of
library professionals of different universities of Nigeria to investigate and updating of
university libraries. Finding of the survey shows that university libraries have a poor
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infrastructure due to the lack of funds. Researcher recommended that professionals should be
involved in all library projects. Training should be organized for librarians and information
professionals. Researcher also suggested that Govt. of Nigeria should provide facilities for
new policy making, ICT training for librarian.
Aguolu and Aguolu (2002) examine the issue of professional education and training
required of staff is debatable. They narrates that Libraries are attached with e cultural process
and are part of the foundation of a civilized life. Keeping in view the access to the records of
civilization and culture, librarians should well-educated with appropriate knowledge. They
explain the idea that modern technology has improved information handling, facilitated
learning and research, and brought new change in librarian's role.
Ramaiah (2002) explains the impact of continuing education programs on library and
information science professionals. Expectations of Library users and Changes in libraries are
interrelated. Innovation in Technologies, like the use of IT, computers, communications,
internet and multimedia, has increased expectations of library users about the quality of the
library services. Due to these changes needs to modernize knowledge, attain new skills and
expertise, and keep up basic competencies. In present era, librarian deals with flow of
information and rapid changes in information technology. Trainings and Continuing
education programmes are better transfer of technology and to face the challenges of coming
days of rapid technological advancements. The study suggested that training and continuing
education programmes are important sources through which library professionals can keep
up-to-date in their profession and with latest technologies.
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, According to Ocheibi and Lawal (2002), internal training programmes can help nonprofessionals working in academic libraries to understand library procedures and help them
in better service. Blankson-Hemans (2004) reports an assessment of LIS curricula and the
field of practice in the commercial sector. The main object of the study was to explore how
LIS curricula meet the requirements of hiring managers and how the LIS curricula meet the
overall developments of LIS professional. The study explored that LIS graduates required
ICT skills in the commercial sector to satisfy the higher management. Findings of the study
show LIS curricula are not offering the sufficient course work to prepare graduates and meet
the need of present era. Study suggested that LIS courses should be more effective and offer
more practical experience to workers.
Cassner& Adams (2006) conduct a study 0f assessing the professional development
needs of distance librarians in academics libraries.” The main aim of the study was to find
out the professional development needs of distance librarians. The web survey method was
used
in
study.
Majority
of
the
respondent
pointed
out
training
needs
of
manageria/management skills as well as ICT skills. The respondents also point out the
challenge they faced in gaining professional skills is lack of funding. The study concluded
that in present ICT scenario library professional should update their skills, knowledge and
competencies.
Parkash (2006) highlight the role of LIS professionals in the E-information literacy in
digital-era. The purpose of the study was to show up the skill development programmmes for
LIS professionals in digital era. The conclusion of the study shows that quality and reliable
information is the basic needs in modern age, It is the responsibility of the library
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professional that they should change from traditional librarian to information manager. The
study also concluded that library professionals required ICT and management skills to satisfy
their users.The study recommended that Govt. should conduct seminars, workshops or
conferences to trained LIS professionals and every library should in digital environment in
the country.
Maesaroh (2006) conduct a study “An investigation of the continuing professional
development practices of Indonesian academic libraries.” The main aim of study was to
explore the present and desired state of academic library staff education and professional
development in Indonesia. The survey method was used to collect data. A questionnaire was
sent for data collection. The finding of this survey point out that science and technology
librarians are well educated, skillful and competent persons. They are also interested in
gaining knowledge about library automation, e-resources and reference sources. The study
concluded that with the development of electronic resources, librarian has a skill to manage
their library web site rather than traditional way. The study has recommended that committee
should analyses the training needs like, senior librarian need more latest techniques as
compared to recent graduate. There should be online guide and tutorials for librarian and
library professionals.
Saha (2007) narrates the training and development of library professionals for IT
application in university libraries. The main aim of the study was to investigate the
application of information technology in libraries from the training point of view. LIS
professionals must have technical skills and IT skills because there is rapid growth in ICT.
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The study concluded that the ICT skills training programs should start for library
professionals on continuous base to overcome the rapid changes of new technologies.
Kavulya (2007) explore the training of library and information science (LIS)
professionals in Kenya: A need assessment. The main aim of the study was to investigate the
IT obstacles in current job and also find out the areas of training ICT skills for library
professionals professional. This survey method was used in the study. It was consider by LIS
professionals in Kenya that the current library training programs in country do not fulfill the
current job requirements. There is a need of several of steps to improve the quality of LIS
training. Most of the library functions like ICT related activities (e.g. website, databases
design); reference services, record management, etc are performed by those employees who
are not library professional base. The study find out that job market is existing in Kenya but
Library training is insufficient to fulfill the job requirements. This deficiency is caused by
poor teaching resources at LIS training and lack of ICT content in the courses. The study
suggested that there should be institutions for Library professionals in Kenya to update,
review and design their courses in line with job requirements.
Babu (2007)
narrates the training needs of library professionals in Tamil in his
article on ICT skills of LIS professionals in Tamil Nadu: A case study. The main objective of
the study was to explore the training needs of ICT skills required by librarian and LIS
professionals in digital era. A survey method was used and data was collected through
questioner. Population of this study was LIS professionals of 76 engineering institutes of
Orissa. This study concluded that all LIS professionals have computer skills and they wants
to improve their library system through automation programs but they are facing the
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problems of poor infrastructural facilities over work burden, and lake of cooperation from
authorities. The study find out the role of LIS professionals has been changed from custodian
of books to knowledge manager in this modern age. Librarian and LIS professionals should
learn ICT skills to perform the library work according to user expectations. The study
suggested that the library management should provide opportunities to Librarian and LIS
professionals to enhance the ICT skills. Professional associations must arrange different ICT
training programs..
Aharony (2009) narrates the survey to determine Web 2.0 use by librarians. The basic
purpose of this study was to investigate whether Israeli librarians accept changes in
technologies like Web 2.0 applications. Library professionals were randomly selected from
all over the country to collect data. This study suggested that library management should
offer training programs for librarians to adopt web 2.0 applications in their library services.
Abdelrehman (2009) narrate the situation of ICT implementation and training at the
university of Khartoum library system (UKLIS). The main objective of the study was to
explore the present condition of ICT at university library system and identifies the training
programs available for the library system. Survey method was used in the study. Data has
been collected through interview and document examination and analysis. The university
library staff was the population. The finding shows that University have a good ICT
infrastructure but university libraries have lake of ICT structure due to lake of sufficient
funding and lake of experienced ICT workforce. The study suggested that higher
management of university should provide suitable funds for staff training and should be ICT
strategy.
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Somaretna (2011) explore the Service quality in University of Colombo libraries: an
assessment. The main objective of this is study was to find out quality library services of
academic libraries of university according to users satisfaction. Web survey was conducted
through questioner. The finding of the study shows that overall services of libraries were
found to be good but librarians have lack of ICT skills. The study conclude that lake of
computer literacy and ICT skills librarian ware not be able to satisfied the well aware users
needs. The study recommended that training need assessment should be start regularly for
better quality services.
Thompson (2009) explains “Core Technology Competencies for Librarians and
Library Staff.” The aim of the study was to explore the LIS professional’s need of ICT skills
and main hurdles in acquiring ICT skills and knowledge. The survey method was used and
data was collected through interview and structured questionnaire. Finding shows that
respondents ware interested in technical expertise like, computer hardware, Internet,
troubleshooting and library automation but respondents indicated some troubles like, lack of
training workshops, colleagues are not cooperatives and short library internships periods. The
study find out those library professionals need ICT skills and training to perform bettered
technical information services.. The study recommended that curriculum for LIS professional
should be updated according to modern digital environment. Workshops and seminars should
be arranged for Librarian and LIS professionals in university.
Buarki (2011) narrate ICT Skills and Employability Needs at the LIS Program
Kuwait. The purpose of the study was to compare the ICT skills of Library and Information
Science students with those skills need by the job market in Kuwait.. Study narrates that LIS
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education in Kuwait facing many problems an barriers like; lack of human resources, lack of
resources and the need for an accreditation body, lack of formal training of ICT skill. The
study concluded that curriculum for library professionals should be update as new ICT
applications and emerging technologies in the libraries. The study suggested that this study
will help to library professionals and administration in reviewing and adding changes in the
curriculum.
Olaniyan and OJO (2008) explain a survey conducted on Staff training and
development: A vital tool for organizational effectiveness. The basic aim of the study was to
examine how training and development of staff have an effect on the organizational progress.
The study shows that most valuable assets is human resources. Everything is ineffective
without qualified and skillful man. The study concluded that staff training is very important
in an effective organization and it will reduce the errors. Training will helpful to improve the
quality of work. The study suggested that to achieving the goals and objectives of the
organization training programs should be made compulsory and organization should arranged
workshops, conferences and seminars for staff training and development.
Connor (2009) reported a study conducted on an Introduction to Staff development in
academic libraries. The purpose of the study was to illustrate the different efforts made to
train the academic librarians. The survey method was used. Finding shows that university
library is like heart in research environment and librarian work as research manager but
unsuitability of courses, lack of opportunities and poor incentive appear to be main limitation
in the training and development of academic librarians, The study concluded that university
librarians require more knowledge and skills to use human as well as material resources
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technically and economically. The study recommended that more and more training and
development programs for LIS professionals should be explored.
