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This paper aims to analyze the effectiveness of the subject librarian literacy training and put forward suggestions for the improvement of the subject librarian literacy training based on the satisfaction degree survey for the CALIS III Subject Librarian Literacy Training.

On the basis of the satisfaction degree survey for the CALIS III Subject Librarian Literacy Training, this paper elaborates on the design of the survey, analyzes effectiveness of the training according to the survey results, and further advances suggestions for the enhancement of the subject librarian literacy training.

As an essential part of the library user service, subject services are highly demanding of subject librarians' literacy and capabilities. The subject librarians should thus own great abilities to be qualified for the innovative subject service work. Although the CALIS III Librarian Literacy Training and Qualification Certification Program, a vital executive program, has made great achievements, the training still needs to be further improved concerning the schedules, teaching atmosphere, training forms, training content, etc., to enhance the subject librarians' ability, raise the service standards and promote the fast and sound development of librarianship in China.

This paper offers detailed information on how to design a satisfaction degree survey for the subject librarian literacy training, analyzes the effectiveness of the librarian literacy training, and finally makes suggestions for the enhancement of the subject librarian literacy training.

To evaluate past and recent research on the costs of training human resources in Australia and to compare the merits of different research methods used to measure these costs. The discussion is situated in a general context of low employer contribution to training provision in Australia and acute policy debates on public training provision.

The article presents the aggregate results of two recent quantitative surveys of training costs in Australian organizations. Both surveys adopt an economic definition of the costs and concentrate on firm‐specific skills acquired up until new recruits reach average productivity.

Survey results suggest that the informal costs of training human resources outstrip direct training expenditure and average training costs are much larger than commonly assumed in the policy debate in Australia.

Ideally, the surveys reported upon should be extended to include continuing training costs and a measure of the degree of employer‐provided general training.

Official surveys largely underestimate the cost of employer‐provided training in Australia, contributing to (mistaken?) perceptions of private sector disengagement. Existing measures of the costs should adopt a more comprehensive approach, including the use of economic concepts.

This research stresses, both to HR practitioners and policy makers, the value of measuring opportunity costs in training processes, and contributes to its quantification.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

Changes in the format of library materials, increased amounts of information, and the speed at which information is being produced have created an unrelenting need for training for library staff members. Additionally, library employees are retiring in greater numbers and their accompanying expertise is being lost. The purpose of this study was to document evaluation practices currently used in library training and continuing education programs for library employees, including metrics used in calculating return-on-investment (ROI). This research project asked 272 library training professionals to identify how they evaluate training, what kind of training evaluation practices are in place, how they select programs to evaluate for ROI, and what criteria are important in determining an effective method for calculating ROI.

The postdoctoral position was originally created as a short training period for PhD holders on the path to becoming university professors; however, the single-purpose paradigm of training has evolved considerably over time. The purpose of this paper is to report on the opportunities and challenges faced by postdocs as they navigate this complex training period.

To better understand the changes in postdoctoral training the Canadian Association of Postdoctoral Scholars – l’Association Canadienne des Stagiaires Postdoctoraux (CAPS-ACSP) conducted three professional national surveys of postdocs working in Canada and Canadian postdocs working internationally. Using the data from each survey, the authors investigated demographics, career goals and mental health and developed a theory-based path model for predicting postdoctoral training satisfaction, using structural equation modeling.

The analysis revealed that during their training postdocs face mental health symptoms, which play a role in job satisfaction. Additionally, predictors of satisfaction with career training were opportunities for skills development and encouragement from supervisors. Predictors of satisfaction with compensation were salary, skills training, mental health and encouragement from supervisors.

This first in-depth analysis of mental health symptoms illuminates the postdoc experience in academia. The study highlights the need for substantive changes to address the challenges facing postdoctoral training in the current research model in North America.

The purpose of this paper is to assess the extent to which the process of becoming a surveyor in Ghana mirrors a broad conception of professionalism.

