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The purpose of this paper is to outline strategies and approaches in the workforce plan to address skill shortages in the university of Melbourne library to ensure that staff have the appropriate skills for the future.

The objectives were achieved by developing a workforce plan to identify skills gaps, and then to work with training providers to develop a training plan. There was collaboration with two TAFE colleges to deliver accredited courses to staff to develop the skills required, ensuring key competencies were achieved and the staff received accreditation for their learning

The workforce plan showed an aging workforce but also skill shortages across the library. If the library was to be able to deliver services to meet the needs of future students then it needed to develop training programs to enable staff to develop the appropriate skill sets required to meet the needs of the library in the future. A brief survey of participants of the course discovered staff found the course very useful, although not all staff were able to utilize their new skills as effectively as they might in their current roles. This showed a need to review and re‐write position descriptions for staff.

The outcomes and implications for the future are to ensure there is: an ongoing staff development and training program in place for staff to enable them to continually update their skills as required to meet the needs of the library; that staff have opportunities to utilize the new skills they have acquired to improve and deliver library services; and that staff have the appropriate time to learn and develop themselves

The paper shows that some of the key competencies required by staff are not always learnt in the workplace, or in universities, but can be delivered by vocational training providers such as a TAFE college. The idea of working with TAFE teachers to develop and adapt a training program is quite a different approach to solving this skill gap problem.

The purpose of this paper is to investigate which skills library managers think their staff should possess as their organisational culture alters to meet the demands of a changing internal and external TAFE environment and user needs.

A survey is used to ascertain what library managers believe needs to be included as a recognisable competency for their staff to perform their work. The survey contains 20 broad categories of skills listed under five main areas. A total of 18 TAFF Libraries are used in the survey. Data are entered into Excel. Tabulation consolidates the list of 200 skills and/or comptencies. Comments are also collected at part of the investigation

The perception that having as many competencies as possible is hightly indicative of a well rounded, service focused and broadly informed library staff member. Of the library managers, 64 per cent strongly agreed that finding and using print and online resources was an important skill to possess; 93 per cent agree that library staff should maintain a healthy work‐life balance; and 79 per cent agreed that staff should understand the performance standards relating to their position.

The paper illustrates that the team is greater than the sum of its parts.

University intellectual output such as theses and dissertations are valuable resources containing rigorous research results. Library staff who are key players in promoting intellectual output through institutional repositories require skills to promote content visibility, create wider outreach and facilitate easy access and use of these resources. This study aims to determine the skills of library staff to enhance the visibility of intellectual output in federal university libraries in southeast Nigeria.

A survey research design was adopted for the study. The questionnaire was used to obtain responses from library staff on the extent of computer skills and their abilities for digital conversion, metadata creation and preservation of digital content.

Library staff at the university libraries had high skills in basic computer operations. They had moderate skills in digital conversion, preservation and storage. However, they had low skills in metadata creation.

The study has implications for addressing the digital skills and professional expertise of library staff, especially as it concerns metadata creation, digital conversion, preservation and storage. It also has implications for the university management to prioritize the training of their library staff in other to increase the visibility of indigenous resources and university Web ranking.

This study serves as a lens to identify library staff skill gaps in many critical areas that require expertise and stimulate conscious effort toward developing adequate skills for effective digital information provision. It sheds light on the challenges that many Nigerian university libraries face in their pursuit of global visibility and university Web ranking.

This paper outlines the methods and findings of an Electronic Libraries (eLib) Programme research project: SKIP (Skills for new Information Professionals). The project set out to evaluate the impact of information technology on the skills and roles of staff working in library and information services. The findings indicate that the personal qualities of staff are the key to their success in the networked environment, and that professional and service cultures can inhibit an individual’s professional development and effectiveness in the work place. Information Technology (IT) skills are important, but these can be acquired by those with the desired personal qualities, and who are provided with a working environment which is conducive to personal and professional development.

This study investigates how university libraries in Nigeria are staffed and presents staff development opportunities and learning activities that sustain staff.

A survey research design was adopted. Purposive sampling technique was used to select 46 universities and 400 respondents consisting of 46 heads of libraries and 354 professionals from federal, state, and private universities. Content of the instrument was based on literature comprising six questions. The 327 (92.4%) usable responses were analyzed using descriptive statistics and presented in simple frequency tables.

The study showed that library workforce in Nigerian universities included different categories of professionals and para-professionals having diversified job opportunities and duties. Most libraries had staff development budget and respondents received various forms of assistance to foster learning. Although all nontransferable skills recorded high mean, respondents accorded less importance to nonlibrary personal skills that can be used to leverage the expectations of recruitment, retention, and sustainability.