Abba (2009) narrate a study on assessment of personnel training needs in the Ibrahim
Babaugida library, Federal university of technology, Yale, Nigeria The basic aim of the study
was to investigate the assessment of training needs of library staff in university library. The
survey research method was used in study and structured questionnaire was developed for
data collection. Population was library professional and library staff of university. The
findings of study show that most respondent have limited IT skills and they needed informal
training programs. The main problem faced by the respondent is lack of funds. The study
find out that assessment of training needs is important to provide effective library services to
university users. The study recommended that informal training programs must be start for
employees to gain ICT skill. University management should provide funds, trained resource
persons and written training policy for the university libraries.
Sing (2009) explain a study to explore the new skills for LIS professionals in
technology - intensive environment. The objective aim of the study was to show the impact
of emerging changes on academic librarian and mention the need of new skills of the
management. The finding shows that latest technologies have much impact on new library
environment. But LIS professionals still practice through traditional tools. The study
concluded that changing requirements of modern library user have forced the librarian to
update their skills. The study recommended that librarians should equip with core
competencies to satisfy their users
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Cloate (2009) narrate Core technology competencies for librarians and library staff.
The purpose of the study was to examine the impact of ICT technology on librarians and
other library staff. Survey method was used in this Study. Finding shows that in present age,
librarians need ICT skills. The study concluded that new changes have been occurred during
past few decades in library environment due to advances in Information Communication
Technology (ICT). The library staff must acquire knowledge of library automation,
management of information through internet and web based library services etc. The study
recommended that library education programs must be arranged for library professionals and
library staff.
Newman (2010) explains the study on training in support of Leadership development
at the university of the Wes Indies, Mona Campus Library”. The basic objective of the study
was to investigate training needs of main and branch libraries at the University of the Wes
Indies, Mona Campus. Data has been collected through interviews from library professionals
to explore the training needs in their profession. Mona library is also facing many problems
to provide efficient services for its researcher. Mona library has broadly identifies the
training needs in the library’s strategic plan 2007-2012 and the library’s work force plan.
Selected persons conduct training and all categories of library staff considered for training.
The library’ strategic plan for 2007-2012 discusses leadership development of its staff in a
number of areas. Researcher’s main focus was to recommend training strategies for
development of leaders in the areas of marketing library products and technical skills.
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2.3
Related Studies in National Context
Sharif and Mahmood (2001) reported a study on certificate holders of the PLA
Computer Training Center, Lahore. Two-thirds (2/3) of the respondents were of the view that
their ICT training helped them to find better jobs. The LIS professionals and librarian
recommended that the centre should also offer training in advanced concepts of library
automation and ICT
Saeed Ullah Jan & Dr. Rafia A Sheikh Recommended that University librarians may
be trained in modern library trends. User education program on emerging library
technologies may be introduced to the library clientele especially freshmen
Arif (2004) examined the training and development of library professionals for IT
application in university libraries. The main purpose of this study was to explore and
investigate the application of information technology (IT) in libraries from the training point
of view. IT application is vital and important consideration for all libraries. Due to rapid
growth of information and development in ICT, LIS professionals and librarians must have
LIS technical skills and IT skills for smooth functions. The study concluded that the training
programmes regarding IT skills for library professionals should be offer on regularly and
continuous bases due to rapid changes of new technologies.
Mohammad Asghar (1992) narrates some main obstacles and problems as the lack of
opportunities for proper training, appropriate guidance, availability and access to information
sources,
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Ameen and Arshad (2010) reported a study “quality of service of the University of
the Punjab libraries.” The main aim of the study was to explore and find out quality library
services of academic libraries of university according to users point of view. Web survey
method was used to collect data. A questioner was sent through web. The finding of the study
shows that services of libraries were found to be good but librarians have lack of ICT skills.
The study concludes that deficiency in computer literacy and ICT skills, library professionals
and librarian could not satisfy their users well. The study recommended that training need
assessment should be repeated with regularly to improve the quality of service.
Ramzan (2002) conducted a survey of 244 librarians in academic and research
institutions of Pakistan, and 87% had some knowledge about the use of ICT Overall, 76 %
had attended some training programs related to ICT .97 % recommended that “Attainment of
theoretical and practical IT knowledge should be a component of library education in
Pakistan”
Mahmood (2007) conduct a study on ICT training for LIS professionals in Pakistan: a
need assessment. The basic purpose of this study was to assess continuing education needs
for library and information science professionals in ICT sector. The study of the study was to
investigate the educational background of LIS practitioners regarding ICT and what skills are
required to learn. The study concluded that there is the need of continuing professional
education in various areas of ICTs. LIS schools and professional associations organize such
training programs. Study recommended that government of Pakistan should take interest in
this regard through its Higher Education Commission and department of libraries and there
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must be co-ordination between various continue education providers in the country to share
their experiences and plans.
Sharif and Mahmood (2001) conduct a survey of certificate holders of the PLA
Computer Training Center, Lahore. Two-thirds (2/3) of the respondents replied that their ICT
training helped them to find better jobs. The Librarian and LIS professionals recommended
that the centre should also offer training in advanced concepts of library automation.
Batool & Amen (2009) conducted a case study of the Status of technical
competencies of university librarians. The main purpose of this study was to explore the LIS
professional’s need of information technology skills and obstacles in acquiring ICT skills and
knowledge. The data has been collected through interview and structured questionnaire in
survey method. Population of the study was librarians of university of Punjab. The finding
shows that respondents are interested in technical expertise like, computer hardware, Internet,
troubleshooting and library automation. The respondents also indicated some problems like,
lack of training workshops, colleagues are not cooperatives and short library internships
periods. The study point out the that library professionals need advance ICT skills and
training to perform advanced technical information services in library digital environment.
The study recommended that LIS curriculum must be modernized according to modern
development in library professionals. It is also recommended that c workshops and seminars
should be arranged for LIS professionals in university.
Shakeel Ahmad Khan and Dr. Rubina Bhatti recommended that Library Associations
should organize useful workshops, training courses, seminars and conferences which may
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help in preparing well versed librarians in the country. They also recommended that LIS
Schools should play vital role by organizing refresher courses on latest technologies.
Apprenticeship programs should be offered to the newly qualified BLIS and MLIS students
Other CE activities for ICT include courses conducted by professional associations. The PLA
arranged various courses, workshops, seminars and lectures on the topic of library
automation. The Punjab University Library Science Alumni Association arranged many
courses on the use of microcomputers in libraries. The NLDP invited automation experts
from abroad to conduct various courses in Pakistan. Pakistani librarians were also sent by the
NLDP to The Netherlands for advanced training in information technology
Chaudhary (2008) conduct a study on “Continuing professional education of
librarians working in the Punjab libraries and Azad Jammu Kashmir” The main aim of study
was to investigate the training needs and importance of continuing education of university
librarians in Pakistan and Azad Jammu Kashmir. Researcher conducted survey method was
used in study and was collected through questionnaire. Library professionals of selective
universities were the population of study. This study point out that training and continuing
education is important for all professionals and non professionals’ librarians of academic
libraries due user’s expectations. The study recommended that university library professional
have high ICT skills and have want to get training of ICT skills. The main obstacles in
continuing education programs are lack of funds and poor infrastructure. Researcher
suggested that university management should also take interest in arranging training
programs for librarian. Library Professionals and librarian should play effective role for the
promotion of continuing education.
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CHAPTER NO: 3
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter presents an overview of research design and methodology. The basic purpose of
this research was to explore and investigate the training needs assessment for LIS
professionals and para professionals working in federal area universities. This study presents
the procedure used in different stages of the study i.e. literature review, designing of data
collection instrument, collection of the data, data analysis and interpretation.
The Training Needs Assessment is a significant and important activity for the training and
development function. The needs assessment is the first step in the establishment of a
training and development program. It is consider for base line for determining instructional
objectives, the design of instructional programs, the practical implementation of the
programs and the evaluation of the training provided. These processes form a cycle which
always begins with a needs assessment (Miller, 2002)
3.2 Literature Review
In order to understand the research problems, a comprehensive review of the relevant
literature was made in the first phase. Training Needs Assessment for library professionals
and paraprofessional related studies were reviewed to know various types of different
theories of Training Need Assessment for LIS professionals and paraprofessional staff.
Different searching terms related to the research problems were used for literature search in
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published and unpublished forms to cover the study. Search engine such as Google, Yahoo,
and Answers.com were used. To find the relevant material from different databases like
Emerald, Science Direct, and ASLIB, the researcher consult peer reviewed journals, articles,
proceedings, reports etc..
Instrument for collecting data was prepared in the light of
Literature review.
3.3 Research Methodology
Quantitative method was used in this study to explore the training needs assessments
for LIS professionals and paraprofessional staff working in federal area universities (ICT). A
questionnaire containing both open and close ended was developed and distributed among
library professionals and paraprofessionals of Universities/DAI. “The survey based research
methodology is most appropriate when investigators do not have direct access to subjects of
the survey and/or the size of the sample is large”. (Tripathi and Kumar, 2010). Both these
things are present in this study.
3.3.1
Population of the Study
In Pakistan, there are 153 fully recognized universities that offer PhD level awards. In
Islamabad capital territory, there are 22 universities in the public and private sectors offering
education in all kinds of disciplines with attached centralized and decentralized library
systems (www.hec.gov.pk)
To explore the Training Needs Assessment by library professionals and paraprofessionals
staff working in ICT, HEC recognized public and private universities are selected. A detail of
the populations is as under:-
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Table #1 Summary of Public and Private Sector Universities / Degree Awarding
Institutes of Pakistan.
Summary
Quantity
Public Sector Universities / Degree Awarding Institutes
86
Private Sector Universities / Degree Awarding Institutes
67
Total
153
Table #2 Summary of Public and Private Sector Universities / Degree Awarding
Institutes of Islamabad Capital territory including Taxila and Wah.
