Library Management

On-the-job training: a key to human resource development

Priti Jain
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Priti Jain, (1999),"On-the-job training: a key to human resource development", Library Management, Vol. 20 Iss 5 pp. 283 -
294
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 Introduction
On-the-job training: a
Human resource planning is the most
key to human resource powerful tool of any organisation's success
development and the training of employees is regarded as
one of the most important functions of
Priti Jain effective resources management. In order to
obtain a competitive edge in providing the
best services to the customer, training which
will develop a well-trained workforce is vital
to improve productivity. New professionals
may require it to enable them to obtain their
professional qualification. Others may need it
The author for a specific purpose such as the develop-
Priti Jain is an Assistant Librarian (in charge of Special
ment of a new service. In a situation of less
Collection) in Botswana College of Agriculture, Gaborone, development, people need training even more
Botswana. because if a job becomes drudgery, it can not
be performed effectively (Prytherch, 1986).
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``Training and development is important for

Keywords
the maintenance of the human resource base
Botswana, Library services, On-the-job training, of the organisation and must be viewed as an
Productivity, Surveys, Training
integral part of the core organisational
strategy, rather than an ad hoc operation
Abstract issue'' (Rowley, 1995, p. 5). A lack of training
Presents the main findings of the study recently results in a lack of skill to use the knowledge
conducted by the author: ``On-the-job training: a tool for existing in a person, which causes ineffective
professionalism and productivity'' (a case study of services, a lack of self-satisfaction, customer
Botswana National Library Service), which was carried out dissatisfaction and ensuing lower productiv-
in order to explore and identify on-the-job training (OJT) ity. ``The provision of training will foster an
needs for library staff. The instrument used was an open- increase in professionalism and further
ended questionnaire followed by interviews to eliminate exploitation of management methods,
ambiguities. Questionnaires were coded after data whereas a lack of training can cause frustra-
collection. This procedure was found to be more
tion and lack of job satisfaction'' (Pugh,
appropriate as participants were free to express opinions
1984). Well-trained individuals know the
without being influenced by available choices. Data were
scope, expectations and depth of their jobs
analysed by using the MINI TAB computer program. A
and will be able to add building blocks to
total of 64 library users and 64 library staff (31
their professionalism as they progress
professionals and 33 diploma holders) were surveyed. The
through their careers. Training is therefore
main OJT training needs were identified as: information
technology, job orientation, customer service/public
critical for human resource planning and
relations, marketing/publicity, refresher courses and development.
managerial skills.

Electronic access Professional training

The research register for this journal is available at Professional training can be categorised into
http://www2.mcb.co.uk/mcbrr/lm.asp two groups:
The current issue and full text archive of this journal is (1) Formal educational training, which is
available at mainly theoretical, undertaken to obtain
http://www.emerald-library.com academic diplomas and degrees, where
people prove their ability academically,
not practically.

Library Management This article is based on one presented at

Volume 20 . Number 5 . 1999 . pp. 283±294 SCECSAL 13 held in Nairobi, Kenya, 27 July
# MCB University Press . ISSN 0143-5124 to 1 August, 1998.
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 On-the-job training: a key to human resource development Library Management
Priti Jain Volume 20 . Number 5 . 1999 . 283±294

(2) Informal on-the-job training (OJT), author believes that the identification of OJT
which is mainly practical and prepares a needs can assist in prioritising parameters for
person to use the acquired academic OJT, and the ability to prioritise OJT,
knowledge efficiently and confidently. according to need, may contribute to effective
A customer entering the library does not care OJT, overcome some of the financial
whether the service provider holds a Masters constraints, improve professionalism, and
or a PhD; he/she comes to get information. overall library productivity.
McConnell (1996, p. 36) holds the same
opinion: ``Qualifications relevant to profes-
sionals may be of little immediate interest to Literature review
customers''. It is assumed that if the customer
gets proper attention, the right information in The literature search indicated that OJT is
the right time, he/she will be satisfied. In a not a new concept. However, it should be
service-oriented organisation like a library, noted that not a great deal has been written
customer service is the main objective. A about OJT training in the library world. With
librarian is supposed to leave all other jobs time OJT needs might have changed, but its
at hand to serve the customer. With the importance has been recognised since the
above scenario in mind, the researcher 1970s. On-the-job training was claimed to
be ``the most common, the most widely
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decided to focus on OJT. Academic training