The work is grounded in field research in the form of interviews/survey conducted by the authors in Ghana. The sample is drawn in such a way that the work benefits from the experiences of people at different levels of surveying training.

The study reveals that professional surveying training in Ghana is effective but narrow: senior surveyors do provide mentoring to probationers, but they engage in poor labour practices; probationers do obtain professional training, but many of their expectations are not met. While there are both costs and benefits to the mentors and mentees, the study finds that, on balance, the process of professionalisation is designed to favour a few owners of surveying firms.

It is the intention of the authors that this work would contribute to a process of “conscientisation”. The paper provides part of the basis for young surveyors to reject being passive recipients of instruction to becoming active workers and professionals who have a deep awareness of the social reality which shapes their professional lives and understand how they can reshape that reality.

This research work is the first study of the state of professionalism and work conditions of surveyors in Ghana. The study sheds light on the conditions under which surveyors work and shows how professional they are. On the one hand, this study provides the opportunity for prospective surveyors in Ghana to reflect on their aspiration before embarking on that “journey”. On the other hand, it gives practising surveyors a basis for reflecting on how the profession can be improved.

The first in a series of articles which further explore four training needs assessment (TNA) research and data‐gathering methods: survey questionnaires, individual interviews, focus groups, and on‐site observations which were first presented in an article entitled “Training Needs Assessment: An ‘Open‐systems’ Application” in the Journal of European Industrial Training, Vol. 17 No. 1. Reviews the types of survey questionnaire most commonly used in the determination of training needs. Emphasizes codes of ethics. Makes comparisons between standardized and custom‐designed questionnaires, with research indicating that the custom approach works best when attempting to identify specific training needs germane to a particular group or organization. Provides various types of question‐response sample along with recommendations for the survey administration and final report preparation. Discusses “E‐Mail” or electronic mail as a variation of the written survey questionnaire. Recommends the custom‐designed survey questionnaire for use as part of a systematic approach to determining and analysing training needs as a result of its flexibility, its yield of quantitative as well as qualitative data, and its results‐oriented format.

The purpose of this paper is to distinguish knowledge gained vs skills learned as two learning-related training criteria; and to then test the impact of two career motivation variables, home care intent and stepping stone, for explaining these training criteria beyond controlled-for variables.

The research used a sample of 720 personal/home care aides (P/HCAs) who filled out pre-training and post-training surveys. Training consisted of 25 modules, lasting approximately 100 hours on various P/HCA knowledge bases, with training sessions generally five to six hours/day, four to five days/week over a three to four week period. Factor analyses, correlation, and hierarchical regression analyses were used to test the hypotheses.

Results showed that these two learning outcomes, knowledge gained vs skills learned, could be differentiated and reliably measured. Subsequent hierarchical regression analyses showed additional discriminant validity for these two learning outcomes. For the two measured career motivation variables, home care intent and stepping stone, home care intent was positively related to both learning outcomes but stepping stone only had a significant positive impact on skills learned. Training delivery was significantly related only to knowledge gained, while instructor rating was significantly related only to skills learned.

A unique sample of P/HCA trainees was utilized to test for this previously untested learning outcome distinction. As the population ages and demand increases for P/HCAs, additional training and studies evaluating such training will be needed.

Quality management is an essential part of an organisation’s competitive strategy. The training that underpins quality management determines the likely effectiveness of the quality initiatives undertaken. This article details the findings of a questionnaire survey into the training provided to support quality management. A total of 450 responses are analysed. Findings from the UK, Portugal and Finland are compared to identify differences in national practice. Training provision is definitely focused at quality staff, but even with this group training in many of the traditional quality tools is denied to one third. The area in which training is given consistently concerns awareness, systems and standards. This confirms that much of the emphasis within the sample base is on working to a quality system rather than necessarily embracing the message of quality. Training methods tend to be traditional, with little impact evident of the hi‐tech revolution. Nevertheless, there is a spread of approaches considered effective with no single approach dominating the field. While external short courses rank top in all areas, the incidence is never in excess of one‐third.