Summary
Quantity
Public Sector Universities / Degree Awarding Institutes
16
Private Sector Universities / Degree Awarding Institutes
06
Total
22
3.3.2 Development of Instrument
Different studies on the related topic were comprehensive reviewed and their
instruments were critically examined and then a structured and comprehensive questionnaire
was designed according to the need and relevance of the research topic. Chen &Weng (2009)
stated that a questionnaire is a data collection method that a respondent completes in written
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format. Perceptions with respect to training need assessment were determined by using high
and low scale.
3.3.3
Evaluating the Research Instrument
After the questionnaire development it was sent to the four experts (having research
experience and sufficient knowledge about training needs assessment for LIS professionals)
for its evaluation. Appendix “C” shows their names. The experts suggested some changes
and the changes were made accordingly.
3.4 Data Collection Procedure
To investigation of training needs assessment for LIS professionals and
paraprofessional staff working in
22
Public and Private Sector Universities / Degree
Awarding Institutes of Islamabad capital territory , questionnaires containing both open and
close ended were distributed among library professionals and paraprofessional staff. At the
first stage, 130 questionnaires were distributed to library professionals and paraprofessional
staff. All questionnaires were distributed personally; through E-mail and postal services to
library professionals and paraprofessional staff at HEC recognized Universities. On the
second stage, some pending questionnaires were received through postal services and 50
questionnaire received by hand.
3.5 Response Rate
Total 130 questionnaires were distributed to the LIS professionals and paraprofessional staff
working in 22 Public and Private Sector Universities / Degree Awarding Institutes of
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Islamabad capital territory whereas 104 library professionals’ and paraprofessional staff
responded the survey. Thus the response rate was 80 per cent.
3.6 Data Analysis & Interpretation
Statistical techniques were used to analyze data.
Data collected from library
professionals and paraprofessional staff was analyzed with the Statistical Package for the
Social Sciences (SPSS, Version-20). Descriptive statistics i.e. frequencies, percentages, were
used to measure the variables. High and low point scales adopted to get the weighted values
and rank order.
3.7 Summary of Findings, Conclusions and Recommendations
At the end of study, the summary of findings regarding research questions,
conclusions and recommendations of the study are presented. Contribution to knowledge and
topic for future studies are also given at the end of fifth chapter.
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CHAPTER NO: 4
DATA ANALYSIS AND INTERPRETATION
4.1 Introduction
This study was conducted to explore the Training Needs Assessment for LIS
professionals and paraprofessional staff working in 22 HEC Recognized Public and Private
Sector Universities / DAI of ICT. This chapter presents investigation and interpretation of
data collected through survey. To achieve objectives of the study, researcher investigated
that: whether library professionals have ICT skills or need training for ICT skills. Will library
staff need training for library services? What types of limitations LIS professionals face on
meeting training needs? A questionnaire was developed and distributed among 130 library
professionals and paraprofessional staff working in. 22 HEC Recognized Public and Private
Sector Universities / DAI of ICT. A covering letter was attached with questionnaire stating
the purpose and significance of the study. The respondents were also assured that the
provided information regarding this research work will be kept highly confidential and use
for research purpose. Only 103 library professionals responded to the questionnaire. The total
response rate was 80%. The findings of the survey are presented in tables and graphs.
4.2 Demographic Information
Part I ,Part II and Part II of the survey tool was used to collect the demographic
information of the library professionals and paraprofessional staff working in. 22 HEC
Recognized Public and Private Sector Universities / DAI of ICT. In this section respondents
were asked about their age, gender, designation, qualification and experience. The results of
the collected data are discussed below:
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Table # 3 :Respondents' Gender
Frequency
Valid
Percent
Valid
Cumulative
Percent
Percent
Female
25
24.0
24.0
24.0
Male
79
76.0
76.0
100.0
Total
104
100.0
100.0
Figure # 1
The result concerning the gender of the respondents showed that majority of the
respondents were male 79 (76%), while the female respondents’ was only 25 (21%).
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Table # 4: Respondents’ Age
Age Group
Valid
Frequency
Percent
Valid
Percent
Cumulative
Percent
Below 26 yrs
7
6.7
6.7
6.7
26 to 35 yrs
46
44.2
44.2
51.0
36 to 45 yrs
27
26.0
26.0
76.9
46 to 55 yrs
19
18.3
18.3
95.2
More than 55 yrs
5
4.8
4.8
100.0
104
100.0
100.0
Total
Figure # 02
The data in above table and figure shows that the most respondents 46 (44.2%) were
of 26-35 year age group, while 27 (26.0%) respondents were of 36-45 year age group and .19
(18.0%) respondents were of 46-55 year age group. However 7(6.7%) library professionals
and paraprofessionals were below26 year and 5 (4.8%) were more than 55 years.
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Table # 5: Respondents’ Designation
Designation
Valid
Frequency
Percent
Valid
Percent
Cumulative Percent
Assistant Librarian
24
23.1
23.1
23.1
Library Assistant
17
16.3
16.3
39.4
Librarian
9
8.7
8.7
48.1
Junior
Cataloguer/Classifier
9
8.7
8.7
56.7
Cataloguer/Classifier
5
4.8
4.8
61.5
Other
40
38.5
38.5
100.0
Total
104
100.0
100.0
Figure # 03
The analysis of data shows that the designation of majority of the respondents was
Assistant Librarian 24(23.1%) and Library Assistant 17 (16.3%). Responses also received
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from 9 (8.7%) Librarian and Junior Cataloguer/Classifier and 5 (4.8%) Cataloguer/Classifier
and a reasonable number of respondents 40(38.5%). stated their designations as Chief
librarian, Information Executive, Documentation officer and Snr Library Assistant, etc.
40(38.5%).Some respondent does not mentioned their designation
Table # 6: Respondents’ Status
Frequency Percent Valid Percent Cumulative Percent
Valid
Professional
75
72.1
72.1
72.1
Para
Professional
29
27.9
27.9
100.0
Total
104
100.0
100.0
Figure # 04
The analysis of data shows that majority of the respondents 75(72.1%) were from public
university libraries while 29 (27.9%) were from private sector universities of ICT.
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Table # 7: Respondents’ Institution
University
Frequency
Percent
Cumulative
Percent
1. Air University
4
3.8
3.8
2. AIOU
7
6.7
10.6
3. Bahria University
4
3.8
14.4
10
9.6
24.0
3
2.9
26.9
3
2.9
29.8
11
10.6
40.4
6
5.8
46.2
4
3.8
50.0
6
5.8
55.8
5
4.8
60.6
4
3.8
64.4
9
8.7
73.1
6
5.8
78.8
4
3.8
82.7
4
3.8
86.5
4
3.8
90.4
18. Riphah International University, Islamabad
4
3.8
94.2
19. Shifa Tameer-e-Millat University, Islamaba
1
1.0
95.2
20. HITEC University, Taxila
5
4.8
100.0
104
100.0
4. COMSATS institute of Information
technology
5. Federal Urdu University of Arts, Sciences &
Technology
6. Institute of Space Technology, Islamabad
(IST)
7. International Islamic University, Islamabad
8. National Defense University, Islamabad
(NDU)
9. National University of Modern Languages
Islamabad (NUML)
10. National University of Sciences &
Technology Islamabad
11. Pakistan Institute of Development
Economics (PIDE), Islamabad
12. Pakistan Institute of Engineering & Applied
Sciences, Islamabad (PIEAS)
13. Quaid-i-Azam University, Islamabad
14. Fatima Jinnah Women University,
Rawalpindi (FJWU)
15. Pir Mehr Ali Shah Arid Agriculture,
University Rawalpindi
16. University of Engineering & Technology,
Taxi
17. National University of Computer and
Emerging Sciences, Islamabad
Total
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Figure 05
The analysis of data shows that COMSATS institute of Information technology 10
(9.6%) and International Islamic University, Islamabad 11(10.6%) y show much interest in
this survey, one (1) Institution show least interest whereas two (2) Universities/DAI did not
send their response.
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Table # 8: Respondents’ Sector
Valid
Frequency
Percent
Valid Percent
Cumulative
Percent
Public
86
82.7
82.7
82.7
Private
18
17.3
17.3
100.0
Total
104
100.0
100.0
Figure # 06
The analysis of data shows that majority of the respondents 86 (82.7%) were from
public university/DAI libraries while18 (17.3%) were from private sector universities/DAI of
Islamabad Capital Territory.
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Table # 9: Respondents’ Experience
Year
Valid
Frequency
Percent
Valid
Percent
Cumulative
Percent
1-5 years
26
25.0
25.0
25.0
6-10 years
34
32.7
32.7
57.7
11-15 years
17
16.3
16.3
74.0
16-20 years
8
7.7
7.7
81.7
More than 20 years
19
18.3
18.3
100.0
Total
104
100.0
100.0
Figure # s7
The analysis of data shows that out of 104 respondents 26 (25.0%) were of 1- 5 years
experience, 34 (32.7%) LIS professionals and paraprofessional staff were of 6-10 year
experience, while 17(16.3%) were of 11-15 year experience. Whereas, the respondents
having experience from 16-20 year was 8 (7.7%) and19 (18.3%) above 20 year experience
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was. Results shows that more than half respondents 60 (57.474%) fell in 1-10 year’s
experience
Table # 10: Respondents’ Job Status
Valid
Frequency
Percent
Valid
Percent
Cumulative Percent
Regular/Permanent
76
73.1
73.1
73.1
Contract
28
26.9
26.9
100.0
104
100.0
100.0
Total
Figure # 8
The result concerning the job status of respondents shows that majority of the
respondents 76 (73.1%) having regular/Permanent Job while 28 (26.9%) respondents’ are on
contract basis.