prepares a person with sufficient knowledge accepted and the most necessary method of
for his/her world of work; OJT prepares them training employees in the skills essential for
for the practical world. That is why it may be acceptable performance'' (according to
seen as a tool to professionalism and Tracey, 1971, p. 30, reported by S. Jones,
productivity. 1988 p. 11).
Campbell (1990, p. 9) has seen OJT, as Vainstein (1976) referred to a ``community
given in an employee's ``normal'' work situa- walks'' approach in order to provide services
tion, as being designed to change the to community groups and found practitioners
knowledge, attitude and skill behaviour pat- ill equipped and in need of OJT for this
terns directly appropriate to the performance responsibility. Today information technology
of a given task or job. seems to be the most important need. This
Siele (1988, p. 73) has seen OJT as ``an demonstrates how OJT needs have changed.
informal type of training given at the White (1982) found that practical courses
employee's work place, where the trainer were important in relation to new recruits
plays the role of the immediate supervisor of because they permit new employees to begin
the employee. The purpose is to improve the work immediately on their appointment.
employee's working skills, efficiency and De Vinney and Tegler (1983) found, in
productivity''. He emphasises that OJT sup- their survey, OJT to be the most important
plements all other forms of training with the means of learning job responsibilities.
additional advantage of being provided to Much has been written about bibliographic
more people in any given year than it is instruction, for example, Lucas (1986) wrote
possible at training institutions. about OJT for bibliographic instruction to the
For the purpose of this paper, OJT may be disabled (see also Clark and Jones, 1986).
defined as: the informal/practical training that Creth (1986, p.v) recognised that, ``im-
can be acquired at the job site or through proved job training is an unrealised source for
workshops/seminars in order to equip per- library effectiveness''. She pointed out the
sonnel with enhanced skill to provide more benefits of training:
efficient services to the customer, which may
. increase in quality of work;
be especially necessary for new recruits to
. increase in quantity of work;
. reduced need for close supervision;
familiarise them with their work place and
. confident, flexible staff with low turnover;
work and for existing employees to update
. high staff morale; and
their skills.
. job satisfaction.
The purpose of this paper is to present the
identified OJT needs of professionals within Frick (1987, p. 33) found one of the attrac-
the Botswana National Library Service tions of OJT to be its practical experience as
(BNLS), and discuss their importance. The opposed to theoretical discussion. Practical
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Priti Jain Volume 20 . Number 5 . 1999 . 283±294

