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The purpose of this paper is to explore the role of staff development committees (SDC) in the motivation, morale and education of library staff by relying on previous research and by using Utah State University's (USU), Merrill‐Cazier Library SDC as a case study.

Discussion and analysis emerge from the documented formation of USU's SDC, including its membership, goals, and evaluative practices, especially as it relates to current research in this area. Informal staff comments regarding benefits and limitations of the committee are included.

Staff development has been approached from various perspectives. Most programs form as the results of formal or informal needs assessments. Goals for the program, or for the resulting staff development committee, vary and fluctuate depending on the time‐specific needs of the library. Successful elements of USU's SDC include its emphasis on building inter‐departmental relationships and its ability to elicit feedback from every level of the library. Challenges include having clearly defined goals and meeting a variety of individual and institutional needs through the creation of related events and activities.

This paper provides ideas on forming a staff development committee, including examples for specific events and activities. It details how to structure membership and explores literature relating to designing and implementing institutional goals for staff development.

Many studies lack a comprehensive literature review that focuses on the scope and purpose of staff development committees. This paper combines a literature review with an explanation of how USU's Library created a staff development committee to fill certain library‐wide goals, including challenges and benefits that emerged as a result.

Over the past decade the policy debate over improving U.S. public education has focused on market solutions (charter schools, privatization, and vouchers) and teacher evaluation through high stakes standardized testing of students. In this debate, teachers and their unions are often characterized as the problem. Our research offers an alternate path in the debate, a perspective that looks at schools as systems – the way schools are organized and the way decisions are made. We focus on examples of collaboration through the creation of long-term labor-management partnerships among teachers’ unions and school administrators that improve and restructure public schools from the inside to enhance planning, decision-making, problem solving, and the ways teachers interact and schools are organized. We analyzed how these efforts were created and sustained in six public school districts over the past two decades, and what they can teach us about the impact of significant involvement of faculty and their local union leadership, working closely with district administration. We argue that collaboration between teachers, their unions, and administrators is both possible and necessary for any meaningful and lasting public school reform.

Considers the language of professional development and demonstrates how principals with different professional beliefs and understandings interpret the language of education differently. This work is based on a two‐year study of eight principals in a school district undergoing a policy change in the supervision and evaluation of teachers. Because principals mediate through their professional beliefs the language of both policy change and professional development that leads to policy change, groups of principals within a single district may interpret and implement policy change differently. Shows that principals do not necessarily have a common understanding of the language of education. Without a common understanding of language, policy is open to individual interpretation.

This paper aims to investigate the practices of a well-established professional development committee (PDC) at an academic library to reveal the development of effective professional development programs with various themes and the diversified delivering formats and the assessment of library employees’ training needs and the effectiveness of professional development programs with Needs Assessment Surveys and Program Follow-up Employee Opinion Surveys. Professional development programs are widely adopted in academic libraries to support the professional growth of library employees and improve the quality of library services. Developing, promoting and administering professional development programs are main responsibilities of the PDC.

The study is based upon the PDC’s recent practices since 2011. The Needs Assessment Surveys (in 2012 and 2013) are conducted electronically, so are the Opinion Surveys since 2013 which are formerly conducted in paper.

The well-planned professional development program themes with special designed delivery formats have demonstrated their effectiveness through high attendance of each professional development event. The positive results and high compliments from both Need Assessment Surveys and Opinion Surveys also endorse their values to employee’s professional growth.

This paper classifies various professional development program ideas into six program themes and three special delivery formats, and each is presented with intention, planning and organization. This paper also provides details of using different Need Assessment Surveys and Opinion Surveys for evaluation, which is also lacked in published literature.

The Ontario Council for Leadership in Educational Administration is a newly‐formed cooperative representing the following major educational organizations in Ontario, Canada: Association of Colleges of Applied Arts and Technology, Ministry of Colleges and Universities, Ministry of Education, Ontario Association of Education Administrative Officials, Ontario Institute for Studies in Education, Ontario Teachers‘ Federation, Ontario School Trustees’ Council and Ontario Universities offering courses in Educational Administration. OCLEA'S primary purpose is to improve leadership in Ontario and beyond. To achieve this purpose three basic programs have been developed, one dealing with professional development activities, one dealing with information services, and one dealing with research and development. The professional development program consists of major workshops focusing on those professional development needs identified by the practicing administrators and supervisory officials. The information services includes a field representatives system of communication, and information collection/dissemination system, and a formal publication. The research and development program consists of the development of R and D activities directed to the high priority needs of the province. The funding of OCLEA is provided for by a four‐year grant from the W. K. Kellogg Foundation and from fees generated for services rendered. The OCLEA model is built on five generalizable principles: (1) maximum involvement by constituent client groups in all aspects of planning, implementation, and evaluation, (2) comprehensive communication coverage based on a firmly established communication network, (3) decentralization of all programs to maximize the “self‐help” concept, (4) continuous evaluation and professional development needs assessments to guide program development, and (5) maximum representation on all policy bodies.

A great interest seems to be welling up in our North American society in career education, educational accounting systems, continuing education, professional development seminars, and so on. Education for and acceptance of the concept of occupational competence has suddenly blossomed as a concern for professionals and paraprofessionals alike. There appears to be trouble today, as professionals, in determining the difference between what is now called career education and the vocational education programs of bygone years. Career education, in the literature these days, is something which begins in early childhood and continues throughout the adult years. Both the technologist and the professional may well have to go back to school during their working lives to maintain their currency.

The purpose of this paper is to describe how an academic library at one of the most diverse universities in the country responded to the 2016 election through the newly formed Inclusion and Equity Committee and through student outreach.

This paper details the context of the 2016 election and the role of social justice in librarianship. It offers ideas for how library diversity committees can address professional development, recruitment and retention efforts and cultural humility. It highlights student outreach efforts to support marginalized students, educate communities and promote student activism. Finally, it offers considerations and suggestions for librarians who want to engage in this work.

This paper shows that incorporating social justice, diversity, equity and inclusion requires individuals taking action. If institutions want to focus on any of these issues, they need to formally include them in their mission, vision and values as well as in department goals and individual job descriptions. The University of Nevada, Las Vegas University Libraries fully supports this work, but most of the labor is done by a small number of people. Unsustainable practices can cause employee burnout and turnover resulting in less internal and external efforts to support diversity.

Most of the previous literature focuses either on internal activities, such as professional development and committees, or on student-focused activities, such as outreach events, displays and instruction. This paper is one comprehensive review of both kinds of activities.

This monograph seeks to supply a contribution to the debate on the major formative factors which have led to current perceptions of the roles which either should be, or are, undertaken by industrial training officers. Any attempt to ascertain these developmental paths must be limited by the relative importance which the interpreter gives to writings and events. To this extent it must be a subjective and selective viewpoint. Whatever our perspective, there is one undoubted fact: there has been a considerable increase in the number of industrial training officers over the last 20 years — and a corresponding increase in training activities. This increase has been more than matched with an outpouring of literature on training and, to a much lesser extent, research into training themes.

Universal Public Purchasing Certification Council (UPPCC) is an independent nonprofit entity formed to govern and administer the Certified Public Purchasing Officers (CPPO) and Certified Professional Public Buyers (CPPB) certification programs. Periodically, UPPCC performs a job analysis study to ensure that the certification exams are aligned with the skills, knowledge, and abilities needed for successful job performance in public procurement. This article provides a brief summary of the 2007 job analysis study.