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Table # 11: Respondents’ Qualification
Qualification
Valid
Frequency
Percent
Valid Percent
Cumulative Percent
Phd
3
2.9
2.9
2.9
MPhil
4
3.8
3.8
6.7
MLS/MLIS
70
67.3
67.3
74.0
BLS/BLIS
24
23.1
23.1
97.1
DLS/DLIS
3
2.9
2.9
100.0
104
100.0
100.0
Total
Figure # 9
The data collected from questionnaire about respondents’ qualification shows that
majority of them were M.A/M.LIS 70 (67.3%) and BLS/BLIS 24(23.1%) , while, the M Phil
and PhD respondents were only 4 (3.8%) and 3(2.9%) respectively.
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Table # 12: Respondents’ Year of Passing Last Degree
Year
Valid
Frequency Percent
Valid
Percent
Cumulative
Percent
Before 1990
5
4.8
4.8
4.8
1990-1995
8
7.7
7.7
12.5
1996-2000
9
8.7
8.7
21.2
2001-2005
21
20.2
20.2
41.3
2006-2010
41
39.4
39.4
80.8
After 2010
20
19.2
19.2
100.0
104
100.0
100.0
Total
Figure # 10
The analysis of data shows that out of 104 respondents 61 (58.6%) has complete their
last degree recently (After 2006) and 21(20.2%) between 2006-10 while 22 (21.2%)
complete their last degree before 2000.
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4.3 Core Question
Parts IV consist of core question area. In this section respondents were asked about
their in house training facilities, suitable time and method for training and funding for
training etc. The results of the collected data are discussed below:
4.3.1 Institution/University playing important role in training needs for LIS
Professional and paraprofessional Staff.
8-Ido not know
12, 9%
1
2
3
4
5
6
7
8
9- Any other 17, 1-AIOU, 18, 14%
13%
2-PASTIC
20
16%
7-HEC, 21, 17%
4-NLP, 20, 16%
6-NSF, 1, 1%
3-NBF Islamabad,
1, 1%
5-PLA Fed Br,
16, 13%
9
Figure # 11
The analysis of data shows that out of 104 respondents, HEC 21 (17%) and PASTIC
20 (16%) and National Library of Pakistan 20 (16%) have been playing leading role whereas
AIOU Islamabad(14%), and PLA (13%)Federal Branch playing medium role in training. 9%
respondents do not know about training program, whereas 13% suggest other institution for
training for LIS professional and paraprofessional staff in ICT.
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4.3.2 Institution/University in house training facilities needs for LIS Professional.
3- I do not
know, 16,
15%
1
1- Yes, 47, 45%
2
2- NO, 41, 40%
3
Figure # 12
The analysis of data shows that out of 104 respondents, 47(45%) have in house training
facilities whereas 40(41%) have no in house training facilities.16(15% ) respondents do not
know about in house training program for LIS professional and paraprofessional staff in ICT.
4.3.3 Institution/University held training for LIS Professional
5- I don’t know
21, 20%
4-No Training
held , 24, 23%
1- 1-5 time
, 36, 35%
1
2
3-More
3
than time
4
, 13, 12%
5
2,-6-10 time
10, 10%
Figure # 13
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As shown in the figure, the respondents were asked to mention “How many times
your University/ organization has held training for Professionals /paraprofessionals staff
during the last five years.” It was found that 36(35%) respondents were agree that their
institution held training 1-5 times in last five years , 10(10%) were agree that their institution
held training 6-10 time for LIS professional and paraprofessional and 13 (12%) agree that
their institution held training more than 10 time for LIS professional and paraprofessional in
ICT. 21(20%) replied that no training held whereas 21(20%) reply that they do not know
about training program for LIS professional and paraprofessional staff in ICT.
4.3.4 Training Method for LIS Professional
8Conferences/Semi
nars, 18, 7%
9-Distance
Learning,
5, 2%
7-Tele video
conferencing,
3, 1%
6-Tours of other
institutions,
30, 12%
11-Other 1, 0%
1-Small group
workshop
60, 23%
2-Large group
workshop courses
, 31, 12%
5-Written manuals,
10, 4%
4Conferences/semin
ar,
38, 15%
10-Web-based
tutorials
13, 5%
3-Professional
meeting,
50, 19%
Figure # 14
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As shown in figure, conferences/seminars (22%) and workshops (35%) are most
familiar informal training programs which are more effective as compare to other. However,
the respondents were also agreeing that professional meetings, Web-based tutorial and tours
of other institutions are also effective training programs for the improvement of LIS
professionals and paraprofessionals staff. But the respondents were agreeing to some extent
televideo conferencing, written manuals and distance learning.
4.3.5 Time frame for training
5-Course of 1-4
hours a week for
two or more semso
21
14%
1-One-time event of
1-2 work days in a
year
17
12%
6-Other
7
5%
1
2
4-Course of 1-4
hours a week for
one semes.
30
21%
2-Two-time event of
1-2 work days in a
year
41
28%
3
4
5
6
3-One-time event of
3-5 work days in a
year
30
20%
Figure # 15
The responses of the question “Which time frame for training do you consider the
most suitable for your university/organization?” showed that the majority of the respondents
were agreed that training programme should Two-time event of 1-2 work days in a year
whereas opinion regarding One-time event of 3-5 work days in a year and Course of 1-4
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hours a week for one semester to some extent i.e. 30 (30%) each. However opinion regarding
Course of 1-4 hours a week for two or more semester and One-time event of 1-2 work days
in a year is 14% and 12 % respectively. 5% have other timeframe for training and they are
not agreeing this schedule.
4.3.6 Assign Job/Duties of Respondent
11-User
12Education
Indexing/Abstrcting
21
6
10-Reference sec
6%
2%
24
7%
9-Personnel/Human
Relations
15
5%
13-Other
3
1%
1-General
management
38
12%
1
2
3
4
5
8-Interlibrary
Loans
9
3%
7Serial/magazine
sec
28
9%
2Catalog/Classificatio
39
12%
6
3-Acquisition
40
12%
6-Lib Automation
34
10%
5-Digitization
31
9%
7
8
9
4-Circulation
41
12%
1
0
1
1
1
2
1
3
Figure # 16
The responses of the question “In Which Section/Department you are responsible for in your
organization/University?” showed that the majority of the respondents (48%) performing
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duties of Acquistion,Cataloguing/Classification, Circulation and General Management,
whereas 28% doing the duties of Lib Automation, Digitization and Serial/Magazine
Sections.18% respondents are attached with Users Education, Personal/Human resources and
Reference Section. Only few i.e 5% doing the work of Inter library Loan Sec and
Indexing/Abstracting.3% doing other then above mentioned jobs.
4.3.7 Responsibility For training in ICT.
7- Other
1
1%
6-University
Management
33
21%
5-HEC
Administration
20
13%
4-ICT vendors
4
2%
1
2
1-Professional
Associations
56
36%
3
4
3-LIS
departments at
universities
33
21%
5
2-Employers
10
6%
6
7
Figure # 17
The responses of the question “I Who is the responsible for library training in ICT” showed
that the majority of the respondents i.e. 56(36 %) were agreed that Professional Associations
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should responsible to conduct trainings for LIS professional and paraprofessional staff in
ICT.LIS Departments at universities and Universities management should also play effective
role in trainings program for LIS staff, Opinion of respondent was 33 (21%) each. HEC
Administration, ICT Vendors and Employer should also play role for trainings for LIS
professional and paraprofessional in ICT to some extent i.e. 34 (21%) each. 1% respondents
are not agree these opinion.
4.3.8 Funds for training Program.
60
52
48
50
40
30
21
20
9
10
1
0
1
2
1. Professional associations’
2. HEC
3. Other
3
4
2.
4.
5
Self Funding
Universities Management
Figure # 18
The responses of the question “in your opinion, which should pay for training of
Professional/Paraprofessional staff in HEC University Libraries” showed that out of 131
opinions. The majority of the respondents (90) were agreed that funds for training program
for LIS professional and para professional working in Federal Area universities should
provide by HEC or University Management. 21 opinions were about provision of funds for
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training for LIS professional and para professional staff by Professional Associations. Self
funding for training to some extent i.e. 9 Opinion.
4.3.9 Best time for training.
7-Short training
programmes (one
to four hours
19
14%
1-Evenings /after
working hours
25
19%
1
2
3
2-Weekends
19
14%
6-Ful day training
32
24%
4
5
6
5summer/other
vacations
22
16%
7
3-Long training
programmes (more
than one day)
4-Week days
16
2
12%
1%
Figure # 19
The responses of the question “Which time frame for training do you consider the
most suitable for your university/organization?” showed that majority of the respondents
(43%)were agreed that training program should conduct full day training(24%) or
evening/after office hours ( 19%). 22 (16% ) of the opinion that training should conduct in
summer vocation or any other vocations. 16 (12% ) an 19(14%) each with the opinion that
training program should conduct Long training programs (more than one day) or Short
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training programs (one to four hours) respectively. 1 % opinion that training should on
weekdays only.
4.3.10 How LIS staff encourage in getting Training.
4-Arranging
temporary
replacement at
work
9
7%
5-Other
6
5%
1
2
3-Increased
salary/advanced
increments
25
19%
1-Offering paid
leave/time-off
31
24%
3
2-Consideration for
promotion
58
45%
4
5
Figure # 20
The responses of the question “In your opinion How should employers encourage LIS
professionals to participate in training programs?” showed that majority of the respondents
58(45%) were agreed that LIS professional and paraprofessional staff can be encouraged
towards training program by consideration for promotion policy.LIS staff can also motivated
towards training through offering paid leave/time-off and Increased salary/advanced
increments. Arranging temporary replacement at work, LIS professional and paraprofessional
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staff can encouraged towards training program to some extent.5% respondent suggest other
ways to encourage LIS professional and paraprofessional staff toward training program like
4.3.11 Main Obstacles/problems in getting Training
6-lack of
encouragement for
training in the
existing promotional
scheme.