knowledge is longer lasting and easier to learn (1985) pointed out OJT as being among the
and retain than theoretical knowledge. most expensive, and least effective, training
D.E. Jones (1988) recognised OJT's methods used and whimsically compared it to
importance with specific reference to the game of whispering a story in one person's
newcomers by saying that for the incoming ear and passing it around the room.
professional, there is an urgent need for OJT
that will help initiate newly-appointed librar-
ians into the unique rites, procedures, and Research methodology
etiquette of their particular institutions.
S. Jones (1988) advocated the importance This study was carried out by means of a
of OJT in various ways, it: survey involving questionnaires and inter-
. is the best form of training, fitting the views. The interviews were conducted to
employee to the requirement of a job; clarify some points and elaborate issues
. develops confidence and a sense of addressed in the questionnaires. The inter-
productiveness in the trainee; views provided immediate feedback,
. may be applied to improve the skills of a adaptability and allowed direct verbal inter-
new employee from an entry to a mastery action between the researcher and
level; respondents. To obtain feedback from the
corrects a skill deficiency;
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.
users of the library services, 64 library users
. reinforces a formal training programme; were surveyed. The study population com-
and prised all professional librarians and diploma
. enhances an employee's capability and
holders from the Botswana National Library
skills for advancement during his/her
Service. The staff sample was divided into two
career.
categories:
On a similar note, Beardsall (1988, p. 92) (1) professional librarians (referred to as
observed, ``OJT can take place at any level. It librarians); and
is especially useful for new entrants for (2) diploma holders (referred to as library
widening job experience within a department, officers).
on transfer to a new job, or on appointment to In order to analyse the data, 64 staff
a role where no other type of training is questionnaires and 64 library users' ques-
immediately available''. tionnaires were coded after the data
Cevallos and Kratz (1990, p. 42)
collection. This was found to be a more
established that ``Library administrators must
appropriate method as participants were free
place a high priority on and commit resources
to express their opinions without being
to on-the-job training for all library staff''.
influenced by given choices. Data were
Cannell (1996, p. 51) noticed that
entered and analysed using the computer
``although a great deal of training occurs on
program MINI TAB.
the job, training specialists have little invol-
vement and on-the-job trainers receive little The overall OJT needs identified by all
or no guidance on how it should be done''. library staff[1]
On the basis of case studies of the Royal Air (1) Information technology, 51 (80 per cent).
Force, McDonald's Restaurants, the Personal (2) Customer service/public relations, 41 (64
Investment Authority, Barclays Life Assur- per cent).
ance, Ryder, and British Aerospace, Cannell (3) Job orientation, 37 (58 per cent).
(1997) also contended that most people learn (4) Marketing/publicity, 33 (52 per cent).
and retain more from practising activities than (5) Refresher courses, 25 (39 per cent).
reading books, and that more resources are (6) Managerial skill, 22 (34 per cent) (see
put into OJT than into any other form of Figure 1).
training.
The literature has also discussed the short- Data analysis results of librarians and
comings of OJT. For example, in Paris and library officers shown separately
White's (1986) study the respondents per- It was assumed that by analysing the data
ceived OJT as being a luxury. Glogoff and separately for both librarians and diploma
Flynn (1987, p. 529) reported that Birnbraurer holders, clearer information would be
285
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Priti Jain Volume 20 . Number 5 . 1999 . 283±294

Figure 1 Identified OJT needs

obtained about OJT. Figures 2 and 3 repre- (4) Marketing/publicity, 15 (48 per cent).
sent the separate results from both groups. (5) Refresher courses, 14 (45 per cent).
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(6) Managerial skill, 10 (32 per cent).

The OJT needs identified by the
professional librarians The OJT needs identified by library
(1) Information technology, 22 (71 per cent). officers
(2) Job orientation, 18 (58 per cent). (1) Information technology, 28 (85 per cent).
(3) Customer service/public relations, 17 (2) Customer service, 24 (73 per cent).
(55 per cent). (3) Job orientation, 19 (58 per cent).

Figure 2 Identified OJT needs by librarians

Figure 3 Identified OJT needs by library officers

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Priti Jain Volume 20 . Number 5 . 1999 . 283±294