The study was limited to practicing professionals but has staffing implications for all libraries across Nigeria.

Many professionals may lack the appropriate multi-skills that would enhance exploring new approaches and breaking out of traditional ways of operation in the different library and outside library settings.

The study contributes to knowledge about sustaining library staff in relation to adopting the recommended skills on a broad scale, and assessing how their acquisition can change the perception of professionals to its immense contributions to sustaining them in the workforce.

Purpose. To convey the initial findings of Biblio.for.mEDA, an EU project exploring lifelong learning provision for adults in public libraries set in the context of a literature review regarding support for learners in public libraries. Design/methodology/approach. A total of 20 public library authorities in England agreed to participate in a survey of the resources, support and staffing to facilitate lifelong learning in public libraries. The data were analysed manually and reported here, including current provision for learners, collaborative working, plans for the future and consideration of the impacts on staff. The findings are reported in the context of other research exploring learning in public libraries and consideration of authority's web sites, annual library plans and position statements. Findings. Depicts current lifelong learning provision in public libraries and the challenges faced by staff in supporting learners. The varying degrees of learner support provided by library services are described including assistance for adults with basic skills needs. Research limitations/implications. The findings are indicative as only 20 public library managers completed the lifelong learning survey in the UK. Practical implications. Provides an extensive review of the literature pertaining to learning in public libraries. Results of the project provide a useful snapshot of current lifelong learning activity and the ways in which services are working to support adults wishing to learn. Originality/value. This paper offers recent research results and analysis of a pressing public library issue for practitioners.

In this article the importance of students as staff in a selection of multi‐national stores in France and Ireland is compared. The employment of students was significantly lower in the French than Irish stores, and it is argued, using the work of Rubery and Gadrey et al., that this is related to cross‐national differences in the organisation of retailing in each country; in particular the skills sought of staff, their wage costs, and the organisation of working hours. The combination of these factors results in students being sought‐after employees in the Irish retail system, while in the French retail system students are rarely viewed as an effective labour source.

Reviews staff and end‐user training issues in a hybrid library. Provides an overview of some of the related skills issues encountered during a project working with non‐standard entrants in the Institute of Health Studies at the University of Plymouth. The issue is set in the context of UK national initiatives such as the Distributed National Electronic Resource. The development of the hybrid library interface is described. The outcomes are considered at institutional and LIS levels. Issues to be considered include skills audits and training needs analyses, roles and skills, and the primacy of the end user. Concludes that the key question is “how do you get people to change their behaviour?”. Indicates that the hybrid library can be a change agent given the right organisational culture and management support.

This paper aims to describe the approach taken by a staff development committee at a large academic library in New Zealand to reinvigorate professional and personal development. It seeks to examine the processes used, projects carried out and to highlight the outcomes.

To identify training needs, a skills and attributes matrix was developed to which current courses were mapped. Priorities identified in the matrix informed the creation of a programme for which courses were commissioned. An orientation programme for new staff was re‐introduced which included the creation of a new staff development and training web site.

The approach taken by the Library Staff Development Advisory Group created a sustainable process, whereby staff development could periodically be reviewed. A relevant staff development programme could be created to meet the most important current training needs of staff. Reintroducing an orientation programme was successful – it was well attended and favourably received by staff.

An in‐depth needs analysis for specialist tasks to identify specific training needs for those areas could be conducted. Measuring the impact of training on services or behaviour has not yet been attempted.

This paper may be useful to any group deciding to review staff development in any workplace and is not restricted to libraries.

This research looked at the TATE [Through Assistive Technology to Employment] Project and its delivery of ICT/AT to people with learning disabilities. It tested whether the Project affected the independence, skills, choice and control exercised by people with learning disabilities, and if staff attitudes and skills were changed. A purposive sample of 29 people with learning disabilities were selected, and keyworkers were surveyed with a postal questionnaire at two time periods. Questionnaires covered AT/ICT received and any outcomes in: independence; skills; choice and control. Staff were asked about changes in their skills and attitudes. Questionnaires were transcribed and organised into common themes. Staff became supportive of assistive technology and developed ICT skills. Service users used ICT, and developed ‘life stories’ using Powerpoint. A variety of AT was also installed leading to increased independence, confidence and skills. AT/ICT can improve independence and services by putting people with a learning disability at the centre of a well planned and resourced strategy.