24
17%
7-Non cooperation
of university
management 8-Other
2
11
1%
8%
1- inadequate fund
allocations for
training
programmes
32
22%
2-Vacancies
being unfilled
7
5%
1
2
3
5-Poor language and
ICT skills
23
16%
3-Non-availability of
a training policy
26
18%
4
5
6
7
8
4-non-availability of
appropriate training
opportunities
18
13%
Figure # 21
The responses of the question “In your opinion, what are the main obstacles/issues in
training programs?” showed that majority of the respondents 57(45%) were agreed that
inadequate fund allocations for training program (22%), non-availability of a training policy
(18%) and lack of encouragement for training in the existing promotional scheme (17%) are
the main obstacles in getting training faced by LIS professional and paraprofessional staff in
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ICT. Moreover poor language and ICT skills (16%) and non-availability of appropriate
training opportunities (13%) also cause of problems in training program to some extent. A
few respondents also indicate that Non cooperation of university management (8%) and
vacancies being unfilled (5%) is hurdle in getting training. Only 2(1%) respondent indicate
other issue like in training
4.3.12 How to overcome on Obstacles/problems in getting Training.
4-By revising the
recruitment and
promotional
schemes to
encourage
participation
12
9%
5-Through effective
6-Any other
role of professional
1
organization
1%
16
1-By increasing
11%
funding for training
32
23%
2-By develop a
training policy for
the University
libraries;
52
38%
1
2
3
4
5
6
3-By organizing
appropriate training
programmes by the
HEC
25
18%
Figure # 22
The responses of the question “In your opinion, How we can overcome the obstacles/
issues in training programs?” showed that majority of the respondents 84(61%) were agreed
that we can overcome these problems by the development of training policy for the
Universities libraries (38%) and provision of adequate fund allocations for training program
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(23%), Moreover we can also overcome these issue By organizing appropriate training
programs by the HEC(18%); through effective role of professional organization(11%) and
revising the recruitment and promotional schemes(9%).
4.4 Need for Training
Part V consists of need for training. In this section respondents were asked about their
competency/confidence levels as well indicate the level of interest/need for training for
professional and Paraprofessional’s staff for each of the following areas: The results of the
collected data are discussed below:
4.4.1 Cataloging and classification
This area consist of confidence level of bibliographical control, assigning subject
heading) as well as interest and need for training in this area.
Table # 13: Cataloguing/Classification Confidence * Cataloguing/Classification Need/Interest
Cataloguing/Classification
Need/Interest
High
Cataloguing/Classificati Medium
on Confidence
Low
None
Total
Total
High
Medium
Low
None
18
8
6
2
34
12
34
8
1
55
2
3
3
2
10
1
33
1
46
1
18
2
7
5
104
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Figure # 23
Figure and chart show that out of 104 respondent, 34 respondent have high level,55
have medium level,10 have low level of confidence related to Cataloguing/Classification.5
respondent did not show their level of confidence. The 34 respondent who have high level of
confidence also show need/interest of training, 18 high levels, 8 medium levels, 6 low level
and 2 none respectively. The 55 respondent who have medium level of confidence
show
need/interest of training high , medium, low level,12,34,8 respectively. Two respondents did
not show need of interest. The 10 respondent who have low level of confidence
show
need/interest of training high , medium, low level,2,3,3 respectively. Two respondents did
not show need of interest. The 5 respondent who did not show their confidence also show
need/interest of training high , medium, low level,1,1,1 respectively. Two respondents did
not show need of interest.
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4.4.2 Circulation
This area consists of confidence level of library automation systems, loans, fines as
well as interest and need for training in this area.
Table # 14: Circulation Confidence * Circulation Need/Interest
Circulation
Confidence
Total
High
Medium
Low
None
Circulation Need/Interest
High Medium Low
None
22
12
9
9
12
18
6
2
3
6
2
1
0
0
2
0
37
36
19
12
Total
52
38
12
2
104
Figure # 24
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Figure and chart show that out of 104 respondent, 52 respondent have high level,38
have medium level,12 have low level of confidence related to Cataloguing/Classification.2
respondent did not show their level of confidence. The 52 respondent who have high level of
confidence also show need/interest of training, 22 high level, 12 medium level,9 low level
and 9 none respectively. The 38 respondent who have medium level of confidence
show
need/interest of training high , medium, low level,12,18,6 respectively. Two respondents did
not show need of interest. The 12 respondent who have low level of confidence also show
need/interest of training high , medium, low level,3,6,2 respectively. One respondent did not
show need of interest. The 2 respondent who did not show their confidence also shows
need/interest of training low level.
4.4.3 Collection Development
This area consists of confidence level of acquisition and selection of resources
as well as interest and need for training in this area.
Table # 15 Collection develop Confidence * Collection development Need/Interest
Collection development Need/Interest
High
Collection development Medium
Confidence
Low
None
Total
Total
High
Medium
Low
None
14
7
14
9
44
13
29
8
3
53
1
0
4
1
6
1
29
0
36
0
26
0
13
1
104
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Figure # 25
Figure and chart show that out of 104 respondent, 44 respondent have high level,53
have medium level,6 have low level of confidence related to Collection Development.1
respondent did not show their level of confidence. The 44 respondent who have high level of
confidence also show need/interest of training, 14 high levels, 7 medium levels, 14 low level
and 9 none respectively. The 53 respondent who have medium level of confidence
show
need/interest of training high , medium, low level,13,29,8 respectively. Three respondents
did not show need of interest. The 6 respondent who have low level of confidence also show
need/interest of training high and low level, 1&4 respectively. One respondent did not show
need of interest. The 1respondent who did not show their confidence also shows need/interest
of training high level
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4.4.4 Digitization
This area consists of confidence level of digital library development, databases and
electronic resources as well as interest and need for training in this area.
Table # 16 Digitization Confidence * Digitization (digital library) Need/Interest
Digitization (digital library) Need/Interest Total
Digitization (digital
library) Confidence
Total
High
Medium
Low
None
High
Medium
Low
25
12
3
9
49
13
23
5
2
43
4
4
1
2
11
None
0
1
0
0
1
42
40
9
13
104
Figure # 26
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Figure and chart show that out of 104 respondent, 49 respondent have high level,43
have medium level,11 have low level of confidence related to Digital Library.1 respondent
did not show their level of confidence. The 49 respondent who have high level of confidence
also show need/interest of training, 25 high levels, 12 medium levels, 3 low level and 9 none
respectively. The 43 respondent who have medium level of confidence show need/interest
of training high , medium, low level,13,23,5 respectively. Two respondents did not show
need of interest. The 11 respondent who have low level of confidence also show need/interest
of training high, medium and low level, 4, 4&1 respectively. Two respondents did not show
need of interest. The one respondent who did not show their confidence also shows
need/interest of training medium level.
4.4.5 Library specific skill
This area consists of confidence level of acquisition and selection of resources
as well as interest and need for training in this area.
Table # 17 Library-specific computer skills Confidence * Library-specific computer skills
Need/Confidence
Library-specific
computer skills
Confidence
Total
High
Medium
Low
None
Library-specific computer skills
Need/Confidence
High Medium
Low
None
31
12
4
12
7
21
9
2
1
4
0
0
0
0
1
0
39
37
14
14
Total
59
39
5
1
104
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Figure # 27
Figure and chart show that out of 104 respondent, 59 respondent have high level,39
have medium level,5 have low level of confidence related to Library specific skills.1
respondent did not show their level of confidence. The 59 respondent who have high level of
confidence also show need/interest of training, 31 high levels, 12 medium levels, 4 low level
and 12 none respectively. The 39 respondent who have medium level of confidence show
need/interest of training
high , medium and low level 7,21 and 9 respectively. Two
respondents did not show need of interest. The 5 respondent who have low level of
confidence show need/interest of training high and medium level 4&1 respectively. The one
respondent who did not show their confidence also shows need/interest of training low level.
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4.4.6 Library Process
This area consists of confidence level of
Processing (including book repair,labeling
as well as
interest and need for training in this area.
Table # 18 Library Processing Confidence * Library Processing Need/Interest
Count
Processing (including book repair, labeling)
Need/Interest
High
Processing (including
Medium
book repair, labeling)
Low
Confidence
None
Total
High
19
9
1
0
29
Medium
6
32
2
1
41
Low
4
9
7
2
22
None
8
1
0
3
12
Total
37
51
10
6
104
Figure # 28
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Figure and chart show that out of 104 respondent, 37 respondent have high level,51
have medium level,10 have low level of confidence related to Library processing.6
respondent did not show their level of confidence. The 37 respondent who have high level of
confidence also show need/interest of training, 19 high levels, 6 medium levels, 4 low level
and 9 none respectively. The 51 respondent who have medium level of confidence
need/interest of training
show
high , medium and low level,9,32 and 9 respectively. One
respondent did not show need of interest. The 10 respondent who have low level of
confidence also show need/interest of training high, medium and low level 1, 2&7
respectively. Three respondents did not show need of interest. The six respondents who did
not show their confidence also shows need/interest of training 1 medium 2 low and 3 did not
show their interest.
4.4.7 Library Preservation
This area consists of confidence level of
Preservation working with archives
as well as
interest and need for training in this area.