(4) Marketing/publicity, 18 (55 per cent). technology is the most important skill for the
(5) Managerial skill, 13 (40 per cent). information age, and pointed out that usually
(6) Refresher courses, 11 (33 per cent). there is a lack of technological training for the
staff. Information technology encompassed
As can be seen from Figures 2 and 3 (Figure 2
computer literacy, information management
of the librarians and Figure 3 of the library
through technology, and the use of all other
officers), there is no significant difference
equipment such as photocopiers and video
between librarians' and library officers' OJT
cameras. After collecting data the researcher
needs, except some difference in percentages,
went back to interview the participants and
which makes their priorities slightly different.
questioned why the majority emphasised
Librarians identified job orientation as the
information technology training when some
second most important need, while library
of the libraries do not have any such facilities.
officers identified customer services as their
They responded that soon the libraries might
second important need; a similar case was
be computerised, many staff were not com-
observed with continuing education and man-
puter literate, and they could not learn
agerial/supervisory skills. Both librarians and overnight. Everybody seemed to be eager to
library officers identified information technol- be computer literate since they were all aware
ogy and marketing at the same priority level. of its importance.
This would indicate that although there is a ``The new technologies allow completely
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slight difference of percentages between the new solution to old problems, and conse-
two groups, they identified similar OJT needs. quently old services are replaced by new
services'' (Hofmann, 1995 p. 4). True,
technology speeds up work and information is
Summary of research findings disseminated faster. The use of manual
databases contains information that is slow to
The analysis of the data gathered from library trace and use in comparison to an on-line
users indicated that the majority of 45 (70 per public access catalogue. On the Internet, one
cent) customers were students, and 19 (30 can receive and send messages to anywhere in
per cent) were general readers. Out of a total the world within a fraction of a second. The
64 participants, a majority of 39 (61 per cent) BNLS is planning for computerisation; if the
did not receive what they expected, while 25 staff are not computer literate, they will not be
(39 per cent) did. able to cope when the library is equipped with
A majority of 48 (75 per cent) was not all these facilities. Only by accessing and
satisfied with the library services, and 16 (25 learning to use these facilities can librarians
per cent) had been satisfied. A total of 33 (52 provide the quickest, cheapest and best
per cent) library users gave the main reason for available information to their clientele. There
their dissatisfaction as poor customer service. is an imperative need for computer literacy if
Although no direct question was asked as to one has to be productive and efficient. One
whether OJT was necessary or not, as soon as participant observed:
the researcher finished introducing the study, a By new technology literacy people will be using
majority of the participants welcomed the new ways of retrieving and giving information to
research topic and said that it was a very the customer without much delay, serving many
users at a time and that means productivity
important area which should be addressed improvement.
seriously.
After analysing the data, responses above 25 Undoubtedly, it is important to appreciate,
per cent were considered to be significant and understand and learn how to use new
will be followed by discussion; those below 25 technology if one wants to be productive in
per cent were considered to be insignificant this information age. Not only that, ``The
and therefore will not be discussed. application of IT could ease the boredom of
repetitive and tedious work, improve pro-
ductivity within specific processes, as well as
increasing the accuracy and reliability of
Discussion
systems, eliminating duplication and
Information technology producing consistent internal records''
A majority of 51 (80 per cent) respondents (Nkereuwem, 1996, p. 25). Participants also
perceived that the ability to use information felt that IT will improve a library's
287
 On-the-job training: a key to human resource development Library Management
Priti Jain Volume 20 . Number 5 . 1999 . 283±294

productivity, because staff will be exposed to become the principal agent of failure in
a new spectrum of information which can many organisations.
motivate them to help the users with recently Customer service training is very important
available information, and at the same time, to fulfil today's customers' expectations,
the job will not be boring. because ``today's public libraries are expected
Some even supported new technology as to respond to customer demands for a greater
being a substitute for a staff shortage: diversity of services and the delivery of
Training in computers is necessary because there services is expected to be quicker, more
is a serious shortage of staff. Computerisation efficient and value for money'' (Goulding,
may help while the department is still trying to 1995 p. 30). Customers are the most
find some ways of filling the vacant posts.
important people in a library; without them
Undoubtedly, there is a need for effective IT the library has no value. Customer service,
training to make the most effective usage of therefore, has an important impact on a
computers and appropriate software applica- library's productivity and effectiveness.
tions pertinent to a specific job. This would ``Increasingly we need to present ourselves;
make the staff feel more professional and lead from giving papers at conferences to demon-
the library to better productivity. strating online databases, from talking to
groups of users about their information needs
Customer service/public relations to showing an individual how to use infor-
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A majority of 41 (64 per cent) participants mation sources. The better we present the
indicated in their questionnaires and inter- information the more the recipient will get out
views that customer service training is very of it'' (Pantry, 1997, p. 171). It was felt that
important. They felt that they lack the skill of the staff were very much aware of the fact that
listening to and understanding their clients, customers are not receiving what they
and listening to and learning from their deserved due to a poor customer service
colleagues. They seemed to believe that attitude. As they indicated earlier, frustrated
customer service and good relations go hand- users make nasty comments upon leaving the
in-hand. Only when they know how to library, only to return as they do not have any
establish good relations with the public and other choice. Some people keep on using the
fellow workers will they be able to provide the library only because there is no other alter-
best services to their customers. They felt they native. The above discussion emphasises the
needed training in effective communication importance of customer services and public
and how to establish good relations with their relations.
colleagues and clientele. It was mentioned
that: Job orientation
Sometimes, frustrated users who are received in Out of the total of 64 respondents, 37 (58 per
a discourteous way, leave the library in anger cent) reported the need for proper job
with some nasty words which will spoil your day, orientation. It was felt from the data analysis
your mood, your image and that of the library. that at present job orientation included just
Yet another member of staff pointed out: showing staff where everything is, but that
There is a choice, I would not like to be at the does not seem to be sufficient for a new
reference desk in the public library, because employee. During this short period a newly-
sometimes customers are so dissatisfied with appointed staff member would not even
library services; of course they have the right to
remember some of his colleagues and yet he
receive good services.
has to work with them. Participants suggested
The study indicates a strong need for customer
service training because we are always directly
that they need to be exposed to each section,
exposed to the public and need to know how to they need an induction for new staff so that
integrate and work with them (a participant). they know the arrangement of the library, its
objectives, policies and operations in order to
Customer service is the backbone of any
best serve their clients.
organisation's success, especially in a
Concerning job orientation, one participant
service-oriented organisation like a library.
observed:
Recently, Kalene (1997), a lecturer at the
The BNLS just sends someone anywhere, where
Botswana Institute of Administration and there is need. They don't train you on-the-job
Commerce, stressed the importance of you are supposed to be doing. One is sent may
customer service by saying that it has be to a special library and does not know
288
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Priti Jain Volume 20 . Number 5 . 1999 . 283±294

anything about it, but is supposed to perform public relations and marketing. We need training
well there. Training in that particular field is very in the above to make us more professional.
much needed.
Yet another commented:
Yet another felt: People are concerned only about certificates,
When one is sent to a special library, he/she diplomas and degrees, but they should focus on
should be trained in that particular field. There on-the-job services equally if not more. After
is need for someone to know very well the finishing our diplomas and degrees we do need
subject, they are dealing with. Because the practical attachment, which is lacking in the
clientele we are dealing with asks us anything, library.
thinking we are expertise in that area.
Definitely, ``A demanding area for any
A significant number of the participants felt information professional, and in particular,
the need for job specific training: the information manager, is the need to
it equips the staff with required skills to perform
acquire marketing and public relations skills.
their job efficiently.
It is no use developing information services if
There is a need for proper job orientation these are not publicised and marketed''
planning from the introduction of the new (Pantry, 1997 p. 171). Towlson (1995) also
arrival to establishing mentorship for him/her. promoted marketing as ``an essential function
The introduction might include: of any service: people are unable to use a
(1) The pre-arrival announcement that the service unless they know that it exists;
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person is joining staff; designing a furthermore, they should know the services
``welcome committee''. offered and how they benefit from those
(2) Introducing the person to staff with a services''. Marketing/publicity training is,
welcoming tea. therefore, a very important means through
(3) Learning about the physical layout of the which one can market the available resources
library might include taking the person to to attract more clients, and improve the
all areas of the library and explaining the
library's image.
role of staff in that area.
``Marketing forces us to identify clearly who
(4) Assigning the new member of staff to a
we are and what we are doing, and forces each
``mentor'', who would be someone who
librarian to consider the particular constitu-
would set a good example for the newly
ency of his or her individual library'' (Kies,
recruited person.
1989, p. 25). A similar situation was observed
(5) Establishing a ``team'' which the new
by some participants: they expressed the need
person can join.
to know more about the purpose of the work
(6) The orientation plan may include the
they are doing, to be able to understand it;
time limit for learning all aspects of the
they need to know who they are in order to be
job, and a ``learning list'' could be
more productive. Someone observed:
prepared as a tool to make him/her aware
We need to know more of the purpose of the
of what the new person is expected to
work we are doing to be able to understand it
learn. Job orientation is very important. (job related training).