Table # 19 Preservation Confidence * Preservation (working with archives) Need/Interest
Preservation Need/Interest
High Medium
Low
None
Preservation (working
with archives)
Confidence
Total
Total
High
9
8
4
4
25
Medium
Low
None
7
46
8
0
61
10
1
4
2
17
1
27
0
55
0
16
0
6
1
104
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Figure # 29
Figure and chart show that out of 104 respondent, 25 respondent have high level,61
have medium level,17 have low level of confidence related to Library prservation.1
respondent did not show their level of confidence. The 25 respondent who have high level of
confidence also show need/interest of training, 9 high levels, 8 medium levels, 4 low level
and 4 none respectively. The 61 respondent who have medium level of confidence
show
need/interest of training high , medium and low level,7,46 and 8 respectively. The 17
respondent who have low level of confidence also show need/interest of training high,
medium and low level 10, 1&4 respectively. Two respondents did not show need of interest.
The one respondent who did not show their confidence also shows need/interest of training
high.
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4.4.8 Reference and Information Service.
This area consists of confidence level of reference and information services
including patron interactions and conducting reference interview as well as interest and
need for training in this area.
Table # 20 Reference and Information Services Confidence * Reference and Information
Services Need/Interest
Reference and Information Services
Need/Interest
Reference and
Information Services
Confidence
Total
High
Medium
Low
None
High
Medium
21
14
10
31
3
2
1
0
35
47
Low
Total
None
3
6
6
0
15
6
0
1
0
7
44
47
12
1
104
Figure # 30
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Figure and chart show that out of 104 respondents, 44 respondents have high level, 47
have medium level, 12 have low level of confidence related to reference and information
services. One respondent did not show their level of confidence. The 44 respondent who have
high level of confidence also show need/interest of training, 21 high levels, 14 medium
levels, 3 low level and 6 none respectively. The 47 respondent who have medium level of
confidence
show need/interest of training high , medium and low level,10,31 and 6
respectively. The 12 respondent who have low level of confidence also show need/interest of
training high, medium and low level 3, 2&6 respectively. One respondent did not show need
of interest. The one respondent who did not show their confidence also shows need/interest
of training of high level.
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CHAPTER NO: 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter represents the design of the study and describes the brief summary of
conclusions based on finding of this study. It discusses the findings with references to the
research questions of the study. It also gives some recommendations for the training needs
assessment for LIS professionals in university libraries. This chapter also proposes a few
topics for further research.
5.2 Research Design of the Study
The main purpose of the study was to explore the overall picture of the training needs
assessment for LIS professionals and para professional staff working in ICT and also to
assess the awareness of library professionals and paraprofessionals about developments in
ICT. In order to investigate the assessment of training needs the population of the study
consist of HEC recognized public and private sector universities / Degree awarding 0f
Islamabad Capital Territory.
To achieve the purpose of the study, a comprehensive literature of different researchers of
the national and international countries were reviewed. On the basis of literature reviewed,
the research instrument was developed for the collection of the data and analysis of the
collected data. . Questionnaire based survey method was used to assess the training needs of
LIS professional and paraprofessional of university libraries. Total 130 questionnaires were
distributed to library professionals and 104 were received from the respondents. The
response rate was 80 % (79 were male and 25 were female). The collected data was analyzed
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quantitatively with the help of SPSS software (version 20) and data were interpreted and
discussed using descriptive statistics.
5.3 Conclusion Related to the Research Questions
Major findings and conclusions related to this study, regarding research questions are
summarized below:
5.3.1
What is the status of On-the-job training, Informal training, formal training that
have been caries out in last Five year in ICT.
36(35%) respondents were agree that their institution held training only 1-5 times in last
five years , 42(40%) did not receive any training in last five years were agree that their
institution held training However 26(25%) respondent receive 2-3 time average per year.
Majority of LIS professional and Para professional staff working in ICT Universities libraries
could not receive any formal or informal training
5.3.2 Can the twenty two University Libraries recognized by HEC in ICT provide all
that is needed to train its staff?
The Results of the study show that t show that in digital atmosphere only 26(25%)
respondent university could arrange any formal or informal training to staff 2-3 time average
per year. Majority of the Universities could not provide to its LIS professional and Para
professional staff any formal or informal training.
5.3.3
What are the preferences of LIS professionals for ICT training including
methods of CE, providers, incentives, suitable days/time, and methods of
announcement, payment, and language?
The responses of the study show that most of the LIS professionals and paraprofessional staff
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agree that small group workshops, professional meetings and conferences are most familiar
informal training programs which is more effective as compare to other. However, the
respondents were also agree that tours of other institutions, Web-based training tutorial and
written manual effective training program to some extent Results of the study also show that
all respondents strongly agree that Professional Associations, Universities management, and
LIS Departments at universities should responsible to conduct trainings for LIS professional
and paraprofessional staff in ICT.. HEC Administration, ICT Vendors and Employer should
also play role for training.
The responses of the study showed that majority of the respondents (43%) were
agreed that training program should conduct full day training (24%) or evening/after office
hours ( 19%). 22 (16% ) of the opinion that training should conduct in summer vocation or
any other vocations for LIS professionals and paraprofessional staff. The responses of the
study regarding funds showed that majority were agreed that funds for training program for
LIS professional and Para professional working in Federal Area universities should provide
by HEC or University Management. 21 opinions were about provision of funds for training
for LIS professional and Para professional staff by Professional Associations. Self funding
for training to some extent.
The responses of the incentive or encourage of LIS professionals to participate in
training programs showed that majority of the respondents 58(45%) were agreed that LIS
professional and paraprofessional staff can
encouraged towards training program by
consideration for promotion policy.LIS staff can also motivated towards training through
offering paid leave/time-off and Increased salary/advanced increments. Arranging temporary
replacement at work, LIS professional and paraprofessional staff can encourage towards
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training program to some extent.
5.3.4
What are the major constraints, barriers and challenges for trainings held for
professional staff and para professional staff of universities libraries in Pakistan in
general and ICT in particular.
Pakistan is underdeveloped country and every year only 3 to 4 % of total budget was
allocated for education. Due to that reason library sector always sacrifice because of funding.
So majority of the library professionals showed that majority of the respondents 57(45%)
were agreed that inadequate fund allocations for training program (22%), non-availability of
a training policy (18%) and lack of encouragement for training in the existing promotional
scheme (17%) are the main obstacles in getting training faced by LIS professional and
paraprofessional staff in ICT. Moreover poor language and ICT skills and non-availability
of appropriate training opportunities also cause of problems in training programe to some
extent. A few respondents also indicate that Non cooperation of university management (8%)
and vacancies being unfilled (5%) is hurdle in getting training.
5.3.5 What is the educational background, as well as other personal characteristics, of
LIS practitioners in ICT in universities libraries.
The result about qualification shows that majority of them were M.A/M.LIS 70
(67.3%) and BLS/BLIS 24(23.1%) , while, the M Phil and PhD respondents were only 4
(3.8%) and 3(2.9%) respectively. The result concerning the job status of respondents shows
that majority of the respondents 76 (73.1%) having regular/Permanent Job while 28 (26.9%)
respondents’ are on contract basis.
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. The analysis of data shows that out of 104 respondents 26 (25.0%) were of 1- 5 years
experience, 34 (32.7%) LIS professionals and paraprofessional staff were of 6-10 year
experience, while 17(16.3%) were of 11-15 year experience. Whereas, the respondents
having experience from 16-20 year was 8 (7.7%) and19 (18.3%) above 20 year experience
was. Results shows that more than half respondents 60 (57.474%) fell in 1-10 year’s
experience.The analysis of data shows that majority of the respondents 75(72.1%) were from
public university libraries while 29 (27.9%) were from private sector universities of ICT
5.3.6
Which of the cadre of staff need the training needs most?
The responses of the question showed that the majority of the respondents (48%)
performing duties of Acquistion, Cataloguing/Classification, and Circulation. The staff
associated with these sections trained. Whereas staff doing the duties of Lib Automation,
Digitization and Serial/Magazine Sections have also training need.
5.3.7 Who received training and has training opportunities be made available for all the
workers in the university libraries in ICT?
36(35%) respondents were agree that their institution held training only 1-5 times in
last five years , 42(40%) did not receive any training in last five years were agree that their
institution held training However 26(25%) respondent receive 2-3 time average per year. In
this digital atmosphere only 25% respondent university could arrange any formal or informal
training to staff 2-3 time average per year. Majority of the Universities could not provide to
its LIS professional and Para professional staff any formal or informal training.
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5.3.8 Which area of Library and information focused in these trainings?
Library automation and ICT was the main area focused in these training.
5.3.9 What impact does the training program have on the recipients?
Results show that mostly LIS professionals and paraprofessional staff having great
interest in advance library services training programs. Majority of the LIS professionals in all
universities have opinion that they have greatly need training bout library automation
services.(Library electronic tools), MARC, Digital libraries (Managing and maintaining),
Greenstone, D.Space (Digital libraries software),
5.3.10 What is the Role of various Institutions and university libraries in continuing
education program in ICT.in last five years
The result that HEC, PASTIC and National Library of Pakistan have been playing
leading role whereas AIOU Islamabad and PLA Federal Branch playing medium role in
training. The result also shows that 47% universities have in house training facilities whereas
53% have no in house training facilities for LIS professional and paraprofessional staff in
ICT.
5.4 Converged Findings
Major findings of the study are as follows:
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1. Total 104 library professionals and LIS professionals and Para professional staff
working in ICT 79(76.0%) male and 25 (240%) female responded the survey. More
than half respondents having 0-10 year’s working experience.