Marketing/publicity The above discussion suggests that there is a

A majority of 33 (52 per cent) participants need for training in marketing and publicity in
reported through the surveys that there is a order to improve productivity.
lack of publicity and marketing. This con-
firms Loganathan's findings (1992) that Refresher courses to cope with modern
training in marketing is not widely regarded as demands
an important activity which needs to be given A majority of the 25 (39 per cent) participants
priority. She recommended that libraries mentioned in the surveys that refresher
and information centres should consider a courses are very important for they enable
series of training courses for the heads of staff to shift from traditional librarians to
information centres and senior professionals modern librarians, in order to fulfil the
on the marketing of information products and changing demands of their customers. One
services. Someone pointed out: participant observed:
Courses taught at the University of Botswana do Twenty years ago is different from now. We as
not prepare us for practical work at the job like professionals need to learn about user education
user education, customer service, team spirit, and several other current topics. In India and
289
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Priti Jain Volume 20 . Number 5 . 1999 . 283±294

other countries, librarians go for refresher attitude, training can do nothing for him/her.
courses. Why not here? For example, one participant noticed:
Certainly, ``no individual can afford to rest on Training can have a positive impact on work if
after being trained one puts what he/she gained
the qualifications gained in previous years''
into practice. It depends on attitude, if an officer
(Pantry, 1997, p. 171). Without a regular has initiative it is likely to have a positive impact.
flow of up-to-date knowledge, the organisa- The prerequisite for training therefore, is the
tion and individual will both remain stagnant. right attitude and commitment to provide better
Pantry further emphasises the need for con- services to the customer and consequently,
tinuous updating of skills learned from becoming more valuable to an organisation.
starting the career. Since some skills may All of this signifies that refresher courses are
become redundant she advocates training, necessary to update the staff's skills.
retraining and training again.
Another participant commented: Managerial skills
Not only information technology, there is a lot to Managerial skills included administrative and
learn for those who started their careers long ago.
supervisory skills. Twenty-two (34.37 per
Users needs have changed and facilities have
changed; we can't resist change according to the cent) participants indicated the need for OJT
change of times, and that is possible only by in managerial skills. One observed:
refresher courses to bring us up to date with on- In the library we are mostly trained in library
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the-job requirements. work, but we do not do much on the manage-

ment part and yet we are we are expected to
Farmer and Campbell (1997), who con- carry out management duties. As supervisors we
tended that after a number of years need to have management skills.
professionals may find that, because of
Yet another commented:
specialisation in their field, career develop-
Management related training will help in
ment has become difficult, recently observed
grooming the supervisors, both present and
a similar scenario. Some may be frustrated potential.
that they are equipped to carry out only one
job, and they feel incapable of keeping up due According to O'Brien (1993, p. 338) ``man-
to the technological race, which is demoti- agement is traditionally described as a process
vating. A similar scenario was found in the of leadership involving the management
survey; some staff felt as if they lagged behind, functions of planning, organising, directing
owing to a completely new dimension to and controlling''. Management is, therefore,
libraries, in which customer needs have the process by which the knowledge, talent
changed, communities have changed, and and energies of people are directed and
available facilities have changed. Owing to resources are allocated to achieve the set
this feeling of inferiority they seem to be objectives. A staff member needs to be trained
demotivated and entangled, and consequently in managerial skills, to be able to manage and
have a low level of productivity. That is why supervise their subordinates, to check and
``further training is necessary because library balance their day-to-day activities, to learn
and information services, in most cases, form about decision-making in difficult situations.
part of public institutions with a commitment This training becomes more crucial when the
to the users to render a service of high staff member has overall charge of a library. It
standard at all times. This standard for is necessary to provide this OJT to the staff to
effective service and the right attitude can make them more efficient, professional, and
be achieved and moulded by training'' productive.
(Terblanche, 1991 p.18).
The researcher somewhat disagrees with
the above assertion in which it is emphasised Suggestions made by the participants
that the required standard and the right for effective OJT
attitude can be achieved and moulded by
training. Training can facilitate the The participants themselves made the fol-
acquisition of that standard only if the trainee lowing suggestions through their
is determined to improve professionally, im- questionnaires and interviews. For effective
prove his/her image and perform better for the OJT, they felt that the training should have
organisation. If a trainee lacks a positive the following criteria.
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Priti Jain Volume 20 . Number 5 . 1999 . 283±294

Objective oriented attitude and working patterns of a newly

Participants believed that training should be recruited employee. If proper follow-up to
objective oriented. Training is always useful if the training is maintained, productivity will
definitely be improved.
it is geared towards a specific job. A staff
member needs to be trained in the particular Mackinnon's (1996) recommendations for
section where he/she is supposed to be structured OJT are appealing; he supported
attached. One participant observed: regular periods of off-the-job training, regular
People should be given OJT and it should be appraisals with greater frequency in the initial
relevant to what people are doing on their job. stages, clear milestones to indicate progres-
Another noted: sion and provide motivation, and an effective
Available training needs to be reinforced and management structure. Cannell (1997) also
clearly pointed out. There should be clear advocated structured OJT training that is
objectives and it should not be assumed that they consistent, effective and cost effective because
are always being done. the learning process is speedy and employees
Yet another mentioned: became fully productive. There is a need for
Because of a wrong policy as to where the structured OJT to see its true impact on work.
training skill is required, it is irrelevant. The researcher was informed that the
BNLS is working on a structured training
To summarise, Nilson's (1990) suggestions
policy at the present time, and that it is hoped
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for the prerequisites of training are appealing:

that when this comes into effect, staff will be
. define employees' training needs;
. develop the best strategy to present the more satisfied that there is a set procedure in
training information to all; which each of them will get an opportunity.
. give the right training to the right people.
Hands-on
If the right training is directed for the right A majority of the respondents asked for
person, at the right time, it should save time, hands-on training. For example, one partici-
money and material resources and will prove pant suggested:
more effective and productive. Action learning technique is required ± a
By allowing staff to have objective-oriented situation where trainees are exposed to real
OJT, they will improve upon their profes- problems thus helping them develop the relevant
sionalism, resources will be used efficiently, skills and talents, we emphasise on learning by
the clientele will have good service and the doing instead of being taught.
library will advance towards higher produc- The researcher is a firm believer in hands-on
tivity. This all indicates that objective training because it yields more learning
oriented training is always beneficial. opportunities to trainees to learn through
A few respondents also suggested that: involvement. The hands-on training is also
. training should be given by experts in the advocated by Nilson (1990), who argued that
area; trainees should be allowed to try new equip-
. there should be enough time for practice; ment, make mistakes, and learn in their own
and time. It encourages trainees to think aloud
. a conducive environment for learning. and solve their own problems. The hands-on
But the numbers were small. approach, therefore, seems to make training
more effective.
Structured/ formalised
A majority of the participants indicated that,
although some OJT is available to the staff, it Follow-up and evaluation of the impact
is not structured and formalised training. As of OJT training
one pointed out:
First items to be covered must be prioritised and Participants usually indicated in their
covered with a specified time. Then trainers response that there is a lack of follow-up after
must be allowed to evaluate their work and the training, which hinders the effectiveness of
work of the co-ordinator/trainer.
available training. For example, someone
Another commented: pointed out:
OJT by skilled, experienced and willing senior Definitely productivity could be improved
librarians who follow up a laid down procedure through OJT, if there was a proper implemen-
will greatly improve the skill, confidence, tation plan.
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Priti Jain Volume 20 . Number 5 . 1999 . 283±294