2. The study shows that majority of the respondents 86 (82.7%) were from public
university/DAI libraries while18 (17.3%) were from private sector universities/DAI
of Islamabad Capital Territory. The result concerning the job status of respondents
shows that majority of the respondents 76 (73.1%) having regular/Permanent Job
while 28 (26.9%) respondents’ are on contract basis.
3. The analysis of data shows that the designation of majority of the respondents was
Assistant Librarian 24(23.1%) and Library Assistant 17 (16.3%). Responses also
received from 9 (8.7%) Librarian and Junior Cataloguer/Classifier and 5 (4.8%)
Cataloguer/Classifier and a reasonable number of respondents 40(38.5%). stated their
designations as Chief librarian, Information Executive, Documentation officer and
Snr Library Assistant, etc. 40(38.5%).Some respondent does not mentioned their
designation.
4. The result shows that majority of the respondents 75(72.1%) were from public
university libraries while 29 (27.9%) were from private sector universities of ICT.
5. The qualification of respondents shows that majority of them were M.A/M.LIS 70
(67.3%) and BLS/BLIS 24(23.1%) , while, the M Phil and PhD respondents were
only 4 (3.8%) and 3(2.9%).
6. The study shows that out of 104 respondents 26 (25.0%) were of 1- 5 years
experience, 34 (32.7%) LIS professionals and paraprofessional staff were of 6-10
year experience, while 17(16.3%) were of 11-15 year experience. Whereas, the
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respondents having experience from 16-20 year was 8 (7.7%) and19 (18.3%) above
20 year experience.. Results shows that more than half respondents 60 (57.474%) fell
in 1-10 year’s experience
7. The result of this study show that the most respondents 46 (44.2%) were of 26-35
year age group, while 27 (26.0%) respondents were of 36-45 year age group and .19
(18.0%) respondents were of 46-55 year age group. However 7(6.7%) library
professionals and paraprofessionals were below26 year and 5 (4.8%) were more than
55 years.
8. It is evident from the results that out of 104 respondents, 82 were ready to get training
for Digitization (digital library development and electronic resources, at high and
medium level. Only few respondents show lack of interest/ need for training or they
do not have further required training.
9. As results showed that most of LIS professionals and para professional staff 82 out of
104 regarding Reference and Information Services show high need of training.
10. The result show that out of 104 respondent, 25 respondent have high level,61 have
medium level,17 have low level of confidence related to Library preservation. The 61
respondent who have medium level of confidence
show need/interest of training
high , medium and low level,7,46 and 8 respectively. The one respondent who did not
show their confidence also shows need/interest of training high.
11. Result related to Library specific computer skill, collection development and
circulation show that most of LIS professionals and Para professional staff fall in high
and medium level of confidence and they need medium and high level training.
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12. This study show that majority of the respondents (43%)were agreed that training
program should conduct full day training(24%) or evening/after office hours ( 19%).
22 (16% ) of the opinion that training should conduct in summer vocation or any
other vocations. 16 (12% ) and 19(14%) each with the opinion that training program
should conduct Long training programs (more than one day) or
Short training
programs (one to four hours) respectively. 1 % opinion that training should on
weekdays only.
13. As study show that conferences/seminars (22%) and workshops (35%) are most
familiar informal training programs which are more effective as compare to other
14. However, the respondents were also agreeing that professional meetings, Web-based
tutorial and tours of other institutions are also effective training programs for the
improvement of LIS professionals and paraprofessionals staff. But the respondents
were agreeing to some extent televideo conferencing, written manuals and distance
learning.
15. The responses regarding time frame for training showed that the majority of the
respondents were agreed that training program should Two-time event of 1-2 work
days in a year whereas opinion regarding One-time event of 3-5 work days in a year
and Course of 1-4 hours a week for one semester to some extent i.e. 30 (30%) each.
5% have other timeframe for training and they are not agree this schedule.
16. LIS Departments at universities and Universities management should also play
effective role in trainings program for LIS staff, Opinion of respondent was 33 (21%)
each. HEC Administration, ICT Vendors and Employer should also play role for
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trainings for LIS professional and paraprofessional in ICT to some extent i.e. 34
(21%) each. 1% respondents are not agree these opinion.
17. Result of the study show that funds for training program for LIS professional and para
professional working in Federal Area universities should provide by HEC or
University Management. 21 opinions were about provision of funds for training for
LIS professional and para professional staff by Professional Associations. Self
funding for training to some extent i.e. 9 Opinion.
18. This study showed that majority of the respondents 57(45%) were agreed that
inadequate fund allocations for training program (22%), non-availability of a training
policy (18%) and lack of encouragement for training in the existing promotional
scheme (17%) are the main obstacles in getting training faced by LIS professional
and paraprofessional staff in ICT. Moreover poor language and ICT skills (16%) and
non-availability of appropriate training opportunities (13%) also cause of problems in
training program to some extent.
19. The study show that majority of the respondents 84(61%) were agreed that we can
overcome these problems by the development of training policy for the Universities
libraries (38%) and provision of adequate fund allocations for training program
(23%), Moreover we can also overcome these issue By organizing appropriate
training programmes by the HEC (18%); through effective role of professional
organization (11%) and revising the recruitment and promotional schemes (9%).
20. The study find out that majority of the respondents 58(45%)were agreed that LIS
professional and paraprofessional staff can be encouraged towards training program
by consideration for promotion policy.LIS staff can also motivated towards training
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through offering paid leave/time-off and
Increased salary/advanced increments.
Arranging temporary replacement at work, LIS professional and paraprofessional
staff can encourage towards training program to some extent.
5.5 Recommendation:
Following recommendations are made on the basis of conclusions of the study:
This recommendation will help to library professionals and administration in reviewing and
adding changes in the curriculum and will also help employers and stakeholders to
understand the latest techniques and ICT skills needed for LIS employability. It will also help
the students to improve their various skills to meet the needs of the job market.
1. Assess the training needs and design a complete Training Program for informal
training for LIS professionals including objectives of training, method of training,
level of training (elementary or advanced), areas of training, during of training,
financial and human resources, additional support with PLA, HEC, and International
Agencies, impact of training on the success of organization.
2. Continuing professional development (CPD) programs should be compulsory part of
all the universities and libraries.
3. Library committee of universities should assess that what kind of librarian need
which kind of training program like, senior librarian need more ICT skill, and library
management skill development programs than junior librarians.
4. In order to meet the challenges of twenty first century, Research should be conducted
continually by LIS departments to identify current needs and skills
109
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5. University management
should take immediate and necessary steps to arrange
continuous training programs for professional and paraprofessional staff on regular
basis
6. University authorities should provide funding, trained resource persons and written
training policy for the LIS professionals in university libraries.
7. Professional associations in Pakistan should play vital role in providing opportunities
for training programmes.Associations should also conduct national level surveys for
assessing training needs of LIS professionals in determining requisite skills and
arrange different ICT training programs to improve their ICT skills.
8. In order to achieve the goals and objectives of the institution training and retraining
programs should be made compulsory and institution should arranged workshops,
conferences and seminars for staff training and development.
9. Selected LIS teachers and Senior Professionals should be trained to designate them as
Master trainers in different areas of ICT
10. HEC and universities should facilitate LIS professionals with foreign scholarships for
higher education and observing the library practices and learning new concepts and
advanced skills like other faculty members.
11. There should also be a spirit of self-spending for self-development among LIS
professionals in order to develop their skills and competencies due to new emerging
paradigms in librarianship.
12. Professionals should perform their role effectively to share their skills as well as
cooperation with educational associations for the promotion of continuing education.
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13. Library staff must develop communication and presentation skills and learn how to
manage with changes.
14. The library schools and professional library associations should also provide online
tutorials for continuous education and skills development of LIS professionals.
15. To examine the challenges, obstacles and factors militating against training and give
possible solution.
16. There is a need for LIS institutions in Pakistan to review and design their courses in
line with the market requirements.
17. Library schools should provide a curriculum that is balanced so that it provides for an
education in traditional librarianship as well as ICT knowledge
18. Core subject contents and skills for information providers must be reviewed
repeatedly involving all the stakeholders, such as a national library associations and
national experts, should be enlisted in determining such requisite skills
111
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5.6
Topics for further Research
1. The same study may be conducted in school and college libraries (Training
Needs Assessment for LIS Professionals of School and College Libraries of
Punjab and other provinces)
2. The same study may be conducted in university libraries in other Provinces of
Pakistan (Training Needs Assessment for LIS Professionals and Para
professional staff working in Libraries of Sind / Baluchistan )
3.
Status of On-the-job ICT training needs of LIS professional in Pakistan.
4. Role of various professional associations in continuing education of LIS
professionals in Pakistan.
112
Page 113 of 130
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APPENDICES
121
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APPENDIX “A”
Questionnaire
Note: All information provided by you will be used only for research purpose and will
not be disclosed to any individual or organization.
Part I: Demographic Information:
1: Name:
2: Gender
Female
Male
3: Age (Years):
Part II: Job Details:
4: Designation:
5: Status:
O
Professional
O
Para professional
6. University/Institution:- __________________________________________________
7: Sector:
O
Public
O
Private
8: Experience (Years): O 1-5 O 6-10
9: Job Status:
O 11-15
O Regular/ Permanent
O 16-20
O Contract
O More than 20
O Other
Part III: Education Details:
10: Qualification ( Last Degree):
O Phd
O MPhil
O MLS/MLIS
O BLS/BLIS O DLS/DLIS
11: Year of Passing:_________________________________________________________
12: LIS School / University:___________________________________________________
13: Grade/Division/CGPA/Percentage:
________________________________________
Part IV: Core Question:
14.