Yet another remarked: For effective training it is very important to

Implementations should be practical, not just on have some check and balance to measure its
paper alone as it is the case now. effectiveness. In this way both the trainee and
Cevallos and Kratz (1990, p. 33) also the trainer benefit. Knowing that someone is
emphasised that for the planning and watching one's progress, a trainee is always
implementation processes there should be concerned about proving himself/herself most
constant evaluation and re-evaluation on capable and satisfying the trainer. Participants
several levels: the program as a whole, the themselves acknowledged that when they
individual participating in the program, and know there is no appraisal system to measure
the after effects of the training, they do not
the influence of the program on the effec-
put much effort into achieving their best
tiveness of the library's services. It is
potential. This signifies that training pro-
important to follow-up the training plan in
grams and the impact of training need to be
order to see the positive impact of a training
evaluated from time to time to ensure training
program.
contributes to increased effectiveness.
A majority of 48 (75 per cent) participants
pointed out that there is no evaluation system
to measure the performance of the trainees
except for a routine yearly staff evaluation Recommendations for professional
through supervisors, or the director's visits. on-the-job training
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They felt it was necessary to have a formalised

The above discussion implies that, although
evaluation system for the trainees in order to
OJT is not missing completely from libraries,
motivate them to perform better. Someone
more effective training is required. On the
suggested:
basis of the above discussion, the researcher
There should be an evaluation scheme for
trainees to check whether training has improved would like to suggest that to initiate an
the professional or not, so that both efficiency effective training:
and deficiency could be weighed and contem- (1) The training needs for each individual
plated. should be identified by the supervisor.
(2) The appropriate training should be pro-
Another added:
vided according to a structured plan.
The department should monitor the progress of
the work done in each library after each training (3) Training should be hands-on.
exercise. (4) Supervisors should follow-up the
training.
Yet one other emphasised the need for
evaluation:
The application of OJT would have a greater
impact if BNLS had the relevant pool of Conclusion
professionals to supervise trainees and develop a
requisite evaluation mechanism. Unfortunately, This study was carried out within the context
this is not the case. of a growing interest in productivity
improvement in Botswana. In addition, no
Levy (1993) has supported three main forms
study has been carried out to identify OJT
of formal evaluation:
needs in libraries in Botswana. Although this
. Assessment of participants' immediate
is a case study of the BNLS, some issues may
level of satisfaction with the course and
be relevant to all types of libraries, even in
the extent to which it achieved its
other parts of the world. The study attempted
objectives from their point of view.
to identify professional on-the-job training
. Measurement of the medium and long-
needs in libraries. This identification of
term impacts of training.
training needs may contribute to the initiation
. Measurement of the impact of the train-
of an effective training programme. The
ing on overall organisational performance
majority of the staff perceived OJT as a very
in relation to cost.
important factor in enhancing professionalism
Zaccardelle (1997) has suggested four steps in and productivity, hence it may be seen as a
the process of training, and evaluating the tool for professionalism and productivity.
training is one of them. He emphasised that Professionals need OJT to update their skills
no one should be trained to do a job until the and enhance professionalism, but on the basis
correct way to do the work has been defined. of the study the author would like to add that
292
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Priti Jain Volume 20 . Number 5 . 1999 . 283±294

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