In your opinion, Which institution/University playing leading role fulfilling of
training needs for LIS Professional in ICT.
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O
O
O
O
Allama iqbal Open University, Islamabad
NATIONAL Book Foundation Islamabad
PLA Federal branch
HEC
O
O
O
O
PASTIC
National library of Pakistan
National Science Foundation
I don’t know
O
15.
Does your institution/University have in-house training facilities? (Trainers,
training materials etc.)
O
Yes
O
Yes
O
I don’t know
16. How many times your University/ organization has held training for Professionals
/paraprofessionals staff during the last five years.
O 1-5 time
O 6-10 times O More than 10 times O No Training held O I don’t know
17.
In your opinion, which training methods you consider the most suitable for your
University/ institution for Professionals/paraprofessionals staff? (Please choose up to 3
answers)
O
Small group workshop / courses (hands-on training)
O
Large group workshop courses (lectures and practical exercises)
O
Professional meeting
O
Conferences/seminar
O
Written manuals
O
Tours of other institutions
O
Tele video conferencing
O
Distance Learning
O
Web-based tutorials
O
Other (please specify) :
18.
In your opinion, Which time frame for training do you consider the most
suitable for your university /institution? (Please choose up to 2 answers)
O
One-time event of 1-2 work days in a year
O
Two-time event of 1-2 work days in a year
O
One-time event of 3-5 work days in a year.
O
Course of 1-4 hours a week for one semester
O
Course of 1-4 hours a week for two or more semesters
O
Other (please specify) :
19.
In which section/department, you are performing in your organization?
(Multiple answers allowed)
O
General Management
O
Cataloguing/Classification
O
Acquisition
O
Circulation
O
Digital Library/Digitization
O
Library Automation
O
Serial/magazine sec
O
Interlibrary Loans
O
Personnel/Human Relations
O
Reference Section
O
User Education/Information Literacy O
Indexing/Abstracting
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O
20.
Other (please specify) ____________________________________________
In your opinion, who is the responsible for training in ICT?
O
O
O
O
Professional Associations
O
Employers
LIS departments at universities
O
ICT vendors
HEC Administration
O
Universities Management
Other:_________________________________________________________
21.
In your opinion, who should pay for training of Professional/Paraprofessional
staff in HEC University Libraries?
O
O
O
22.
Professional associations
O
Self Funding
HEC
O
Universities Management
Other:_____________________________________________________
In your opinion, which time is best for training?
O
O
O
O
Evenings /after working hours
Long training programs (more than one day)
summer/other vacations
Short training programs (one to four hours) O
O
Weekends
O
Weekdays
O
Full day training
Other:___________
23.
In your opinion, how should employers encourage LIS professionals to
participate in training programs?
O
Offering paid leave/time-off
O
Consideration for promotion
O
Increased salary/advanced increments
O
Arranging temporary replacement at work
O
Other (please specify): _________________________________________
24.
In your opinion, what are the main obstacles in getting training.
O
Inadequate fund allocations for training programs
O
Vacancies being unfilled
O
Non-availability of a training policy
O
Non-availability of appropriate training opportunities
O
Poor language and ICT skills
O
Lack of encouragement for training in the existing promotional scheme.
O
Non cooperation of university management.
O
Any Other (please specify): _______________________________________
25.
How we can overcome the obstacles in training.
O
By increasing funding for training
O
By develop a training policy for the University libraries;
O
By organizing appropriate training programs by the HEC;
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O
participation
O
O
By revising the recruitment and promotional schemes to encourage
Through effective role of professional organization
Any other (please specify) : ______________________________________
Part V: Need for training:
Please rate competency levels as well indicate your level of interest/need for training for
Paraprofessionals for each of the following areas:
26.
Cataloging and classification (bibliographical control, assigning subject heading)
Confidence handling duties and associated problems
( ) High
( ) Medium
( ) Low
( ) None
Interest/need for paraprofessional staff and volunteer training
( ) High
( ) Medium
( ) Low
( ) None
27.
Circulation (library automation systems, loans, fines)
Confidence handling duties and associated problems
( ) High
( ) Medium
( ) Low
Interest/need for paraprofessional staff and volunteer training
( ) High
( ) Medium
( ) Low
( ) None
Collection development (acquisition and selection of resources)
Confidence handling duties and associated problems
( ) High
( ) Medium
( ) Low
Interest/need for paraprofessional staff and volunteer training
( ) High
( ) Medium
( ) Low ( )
( ) None
28.
( ) None
29.
Digitization (digital library development, databases and electronic resources)
Confidence handling duties and associated problems
( ) High
( ) Medium
( ) Low
( ) None
Interest/need for paraprofessional staff and volunteer training
( ) High
( ) Medium
( ) Low
( ) None
30.
Library-specific computer skills (computer systems needs, basic computer skills
including programs such as Excel, MS Word, MS Access etc)
Confidence handling duties and associated problems
( ) High
( ) Medium
( ) Low
( ) None
Interest/need for paraprofessional staff and volunteer training
( ) High
( ) Medium
( ) Low ( )
31.
Processing (including book repair, covering, labeling)
Confidence handling duties and associated problems
( ) High
( ) Medium
( ) Low
Interest/need for paraprofessional staff and volunteer training
( ) High
( ) Medium
( ) Low
( ) None
( ) None
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32.
33.
I
Preservation (working with archives and special collections)
Confidence handling duties and associated problems
( ) High
( ) Medium
( ) Low
Interest/need for paraprofessional staff and volunteer training
( ) High
( ) Medium
( ) Low
( ) None
( ) None
Reference and Information Services (patron interactions and conducting reference
interview)
Confidence handling duties and associated problems
( ) High
( ) Medium
( ) Low
( ) None
Interest/need for paraprofessional staff and volunteer training
( ) High
( ) Medium
( ) Low
( ) None
Additional Comments
Please describe a library-related situation or problem that you have personally experienced
that could be improved if you or others received outside training.
Please list any additional training, workshops, seminars, or courses that you think would be
Helpful for paraprofessionals.
126
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APPENDIX “B”
Covering Letter
Dear Sir / Madam
Subject: Research on Career Development
I am going to conduct a research on “Training needs assessment for Library professionals and
para professionals working in HEC Recognized Public/Private sector Universities/DAI in ICT
(Islamabad Capital territory.)”. I am inclosing a questionnaire for the purpose.
Most of the questions have multiple choices to choose from. It will hardly take 10 minutes of
your precious time. I shall be indebted to you.
I assure you that data provided by your good self will only be used for research purpose and
secrecy will strictly be maintained.
Your valuable input for this research will be highly appreciated.
Thanking you in anticipation.
Mahmood-ul-Hassan
Manager (Library)
ACES (Pvt) Ltd
Opposite EME College Golra More Rawalpandi
Email : mahmoodpome@yaoo.com
Cell No.0322-8529192
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APPENDIX “C”
List of Experts
1.
Haroon Idrees, PhD
Assistant Professor of LIS & Chief Librarian
University of Sargodha, Pakistan
HEC Approved PhD Supervisor
Chief Editor, PLA Journal
2.
DR SAJID Mirza
Librarian
The International Islamic University Islamabad
3.
DR Tariq Mahmood
Assistant Professor Federal Urdu University Islamabad
Islamabad.
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APPENDIX “D”
Public Sector Universities / Degree Awarding Institutes
Universities/DAI’s chartered by the Government of Pakistan in ICT
Sr
University/DAI Name
.No
Air University, Islamabad
2.
AllamaIqbal Open University, Islamabad
(AIOU)
3.
Bahria University, Islamabad
4.
COMSATS Institute of Information
Technology, Islamabad
Federal Urdu University of Arts, Sciences
& Technology, Islamabad
6.
Website Address
Location
1.
5.
Main Campus
Islamabad
www.au.edu.pk
Islamabad
www.aiou.edu.pk
Islamabad
www.bci.edu.pk
Islamabad
www.ciit.edu.pk
Islamabad
www.fuuast.edu.pk
Fatima Jinnah Women University,
www.fjwu.edu.pk
Rawalpindi
Rawalpindi
7.
HITEC University, Taxila
Taxila
www.hitecuni.edu.pk
8.
Institute of Space Technology, Islamabad
Islamabad
www.ist.edu.pk
Islamabad
www.iiu.edu.pk
Islamabad
www.ndu.edu.pk
Islamabad
www.numl.edu.pk
(IST)
9.
10.
International Islamic University, Islamabad
National Defense University, Islamabad
(NDU)
11.
National University of Modern Languages,
129
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Islamabad (NUML)
12.
National University of Sciences &
Technology, Rawalpindi (NUST)
13.
Pakistan Institute of Development
Economics (PIDE), Islamabad
14.
Pakistan Institute of Engineering &
Applied Sciences, Islamabad (PIEAS)
Islamabad
www.nust.edu.pk
Islamabad
www.pide.org.pk
Islamabad
www.pieas.edu.pk
15.
University of Arid Agriculture, Rawalpindi
Rawalpindi
www.uaar.edu.pk
16.
Quaid-i-Azam University, Islamabad
Islamabad
www.qau.edu.pk
17.
Foundation University, Islamabad
Islamabad
www.fui.edu.pk
18.
National University of Computer and
Islamabad
www.nu.edu.pk
www.riphah.edu.pk
Emerging Sciences, Islamabad
19.
Riphah International University, Islamabad
Islamabad
20.
Shifa Tamer-e-Millat University
Islamabad
21.
University of Engineering & Technology,
22.
Taxila
Taxila
University of Wah, Wah
Wah
www.uettaxila.edu.pk
www.uw.edu.pk
130